POLS 30596 International Development in Practice II: Advanced
TopicsSpring 2014 (May 2nd, 2014)
Location: Hesburgh Library 1000Class: Tuesday and Thursday 9:30
10:45 a.m. Office Hours: Tues 8:15 9:15 a.m. & 3:30-5 p.m. and
Fridays 1:30-3:00 p.m.
1
Instructor: Steve ReifenbergKellogg Institute for International
Studies130A Hesburgh Center
Tel: (574) 631-0517 Email: [email protected]
This seminar builds on the knowledge and practical skills
developed in POLS 30595, International Development in Practice:
What Works in Development? Students will take an active role in
designing the content of this new course and helping teach the
class, as well as serving as consultants to an international
development client.
This Advanced Topics and Applications course is highly
interactive and requires active student participation in class
discussions, as well as in multiple exercises and group projects.
The students selected to participate in the class will help design
the substantive content of the course. In the collective efforts to
design the course, we will focus on major development themes
organized in three modules as identified by students in their
application essays for the class:
1) measurement and evaluation of development projects (including
analyzing best practices in fields such as health, education, and
poverty alleviation, as well as the role of randomized control
trails and other systematic evaluations of development impact),
2) negotiation and the process of development (including the
role of leadership, politics, and negotiations around different
approaches to development interventions), and
3) implementation and strategy (including strategies for going
to scale with ideas that work, and re-conceptualizing international
aid as accompaniment).
Each student will be part of a team (of four or five students)
who will be responsible for planning one of the three modules, as
well as leading an individual (one hour) class session.
In addition, throughout the semester, students will work with a
real world client organization to address a development problem or
opportunity identified by the client. This will build on work of
the Development Advisory Teams, and go deeper both in terms of
international development theory and practice related to the client
project. As part of the class, interested students will have an
opportunity to apply for financial support to travel and spend time
(over spring break) working for their client organizations, through
the generous support of Notre Dame donor interested in promoting
innovative linkages between the classroom and real world practice.
Students interested in taking advantage of this opportunity must
consult with instructor and finalize their application plan by
February 4, 2014.
Required course books: Books will be available at the ND
Bookstore.
Karlan, Dean and Jacob Appel, More Than Good Intentions:
Improving the Ways the World's Poor Borrow, Save, Farm, Learn, and
Stay Healthy, Penguin Group, 2012, ISBN 0452297567
Ury, William. Getting to Past No: Negotiating Your Way From
Confrontation To Cooperation, A Bantam Book, 1993, ISBN
0553371312
Farmer, Paul and Gustavo Gutierrez. In the Company of the Poor:
Conversations with Dr. Paul Farmer and Fr. Gustavo Gutierrez, Orbis
Books, 2013 ISBN 1626980500
Articles & chapters of books(see individual class sessions
for additional readings)
Ken Bain, What the Best College Teachers Do, Harvard University
Press, 2004 Chapters 2 (pages 22-47) & Chapter 5 (98-134) L.
Dee Fink, A Self Directed Guide to Designing Course for Significant
Learning, in the book Creating Significant Learning Experiences: An
Integrated Approach to Designing College Courses Jossey-Bass, 2003
Ronald Heifetz, Leadership Without Easy Answers, Harvard University
Press John Paul Lederech, Preparing for Peace: Conflict
Transformation Across Cultures, Syracuse University Press, 1995,
Chapters 4-7 (pages 36-70) Richard Light, Making the Most of
College, Harvard University Press, 2001Introduction (pages 1-12);
Chapter 4: The Most Effective Classes (pages 45-69); Chapter 6:
Faculty Who Make a Difference (pages 104-129)
Course Requirements and Grading: 1. Class participation (20%)
Students will have a chance to give feedback on their peers as well
as evaluate their own participation. 2. Evaluation for design and
execution of each substantive module group effort (15%) 3.
Individual teaching: preparation and presentation (20%) 4.
Development Consulting Project (30%) Concept Memo (2-3 pages that
includes statement of problem/opportunity, approach, proposed final
product, and timeline) Due Tuesday, March 4th Individual background
paper (4-5 pages) Due Thursday, March 20th Practice DAT client
presentation to class, Due Tuesday, April 15th Presentation of
final DAT project to client, between April 17-23 Final DAT project
submission to instructor, Thursday, April 24th Self-evaluation and
evaluation of team member contribution DAT blog:
http://intldevelopmentinpractice.wordpress.com/6. Final synthesis
(15%) Attendance Policy: This class is to prepare professionals
interested in international development. You will often be part of
a team working together on a common project. Just as if you were
working as a professional, I expect you to attend every session and
come prepared to participate. If you anticipate missing a class or
are ill, I expect you to communicate with me (ideally before class)
at [email protected]
Laptops and Cell Phones are not to be used in class, unless
designated as part of a specific working session.
Office Hours: If these hours are not convenient, I will be happy
to arrange an alternative time. Please email or talk with me after
class for an appointment at another time.
Code of Honor: Today, as a precondition for admission to the
University, all undergraduates pledge:As a member of the Notre Dame
community, I will not participate in or tolerate academic
dishonesty. The website www.nd.edu/~hnrcode/docs/handbook.htm
describes the principles, policies and procedures of the Academic
Code of Honor.
Introductory Module: Course Design and PedagogyJanuary 14, 16,
21, 23, 28, and 30
Tuesday, January 14 The Starting Point: Where Are We Going?
All that is gold does not glitter,Not all those who wander are
lost. J.R.R. TolkhienReadings (sent via email and on SAKAI): Review
course syllabus
Review the original one-page essays of each member of the class
about his or her objectives for the class as well as a particular
area in which each student is interested teaching. Whats different
about this course syllabus? What are the instructors objectives for
this class? What are my personal objectives for this class?
Thursday, January 16 Re-Imagining Course DesignThe art of
teaching is the art of assisting discovery. Mark Van DorenReading
(sent via email and on SAKAI):
L. Dee Fink, A Self Directed Guide to Designing Course for
Significant Learning, in the book Creating Significant Learning
Experiences: An Integrated Approach to Designing College Courses
Jossey-Bass, 2003
Answer as many of the questions from the Self Directed Guide as
you can before class. Are there useful frameworks and ideas in this
article for course design? Are there insights will you try to take
from the Self Directed Guide in designing your module? For the
specific session you are planning to teach?Tuesday, January
21Mapping Your Development Advisory Team Project
Seek first to understand, then to be understood.Stephen
CoveyReading:William Ury, Getting to Past No, pages 3-51
Why does Ury emphasize the importance of joint problem solving?
What does it mean to go to the balcony What relevance does this
concept have for you DAT client relationship?
Thursday, January 23Outlining the Course Syllabus
To achieve great things, two things are needed: a plan, and not
quite enough time.Leonard Bernstein
Each of the three module teams will make an initial presentation
on the objectives for their module and suggested class
sessions.
Reading:Richard Light, Making the Most of College, Harvard
University Press, 2001 Introduction (pages 1-12); Chapter 6:
Faculty Who Make a Difference (pages 104-129)
Does Richard Light suggest ideas that are relevant to developing
your module? For developing the individual session you will
teach?
Tuesday, January 28Effective Teaching
Learning and teaching should not stand on opposite banks and
just watch the river flow by; instead, they should embark together
on a journey down the water. Loris MalaguzziReading: Richard Light,
Making the Most of College, Harvard University Press, 2001, Chapter
4: The Most Effective Classes (pages 45-69)
Ken Bain, What the Best College Teachers Do, Harvard University
Press, 2004 Chapters 2 (pages 22-47) & Chapter 5 (98-134)
What do you anticipate will be most challenging about this
process of designing a module and teaching a session? What are your
thoughts for overcoming these challenges?
Thursday, January 30Finalizing the course syllabus
No one learns as much about a subject as one who is forced to
teach it.Peter Drucker
Each of the three module teams will share in writing and present
the overall objectives for their module, the titles of specific
class sessions, proposed readings, and related questions.
Module 1: Measurement and Evaluation in International
Development*(*all dates in bold are led by students)
Overall Learning GoalsBy the end of our time together, each
student will:1. Be familiar with various frameworks for measurement
and evaluation, and be comfortable developing and applying them in
diverse practical settings.2. Be able to navigate the complexities
of an evaluation, including the various stakeholders, merits,
deficiencies, opportunities, and challenges presented. 3. Have a
cohesive understanding of how to translate evidence into strategic
action.
Tuesday, February 4Development Advisory Team work in teams;
discussions with instructor
Thursday Feb 6Anna Kottkamp: Lets Start at the Very
Beginning
Would you tell me, please, which way I ought to go from
here?That depends a good deal on where you want to get to.I dont
much care whereThen it doesnt matter which way you go.- Lewis
Carroll, Alice in Wonderland
Heifer International has finally "seen the light" about
monitoring and evaluation. They have hired you to make
recommendations about the creation of a comprehensive evaluation
program for their organization. For headings 1-5 in the "JPAL
Evaluation Overview" article (the Needs Assessment, Program Theory
Assessment, Process Evaluation, Impact Evaluation, and Cost
Analysis portions), think about 3-4 questions to ask and potential
methods to answer these questions in order to develop a plan for
monitoring and evaluation for Heifer International. It may help to
think, "what are we trying to answer?" and "how will we answer
this?" in coming up with your ideas for each section. Spend some
time familiarizing yourself with Heifer International's
websitehttp://www.heifer.org/to develop your recommendations.
Central Questions / Learning Goals1. Understand and be able to
articulate the complex reasons for and against implementing plans
for monitoring and evaluation.2. Understand and be able to apply
the array of methodological choices associated with monitoring and
evaluation.Class Readings What is Evaluation (JPAL Website)
http://www.povertyactionlab.org/methodology/what-evaluation Cash or
Cows. IPA Blog. 21 August 2013
http://www.poverty-action.org/blog/cash-or-cows
FrameworkAreas of Monitoring and EvaluationAdapted from the
Abdul Latif Jameel Poverty Action Lab
http://www.povertyactionlab.org/Needs Assessment-identify the
source of the problem and those most harmed-helps choose among
possible interventions
Program Theory Assessment-articulate the theory of change(Needs,
Input, Output, Outcome, Impact, Long Term Goal)
Process Evaluation-are basic tasks being completed?-are services
being delivered?-measure inputs and assess implementation
Impact Evaluation-what happened compared to the
counterfactual(s)?-what worked? Why?
Cost Analysis-do program benefits outweigh the costs?-how much
is each unit of program benefit costing-compare with other
programs
Goals, Outcomes, Measurement-what information are we trying to
gather?-for whom?-how will it connect to program evaluation?
Essential Insights/Takeaways 1. There are many different ways to
approach Monitoring and Evaluation (M&E); it all depends on
your clarity around what questions youre trying to answer.2. There
are many different actors with different perspectives involved in
decisions about M&E. It is important to incorporate these
perspectives into a plan for M&E.a. Potential reasons for
M&Ei. External evidence1. greater knowledge of efficiency of
spending in program2. learning about what works for broader field
of development research3. Stakeholders right to know if the
implementation is best for them and to give feedback
(accompaniment)4. evidence of program effectivenessa. Success
depends on knowing what works- Bill Gates5. combat skepticismii.
Internal changes1. tool for accountability (both transparency and
legitimization, both internal and external)2. opportunity to learn
using feedback loops to organizationb. Potential reasons againsti.
Difficulty in implementing M&E1. cost (time, money, resources
that could be used for more interventions, forward thinking beyond
political/ internship cycles)2. costs in making alterations to
program based on evaluation3. lack of capacity to implement changes
recommended from evaluationii. Feel Good factor1. potential for
backfiring evidence which would reveal program weaknesses2.
potential reduction of donor buy-in3. maintaining status
quoAdditional Resources Who counts reality?
http://www.ids.ac.uk/publication/who-counts-reality-participatory-monitoring-and-evaluation-a-literature-review
Why whats our impact? is the wrong question
http://skollworldforum.org/2013/04/08/why-whats-our-impact-is-the-wrong-question/
Measurement that benefits the measured
http://www.ssireview.org/blog/entry/measurement_that_benefits_the_measured
Capacity Building and M&E http://preval.org/documentos/2034.pdf
Different perspectives in designing impact evaluations
http://www.entwicklung.at/uploads/media/Designing_Impact_Evaluation_Robert_Chambers.pdf
Filling the learning gap in program implementation using
participatory M&E
http://www.ifpri.org/sites/default/files/publications/ifpridp01256.pdf
Improving impact evaluation production and use
http://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/publications-opinion-files/4158.pdf
Tips on promoting the commitment to evaluate
http://www.3ieimpact.org/en/evaluation/c2e/ Evaluation in the
practice of development
http://www.ipdet.org/files/Publication-Evaluation_in_the_Practice_of_Development.pdf
When will we ever learn?
http://www.cgdev.org/publication/when-will-we-ever-learn-improving-lives-through-impact-evaluation
World Bank framework for M&E
http://www-wds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2004/08/27/000160016_20040827154900/Rendered/PDF/296720PAPER0100steps.pdf
Tuesday Feb 11Mitch Kochanski: Randomized Control Trials:
Methodology
When the facts change, I change my mind. What do you do, sir?-
John Maynard Keynes
Central Questions / Learning Goals1. Internalize a comprehensive
framework for understanding and developing RCTs2. Why do some
describe RCTs as the gold standard for impact evaluation?3. What
are the often over-looked problems/shortcomings of RCTs?Class
Readings What is Randomization JPAL Website
http://www.povertyactionlab.org/methodology/what-randomization
Random Harvest. The Economist. 14 December 2013
http://www.economist.com/news/finance-and-economics/21591573-once-treated-scorn-randomised-control-trials-are-coming-age-random-harvestEssential
Insights/Takeaways 1. Why are RCTs the Gold Standard for measuring
impact?a. An impact evaluation seeks to prove causality between an
intervention (distribution of chlorine pills) and a human outcome
(incidence of diarrhea) b. Causality cannot be established without
evidence of the counterfactual (would incidence of diarrhea have
changed even if we hadnt distributed chlorine pills?)c. To know the
counterfactual, we need to build a comparison group (give chlorine
pills to one group but not another, compare incidence of
diarrhea)d. The only way to build a perfectly statistically similar
comparison group is through random assignment, or randomization.2.
RCTs must be planned well in advance because randomization has to
occur prior to implementation of the intervention; RCTs are ideal
for pilot programs.3. Randomization often treads upon morally
ambiguous ground; it is completely possible to administer morally
sound RCTs, however it requires thoughtfulness and
creativity.Additional Resources Introduction to the Use of RCTs to
Evaluate Development Initiatives
http://www.3ieimpact.org/media/filer/2013/01/15/working_paper_9.pdf
Impact Evaluation Toolkit The World Bank
http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTHEALTHNUTRITIONANDPOPULATION/EXTHSD/EXTIMPEVALTK/0,,contentMDK:23262154~pagePK:64168427~piPK:64168435~theSitePK:8811876,00.html
Running Randomized Evaluations: A Practical Guide
https://www.youtube.com/watch?v=T42oAl9BiIw 2013 Gates Foundation
Message: Why Measurement Matters
http://www.gatesfoundation.org/Who-We-Are/Resources-and-Media/Annual-Letters-List/Annual-Letter-201
Thursday Feb 13No class opportunity to meet with Development
Advisory Team
Tuesday Feb 18 Ali Searle: From Science to Policy to Popularity:
Navigating the world of evidence
Some people climb to the top of the ladder of success, only to
find that it is leaning against the wrong wall.-Paul Sorenson
Central Questions / Learning Goals1. Gain confidence and comfort
in thinking critically about evidence, not just in generating it,
but also in interpreting it and converting it into action. 2.
Promote a broader conversation about how complex M&E challenges
and concerns might be more adequately addressed in the practice of
development.
Class Readings Odell, Kathleen. Measuring the Impact of
Microfinance: Taking Another Look, Grameen Foundation (p. 3-31)
http://www.grameenfoundation.org/resource/measuring-impact-microfinance
The Role of Microfinance (by Nicholas Kristof). The New York Times.
28 December 2009
http://kristof.blogs.nytimes.com/2009/12/28/the-role-of-microfinance/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1
What is the purpose of Odells review? Examine the case study of
microcredit in India. Is there evidence to suggest there are
effective programs? Is there evidence to suggest otherwise? What
are the strengths and weakness of academic research? of popular
journalism? What makes some arguments more convincing than others?
Are there ways to discern which are right?
Essential Insights/Takeaways Think of the example of microcredit
in India: Db. Does it work? What is the evidence?i. Panacea (UN
Year, Nobel Peace Prize, International and government support)ii.
Over-hyped (mixed/lacking evidence)iii. Tragedy (default suicides,
payday loan comparison)c. Explicit social mission, or sly
capitalism?d. Why is this question so difficult to answer? Why does
the evidence point to all of the above? A number of challenges face
evaluators (and those who use evaluations), thus it is imperative
to think critically about (oftentimes competing) prioritiese.
External validity to what extent can claims be generalized and
extrapolated?i. Who are each of the key actors? What are their
biggest goals? For whom does this work?ii. What context are you
acting in? Are there important unique aspects?f. Internal validity
for RCTs (think back to Mitchs class)i. Have you established
causality? Do you have an appropriate counterfactual?ii. Beware of
crossover, spillover, and issues over longevity or ethicsg. What
kind of evidence is most appropriate and informative?i.
Quantitative vs. qualitative1. Experimental vs. Quasi-experimental
vs. Non-experimental2. Each had both pros and cons; oftentimes a
unique combination is necessary3. Is your evidence comprehensive?
Does it answer the question you intend to be asking?ii. Are your
expectations reasonable?iii. Is your source reliable?h. How can
your evaluation be turned into action?i. Mediate the needs,
demands, and assumptions of various stakeholdersii. Not just does
it work, but why/why not?iii. Can you do better?iv. Where should
you draw the line?Additional Resources Loan-A-Lisa, The Simpsons,
Season 22, Episode 2 (2010)
http://www.amazon.com/Loan-A-Lisa/dp/B0045TMLN6 The miracle of
microfinance? Evidence from a randomized evaluation, Banjeree et
al., 2013
http://dspace.mit.edu/bitstream/handle/1721.1/79070/BanerjeeDuflo13-09.pdf?sequence=1Id
also recommend reading through (or watching) some of the
sensationalized media on microfinance from (2005-2013) both in
favor and against to get a feel for how convincing even the most
biased evidence can seem, and what pitfalls to look out for
Thursday Feb 20Jenna Ahn: Accompaniment and RCTs
If an effort is not laden with anxiety, its probably not
accompaniment, or its just the beginning of the effort.- Paul
FarmerCentral Questions / Learning Goals1. Understand Creative ways
in which qualitative aspects of development (specifically
accompaniment) can still be evaluated for impact using RCTs2.
Integrate and apply diverse stakeholder perspectives in designing
and communicating effective M+E plans.Class Readings Farmer, Paul
and Gustavo Gutirrez. In the Company of the Poor: Conversations
with Dr. Paul Farmer and Fr. Gustavo Gutirrez, Orbix Books, 2013
(pages 121-136). Mohan A, Nassir H, Niazi A: Does routine home
visiting improve the return rate and outcome of DOTS patients who
delay treatment? East Mediterranean Health Journal 2003, 9(4):
702-708.
http://applications.emro.who.int/emhj/0904/9_4_2003_702_708.pdf
What can we learn from the differences between PIH Rwanda and
PIH Haiti? Why might accompaniment be difficult to monitor and
evaluate? What does Farmer mean by discernment? What three
significant correlations are made in the Mohan article? How do
these factors reflect principles of accompaniment?
Essential Insights/Takeaways Where you sit matters It is
important to consider the different perspectives of stakeholders
when designing an M+E plan because it will ultimately affect what
and how you measure. Focus on measurable outcomes (but be
creative!) Despite the challenges of measuring qualitative
implementations or processes for development, focus on what is
actually measurable (ie: treatment success rates, default rates, #s
of health centers) in RCTs. There are limitations to monitoring and
evaluation Measurable outcomes will not always be completely
satisfactory, but this could be viewed as an opportunity to
communicate a strong narrative presenting the efficacy of an
intervention.Additional Resources Using Monitoring and Evaluation
for Action (Unit 12 of PIH Global Health Discourse and Tools)
http://www.pih.org/library/pih-program-management-guide/unit-12-using-monitoring-and-evaluation-for-action
Participatory Evaluation from Work Group for Community Health and
Development at University of Kansas
http://ctb.ku.edu/en/table-of-contents/evaluate/evaluation/participatory-evaluation/main
Are the Paris Principles being Implemented? An Overview of
Localizing Aid in Fragile Settings (26 June 2013), Paul Farmer
Improved Retention Associated with Community-Based Accompaniment
for Antiretroviral Therapy Delivery in Rural Rwanda Molly F.
Franke, et al.
http://cid.oxfordjournals.org/content/early/2013/02/14/cid.cis1193.full.pdf
Impact of community participation on treatment outcomes and
compliance of DOTS patients in Iraq Niazi, A.D. and A.M. Al-Delaimi
http://applications.emro.who.int/emhj/0904/9_4_2003_709_717.pdf
Module 2: Politics and Negotiations in International
Development
Tuesday, Feb 25th (instructor)Rethinking Approaches to Training,
Negotiations, and Development
Begin challenging your own assumptions. Your assumptions are
your windows on the world. Scrub them off every once in a while, or
the light wont come in. -- Alan Alda
Reading: John Paul Lederech, Preparing for Peace: Conflict
Transformation Across Cultures, Syracuse University Press, 1995,
Chapters 4-7 (pages 36-70)
What is the difference between the prescriptive model and the
elicitive model? How is it important to thinking about development?
To your thinking about your DAT? Each DAT team should prepare a
brief (two minute) update on the status of your project, and one
issues or question you are grappling with.
International development is not just about specific
interventions. The development interventions that work are the ones
that have navigated the politics of international development
through forming a system of relationships with key actors and
negotiated their interests effectively throughout the process. In
doing so, project managers engage in system building to recognize,
strategize, and adapt the context to meet their goals.
Our Learning Goals:1. Understand the concept of power-mapping
and be able to identify the various levels of actors you will
encounter in the international development field and their
influence2. Be able to frame your interests appropriately 3. Master
the basics of a good negotiation and be able to put these ideas in
practice
Thursday, Feb 27Deandra Cadet: Defining Process, System
Building, and Actors
We cannot succeed alone but together we can work for a world
where all can thrive.- Bill Gates
Central Questions/ Learning Goals1. Create a definition of
process of development together2. Think critically like a
professional about the complex challenges one may face while
implementing a development project
Class Readings1. View an 8- minute excerpt from the film The
Good Fortune directed by Landon VanSoest
http://film.economist.com/film/good-fortune 2. Read 2 articles from
Duncan Green's Oxfamblog From Poverty to Power; "Complexity 101:
behind the hype, what do we actually know and Complexity 101:
getting to the So Whats
Essential Insights and Takeaways
Words related to process of development: journey, relationships,
politics, negotiation, ongoing, and collaboration
Remember all complex problems have similar characteristics
1. Distributed capacities: the knowledge and capacities required
to tackle problems are spread across actors without strong
formalized institutional links2. Divergent goals: inherent to many
problems are divergent interests competing narratives, or
conflicting goals3. Uncertain change pathways: it is unclear how to
achieve a gain aim in a given context, or change processes involve
significant, unpredictable forces.
The Three Principles of Complexity:
1. Interventions must capitalize on distributed capacities,
finding ways to link up actors and action that fosters more
voluntary coordination and collaboration2. Interventions must
facilitate joint interpretation of key problems by key actors and
must enable negotiation on and commit to common goals 3.
Interventions must innovate, must foster learning about how change
happens, and must be flexible enough to adapt to emerging
signals
Additional Resources
Watch the full-length film Good Fortune
Eyben, Rosalind. 2008. Power, Mutual Accountability, and
Responsibility in the Practice of International Aid: A Relational
Approach. Brighton, UK: Institute of Development Studies.
Failure Blogs. www.AdmittingFailure.com
Tuesday, March 4Megan Olson: Power-Mapping and Actors
Choose your corner, pick away at it carefully, intensely and to
the best of your ability and that way you might change the world.
Charles Eames
Learning Goals
1. Understand the concept of power mapping2. Be able to apply it
to your DAT and future situations
Class Reading & Assignment:
Reading: Tools for Institutional, Political, and Social Analysis
of Policy Reform: A Sourcebook for Practitioners The World Bank.
(Washington DC: 2010), (Pages 31-41; 159-164). Assignment: Create a
power-map for your DAT using Power Mapping: Step by Step as a
guide. Please come ready to share your map with yourDAT group and
with the class as a whole; this assignment should be thought of as
a brainstorming exercise to facilitate the in-class exercises.
www.moveon.org/team/.../GuideToPowerMapping.pdf
Takeaways:
A. What is power mapping?1. Any tool for thinking systematically
about the interests/stakeholders of a reform/decision process.2. A
useful tool for identifying key players, defining interests, and
determining levels of influence.B. How to create a power map?1.
Determine the problem2. Brainstorm actors 3. Determine
relationships between actors4. Determine actors interests &
levels of influence5. Create visual map/matrix. There are many
different options ranging from relationship webs to stakeholder
matrices (pictured to the right) C. Challenges to power mapping?
-1. How do you prioritize targets? 2. What is the cost-benefit
ratio to executing the multiple levels of analysis? 3. How do you
act on a map and incorporate it into actionable plans?
Additional Resources:
Bryson, John M. What to do When Stakeholders Matter: Stakeholder
Identification and Analysis Techniques. Public Management Review.
Vol. 6 Issue 1. 2004: (21-53). Available online:
http://www.hhh.umn.edu/people/jmbryson/pdf/stakeholder_identification_analysis_techniques.pdf
Guidance Note: Stakeholder Analysis. World Bank. Available
online:
http://www1.worldbank.org/publicsector/politicaleconomy/November3Seminar/Stakehlder%20Readings/CPHP%20Stakeholder%20Analysis%20Note.pdf
Raybould, Steve. Stakeholder Analysis. Slideshow. Jul 2009.
Available online:
http://www.slideshare.net/SteveRaybould/stakeholder-analysisMARCH
4: CONCEPT MEMO IS DUE FOR EACH DAT TEAM
Thursday, March 6 (instructor)Development Advisory Team
SPRING BREAK
Tuesday, March 18Ana Dionne-Lanier: Framing and Negotiation
If I could only nudge the world a little bit, maybe that would
be enough.But nudging isn't enough.-Jacqueline Novogratz
Central Questions / Learning Goals1. Understand framing and
reframing, and the affects they have on issues and interests2. How
do these concepts apply in our Development Advisory Team
projects.3. How might they fit in our development toolkit?Class
Readings Frames Framing, and Reframing by Sanda Kaufma, Micheal
Elliot, and Deborah Schmueli
http://www.beyondintractability.org/essay/framing Why is the new
Oxfam campaign called GROW? The importance of framing Duncan Green
http://oxfamblogs.org/fp2p/why-is-the-new-oxfam-campaign-called-grow/
In class: https://www.youtube.com/watch?v=hkg9ADEIPXM
Essential Insights/Takeaways What are Frames? Frames are a
cognitive mechanism though which we can make sense of complexity.
We all have frames through which we simplify the world. Frames
often exist before our conscious processing of information and
affect our individual decision-making. There are more than just
interest, values, beliefs and positions on the table. There are
also personal frameworks. Why do we care? Frame analysis and the
process of framing and re-framing will arm us with ways to
understand people and negotiate with them more effectively to gain
support. Framing is constructing interpretive frameworks to present
to others as a way to challenge perceptions, broaden perspective,
build coalitions, and gain stakeholders. How do we reframe?
Reframing is key in processes of negotiation. Grow is an example
where a complex issue (hunger and poverty) are tackled through a
positive message. It makes the problem seem fixable and identifies
the viewer as a part of that fix, creating stakeholders (and
potential donors) out of the general public.
Additional Resources Heath, Chip and Dan Heath. Switch: How to
Change things when Change is Hard Broadway Books: 2010. Lederach,
John Paul. Conflict Transformation.
http://www.beyondintractability.org/essay/transformation (This is a
great look at how to re-frame conflict and the basis of most peace
studies research. John Paul Lederach is also a distinguished
professor in the Kroc Institute for International Peace Studies and
I would recommend looking into his books.)
Thursday, March 20Invited speaker: Shannon Coyne, CARE
(Thursday, March 20th)
1. "How much do you know about the world?" by Hans
Rosling,http://www.bbc.com/news/magazine-24835822(also
attached)
2. CARE 2014 Advocacy Priorities (attached), andvideo on foreign
aid 1013. CARE Learning Tours Ethiopia Trip Report, January 2014
(attached)
MARCH 20: INDIVIDUAL DAT BACKGROUND PAPER DUE
Tuesday March 25John Gibbons: Simulation Exercise
For the things we have to learn before we can do them, we learn
by doing them.-Aristotle
Learning Goals
1. Learn some of the logic and concerns of donor organizations2.
Understand how best to frame a project to win support from funding
institutions3. Apply these techniques to DAT projects in an
activity
Assignments:
Read pages 3-5, 9, 11-12, 16-20, and 23 in 20 Tips Every
Strategic Grant Seeker Should Know by Jonathan Peizer
http://grantseekersedge.org/20strategicGStips.pdf Think critically
about the reading and if you agree with the strategies described
Come up with ways you can apply the tips to the in-class assignment
and your DAT project overall Research the program criteria, funding
strategies, and theories of change of CRS, USAID, and the Gates
Foundation Think of which organization is most applicable to your
DAT project, and begin conceptualizing how best to frame your work
in a way that is attractive to that organization.
Essential Insights/Takeaways1. What is donor logic and why is it
important?a. Donor logic is the formula that donors use to judge a
proposal and is composed of how they prioritize different merits i.
According to Peizer, Organization must, satisfy the donors
perception of the world if they wish to successfully qualify for
the grant1. This requires reframing the proposal to encompass what
the donor wants to see happen2. It is important to provide more
than vision in a proposala. Crucial facets are measurement
indicators, technical knowhow, sustainability, etc.3. What is the
danger of mission drift in grant-seeking?a. Organizations may bend
to the will of donors when seeking grantsi. If we follow Peizers
recommendations, ethics seem to take a backseatb. While reframing
is likely necessary, it can go too far if it reshapes the goals of
the organization to fit the donors desires4. While the grant-seeker
must match the donor, the donor should also match the
grant-seekera. Finding likeminded people or institutions is a way
to reduce mission shift and make the job of reframing easieri. It
is not always possible though, and harder when bigger, broader
granting organizations are involved
Additional Resources Grant Space has a lot of good resources and
some useful videos (it is actually provided by the Foundation
Center, mentioned below)
http://www.grantspace.org/classroom/training-courses/grantseeking-basics
The Foundation Center has some good information, though this link
gets into grant-writing a little too much
http://foundationcenter.org/getstarted/tutorials/gfr/index.html The
Funding Centre gives the basics of grantseeking in an infographic
http://www.fundingcentre.com.au/help/grantseeking-basics
Thursday, March 27Jessica Peck: From the Boardroom to the Field:
Engaging Participants
A mediocre idea that generates enthusiasm will go further than a
great idea that inspires no one. Mary Kay Ash
Central Questions / Learning Goals1. Come to better understand
both the community based and top-down approaches to development2.
Are there irreconcilable differences between the two?3. Are there
ways to utilize both?Class Readings Poor Ecconomics: 41-49; 62-70
Community Participation in Development: 9 plagues and 12
commandments
http://cdj.oxfordjournals.org/content/35/1/41.full.pdf+htmlFramework
Discussion Application--thinking about the theory of change of your
DAT organization and which of these spheres it tends
towardsEssential Insights/Takeaways There are benefits and risks to
both kinds of development Community Participation Pros: the
community feels engaged and empowered, they are more likely to take
an interest in the project, and the project is more likely to
address their actual needs Cons: time consuming, work intensive,
generally less efficient Top-Down Pros: the process moves quickly
and efficiently using methods that have generally already been
tried, developers can give time lines to their funders and can
articulate an idea of success Cons: the approach can be heavy
handed and implement changes that either do not matter or, in some
cases, harm the well being of the community.The two are not
mutually exclusive, however. Elements of both will probably be
applied in both projects. It is just important to keep in mind the
necessity of both as we go about development work.Additional
Resources The examples of organizations we talked about in the
presentation: http://www.sevamandir.org/ http://gramvikas.org/
Citizen Participation in Community Development
http://ohioline.osu.edu/cd-fact/l700.html Is Increasing Community
Participation Always a Good Thing?
http://www.hks.harvard.edu/fs/akhwaja/papers/JEEAfinal.pdf
Participation and Empowerment
http://www.afairerworld.org/_Development/participation.html
Module 3: Strategy and Implementation in International
Development
Learning Goals:1. Taking to Scale: We want to be ready to list,
understand, and start to tackle critical concerns when taking a
great idea to scale several years from now.2. Effecting Appropriate
Change: Given our own experiences and expertise, we will need to be
able to zero in on what changes we are best positioned to effect,
are most needed, and will be best received when working in
development.
Tuesday, April 1Erik Jensen & Stephen Zerfas: Scaling Up
with Structured Thinking and Communication
Small is beautiful, but big is necessary. Fazle Hasan Abed,
founder of BRAC
Overall Learning Goals1. Content Knowledgea. What are the
critical elements we need to keep in mind if, four years from now,
an opportunity presents itself (and the need arises) to enhance a
projects scale? What are the critical concepts that might form a
framework to approach such an opportunity?b. What are bright
stories that offer a narrative incorporating these principles to
enhance learning?Skill Developmenta. Can we set ourselves apart in
any field by the way we structure our thinking?b. By the way we
structure our communication?3. Integrationa. We hope the time in
class will provide an experience of applying structured thinking
and communication to the scaling up context.
Learning Activity(ies) Application of 8 Tensions of Scaling up
to DAT groups (breakout prep and group examination) Development of
MECE framework in pairs (breakout prep and group examination)
Part I: Erik Jensen
Central Questions / Learning Goals1. What are the critical
elements we need to keep in mind if an opportunity presents itself
(and the need arises) to enhance a projects scale?2. What are the
critical concepts that might form a framework to approach an
opportunity to scale?3. Explore the principles of scaling up, and
the tensions (balances) of scaling up.Class Readings Scaling Up:
The BRAC Experience Ahmed, Salehuddin and Micaela French. BRAC
University Journal. 3.2 (2006): 35-40. Poverty Reduction that Works
United Nations Development Programme. Overview (xxvi-xxxviii),
Chapter 11 (181-195) Are the 7 principles and 8 tensions
comprehensive? What might you add or change, if anything? How do
these concepts apply to the Filipino case study?
Framework
Essential Insights/Takeaways Scaling up is necessary and even
the responsibility of an organization which has laid a framework
for a successful intervention Scaling up is about expanding impact,
not about becoming large Projects typically start out small, and
even when successful, remain small in comparison to the scale of
poverty It becomes an organizations responsibility to scale islands
of excellence to larger stories of success The principles of
scaling up provide a framework for understanding the necessary
components of successful scaling of interventions Successfully
scaled interventions start with listening and vision, which make
projects adaptable between differing settings Pilots can prove the
effectiveness and efficiency of interventions through measurement
and evaluation Training is essential in expanding impact by making
knowledge transferrable from a local level The tensions of scaling
up provide a framework for understanding the necessary balances
that must be struck between competing forces in scaling up,
especially within differing contexts, cultures and
personalities.Additional Resources Gillespie, Stuart. Scaling Up
Community-Driven Development: A Synthesis of Experience Uvin,
Peter. Think Large and Act Small: Toward a New Paradigm for NGO
Scaling Up Binswanger-Mkhize, Hans. Local and Community Driven
Development Moving to Scale in Theory and Practice Narayan, D.
Voices of the Poor Crying Out for Help Chapter 10 Ndegwa, Humphrey.
The Dangers of Localizing Development
http://www.humphreyndegwa.com/the-dangers-of-localizing-development/
Part 2: Stephen Zerfas
Strategy without tactics is the slowest route to victory.
Tactics without strategy is the noise before defeat.- Sun
TzuCentral Questions / Learning Goals1. Consider the value of and
practice using mutually exclusive and collectively exhaustive
(MECE) frameworks to but structure on messy problems.2. Consider
the value of communicating it tight packages that deliver the
takeaway point, followed with supporting reasons, and concluding
with the takeaway.Class Readings Be MECE (mutually Exclusive and
Collectively Exhaustive)." Powerful Problem Solving. N.p., 2 July
2010. Web. 23 Mar. 2014.
http://powerful-problem-solving.com/be-meceWhere else might we
apply MECE thinking and structured communication?
Frameworks Trick for structured communication: number your
thoughts. I think this for three reasons.Essential
Insights/Takeaways When faced with any problem or asked for input,
stop and ask, How should I go about this? Messy Problem: Apply MECE
framework All buckets should be mutually exclusive (no overlap) and
collectively exhaustive (encompass everything). This little
forethought enhances your ability to capture all relevant issues
and eliminate wasted time by doubling back. Communication: Sandwich
the reasons with the takeaway Controlling the sequence in which you
present your ideas is the single most important way to make your
presentation clear.
Additional Resources Minto, Barbara.The Pyramid Principle Logic
in Writing, Thinking and Problem Solving. London: Minto
International, 2003. Print. Developing MECE Frameworks A YouTube
Video http://www.youtube.com/watch?v=Io4RcT38D2M Case Interview
Practice (a MECE-centric activity with marginal benefit only if
willing to put lots of time into internalizing MECE)
Caseinterview.com Any management consultant practice case book from
University of Michigan, UPenn Wharton, other top university
Thursday, April 3Camila Inarra: Accompaniment and Catholic
Social Teaching
If there is no friendship with them [the poor] and no sharing of
the life of the poor, then there is no authentic commitment to
liberation, because love exists only among equals. Gustavo
Gutirrez, A Theology of Liberation
Central Questions / Learning Goals1. Do we use accompaniment as
a means to an end or as an end in itself?2. What are the key
differences between accompaniment and CRSs Integral Human
Development? Are there situations in which one method would work
better than the other?3. What are the best ways to implement
accompaniment and IHD into our current DAT projects as well as our
work in the future? Class Readings A Users Guide to Integral Human
Development, pages 1-15
http://www.crsprogramquality.org/publications/2009/2/23/a-users-guide-to-integral-human-development.html
In the Company of the Poor, by Paul Farmer, Gustavo Gutierrez,
Michael Griffin, and Jennie Weiss Block, pages 15-25 What are the
best ways to implement accompaniment into our current DAT projects
as well as our work in the future? How can we engage key players in
our organization to think about and put into practice the
principles of accompaniment? What are the differences between
accompaniment and CRS's Integral Human Development? Are there
situations in which one method would work better than the other? Is
accompaniment a secular word or tied to liberation theology? How
does this affect working with secular organizations?
Learning Activities Individually explain (a) universal
definition of accompaniment and (b) accompaniment in specific
DAT-related contexts.
FrameworkCatholic Relief Services Integral Human Development
Framework
Essential Insights/Takeaways Looking at accompaniment as both a
process and an end goal Accompaniment and a prescriptive approach
to development arent mutually exclusive Accompaniment is a holistic
way to approach any development project and can be applied across a
variety of cases Basics on Integral Human Development Outcome:
Integral Human development life, as a result of strategies Evaluate
strategies (based on assets) Determine assets (spiritual, human,
social, physical, natural, financial, and political), systems and
structures Shocks, Cycles, Trends: define vulnerabilities Integral
Human Development is only one way to implement the concept of
development Reframes accompaniment as a part of the whole takes a
charged buzzword and separates it into something more tangible A
way to evaluate outcomes based on strategies that stem from peoples
assets and structures & systems. Can be used to address the
complexities of accompaniment Additional Resources For more on
accompaniment and Paul Farmer Kidder, Tracy. Mountains Beyond
Mountains. The Quest of Dr. Paul Farmer, a Man Who Would Cure the
World. New York: Random House, 2009. For technical resources and to
see examples of Integral Human Development in Practice
http://www.crsprogramquality.org/IHD/ For more about Catholic
Relief Services Vision for Integral Human Development
http://university.crs.org/resources/integral-human-developmentGuest:
Dr. John MearaRecommended articles:
https://www.dropbox.com/s/omsia2fcdohw77h/Doctors%20without%20Orders%20Ruxin.pdhttps://www.dropbox.com/s/m77bkmgmvnxwub7/Porter%205%20Forces%20Jan%2008%20copy.pdfhttps://www.dropbox.com/s/v6yhupktqmhzbbm/Mastering%20Mangmt%20Kaplan%20Norton%20Jan%2008.pdf
Tuesday April 8: No Class
Thursday April 10Denise Umubyehi: Tailoring Change to
On-the-Ground Needs
Dont just tell me what to do, come and help me do it! Indian
Official
Central Questions and Learning Goals: How can we think
concretely about accompaniment in practice? What are some key
issues that arise when project implementation meets on the ground
realities? Can effective aid delivery take place through
accompaniment?
Class Readings: Doctors Without Orders Pg. 32-43 by Josh Ruxin
attached In the Company of the Poor: Conversations with Dr. Paul
Farmer and Fr. Gustavo Gutirrez Read section on Accompaniment in
Action in Steve Reifenberg's foreword Pgs. 194-197 Eight Principles
for Effective Aid Delivery
-How do we ensure that projects are community/ recipient driven
rather than donor driven? -Who is the expert/ is there an expert
when it comes to on the ground needs? -How do we tailor research
and investment to more effectively address what is really the most
needed?
Essential Insights/ Takeaways When putting accompaniment in
practice think about and maybe even carry around the 8 principles
for effective aid delivery provided by Paul Farmer. Also, while
most praise the accompaniment approach, think about some of its
limitations. Dont be afraid to question. 1. Favor institutions that
the poor identify as representing their interests2. Fund public
institutions to do their job 3. Make job creation a benchmark of
success 4. Buy and hire locally 5. Co-invest with governments to
build a strong civil service 6. Provide cash to the poorest 7.
Support regulation of non-state service providers 8. Apply
evidence-based standards that offer the best outcomes Remember Dr.
Meara and his advice regarding the importance of Strategic thinking
and his gift of Doctors without Borders. Key Take Aways: 1. From
Class: A few pointed to how this reading changed the way they
thought about their role in technical development. You dont have to
be a doctor because WE NEED MANAGERS (echoed by Jessica Peck). 2.
From Reading: To do right we must also do it well (Ruxin, 43). i.
Tons of resources exist but in order to deliver effectively and
efficiently managers are needed. ii. We need to focus on the
holistic nature of development rather than narrowly focusing on one
issue. iii. The simplest solutions are rolled out fastest where
systems are already in place such as infrastructure. iv. Private
sector thinking linked with public (health) sector priorities True
accompaniment does not privilege technical expertise above
solidarity, compassion, and a willingness to tackle what may seem
insuperable challengesit requires cooperation, openness, and
humility; this concept may, I hope, infuse new vitality into
development work. Farmer states 195Additional Resources/
Readings:
Foreign Affairs article : Partners in Help: Assisting the Poor
Over the Long Term
Farmer, Paul. "Transcripts | Paul Farmer Discusses Accompaniment
at Harvard's Kennedy School." Transcripts | Paul Farmer Discusses
Accompaniment at Harvard's Kennedy School. Office of the Secretary
General's Special Adviser on Community-Based Medicine and Lessons
From Haiti, 25 May 2011. Web. 28 Apr. 2014.
Farmer, Paul. Accompaniment in Aid Delivery: A Concept Note By
Paul Farmer. Lessons From Haiti. March 2012. Web. 28 April 28,
2014.
http://www.lessonsfromhaiti.org/download/Report_Center/Accompaniment-In-Aid-Delivery_Concept-Note.pdf
Tuesday April 15No class during morning
Development Advisory Team Class PresentationsEvening session: 6
p.m.-9 p.m.
Thursday April 17Leadership Without Easy Answers
Tuesday April 22Megan Reineccius: Where do I fit?
What you have from experience is worth more than gold. Any kind
of possession can be lost, but your experience is yours forever.
Keep it and find a way to use it. Somaly Mam, The Road of Lost
Innocence
Learning Goals: Be able to communicate effectively your personal
and your DAT organization's why Identify short-term and long term
goals for post graduation life and how these goals may or may not
fulfill your Why Identify skills/ tools you take away from this
class as they help you achieve your goalsReadings/ Resources: Read
this short article on Strategic Plans as a background. Watch this
TED talk on "The Golden Circle" How leaders inspire: Keeping ones
beliefs in the center of ones work. Draw your own "golden circle"
and be ready to share in class in partners: Why do you do the
things you do/ what is your purpose? How do you plan to go about
fulfilling this purpose? What does this make you?
What are your rules for the road? How has this changed
throughout this class? What new insight or tools have you added to
your toolbox? Why do you do the things you do/ what is your
purpose? How do you plan to go about fulfilling this purpose? What
does this make you? (Think this way when approaching development
with main value/belief in mind i.e. accompaniment) How to bring the
lessons from class and past experiences into workplaces whether
international/ development related or not? What development myths
do you seek to dispel?
Questions to think about: Is planning necessary? What makes a
plan strategic? What new insights or tools have you added to your
toolbox throughout the semester? How can you use these to make a
better strategic plan? How does a strong sense of purpose and being
able to effectively communicate this purpose help guide strategic
planning?FrameworksThe Golden Circle:Focusing on why you do
things/your central mission as the key to informing how you do
things and what that makes you.Strategic Planning General Format:
1. Mission (SWOT Analysis- Strengths, Weaknesses, Opportunities,
Threats) 2. Vision/ Theory of Change3. Goals(SMART - Specific,
Measurable, Achievable, Relevant, Time-bound)4. Evaluate and
Review
Essential Insights/Takeaways Importance of strategic planning in
business, institution and personal life as a way of evaluating the
the central mission driving the action Institutions and businesses
can first communicate their central mission but must also take a
great amount of time and energy in planning the how and what. The
how (their Theory of Change) is what makes an organization unique
in their approach of an issue. The what are the specific steps that
need to be taken to achieve identified goals in a timely manner.
Working towards an intentional and motivated life through keeping
the why at the center (whether this means taking 10 minutes of your
day to journal, meditate, etc.) Leadership and communication and
strategic planning are all most effective when they are grounded in
mission/purpose/why? Why you do what you do changes everything. The
why should deeply inform the approach and what it is you do. If you
have a solid why the how and what you can be more flexible and
change based on relevance and feasibility.
Additional Resources1. Strategic planning frameworks and process
-
CAREhttp://www.careclimatechange.org/files/toolkit/CARE_Project_Implementation.pdf2.
A Tool for Workshopping strategic plans for Community and Faith -
Based Organizations - International HIV/AIDS Alliance
http://www.openaspdf.com/files/3169630/AllianceStrategicPlanningTool.pdfhttp://www.careclimatechange.org/files/toolkit/CARE_Project_Implementation.pdf3.
How Theory of Change is relevant to implementation -
Oxfamhttp://oxfamblogs.org/fp2p/what-is-a-theory-of-change-and-does-it-actually-help/4.
Typical Pitfalls of Strategic Planning - Development
bloghttp://blogs.hbr.org/2009/03/four-fatal-flaws-of-strategic/5.
Guide to Strategic Planning - Overseas Development Institute
(ODI)file:///home/chronos/user/Downloads/ODI%20Strategic%20planning%20guide.pdf
Concluding Module: Reflection and Synthesis
Thursday, April 24 Development Advisory Team final review
Tuesday, April 29Final Session
2