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This guidebook codifies the principles and methods of applying systems change and portfolio approaches to complex development challenges with practical tools and examples. It is based on the empirical learning generated from the collaborative initiatives in UNDP Country Offices in Bhutan, Pakistan, the Philippines, and Viet Nam with support from Regional Innovation Centre for Asia and the Pacific.
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While over time theories of change have become synonymous with simple if/then statements, a strong theory of change should actually be a much more detailed, context-specific articulation of how we *theorize* change will happen under a program.
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This guide is a basic reference on systems thinking and practice tailored to the context and needs of the UK Government’s Foreign, Commonwealth & Development Office (FCDO). It is an output of the FCDO Knowledge for Development Programme (K4D), which facilitated a Learning Journey on Systems Thinking and Practice with FCDO staff during 2021 and 2022. The guide offers a common language and shared framing of systems thinking for FCDO and its partners. It explores what this implies for...
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Executive Summary When Christian Aid (CA) Ireland devised its multi-country and multi-year Irish Aid funded Programme Grant II (2017-2022), they opted to move away from a linear programme management approach and to explore an adaptive one. Across seven countries: Angola, Colombia, El Salvador, Guatemala, Israel and the occupied Palestinian territory, Sierra Leone, and Zimbabwe, CA and partner organisations support marginalised communities to realise their rights, reduce violence and address...
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This note explains what adaptive aid management is; why and when it should be considered; and how it should be applied. It covers all Danish development support channels and modalities, including bilateral country assistance, assistance to and through civil society, the private sector and to and through multilateral organisations. This guide has three chapters. Chapter 1 provides an executive overview of what adaptive management is. Chapter 2 goes deeper into five key operational principles...
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In Building Better Systems, we introduced four keys to unlock system innovation: purpose and power, relationships and resource flows. These four keys make up a set. Systems are often hard to change because power, relationships, and resource flows are locked together in a reinforcing pattern to serve the system’s current purpose. Systems start to change fundamentally when this pattern is disrupted and opened up so that a new configuration can emerge, serving a new purpose. In this article...
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This systems change rubric describes different performance levels according to various systems elements, such as policy (formal rules), practices and relationships and connections. Programmes can use the rubric to assess the performance of systems to help decide where and how to intervene, or during and post-implementation to conduct progress assessments, and assess the effectiveness of interventions and type, breadth and depth of systems change. Each performance level description...
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A step-by-step guide on how to develop a Transformative Theory of Change, for innovation projects, programmes and organisations working on systems transformation. The MOTION project was initiated with one key question in mind: how can we help projects and organisations be more transformative, using the framework and concept provided by the multi-level perspective? And what kind of tools, methods and frameworks can we co-design that translate scientific concepts into practises relevant for...
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Based on experience from running Sensemaking workshops for UNDP offices and government partners, the Asia-Pacific Regional Innovation Centre developed the Sensemaking Preparation Guide and Facilitator Guide to share its knowledge with teams and organization that are interested in using the Sensemaking process.
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DT Global is proud to introduce our new Guidance Note: Practical Introduction to Adaptive Management There is a growing consensus around adaptive management as an effective (even necessary) approach when programs are tackling complex development problems. While there is no standard definition of adaptive management, there is general agreement that such programs need to routinely engage with and respond to program context; constantly test what works in that context; and adjust approaches,...
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Our new guide provides practical advice to help any organisation working in public service apply the Human Learning Systems approach to their work. In doing so, they will be better equipped to explore, learn and respond to the unique strengths and needs of each person, family and community they serve.
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This paper presents the case for systemic organisational change in the humanitarian system. The paper firstly shows that that organisational learning has tended to reinforce existing ways of working and has not been able to shift a culture that values action over reflection. As a result, the rest of the paper asks about the most significant changes in the humanitarian sector
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Capturing the impact of community-led work The Centre for Public Impact, Dusseldorp Forum, and Hands Up Mallee have been exploring how stories can be used to more effectively communicate the impact of community-led systems change work. Community-led place based initiatives are modelling new ways of working - shifting away from top down, program-focussed approaches towards an approach grounded in systems thinking and community-led innovations. However, while these stories of change are...
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This document is a an Introductory Toolkit for for civil servants. It is one component of a suite of documents that aims to act as a springboard into systems thinking for civil servants unfamiliar with this approach. These documents introduce a small sample of systems thinking concepts and tools, chosen due to their accessibility and alignment to civil service policy development, but which is by no means comprehensive. They are intended to act as a first step towards using systems thinking...
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USAID’s Bureau for Policy, Planning and Learning (PPL) and its support mechanism, LEARN, have developed a Collaborating, Learning, and Adapting (CLA) Framework and Maturity tool to help USAID missions think more deliberately about how to plan for and implement CLA approaches that fit the mission’s context and assist them in achieving their development objectives. While the tool is intended primarily for USAID audiences to be used in participatory self-assessment workshops, the CLA Framework...
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USAID’s Bureau for Policy, Planning and Learning (PPL) and its support mechanism, LEARN, have developed a Collaborating, Learning, and Adapting (CLA) Framework and Maturity tool to help USAID missions think more deliberately about how to plan for and implement CLA approaches that fit the mission’s context and assist them in achieving their development objectives. While the tool is intended primarily for USAID audiences to be used in participatory self-assessment workshops, the CLA Framework...
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Although collaborating, learning, and adapting (CLA) are not new to USAID and its implementing partners, they often do not happen regularly or systematically and are not intentionally resourced. The CLA Framework above identifies components and subcomponents to help you think more deliberately about what approach to CLA might be best tailored to your organizational or project context. The framework recognizes the diversity of what CLA can look like in various organizations and projects while...
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The Thinking and Working Politically (TWP) Community of Practice (CoP) was established at a small meeting tacked on at the end of a meeting of Governance Advisers working for the United Kingdom’s Department of International Development (DFID) on South and South-East Asian countries, held in Delhi in November 2013. Since then, a number of meetings have been held throughout the world, each addressing different issues; ‘TWP’ has entered the lexicon of mainstream development; the CoP has...
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As with all public policy work, education policies are demanding. Policy workers need to ‘know’ a lot—about the problems they are addressing, the people who need to be engaged, the promises they can make in response, the context they are working in, and the processes they will follow to implement. Most policy workers answer questions about such issues within the structures of plan and control processes used to devise budgets and projects. These structures limit their knowledge gathering,...
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