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This is a series about Monitoring, Evaluating and Learning (MEL) whether sets of interventions/portfolios are adding more together than each one would produce on their own. In post 1, I pointed to coherence, the new OECD-DAC evaluation criteria as a way to bridge the ambition of bringing bigger change with the MEL world. In post 2, I shared 3 of 4 practical lessons I’ve learned in experimenting with MEL systems and exercises that focus explicitly on interactions of...
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Generic, analytic, holistic, orbic, asterisc, escalieric, cephalopodic
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Social change takes time, and it is never a linear process. It also happens within an ecosystem, and rarely comes down to a single grantee partner or foundation. If we […]
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For AC practitioners, systems mapping is essential but also difficult. To lessen obstacles, Peter Woodrow proposes a scaffolded approach. An Experiment in “Fast Forwarding” Drawing upon our near-decade work on corruption, we recently decided to try an experiment: we would present “common patterns” of corruption as tentative models to adapt and add to—rather than try to teach people to do systems mapping from scratch. In this teaching experiment, each common pattern would function as a kind...
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There are a number of options when it comes to using software to help create a logic model. These range from generic word processing tools (Word, Powerpoint, or their Google Doc or Mac equivalents), to software that has been specifically tailored for visualising Theories of Change, like TOCO or Miradi. You should consider what resources you have to invest in software, both in terms of cost and in time to learn and use the features. If you only have a short timeframe and have simple needs,...
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How can donors and grantees work together to create effective monitoring, evaluation, and learning (MEL) practices that drive field-wide transformation?
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In this blog we are sharing a digest of some of the many useful and innovative monitoring, evaluation and learning resources and efforts that have come through the M&E Sandbox in 2022. A lot of these resources have been shared by our community in response to the overwhelmingly positive feedback from the launch of the Sandbox (please keep them coming!). We hope you find it useful. We have grouped these efforts and resources under six broad questions: - How do we measure systems...
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On December 13, 2022, Social Impact hosted a webinar in our Evidence for Impact series, "Strengthen Your Team's CLA Practices: Introducing the CLA Maturity Tool for USAID Implementers." Through the session, we shared more about the origin and history of the USAID tool upon which this version is based, why and how we updated
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Collaborative Learning — an approach which brings together people who face common challenges to share knowledge and jointly problem-solve — is a powerful way to support locally-led development and achieve impact. It provides a structured process in which change agents determine priorities, set the learning agenda, work together to identify strategies to address complex challenges, and provide ongoing implementation support to one another. Collaborative Learning — unlike traditional...
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How a new approach to monitoring and evaluation can make sense of complex projects Building the foundation for results, sense-making and learning ‘Demonstrating real world impact can be an elusive holy grail for most NGO …
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In her acclaimed study of effective cross-organizational teamwork, Harvard Business School Professor Amy C. Edmonson concluded that “trying things that...
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Inclusive and rigorous peacebuilding evaluation is both vital and complex. In this blog we share examples of how we are innovating our methodologies to move towards participatory and adaptive practice.
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Getting serious about systems change
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A critical appraisal's of CEDIL papers on Evaluating Complex Interventions... A study was recently published by the Centre of Excellence for Development Impact and Learning (CEDIL) entitled Evaluating complex interventions in international development. This is the sort of title that raises great expectations. Complexity is a hugely popular theme and many of us are keen to know more about how to evaluate efforts that seek to achieve results amid complexity. In April 2021, CEDIL conducted a...
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This is the second blog in our series ‘Lessons on using Contribution Analysis for impact evaluation’. In our first blog, we introduced Contribution Analysis (CA) as an overarching approach to theory-based evaluation and the idea of causal hotpots as a way to zoom in, unpack and make the hard choices of where to focus evaluation research. Identifying specific links in the theory of change (ToC) with specific evaluation questions enables you to then choose appropriate methods. We have applied...
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Over the past five years, colleagues from the Centre for Development Impact (CDI) – a joint initiative between the Institute of Development Studies, Itad and University of East Anglia – have been innovating with and learning how to use Contribution Analysis as an overarching approach to impact evaluation. In this blog series, we share our learning and insights, some of them in raw emergent form, highlight the complexities, nuances, excitements, and challenges of embracing new ways of doing...
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In all the jobs I have held, the only training that has ever stayed with me was a three-day course on logframes, held in a very pleasant beach hotel on Fiji’s beautiful coral coast. This was a few months after I joined what was then the Overseas Development Administration, DFID’s forerunner. Three days on logframes. Yes really. Our Pacific team were gathered together to learn this new skill. The course was designed not only to help us think rigorously about how change happens, but also to...
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External consultants, learning partners or critical friends -whatever we call them- can seldom change the system or organisational (learning) culture from outside. So, how can Monitoring Evaluation and Learning (MEL) consultants support real change instead of creating tools or processes that are quickly forgotten without any real institutional ownership? Consultants and learning partners can seldom change a learning system or organisational culture – it just does not work like that. What...
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How does Small Foundation think about the impact…
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