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Apr 28 2020

Reflexivity in Evaluation

 

Reflectivity vs Reflexivity

Reflective Practice is where a person reflects on what they have learned and how they can apply it or learn from it.

Reflexive Practice is where a person reflects on what they have learned and considers how the implications of their learnings can impact the broader context they work in. The scope to which the person applies their learnings is broader in reflexive practice.

Reflective practice is the first competency domain for the Canadian Evaluation Society (CES) Credentialed Evaluator (CE) Designation. It is a part of the foundation that makes up a sound evaluation practice. Reflective practice involves using a learning mindset to stay up to date on new and best practices, integrating evaluation standards and ethics into practice, providing transparency and a balanced perspective, contributing to the profession of evaluation and using self-awareness and reflective thinking to continually improve practice. This last point is reflexivity, or continually reflecting on how oneself and one’s learnings impact the broader context within which a person works.

While most of us generally understand the concept of reflectivity and how to be reflective (learn, stay up to date, apply professional standards and ethics), this last concept of reflexivity can be elusive. Reflexivity often falls into that category of things we know we should be doing, but aren’t really doing, or things we might be doing, but aren’t so sure we’re doing right.

To try and ease your stress about reflexivity and to help guide your practice, we’ve compiled our best tips below. To start, we define reflexivity and outline why you should develop a reflexive practice before jumping in to help you become more reflexive.

What is reflexivity

What really is reflexive practice and how do you do it in a practical manner? If we look to the CES Credentialed Evaluator domain, reflective practice is about having a deep understanding of evaluative theory and practice, applying evaluation standards and ethics, and having an awareness of self and reflection on one’s practice. In essence, it’s about the cycle of learning and growth, both about the field of evaluation and yourself as an evaluator, and using critical insights to improve your practice. Reflexivity can take on many forms, but it is essentially the practice of examining ones’ self as an evaluator, how you have been shaped by the evaluative process and how your values and viewpoints have shaped your evaluations.

Why develop a reflexive practice

You might be wondering why you should be concerned with developing a reflexive practice. In evaluation, we are often tasked with defining or providing information for decision-making about the value or merit of an evaluand (e.g. a program or project). We must pay attention to the needs of different stakeholders, outside political influences, and our own biases. Reflexivity gives us the space to process these elements and critically examine these influences on our evaluations.  How can you measure value if you are not aware of your own values? Through reflexivity, we learn and grow from our mistakes.

How to be reflexive

Reflexivity sounds like a daunting task. How does one regularly and thoroughly critically appraise ones’ self and evaluation practice? In today’s busy world where we are being pulled in many directions, here are some strategies to help you develop your own practical reflexive practice.

1.     Be reflexive often.

Reflexivity should be a continuous process. To ensure that it doesn’t fall to the wayside, carve out time in your calendar and stick to it. Figure out what works best for you — do you prefer to work in larger chunks of time, or to split up your reflexion over the space of a few days or weeks? Being reflexive is something that needs to fit within your current work practices. If you are always rushing out of the office on a Friday afternoon, don’t schedule your reflexive time then. 

In addition to scheduling reflexive time regularly, include it as part of your evaluation plans. Ensure you include time at the end of every major evaluation phase for some project-specific reflexion time. This practice can help you implement improvements in your current evaluation project and save you from future pitfalls in similar projects. A quick check-in about what you did well, what you could improve on, and what changes you will make with this information counts as reflexion.

Man Standing Infront of White Board

Practicing reflexivity in the space between data collection, analysis, and reporting can provide insights into the interpretation of results. If survey response was low, what might it indicate? Were your survey deployment tactics suited to the population? Did your questions resonate with the community? Did you make assumptions about how people would respond to or interpret the questions? How could these assumptions have impacted your results?

2.     Be reflexive in a structured manner.

Left to your own devices and without a plan, you can easily use up your whole reflexion time googling how to be reflexive (if that Google search led you to this article, Hello! And welcome to the end of your search.) Set out your questions or focus in advance and stick to them. There are some practical tools to help with this in the tools section at the end of this article.

Bring structure into your reflective practice in a way that makes sense for you. Perhaps it’s a weekly set of questions, free drawing time with a focus or intention in mind, or a daily project journal.

3.     Be reflexive alone.

Reflexion is about reflecting on your own processes, questioning your attitudes, thought processes, values, assumptions and habitual actions in order to understand our roles in complex situations. Nobody else can do this work for you. Ensure that some of your reflexion is done alone.

4.     Be reflexive together.

While you need to be able to think critically about yourself, bringing others into your reflexive practice from time-to-time can help you gain a deeper understanding. Getting feedback from others can challenge your assumptions about yourself. Your coworkers, clients, and colleagues are sources of information to promote learning and growth. Offer to take them out for a coffee, meet up for a walk, or schedule an informal phone call.

If you work as part of a team, consider bringing everyone together for a project debrief. Ask them what worked well in the project, what external facilitators and barriers contributed to your final product, and what internal processes could be improved for next time. You can also examine how you worked together as a team and if there are areas where the team can grow.

5.     Record it!

Part of reflexion is looking back at your growth. Recording your thoughts will help you to look back and see patterns over time. It also helps you to be accountable. Find a method of recording your reflexion that works for you. Keep it simple and don’t overthink it.

6.     Get meta about reflexion.

Don’t do this too often, but every once in a while it doesn’t hurt to be reflexive about your reflexion. How are your chosen processes and tools working?  Are you actually making the time to be reflexive on a regular basis? Are there questions you are avoiding? Have you implemented any of the steps you outlined to make improvements?

Tools and Ideas for Reflexion

  • At the end of an evaluation, once you have reported on the findings, go back to the data collection tools you use and consider what changes you would make in hindsight. If your evaluation included audio-recorded interviews or focus groups, go back and listen to them again, this time focusing on yourself. How did your involvement in the data collection impact the participants and your interpretations of the findings?

  • If you are looking for a structured process for reflexion, check out the DATA model:

    • Describe what is or has been happening in practice.

    • Analyze the current state of practice; why is this happening in this way?

    • Theorize why things are occurring.

    • Act; make a specific action plan to make changes.

  •  Feeling more creative? Carolyn Camman created an adult colouring book with reflexive questions to get your mind going.

  • Do something with your hands that you are good at but doesn’t required a lot of concentration. Doodle, bake, work on a puzzle, or play with playdough while you mull over your reflexive questions. Personally, I’ve baked dozens of cookies and a couple of pies as a way to carve out time and keep my hands busy while giving my brain space to think.


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Written by cplysy · Categorized: evalacademy

Apr 28 2020

18 Resources helping me in work and life with Covid-19

The resources designed to help us adapt to Covid-19 don’t match up with our lives right now. Every day, I sit down at my kitchen table — the same table where I (used to) host dinners and put together puzzles — in front of a make-shift workstation where I do my job. My living space is also my workspace. We’re managing a whole new definition of work-life balance right now and it turns out work is part of our lives.

Most of the resources I have been reading lately haven’t acknowledged this simple fact. Good-intentioned people with great ideas are writing about one or the other: adapting personally to cope with crisis and being at home or adapting our evaluation designs to keep up with a rapidly changing environment. But I — trying to do my office job from my kitchen table — need both.

Like many of you, I am struggling with the uncertainty of the pandemic, of feeling disconnected from what and who I love most in the world, and managing the implications of health risk, unemployment, and economic downturn in my work. My reading has helped me cope personally and professionally with the effects of this pandemic. And I am starting to adapt. I am seeking resilience, new ways to stay connected, and adapting my day-to-day job in the evaluation-sphere.

I’ve compiled below some of the resources I’ve found that have helped me both personally and professionally, sourced from great evaluation minds in our field, from mental health professionals, and from others whose voices have risen above the fray to provide value. Did I miss one? Please share your favorites in the comments.

Finding resilience within ourselves.

Yesterday, the first person I knew personally died from Covid-19. This once-in-a-century pandemic has created a lot of fear — for the health and stability of ourselves and our loved ones — and grief — for the loss of our lives as we knew them. And we don’t know how long this will last. I don’t think I’m alone in feeling a constant dark cloud around us and fighting through that cloud to find laughter and productivity.

Here are some resources I found helpful to connect to my own resilience:

  1. Living (and Working Virtually) in Uncertainty (Interaction Institute for Social Change, Cynthia Silva Parker): This was the first article to go around our office after the pandemic hit, and still may be my favorite. It helped me reflect on what is important right now, and how I can set a foundation in a time when I feel like the earth is moving under my feet. The ideas are grounded in relationships and collaboration — which mirror my own view for how we can get through together.
  2. Moving from Fear to Growth: Navigating Collective Trauma (Brodie Welch): This reflective article at once challenged me to think about how I am responding to Covid-19, while making me feel OK to not feel OK all the time.
  3. That Discomfort You’re Feeling Is Grief (Harvard Business Review, Scott Berinato): “If we can name it, perhaps we can manage it.” I appreciated this article because it gave permission for us to be affected by the change in our everyday lives, even if it is temporary, and even if we are healthy and seemingly fine. It goes into the different types of grief we are feeling and helped me think of new ways for managing it.
  4. The Three Equations for a Happy Life, Even During a Pandemic (The Atlantic, Arthur Brooks): As an evaluator, I especially appreciated having mathematical equations to consider when figuring out how to get out of my “Corona-funk.” In breaking down theories for what can make us happy, I can consider what ratio of ingredients will help me find resilience.

The organizations we love are also seeking that resilience inside themselves right now.

  1. Resiliency Guide (SDBJR Foundation): I just found out about SDBJR Foundation’s resources related to organizational resilience — including a breakdown of what makes for a resilient organization, a resiliency guide, and a list of resources to learn more.

Adapting our evaluation strategies and plans.

My clients have changed requirements for grantees and are funding additional measures specifically related to Covid-19. They are wondering how to measure their response. I am also working through some of our longer-standing evaluations — I am in the third year of a three-year evaluation and am striving to find relevance for today’s changed world while respecting the work and outcomes from the first two years. I’ve been seeking guidance for how to adapt my evaluation approach and be useful to those conducting important work for all of us right now.

Here are some resources I found helpful when contemplating the impact on my evaluation work:

  1. Evaluation Implications of the Coronavirus Global Health Pandemic Emergency (Michael Quinn Patton): MQP does not disappoint in his list of 15 ways evaluators should be adapting now with Covid-19. His list looks like a how-to for developmental evaluation — that’s just the reality of the world we’re in right now.
  2. The Evaluation Mindset: Evaluation in a Crisis (Chris Lysy): Our favorite evaluation cartoonist shares his rambling yet pithy thoughts on what we should be doing as evaluators right now. He captures some of the same developmental concepts of MQP with some additional refreshing reminders to breathe and fun visualizations.
  3. Deciding Well in Tumultuous Times (Ian David Moss): I thought this post got really good around “How do I deal with uncertainty” and “How do I know if I made a difference,” two questions I am grappling with right now. He provides a framework for making smart decisions and thoughtful advice to focus on process rather than impact in this moment.
  4. Spring Coffee Break Webinar Series (Public Profit): I just signed up for several of the relevant (and free!) webinars from Public Profit — including one on virtual focus groups and sustaining evaluation in the midst of disruption.

Moving to virtual meeting spaces.

In the best-timed professional development choice ever, I managed to take TOP’s virtual facilitation course right before the pandemic hit the US. It was a great course and resulted in our organization buying a license for Adobe Connect to access some of the great interactive tools available on that platform as events are cancelled and moved online. But if you’re not running highly interactive, intensive sessions with colleagues and clients — or just don’t have the funds — there are a lot of core principles and just good tips in general out there.

Here are some resources I found helpful when planning virtual meetings:

  1. A Quick Primer on Running Online Events and Meetings (Better Evaluation, Emma Smith) — This article deals with common, practical solutions to holding virtual meetings. I’m so glad she included descriptions of virtual seating charts and including a “tech helper” — tips I’ve learned along the way in isolation that Beth handily pulls together in one comprehensive how-to.
  2. How To Facilitate Effective Virtual Meetings (Beth Kanter): I especially loved the diverse virtual engagement option for collaborative and interactive meetings that Beth includes in her guide. She is the nonprofit guru, and knows that most meetings in nonprofit spaces are women-run and highly collaborative. Her meetings are the kind I want to create.
  3. Virtual Communication: Presenting with Empathy (Duarte): This is the recording of a webinar I attended that I found particularly helpful. Executive Speaker Coaches Doug and Nicole go into the specifics of practical details, like what to do with your hands on camera. Definitely worth a watch.
  4. Online Meeting Resources Toolkit for Facilitators (Crowd-sourced): This is a live google doc with facilitation resources that hundreds (it seems like??) of people have contributed to since the onset of Covid-19. I found it kind of a lot to sort through, but just that this exists and seeing all the collaboration that went into it is inspiring.

Working at home. All. The. Time.

I’ve been having some serious neck pain lately, and it’s because I don’t know how to work at home every day (That, and I may have to admit my thirty-something body isn’t what it used to be). I wasn’t as prepared as I thought I would be when we all got sent home with our laptops. I’m lucky in that I don’t also have to worry about child care, homeschooling, or taking care of an ill relative — we are all figuring out how to manage this new work-from-home life.

Here is a resource I found helpful to adjust to working at home:

  1. 26 WFH Tips While Self-Isolating During the COVID-19 Outbreak (Healthline): I liked the practicality of these tips for working at home — there’s something for everyone. I was drawn to the tips for those who don’t have an ideal WFH set-up and how to take effective breaks — but there’s also tips for people who experience anxiety and who have kids at home.

Admitting we need (to) help.

There are so many great ways to help right now that this is nowhere near comprehensive. But I can’t write a post about adapting to Covid-19 without acknowledging how deeply the pandemic is affecting the most basic needs not just of ourselves but of so many around us.

Here are resources I found particularly pithy for finding and giving support right now:

  1. FindHelp.org: This website helps you find local services to provide food assistance, help paying bills, and other free or reduced cost programs, including new programs for the COVID-19 pandemic — all based on your zip code.
  2. How to help the helpers (New York Times, Nancy Wartik): My roommate works in a hospital and I know first-hand the stress experienced at the front lines. I really valued the various and holistic options presented to support workers in this article. I know there’s a lot of attention on the other essential workers in the pandemic right now (from warehouse workers to grocery store employees to mechanics) and I think a lot of these suggestions can apply to anyone in those spaces.
  3. This is the wake up-up call for nonprofits and foundations to get political (Nonprofit AF, Vu Le) — If we really want to make a lasting difference, we need to talk about systems-change. That’s a job for politics. I love the norm-crushing language used in this post for norm-crushing times.


18 Resources helping me in work and life with Covid-19 was originally published in InnovationNetwork on Medium, where people are continuing the conversation by highlighting and responding to this story.

Written by cplysy · Categorized: innovationnet

Apr 28 2020

Measuring impact of social innovation

Impact. You know the feeling don’t you – you’ve been working on a brilliant initiative, and then someone turns up and asks you “So – what impact are you making”?

It’s a fair question – indeed, it’s a question we should be asking ourselves. If we are not making a difference, we are wasting our time, aren’t we? In this blog post we look at what we mean by impact, and how we can measure it.

Impact – what is it?

First, let’s be clear what we mean by ‘impact’  –  it’s the powerful and long-lasting effect that something we’re doing has on a situation or on people. So, for example, if we run a programme encouraging women to become entrepreneurs, hopefully some of them will set up successful businesses –  that’ll be our impact.

The question now is:  how do we know if we are achieving what we want?  Well, we are going to have to measure the impact… And this is not always as difficult as it first sounds. Most things can be measured . Check out my brief blog post on We can measure (nearly) anything.

Temple in Bhutan with three monks in the background

The 5 steps to measure impact of social innovation

To measure impact, we are going to need data –  in other words, facts.  So, to go back to our example, we could look at what percentage of trainees who set up a business, how the business grows, and how much income they generate.

Importantly, we need TWO measures  – we need the data before our intervention and the data following our intervention –  hopefully, when we compare the two, we will see that there’s been an improvement.  If not, we have wasted out time!

So how can we get our data? This is where the five steps to measure impact of social innovation come in.

Decision tree that describes five steps how to measure impact of social innovation.

Step 1: Dig deep into what we already know

You would be surprised; we often have more data available than we realise. In step 1, we carefully think through what data we are already collecting. For example, we are likely to have administrative or financial data. If we do training, we will also have data on trainees.

Example

We are training young people on digital innovation

Think about it!  We already know how many attend our training and for how long;  we just have to look at the attendance sheet the participants sign every day during our training. This is valuable data

We also know who the people are that attend our training, including their sex and age, just by looking at the trainee profiles filled out by applicants.

We can find out the extent to which participants have acquired new skills by comparing their skills before and after the training

And we may even have an idea of how many of our participants have managed to set up businesses or find employment –  just check the call log and notes from meetings with previous participants who have come back to us to ask for further support.

Step 2: Do some research about others

If we don’t have data, it’s possible that somebody else has useful data. So, before thinking about getting new data ourselves, let’s see if it is already being measured in some way by someone else. That is our step 2.

This will require some research – at least a careful search on the internet and government and non-governmental websites.

This is our chance to be a ‘clever detective’: Consider using big data, national statistical databases and reports, international data repositories, national or international surveys and indices.

Example

A youth organisation is sending a caravan across Morocco to promote the Sustainable Development Goals. We want to measure if people become more aware of the SDGs.  OK, so here’s an easy way: use Google Trends to track how many people search for the term “SDG” over time.

Example

A Ministry runs an awareness campaign to stop sexual harassment. After some research, we find out that HarassMap, a volunteer-based initiative in Egypt, already records reported incidences of sexual harassment. This data can be analysed and used to track high-level impact of the awareness campaign over time.

Step 3: Measure impact it yourself

If we do not have data ourselves – and nobody else has it either – it’s time to put our thinking hats on : We need to measure it ourselves.

Just about every imaginable phenomenon leaves some evidence that it occurred. Let us look for any trails it leaves, consider tagging it or carry out experiments:

a. Can we observe it directly?

For example, we have done some training for unemployed people in Somalia, and this requires us to measure to what extent trainees are successful in producing mobile apps. To do that, we regularly count the number of published apps with at least four stars on Google Play with the keyword “Somalia”.

b. If we can’t observe it directly, can we tag it to start tracking?

For example: 500 young people in Iraq are trained in entrepreneurship and design thinking. Six months after finishing the training, we offer 50 randomly selected trainees an additional day of tutoring with a group of established businesswomen and men. During this tutoring, we ask them to fill out a one-page questionnaire that helps us measure their success and ability to obtain additional loans.

c. If all else fails, can we create an experiment to create the conditions to observe it?

For example: A network of youth organisations support young people in political participation. To measure success, we compare how many young people under 21 are elected to councils in three supported cities compared to three similar councils in the same region that were not supported

To collect data ourselves, we have a full toolbox from Social Sciences available to us. I wrote about this toolbox in another blog post.

Step 4: Use sampling to measure impact

This is my favourite part: Step 4 is about sample surveys to collect data.

Sampling is like magic: We observe just some of the things we are interested in, and from this we can learn something about all things.

Sample surveys can be used for people, things and documents.

Sampling can be done for people (through interviews), things (through observations) and documents (through desk reviews)

And sample surveys can be small, simple and cheap, including only a single observationor one or two questions.

Example

An organisation in Somalia provides 2,000 young people with new skills in digital innovation. We want to know the impact.

Rather than interview all of them, we randomly select 100 young people at the training graduation and ask them to leave an email address. Six months later, we ask them if they have found employment, in what area and how much they earn now.

Then, we ‘extrapolate’.  That is to say: if we find that, for example, 60 of our 100 people we track have found work in the ICT sector and are earning an average of, say, $400 a month, then we can assume the same pattern will be found in all 2,000 trainees  – i.e. that 60% of the 2,000 trainees are working, and that our training has created a total additional monthly income of $480,000.  Multiply that over twelve months, and that’s well over $5 million in a year!  That’s a BIG impact!

Step 5: Estimations for measuring impact

Ok. If nothing has worked so far, we have one last option up our sleeves: estimations. No, I didn’t say ‘make things up’ (that wouldn’t be right) –  but we can get indications of impact by estimating data based on what we know already. Not convinced? Let’s look at an example:

Example

We want to know how many people our Sustainable Development Goals campaign reaches. We want to know how many young people we have reached in a year through our the campaign.

Counting every single participant at every of our 200 events per year would be a nightmare. However, we can take a photo of 15 randomly selected events. We roughly count the number of people on the picture and take an average. Let’s say 50 people on average show up.

Nothing works? Rethink what you do!

Ok. If nothing has worked so far, we may have a problem.

If we cannot measure it at all, we may need to think again about what we are trying to achieve!

The post Measuring impact of social innovation appeared first on Thomas Winderl.

Written by cplysy · Categorized: thomaswinderl

Apr 27 2020

Iniciativas para el alineamiento de l@s evaluador@s: Foro de Transformación de ODS

Una de las Iniciativas que indica Zenda Ofir en “Transformando las evaluaciones y COVID-19, Parte 4. Acelerando el cambio en la práctica”  para fomentar la alineación de l@s evaluador@s en la práctica actual es el Foro de Transformación de ODS

En la página del Foro de Transformación de ODS  se expone que dicho Foro: (1 )ayuda a las personas, instituciones y redes a comprender mejor los sistemas en los que trabajan, (2) los conecta a través de las muchas barreras disciplinarias y sectoriales, y (3) toma o apoya acciones radicales destinadas a marcar la diferencia.

Seis (todavía voluntarios) ‘equipos de administradores’ apoyan las prioridades que los expertos (en el texto original, dice expertos) identificaron como cruciales para desbloquear restricciones severas para una transformación exitosa: (1) Capacidades, (2) Gobernanza, (3) Finanzas, (4) Innovaciones, (5) Narrativas y (6) Evaluaciones.

También está surgiendo un grupo transversal de Mapeo y Análisis de Sistemas. El Foro ofrece una oportunidad única para que los profesionales de evaluación se conecten con diversos tipos de experiencia relevantes para el cambio de sistemas, la transformación y el desarrollo sostenible.

Hay tres actividades simples del Foro: (1) Compernder la escala y la complejidad con claridad, con esa claridad (2) discutir las acciones más estratégicas e impactantes para tomar con agrupaciones inusuales, y (3) tomar medidas. Pero el corazón del Foro es el espacio que proporciona para salir de nuestro entorno diario para una mayor creatividad, nuevas ideas y conexiones inusuales, para una poderosa acción transformadora.

La visión del Foro es un mundo transformado en un planeta floreciente que sea inclusivo y justo.

La misión del Foro es cocrear y amplificar urgentemente la infraestructura y las iniciativas de transformación que apoyan sistemáticamente el surgimiento de ese futuro alineado e ir más allá de los ODS y la Agenda 2030.

Sus valores inspiran una acción informada radical, basada en relaciones que honran la reciprocidad, la responsabilidad, el respeto y la sabiduría de los siglos.

He visto en una de las fotos al ilustre M. Q. Patton, sin duda un foro a entender mejor y a explorar y, viendo los miembros y leyendo el origen de los nombres de los fundadores o miembros actuales, al que dotar de un tono un poco más multicolor y multi geográfico 😉

Written by cplysy · Categorized: TripleAD

Apr 27 2020

Stephanie’s Guest Post in Art Museum Teaching: Continuing Museum-School Relationships During and After COVID-19

The coronavirus pandemic has shaken the museum community to its core.   In a guest post for Art Museum Teaching, Stephanie grapples with one aspect of museum work that will face continuing challenges, now and in the months to come—sustaining museum-school relationships during and after COVID-19.  She writes:

The question for me isn’t “will museums keep working with schools during this time?” but instead, “how do museums continue working with schools throughout and beyond the pandemic?”

See the full post here.

The post Stephanie’s Guest Post in Art Museum Teaching: Continuing Museum-School Relationships During and After COVID-19 appeared first on RK&A.

Written by cplysy · Categorized: rka

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