Evaluating Complex System Interventions
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Evaluating Complex System Interventions Evaluation 2009 Professional Development Workshop Beverly Parsons and Meg Hargreaves. What is a System?. A group of interacting, interrelated, and interdependent elements forming a complex whole

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Evaluating Complex System InterventionsEvaluation 2009 Professional Development WorkshopBeverly Parsons and Meg Hargreaves


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What is a System?

  • A group of interacting, interrelated, and interdependent elements forming a complex whole

  • A configuration of parts connected and joined together by a web of relationships

  • The whole is different from, and greater than, the sum of its parts



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Systems Thinking

  • A way of understanding reality that emphasizes the relationships among a system’s parts, rather than the parts themselves.

  • Concerned about interrelationships among parts and their relationship to a functioning whole

  • Sees underlying patterns and structures


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Foundations of Systems Theory

  • Cybernetics: system feedback, information; differences (that make a difference); human – machine analogy; inclusion of the observer and the observed in the system

  • General systems theory: open systems; system integrity; nested system hierarchy, boundaries, webs, emergence (sum greater than parts)


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Systems Theories

  • Soft and critical systems: human systems - multiple perspectives, power issues, intractable problems without simple solutions

  • Systems dynamics: systems have reinforcing and balancing feedback loops, circularity, system archetypes, mental models, unintended consequences


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More Systems Theories

  • Complexity theory: complex adaptive systems; semi-independent, interacting agents; self-organization; emergence; nonlinearity; co-evolution; past is irreversible; future is unpredictable

  • Learning systems: the way that people learn and the systems in which they learn


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System Boundaries

  • Shows what is inside and outside of the system

    • Geographical (location)

    • Organization (department, unit or function)

    • Physical (money, material, information)

    • Conceptual (goals, mission, purpose, rules)

    • Intangibles (perceptions, awareness, models)

    • Natural or man-made


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System Relationships (Interconnections)

  • Connections and exchanges among system parts, parts and the whole, and the whole and its environment

    • Flows of information

    • Flows of funding

    • Client referrals

    • Collaborative partnerships

    • Family, community, and social networks


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System Perspectives

  • Stakeholders’ worldviews and purposes

  • System agents who have different perspectives may pursue different purposes within a given situation

  • Patterns of (mis)alignment of purposes and processes within and across system levels


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System Change

  • System differences generate creative tension or energy within a system

  • Positive or negative, energy provides potential for system change

  • System change: shifts in patterns (similarities and differences) of system relationships, boundaries, focus, timing, events and behaviors over time and space


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System Dynamics

  • Random (unorganized)

  • Organized (simple or complicated)

  • Adaptive (organic, self-organizing)

  • All three system dynamics can be present in a complex situation


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Random System Attributes

  • Random activity – no pattern

  • Unconnected collection of parts

  • No cause-effect relationships

  • Turbulence – no stability or equilibrium

  • Answers are unknowable

  • No purpose or direction – people react blindly in a war zone or natural disaster



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Organized (Simple) System Attributes

  • Stable, static pattern

  • Parts tightly connected machines

  • Predictable cause-effect relationships

  • System can be reduced to parts and processes and replicated

  • Directive leadership, designed change

  • Answers are knowable, with recipes or prescriptions for action


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Single Organized System: Ring-Around the Rosie


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Simple Organized System:Riding a Bicycle


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Organized (Complicated) System Attributes

  • Dynamic patterns of feedback loops with many interrelated parts within and across subsystem levels

  • Recursive, non-linear cause-effect relationships; reinforcing and balancing feedback loops maintain equilibrium

  • Expert analysis can identify causal loops, deep structural causes to actions



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Adaptive (Complex) System Attributes

  • Dynamical patterns – parts adapting, co-evolving with each other and environment

  • Parts are massively entangled and interdependent; nested webs, networks

  • Parts self-organize, learn, and change

  • Equilibrium in flux, sensitive to initial conditions; system change emerges through interactions among parts




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Alignment of Context, Program, and Evaluation Dynamics

  • Context can be random, organized, adaptive, or combination of dynamics

  • Program design uses random, organized (entity-based), or adaptive (paradigm-based) or a combination of dynamics

  • Evaluation design (content and process) can be entity-focused (organized), paradigm-focused (adaptive) or a combination of both


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System Dynamics of Family Nutrition


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Simple Organized Dynamics of Family Nutrition

  • Context: hungry family

  • Intervention: buy ingredients, bake a cake, serve family at dinner

  • Evaluation: quality of cake, family satisfaction


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Complicated Organized Dynamics of Family Nutrition

  • Context: hungry family with different tastes and preferences

  • Intervention: ask for family preferences, create optional dishes, serve family multiple dishes at dinner

  • Evaluation: quality and variety of dinner options, matching of dishes to tastes


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Complex, Adaptive Dynamics of Family Nutrition

  • Context: hungry family with different tastes, schedules, and cooking ability

  • Intervention: Buy and store meal options, make dishes for non-cooks, agree on dinner schedule, adapt shopping patterns to use of food and supplies

  • Evaluation: trends, patterns of food use, meals, family nutrition, overall health



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Simple Organized Dynamics of H1N1 Flu

  • Context – everyone should be protected through vaccination

  • Program design – universal flu shot clinics

  • Evaluation design - How many clinics were conducted, how many people were vaccinated, how many people contracted the H1N1 flu virus


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Complicated Organized Dynamics of H1N1 Flu

  • Context – people are at different risk levels for contracting the H1N1 flu

  • Program design – allocate, administer flu shots by risk level, triage patients by level of risk

  • Evaluation design - What proportion of people with high/medium/low risk receive the vaccine? What proportion of people at each risk level contract the H1N1 flu? How many deaths and hospitalizations are avoided as result of shots?


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Complex Adaptive Dynamics of H1N1 Flu

  • Context – Timing of two interacting epidemics (H1N1 and seasonal flu) is ahead of current vaccine production

  • Program design – Multi-level intervention: national media messages, provider triage by risk, populations self-organize multiple responses

  • Evaluation design – What are changing patterns of twin epidemics? How are governments, providers, populations reacting and interacting in response to situation? Population health impacts?


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System Dynamics Discussion

  • What are the situations’ boundaries, focus, interconnections, perspectives, power, timing, and dynamics?

  • What are the risks of not understanding the system attributes and dynamics?

  • What are the benefits of understanding the system attributes and dynamics?




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Context, Program Design of Child Abuse Prevention

  • Context: Many programs exist but child abuse and neglect rates are increasing

  • Program design: AFC funding for 17 grants for the adaptation, implementation, spread, and sustainability of evidence-based home visiting programs through infrastructure development and system change


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Evaluation Design of Evidence-based Home Visiting Initiative

  • Program evaluation – tracking of cross-site cost, implementation, fidelity, and child and family outcomes of 17 EBHV programs

  • System evaluation – tracking of cross-site and grantee-specific system infrastructure, theories of action, measures of system change, partner collaboration and network analysis; system unit of analysis


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Open Space Technology: System Dynamics Exercise

  • What are the dynamics (i.e., the nature and balance of types of system dynamics) of the situation as a whole?

  • What are the system dynamics of the intervention?

  • What are the implications for the evaluation design and process?


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Three Dynamics of a Social System and its Context


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Match of Evaluation Designs to Dynamics of Social Systems and Their Context

Exploratory Design

Initiative Renewal Design

Organic Design

Predictive Design


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Complex Adaptive Systems and Adaptive (Self-organizing) Dynamics

Self-organizing/adaptive/organic

Sensitivity to initial conditions

Emergence

Macro pattern


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Complex Adaptive Systems and Adaptive (Self-organizing) Dynamics (cont.)

Feedback

Co-evolution

Pattern formation and points of influence


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Implications for Evaluation and Action Dynamics (cont.)

Small differences can create large effects.

The past influences but does not predict the future.

Many points of influence exist.

Boundaries, differences, and relationships are levers of influence toward a purpose.


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Implications for Evaluation and Action Dynamics (cont.)

Simple rules underlie patterns.

Pattern-based feedback and actions are iterative.

Tensions are not resolved.

Patterns are outcomes.


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Four Stages of Evaluation Dynamics (cont.)

Design Evaluation

Shape Practice

Collect Data

Make Meaning from Data


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Example: LEAP Dynamics (cont.)

Learning through Engineering Design and Practice


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Example: LEAP Research Design Dynamics (cont.)

  • Quasi-experimental design embedded in curriculum development process

  • Pre-post assessments of

    • Content knowledge

    • Perceptions of engineers at work

    • Tinkering

    • Self-efficacy

  • Engineering notebooks

  • Career behaviors survey


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External Evaluation Design Dynamics (cont.)

The external evaluation focused on:

  • Confirmation of effectiveness

  • Scale-up

  • Sustainability


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Conceptual Shifts Dynamics (cont.)

The fundamental conceptual shift in this project was from:

  • teacher-directed de-contextualized learning to student-engaged project-based learning

  • fixed skills and knowledge as learning outcomes to the desired outcomes being that students are actively engaged; develop the capacity to explore and figure things out; and act like an engineer.


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Confirmation of Effectiveness Dynamics (cont.)

  • Knowledge and skills related to project topics and STEM concepts

  • Enjoyment and pride in project work

  • Development of teamwork, collaboration and workplace skills

  • Interest in STEM courses and pursuit of STEM career and educational pathways


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Scale-Up Dynamics (cont.)

Scale-up involved two tracks:

  • Greater use of the curriculum within the school system

  • Transfer of the curriculum to Boys and Girls Clubs


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Sustainability Dynamics (cont.)

  • Program sustainability

  • Sustainability of learning of participating students

  • Sustainability of collaborations

  • Sustainability of teaching capacity


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Program Sustainability Dynamics (cont.)

  • Maintain relationships with the district

  • Professional development for teachers

  • Shape research related to the project

  • Explore ways to continue project at 9th grade

  • Track STEM course selection of project students in high school

  • Collaborate on additional community dissemination and funding


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Sustainability of Learning of Students Dynamics (cont.)

  • Classroom

  • Extracurricular activities

  • Career-related activities

  • Focused attention through high school

  • Continued involvement of university faculty and students

  • Continued contact with science center


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Sustainability of Collaborations Dynamics (cont.)

  • Use current collaborations to spur others over time


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Sustainability of Teaching Capacity Dynamics (cont.)

  • Build capacity through formal and informal professional development approaches

    • Training for new teachers

    • Coaching by master teachers

    • Summer professional development activities

    • Technology enhanced training


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Example 2 Dynamics (cont.)

Communities of Learning, Inquiry, and Practice (CLIPs)

(video at www.insites.org/clip)


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Example 3 Dynamics (cont.)

Strengthening Families


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Strengthening Families Dynamics (cont.)Protective Factors

Parental resilience

Social connections

Concrete support in time of need

Knowledge of parenting and child development

Social and emotional competence of child


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World Café Exercise Dynamics (cont.)

  • What data gathering and/or analysis tools have you found helpful in gaining a deeper understanding of complex systems or interventions?

  • What practices help you develop your capacity to recognize patterns?

  • Do certain practices seem more related to finding surface patterns and others more related to finding deep patterns?


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Contact Information Dynamics (cont.)


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