Setting Goals, Evaluating Impact, and Theories of Change Steve Reifenberg University of Notre Dame February 5, 2013
Today’s class • Exploring how change takes place in different contexts • Clarity around goals and “evidence” • What is a “theory of change”? • Essay and Capstone project
Switch: How to Change Things When Change is Hard Book preview Photo: www.clker.com
Bright Spots Photo by Mark Micallef. Some rights reserved.
Don Berwick Photo courtesy of Wikipedia
Direct the Rider • Motivate the Elephant • Shape the Path Image: www.wpclipart.com
Direct the Rider Follow Bright Spots (Vietnam)Script the Critical Moves (1% milk)Point to the Destination (Solution focused therapist) ….what looks like resistance is often lack of clarity
Motivate the Elephant…find the feeling Photo by Nordlicht8 , courtesy of Wikimedia Commons. Some rights reserved.
Motivate the ElephantWhat looks like laziness is often exhaustion… Photo by Jonathunder, courtesy of Wikimedia Commons. Some rights reserved. Photo courtesy of Wikimedia Commons.
Shape the Path Photos: www.clker.com
Theory of change • Makes explicit the assumptions about howsocial change takes place
Defining Who, What and How… • “Who are we?” • Mission & Vision • Definition of development • “What do we do?” • Goals & Strategy • Programmatic initiatives • “How?” • Assumptions on how change takes place • Theory of Change
Teach for AmericaTeach for All Who we are: What we do: Teachers commit to teach for two years in one of 39 urban and rural regions across the country. Teach For America provides a critical source of well-trained teachers who are helping break the cycle of educational inequity. • Diverse, highly selective corps of top recent college graduates and professionals commit to teach in low-income communities and become lifelong leaders in pursuit of educational excellence and equity.
Build a “movement” • to eliminate educational inequity • by enlisting the most promising future leaders in this effort. • Corps members go beyond traditional expectations to ensure that children growing up in low-income areas have more of the opportunities they deserve. • Corp members themselves gain the conviction and insight necessary to be lifelong leaders for fundamental change, regardless of their professional sector.
How: Theory of Change • Teach For America's 20,000 alumni are playing critical leadership roles in the effort to improve the quality of public education in low-income communities. • “Armed with the experience, conviction, and insight that come from leading children to fulfill their potential, our alumni are working from all sectors to shape our schools, policies, and investments in low-income communities.”
Ford Foundation • Who we are: We believe people should have the opportunity to reach their full potential, contribute to society, and have the voice in the decisions that affect them. • What we do: • Democratic and Accountable Government • Economic Fairness • Educational Opportunity • Freedom of Expression • Human Rights • Sexuality and Reproductive Health • Sustainable Development
Catholic Relief Services (CRS) • Who we are: Mission: motivated by the Gospel of Jesus Christ to cherish, preserve and uphold the sacredness and dignity of all human life, foster charity and justice, and embody Catholic social and moral teaching. • What we do: • Promote human development by responding to major emergencies, fighting disease and poverty, and nurturing peaceful and just societies; and, • Serve Catholics in the United States as they live their faith in solidarity with their brothers and sisters around the world.
acumen FUND • Who we are: Vision that one day every human being will have access to the critical goods and services they need so that they can make the decisions and choices for themselves and unleash their full human potential. • What we do: • Work to end poverty by changing how the world addresses it. • Invest “patient capital” to strengthen and scale business models that effectively serve the poor • Champion this approach as a complement to both charity and pure market approaches
USAID • Who we are: • U.S. government agency that furthers America's foreign policy interests in expanding democracy and free markets while improving the lives of the citizens of the developing world. • Play a vital role in promoting U.S. national security, foreign policy, and the War on Terrorism by addressing poverty fueled by lack of economic opportunity, one of the root causes of violence today. • What we do: • Economic growth, agriculture and trade; • Global health; • Democracy, conflict prevention and humanitarian assistance.
International Monetary Fund • Who we are: To foster global growth and economic stability….promotes international monetary cooperation and exchange rate stability, facilitates the balanced growth of international trade, and provides resources to help members in balance of payments difficulties or to assist with poverty reduction. • What we do: • Provides policy advice and financing to members in economic difficulties • Works with developing nations to help them achieve macroeconomic stability and reduce poverty.
The World Bank • Who we are: To fight poverty for lasting results and to help people help themselves and their environment by providing resources, sharing knowledge, building capacity and forging partnerships in the public and private sectors. • What we do: • Education, • Health, • Public administration, • Infrastructure, • Financial and private sector development, • Agriculture • Environment and natural resource management.
Oxfam • Who we are: We work directly with communities and we seek to influence the powerful to ensure that poor people can improve their lives and livelihoods and have a say in decisions that affect them. We believe that respect for human rights will help lift people out of poverty. • What we do: • Development: long-term programs to eradicate poverty and combat injustice. • Emergencies: immediate life-saving assistance • Campaigning: part of a global movement for change. • Advocacy: press decision-makers to change policies and practices that reinforce poverty and injustice. • Policy research: speak with authority as a result of thorough research and analysis.
Essay #1 due Feb 14th • Specific international development • intervention that you believe “works” • Describe the problem and context • Goals – include theory of change • Obstacles to overcome? • Evidence of success? • Critique? • Replicable? • Lessons? • …Come Thurs. with possible example to discuss