How to plan and manage an environmental education

How to plan and manage an environmental education program – AND evaluate its success Philip Cox, Plan: Net Limited (www. plannet. ca) Alberta Council for Environmental Education (ACEE) October 18 th Webinar

A craft that comes by different names… Outcomes Measurement Performance Measurement and Evaluation Outcomes Mapping Managing by Results Based Management

A craft that comes by different names… Outcomes Measurement Performance Measurement and Evaluation Outcomes Mapping Managing by Results Based Management

Introducing Three Outcomes Measurement Tools… Logic Model Risk Analysis and Management Table Monitoring and Evaluation Plan

3. The basis for workplans and job descriptions 4. A management reference during team meetings Start Up Implementati on Donor Appraisal Proposal Developme nt 2. The centrepiece of your proposal or plan 5. A guide for monitoring and reporting on progress & adjusting strategies Monitoring / Evaluation Project Initiation 6. An aid in designing an evaluation 1. The basis for an introductory conversation with stakeholders Logic Model, Risk Analysis and Management Table, and Monitoring and Evaluation Plan are relevant to all parts of the program cycle… Phase Out

What is Outcomes Measurement? It is a way of thinking and a set of tools to help us: 1. Convert a project idea into a set of activities and anticipated changes in a way that is: • Mindful of context • In keeping with the time and resources available 2. Keep track of progress against the plan and use this information to: • Make management decisions, • Service accountability relationships and • To be a learning organization.

Outcome Measurement is Part of a Global Trend • A response to new realities. . . – Need to demonstrate value to citizens and taxpayers… – A response by funding bodies around the globe who are under pressure to provide evidence that their programs achieve results – EEC, World Bank, USAID, UN, WFP and others need to provide credible evidence of results they achieve – By mid 90’s, almost all OECD governments had adopted RBM approaches – In Canada - federal government and all provinces – Increasingly philanthropic organizations such as Alberta Ecotrust Foundation, Eco. Action, etc.

What does this mean in practical terms? • When making a plan, or reporting on progress, we are challenged like never before to: • Describe the connection between the work we do and the difference we make

If you are planning… • A new web-based information portal for educators on climate change • You might focus attention on… – – – – The quantity and quality of information loaded on to the portal The ‘user-friendliness’ of the web site The number of users and how they are accessing the portal And also… What teachers are looking for on the portal How they are using the information to inform their teaching How the teaching-learning experience in the classroom is altered

Exercise • Think about a project that you know well • Craft two outcome statements that reflect the change you want to see • Share your statement with your neighbour and then in plenary

Where can Outcomes Measurement be used in your organization? • Organization as a whole – Donor funded programs • Partner organizations – Individual Partner Initiatives/Projects

Three Outcomes Measurement Tools Logic Model - “Measuring Success…” pages 19 - 23 Risk Analysis and Management Table Monitoring and Evaluation Plan

The Logic Model • Outcomes Measurement practice revolves around the logic model

Splash and Ripple ! Another way of thinking about Activities and Outcomes Splash and Ripple!

Situation Assessment Before beginning a results based plan. . 1. Looking Inward - Mandate - Competencies - Experience 2. Looking Outward - Issues & Opportunities 3. Clarifying Priorities

Situation Assessment - Stakeholders LOW Interest or Importance HIGH Influence High Interest/ Importance, Low Influence High Interest/ Importance, High Influence Consider ways to strengthen or protect interests Build coalition of support Low Interest/ Importance, Low Influence Low Interest/ Importance, High Influence Spend more time on the other Stakeholders Caution - be aware of risks or obstacles LOW HIGH

Discussion • Generate a list of groups with a stake in the success of your project • Place them on the stakeholder matrix according to their current – Interest/importance – Influence

Logic Model Format - One Version Inputs Activities Outputs Outcomes Inputs Activities Outputs Impact

Logic Model Format - Another Version Why Ultimate Outcomes What we want Intermediate Outcomes Immediate Outcomes Immediate Outcomes Outputs How Outputs Activities Activities Inputs

Inputs… • Are the human and physical resources that make a program or project possible. • Links outcomes logic to budgeting

Example: Train and Mentor Environmental Educators in Outcomes Measurement Ultimate Outcomes Intermediate Outcomes Immediate Outcomes Outputs Activities Inputs Trainers, Materials, Equipment, Communications…

Activities • Describe the essential work of the program or project – what you DO • Should be summarized in no more than 5 statements.

Example: Train and Mentor Environmental Educators in Outcomes Measurement Ultimate Outcomes Intermediate Outcomes Immediate Outcomes Outputs Activities Assess training needs Design training materials Deliver training Inputs Trainers, Materials, Equipment, Communications… Provide follow -up coaching

Outputs… • Short term …a change that is observable as you complete the activity. • Each output relates to one activity. • You have substantial control. • Involves – a specific group of people - those directly involved in the activity, or – the creation of a product • The change helps make outcomes possible.

Example: Train and Mentor Environmental Educators in Outcomes Measurement Ultimate Outcomes Intermediate Outcomes Immediate Outcomes Outputs Defensible report issued Relevant, user friendly training materials in place Participants complete training On-the-job queries addressed Activities Assess training needs Design training materials Deliver training Provide followup coaching Inputs Trainers, Materials, Equipment, Communications…

Immediate Outcomes… • Observable within the project cycle, following activities • Describes the potential created by the outputs • You still have considerable control • Centres on a very specific group of people - those directly involved in the activity or using the product.

Example: Train and Mentor Environmental Educators in Outcomes Measurement Ultimate Outcomes Intermediate Outcomes Immediate Outcomes Stakeholder commitment to a training strategy Trained managers apply Outcomes Measurement approaches and tools in the design and implementation of the projects to which they are assigned Outputs Defensible report issued Relevant, user friendly training materials in place Participants complete training On-the-job queries addressed Activities Assess training needs Design training materials Deliver training Provide followup coaching Inputs Trainers, Materials, Equipment, Communications…

Intermediate Outcomes… • Describe the key changes you want to make in the program/project • Observable at or shortly after the completion of the program/project • You have influence, but not control • Usually involves a larger group of people than those directly involved in the program/project • Are fewer in number; each flows naturally from several Immediate Outcomes

Example: Train and Mentor Environmental Educators in Outcomes Measurement Ultimate Outcome Intermediate Outcomes Agency leaders make evidence - based, results- focused planning and management decisions Donors and community stakeholders recognize the ‘value-added’ by the agency’s work Immediate Outcomes Stakeholder commitment to a training strategy Trained managers apply Outcomes Measurement approaches and tools in the design and implementation of the projects to which they are assigned Outputs Defensible report issued Relevant, user friendly training materials in place Participants complete training On-the-job queries addressed Activities Assess training needs Design training materials Deliver training Provide followup coaching Inputs Trainers, Materials, Equipment, Communications…

Ultimate Outcome • Long term …a picture of a preferred future; the reason why the program or project is important. • You can only make a contribution and have an indirect influence. • The change usually involves an even wider group of people • Is observable well after the program or project is complete.

Example: Train and Mentor Environmental Educators in Outcomes Measurement Ultimate Outcomes People/groups identified in environmental education projects engage with the subject matter in a way that helps them become active stewards of the environment Intermediate Outcomes Group leaders make evidencebased, results- focused planning and management decisions Immediate Outcomes Stakeholder commitment to a training strategy Trained educators apply Outcomes Measurement approaches and tools in the design and implementation of the projects to which they are assigned Outputs Defensible report issued Relevant, user friendly training materials in place Participants complete training On-the-job queries addressed Activities Assess training needs Design training materials Deliver training Provide followup coaching Inputs Trainers, Materials, Equipment, Communications… Donors and community stakeholders recognize the ‘value -added’ by the group’s work

A Progression of Results - Typical Terms Ultimate Outcomes Intermediate Outcomes Immediate Outcomes Outputs Conditions - Social Civic Performance Improved - Lifestyle shifts Institutional behaviour changes - policy & programming Social mobilization Capacities Developed - Institutional exchanges/collaborations Applied knowledge Functioning spaces/infrastructure System improvements/adaptations New/Improved leadership Aligned Decision-making What we Produce - Networks Courses Assessments Activities Inputs Cultural Economic Environmental Publications Trained participants Infrastructure What we Do - Research Build Train/Mentor Promote Procure Convene What we Need - Staff Equipment Supplies Office Space Services

Logic Model Quiz “Organize a Provincial Climate Change Summit”

Making a Logic Model - Some Tips 1. Vantage Point • Logic Models can be written from many different points of view • • it is important to be clear who is doing the activities - spending implementation funds there is normally one vantage point in a framework, it could be • • a single entity, or shared across two or more entities that are working in partnership

2. When building an logic model consider three variables… a. Time • • b. Control • • 2. a. • Outputs - Immediate Outcomes - within time-frame following related activities Intermediate Outcomes - by the end of the project or shortly afterward Ultimate Outcomes - beyond the project Outputs - substantial control Immediate Outcomes - still considerable control Intermediate Outcomes - direct influence Ultimate Outcome - indirect influence Diffusion • • • b. Outputs - persons directly involved in the activity Immediate Outcomes - same, possibly early interaction with additional people closely connected (e. g. users, colleagues, family members) Intermediate Outcomes - larger teams, organizations, population segments Ultimate Outcome - systems (communities, networks, societies)

3. Proportion… • Outputs, outcomes and impacts vary in their magnitude according to how big (in money terms) and how long the project is. • If you have a three week, $5, 000 project, your outcomes should reflect what is reasonable to expect at three weeks and after $5, 000 has been spent • If you have a three year, $500, 000 project, your outcomes should reflect what is reasonable to expect at three years and after $500, 000 has been spent

4. Scale - macro to micro Outcome Measurement can be used at any scale - but which is best for you?

Writing Activity and Results Statements - Tips 5. Separating the Action from the Change – Activities - where you describe what you, as the implementing group, are DOING – Results (output and outcome - immediate, intermediate and ultimate) - where you describe what is DIFFERENT – For example… • • Activity: Train 25 participants in Outcomes Measurement Result: Participants apply Outcomes Measurement knowledge in when making project plans

6. Avoid ‘run-on’ statements - for example: “Rural population retained in rural areas THROUGH improving their living conditions BY MEANS OF enhancing rural income, better access to health, social services and infrastructure. ” -An impact statement for a rural development project “Improved political freedoms of local communities TO access, participate and CONTRIBUTE TOWARDS sustainable regional development. ” - An impact statement for a governance related project Difficult to locate the actual change you seek

7. Do not lose sight of the people in your outcomes statements. – Sometimes we write statements without naming the people or groups who are experiencing the change. For example… “increased awareness” - Try to include the subject in the statement at all times

8. Avoid tentative wording like: “able to”, “have increased capacity to…”, “contribute toward”. These are vague in meaning and very hard to measure.

Now your turn…. . • Describe your group project in a results logic model? • • 1 Ultimate Outcome 2 Intermediate Outcomes 3 -4 Immediate Outcomes 4 -6 Activities and Outputs

Sample Logic Model Worksheet SITUATION (I. e. context, problem, identified needs, mandate, objectives) Organization : Name of project : How ? Inputs Activities What do we want ? Outputs Immediate outcomes Intermediate outcomes Duration : Why ? Ultimate outcome

Three Outcomes Measurement Tools Results Logic Model Risk Analysis and Management Table Monitoring and Evaluation Plan

Enablers and Constraints… • Are forces affecting any part of your project both positively and negatively

Risk Analysis Matrix Project Example… Climate Change Conference Immediate Outcome: Conference participants deliberate across stakeholder lines on conference topics; they identify climate change strategies around which there is common agreement, as well as strategy areas requiring further discussion 1. What could hamper progress? 2. What is the likelihood of a problem? 3. What effect would the problem have on the Outcome? Effects Significant (3) Moderate (2) Minor (1) Monitor Risks Risk Mitigation Required Acceptable Risks Monitor Risks Low (1) Medium (2) High (3) Likelihood

Risk Mitigation & Monitoring • • Risk mitigation strategies should reduce the likelihood of an undesirable event, or minimize the effect the event could have on the project. Risk areas that remain above the level of acceptable risk should be monitored using risk indicators.

A Typical Risk Analysis and Management Table Description of Risk Likelihood of Occurrence Effect on Planned Results (outputs/ outcomes/ impact) Intermediate outcome level Immediate Outcome level Output level Rank in Importance 1 = highest Owner of the Risk Mitigation Strategy Risk Indicators

Three Outcomes Measurement Tools Logic Model Risk Analysis and Management Table Monitoring and Evaluation Plan “Measuring Success…” Appendices, pages 44 - 66

Monitoring and Evaluation - The Distinction • Monitoring A continuous (or regular) self-assessment of progress collecting data and comparing current performance with planned activities and outcomes. • Evaluation Independent (often external), periodic, strategically focused assessment of a program/project’s continuing relevance, management, governance, results, coverage, external relationships, sustainability, etc.

Conventional vs Participatory Monitoring & Evaluation - Contrasts Conventional Participatory Who External experts Community members, project staff, facilitator(s) What Predetermined indicators of success People identify their own indicators of success How Focus on scientific objectivity, evaluator distanced from other participants; delayed and limited access to results Self-evaluation, simple methods adapted to local conditions; open, immediate sharing of results through local involvement When Usually Mid and End of Project More frequent, small scale evaluations Why Accountability - to address donor requirements Empowerment - to help people initiate, navigate, control Adapted from Narayan-Parker, 1993: 12 (taken from Estrella and Gaventa, 1998)

Different kinds of Evaluation • Formative - mid stream, where inquiry focused on areas where the project can improve • Summative - at the end, where inquiry focused on end results and lessons for future practice • What is your experience with these two kinds of evaluation?

Indicators… • Evidence that the program is producing expected results at the output and outcome levels. • They can be expressed quantitatively and qualitatively. • Information collected should help managers make wise decisions.

What indicators tell us about the wind… Who has seen the wind? Neither you nor I. But where the trees bow down their heads, The wind is passing by. -The Wind, Christina Rosetti, 1830 -1894

Quantitative Indicators Expressed as a percentage, ratio, proportion, or number that can be analyzed statistically Examples? – Number of conferences/public engagement activities held – Ratio of males to females attending public meetings – Number and type of research grants distributed – Proportion of targeted schools making requests for assistance with educational resources

Quantitative Indicators Your Turn • Climate Change Conference Project • Immediate Outcome • Major media outlets cover the Climate Change Summit with ample in-depth news analysis pieces ?

Qualitative Indicators Expressed as a change or comparison between two states of understanding or experience that can be analyzed for patterns Relies on people’s judgment or perceptions Examples: – Trends in the way community newspapers cover citizen actions to reduce environmental impacts – Before-after comparison in the way the largest five land developers are handling wetland areas zoned for development

Qualitative Indicators Your Turn • Climate Change Conference Project • Immediate Outcome • Major media outlets cover the Climate Change Summit with ample in-depth news analysis pieces ?

Qualitative Indicators - Setting out Markers of Progress • Sometimes you cannot meaningfully track progress by counting “units” at the beginning (baseline), middle and end – Indicators are not always as easy as “number of people trained”… • You may need to set out… – Stages of completion, or – Markers of progress

Qualitative Indicators - Setting out Markers of Progress • Consider “policy formulation”… – Indicator is ‘Progress in updating ‘x’ policy’ • You could say… – Baseline - ‘ 0’ updated policy – Target - ‘ 1’ updated policy • But how useful is that from a management point of view?

Qualitative Indicators - Setting out Markers of Progress • Would be more useful to identify progress markers. For example: a) b) c) d) e) f) • • • Agreed need for updated policy Policy research underway Policy options formulated Discussion and approvals underway Updated policy approved Updated policy enacted Baseline might be ‘a’ Yr 1 target might be ‘c’ Yr 3 target might ‘e’

Indicator Checklist Climate Change Conference - Possible Indicators - How well do they score? a. Key stakeholder groups commit financial and human resources to implement the Action Plan Trends in the level of financial commitment, by action plan strategy, by source b. Number and type of organizations publicly endorsing the Climate Change Action Plan c. Number and type of initiatives underway in the Province, by action plan strategy Validity - Does it measure the result? Yes No Is it cost-effective to collect the information? Yes No Does it help understand how the program or project is affecting men and women, and/or specific sub-groups of people differently? Yes No Does it provide useful information for management decisions? Yes No Does it communicate well to stakeholders (public, policy makers, donors)? Yes No

Indicators, Baseline, and Target Meaning Example Indicator The information to be collected The number of visits to the organization’s new website Baseline What the indicator would tell you at the beginning 720 Target What you want the indicator to tell you at a specific point in the future 2, 000

Sources of Information • Data Sources are the people or documents that provide data, not the method of collecting data • Sources of performance information include: people, individual beneficiaries, groups of beneficiaries, organizations, partners, and documents, etc. • To ensure reliability, try not to change data sources over time.

Methods of Gathering Data See “Measuring Success…” Appendix I, Pros and Cons, Pages 49 - 51; Appendix IV, Samples , Pages 55 - 66

Collecting the Data • Conventional Methods surveys, focus groups, observation, document reviews, counts, etc.

Collecting the Data • Participatory Reflection and Action Methods modeling/mapping, ranking exercises, calendars, walks, historical profiles

Frequency of Collecting Data • For each indicator, determine how often data will be collected. • Indicators for outputs and immediate outcomes are more likely to be collected on a quarterly or six-monthly time period, for intermediate outcomes - less frequently

Responsibility - who does it? • Spell out clearly who will do the collection and analysis of the data for each indicator • Ensure local capacity is built and is responsible to ensure sustainability. • Decentralize responsibility as much as possible.

A Typical Monitoring and Evaluation Plan - Completed example on page 30 “Measuring Success…” Results Levels Intermediate Outcome Immediate Outcome Output Measurement Indicators Base. Line Target Data Source/ Method Report Frequency & Resp.

Now your turn…. . 1. Take one outcome statement, brainstorm indicators 2. Use the indicator checklist to refine your best indicators 3. Identify the source, means of data gathering (a. k. a. ‘instrument’), and frequency 4. Repeat, if time permits 5. Share with a neighbour