Geneva Evaluation Network (GEN) 8 June 2016 Scott Chaplowe, - - PDF document

6/ 8/ 2016 1

Geneva Evaluation Network (GEN) 8 June 2016

Scott Chaplowe, Senior M&E Advisor

Scott.Chaplowe@ifrc.org

Stand-up If you…

• 1. Speak more than three languages
• 2. Are a native of Geneva?
• 3. Work for the Red Cross Red Crescent
• 4. Work with a UN agency or other non-RCRC organization
• 5. Are a member of GEN
• 6. Have a birthday today
• 7. Are an evaluator by either training or practice
• 8. Are a trainer
• 9. Are a trainer in M&E (monitoring and evaluation)
• 10. Have lead trainings of trainers (ToTs)
• 11. Any others questions to get to know the group?

2

6/ 8/ 2016 2

Today’s presentation w ill….

• 1. Introduce our book
• 2. Introduce some key considerations for effective training,

whether M&E or other topics

• 3. Introduce a few, practical activities that can be tailored

for different training contexts

3

Problem 1 – M& E Resistance

4

People’s resistance to M&E training is often heightened for the very reason they need it; they do not understand and value it.

6/ 8/ 2016 3

Problem 2 – Lack of Resources

5

Personal challenge…

“Logical frameworks can straightjacket a project, imposing an outside, technocentric method that alienates rather than fosters local participation in project design and M&E.”

Chaplowe, Scott G. and Engo-Tjéga, Ruth Bamela. 2007. “Civil Society Organizations and Evaluation: Lessons from Africa.” Evaluation. Vol 13(2): 257-274.

6

6/ 8/ 2016 4

Pilot a new type of M& E training…

Premise: M&E training can be delivered in an enjoyable and meaningful way that engages leaners; such an approach helps demystify M&E so it can be better understood,

• wned and used.

7 8

Fun & Games w ith Logframes

6/ 8/ 2016 5

10

6/ 8/ 2016 6

Logical Bridge Game

11 12

M& E training can indeed be FUN!

6/ 8/ 2016 7

Writing a 439 page book (w ith over 400 cited resources)

13

Book Video

14

https:/ / www.youtube.com/ watch?v=1emXtI4ki84

6/ 8/ 2016 8

Chapter 1 M& E Training that Makes a Difference

• Plan, delivery and follow-up M&E training with attention

to training transfer.

• Meaningfully involve stakeholders in the M&E training

process.

15

Training should be approached systematically and systemically

16

6/ 8/ 2016 9

Chapter 2 The Training Landscape Training does not happen in isolation; there are many other sources of learning.

17 18

6/ 8/ 2016 10

19

Chapter 3 The M& E Capacity Building Context

Plan M&E training recognizing other factors and actors that can support or hinder training.

20

6/ 8/ 2016 11

Chapter 4 – Adult Learning

“The existing literature provides some information concerning a practical application component; however, there is almost no discussion of pedagogy or, more specifically, the selection of teaching strategies for a program evaluation course.”

(Oliver, Casiraghi, Henderson, Brooks, & Mulsow, 2008)

“The fact that so many people have thought about, investigated, and written about the process of learning over the years suggests the complexity of the topic. Learning defies easy definition and simple theorizing.”

(Merriam, Sharan & Baumgartner, 2007, p. 275)

21

Learning Energizer – Chocolate Estimates

1. Fold your paper into thirds 2. Privately write down chocolate estimate for number of chocolates in glass container (1 minute) 3. Turn to the person next to you and share your estimates (1 minute) 4. Privately revise your estimate if you want (5 seconds) 5. In small groups of ~5 people share your estimates and agree one count for the group – write it down on a piece of paper. (3 minutes) 6. Chocolates will be awarded to the correct group (with conditions)

22

6/ 8/ 2016 12

23

Kolb’s experiential learning cycle

ff

1. Establish a safe and respectful climate 2. Respond to the “need to know” (NTK) 3. Provide a structured yet flexible progression 4. Empower with genuine participation 5. Incorporate past experience 6. Keep it relevant & meaningful 7. Provide direct experience 8. Make it active, fun, and challenging 9. Use mixed/multisensory methods

• 10. Differentiate instruction
• 11. Utilize collaborative, peer learning
• 12. Include practice and repetition
• 13. Design for primacy and recency
• 14. Provide feedback & and positive

reinforcement

Design and deliver M&E training that is grounded on the Principles of Adult Learning

6/ 8/ 2016 13

Chapter 5 - What Makes a Good M& E Trainer?

25

Uphold professional standards, principles and ethics for both training and M&E.

26

“Give me six hours to chop down a tree and I will spend the first four sharpening the axe.” Abraham Lincoln Systematically approach M&E training, but remain flexible and adaptable to changing needs.

PART 2

A Systematic Approach to M& E Training

6/ 8/ 2016 14

27

6/ 8/ 2016 15

6/ 8/ 2016 16

6/ 8/ 2016 17

34

w w w.ScottChaplowe.com

6/ 8/ 2016 18

Key Message Review

• People’s resistance to M&E training is often heightened for the very reason they

need it; they do not understand and value it.

• M&E training can be delivered in an enjoyable and meaningful way that engages

leaners; such an approach helps demystify M&E so it can be better understood, appreciated and used.

• Plan, delivery and follow-up M&E training with attention to training transfer.
• Meaningfully involve stakeholders in the M&E training process, from design to

delivery.

• Training should be approached systematically and systemically.
• Training does not happen in isolation; there are many other sources of learning.
• Plan M&E training recognizing other factors and actors that can support or

hinder training.

• Design and deliver M&E training that is grounded on the Principles of Adult

Learning.

• Uphold professional standards, principles and ethics for both training and M&E.
• Systematically approach M&E training, but remain flexible and adaptable to

changing needs.

35

Indicators are like the dashboard of a car…

6/ 8/ 2016 19

Quantitative & Qualitative Mixed Methods – Pocket Example

37