Development Impact & You: Practical Tools to Trigger & Support Social Innovation

Development Impact & You
PRACTICAL TOOLS TO TRIGGER & SUPPORT SOCIAL INNOVATION
DevelopmentImpact&You
PRACTICALTOOLSTOTRIGGER&SUPPORTSOCIALINNOVATION
DevelopmentImpact&You
AN INITIATIVE OF
MADE POSSIBLE BY

Development
Impact & You
PRACTICAL TOOLS TO TRIGGER
& SUPPORT SOCIAL INNOVATION
www.diytoolkit.org

Aakash Sethi
Quest Alliance
Aaron Good
Innoweave
Adam Groves
One World
Adam Pike
Young Philanthropy
Aditya Dev Sood & Ekta Ohri
Center for Knowledge Societies
Andreas Karpati
UNDP Uzbekistan
Annemarie Naylor
Common Futures
Anusuya Banerjee
Jameel Poverty Action Lab
Arun Patre
SELCO Incubation Centre
Arvind Lodaya
Independent Design Practitioner
Ashmeet Kapoor
ISayOrganic
Ben Gallagher
Nike Foundation
Ben Reason
LiveWork
Chris Albon & Angela Oduor
Ushahidi
Chris Vanstone & Adele Liddle
TACSI
Christopher Fabian
Unicef Innovation
Dan Berelowitz
International Centre for Social
Franchising
Dan Radcliff
Bill and Melinda Gates Foundation
Deborah Szebeko
ThinkPublic
Dianne Denton
UNESCO
Faith Gonsalves
Music Basti
Faustina Gomez
Technology and Action for Rural
Advancement
Geetanjali Kumar
Development Alternatives
George Hodge
UNDP Armenia
Giulio Quaggiotto
UNDP Europe and the CIS
Heather Leson
Open Knowledge Foundation
Jack Graham
Year Here
Jacqueline Simmons
Teachers College Columbia University
Jennie Winhall
Participle
Joel Adriance
International Youth Foundation
John Owrid
IndexB
Jon Huggett
Social Innovation Exchange
Jonathan Wong
DFID
Karthik Chauhan
Clinton Health Initiative
Kate Chapman
Humanitarian Open Street Map
Kate Wareing
Oxfam, Programme Policy
Katharine Hibbert
Dot Dot Dot Property
Kristine Hovhannisyan
Oxfam Armenia
Lejla Sadiku
UNDP Kosovo
Louise Pulford
Social Innovation Exchange
Lucy Kimbell
Said Business School
Lucy McNab
Ministry of Stories
Maksym Klyuchar
UNDP Ukraine
Marc Stickdorn
This is Service Design Thinking
Matthew McStravick
HackneyShares
Megha Bhagat
NASSCOM Foundation
Nathan Cooke, Marielle Schweikhart,
Simon Dixon, Miranda Lewis &Dennis
Onyango
Sanergy
Nikita Dagar
Digital Green
Paula Dib
Trans.forma
Paula Gutierrez
The Hub Bogota
Pukar Malla
World Bank
Renata Mendes
SBCSol
Rikin Gandhi
Digital Green
Roger Swartz
Positive Deviance Initiative
Satbir Singh
Human Rights Initiative
Sean Lowrie
Start Network
Sean Miller
Nonon
Sergio Rivas
ACDI / VOCA
Shahina Bahar
British Red Cross
Subbiah Krishnaswamy
& Ravi Kommuri
Family Health International 360
Sujaya rathi & Jay Asundi
Center for Study of Science,
Technology and Ploicy
Tarun Markose
Teemac
Thea Aldrich
Random Hacks of Kindness
Urvashi Aneja
Center for Global Governance
and Policy, JSIA
Will Norman
The Young Foundation
Yi Wei
iDe Cambodia
S u p p o r t e d B y
wItH many kInd contrIButIonS from people & organISatIonS around tHe world
dIy productIon team: Theo Keane, Brenton Caﬃn, Michael Soto (Nesta) + Ayush Chauhan, Rikta Krishnaswamy (Quicksand) + Geke van Dijk, Megha Wadhawan (STBY)
I N I T I AT I V E
POSITIVE
DEVIANCE
Empowered lives.
Resilient nations.
This work is ©Nesta licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International Licence.
To view a copy of the licence, visit http://creativecommons.org/licenses/by-nc-sa/4.0/

this is a toolkit on how to invent,
adopt or adapt ideas that can deliver
better results. It’s quick to use, simple
to apply, and designed to help busy
people working in development. It
draws on a study of many hundreds
of tools currently being used - here
we have included only the ones which
practitioners found most useful.
the tools are not coming out of thin
air. many of them are well documented
and have been widely used in other
sectors. In that sense this toolkit is
standing on the shoulders of giants,
and we are happy to acknowledge that.
all the tool descriptions include a key
reference, so it is easy to trace back
their origins and dive deeper into other
publications about their application.
this is a toolkit on
how to invent, adopt
or adapt ideas that can
deliver better results.
a n I n I t I at I v e o f d e S I g n e d B ym a d e p o S S I B l e B y

Development Impact & YouTO TRIGGER & SUPPORT SOCIAL INNOVATION
Development Impact & You PRACTICAL TOOLS TO TRIGGER & SUPPORT SOCIAL INNOVATION
I wantto
to understand what I need to do
to bring my idea to life
Innovation FLOWCHART
01
by defining the outcomes
from my work
Evidence PLANNING
02
look ahead
by evaluating how I am doing
and what my options are
swot analysis
03
on how to grow my idea into
something bigger
Business Model Canvas
04
for working with other groups
that have the same vision as me
Building partnerships MAP
05
by improving upon
what I’ve done before
Learning Loop
06
develop a clear plan
by learning from
first hand experiences
Experience Tour
07
by focusing on key
critical issues
Problem Definition
08
by breaking down
a complex issue
Causes Diagram
09
by defining my goals
and the path to reach them
THEORY OF CHANGE
10
by observing and learning
from everyday life
PEOPLE Shadowing
11
in a conversation that
uncovers their perspective
INTERVIEW GUIDE
12
by getting to the heart of
what motivates people
QUESTION LADDER
13
to ensure my work is relevant
to the people I’m working for
STORYWORLD
14
clarify my priorities collect input from others
find your tool

Development Impact & YouPRACTICAL TOOLS TO TRIGGER & SUPPORT SOCIAL INNOVATION
Development Impact & You PRACTICAL TOOLS TO TRIGGER & SUPPORT SO
find your tool
by clarifying relationships
between stakeholders
People & CONNECTIONS MAP
15
by better defining
who I am trying to reach
Target GROUP
16
by visualising their key
characteristics
Personas
17
by defining how my offering
is new to them
Promises & Potential MAP
18
by working together with
people who experience
and solve problems
Creative Workshop
19
by thinking differently
Fast Idea Generator
20
by framing a constructive
discussion with my team
Thinking Hats
21
by aligning our work
based on shared values
Value Mapping
22
by understanding what is
most effective in my work
Improvement Triggers
23
by collecting useful feedback
on my work at different phases
Prototype Testing PLAN
24
by creating an overview of how
I engage with my stakeholders
EXPERIENCE Map
25
by crafting a detailed overview
of our operations and resources
Blueprint
26
by better engaging people that can
benefit from my work
Marketing Mix
27
by executing my plan
without being overwhelmed
CRitical tasks list
28
by launching or growing
what I do
Business plan
29
while exploring different ways of
increasing the scale of my work
SCALING PLAN
30
know the people I'm working with generate new ideas sustain & implementtest & improve

I want to
look ahead
to understand what
I need to do to bring
my idea to life
}
Innovation Flowchart
01
inspired by
Nesta (2013) Innovation Flowchart.
level of involvement
more complex tool that should ideally be
done over a few days. Given the strategic nature
of the inputs/outputs, this needs consultations
with seniors, peers and ideally needs to be
revised after a first pass.

The Innovation Flowchart gives a detailed overview of the various
stages in an innovation process, listing the activities, requirements and
goals of each stage. These include an overview of the different people,
skills,activitiesandfinancesthataprojectoranorganisationmightneedin
ordertosucceed.Thestructuredoverviewthistoolprovides,helps review
where you are in the process, and to organise the next steps in your work.
Thistoolhelpsyoutospotopportunitiesforgrowthbyhelpingyouunder-
standwhichresourcestofocuson.Youcanseethisbycheckingwhereyou
are in the process and whether you have thought of all the aspects that
need consideration.
What is it &
why should
I do it?
?How to use it
Theworksheetgivesanoverviewofthevariousstagesinaninnova-
tion process, and it lists stage by stage the activities, requirements
and goals of each stage.Use this overview to check where you are
intheprocess,andwhetheryouhavethoughtofalltheaspectsthat
needconsideration.Thischeckmayhelpyoutoidentifywhatthings
need special attention. The overview comes with a handy refer-
ence to the tools and activities that can support you in each stage.
01
innovation flowchart
stage
example
activities
& tools
kinds of
evidence
generated
specialist
skills
required
finance
required
risk level
and
handling
goal
1
2
3
4
5
6
7
Exploring
opportunities &
challenges
Generating ideas
Developing &
testing
Making the case
Delivering and
implementing
Growing, scaling
and spreading
Changing systems

Innovation Flowchart
01
I want to look ahead
to understand what I need to do to bring my idea to life
stage
example
activities
& tools
kinds of
evidence
generated
specialist
skills
required
finance
required
risk level
and
handling goal
Exploring opportunities &
challenges
Generating ideas
Developing & testing
Making the case
Delivering and implementing
Growing, scaling and spreading
Changing systems
An idea or set of ideas to develop
and test
Demonstration that the idea
works, or evidence to support a
reworking of the idea
Clarity about what warrants
implementation and funding
An implemented and sustainable
innovation
Innovation or impact at scale
A transformation in the way we
do things
Grants
Usually grants, occasionally
convertible
Grants, convertible grants/loans
Grant funding or funding out of
investment
Programme funds, equity, loans,
grants
Equity loans, payment by results,
social impact bonds
SWOT Analysis
Problem Definition
Causes Diagram
Thinking Hats
Fast Idea Generator
Creative Workshop
Experience Map
Prototype Testing Plan
Blueprint
Promises & Potential Map
Critical Tasks List
Learning Loop
Target Group
Scaling Plan
Business Plan
Marketing Mix
Building Partnerships Map
Evidence Planning
A well understood and clearly
defined problem or opportunity
Research for
exploratory work
Mix of design and
implementation skills
Strong leadership, management,
Ideation and facilitation of
creative thinking
Business development
and evaluation
Strong leadership, management,
Strong leadership and
management, Identification
and training of new leaders and
teams
Insights derived from formal
research and informal knowledge
gathering
A clear account of change or
likely causation, supported-
but not overly constrained by
evidence
A stronger case with cost and
benefit projections developed
through practical trials and
experiments, involving potential
users
A stronger case with cost and
benefit projections developed
through practical trials and
experiments, involving potential
users
A robust and detailed case
developed through formal
evaluation and evidence
gathering - use of a control group
to isolate impact
Evidence derived from
evaluations in multiple sites, and
independently run randomised
control trials
New definitions of and measures
for efficiency and impact created
Low risk of failure but clear
decisions should be taken about
how to act on insights
High failure rate should be an
explicit expectation,
visible senior leadership
essential
High failure rate should be an
explicit expectation,
visible senior leadership
essential
Prepare to adapt approach,
based on evaluation results and
user feedback
Prepare for some adaptation to
implementation
Fidelity assessments may be
important, strong capacity
needed to ensure transfer of
practice
Multiple financial systems
requiring potential re-wiring
possible outcome-based fundingMap potential unintended effects
1
2
3
4
5
6
7

I want to
look ahead
by defining the
outcomes
from my work
}
evidence planning
02
inspired by
Nesta (2009) Worksheet 2b: Evidence Modelling. In: Creative Enterprise Toolkit.
requires some dialogue with colleagues/
peers. Plan for some time to interact and fill out
in collaboration over a day maybe.

Enhance Replace
LimitRe-use
Key focus
of your project
or organisation
Why do you do what you do? The Evidence Planning tool is a quick
way to help articulate and improve what you are trying to accomplish. It
gives you an easy way to define and share what you’re trying to do, and the
assumptions and evidence upon which this is based. By making you think
more broadly about your work’s effect on target beneficiaries, society and
other organisations, Evidence Planning helps you construct an evidence-
based case for the impact you want to have.
TheEvidencePlanningtoolprovidesastructuredwaytoprojecttheeffects
of your activities onto the future. This will help you reflect on what you
may want to change or retain. This tool also helps to highlight at an early
stage any potential problems or easy to make mistakes.
What is it &
why should
I do it?
?How to use it
Start by filling out the key focus for your work or organisation in
the middle of the worksheet.Then use the questions in the four
quadrants to reflect on what your key focus enhances, replaces
orevenlimits.Thinkofchangesthatyourworkwouldmakeinthe
sector, on other public and private bodies, as well as the effect
it would have on society. This offers you a window to consider
the impact your work may have.
Look at the key aspects from diverse points of view. While
filling out the four quadrants think of :
• The wider world. (Think as big as possible.)
• Your particular field or area of interest. (eg. How it might
impact current practices)
• Your beneficiaries (What benefits will it bring them?)
• Yourself (What impact could it have on your work/life?)
02
evidence planning
start
here

evidence planning
02
Enhance
What does it bring new value to?
Replace
What does it make less desirable?
Limit
What could be the negative effect
when pushed to extremes?
Re-use
What does it build upon?
I want to look ahead
by defining the outcomes from my work
Key focus
of your project
or organisation

This system would involve:
• Citizenbodyproposalsforcommunitydevelopmentbeingregistered
on a central crowd-funding site.
• Mobilisingarchitectureanddesignstudentswithmembersofthemu-
nicipalitygovernmenttodesignaproductorsolutioninpartnership,
post funding.
case study
Key outcomes from the EVidence planning workshop with design and architecture students.
Tool used: Evidence Planning
Organisation: UNDP Kosovo
Country: Kosovo
Sector: Local Governance
Role: Project Manager, Social Media for Innovative Local Empowerment
Contact Person: LEJLA Sadiku
Email: LEJLA.sadiku@undp.org
Further information: http://undp.akvoapp.org/fr/project/1338/
We are looking to scope
Community Design
Centres that adopt
crowd-funding
mechanisms to support
citizen led initiatives.

Why we
used the tool:
Thisprojectiscurrentlyatanearlyconcept
stage and we are trying to recruit mem-
bers of our target audience. We wanted to
stretchourthinkingtolookatandtestour
idea from a different perspective.
How we
used the tool:
Wepresentedtheprojectanditsobjectives
to a group of 60-70 people at the Depart-
mentforDesign,PublicUniversityinPris-
tina. It was a big group and we wanted to
captureasmuchfeedbackaspossible.The
studentsthatattendedtheworkshopdelib-
erated what this project could mean for
their local community and we were able
to get some really important inputs from
our key stakeholders.
Results of
using the tool:
Thanks to this activity, our team has initi-
ated significant momentum for the proj-
ect. This exercise was very useful in two
aspects:
• Ithelpedusidentifytriggersforensuring
engagement with different community
members (for example art students are
more interested in projects related to
aesthetics).
• Itemphasisedtheneedforawelldesigned
processforengagement.Thisisextremely
crucialwhenyouareaskingpeopletospare
pro-bono time and effort.
It helped us identify
triggers for ensuring
engagement with different
community members (for
example art students are
more interested in projects
related to aesthetics).
It emphasised the need for
a well designed process
for engagement. This is
extremely crucial when
you are asking people to
spare pro-bono time and
effort.
case study

Teemac works with educational institutions creating products to help
them modernise practices through an enterprise resource planning
(ERP) platform called Curiosity, that we’ve developed in collaboration
with pioneering educators.
We are currently working on
a feature called Amphitheater
which connects college
students to extra curricular
activities and events
happening in their college.
Right now most of the institutions we work with have an age-old bul-
letin board with ad-hoc, outdated information and no one point where
students or college admin can access or update information.
case study
A picture of the worksheet that culminated out of the team discussion.
Tool used: Evidence Planning, Problem Definition
Organisation: Teemac
Country: India
Sector: Education
Role: Director
Contact Person: Tarun Markose
Email: tarunmarkose@gmail.com

Why we
used the tool:
We had realised that we are very idealistic
when it comes to building features within
the Curiosity platform. We usually follow
ourgutinstinct,evenwhentheinstitutions
do not see an explicit value in them. For a
change,wethoughtwewouldadoptamore
evidence based approach before we start
building the Amphitheater feature.
WeusedacombinationofProblemDefini-
tion and Evidence Planning. This was to
both define and create a logical evidence
based plan for the problem we are trying
to solve.
How we
used the tool:
TwoofmyteammatesandIprintedoutthe
worksheetsandsataroundatablewithour
notes and thoughts. The Problem Defini-
tion tool only helped us articulate what
we already knew. The most interesting
part was the last question "Can you think
of this problem in a different way? Can
you reframe it?" Sometimes you look at a
problem and try solve it very linearly, this
question helped us deliberate if there was
a different way of looking at the problem
itself.
The Evidence Planning Worksheet was
surprisingly interesting. When we started
filling it out, we realised that we weren't
convincedoftheevidencebackingthesolu-
tion as well as the impact it could create.
We ended up slightly confused about the
direction and found ourselves arguing
amongst each other. We haven't found
the answers yet, but its still definitely a
positive outcome.
Results of
using the tool:
This activity made us doubt something
that we were absolutely sure of creat-
ing. It helped us introspect and rethink
an entire system we were going to create
based on our intuition. It was a good exer-
cise because it helped us achieve a deeper
understandingofwhatweweretryingtodo.
The team at Teemac is a mix of people from domains of
web development, business and user experience design.
case study
It helped us introspect
and rethink an entire
system we were going
to create based on our
intuition.

I want to
by evaluating how
I am doing and
what my options are
}
SWOT analysis
03
inspired by
MindTools (1996) SWOT Analysis.

SWOT stands for Strengths, Weaknesses, Opportunities and Threats. A
SWOT Analysis can be carried out for a specific project, organisation
or even a whole sector. This analysis leads to a richer understanding of
what the project or organisation can offer, the key weaknesses that need
to be worked upon in order to succeed, and where to bring in external
partners for assistance.
CompletingaSWOTAnalysisinvolvesidentifyingandmappingtheinter-
nal and external factors that are assisting or hindering you in achieving
your goal. The SWOT Analysis provides a good framework for reviewing
current strategies and directions, or even to test an idea while exploring
solutions. It is particularly helpful to do a SWOT Analysis before the start
of a project.
What is it &
why should
I do it?
?How to use it
A SWOT Analysis can be made for an entire organisation, but also
forindividualdepartments,programmesorevenprojects.Complete
each of the quadrants in the worksheet according to what you see
asyouroryourorganisation’sstrengthsandweaknesses aswellas
theexternalopportunitiesandthreatsthatmayhelporhinderyou.
Here are some tips to help you further:
Be prepared: Get your facts and figures in place before you do
the analysis.
Be comprehensive: Include all details, from the smallest ones
(e.g. for issues at the most micro level like discussions in your
team) to large ones (e.g.for new government regulation) that can
impact your work.
Be self-critical: SWOT Analysis is there to stimulate critical re-
flection, not just to please yourself and/or others. Be open and
don't get defensive. It is normal to have weaknesses as well as
strengths, and to see both threats and opportunities.Sometimes
talking about weaknesses or threats can even help you recognise
strengths and opportunities.
Test your analysis with others: Include others or maybe even ask
anoutsider(likeyourpartnerorganisation)todothesameexercise
and compare their views with your findings.
Repeat the analysis: As you go on with your work, new learnings
and factors are bound to come up. Re-visit the SWOT Analysis to
align your work and its course once every quarter or twice a year.
Use it as a guide: Don’t rely on SWOT too much – it’s a guide that
can help scope the way for further development.
03
swot analysis
internalfActorsexternalfActors
Strengths
Opportunities
Weaknesses
Threats

internalfActorsexternalfActors
SWOT analysis
03
I want to develop a clear plan
by evaluating how I am doing and what my options are
Strengths
What do you do better than anyone else?
What makes you unique?
What unique or lowest-cost resources can you draw upon that others can’t?
What do people in your market see as your strengths?
Opportunities
Do people have a need?
Do people prefer something else?
Are there any changes in technology?
Are there changes in government policy?
Weaknesses
What could you improve?
What should you avoid?
What are things that users might see as weaknesses?
Threats
What challenges do you face?
What are your competitors doing?
Is changing technology making things difficult?
Is there an issue with finances?

I want to
on how to grow
my idea into
something bigger
}
04
CREATED by
Osterwalder A., Pigneur Y (2010) Business Model Generation

The Business Model Canvas is a one page overview that lays out both
what you do (or want to do), and how you go about doing it ; enabling
structured conversations around management and strategy by laying
out the crucial activities and challenges involved with your initiative
and how they relate to each other. This visual format, first introduced by
Osterwalder and Pigneur, is useful for both existing and new organisa-
tions and businesses. Existing programmes can develop new initiatives
and identify opportunities while becoming more efficient by illustrating
potential trade-offs and aligning activities. New programmes can use it
to plan and work out how to make their offering real.
The individual elements prompt thoughts within the separate activities
or resources, while the capability to have the complete overview encour-
agesfreshperspectivesandideasabouthowthosepiecesfittogether.This
structure also helps to keep group discussions more focused and bring
everyone onto the same page.
What is it &
why should
I do it?
?How to use it
To make a Business Model Canvas, the easiest way to start is by
filling out what you do. This helps keep the focus on your main
goal as you fill out the other building blocks of the canvas. From
there you can build on that goal and see how it can be achieved by
adding details about the other activities and resources you have.
Start from a blank canvas and add notes with keywords to each
building block of the canvas. If you use ‘sticky notes’ for this, you
can move ideas around as you fill out each building block in the
canvas.Youmaywanttocolour-codeelementsrelatedtoaspecific
client segment.
However, be careful not to fall in love with your first idea and
instead sketch out alternative business models for the same prod-
uct, service, or technology.
You could even practice and learn new ways of doing things by
mapping out new/innovative business models that you admire or
come across.
04
Who will
help you?
Key Partners
What do
you do?
Value
Proposition
Who do
you help?
Customer
Segment
How do
you do it?
Key activities
How do
you
interact?
customer
relationships
What
do you
need?
Key resources
How do
you reach
them?
distribution
channels
What will it cost?
Cost Structure
How much will you make?
Revenue Stream
start
here

04
Who will help you?
Key Partners
Who are your key partners/suppliers?
What are the most important motivations
for the partnerships?
What do you do?
Value Proposition
What core value do you deliver to your audience?
Which needs are you satisfying?
Who do you help?
Audience Segments
Which groups are you creating value for?
Who is your most important audience?
How do you do it?
Key activities
What key activities does your value
proposition require?
What activities are most important for your
distribution channels, customer relationships,
revenue streams etc?
How do you interact?
Audience relationships
What relationship does the target audience expect
you to establish?
How can you integrate that into your work in terms of
cost and format?
What do you need?
Key resources
What key resources does your value proposition
require?
How do you reach them?
distribution channels
Through which channel does your audience want to
be reached?
Which channels work best? How much do they cost?
How can they be integrated into your and your
audiences routines?
What will it cost?
Cost Structure
What are the most important costs in your work?
Which key resources/ activities are most expensive?
How much will you make?
Revenue Stream
For what value are your audiences willing to pay?
What and how do they recently pay? How would they prefer to pay?
How much does every revenue stream contribute to the overall revenues?
on how to grow my idea into something bigger

I want to
for working with other
groups that have the same
vision as me.
}
05
inspired by
Tennyson R. (2003) 12 Phases in the Partnering Process, p4. In: The Partnering Toolbook.

Many complex problems have several different yet related causes and
effects - with several organisations from different sectors trying to solve
things individually. With many organisations having limited resources,
forming partnerships is a good approach to not only increase capability,
but also your reach. Partnerships help build a common understanding,
and harness the knowledge which might be spread across various differ-
ent perspectives.
Building partnerships takes a lot of effort from all those involved. It often
takes a considerable investment of time to build the high quality work-
ing relationships that underpin effective collaboration. The Building
Partnerships Map breaks the process into steps, so you can anticipate
difficulties and challenges ahead.
What is it &
why should
I do it?
?How to use it
TheBuilding Partnerships Mapdescribesaseriesofphaseswhich
a partnership might involve.The map indicates what is needed in
each phase to make such partnerships work, offering guidelines
rather than rules. Each phase, as outlined on the worksheet, is
important and should not be neglected if the partnership is to
remain balanced and on course to achieve its goals.
To work well, partnerships need to be mutually beneficial to
the partners involved.
YoucanusetheBuildingPartnershipsMaptoanalyseatwhatphase
of partnership you and your partner are, so that you can move
through the next phases to build a strong partnership together.
• Identify the stage that shows where you are at
• Identify the stage where you would like to be
• Use the template as a map to build a pathway towards that stage
The mapped pathway gives an outline of the activities that need
to be done in between.
05
Building partnerships map
Scoping
Sustaining or
Terminating
Identifying
Institutionalising
Building
Revising
Planning
Reviewing
Managing
Measuring
Resourcing
Implementing
1 2 3
101112
4
9
5
8
6
7

05
Scoping
Understanding the challenge; gathering information;
consulting with stakeholders and with potential
external resource providers; building a vision of / for
the partnership
Sustaining or
Terminating
Building sustainability or agreeing on an appropriate
conclusion
Identifying
Identifying potential partners and - if suitable
- securing their involvement; motivating them
and encouraging them to work together
Institutionalising
Building appropriate structures and mechanisms for
the partnership to ensure longer-term commitment
and continuity
Building
Partners build their working relationship through
agreeing with the goals, objectives and core
principles that will underpin their partnership
Revising
Revising the partnership, programme(s)
or project(s) in the light of experience
Planning
Partners plan programme of activities and
begin to outline a coherent project
Reviewing
Reviewing the partnership: what is the impact
of the partnership on partner organisations?
Is it time for some partners to leave and
/ or new partners to join?
Managing
Partners explore structure and management of their
partnership - medium to long-term
Measuring
Measuring and reporting on impact and
effectiveness - outputs and outcomes.
Is the partnership achieving its goals?
Resourcing
Partners (and other supporters) identify and
mobilise cash and non-cash resources
Implementing
Once resources are in place and project details
agreed, the implementation process starts -
working to a pre-agreed timetable and (ideally) to
specific deliverables
for working with other groups that have the same vision as me.
1 2 3
101112
4
9
5
8
6
7

I want to
by improving
upon what I’ve
done before
}
learning loop
06
inspired by
IDEO (2011) Deliver: Create a learning plan, p145. In: IDEO, Human Centered Design Toolkit. Edition - 2. London: IDEO.
fairly simple, self administered tool
needs relatively less time.

Learningisanongoingcyclicalprocess.TheLearning Loopisatoolthat
helps you to define how the work you do now informs what you do next.
It provides a high-level perspective on how implementing social change
can be broken down into a gradual process of iterative cycles.
Theworksheet,inspiredbytheLearningPlanfromIDEO(2011),describes
four different stages that your work might pass through in a cycle of con-
tinual improvement. Using this tool can help understand the different
phasesinvolvedwhentryingtoimplementyourideas.Byreflectingonthe
process involved, it can help you to understand what to do next.
What is it &
why should
I do it?
?How to use it
This tool offers you a framework to plan with and work in. Each of
thefourcomponentsrelatetothemethods,systemsandprocesses
that your organisation works with.It helps you check whether your
organisation actually learns from its experiences (both success
and failure) and is improving continuously.
Use the Learning Loop worksheet to make notes in each of the
four quadrants.There is no strict start or end to this process - you
could use the worksheet to plan a new project or make notes on
a current project. Essentially the learnings you gain by collecting
stories, feedback or outcomes will help you to reconsider and
improve the next steps in your process.
06
learning loop
Collect
stories and
insights
Prioritise
feedback and
solutions
Track
indicators
and progress
Review
outputs and
impact

learning loop
06
by improving upon what I’ve done before
Collect stories and insights
Assess Needs & Context | Develop Baseline | Gain Inspiration
Prioritise feedback and solutions
choose Ideas | Iterate solutions | Develop Implementation Plan
Track indicators and progress
eValuate Solutions | Identify Unintended Consequences
Review outputs and impact
Evaluate ROI | Create New Baselines | Identify Next Challenges

Tool used: Business Model Canvas
Organisation: SBCSol - INCUBADORA de Empreendimentos Solidarios
Country: Brazil
Sector: Entrepreneurship and Skill Development
Role: Social Designer
Contact Person: Renata Mendes
Email: renatacm@uol.com.br
case study
Two members from the 'nÓ cego cia de palhaÇos' collective.
TheNó Cego Cia dePalhaços(‘ Palhaços’ translatesto ‘clowns’ inPortu-
guese)isagroupoffourpeoplewho believeinthepowerofclowntrain-
ing as a healing tool for ‘a society whose greatest need is 'the experience
of love'. They work with the Center for Psychosocial Support (CAPS),
where they use the craft of clowning (and other creative psychotherapy
techniques)asarestorativeinstrumentformembersundergoingmental
treatment and marginalised people who are physically or emotionally
unstable. Their work relies heavily on skilled group coordinators who
are passionate about craft and who desire recognition through social
work,butstillneedtobeincentivisedthroughsomeprofessionalincome
generation.
Currently the clowns have
very scarce infrastructure
(such as space for physical
activity, financial support
and marketing resources)
and while they are extremely
skilled and passionate about
what they do, they are slightly
disheartened by the lack of
‘paid work’.

Renata explains the different category heads in the
adapted Business Model Canvas Worksheet
Why we
used the tool:
The Nó Cego Cia de Palhaços are being
incubated at the SBCSol Programme,
where they are currently figuring out
ways to broaden their avenues and
resources. Though their service iswellfig-
ured out, the business aspect of the palha-
ços’workisstillinitsembryonicstages.We
decided tousetheBusiness Model Canvas
tool to create a new value proposition for
the clowns, one that conveys they are a
professionalandcompetitiveservicewhile
stayingtruetotheirrichhistoryandexperi-
ence. We wanted to make the foundation
of this business plan as participatory as
possible and included as many people we
could to help us build the canvas.
How we
used the tool:
To make it more relevant to the palhaços’,
we adapted the tool and added more con-
text specific questions to it. Then to help
the ideas flow better, we broke the activity
into 2 parts :
Initial Brainstorm : We started theactivity
as a big group, the participants could pick
any number of questions they wanted to
answer, in any particular order.
Detailing : After this first step, we put
together teams of people with similar
ideas and asked them to elaborate on each
subject, particularly the value proposi-
tion. Breaking up into these panels helped
the group create detailed content for the
canvas.
Results of
using the tool:
The tool introduces the concept of ‘busi-
nessthinking’topeoplewhohavenoprior
experienceasentrepreneurs.Ithelpedthe
palhaços organise their thoughts and was
instrumental in helping them construct
concretegoalsforthemselvesanddetailing
out activities needed for each stage. Fur-
thermore, the tool provided an accessible
language for everyone, even those with
lower education. Guided by the questions
on the canvas, we built a very solid value
proposition,whichguidedthedevelopment
of other areas of the business model.
The tool introduces the
concept of ‘business
thinking’ to people who
have no prior experience
as entrepreneurs.
It helped the palhaços
organise their thoughts
and was instrumental in
helping them construct
concrete goals for
themselves and detailing
out activities needed for
each stage.
case study
the palhaÇos looking at their completed canvas and figuring
out next steps for their renewed business model

Tool used: Business Model Canvas
Country: BRAZIL
case study
(Top) Artisans creating craft products in the wood workshop; (Bottom) the participatory business model canvas exercise with the community.
Based near the southern
coast of Sao Paulo, the Criqué
Caiçara's formed by seven
local residents, is part of a
traditional community and is
supported by the Elos Institute
and the NGO Central Artesol.
The aim of this community is to preserve the culture, the environment
andgeneratejobopportunities usingartisanal knowhow.Fromcaixeta,
the wood that is native to the area, products are created using the ele-
ments found in Juréia (one of Brazil’s Ecological Stations i.e. preserva-
tion area). These include educational toys, accessories and home wares.

Why we
used the tool:
We wanted to build the business on the
existing strengths of the work - on what
wasalreadybeingdone,andcreateasocial
business that is sensitive to the local envi-
ronment, community and the craft. We
wanted to start building the foundation of
abusinessplanwithasmuchparticipation
aspossiblesothatthepeoplewhoformthe
communityalsochoosehowtheirbusiness
would be.
How we
used the tool:
Until now the group was only looking at
activities, but seeing all aspects of a busi-
ness laid out in one visual, helped us con-
nect the different elements and activities
in the business. The key activities thus
became the point from which we started
fillingoutourCanvas.Thisexercisegener-
ated a flow chart that contained all areas
of the business, and who is responsible for
each of the areas.
Results of
using the tool:
Havingthebusinessmodellaidoutinaone
sheetvisualhelpedthegroupfindconnec-
tionsbetweenthedifferentaspectsofbusi-
ness while also coming up with new ideas
and even repurposing known information
inanewway.Thetoolenableddiscussionof
each area of the business, which was espe-
cially important for Criqué Caiçara where
different functions are performed by the
same people due to it being a small group.
Crique Caiçara is a family group which
includes both young children and their
mothers as part of their group. The Busi-
ness Model Canvas was key in the active
participation of all, helping capture aspi-
rations of both older and younger partici-
pants in a short time. The tool is useful to
facilitate introducing business concepts
for the artisans, helping them acquire a
moreentrepreneurialoutlookbyfocusing
towards more concrete goals.
This workshop helped optimise our work:
improving time management, helping
better use of skills.
case study
We wanted to build
the business on the
existing strengths of
the work - on what was
already being done, and
create a social business
that is sensitive to the
local environment,
community and the craft.

Tool used: SWOT Analysis
Organisation: Sanergy
Country: Kenya
Sector: WASH (Water, sanitation and hygiene)
Role: Special Projects Consultant
Contact Person: Marielle Schweickart
Email: marielle@saner.gy
“Iamworkingonaprojecttodiver-
sify the income streams of micro-
entrepreneurs in the community
in which we work. I am actually
well into this project and I wasn’t
attempting to solve a problem, per
se, but I thought that some of the
tools could help me think through
the next few stages of it. I used the
SWOTAnalysistoolasaselfevalua-
tionexercise,butdecidedtochange
it a bit, by pretending I had filled it
for my project 2 months ago.”
case study
the filled out swot analysis sheet for a product sales project at sanergy.
“This tool worked well and
helped me view my project
as holistically as possible
and I think it would have
been useful if I used it in the
beginning of the project.”

Tool used: Building Partnerships MAP
Organisation: FHI360
Country: India
Sector: Public Health, Nutrition and WASH
Role: Team Leader
Contact Person: Subbanaicker Krishnaswamy
Email: skrishnaswamy@mptast.org
The project anticipates that by 2015,
Madhya Pradesh families and communi-
tieswillbenefitfromanintegratedpackage
of high-impact and high-quality health
services delivered in a coordinated, sus-
tainable and cost-effective manner and
requirespartneringwithseveralstakehold-
ers (operating at a micro and macro scale)
to help achieve this impact.
We are currently in the process of identi-
fying various partners that will work in 8
districts (serving a population of roughly
72 million people) on various aspects of
the programme :
• NGO Partners who are meant to carry
out programme evaluations in the form
ofbaselineandmidterm research and an
impact assessmentattheendoftheproject.
•CapacitybuildingNGOswhodevelopand
modify Participatory Learning Action
(PLA*)modulesandarealsoresponsible
for putting a management information
system in place.
•Animplementingpartnerforrollingout
the PLA modules.
• Anagencytoprovidetechnicalsupportto
government counterparts, i.e. the State
LivelihoodMission(SRLM),andhelpthem
identifyaHRagencytorecruitandmanage
the HR on behalf of the government.
Why we
used the tool:
Bringing these partners with varying
levels and varying nature of involvement
has proven to be a real challenge for us.
We used the Building Partnerships tool
to map out how to proceed with engaging
withthesefourspecificstakeholders,even
before they have been identified.
Results of
using the tool:
This tool analytically separated several
related concepts/dimensions to forging
partnerships which needs to be kept in
mindwhilebuilding them.Itbecomesvery
important to recognise these finer points
sothatnonearemissedouthoweversmall
it may be.
*Participatory Learning and Action (PLA) is a form of
action research. It is a practical, adaptive research strategy
that enables diverse groups and individuals to learn, work
and act together in a co-operative manner, to focus on
issues of joint concern, identify challenges and generate
positive responses in a collaborative and democratic
manner.
case study
MPTAST (Madhya Pradesh
Technical Assistance and
Support Team) is a part
of the MP Health Sector
Reforms Project (MPHSRP)
and supports the State
Health department in
achieving milestones for
improved health, nutrition,
water, sanitation and
hygiene services in 16
identified, underserved
districts in the state of
Madhya Pradesh, India.
The various dimensions of building partnerships for MPTAST programMES.

The problem I was trying
to tackle is that of under
reporting/non-reporting of
maternal and child deaths,
which are crucial social
indicators of Public Health
& Nutrition.
case study
A LEARNING LOOP PLAN for the state infant and Mother health and nutrition programme managed by Mptast.
Tool used: learning loop
Organisation: FHI360
Country: India
Sector: Public Health, Nutrition and Water, Sanitation & Hygiene (WASH)
Role: Team Leader
I head the MPTAST that gives technical assistance and management support
to Government of Madhya Pradesh, a central Indian State, covering the areas
of Health and Family Welfare, Women Child Development and Panchayati Raj
and Rural Development.
This under reporting/ non-reporting leads to an even bigger problem of ham-
pering corrective measures that could actually help reduce the numbers of
maternal and child deaths.

Why & how we
used the tool:
I used the Learning Loop with the par-
ticipation of all the stake holders involved
in finding a solution. The Monitoring and
Evaluation (M&E) specialist along with
my service delivery personnel visited one
of the pilot districts to find out the pos-
sible channels for reporting the deaths of
mothers and children more quickly. This
was discussed with various stakeholders
- grassroots health care workers, village
levelvolunteersandthevillagelevelnutri-
tion workers to establish their awareness
levels and the reasons for not reporting
these cases.
Results of
using the tool:
WethenworkedwiththeMCTS(Mother&
ChildTrackingSystem),whichisanonline
monitoringsoftware,developedbyGovern-
ment of India with an objective to track
the different services being provided/ to
be provided to a pregnant mother right
from conception until the baby is a year
old. The problem and our learnings from
the pilot district was then discussed with
the District health authorities who agreed
to try out a new system. The new system
was also proposed to the state leadership,
who readily agreed to it for monitoring
maternal and child deaths.
This would help in understanding the
intra and inter district differentials and
the factors that possibly contribute to this
phenomenon and alert the authorities for
taking timely action. This is a good tool
that spells out the inter relatedness of a
social phenomenon and how to address
them in a very succinct manner. One can
use it literally for any social indicator that
requires a innovative solution.
Wewillberollingouttheconceptverysoon
and are in the process of refining the con-
ceptforbuy-infromtheStategovernment,
basedonthepilotresultsfromonedistrict.
This is a good tool that
spells out the inter-
relatedness of a social
phenomenon and how
to address them in a very
succinct manner.
One can use it literally for
any social indicator that
requires an innovative
solution.
case study

I want to
clarify my priorities
by learning
from first hand
experiences
}
Experience Tour
07
inspired by
Design Council (2011) Service Safari. In: Keeping Connected Design Challenge.

Going on an Experience Tour means immersing yourself totally in a
particular environment so you can gain a first-hand perspective of the
situation or context. Experience Tours can help ‘ground’ your thinking ;
they give you a clear perspective for developing ideas that are intimately
connected with the people you’re working for.
This tool provides a structure for reflecting upon and collecting insights
fromyourfirsthandexperiences.Thereareguidelinestohelpyoufocuson
the experiences of the people you are trying to understand, and to collect
the type of materials you will need afterwards to start developing ideas.
What is it &
why should
I do it?
?How to use it
Experience Tours are a good way to spark inspirations by learning
first-hand about what makes a great experience - or even what not
to do, in the event that you encounter a negative experience. As
going on an Experience Tour often means being out and about, it
may be difficult to make structured notes on a worksheet. Take a
good look at the questions on the worksheet before you go out to
get some prompts on the things to look out for.
You can either fill out the worksheet as the Experience Tour
progresses, or use it to jot down quick reminders and then sit
down later to fill in all the details.
The idea is to really try and reflect upon the experience and un-
derstand the deeper layers - think about how it made you feel, as
well as exactly what happened.You can complete one worksheet
for every tour you make and later compare these to find relevant
connections or even differences.
Thequestionsontheworksheetareexamples,youcancustomise
the worksheet to make it relevant to your work.
07
experience tour
What is the focus
for this tour?
What information
is used?
What's missing?
What works well?
What are the
practices
observed?
What products
are used?
What doesn't work
well?
What can be
improved?
Who is involved?
Additional
notes
& remarks
What is the
environment like?

Experience Tour
07
I want to clarify my priorities
by learning from first hand experiences
What is the focus for this tour? What information is used?
What's missing?
What works well?
What are the practices observed?
What products are used?
What doesn't work well?
What can be improved?
Who is involved?
What is the environment like?
Additional notes & remarks

I want to
by focusing
on key critical
issues
}
problem definition
08
inspired by
Julier J., Kimbell L. (2012) Problem Definition. p30. In: The Social Design Methods Menu.

Defining a problem is a deceptively simple task - what at first seems
to be the problem is often merely a symptom of a deeper problem. This
tool works to both open a problem up - presenting it in a way that can be
examined from a number of angles - as well as helping to define the wider
context and associated issues involved.
This is particularly effective when trying to focus a team of people on the
key problems at hand. This tool has been designed to structure the analy-
sis of a particular problem in a way that makes good use of your time. It
introduces a small set of key criteria by which an issue can be articulated
and assessed, which makes the activity highly efficient. It also gives you
a standardised way to compare several different problems which might
seem to be very different on the surface.
What is it &
why should
I do it?
?How to use it
Go through the Problem Definition worksheet individually or in
small teams and reflect on a specific issue you have identified,
exchanging thoughts while writing down your notes. The key aim
here is to capture, compare and discuss different viewpoints on
the problem.You can then review the notes and discuss with your
team members whether you are making the same assumptions,
and whether you are framing things in the same way.
This exercise may lead you to ‘reframe’ the problem you initially
addressed – for example, what happens if you see older people
as having capacities, rather than needs? Reframing problems in
such a way can offer clues to how the solution can take shape.
Working on a Problem Definition worksheet with not only your
team members, but together with other stakeholders, will usually
bring up new contexts. For instance, working with service users,
staff or volunteers may provide a slightly different angle to the tool
than when working with managers or entrepreneurs. Feel free to
experimentandrephrasequestionsintheworksheettokeepthem
relevant in such situations.
08
problem definition
What is the
key issue
you are
trying to
address and
why is it
important?
Who is it a
problem for?
What social/
cultural
factors
shape this
problem?
What
evidence do
you have
that this is
worth the
investment?
Can you
think of
this problem
in a different
way? Can
you reframe
it?

problem definition
08
by focusing on key critical issues
What is the key issue you are
trying to address and why is
it important?
Who is it a problem for? What social/cultural factors
shape this problem?
What evidence do you have
that this is worth the invest-
ment?
Can you think of this
problem in a different way?
Can you reframe it?

I want to
by breaking
down a
complex issue
}
causes diagram
09
inspired by
Namahn and Yellow Window Service Design, Design Flanders (2012) Cause Diagram. In: Service design toolkit.

What is the root cause of a problem? Often there isn’t one simple answer.
The bigger the problem, the more likely it is that the roots will be wide-
spread, and mapping out the causes can quickly get out of hand, making
the task seem overwhelming.
TheCauses Diagramhelpsyouthinkofaprobleminathoroughmanner
andprovidesastructuredwaytoanalyseit.Itpushesyoutodeconstructall
possiblecausesfortheproblemratherthantheobviousones.Youcanuseit
bothtoanalyseanewproblemandtohighlightthegapsinanexistingone.
It differentiates causes from effects or symptoms, giving you a better idea
ofthesolutionsneededtosolveaproblempermanently,andhelpstobuild
a shared understanding of what it is you’re working on.
What is it &
why should
I do it?
?How to use it
First, identify and write down the core problem you are trying
to resolve.
Working your way from this starting point, write down the direct,
underlying and contributing symptoms you see as a result of it.
These may be people involved with the problem, systems, equip-
ment, materials, external forces, etc. Try drawing out as many
contributing factors as possible.
Now fill out the causes that correspond to these symptoms.Once
the worksheet has been filled out, go through each symptom and
causewithyourteamandconsideriftheyarecorrectlyplaced,and
discusswhatyoucanlearnfromthisintermsofclarifyingyouraims.
Be careful to not mix the causes of a problem with its symptoms
as you note these down - a cause is the reason why something
happens, while a symptom is usually what we see as the end result
of the problem.
09
causes diagram
Core
Problem
Direct
Symptoms
Direct
Causes
Underlying
Symptoms
Underlying
Causes
Contributing
Factors
Contributing
Factors
start
here

causes diagram
09
by breaking down a complex issue
Core
Problem
Direct
Symptoms
Direct
Causes
Underlying
Symptoms
Underlying
Causes
Contributing
Factors
Contributing
Factors

I want to
by defining my
goals and the path
to reach them
}
Theory of Change
10
inspired by
Nesta (2011) Theory of Change.
peers. plan for some time to interact and fill out

Setting up a Theory of Change is like making a road map that outlines
thestepsbywhichyouplantoachieveyourgoal.Ithelpsyoudefinewhether
your work is contributing towards achieving the impact you envision, and
if there is another way that you need to consider as well.
TheTheoryofChangetoolnotonlyhelpstoclearlyarticulateandconnect
your work to your bigger goal, it also allows you to spot potential risks in
your plan by sharing the underlying assumptions in each step. In large
organisations,whentheremaybeseveralprojectsrunningsimultaneously,
the Theory of Change helps to map these different projects first and then
consider how they link and relate to each other.
Thistoolcanalsoaidinaligningteammemberstothelargerendgoal,and
help them understand their role in achieving it.
What is it &
why should
I do it?
?How to use it
Start by noting down the main problem you want to solve, and
also your long term vision on the change you want to accomplish.
Then complete the other boxes, such as your key audience and
your entry point to reach that audience. Try to be as specific as
possible because it will help you to come up with more effective
actions that you can take.
Work outwards from your defining problem, and towards your
long-term impact. Write down the people that are most affected
by the issue that you’ve identified and who you hope to help with
your work – this could be a small community group or a large
organisation.Then think about where to start your work, you may
need to find a place, a person or a thing that will be your first port
of call. Try to think of some practical steps that you can take to
make changes – like creating partnerships, or making tweaks to
existingprocesses.Trytokeeptheseasaction-orientedaspossible.
And finally, what would the immediate results or outcomes be?
Thesecouldbetangibleresultsthatyoucanshowtootherpeopleto
clarifyhowyourworkismakingadifference.Listthekeyoutcomes
that your activity would lead to: these are the preconditions that
you need to realise your vision.
As you fill each of the boxes in the worksheet, it is critical to
also reflect on the key assumptions that underpin these steps in
your work.This may help you to spot potential risks or connections
between the different projects.
10
theory of change
What is the
measurable
effect of
your work?
measurable
effect?
measurable
effect?
What are
the wider
benefits of
your work?
wider
benefits?
wider
benefits?
What is the
problem
you are
trying to
solve?
What is the
long-term
change you
see as your
goal?
Who is
your key
audience?
What steps
are needed
to bring
about
change?
What is your
entry point
to reaching
your key
audience?
key
assumptions
key
assumptions
key
assumptions
key
assumptions
key
assumptions
key
assumptions
stakeholders
start
here

What is the mea-
surable effect of
your work?
Measurable effect?
Measurable effect?
What are the wider
benefits of your
work?
Wider benefits?
Wider benefits?
Theory of Change
10
by defining my goals and the path to reach them
What is the
problem you are
trying to solve?
What is the long-
term change you
see as your goal?
Who is your key
audience?
What steps are
needed to bring
about change?
What is your entry
point to reaching
your audience?
key assumptions key assumptions key assumptions key assumptions key assumptions key assumptions stakeholders

Tool used: Problem Definition, Causes Diagram
Organisation: UNDP Uzbekistan
Country: Uzbekistan
Sector: Community Outreach / Education
Role: Community Outreach Specialist
Contact Person: Andreas Karpati
Email: andreas.karpati@undp.org
TheChildren’sSportsFundisparticularlyconcerned
about the participation of girls from rural areas in
sports, who often miss out on the benefits of doing
sportsduetoalackofparentalawareness,encourage-
mentorevenpermission. Despitemajorinvestments
into infrastructure and programmes guaranteeing
free access to sports facilities, how do we get people
to use the facilities?
case study
workshops with students to identify problems and relevant causes for under-participation of school students in local sports programmes.
Development Fund of
Children’s Sport under the
Ministry of Public Education
in Uzbekistan was concerned
that despite a large-scale
investment programme into
sports complexes, the use
of these facilities has been
below expectations, especially
outside Tashkent.

Why we
used the tool:
Weorganisedaworkshoponsocialinnova-
tion with young citizens - students from
a local partner university, focused on the
‘sportforsocialinclusion’. Promising proj-
ect proposals that come out of this, were
eligible to be considered for a small grant
awardofupto$1,500.Whilemaking these
project proposals, we used a number of
tools such as Target Group, Personas to
thinkabouttheusersandProblemDefini-
tion, Causes Diagram to think about pos-
sible problems and solutions.
The tools were chosen along three main
criteria:
1. Suitability for a small-scale volunteer
project without commercial elements.
2.Applicableforanearly,pre-prototyping
stageofthesocialinnovationprocess(em-
phasis on ideation, problem definition,
working out users).
3.Canbecarriedoutinlessthananhourin
a classroom/workshop setting.
How we
used the tool:
We used Problem Definition and Causes
Diagram in a workshop to help encour-
agestudentsthinkmorebroadlyaboutthe
problem,andpossiblesolutions.However,
it was only after encouraging students to
ask successive ‘why’ questions that the
exercise really led to new insights. Often
they would jump ahead without identify-
ing more nuances and identify ‘economic
problems’ or ‘traditions’ as second-order
causes. Once encouraged to be more spe-
cific however, they found interesting and
sometimesunexpectedcausesforlowpar-
ticipation in sports, including for example
the fear of injuries (in conjunction with
lowstandardsofhealthservices)orlackof
street lighting (in conjunction with safety
concerns).
Results of
using the tool:
TheProblemDefinitiontoolaidstodefine
and to realise a certain problem more
deeply, and the Causes Diagram helps col-
lect all factors and causes of that problem,
so one is able to tackle it. Using the tools
helped to familiarise ourselves with the
problem and root out actionable causes,
some of which were unexpected and new
to us.
Using the tools helped to
familiarise ourselves with
the problem and root out
actionable causes, some
of which were unexpected
and new to us.
case study

final THeorY of cHange WorKsHeeT THaT culminaTed from THe group exercise.
Ihavebeenworkingwithfhi360inassistingtheGovernmentofMadhya
Pradesh (MP) to implement MPHSRP (Madhya Pradesh Health Sector
Reforms Programme) since a year.
MCTS (Mother & Child Tracking System) is an online monitoring soft-
ware which has been developed by Government of India with an objec-
tive to track the different services being provided/ to be provided to a
pregnantmotherrightfromconceptionuntilthebabyturnsoneyearold.
MadhyaPradesh,astateincentralIndiahasveryhighinfantandmother
mortalityrates,comparedtothenationalaverage.Ourprogrammehelps
strengthenthesystemandweworkcloselywiththeHealthDepartment,
WCD (Women & Child Development) & PHED (Public Health Engi-
neering Department) departments aiming to reduce MMR (Maternal
Mortality Ratio), IMR (Infant Mortality Ratio), Malnutrition & TFR
(Total Fertility Rate) in the state of Madhya Pradesh in India.
The tracking system still needs to be worked upon further before it can
be implemented.
CasE study
using THe THeorY of cHange and causes diagram Tool WiTH THe auxiliarY nurse midWife, blocK projecT manager and mulTi purpose WorKer in THe
Village.
Tool used: thEory of changE, caUsEs diagraM
organisaTion: MP tEchnical assistancE and sUPPortivE tEaM (MPtast)
CounTry: india
seCTor: PUblic hEalth, nUtrition and watEr, sanitation & hygiEnE (wash)
role: district ProjEct coordinator
ConTaCT Person: ravi KoMMUri
email: rKoMMUri@MPtast.org

Why we
used the tool:
My team mates and I used the Theory of
Change and Causes Diagram in one com-
bination and SWOT Analysis, Question
LadderandtheCriticalTasklistinanother
combination. Our aim was to find ways to
strengthentheusageoftheMCTSsoftware
and also re-define roles, incentives and
contingency strategies for all the people
and stakeholders responsible for its func-
tioning. We did this by first using a set of
toolstore-visitandresolvetheproblemat
hand, and then using another set of tools
to identify potential team members and a
criticalpathwaytoimplementoursolution.
How we
used the tool:
We tested these tools as a pilot in one of
the villages in Jabalpur district, Madhya
Pradesh. First, I explained the purpose of
doing the whole exercise to my team and
with their help tried to get an idea of :
• exactly what is going on?
• who are the people involved and what
their roles are?
• whatarethebottlenecksthatweshould
work towards to solve the issue?
We then used a combination of Theory of
Change and Causes Diagram.
Theory of Change
To give a clear idea on what is planned
for change – i.e. updating the service in
the MCTS system and how it affects their
everyday work, how it will help the Pro-
grammeManagerfordecisionmakingand
howitisgoingtoimpactthe overallInfant
Mortality Rate over a period of time.
Causes Diagram
Identifythebottleneckswhicharehinder-
ing the MCTS service from updating. To
learn from all the root issues and devise a
better solution accordingly.
Results of
using the tool:
TheTheoryofChangetoolhelpedtheteam
understandthateventheirroleasgrassroot
workers can contribute to a larger change
overtime.Thiswaskeytoachieveanysuc-
cessfortheprogrammeandhelpingcreate
anattitudechangetowardstheirwork.The
tool also helped iron out inefficiencies in
the current system in a holistic manner.
The Causes Diagram helped the team
realisethatwhilethereexistsamessyarray
ofconvolutedissues,distillingittotheone
or two more important and actionable
problems was a better strategy. This tool
helpedtheteamunderstandanddefinethe
cause of current inefficiencies in a struc-
tured manner and helped them identify
whattoworktowardstofixacoreproblem.
case study

We have been having problems boosting individual per-
formances within the Sales and Operations team in our
organisation.
Realisingthattheseareoftenlinkedtothelargersystem,we
decided to look at the whole Sales and Operations element
ofthebusinessandformacoordinatedchangeprogramme.
We have been holding a series of workshops to do this and
I thought the Causes Diagram may help us identify issues,
understandthemandtheircauses,andsubsequentlysearch
for solutions.
case study
Tool used: Causes Diagram
Organisation: Sanergy
Country: Kenya
Sector: Water, Sanitation & Hygiene (WASH)
Contact Person: Simon Dixon
Email: simon@saner.gy
We adapted the tool to suit our way of
presentation and with the outputs we have
moved forward to the planning stage wherein
we now begin to address the core issues
informed by the causes.

I want to
collect input from others
by observing and
learning from
everyday life
}
people shadowing
11
inspired by
Lovlie L.,Reason B.,Polaine A. (2013) Service Design: From Insight to Implementation. p54-p57. Rosenfeld Media

Shadowing means just that - becoming someone’s shadow for a while.
Following someone, or a group of people, as they live their everyday life,
orgoabouttheirdailyworkhelpstounderstandtheenvironmenttheyare
a part of. It also allows you to observe for yourself the contextual details
that can influence a person’s behaviour and motivations.
Often doing some Shadowing at the start of a project helps to familiarise
yourself with a certain practice or group of people. People’s everyday
life can be so habitual that some issues may not be as apparent to them -
sometimes observing them can reveal hidden aspects that might be the
core issue or even possible solution. These observations can act not only
as inspiration but also a guide to help reach the core of how your work
impacts people.
What is it &
why should
I do it?
?How to use it
Shadowing involves making many choices - not just who to follow,
but also when and how to be actively involved when you get there.
You also need to think about the kind of things you’re looking out
for, and the ways in which you might want to record what you find.
The key is preparation - balancing the need to structure what you
find while staying open to the unexpected. This tool includes a
quick checklist and a format to note down these findings.
This worksheet indicates some of the things you might want to
record when shadowing. Don’t be afraid to experiment - whether
you’resilentlyobservingoractivelyinvolvedwillverymuchdepend
on each situation you’re in.Fill out the worksheet for each person
you follow.Ask your team to fill out a similar sheet for each person
they follow.This is a structured way to compare your observations
across the various ‘participants’ you and your team shadowed.
The observations you find relevant depend on the focus of your
project. These could be about the people they meet, places they
go to, or how they organise their life. Feel free to customise the
boxes on the worksheet - the ones here are examples to trigger
some ideas.
It might be a good idea to ask a person’s permission in case you
want to follow them closely, though it is also possible to observe
your participant from a distance. This may depend on what is
socially accepted within the specific situation or culture. Please
do respect the person’s space and make sure they are comfort-
able.You don’t want to break the natural flow of how they go about
their everyday life.
11
people shadowing
Where & When
Who
Key findings
Likes
Activities
Dislikes
Objects
Habits
Space

people shadowing
11
I want to collect input from others
by defining my goals and the path to reach them
Where & When
Location:
Date:
Time:
Who
person shadowed:
Age:
Gender:
Reason for shadowing:
Key findings
Likes
eg.: observations on personal preferences
Activities
eg.: observations on actions triggered by situation
Dislikes
eg.: observations on particular concerns
Objects
eg.: observations on the use of specific objects
Habits
eg.: observations on existing routines
Space
eg.: observations on the effect of the environment

I want to
in a conversation
that uncovers
their perspective
}
Interview Guide
12
inspired by
IDEO (2012) Develop an interview approach p58. In: Human Centred Design Toolkit.

Theeasiestwaytounderstandapersonistospeaktothem.Interviewsare
a way to connect with people; an opportunity to hear them describe their
experiences in their own words. Speaking to people about their everyday
lives can help you define and describe the problems they face, understand
the environment they’re part of, and even picture the ways in which you
can reach them. Interviews can also act as evidence for why your work is
needed or what impact your work is creating.
Gettingwhatyouwantfroman interviewhowevercan beharderthanyou
think - what people say and what they actually do are often very different
things. Establishing an in-depth understanding of a particular experience
might take some time, and requires a series of questions and activities as
part of a conversation. Even a short interview can provide a huge amount
of information, with masses of material quickly piling up when you start
speaking with several people. The Interview Guideacts like a checklist
to help you prepare a game-plan for an interview.
What is it &
why should
I do it?
?How to use it
This worksheet is an example of how you can prepare your inter-
view.Depending on the focus of the project, this can also contain
other items.
There is usually a mix of practices as well as underlying motiva-
tions you want to explore. Focus your questions on asking ‘What’
and ‘How’ and then probe deeper into people’s motivations by
asking ‘Why’.
You could follow this three step framework to structure your
interview:
Open Up: Make the participant feel at ease with ‘warm-up’ ques-
tionstheyarecomfortablewith.(fore.g.Householddemographics;
Who does what in the household? Some recent anecdotes related
to the topic.)
Go Broad: Prompt bigger, wider thinking on related issues that
they may not normally address on a daily basis. (Aspirations for
the future, How are things connected?)
Probe Deep: Dig deeper on the challenge at hand and prompt
with challenging ‘what if’ scenarios.
There are various ways to elicit and document information during
an interview. Make sure to prompt participants to be specific in
clarifying their preferences and motivations.You may ask people
to simply tell you, but you could also invite them to show things,
or maybe make a drawing of particular practices they have (e.g.
where is your favourite spot in the room? What is your favourite
object in the house?)
Before you do the actual interview, it is wise to practice with
your team to get a sense of how to frame the questions for better
response. Also think about how you would use these interviews
later.This is especially useful if several people will be conducting
the interviews.
12
interview guide
Show me
Think aloud Be specific
Draw it

Interview Guide
12
in a conversation that uncovers their perspective
Show me
If you are in the interviewee’s environment, ask him or her to show you the
things they interact with (objects, spaces, tools, etc). Capture pictures and
notes to jog your memory later. Or, have them walk you through the process.
Think aloud
As they perform a process or task, ask participants to describe aloud what they are thinking. This helps uncover their motivations, concerns, perceptions
and reasoning.
Be specific
People often generalise about what’s typical and leave out rich important details. Instead, ask people to talk about a specific period of time. Instead of
what’s your typical day like, ask them what happened yesterday.
Draw it
Ask participants to map out their activities and experiences through sketches and diagrams. This is a good way to debunk assumptions and reveal how people perceive and order their activities.

I want to
by getting to
the heart of what
motivates people
}
Question Ladder
13
inspired by
Project Innovation (2012) Question. In: Social Innovation Toolkit.

Howdoyouknowtherightquestiontoask?Sometimesreachingtheright
answer means thinking more about the kind of questions you’re asking.
It might sound simple, but focusing on what you’re asking someone is
essential for reaching a deeper understanding. The Question Ladder
is an interview technique that helps you to hone in on a certain topic by
asking a series of questions about different aspects related to that topic.
This tool is a quick and easy way to start asking your questions in a few
different ways, and to start combining questions in order to reach more
complex answers. It provides a structured overview of what goes into a
question;itshowshowtocombinearangeofwho,what,where,when,why
andhowquestionscoupled with thewords likeis,did,can,will,wouldand
might. This makes it much easier to think about the best way to get to the
heart of the issue at hand, and to build chains of questions that will allow
you to gradually reach the heart of more complex issues.
What is it &
why should
I do it?
?How to use it
While making a questionnaire or before going for an interview,
this worksheet can be used as a series of possible questions from
which a final set can be chosen.Use this to practice approaching
and exploring an issue through various directions.
Onceyouhavegainedsomeexperiencewithusingthistechnique,
you might find yourself automatically using it in conversations or
interviews you conduct with people.
13
question ladder
Who is
What is
Where is
When is
Why is
How is
Who did
What did
Where did
When did
Why did
How did
Who can
What can
Where can
When can
Why can
How can
Who will
What will
Where will
When will
Why will
How will
Who would
What would
Where would
When would
Why would
How would
Who might
What might
Where might
When might
Why might
How might
simple questions complex questions
Is
How
Did
Why
Can
When
Will
Where
Would
What
Might
Who

Question Ladder
13
by getting to the heart of what motivates people
Who is
What is
Where is
When is
Why is
How is
Who did
What did
Where did
When did
Why did
How did
Who can
What can
Where can
When can
Why can
How can
Who will
What will
Where will
When will
Why will
How will
Who would
What would
Where would
When would
Why would
How would
Who might
What might
Where might
When might
Why might
How might
simple questions complex questions
Is
How
Did
Why
Can
When
Will
Where
Would
What
Might
Who

I want to
to ensure my work
is relevant to the people
I’m working for
}
Storyworld
14
inspired by
Julier J., Kimbell L. (2012) Storyworld. p24. In: The Social Design Methods Menu.

Qualitative data collected through interviews and observations can be
incredibly rich. A structured way of documenting this for analysis and
communicationisveryimportant.Thestoryworldtoolprovidesauseful
way to highlight the most relevant insights from your research. It helps
you do this without being overwhelmed with details, showing you how to
structureyourdocumentationsothatthediscussionsyouhaveafterwards
are in tune with the learning requirements.
The tool enables you to bring part of a person’s world with you once you
startdesigningasolutionthatisaddressedtothem.Itallowsyoutocreate
stories that make people easier to relate to - often closely matching the
colour and complexity of somebody’s everyday life. These stories can be
key triggers to inspire creative ideas.
what is it &
why should
I do it?
?How to uSe It
You can use storyworld as an input for a creative workshop. fill
out the worksheet in advance, to provide a structured profile that
is relevant to the topic. This offers a useful starting point for a
brainstorm on ideas for new solutions.
You can also use storyworld as a workshop activity by filling out
the sections of the worksheet together with your team, while going
through selected data from your research.This enables the team
to develop a joint understanding of a person and his/her world.
in some situations you can even use storyworld as a research
toolbytakingtheworksheettoaninterviewwithsomeone.Together
map out the different aspects of themselves and their life as part
of your conversation. This works particularly well with active and
creative research participants.
14
storyworld
profile
context
Self
memorable
quotes
notes on
things that
stood out
connections and relations
perceptions
objects and places
aspirations

Profile
Add a picture or drawing that represents the person
storyworld
14
to ensure my work is relevant to the people I’m working for
ContextContext
selfself
naME
agE
gEndEr
FaMily
living ContExt
work
Play
Memorable quotes
notes on things that stood out
Connections and relations
Who is this person connected to? How?
(Include people and organisations)
Perceptions
What does this person think or believe about themselves and the world
around them?
objects and Places
What physical and digital objects is this person connected to?
How, where and when?
aspirations
How does this person think about their involvement in change?
What shapes this?

We were devising an interview guideline
to collect information on a certain group
of government officials and whether they
should be the recommended channel for
implementing a social marketing campaign.
We needed to get honest feedback from
them and those around them about how
appropriate they were to serve this role.
case study
Tool used: Interview Guide, QUESTION LADDER
Organisation: iDE
Country: Cambodia
Sector: Rural Poverty Reduction
Role: Innovation Lead
Contact Person: Yi Wei
Email: ywei@ide-cambodia.org
Why we
used the tool:
We used the Interview Guide
and the Question Ladder tool
in tandem to help us take stock
- making sure we got all the pos-
sible questions out there first,
then organising them according
to the purpose of the question,
and then finally by level of com-
plexity.
How we
used the tool:
We used the tool as a guide to
helporganiseourquestions.The
mosthelpfulaspectwasprobably
howthetoolorganisedtheques-
tionsaccordingtocomplexity.In
the Cambodian context, asking
a question will most likely not
get you the answer right away.
Rather,youhavetoaskthesame
question in several different
ways, and understanding which
questions are most complex
helped to remind us to ask ques-
tions as simply as possible first.
Results of
using the tool:
We were able to ask questions as
directly as possible without get-
tingtoocomplexinthebeginning
withmoreabstractideassuchas
conditionals.

case study
Tool used: Question ladder
Organisation: Digital Green
Country: India
Sector: ICT in Agriculture
Role: Assistant Software Engineer
Contact Person: Nikita Dagar
Email: nikita@digitalgreen.org
Thedatabasesofthesefarmingvideosarecreatedbyourinternalteams
and their management is the most critical part of our work. Currently
we use an internally developed technology for video management,
that is not very user friendly and intensive on time and effort. We were
trying to design an internal survey through which we wanted to know
the problems currently faced by our staff in using the current tools.
Digital green uses ICT to curate and share best
practices (in the form of videos created by
agriculturists) among rural farmers in India.
Why we
used the tool:
We used the Question Ladder
tool because we wanted to con-
struct some very specific ques-
tions as a warm-up and then
move to open ended questions
thatwouldbecomplexbutmore
revealing. The responses to this
activity would help the software
team understand how to make
the internal video management
activity more effective and effi-
cient.
How we
used the tool:
We used this framework in the
worksheettodesignquestionsfor
aninternalsurveythatweissued
to internal programme teams to
assess their process of entering
data,uploadingvideosandmap-
ping them. It worked very well
because it was straightforward
and we were able to design the
questionnaire at many differ-
ent levels of complexity, which
we found opened up our line of
questioning.
Results of
using the tool:
Wewereabletodesignoursurvey
in a more structured manner.
Some example questions that
we constructed are:
• Whyisitimportant,ornotim-
portant, for Digital Green to
have a copy of all videos?
• In the future, who might want
to create collections on our
website?
• Is it likely that someone might
forgettolinkanuploadedvideo's
youtube id in COCO?
Conducting a survey within our video management and software team with the Question
ladder tool.

I want to
know the people I'm
working with
by clarifying relationships
between stakeholders
}
People & Connections Map
15
inspired by
Namahn and Yellow Window Service Design, Design Flanders (2012) Stakeholder Mapping. In: Service design toolkit.

ThePeople & Connections Mapisaquickandsimplewaytovisualise
exactly who you are trying to reach and how. It gives you an overview of
all the different individuals and organisations involved in what you do.
It allows you to develop a clearer picture of how all the different people
and organisations relate both to your work and each other. These might
include the people or communities you work directly with; the various
bodiesfromwhichyoureceive(orareseeking)funding;oryourownpeers,
local communities and even international support networks.
ThePeople&ConnectionsMapcanbeagreatresourcewhensharingwhat
you do and how it links together within the community of stakeholders
that surround you. This tool is based on the orginal Stakeholder Spider-
gram developed by the Helsinki Design Lab, and further inspired by the
Stakeholder Mapping tool by Namahn and Yellow Window.
What is it &
why should
I do it?
?How to use it
Start by noting down your target audience, including beneficia-
ries, users or customers who would benefit from your work, in
the centre of the worksheet. Then work your way from the centre
towards the outer layers, mapping other people and organisations
that are related to the work you do. These could be people and
organisationsthatareresponsiblealongsideyouforimplementing
or delivering your work.
By organising the people and organisations that are related to
your work across the concentric circles, you can indicate which
of them are closer or farther away from the target audience. The
closer to the core, the more influential they are. The closer to the
outside, the farther away they are.
Inadditionithelpstofurtherorganisethepeopleandorganisations
on the map by clustering them in sections that express specific
networks,sectorsorinterestareas.Forinstanceasectionwithallthe
peopleandorganisationsinvolvedwithhealth,safety,environment
or education. Choose sections that are relevant to your situation.
Once the worksheet has been filled, go through each person
and organisation on the map with your team and, if necessary,
reposition them into the circle and section that the team agrees
fits most.This review will give you a useful starting point to discuss
which relationships or connections are key, and which may need
extraattention.Byclearlymarkingoutthesefieldsinthemapyoucan
highlight and communicate the main focus for your work.
15
People & Connections Map
start
here

15
I want to know the people I'm working with
by clarifying relationships between stakeholders PEOPLE & CONNECTIONS MAP
eacH SECTION can be used for
topics such as belonging,
self - actualisation, health,
safety, enivronments etc.
TARGET
AUDIENCE
OTHER STAKEHOLDERS
LOCAL COMMUNITY
NATIONAL
INTERNATIONAL

I want to
know the people I'm
working with
by better defining who
I am trying to reach
}
Target GROUP
16
inspired by
Nesta (2009) Worksheet 3a: Your Customers. In: Creative Enterprise Toolkit.

How to gain better insight into the groups of people you want to cater
to, and the kind of needs they have, is a fundamental question for every
project or organisation. This tool is a quick and easy way to work out an
overview and develop an understanding of the different people your work
might reach, and the resources you need to do so.
Target Group is probably best used when you are trying to work out
some initial ideas about who you want to cater to, and why. It is also a nice
and effective way to share this information with others.
What is it &
why should
I do it?
?How to use it
Fill out the worksheet by considering the needs of the people or
organisations you are catering to. Continue with adding notes to
describe the potential groups that may be interested in your work,
or who may benefit from it. Also try to think about other people
or organisations who might also benefit from, or have interests/
needs that can be connected to your work. These could be dif-
ferent from your customers.
You can fill out different worksheets for different groups.By us-
ing this worksheet you can build a picture of the potential groups
of beneficiaries. Do try to also fill out the more exact fields at the
bottom. This will help you to get a more concrete sense of the
figures involved.
It is useful to add names or brief descriptors for each of the ben-
eficiary groups.If you don't have a name already, think of one that
represents the group in a useful way for your organisation.Naming
these groups makes it more easy to discuss with your team or
other stakeholders. You can do this informally, for instance with
friends or colleagues. You can also do it more formally, as part of
a meeting with partners or investors. Ideally you could also talk
to your customers and other beneficiairies who areincontactwith
your work, so you can check your assumptions.
16
target GROUP
What do you call this group?
Can you draw them?
(or stick a picture here that
represents them)
What are their needs?
What are you offering them?
How many
are there?
How
frquently will
you
interact?
What do
you get in
return?
How can
your
relationship
grow?
How many
of those will
you reach?

16
by better defining who I am trying to reach TARGET GROUP
What do you call this group?
Can you draw them? (or stick a picture here that
represents them)
What are their needs?
What are you offering them?
How many are
there?
How frequently
will you interact?
What do you get
in return?
How can your
relationship
grow?
How many of
those will you
reach?

I want to
know the people I'm
working with
by visualising their
key characteristics
}
Personas
17
inspired by
Business Design Toolkit (2010) Personas.
requires some dialogue with colleagues/peers.
Plan for some time to interact and fill out in
collaboration over a day maybe.

Personas are portraits of fictional but realistic individuals that are
used as a common reference point to communicate particular groups in
your intended audience. Personas are created by drawing together the
characteristics of similar people - their behaviours, motivations and the
like - into one ‘archetype’ through which the group can be understood. By
creating a fictional character to embody these characteristics, you don’t
lose the little details that make someone the person they are. In this way,
Personas help ensure that your work stays focused on people, rather than
an abstract description of the group they are said to represent.
Developing successful Personas is all about knowing what to put in, and
whattoleaveout.They’reoftendevelopedfromarangeofdifferentsources,
eachofwhichmightcontainhugeamountsofdetail.Thetrickistorecognise
the common characteristics that could form the basis of a Persona, and
what selection of personal details to include in order to bring this ‘to life’.
Doingthisrightcanbehugelybeneficialasitletsyoubrainstormideasand
test potential solutions from their perspective. Often its handy to create
a number of Personas so that you can focus on the key characteristics of
each subgroup of your intended audience.
What is it &
why should
I do it?
?How to use it
Personasrepresentdifferenttargetsubgroupsthatanorganisation
wants to reach out to. Being aware of the different preferences,
routinesandmotivationsthesedifferentPersonashave,canhelpyou
customiseyourproductsandservicestothesespecificsubgroups.
Use the worksheet to compile a portrait of a typical person that
couldrepresentoneofthePersonasyourorganisationistargeting.
Try to make the Persona as close to a typical person as possible
by adding a name and a picture and descriptions of interests,
skills and motivations.
Feelfreetoaddanyotherdetailsthatarerelevanttoyoursituation
and in relation to this Persona.
17
PERSONAS
Persona name:
Who am I? 3 reasons for me to engage with
you
1. 1.
2. 2.
3. 3.
3 reasons for me not to engage
with you
Audience
segment:
My interests My personality My skills My dreams My social
environment
ADD
PICTURE
OR
DRAWING

My social
environment
My dreamsMy interests
17
by visualising their key characteristics PERSONAS
Persona name:
3 reasons for me to engage
with you
1. 1.
2. 2.
3. 3.
3 reasons for me not to engage
with you
Audience segment:
Who am I?
My personality My skills
ADD PICTURE OR DRAWING

I want to
know the people I'm
working with
by defining how my
offering is new to them
}
18
inspired by
IDEO (2011) Deliver: Plan a pipeline of solutions, p135. In: IDEO, Human Centered Design Toolkit. Edition - 2. London: IDEO.

The Promises & Potential Map is a simple way to define your added
value by mapping the relationship between what you do and who you
do it for. The tool provides a diagram on which you can plot each idea or
solution you are developing, whether it is targeted at people you work
with already, or people you’d like to start reaching out to. Each idea is also
classified as being completely new, or something that builds upon what
you do already. In this way any potential new solutions you develop are
mapped alongside the promises you’ve already made - and you can see
how both relate to the people who might be affected.
Sometimes mapping things out in this way is useful for understanding
howmuchwork-andhowmuchbenefit-apotentialsolutionmightbring.
In this worksheet, which has been inspired by Users & Offerings (IDEO
2011), you can map which ideas and offerings are radically new and which
are based on existing ones.
What is it &
why should
I do it?
18
?How to use it
For both axes independently, first decide where a specific offering
by you or your organisation is positioned. Is it a new or existing
offering? Is it for new or existing users? Then find a spot on the
map where these two positions cross - that is where you place
the particular idea.
Depending on where your offering ends up, you’ll get a sense
of whether it is disruptive or building on something existing i.e.
incremental. This can help to understand whether you are tak-
ing a high risk by doing something radically new, or a low risk by
building on what is already there.
Your offering can have several sub-offerings, and each of these
can represent a different position on the map. Using the tool gives
you a sense of the spread of your portfolio.
This can be potentially used as an interesting way to brainstorm
ideas - and help you prioritise them into a product development
pipeline for your organisation.
EVOLUTIONARY DISRUPTIVE
INCREMENTAL EVOLUTIONARY
EXISTING
OFFERINGS
NEW
OFFERINGS
NEW USERS
EXISTING USERS

18
by defining how my offering is new to them PROMISES & POTENTIAL MAP
EVOLUTIONARY DISRUPTIVE
INCREMENTAL EVOLUTIONARY
EXISTING
OFFERINGS
NEW
OFFERINGS
NEW USERS
EXISTING USERS

Development Fund of Children’s Sport Under the Ministry of Public
EducationinUzbekistanwasconcernedthatdespitealarge-scaleinvest-
ment programme into sports complexes, the use of these facilities has
been below expectations, especially outside Tashkent (the capital of
Uzbekistan).
The Children’s Sports Fund is particularly concerned about the par-
ticipation of girls from rural areas in sports, who often miss out on the
benefits of doing sports due to a lack of parental awareness, encourage-
ment or even permission.
So, despite major investments
into infrastructure and
programmes guaranteeing
free access to sports facilities,
how do we get people to use
the facilities?
case study
target group and personas worksheets filled by the workshop participants.
Tool used: Target group, Personas
Organisation: UNDP Uzbekistan
Country: Uzbekistan
Sector: Community Outreach / Education
Role: Community Outreach Specialist
Project: UNDP/UN Volunteers Joint Project ‘Social Innovation and Volunteerism in
Uzbekistan
Contact Person: Andreas Karpati
Email: andreas.karpati@undp.org

Why we
used the tool:
Weorganisedaworkshoponsocialinnova-
tion with young citizens - students from
a local partner university, focused on the
‘sportforsocialinclusion’. Promisingproj-
ect proposals that come out of this, were
eligible to be considered for a small grant
awardofupto$1,500.Whilemakingthese
project proposals, we used a number of
tools such as Target Group, Personas to
thinkabouttheusersandProblemDefini-
tion, Causes Diagram to think about pos-
sible problems and solutions.
The tools were chosen along three main
criteria:
1. Suitability for small-scale volunteer
projectswithoutcommercialelements.
2.Applicablefor theearly,pre-prototyping
stage of social innovation process (em-
phasis on ideation, problem definition,
working out users).
3. Can be carried out in less than an hour
in a classroom/workshop setting.
How we
used the tool:
TheTargetGroupandPersonastoolswere
helpfulinmakingthestudentsthinkabout
thedetailedcharacteristicsoftheirfuture
users. They often talked about ‘heads of
traditional families’ for example, but the
toolshelpedthemtoanchorsuchgenerali-
sations in concrete characteristics: where
aretheytobefound,whatdotheydoonan
average day, what concrete values do they
hold, what media do they consume, what
istheirrelationshipwithmoderntechnol-
ogy, etc. We used this tool to highlight the
characteristics of our target customers
by ‘putting ourselves in the other person’s
shoes.’
Results of
using the tool:
Werealisedthatnoproblemcanbesolved
withouttakingintoconsiderationtheper-
sonalityofpeople,theirneedsandaholis-
tic picture of their lives.
Tips for other people:
• Itisbetternottoconcentrateononetype
ofpersonality forthePersonastooland
insteadcreatemultiplePersonas,because
the problem can cover different social
groups.
• Itswisetoprepareandcollectsomedata
before using the Target your Audience
tools in a workshop setting.
We realised that no
problem can be solved
without taking into
consideration the
personality of people,
their needs and a holistic
picture of their lives.
case study

One such project with UNWomen, involves a series of dis-
cussions on Twitter with female role models in politics.
One predicament for us is that of understanding our audi-
ence better and being specific about who we are trying to
reach through these interventions. And hence we used the
Personas tool.
case study
Tool used: Personas
Organisation: UNDP Kosovo
Country: Kosovo
Sector: Local Governance
Role: Project Manager, Social Media for Innovative Local Empowerment
Contact Person: LEJLA Sadiku
Email: LEJLA.sadiku@undp.org
Further information: http://www.undp.org/content/kosovo/en/home/operations/
projects/democratic_governance/SMILE.html
My team and I are
working on a project
seeking to build bridges
between decision
makers and young
people.
How we
used the tool:
Weworkshoppedthetoolwith6peoplefor2.5hours.Every-
one worked individually in constructing a persona with
very little moderation. Through the exercise we quickly
establishedthatweneededtoengagewithpeopleoutsideof
ourdigitalaudience;awidergroupofactivistsandstudents
working on gender issues that we don't normally interact
with. In smaller municipalities people are far less conver-
santwithTwitterandsoweidentifiedarealneedtoengage
users through other methods, Facebook for instance, or
even Twitter Lunch Cafes - where people people can come
togetherinanofflinespaceandbeassistedinbringingtheir
issues to a virtual discussion.
Results of
using the tool:
The tool was extremely useful in helping us narrow down
our core audiences for this initiative and to understand
some of the obstacles that they might face in joining an
online discussion.
Wegainedmoreclarityaboutouroutreachactivitiesneed-
ing to blend offline and online events, and how a part of it
should start with universities and spread through student
governments.

I want to
generate new ideas
by working together with
people who experience
and solve problems
}
creative workshop
19
inspired by
Lovlie L.,Reason B.,Polaine A. (2013) Service Design: From Insight to Implementation. p60. Rosenfeld Media.

20 MINS
Define focus area for everyone/
smaller groups
30 MINS
Build
further
15 MINS
Display interim
progress
15 MINS
Regroup &
share interim
outcomes
5 MINS
Introduce
plan
30 MINS
Engage
and participate
A Creative Workshopisanopportunitytobringtogetherandcollaborate
with a number of different people involved with or affected by your work.
They might include the people you’re trying to reach, the partners you’re
working with, experts brought in from similar fields, or any combination
of these (and other) groups who would benefit from talking to each other.
It is a good way to both collect and share different experiences, as well as
co-create potential solutions.
CreativeWorkshopscanprovideinvaluableinsightsintopeople’sperspec-
tives on particular issues. And they offer a setting where this knowledge is
shared as soon as it’s gathered. Structuring sessions that involve different
people from several different backgrounds however is something that
needs careful planning. This tool provides a checklist for planning your
session effectively, helping you make the most of the group dynamics.
What is it &
why should
I do it?
?How to use it
Creative workshops can have different purposes:
• Generating and exploring a range of ideas
• Selecting and building upon the best ideas
• Creating a clear vision for how the ideas can be
made real at a later stage
A clear step-by-step schedule of activities, and timings for each
activity will help make the workshop a success. It is important to
plan your workshop well.
Here are some points to consider while planning one:
• How long will the workshop be, and where will it take place?
• Who will attend the workshop, and what is the mix of
knowledge and skills?
• What will be the schedule for the day?
• Will you be working in small groups? How will they
share their ideas?
• What materials and tools are you intending to use?
• How will you document the results?
The following worksheet is only one example of how a Creative
Workshopcanbeconducted.Dependingonyourneeds/constraints,
feel free to modify (add/subtract/reorder) each time you plan a
workshop.
19
CREATIVE WORKSHOP

20 MINS
Define who the session is focused on
(eg. Work in small groups on creating personas)
19
I want to generate new ideas
by working together with people who experience and solve problems CREATIVE WORKSHOP
30 MINS
Further build on the opportunities identified by tools you used
(eg. Promises & Potential Map, Business Model Canvas, Theory Of Change)
15 MINS
Put these up on a wall where everyone can see them.
15 MINS
Share the outcomes of the journey map with the rest of the teams.
Share opportunities where the group thinks it can create or add value.
5 MINS
Introduce the workshop plan
30 MINS
Define how the target user will make use of your offering
(eg. Create a journey map for each persona)

I want to
generate new ideas
by
thinking
differently
}
fast idea generator
20
inspired by
Nesta (2013) Fast Idea Generator

Thistoolallowsateamtogenerateideasbylookingataproblemoroppor-
tunity from a range of perspectives. This helps come up with new ideas
for potential solutions, and also strengthens current offerings, as it chal-
lenges it from different approaches. Comprised of seven approaches, or
challenges, you can choose the ones that seem most applicable to take the
topic at hand further, thus using the tool to inspire further discussions.
The Fast Idea generator helps frame ideas, problems or opportuni-
ties in relation to different scenarios. It stretches the thinking around a
concept in different directions, providing a stimulating discussion that
will further strengthen the concept. To use the tool effectively, the start-
ing point (problem, opportunity, concept idea or existing proposition)
should be clearly laid out.
what is it &
why should
I do it?
?How to uSe It
Step 1 is to start from an existing concept, problem or opportunity
and then apply the seven challenges suggested in the worksheet.
These are simple steps to help come up with alternatives that
bend, break and stretch the ‘normal rules’ in such a way that
you can generate many surprising ideas in a short period of time.
Step 2 is then to review the ideas and select the best ones to
further flesh them out into workable innovations.
20
Fast idEa gEnErator
tHE aPProaCH tHE norMal rulE BEnding, BrEaking & strEtCHing tHE rulE
Inversion Turn common practice
upside down
Integration Integrate the offer
with other offers
extension Extend the offer
differentiation Segment the offer
addition Add a new element
Subtraction Take something away
translation
Translate a practice
associated with
another field
grafting
Graft on an element of
practice from another
field
exaggeration
Push something to
its most extreme
expression

20
by thinking differently
tHE aPProaCHtHE aPProaCH tHE norMal rulEtHE norMal rulE
BEnding, BrEaking &BEnding, BrEaking &
strEtCHing tHE rulEstrEtCHing tHE rulE
Fast idEa gEnErator
inversion
Turn common practice upside down Doctors treat patients What if patients became doctors?
integration
Integrate the offer with other offers People access a range of services in different locations What if different local services had one point of access?
Extension
Extend the offer Schools provide learning opportunities to children and young people during the day What if schools also offered sport and recreation; and community learning after hours?
differentiation
Segment the offer There is a ‘one size fits all’ approach What if a service was personalised and differently segmented?
addition
Add a new element Supermarkets deliver groceries What if supermarkets delivered groceries and also provided hot meals to older people in their
homes?
subtraction
Take something away Prisons are critical to an effective criminal justice system What if you had to close three prisons?
translation
Translate a practice associated with
another field
Hospitals and airports are different kinds of operations What if airport management practices were applied to hospitals?
grafting
Graft on an element of practice from
another field
Teaching and coaching are separate practices What if coaching was introduced as part of secondary school education?
Exaggeration
Push something to its most extreme
expression
Schools support children and young people to learn, but only within designated times and in a
designated space
What if students could access learning, anytime and anywhere they chose?

I want to
generate new ideas
by framing a
constructive discussion
with my team
}
THINKING HATS
21
inspired by
de Bono, E. (1985) Six Thinking Hats. USA: Little, Brown and Company.

Thinking Hats allow a range of different viewpoints and perspectives
to be brought into a discussion, whilst keeping the focus on the issue at
hand. It’s a technique which can be used to encourage people to look at
a topic from a number of different perspectives, making what might be a
very complex issue, a stimulating focus point for conversation. The team
learns how to separate thinking into six clear functions and roles, getting
them to look at all sides of an issue. Structuring the conversation around
thesedifferentviewpointshelpsavoidendless,freeflowingdebatesaround
topics, and instead helps create a meaningful, focused discussion. This
techniquewaspopularisedinthebookSixThinkingHats(DeBonoE.1985).
Each hat is a different theme, which indicates a particular viewpoint. In
a group setting all team members think about a topic using the range of
hats, helping them focus on the topic one viewpoint at a time. This also
helps getting contributions from all team members. The range of view-
points can uncover new ways to address a particularly difficult problem,
for instance by making an overly familiar issue feel ‘strange’ again, and it
helps teams develop a shared understanding.
What is it &
why should
I do it?
?How to use it
There are two ways of using the Thinking Hats:
1.Everyone ‘wears’ the same hat at the same time.Choose one of
thehatsandaskeveryonetocontributetothediscussionfromthat
hat’s point of view.Each of the six hats is used to discuss an issue.
2.Everyone ‘wears’ a different hat and the topic is discussed from
multiple points of view. All hats need to contribute sufficiently to
the discussion. Hats can be switched around during the discus-
sion, forcing people to look at the issue differently.
Both approaches help teams engage in critical discussions.
The hats break-up the conversation into focused parts that can be
conducted one after the other, instead of simultaneously.There is
no correct order for which hat comes first or last, but for the first
few times, it may be easiest to use the sequence as indicated on
the worksheet (from factual to management).
Theuseofthesehatsmayseemartificialatfirst,butonceyougo
throughtheexerciseafewtimes,theadvantagebecomesevident.
If ‘hats’ are not appropriate for the situation just use T-shirts,
badges, or cards with the themes of the hats on them.
21
THINKING HATS
LogicalFactual
Cautious
Emotional
Out of the
box
Management

21
by framing a constructive discussion with my team THINKING HATS
LOGICALFACTUAL CAUTIOUSEMOTIONAL OUT OF THE BOX MANAGEMENT

I want to
generate new ideas
by aligning
our work based on
shared values
}
VALUE MAPPING
22
inspired by
Nesta (2009) Worksheet 2a: Your Values. In: Creative Enterprise Toolkit.

What makes you do what you do? Value Mapping helps you answer
this by enabling you to describe the values which are embodied in your
personal work and in the wider organisation. These values are probably
more influential than anything else in shaping what you do. They might
be something that you take for granted, that you think is obvious, or that
you’ve never actually articulated or written down. Defining these values
however can be very useful when trying to explain your work to other
colleagues and partners.
Oncethevaluesaredefined,theycanbesharedandactasacommonrefer-
ence point that simplifies and speeds up decisions, whilst also ensuring
consistency in the work that you do. This is a seemingly simple task, but
one which can be hugely valuable when done properly - something this
worksheet helps you do. It can be especially useful to bring all team mem-
bers on the same page during projects by having the team first make their
personal value maps and then match these with each other.
What is it &
why should
I do it?
?How to use it
Start by individually writing down on a piece of paper or a series
of cards, what you feel is most valuable for yourself as well as for
the organisation.Think of these personal values as the things that
make you feel truly alive and passionately committed to what you
are doing in your organisation. For one person it might be things
like helping others, for another it might be creativity or innovation,
for someone else it might be honesty, ecological awareness or
leadership.Write down a lot of them – even the ones that you are
aware of but are less important to you.
Whenyouhavenoteddownawiderangeofvalues(tenormore),
place them in the relevant fields on the worksheet. Don’t worry
about getting it right first time – swap them around until you have
them in the right place.To focus your activities, have a maximum
of five in the ‘Always important’ column.
Ask your other team members to do the same. Once all their
worksheets have been defined, these can be shared and agreed
upon.Showing your completed worksheet to someone who knows
youwellandaskingfortheirfeedbackhelpsclarifywhatisimportant
to you. Together you can establish what values are important to
the organisation as a whole.
22
VALUE MAPPING
Always important
Always important Sometimes important
Sometimes important Rarely important
Rarely important
Never important
Never important
organisation VALUES
INDIVIDUAL VALUES

22
by aligning our work based on shared values valuE MaPPing
always important
always important
sometimes important
sometimes important
rarely important
rarely important
never important
never important
individUalvalUesindividUalvalUesorganisationvalUesorganisationvalUes

case study
Tool used: SWOT Analysis, Personas, Thinking Hats
Organisation: Humanitarian StreetMap
Country: indonesia
Sector: Open Data
Contact Person: Kate Chapman
Email: kate.chapman@hotosm.org
Further information: http://en.openstreetmap.or.id/
We were writing a grant proposal for the
Australia-Indonesia Facility for Disaster
Reduction (AIFDR) to secure new funding for
our 2014 activities. For this, we held an internal
strategy meeting that inputs into a larger
workshop with partners and stakeholders to
solicit feedback on our 2014 plan.

Why we
used the tools:
Ourintentwastobrainstormbothhowwecanbetterservice
people and groups we currently work with and if there are
new ones we have not thought about. Often in such situa-
tions,itiseasytogetcaughtinthesamelineofthinkingand
not imagine new methods of outreach to different groups.
I thought that the Personas and the Thinking Hats would
be good ways to do that.
I used the SWOT Analysis also because I felt that I knew
my views on our strengths and weaknesses, but not nec-
essarily my team's views. Having a firm understanding of
howthingsstandfromsomeoneexecutingourprogramme
tasks directly is vital.
How we
used the tools:
In a 5 hour long workshop, we broke into small groups to
work through each of the tools and then re-convened to
amalgamateourthoughtsandsprinklethenewperspectives
into elements of the grant proposal. Generally the group
work was very positive and hugely beneficial to bring the
team together in this manner – more fun than the typical
brainstorming we do.
TheSWOTAnalysisworkedreallywellwiththeteam.After
thisweusedthePersonasworksheet-whichwasespecially
helpful. We are trying to figure out what changes need to
be made to our programme to reach a wider audience, so
we tried a couple of personas that weren't our current
"customers" and got some great ideas.
With the Thinking Hats though, we hit a bit of trouble.
Some of it might have been my explanation. I think if I do
it again I would translate the names of the different hats
intoIndonesianfirst.EverybodyintheteamspeaksEnglish,
but the concept was a bit abstract for them.
Results of
using the tool:
The activity resulted in clear inputs that were assimilated
intoaco-writtengrantproposal.Lookingdeeper,wehavea
better sense of some internal processes that we can use to
advance our planning documents with our staff and board
– so that we can be more intentional about our innovation
practice.
Tips for other people:
Culturally adapt the tools to accommodate for varying
degrees of English proficiency.
case study

I lead a team of professionals providing Technical Assis-
tanceandSupporttotheGovtofMadhyaPradeshcovering
the thematic areas of health, nutrition and WASH (Water,
sanitationandhygiene).Ifeelthatthereareseveralcritical
issues that come in the way of effective and efficient man-
agement of service delivery, often pushing the actual goal
ofsocialdevelopmenttothebackground.Broadlyclassified
into two categories - individual and organisational, these
issues can be notions of governance, human resource and
organisational development.
Why/How we
used the tool:
I used the Value Mapping tool for identifying core values
at the individual and organisational level that can bring a
much wanted change in the way the whole system oper-
ates. The idea was to try out ‘change management’ in the
systemsothattheresourcesareusedproductivelytodeliver
services like basic health, nutrition and sanitation to the
people we cater to.
My team drew up an annual work plan covering human
resourceandorganisationaldevelopmentdimensions. Com-
partmentalising these values into four neat boxes is easier
said than done, but in reality they all overlap both at the
individual and organisational level. These values change
withthepersonalitiesoccupyingthepositionsatthepolicy
makinglevelandtheprofessionalismoftheindividualplay-
ers who are responsible for driving the change.
Results of
using the tool:
Aftertheexercise,theoutputsweresharedwiththegovern-
ment(whoweworkverycloselywith)andweareinitiating
a buy in from their side.
A snapshot of the Value Mapping tool filled out with the team.
Tool used: Value Mapping
Organisation: FHI 360
Country: INDIA
Role: Team Leader
case study
One of the problems we
face is the resistance to
change, and how the
organisation is used to
the ‘status quo’.

I want to
test & improve
by understanding
what is most effective
in my work
}
23
inspired by
Eberle, B (1997) Scamper Worksheet. USA: Prufrock Press.

Improvement Triggers provides a collection of questions which can
be used to help you look at your work a bit differently. Inspired by the tool
‘SCAMPER’ (Eberle B. 1997), these questions are designed to provoke
you into new ways of thinking, and are structured in a way that lets you
approach either your existing offering or a potential new solution from
a number of directions. This is a great way to make your work stronger,
especially inareaswherelotsofcompetingsolutionsarealreadyavailable.
The questions in this tool assume that anything new is a modification of
something that already exists. This might not always be strictly true, but
approaching your work from this perspective can very be useful when
you’re trying to articulate how what you’re doing is different from anyone
else (or how it builds on what’s gone before).
What is it &
why should
I do it?
?How to use it
Eachofthequestionsontheworksheetshouldgiveaslightlydifferent
perspectiveonyourwork.Noteyouranswersinthespaceprovided,
but try to keep it brief - the idea is to end up with something that
will give you a concise overview of how your work is different, and
how you could potentially improve it.
The questions on this worksheet are examples to trigger your
thinking. Many other questions may be relevant as well. The key
is to use the seven categories of questions to provoke thoughts
on potential improvements.
23
improvement triggers
Substitute
Combine
Puttoanotheruse
Adapt
Modify
Eliminate
Reverse

23
I want to test and improve
by understanding what is most effective in my work Improvement triggers
Substitute
What materials or resources can you
substitute or swap to improve your
work?
What other process materials could
you use?
What rules could you substitute?
Combine
What would happen if you combined
different aspects of your work, to create
something new?
What if you combined purposes or
objectives?
What could you combine to maximise
the uptake of your work?
How could you combine talent and
resources to create a new approach?
Adapt
How could you adapt or readjust your
work to serve another purpose or use?
Who or what could you emulate to
adapt your work?
What other context could you put your
work into?
What other products or ideas could you
use for inspiration?
Modify
What could you add to modify your
work?
What could you emphasise or highlight
to create more value?
What element of your work could you
strengthen to create something new?
Put to another use
Can you use your work somewhere else?
Who else could benefit from your work?
How else could you do your work -
perhaps in another setting?
Could you reuse some ideas/things from
a previous project?
Eliminate
How could you streamline or simplify
your work?
What elements of your work could you
make more fun?
What elements of your work or even
rules could you eliminate?
What could you have in its place?
Reverse
What would happen if you reversed your
process or sequenced them differently?
What if you did the exact opposite of
what you’re trying to do now?
How can you re-organise your work?

I want to
test & improve
by collecting useful
feedback on my work at
different phases
}
prototype testing plan
24
inspired by
Nesta (2011) Prototyping in Public Spaces.

Prototyping is something we all do in our daily lives when we try out new
things - from trying out new recipes while cooking to trying out different
routes while going somewhere - it simply involves trying out an idea to
see how it can be improved. At work however, prototyping is more than
just ‘trying out’; it is a structured way to check that you have an efficient
and fitting solution or approach before rolling it out or making a big
investment in it.
The Prototype Testing Plan gives a basic, but useful overview of the
different ways in which you can test your work, as well as when to test it.
You can build a prototype using various materials, or simply draw or act
out your idea. The Prototype Testing Plan also helps structure the testing
process. It is most efficient if you go through a structured series of steps.
This way you can continually improve your work, while avoiding getting
lost once feedback collected starts piling up. The worksheet indicates two
periods when it is usually beneficial to test your idea: in the early stage
of development, and in the later stages just before full implementation.
What is it &
why should
I do it?
?How to use it
Prototyping is often carried out in various stages of a process with
the aim of either searching for new ideas or testing an existing idea
to see whether it works and how to make it better.Prototypes can
be made as often as possible.The key is to keep it easy and cheap
to build, focusing more on the core offering rather than smooth
finishing. Feel free to use what is easily available around you as
long as it helps you try out your idea rather than just talking or
thinking about it.
Use the worksheet as a basic guide to help plan your prototype
tests. Always clearly specify the main idea you want to test out
through your prototype.Make sure to note down any learnings on
how to improve your work by reallocating activities, resources,
people or materials.
24
Prototype Testing Plan
Idea Try Test Specify

Hypothesis
Specify the main idea/ hypothesis that you want to test.
Quickly try out your idea to judge
whether it can work in real life.
Build a small model of your idea using cardboard/ paper, children’s
blocks, toys or any material you see lying around. This is so you can
see your idea in three dimensions and check whether it would work
smoothly or has gaps.
Act out parts of your idea when you meet with your target audience.
Pretend that your idea is launched. How will they know of it and use
it? You can use the Experience Map as a guide. Try acting out different
possibilities to learn about alternative ways of doing things.
Draw the experience of finding out and using your work in
the form of a story to see if you’ve not missed any step.
Test your idea again after having de-
veloped it further, to examine details
before launching it.
Build a new model of your idea. Since you have developed your idea
further, you should now have more details and elements in it to test
and check whether they all work in synchronisation.
Act out your idea again. You can use the Blueprint as a guide to
check whether the different elements are matching up properly?
Again draw the experience of using your work in more detail than
before. Test out if all the steps in your story are working well
together.
Make a list of all the things that you
need to make your idea real.
List things like activities, resources, people and materials that you
need to make your idea realistic enough to implement.
24
by collecting useful feedback on my work at different phases PROTOTYPE TESTING PLAN

I want to
test & improve
by creating an
overview of how I engage
with my stakeholders
}
EXPERIENCE MAP
25
inspired by
Schneider J., Stickdorn M., (2010)The Customer Journey Canvas.
In: This is Service Design Thinking. Amsterdam: BIS Publishers.

The Experience Map allows you to see your work through the eyes of
thepeoplereceiving,benefittingorevenfundingit.Itlaysoutthedifferent
routes and points at which these people become aware of, connect with,
and feel about what you do - especially at the points they come directly
in contact with your work. Identifying these junctures, and highlighting
the interactions, helps you reflect on how you engage with these people
and take your work further.
Theworksheetprovidedhereshowshowyoucanquicklydefinethepoints
which determine different people’s perception of what you do - as well
as the problems and opportunities each of these moments represent. A
completed Experience Map is a way to condense complex information
into a format more easily understood, through highlighting key points
of your offering.
What is it &
why should
I do it?
?How to use it
Use the worksheet to document experiences from people who
have been in contact with your work. Fill out one worksheet per
person you have spoken with - the most rich information on this
tends to come from interviews.
Capturetheiractivitiesaswellastheirmotivationsandsatisfaction.
Be sensitive to ‘why’ as much as to ‘what’ and ‘how’.
Once you have collected a series of Experience Maps based on
accounts from various people, you can make comparisons across
this set to conclude what recurrent issues people have in the
expectations and experiences with your service. Using this tool
makes the process of testing more efficient, and improves the
quality of how people experience your work.
25
EXPERIENCE MAP
Awareness Key Usage Outcome
OBSERVATIONSLEARNINGS

25
by creating an overview of how I engage with my stakeholders Experience Map
Awareness
How did this person hear about you? (E.G. PR, social media, word of mouth)
What relevant previous experience did he or she have?
Key usage
What points of contact happened between you and this person?
What were the critical moments, such as especially good or bad experiences?
Outcome
What was the feedback from this person? (eg. via social media or word of mouth)
Was there any follow up from your side?
OBSERVATIONSLEARNINGS

I want to
test & improve
by crafting a detailed
overview of our operations
and resources
}
blueprint
26
inspired by
The Social Design Methods Menu: Julier J., Kimbell L. (2012) Blueprint. p44.

A Blueprint gives an overview of an organisation’s operations, such
as key activities, products, services, and points of interaction with the
intended audience, stakeholders and beneficiaries. Blueprints help make
explicit how existing resources can be repurposed or recycled, and what
new resources will be needed. They also give a sense of the overall impact
your activities might have. This is highly useful when trying to plan or
improve your work.
Filling in the worksheet helps break down your work into smaller details.
It provides structure to this analysis by showing a ‘line of interaction’.
This line represents the distinction between the activities of the intended
audience,beneficiariesandotherstakeholders,andtheactivitiesthattake
place within your organisation.
What is it &
why should
I do it?
?How to use it
YoucanstartcreatingaBlueprintatanypointontheworksheet,by
fillingoutkeyaspectsoftheinteractionsbetweenyourorganisation
anditsaudienceorotherbeneficiaries.Thestagesatthetopofthe
page represent the stages the interaction with your audience may
go through over time (engagement, hand over, use period, follow
up).The blocks at the left represent both the external activities by
thepeopleyouinteractwithandtheinternalactivitiesofyourteam.
The ‘line of interaction’ marks the distinction between external
and internal activities.
At the bottom of the page, note down which activities are done
internallybyyourteamwhiletheyareinteractingwithyouraudience.
Brieflydescribewhodoeswhatandwhy,andalsowhatinstruments
or systems they use for this. At the top of the page,note down
whichactivitiesaredoneexternallybythepeopleyourorganisation
interacts with, and describe in a similar way who does what and
why, and what instruments they may be using for that. From left
to right consider which of these activities, actors and instruments
are typical for the various stages. By mapping this out you can
generate an overview of your key activities, the resources needed,
and how these are related.
Completingtheworksheetforcesyoutothinkthroughthedifferent
ingredients involved in creating, communicating and providing your
service or product. You can use the worksheet to analyse a current
or future situation.In either case, the worksheet helps you highlight
keyresourcesandprocessesthatarerequired,andtolinkthesewith
thepeopleororganisationsinvolved.Trytoproduceablueprintfrom
the perspective of different stakeholders you are working with and
anticipatewhattheiractivitiesandresponsestoyourworkmightbe.
26
BLUEPRINT
Things,media
and devices
being used
What people
do, feel,
know and think
What people in
the team do,
feel, know and
think
Supporting
instruments and
systems used
ENGAGEMENT HANDOVER USE PERIOD SIGN OFF
EXTERNALACTIVITIESINTERNALACTIVITIES
time

26
by crafting a detailed overview of our operations and resources blueprint
Things, media
and devices
being used
What people
do, feel, know and
think
What the people in
the team do, feel,
know and think
Supporting
instruments and
systems used
ENGAGEMENT HANDOVER USE PERIOD SIGN OFF
EXTERNALACTIVITIESINTERNALACTIVITIES
time
line of interaction

case study
Tool used: Personas, Problem Definition, Improvement Triggers
Country: Brazil
Despite coming from a region
with such a rich history, these
artisan products seem rather
basic and functional and are
not based on market research.
Sumaré, a city in São Paulo has a very deep history of political and
community life. The city is part of a settlement won over thirty years
ago by the Movimento dos Sem Terra (Landless Movement), fighting
for agrarian reform in Brazil. I'm working with a group of 5 women
farmers who make crafts with banana fibre in Sumaré to develop new
products,suchaslampshades,mats,boxes.Despitecomingfromaregion
with such a rich history, these artisan products seem rather basic and
functional and are not based on market research. Thus, even though
they are technically well developed, the women have difficulty selling
their current range of products.
Samples of the banana fibre products made by the artisans.
adapted worksheets for problem definition and improvement triggers trans-
lated in the local language were used in co-creation workshop.

case study
Why we
used the tool:
We decided to work on the stage before
product development i.e. analysing what
thesewomenartisansvalueandwhattheir
story is. We planned to use these stories to
createacollectionofproducts,givingthem
a strong foundation that would increase
chances of better sales. We also looked at
the entire supply chain - from the harvest
ofrawmaterialstothestorageofproducts,
to make it more efficient.
We adapted and used the Personas, Prob-
lemDefinitionandImprovementTriggers
tools for this exercise. Firstly, we needed
the artisans to talk about themselves and
theircommunity.Here,weused ouradap-
tation of the Personas tool to help con-
duct research on the history and stories
of the artisans and their community. We
supplemented these stories with the main
problems perceived by the artisans using
the Problem Definition tool.
I had adapted the Problem Definition tool
toprojecttheseproblemsasopportunities.
For more detailed analysis and critique
of the artisan’s current production tech-
niques, we used an adaptation of the tool
Improvement Triggers, which presents a
seriesofcommandstohelpyoulookatthe
matter in a different way,
How we
used the tool:
To talk about themselves, the artisans
received a closed ‘treasure box’. Each
woman would open the box and describe
whattheyfoundinside.Inside,therewould
be a mirror, which the women used to rec-
ognise and expose their thoughts, indi-
vidualdreamsandskills.Laterwecollated
these into groups and made Personas for
eachgroup.IusedanadaptationofthePer-
sonas to create a fictional character that
was based on the features that artisans
described.Alongwiththiswealsocollected
problems that they felt stood in their way.
We then used the Improvement Triggers
to come up with new ideas. Often many
ideas would get repeated and sometimes
wewouldmixquestions-butthenumberof
responsesexhaustedthenumberofpossi-
bilitiesandgaveasenseofcompleteanaly-
sis. The lack of suitable equipment and
materials in this village is very common. I
couldn’tprintPDFsofthetoolworksheets,
so I redrew them in my workplace using
coloured paper, post its and slate.
Results of
using the tool:
The tool introduces the concept of ‘busi-
nessthinking’topeoplewhohavenoprior
experienceasentrepreneurs.Ithelpedthe
women farmers organise their thoughts
and was instrumental in helping them
construct concrete goals for themselves
anddetailingoutactivitiesneededforeach
stage.
Furthermore, the tool provided an acces-
sible language for everyone, irrespective
of their education and awareness. Guided
by the questions on the canvas, we built a
verysolidvalueproposition,whichguided
thedevelopmentofotherareasofthebusi-
ness model.
The tool introduces the
concept of ‘business
thinking’ to people who
have no prior experience
as entrepreneurs.

I want to
sustain & implement
by better engaging
people that can benefit
from my work
}
MARKETING MIX
27
inspired by
Nesta (2009) Worksheet 4a: Marketing Mix. In: Creative Enterprise Toolkit.

‘Marketing’ what you do doesn’t have to mean selling it. The Marketing
Mix will help you do this, if that’s your goal, but it’s also useful for defin-
ing the different ways in which people might form opinions about your
work - as well as highlighting opportunities for influencing this process.
Thisisakeytooltohelpyougetbuy-infromstakeholdersforyourproject.
The Marketing Mix worksheet is structured to help you examine your
workfromtheperspectiveofyourbeneficiaries.Alltheelementsinvolved
somehow influence the judgements people might make about what you
do, helping you understand better those areas which may need attention
when trying to achieve real impact. The Marketing Mix can be useful for
determining how you trigger the people you’re working with, to engage
with what you’re trying to do.
What is it &
why should
I do it?
?How to use it
Don’tthinkoftheMarketingMixonlyasacommercialactivity.Look
at it as an opportunity to reflect on your work from the experience
of a beneficiary.
This tool helps clarify their needs and experiences and helps to
think of how to improve your current or future offering.
You can start filling out the different boxes in the worksheet in
no particular order. Just go through each section and adapt your
answersuntilyoufeeltheysufficientlyanswerthequestionsposed.
27
MARKETING MIX
Product PricePlace
PromotionPhysical
Environment
Process People

27
I want to sustain and implement
by better engaging people that can benefit from my work MARKETING MIX
Price
What are the returns you recieve for your work?
Place
Where is your work available to people & how does it get there?
Product
Describe the ‘Unique Selling Proposition’ that clearly states the features & benefits that make your work unique.
Promotion
What are your means to make your audience aware of your work?
Physical environment
What impression does your workplace give to your
audience, suppliers & staff?
Process
What are the procedures that your company uses to deliver your
work?
People
Which of your staff or representatives are involved?

I want to
sustain & implement
by executing my
plan without being
overwhelmed
}
CRITICAL TASKS LIST
28
inspired by
Nesta (2009) Worksheet 4b: Critical Marketing Tasks. In: Creative Enterprise Toolkit.

ACTIVITY ASSIGNED TO BUDGET DEADLINE SIGN OFF
The Critical Tasks List is a way to ensure that what you set out to do
is actually possible within the timeframe and budget you have available.
This is useful when working alone, but becomes even more important
when you need to focus and align your work with others. The list provides
a common reference point which everyone can use to keep track of how
thingsareprogressing.Thisenablesyoutomanageyourprojectsbyfocus-
ing on the tasks at hand.
It’s a simple thing to do - and taking the time to do it can really help when
you’reindangerofbeingoverwhelmedbytheamountofworkthatneedsto
bedone,orworriedabout howexactlyan ideais goingtobeimplemented.
When your work starts to grow, and tasks start being shared amongst a
large group of people, you may want to shift to a more dynamic and pro-
fessional project management tool. The Critical Task list is a first step to
develop a routine in organising your ongoing work.
What is it &
why should
I do it?
?How to use it
List all the activities to be carried out, together with who they are
assigned to, the budget available, the deadline for completion
and the process for final sign off.
Don't fear specificity. Deliberate the activity with the people
assigned to it and add in as much detail as possible.You can also
break up specific roles people play to perform a specific activity.
Youshouldregularlymonitorandreviewtheprogressofyourcritical
tasks, both in terms of staff resources and budgets.Any deviation
from the plan should be acted upon or agreed and amended.
28
critical tasks list

assignEd to BudgEt dEadlinE sign oFF
28
by executing my plan without being overwhelmed CritiCal tasks list
aCtivity

I want to
sustain & implement
launching
or growing
what I do
}
business plan
29
inspired by
Gov.uk (2013) Write a Business Plan.

A Business Plan is a structured description of how you do what you do.
The plan needs to articulate the problem the business proposes to solve,
a vision for how that will be accomplished, and what uniquely qualifies
you to do that. Writing a Business Plan is often essential when trying to
convince potential funders who want to know where their money will be
going. The plan should also include an introduction to the management
team, a marketing plan, an operations and financial plan, and any other
requirements. This means covering all the different aspects that a fund-
ing partner might be interested in, using the kind of language they will
be looking out for.
While a toolliketheBusiness Model Canvas provides an overview of what
you want to do (as well as why and how you want to do it), a Business
Plan is a way of providing more detail on the operational and economic
foundation of how you will make this a reality. The structured worksheet
of the Business Plan helps you describe what makes your idea for social
impact a viable endeavour.
What is it &
why should
I do it?
?How to use it
This worksheet points out the key aspects that you need to keep
in mind as you develop your Business Plan.
It is easiest to first write a quick draft of your Business Plan and
then keep re-writing. Don’t spend too long getting the draft and
even the next versions ‘just right’ because it is very likely you will
re-write the plan numerous times.During the process you’ll come
up with much better ways of explaining of what makes your idea
for social good feasible.
Writing up the business overview is a good place to start. This
includes a few paragraphs about the main idea, the need and
market for it. This will be followed up by your plan for action and
what makes your team strong for this task. While approaching
fundersordonors,akeycomponentoftheBusinessPlanistohave
a clear statement of why you need the money, how the money will
be spent and how it can be earned back.
An important element in the Business Plan is the executive
summary. This usually sits at the start of the document, but it is
seldom written as the first section. It is easier to write it after you
have completed a first draft of your Business Plan.
Once you’ve written your Business Plan, get someone to read
it for you. It helps to get a fresh perspective to identify any issues
you might have missed out on.
29
business plan
Operations &
Resources
PlanningFinances Staff & Management
Team
Sales & MarketingBusiness OverviewExecutive summary
start
here

Operations & resourcesPlanningFinances Staff & management team
Sales & marketingBusiness overviewExecutive summary
29
by launching or growing what I do business plan

SCALING PLAN
30
inspired by
Ali R., Mulgan G., Halkett R., Sanders B. (2007) In and out of sync: The challenge of growing social innovations. London, Nesta.
I want to
sustain & implement
while exploring different
ways of increasing
the scale of my work
}

Once a project or pilot has been successfully implemented, the next step
is to build upon this success by sustaining and growing it further. Essen-
tially this means extending the reach of your work to a bigger population.
There are many ways of scaling up - from replicating the project across
geographies,tocollaboratingwithdifferentorganisationstowardsashared
vision, or even expanding upon the problem your work addresses.
Socialorganisationscanfacequiteafewchallengesinscalinguptheirwork:
keeping a clear focus (e.g. strategic spread rather than just sprawling out);
negotiating cost structures and revenues (e.g. sustainable income rather
than one-of grants or capital); handling effective supply and demand (e.g.
demonstrable results, at the right costs, for a receptive audience); leading
organisational change (e.g. founders are replaced by managers); choosing
the right organisational form (e.g. grow the organisation, partner, merge,
takeover,license,franchise).Thereareseveralresourcesthatneedtobein
place for a pilot project to be scaled without compromising the necessary
impact it must have. Regardless of how and when you decide to scale, it
is key to first build a shared vision for scaling within your organisation.
The Scaling Planaims to stimulate serious dialogue about this with key
internal and external stakeholders.
What is it &
why should
I do it?
?How to use it
30
SCALING PLAN
The worksheet helps developing a shared vision on scaling up,
while assessing your resources and whether your organisation is
ready to take the next step. Based on the assessment of the situ-
ation, you can decide your readiness to scale, what aspects need
strengthening and what aspects need more work.
The worksheet can be used in a workshop with team members
fromyourorganisation,potentialdonorsoreventheintendedben-
eficiariesandotherstakeholders.Itshowsfivekeyareaswhichyou
should consider to analyse whether your organisation is ready to
scale. Use the questions on the worksheet as prompts to have a
critical in-depth conversation on what you are certain about and
what needs further investigation.
While filling out the worksheet, try to give evidence in the form
of factual data, rather than just anecdotes.It often helps to collect
some of this evidence in advance of the meeting.
Try to be as open, thorough and self-critical as possible. The
more detailed answers you give, the deeper your understanding
of the situation will be.
YOUR FUTURE
ORGANISATION
Physical
Resources
People &
Governance
Reputation &
Effectiveness
Know
How
YOUR
ORGANISATION
NOW
Business Model
& Money
start
here

30
while exploring different ways of increasing the scale of my work SCALING PLAN
YOUR FUTURE
ORGANISATION
Physical Resources
Are the resources necessary for
expansion readily available,
affordable, controllable?
Is the timing for demand and
supply chains at larger scale clear,
and can it be matched?
People &
Governance
What are the skills of the key people?
Are they fit for the purpose?
How does accountability and
governance need to change?
Is there a clear choice for the form
of the organisational change?
Is the management capable
of a strong focus and leadership?
Reputation &
Effectiveness
Can you show evidence of the
effectiveness of your work?
What is the state of your brand?
What coalition of supporters can you
call on for help?
Know How
Are the systems /processes
capable of operating at higher volume,
or capable of expansion?
Is all the knowledge needed
on organisational change,
accountability, finance and
skills available in house?
YOUR
ORGANISATION
NOW
Business Model
& Money
Is there a viable business model,
with a clear overview of
cost structures and revenues?
Is there evidence of
sufficient demand?
Can you handle effective
supply at a larger scale?

Madhya Pradesh, a state in
central India has very high
infant and mother mortality
rates, compared to the
national average.
Our programme helps strengthen the system and we work closely with
theHealthDepartment,WCD(Women&ChildDevelopment)&PHED
(PublicHealthEngineeringDepartment)departmentsaimingtoreduce
MMR (Maternal Mortality Ratio), IMR (Infant Mortality Ratio), Mal-
nutrition & TFR (Total Fertility Rate) in the state of Madhya Pradesh
in India.
MCTS (Mother & Child Tracking System) is an online monitoring
software which has been developed by Government of India with an
objective to track the different services being provided/ to be provided
to a pregnant mother right from conception until the baby turns a year
old. This tracking of service delivery plays a vital role and helps in guid-
ing and planning towards the actions to be taken towards MMR & IMR.
The tracking system still needs to be worked upon further before it can
be implemented.
case study
The worksheets jointly created to assess The teams current weaknesses and ways to overcome them.
Tool used: SWOT Analysis , QUESTION LADDER and Critical Tasks List
Organisation: MP Technical Assistance and Supportive Team (MPTAST)
Country: INDIA
Role: District Project Co-odinator
Contact Person: Ravi Kommuri
Email: rkommuri@mptast.org

Why we
used the tool:
My team mates and I used the
Theory of Change and Causes
Diagram in one combination,
and SWOT Analysis, Question
LadderandtheCriticalTaskslist
inanothercombination.Ouraim
is to strengthen the usage of the
MCTS software by re-defining
roles,incentivesandcontingency
strategies for all the people and
stakeholders responsible for
its functioning. We did this by
usingasetoftoolstore-visitand
consolidatethechallengeweare
facing, and then use another set
of tools to identify potential
teammembersandcreateacriti-
cal pathway to implement our
solution.
How we
used the tool:
We used these tools in Jabalpur
District in Madhya Pradesh as a
pilot. First, I explained the pur-
pose of doing the whole exercise
to the field team - the District
Health Officer, the Auxiliary
Nurse Midwife (ANM) and the
Accredited Social Health Assis-
tant (ASHA) worker.
We took stock of :
1. Why the MCTS system is not
being updated at all;
2.Thepeopleinvolvedandwhat
their roles are, and;
3.Understandingthebottlenecks
thatweshouldaddresstosolve
the issue.
We then used a combination of
SWOTAnalysis,QuestionLadder
and Critical Tasks list.
SWOT Analysis
To understand the team’s
strengths & weaknesses, to help
us figure out what they can do
to be more efficient and help
people take responsibility for
their actions.
Question Ladder
To help redefine individual
responsibilities with the entire
team’s consensus and input.
Critical Tasks list
To help develop timelines to put
the new plan into place.
Results of
using the tool:
The SWOT Analysis helped the
team review their strengths
and helped us understand how
individual contributions affect
the team’s work and vice versa.
It also helped us envisage pos-
sible‘threats’thatcouldhamper
the smooth functioning of the
system - something that we had
never considered before.
The Question Ladder helped us
identify potential team mem-
bers that could be re-assigned
with new tasks, timelines and
accomplishmentsintheupdated
system.Theprocesswaspartici-
patory and had the consensus of
all those involved directly and
indirectly.
For us, developing or improving
programmesandmeasuringout-
comes go hand in hand.
We used the Critical Tasks List
to create a new schedule for the
updating the service system and
create markers to receive feed-
back on how effective the new
systemis.Ineverypilotitiscriti-
caltomeasurethe‘perceivedand
actual’changebeforewecaneven
think of scaling up. The task list
helpeduschartthatcriticaljour-
ney and milestones for the pilot.
case study

Bird’s Eye
View on Social
Innovation @

The Development Impact and
You toolkit has been specially
designed for practitioners
to dive straight into action.
The tools presented here are
grounded in existing theories
and practices of innovation,
design, and business
development.
This chapter offers a ‘bird’s
eye view’ of the main pillars
underlying the theory and
management of social
innovation and each topic is
supplemented with references
for further reading.

Innovation is sometimes written about
as an almost magical process. But it is
wrong to see innovation as a mystery.
It is true that innovation is rarely
simple or predictable, but looking
closely at what actually happens, it is
also true that the overall innovation
process is structured and systematic.
Although every real innovation is a
complex story of loops and jumps,
there are various stages that most
innovations pass through. This
framework is useful for understanding
how to put ideas to work, and focusing
on the different methods, and different
mindset, needed at each stage.
01 Stages of Innovation

The seven stages are:
Opportunities & challenges
These include all the initiating factors like a
crisis, new evidence, inspirations etc. which
highlight the need for change. This might
involve diagnosing the root causes of a prob-
lem, or identifying the opportunities that a
new change could bring about.
Generating ideas
Most of the ideas you come up with at first
won’t work. But it’s only through the process
of constant idea creation that you arrive at
something that is radical and transformative.
Use creative methods like design to increase
the number of solution options from a wide
range of sources.
Developing & testing
New ideas are always helped by robust criti-
cism. It is through trial and error that ideas
are iterated and strengthened. This can be
done by simply trying things out, or through
more rigorous prototyping and randomised
controlled trials.
Making the case
Before you try to implement your idea, you
need to prove that it can work and is better
than what is already there. Build up firm evi-
dence to back it up and then share it honestly.
Delivering & implementing
This is when the solution becomes everyday
practice. It includes identifying what is work-
ing well, and what is not, as well as securing
income streams that enable the long term
financial sustainability to carry the innova-
tion forward.
Growing & scaling
In this stage there are a range of strategies for
growing and spreading an innovation - from
organisational growth, to licensing and fran-
chising. Emulation and inspiration also play
a critical role in spreading an idea or practice
in a more organic and adaptive manner.
Changing systems
Systemicinnovationiswheremaximumsocial
impact can be created. It usually involves
changes in the public and private sector over
long periods of time, and the interaction of
many elements and new ways of thinking.
2
3
4 5
6
71OPPORTUNITIES
& CHALLENGES
GENERATING
IDEAS
DEVELOPING
& TESTING
MAKING
THE CASE
DELIVERING &
IMPLEMENTING
GROWING
& SCALING
CHANGING
SYSTEMS
Further reading on the stages of innovation:
• Caulier-Grice J., Mulgan G., Murray R., (2010) Open
Book of Social Innovation.London, The Young Founda-
tion, Nesta & The Lab.Available online from: http://
www.nesta.org.uk/library/documents/Social_Innova-
tor_020310.pdf
• Nesta (2013) Available online from: http://www.nesta.
org.uk/develop-your-skills

Have a plan for building evidence
from the outset of your project. All
innovators, commissioners, service
users and investors need evidence to
know whether the products or services
they develop, buy or invest in make
a positive difference. In fields such
as medicine, using evidence is much
more common and offers interesting
opportunities to learn from. The main
benefit of regular and systematic
reviewing of evidence is that it enables
a more effective way to use data or
information to test assumptions,
continually improve, and create a more
sustained impact.
Using evidence as a natural part of
projects and decision making should
be common practice for organisations.
And not just evidence on your current
projects: understanding what has
worked before, and awareness of what
works in the wider landscape makes it
easier to evaluate and replicate success.
The following page has is a useful
framework that Nesta has developed
to show the different standards of
evidence that you should aim to build
up throughout a project to show that it
is making a difference.
02 Use of evidence

The five levels are:
1Account of impact
A clear explanation of what the new or
improved product or service does and how
it could have impact on your intended
outcome, and why that would be an
improvement on the current situation.
2Correlation
Observation of some positive impact hap-
pening on the part of the users of the product
or service, but no confirmation yet on what
caused this. You might conduct pre and post
survey evaluations, or a cohort/panel study
for instance.
3Causation
Establishment of evidence of positive change
amongst the users of the product or service
duetotheproductorservice.Thinkabouthow
to isolate the impact of the product or service
through a control group selected randomly to
strengthen your evidence base.
4Independent replication
Independent validation of the positive out-
comes of the product or service, with the aim
to deliver this positive impact at a reasonable
cost in other places, such as commercial stan-
dards or industry kitemarks.
5Scaled
Use methods like multiple replication evalu-
ations or future scenario analysis to generate
clear and tested evidence that the product or
servicecanbeendeliveredatmultiplelocations
and delivers a strong, positive impact, whilst
remaining a financially viable proposition.
1
you can describe
what you do and
why it matters
logically, coherently
and convincingly
2
you capture data
that shows positive
change, but you
cannot confirm that
your intervention
caused the change
3
you can demonstrate
causality with
reference to a
control group or
comparison group
4
you have one or more
independent evaluations
that confirms your
conclusions and
potentially replicates
your results
5
you have manuals,
systems and
procedures to
support and ensure
faithful replication of
your innovation
you should be able to do this
yourself by drawing on
existing data and research
from other sources.
Constructing a theory of
change should help you to
logically and coherently
describe how your
intervention will achieve the
effects you outline.
at this stage, data can begin
to show the effect your
innovation has but may not
demonstrate direct casuality.
Many of the methods
outlined in the previous topic
will help as would more
structured surveys of your
participants before and
after, or at intervals during
your invention.
you should commission a
robust independent
evaluation that demonstrates
and validates why and how
your innovation creates
impact.You might also seek
endorsement via commercial
standards, industry
kitemarks or similar.
in order to demonstrate
casuality, you will need to
show evidence of what
happened to those involved
in your intervention alongside
evidence of what happened
to a similar group who were
not involved in your
intervention (called a control
group).Selecting
participants randomly to
both groups strengthens your
evidence and you will need to
have a sufficiently large
sample for your results to be
convincing.
youneedtoshowthatyour
productorservicecanbe
operatedbysomeoneelse,
somewhereelse,whilst
continuingtohavepositive
directimpactontheoutcome
andremainingafinancially
viableproposition.Towards
thisend,youmightpursuean
evaluationacrossmultiple
contextsthat,amongstother
things,teststhefidelityof
practiceandoutcomes
betweensites.
LEVELSOFEVIDENCEHOWTOGENERATETHEEVIDENCE
Further reading on evidence:
• Puttick R.(2011) Ten Steps to Transform the Use of Evidence. London, Nesta.Available online from:http://www.nesta.
org.uk/library/documents/TenStepsBlog.pdf
• Ludlow J., Puttick R.(2012) Standards of Evidence.London, Nesta.Available online from:http://www.nesta.org.uk/
publications/nesta-standards-evidence
• Mulgan G., Puttick R.(2013) Making Evidence Useful: The Case for New Institutions.London, Nesta.Available online
from: http://www.nesta.org.uk/library/documents/MakingEvidenceUseful.pdf
• DfID: Department for International Development (2013) How to note.London, Dfid.Available online from: http://bit.ly/
dfid-evidence
• BOND for International Development (2013) Evidence Principles.London, BOND.Available online from: http://www.
bond.org.uk/effectiveness/principles#download

the concept of scaling up is
attracting increasing attention as
it extends the reach of innovative
pilot projects to large populations.
there are many ways of scaling
up – from repeating an idea in a
different place, or collaborating with
different organisations and building
relationships that work.
to determine if a project is ready
to scale and achieve greater impact
in a more widespread manner, it is
important to find the things that work,
get them to work smoothly and move
them up to the next level. It is useful
to think through effective demand
and effective supply; i.e. is there
someone out there who is willing to
pay for your idea? and does your idea
work, and does it work better than
the alternatives? nearly always the
task of scaling a social idea involves
increasing both effective supply and
effective demand, but your strategy
will vary greatly depending on which
comes first.
from a distance great innovations
may look like radical leaps. But from
close up they often turn out to be
made of small steps that build on each
other to achieve bigger scale. under
a microscope the different stages of
innovation might be magnified to
show ‘mini-spiral’ processes taking
place - individual projects that an
organisation might be developing to
support the overall innovation process.
03 scaling up
Further reading on scaling up:
• Ali R., Mulgan G., Halkett R., Sanders B.(2007) In and
out of sync: the challenge of growing social innova-
tions.london, nesta.available online from:http://www.
nesta.org.uk/publications/and-out-sync
• Cooley L., Kohl R.(2006) Scaling Up - From Vision to
large-scale change: a Management framework for
Practitioners.Washington, Management systems insti-
tute, John D.and Catherine T.MacArthur Foundation.
Available online from: http://www.msiworldwide.com/
wp-content/uploads/scaling-Up-framework.pdf

Further reading on systems thinking:
• Leadbeater C., Mulgan G.(2013) Systems Innovation Discussion Paper.London, Nesta.Available online from: http://
www.nesta.org.uk/library/documents/Systemsinnovationv8.pdf
• Seddon J.(2013) Systems failure and Systems thinking.London, Nesta.Available online from: http://www.nesta.org.uk/
blogs/systemic_innovation_a_discussion_series/systems_failure_and_systems_thinking
The word ‘system’ refers to complex
and interdependent infrastructures,
rules and patterns in our societies and
economies. Changes in one part may
affect other parts, so complex issues
require changes and innovations
across the system.
Systems thinking brings together the
different elements and innovations
that achieve a common purpose. A
single organisation almost never has all
the skills and resources to provide the
full range of activities that are needed
to create a big impact. This means that
an innovation resulting in systemic
change almost always involves an
alliance of partners, suppliers and
distributors, supported by networks,
clubs, think tanks and development
agencies.
04 Systems thinking

Key Sources of Inspiration
01Innovation Flowchart
Nesta (2013) Innovation Flowchart. Available
online from: http://www.nesta.org.uk/publications/
innovation-flowchart
02Evidence Planning
Nesta (2009) Worksheet 2b: Evidence Modelling.
In: Creative Enterprise Toolkit. Available online from:
http://www.nesta.org.uk/publications/creative-
enterprise-toolkit
03SWOT Analysis
MindTools (1996) SWOT Analysis. Available online
from: http://www.mindtools.com/pages/article/
newTMC_05.htm
04Business Model Canvas
Osterwalder A., Pigneur Y (2010) Business Model
Generation. Available online from: http://www.
businessmodelgeneration.com/downloads/business_
model_canvas_poster.pdf
05Building Partnerships Map
Tennyson R. (2003) 12 Phases in the Partnering
Process, p4. In: The Partnering Toolbook. Available
online from: http://www.toolkitsportdevelopment.org/
html/resources/E1/E1585B25-8A8A-44A9-BC6C-
F519987AD2CE/pt-en.pdf
06Learning Loop
IDEO (2011) Deliver: Create a learning plan, p145.
In: IDEO, Human Centered Design Toolkit. Edition - 2.
London: IDEO. Available online from: http://www.ideo.
com/work/human-centered-design-toolkit/
07Experience Tour
Design Council (2011) Service Safari. In: Keeping
Connected Design Challenge. Available online from:
https://www.hvcollege.com/documents/technology/
ServiceSafariActivity.pdf
08Problem Definition
Julier J., Kimbell L. (2012) Problem Definition. p30.
In: The Social Design Methods Menu. Available online
from: http://www.lucykimbell.com/stuff/Fieldstudio_
SocialDesignMethodsMenu.pdf
09Causes Diagram
Namahn and Yellow Window Service Design,
Design Flanders (2012) Cause Diagram. In: Service
design toolkit. Available online from: http://www.
servicedesigntoolkit.org/assets/posters/workposter_
causediagram_a1.pdf
10Theory of Change
Nesta (2011) Theory of Change. Available online
from: http://www.nesta.org.uk/library/documents/
TheoryOfChangeDiagram_Editable.pdf
11Shadowing
Lovlie L.,Reason B.,Polaine A. (2013) Service Design:
From Insight to Implementation. p54-p57. Rosenfeld
Media
12Interview Guide
IDEO, Bill & Melinda Gates Foundation (2012)
Develop an interview approach p58. In: Human
Centred Design Toolkit. Available online from: http://
www.hcdconnect.org/methods/interview-techniques
13Question Ladder
Teachers College Columbia University (2012)
Question. In: Social Innovation Toolkit. Available
online from: http://www.socialinnovationtoolkit.com/
question.html
14Storyworld
Julier J., Kimbell L. (2012) Storyworld. p24. In:
The Social Design Methods Menu. Available online
from: http://www.lucykimbell.com/stuff/Fieldstudio_

15People & Connections Map
Namahn and Yellow Window Service Design, Design
Flanders (2012) Stakeholder Mapping. In: Service
design toolkit. Available online from: http://www.
servicedesigntoolkit.org/assets/posters/workposter_
stakeholdermapping_a1.pdf
16Target group
Nesta (2009) Worksheet 3a: Your Customers. In:
Creative Enterprise Toolkit. Available online from:
enterprise-toolkit
17Personas
Business Design Toolkit (2010) Personas. Available
online from: http://www.businessdesigntools.
com/2011/12/personas/
18Promises & Potential Map
IDEO (2011) Deliver: Plan a pipeline of solutions,
p135. In: IDEO, Human Centered Design Toolkit.
Edition - 2. London: IDEO. Available online from:
http://www.ideo.com/work/human-centered-design-
toolkit/
19Creative Workshop
Lovlie L.,Reason B.,Polaine A. (2013) Service Design:
From Insight to Implementation. p60. Rosenfeld
Media
20Fast Idea Generator
Nesta (2013) Fast Idea Generator. Available online
from: http://www.nesta.org.uk/publications/fast-idea-
generator
21Thinking hats
de Bono, E. (1985) Six Thinking Hats. USA: Little,
Brown and Company. Available online from: http://
www.debonogroup.com/six_thinking_hats.php
22Value Mapping
Nesta (2009) Worksheet 2a: Your Values. In: Creative
Enterprise Toolkit. Available online from: http://www.
nesta.org.uk/publications/creative-enterprise-toolkit
23Improvement Triggers
Eberle, B (1997) Scamper Worksheet. USA: Prufrock
Press. Available online from: http://bmgi.org/tools-
templates/scamper-worksheet
24Prototype Testing Plan
Nesta (2011) Prototyping in Public Spaces. Available
online from: http://www.nesta.org.uk/publications/
prototyping-public-services
25Experience Map
Schneider J., Stickdorn M., (2010)The Customer
Journey Canvas. In: This is Service Design Thinking.
Amsterdam: BIS Publishers. Available online from:
http://files.thisisservicedesignthinking.com/tisdt_
cujoca.pdf
26Blueprint
Julier J., Kimbell L. (2012) Blueprint. p44. In: The
Social Design Methods Menu. Available online from:
http://www.lucykimbell.com/stuff/Fieldstudio_
27Marketing Mix
Nesta (2009) Worksheet 4a: Marketing Mix. In:
Creative Enterprise Toolkit. Available online from:
enterprise-toolkit
28Critical Tasks List
Nesta (2009) Worksheet 4b: Critical Marketing
Tasks. In: Creative Enterprise Toolkit. Available online
from: http://www.nesta.org.uk/publications/creative-
enterprise-toolkit
29Business Plan
Gov.uk (2013) Write a Business Plan. Available online
from: https://www.gov.uk/write-business-plan
30Scaling Plan
http://www.nesta.org.uk/publications/and-out-sync

Recommended Resources
1.   Aid on the Edge of Chaos
Ben Ramalingam
2.   Dead Aid
Dambisa Moyo
3. Poor Economics: A Radical Rethinking of the Way
to Fight Global Poverty
Esther Duflo & Abhijit Banerjee
4.   Creating a World without poverty: Social Business
and the Future of Capitalism
Muhamad Yunus
5.   More Than Good Intentions: Improving the Ways
the World's Poor Borrow, Save, Farm, Learn, and
Stay Healthy
Dean Karlan & Jacob Appel
6.   The Power of Positive Deviance
Richard Pascale, Jerry Sternin &
Monique Sternin
7.   Scaling Up – From Vision to Large-scale change:
A Management Framework for Practitioners
Larry Cooley and Richard Kohl
8.   UNDP: Financing for Development
http://www.undp.org/content/dam/undp/library/
Poverty%20Reduction/Development%20
Cooperation%20and%20Finance/
InnovativeFinancing_Web%20ver.pdf
9.   World Bank: Innovation Policy - A Guide for
Developing Countries
https://openknowledge.worldbank.org/bitstream/
handle/10986/2460/548930PUB0EPI11C10Disl
osed061312010.pdf?sequence=1
10. OECD: Innovation for Development
http://www.oecd.org/sti/inno/50586251.pdf
11.  Open Book of Social Innovation
Robin Murray, Julie Caulier-Grice,
Geoff Mulgan
http://www.nesta.org.uk/publications/open-book-
social-innovation
12.   In and out of sync
Nesta (Geoff Mulgan with Rushanara Ali, Richard
Halkett and Ben Sanders)
http://www.nesta.org.uk/publications/and-out-
sync
13.  Our Frugal Future: Lessons from India's
Innovation system
Nesta (Kirsten Bound & Ian Thornton) http://
www.nesta.org.uk/publications/our-frugal-future-
lessons-india%C2%92s-innovation-system
14.  China's Absorptive State: Innovation and
research in China
Nesta (Kirsten Bound, Tom Saunders, James
Wilsdon and Jonathan Adams) http://www.nesta.
org.uk/publications/chinas-absorptive-state-
innovation-and-research-china
15.  The Digital Social Innovation Report
Nesta (Nesta (Francesca Bria)
http://s3-eu-west-1.amazonaws.com/
digitalsocialinnovation/attachments/52eb
bc3a72b09eaa31000001/DSI-report_(2).
pdf?1391180858
Publications

BlogsWebsites Toolkits Networks
1.     World Bank Institute
http://wbi.worldbank.org/wbi/
(also see World Bank Challenge Platform
https://wbchallenge.imaginatik.com/,
World Bank Development Marketplace http://
wbi.worldbank.org/wbdm/,
Innovative Solutions http://wbi.worldbank.org/
wbi/approach/innovation)
2.     OECD Wikiprogress
http://www.wikiprogress.org/index.php/
Wikiprogress.org:About
3.     Oxfam Policy & Practice
http://policy-practice.oxfam.org.uk/
4.     ODI Publications
http://www.odi.org.uk/publications
5.     Abdul Latif Jameel Poverty Action Lab
http://www.povertyactionlab.org/about-j-pal

1.     IDEO HCD toolkit
http://www.ideo.com/work/human-centered-
design-toolkit/
2.     Project Innovation
http://www.socialinnovationtoolkit.com/home.
html
3.     UNICEF Innovation Labs – A Do-It-Yourself Guide
http://www.unicefinnovationlabs.org/
4.     Finding What Works
http://findingwhatworks.org/
5.     +Acumen
http://plusacumen.org/
6.     Business Model Canvas
http://www.businessmodelgeneration.com/
canvas

1.     Social Innovation Exchange (SIX)
http://www.socialinnovationexchange.org/
2.     Alliance for Useful Evidence
http://www.alliance4usefulevidence.org/
3.     Smart Citizen
http://forum.smartcitizen.me/
4.     Arduino
http://arduino.cc/
5.     D-Lab: International Development Innovation
Network
http://d-lab.mit.edu/idin)
6.     Random Hacks of Kindness
http://www.rhok.org/
1.    Poverty Matters
http://www.theguardian.com/global-
development/poverty-matters
2.     Chris Blattman
http://chrisblattman.com/
3.     From Poverty to Power
http://oxfamblogs.org/fp2p/
4.    DFID Bloggers
http://blogs.dfid.gov.uk/
5.     ODI Opinion
http://www.odi.org.uk/opinion

MADE POSSIBLE BYAN INITIATIVE OF
WWW.DIYTOOLKIT.ORG
ISBN 978-1-84875-150-7
£19.99

Development Impact & You: Practical Tools to Trigger & Support Social Innovation

More Related Content

What's hot (15)

Similar to Development Impact & You: Practical Tools to Trigger & Support Social Innovation (20)

More from The Rockefeller Foundation (20)

Recently uploaded (20)

Development Impact & You: Practical Tools to Trigger & Support Social Innovation