Learning by doing
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This document summarizes a workshop on building evaluation capacity for projects in India. It discusses that evaluation capacity involves creating feedback mechanisms to guide decision making. Evaluation can increase an organization's ability to adapt and involve stakeholders. The workshop focused on cultivating data and interpreting it to make it useful for different audiences. It emphasizes that leadership commitment is critical to integrating evaluation into organizational learning. The document provides an example logic model and discusses considerations for collecting culturally valid data.
Learning by doing
- 1. Non-linear learning for projects Originally presented in workshop on evaluation capacity building with Education Innovation For India by Clare Strawn, PhD and Stéphan Vincent-Lacrin, PhD of OECD July 26-28, 2013 Hosted by Sri Aurobindo Society Pondicherry, India
- 2. “We don’t really like the word ‘evaluation’ rather we are more interested in creating dynamic feedback mechanisms” - EIFI grantee
- 3. What is evaluative capacity? Evaluation capacity building involves the activities and processes that help create, strengthen, and sustain the learning of individuals and communities. It is a foundation of sustainable communities. • Increases capacity to monitor and adapt to changing environment • Creates shared knowledge to guide decision making and planning • Develops participation of staff, clients, and other stakeholders in success of your endeavors
- 5. If the staff feels disconnected, they don’t see the whole picture. They don’t know where the program is going. Once they buy into it they say, ‘‘I will take leadership of this piece.’’
- 6. Organizations may partake in evaluation to reduce uncertainty and secure resources, including financial and political resources.
- 7. Evaluation capacity can also meet an internal demand to achieve community goals.
- 8. Cultivating – doing the work of the program
- 9. Harvesting the produce - data
- 10. Slicing and Dicing to make it useful
- 11. Cooking – interpreting to make meaning Not the same as “cooking the books”
- 14. Continuous learning process • Leadership vision and commitment • Stakeholders – who should be at the table? • Focus – define questions, priorities, uses. What is your theory of change? • Map activities and data flow. How will you know if things are working and adapting? • Plan data collection and management integrated into activities • Interpret findings collaboratively • Implement recommendations
- 15. “The commitment of organizational leadership was critical in transforming the role of evaluation from one of basic reporting and accountability to a true process of continuous learning” http://contentlibrary.theglobalfund.org/eLearning/me/01e n/Index1.html Leaders must “share responsibilities and find ways to integrate evaluation into organizational life”
- 16. Non-linear program models Its only new because it has been missing for so long: Indigenous Evaluation Capacity Building. Anderson, Chase, Johnson III, Mekiana, McIntyre, Ruerup Kerr. American Journal of Evaluation 2012 33: 566
- 17. Example Logic model for workshop Needs Activities Outputs Outcomes • Reliable reporting on project impact • Stories • Baseline assessment • Report on state of eval capacity • Experience evaluating global projects • Collectively defined needs • Asset mapping • Critical thinking • Skill development & sharing • Collaboration • Project analysis • Tools • Review and revision of program data and information plans. • Adaptation of tools and skills for specific program needs. • Leadership and confidence • Transfer to project staff • Accurate data reports • Useful stories • Sustainable systems and program infrastructure • Network of peer to peer collaboration for program improvement
- 18. Sample logic model template
- 19. Thinking about Data • Data burden on participants • How will it be used informs what you collect. • What “Unit of analysis” is needed to answer your question? • Check for consistent comparisons • Cultural validity and construct validity • Unintended consequence
- 20. From The Community Tool Box http://ctb.ku.edu/en/tablecontents/sub_section_tools_1338.aspx
Editor's Notes
- #9: What is the purpose of the garden? Who does it serve? What decisions are being made? Who is involved?