2. Day 1:

3. Introduction

4. 4 Facilitators

5. 5 Expectations for the Workshop

6. 6 Workshop Objective To engage all participants in a lively learning process on outcome mapping so that you have the knowledge and skills to use it in ways that are appropriate to your specific context. The workshop is broken down into 3 modules

7. 7 Module 1. Group Facilitation 1 Day Learning and practising group facilitation skills helpful in the practice of outcome mapping.

8. 8 Module 2. Conceptual 3 Days: Learning about the tools and methods of outcome mapping.

9. 9 Module 3. Practicum 2 days Reflecting, planning, and practicing how to take outcome mapping forward in your specific context.

10. 10 Workshop Process Start & end on time Give everyone a chance to speak & ask questions « Issues and Concerns» Questions & comments at any time Questions et commentaires en français

11. 11 Agenda for Day 1

12. 12 Introductory Exercise At your table, introduce yourself by describing 3 events that contributed to you being at this workshop. Talk about one event long ago, one more recent, and one very recent event

13. Overview (Sunset Image)

14. 14 Facilitation: Core Values Participation Capacity-building Diversity Equity Transparency Content-neutral

15. 15 Role of Facilitator Manages process for the group Advocates fair & open procedures Encourages full participation Responds to group dynamics Promotes clarity & understanding Models respect and inclusion

16. Active Listening Skill 1: Paraphrasing & Drawing People Out

17. 17 What is Paraphrasing? Using your own words to explain what the speaker in saying. In order to indicate you’re trying to understand the speaker, start with: –What I’m hearing you say is… –Let me see if I’m understanding what you’re saying… –It sounds like what you’re saying is… –Am I correct that what you are saying is…

18. 18 What is Drawing People Out? Asking open-ended questions to the speaker to get more detail from them Probing with questions like: –Can you say more about that? –What do you mean by? –In what way? Best used with paraphrasing

19. Active Listening Skill 2: Stacking & Tracking

20. Conclusion & Evaluation of Day 1

21. Day 2:

22. Review of Day 1 and Evaluation Feedback

23. 23 Agenda for Day 2

24. Conceptual Overview

25. 25 Evaluation Challenges 1.Establishing cause & effect in an open system 2.Timing 3.Encouraging iterative learning 4.Clarifying values

26. 26 Challenge 1: Establishing Cause/Effect in an Open System Multiple actors & factors contribute Causality is mutual, therefore usually attribution is not possible Unintended results often ignored

27. 27 Shifting Influence Over Time Time Influence

28. 28 Challenge 2: Timing Tracking incremental, cumulative change Not assessing results as though final

29. Are we having an impact yet ?

30. 30 Challenge 3: Encouraging Iterative Learning Emphasis on development results Easy to measure vs. important to know Keeping results within their context Making time for reflection

31. 31 Accountability & Learning: A Balancing Act

32. 32 Accountability & Learning: A Balancing Act

33. 33 Challenge 4: Clarifying Values Assessment is not value neutral Making explicit the implicit Building the capacity to engage

34. 34 Challenges and Outcome Mapping Challenges 1.Cause & effect in open system 2.Timing 3.Iterative Learning 4.Clarifying Values OM Tools 1.Vision & Outcome Challenges 2.Outcome challenge & Progress Markers 3.Org. Practices & Monitoring Journals 4.Mission, Boundary Partners, Progress Markers, Org. Practices

35. 35 What is Outcome Mapping? an integrated PM&E tool an approach that focuses on changes in the behaviour, relationships,or actions of partners (as outcomes) a methodology that characterizes and assesses the program’s contributions to the achievement of outcomes an approach for designing in relation to the broader development context but assessing within your sphere of influence

37. 37 At What Level? Course is focusing at the program level Definition of Program: A group of related projects and activities with a specific set of resources (human, financial, capital) directed to the achievement of a set of goals within a specified period of time Can be used by projects, organizations, and communities too

38. 38 Key Concepts of Outcome Mapping Sphere of influence Outcomes as behavioural change

39. 39 Sphere of Influence Assessing Planning & Design Sphere of Influence Context

40. 40 The Focus of Outcome Mapping Behavioural Changes

41. 41 What is an « Outcome » in OM? Change(s) in the behaviour, relationships, activities, and/or actions of an individual, group, or organization that the program was helpful in bringing about. These changes are aimed at encouraging human and ecological well- being.

42. 42 Changes Sought Ecosystem Human System Changes in Behaviour Changes in State

43. 43 Why Behavioural Change? To stress that development is done by, and for, people To illustrate that although a program can influence the achievement of outcomes, it cannot control them because ultimate responsibility rests with the people affected

44. 44 How Can Outcome Mapping Be Used? For a program to tell its performance story in outcome terms by: articulating its goals and designing its activities designing a monitoring system for assessing internal performance and outcomes of partners setting a use-oriented evaluation plan

45. 45 Why Use Outcome Mapping? Focussing on changes in partners’ behaviour, relationships, or actions allows a program to: measure results within its sphere of influence obtain feedback about its efforts in order to improve its performance take credit for its contributions to the achievement of outcomes show progress towards outcomes

46. Stage 1: Intentional Design

47. « I have a dream! » Martin Luther King

50. 50 Step 1 : Vision Statement Reflects the broad human, social, & environmental betterment in which the program is engaged and to which it is contributing

51. Example Vision Statement Local authorities, communities, and international organizations in developing countries in Africa recognize the value of HIV/AIDS intervention as an integral part of social & economic development. Municipal, regional, and national governments actively support HIV/AIDS prevention activities by formulating and implementing effective public health policies. Using research findings, they have developed a comprehensive public health strategy to slow down the infection rate. Formerly marginalized groups (e.g. women and youth) are organized into advocacy groups that can effectively formulate their needs to policy makers. All groups have access to reliable and relevant technical information about HIV/AIDS prevention and are able to make informed choices. In essence, there are healthier, happier, and wealthier communities.

52. 52 Facilitation Questions “Imagine that in 3-5 years the program has been extremely successful. What changes will you have helped bring about? What are your partners doing differently? What have they achieved? In essence, what would total success look like?”

54. VISION STATEMENT The Mission is that “bite” of the Vision Statement on which the program is going to focus

55. 55 Step 2: Mission Statement Describes how the program intends to: Operationalize its role in support of the vision by determining the areas in which it will work Support the achievement of outcomes by its boundary partners

56. 56 Facilitation Questions “How can the program best support or contribute to the achievement of the vision? What areas do you need to work in? What do you need to do? ”

57. Example Mission Statement In support of this vision and on behalf of its donors, the program will work in the areas of research, dissemination, capacity building, & coordination. It will contribute to the production, synthesis, & dissemination of research data, position papers, & other information that will sensitize local & international actors to HIV/AIDS prevention. The program will seek to expand the range of disciplines involved in HIV/AIDS research. It will enhance HIV/AIDS research capacity in order to produce credible information for local, national, & international policy-making & program development. It will promote an interest in HIV/AIDS research among new researchers by providing research fellowships, mentorship, & training opportunities. The program will contribute to the development of linkages between Northern & Southern researchers & encourage partnerships between research organizations, advocates, & decision makers. It will increase its visibility & credibility among the donor community & will convince them of the utility of supporting HIV/AIDS prevention.

58. 58 Developing a Vision or Mission Warm-up – general conversation Individual write up Discuss & Post Facilitator and/or participant draft Present & discuss Purge the jargon Verify with partners (if required) & Finalize

59. 59 Developing a Vision with the Community in Nagaland

60. 60 Suggestions and Tips! If time is a limiting factor you can carry out an email survey in advance to create a draft vision & mission before the workshop starts. Use the draft version as a starting point for discussion in order to save time.

61. Exercise 1: Correct Errors in Vision & Mission Statements

63. 63 Step 3: Boundary Partners Those individuals, groups, & organizations with whom the program interacts directly to effect change & with whom the program can anticipate some opportunities for influence.

64. 64 Program`s Sphere of Influence Program = Program`s Boundary Partners The Real World

65. 65 Boundary Partners (have boundary partners) Program Program’s Boundary Partners Boundary Partners’ Boundary Partners

66. 66 Typology of IDRC Boundary Partners IDRC Program Applied Research Community e.g. researchers, institutions, NGOs, networks System Gatekeepers / Dev`t Agents e.g. business, policy makers, NGOs, gov`t Beneficiaries e.g. communities, farmers, women, youth

67. 67 Facilitation Questions « In which individuals, groups, or organizations is your program trying to encourage change so that they can contribute to the vision? With whom will you work directly? »

68. 68 Suggestions and Tips! A program can choose its boundary partners because it wants to influence them or because they will influence others Example: a rural development NGO chooses to work directly with farmer organizations who in turn, lobby the Minister of Agriculture to effect change.

69. Exercise 2: Identify the Program`s Boundary Partners

70. Exercise 2a Working on Your Own Case

71. 71 Guiding Questions In your context: How would the ideas of Outcome Mapping resonate? Is a focus on behavioural change appropriate? How would you foster the imagination of your group to come up with a vision? Are you clear about your contributions to the vision? (i.e., your mission) Who are your boundary partners? How could you include them in the process?

72. Conclusion & Evaluation of Day 2 Plenary Discussion: What’s Working? What’s Not? How Can We Improve Our Workshop?

73. Day 3:

74. Review of Day 2 & Feedback from Evaluation

75. 75 Agenda for Day 3

77. 77 Step 4: Outcome Challenge Description of: The changed behaviours (relationships, activities, and/or actions) of a boundary partner How they could contribute ideally to the vision

78. Example Outcome Challenge Statement The program intends to see researchers in developing countries that have gained the expertise required to carry out HIV/AIDS research in a multidisciplinary fashion using quantitative, qualitative, and/or participatory methodologies. They are conducting research on the legislative, economic, social, and health aspects of HIV/AIDS with special emphasis on vulnerable groups including youth and women. They are providing credible evidence that allows research findings to be translated into effective HIV/AIDS policies and programs. They are skillfully disseminating research results in the appropriate format for the audience (e.g., to the scientific community, the general public, NGOs, government officials). They are successfully obtaining funding from multiple sources to conduct HIV/AIDS research. More experienced researchers are mentoring those new to the field and HIV/AIDS researchers globally are engaged in productive communications using various means especially electronic networks.

79. « Those Who Dream Make a Difference! » Ms. Kalpana Pant, Chaitanya

80. 80 Phrasing of an Outcome Challenge “The program intends to see [boundary partner] who [description of behaviours in the active present tense]”

81. 81 Facilitation Questions “Ideally, in order to contribute to the vision, how would the boundary partner be behaving?” “What would your boundary partner be doing to contribute maximally to the vision?”

82. 82 Suggestions and Tips! Similarity of behaviours sought among boundary partners (policy makers and community members) in international model forests was unexpected by program staff

83. 83 Outcome Challenge Checklist Outcome Challenge Statements: Describe behavioural changes About a single boundary partner Set out the ideal behavioural changes Describe the boundary partner`s contributions to the vision

84. Exercise 3: Identify Errors in Outcome Challenge Statements

85. 85 Program Framework Vision: Mission: Boundary Partner: Outcome Challenge:

86. Overview Exercise: Put Together a Program Framework

88. 88 Step 5: Progress Markers A graduated set of statements describing a progression of changed behaviours in the boundary partner Changes in actions, activities, & relationships leading up to the ideal outcome challenge statement

89. 89 Levels of Progress Markers The program sets out what it would: Expect to seeExpect to see its boundary partners doing? Like to seeLike to see its boundary partners doing? Love to seeLove to see its boundary partners doing?

90. 90 How Many Progress Markers? Limit to a manageable amount of data to be collected: 4 “expect to see” 8 “like to see” 3 “love to see”

91. 91 Why Graduated Progress Markers? Articulate the complexity of the change process Permit on-going assessment of partners’ progress (including unintended results) Encourages the program to think about how it can intentionally contribute to the most profound transformation possible Make mid-course corrections & improvement easier

92. 92 Example Progress Markers The program Expects to See local communities: 1.Participating in regular model forest (MF) partnership meetings 2. Establishing a structure for cooperation in the partnership 3. Acquiring new skills for involvement in the MF 4. Contributing resources necessary to get the MF operational (minimum)

93. 93 Example Progress Markers The program would Like to See local communities: 5.Articulating a vision for the MF that is locally relevant 6.Promoting their involvement with the MF nationally 7.Expanding the partnership 8.Calling upon external experts when necessary 9.Requesting new opportunities for training 10.Disseminating concrete examples of benefits arising from MF activities 11.Seeking out new partners for the MF 12.Obtaining funding from different national sources

94. 94 Example Progress Markers The program would Love to See local communities: 13. Helping other MFs establish themselves 14. Sharing lessons-learned internationally 15. Influencing national policy debates & formulation on resource use and management

95. 95 Facilitation Questions « How can the program know the boundary partner is moving toward the outcome? What would they be doing? » « What milestones would be reached as the boundary partner moves towards their intended role in contributing to the vision? »

96. 96 Suggestions and Tips! If a program has multiple boundary partners but the primary result to be achieved is changing their relationships with one another then it is possible to create a single outcome challenge & set of progress markers for the whole group

97. 97 Progress Marker Checklist Each Progress Marker: Describes a changed behaviour by the boundary partner Can be monitored & observed As a set, Progress Markers: Are graduated from easier to more difficult to achieve changes in behaviour Describe the change process of a single boundary partner

98. Exercise 4: Identify Correct Progress Markers & Categorize as Expect, Like, or Love to See

100. 100 Step 6: Strategy Map Outlines the program`s approach in working with the boundary partner Indicates the relative influence the program is likely to have on boundary partner Helps pinpoint strategic gaps in the approach or if the program is overextended Suggests the type of evaluation method appropriate to track and assess the performance of the program

101. 101 6 Types of Strategies Aimed at the Boundary Parnter Aimed at the Boundary Partner`s Environment StrategySupportivePersuasiveCausal I-1 Direct Output E-1 Alter physical or regulatory environment I-2 Arouse New Skills/ Thinking I-3 Supporter who guides change over time E-2 Modify the information system E-3 Create / Strengthen a Peer Network

102. 102 6 Types of Strategies

103. 103 Facilitation Questions

104. 104 Suggestions and Tips! Facilitator asks the group questions about their strategies While they are discussing them (s)he quietly plots them on a strategy map After being shown the strategy map, the group is asked to analyze it for gaps, overextension, and the influence that can be expected

105. Exercise 5: Plot Activities on a Strategy Map

106. Exercise 5a: Work on Your Own Case

107. 107 Guiding Questions In your own context: How well accepted would the idea of planning broadly but measuring within your sphere of influence be? What types of strategies do you use – causal, persuasive, supportive?

108. Conclusion and Evaluation of Day 3

109. Day 4:

110. Review of Day 3 and Evaluation Feedback

111. 111 Agenda for day 4

113. « The oft repeated and echoing question in Outcome Mapping « what or who needs to change? » raised us from being providers of development, achieving outputs, to actually believing we were agents of change. » Raj Verma, NEPED

114. 114 Step 7: Organizational Practices The things that you do as an organization to: foster creativity & innovation seek the best ways to assist your partners maintain your niche

115. 115 Why Organizational Practices? Important to how the program is going to function to effectively fulfill its mission Supporting change in its boundary partners requires that the program be able to change and adapt as well

116. 116 8 Organizational Practices 1.Prospecting for new ideas, opportunities, & resources 2.Seeking feedback from key informants 3.Obtaining the support of your next highest power 4.Assessing & (re)designing products, services, systems, and procedures

117. 117 8 Organizational Practices 5.Checking up on those already served to add value 6.Sharing your best wisdom with the world 7.Experimenting to remain innovative 8.Engaging in organizational reflection

118. 118 Facilitation Question “What do you have to be doing in order to remain effective?”

119. 119 Suggestions and Tips! This can be a difficult set of concepts to get across; frame it in terms of changes in behaviour internal to the organization Have the group think of the program as an organization in its own right

120. Exercise 6: Identify the Organizational Practices

121. Exercise 6a: Draw the 7 steps of Outcome Mapping

122. 122 Overview of Stage 1 Organizational Practices

123. Stage 2: Outcome & Performance Monitoring

124. 124 Outcome Mapping Monitoring Systematic collection of data A regular learning & improvement cycle Encourages the program to challenge itself Collects & organizes, does not analyze data

126. « Being busy creates a mindset that is not conducive to innovation and creativity. Without interaction, there is no innovation. Time to discuss, reflect, and generate new ideas is the ransom that outcome mapping demands for innovation. » Thierry Barreto-Fernandez West Africa Rural Foundation, Senegal

127. 127 Step 8: Monitoring Priorities Tempting to gather information on a whole range of issues but this is not practical Base priorities on intended use of intended users: –Use(s) for findings and from process –Improve performance through learning –Help meet accountability/reporting requirements –Supply information for planned evaluation –Inform publicity documents, communication activities, or case-study materials

128. 128 Monitoring Plan

129. Boundary Partner Program

130. Outcome Challenge & Progress Markers Boundary Partner Program

131. Strategies & Activities Boundary Partner Program

132. Organizational Practices Boundary Partner Program

133. Outcome Journal Strategy Journal Performance Journal Boundary Partner Program

134. 134 Organizing Monitoring Meetings Regular face-to-face meetings to record observed changes Filling out electronic data sheets on an on-going basis, then aggregating changes for entire program Interviews and/or focus groups with boundary partners

136. 136 Step 9: Outcome Journal Uses progress markers to chart boundary partner`s progress Sets starting point or benchmark Captures details on changes in the boundary partner, contributing factors & actors, and sources of evidence

137. 137 Outcome Journal Work Dating From/To: Contributors to Monitoring Update: Low = Medium = High = Outcome Challenge: LMH Expect to see:Who? 3 1 2

138. 138 Set Values for Low, Medium & High Can capture either quantity or quality of change: – Quantity (number of boundary partners) – Quality (depth of change)

139. 139 Baseline multiple individuals, groups or organizations in each boundary partner set identify each boundary partner’s starting point in terms of progress markers boundary partners may be at different stages of development –individual change process can be captured over time

141. 141 Step 10: Strategy Journal Captures data on the strategies being employed to encourage change in the boundary partner Helps the program gauge its contributions to the achievement of outcomes and modify its actions accordingly Feeds into work planning & (modifications) or new activities

142. 142 Strategy Journal Working Dating From/To: Contributors to Monitoring Update: Strategy to be Monitored: Effectiveness? (How did it help the boundary partner?) Outputs

144. 144 Step 11: Performance Journal Records data on how the program is operating as an organization to fulfill its mission Includes information on the program’s practices Feeds into work planning

145. 145 Performance Journal Working Dating From/To: Contributors to Monitoring Update: Practice 1: Prospecting for New Ideas, Opportunities, & Resources Practice 2: Seeking Feedback from Key Informants Example or Indicators: Sources of Evidence: Lessons: Example or Indicators: Sources of Evidence: Lessons:

146. Exercise 7 Identify your monitoring priorities (e.g. work on your real case)

147. Stage 3: Evaluation Planning

149. « Evaluative thinking is a learned behaviour that you have to practice and improve at on an on-going basis! » Michael Quinn Patton

150. 150 Step 12: Evaluation Plan A short description of the main planning elements of an evaluation study For Whom? What? Where? How? By Whom? When? How Much?

151. 151 Elements of an Evaluation Plan

152. 152 Setting Evaluation Priorities Criteria with which to select include: Learning needs Reporting requirements Partners’ information needs

153. 153 Guiding Principles for Evaluation Balancing learning & accountability Action oriented Each study is unique Process not only product Build capacity at all levels through participation

154. « Not everything that counts can be counted. And not everything that can be counted, counts. » Albert Einstein

155. 155 An Evaluation of IMFNS Assessment of 1st phase Wanted to measure human, community, & partnership elements of model forests Client acceptance of methodology essential OM provided a framework for the study

156. 156 Evaluation Questions 1.Who has IMFNS reached? 2.How have the behaviours of IMFNS`boundary partners changed? 3.What has been the nature of IMFNS` interactions with its partners?

157. 157 Process of the IMFNS Evaluation Recreated planning framework in 1 day with IMFNS staff Developed progress markers for communities & goverment officials across the 5 sites Conducted a document review & key informant interviews Comparison of boundary partners across MF sites for analysis

158. 158 Comparing Boundary Partners

159. 159 Lessons from the IMFNS Study Difficult to link what the Secretariat did with outcomes achieved without using cause-effect Boundary partners should have been involved in the development of the framework & analysis of data Should have included more analysis of organizational practices Did not study the relevance of boundary partners within their environment

160. 160 A Self-Assessment of NEPED Preparation for external evaluation Process –Fred knew people and context prior to workshop –Retrospectively built the framework (took 1.5 days including HML values) –« Ah-ha » moment happened at end for some participants –Organizing data collection (preliminary identification, collection and verification, analysis and writing report took another 1.5 days)

161. 161 Lessons from the NEPED Study Group dynamics (worked together well,willing to trust Fred, cooperative) Data (they had the data but it wasn`t organized) Preparation for external review (intended use) Relevance of work with state government (beyond trees, number of women involved, number of villages worked with) Could have had greater external participation (Gov`t of Nagaland, etc.)

162. Conclusion

164. 164 Conclusion A system to think holistically & strategically about how to contribute maximally to development A method to articulate contributions to the development process through boundary partners Outcomes are changes in the behaviour, actions, and/or relationships of boundary partners An approach that encourages on-going learning, challenges, & improvement through M&E activities

165. Conclusion and Evaluation of Day 4

166. Day 5:

167. Review of Day 4 & Evaluation Feedback

168. 168 Agenda for Day 5

169. Practicum Activity 1: Development of a vision statement

170. Practicum Activity 2: Advocating the Use of Outcome Mapping Concepts in your Work Setting

171. Conclusion and Evaluation of Day 5

172. Day 6:

173. Review of Day 5 and Evaluation Feedback

174. 174 Agenda for Day 6

175. Back to Work… How are you going to put your training in Outcome Mapping to use?

176. Practicum Activity 3: Planning Adaptations to Outcome Mapping

177. 177 Were Your Expectations Met?

178. Evaluation of the Workshop In terms of the content and process, what should we keep, add, change?

180. Thank you! http://www.idrc.ca/evaluation