The Counselling Foundation - Project scope planning 101 (slides contain audio)


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A few things to consider when
developing a new initiative.

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  • Project Scope 10:00 – 0:15
  • Project Scope 10:16 to 1:04
  • Project Scope 11:05 to 4:27
  • Project Scope 14:28 to 5:56
  • Project Scope 15:57 to 7:30
  • Project Scope 1: 7:31 to 7:45Project Scope 2: 0:00 to 0:50
  • Project Scope 20:51 to 2:04
  • Project Scope 22:05 to 5:05
  • Project Scope 25:06 to 7:05
  • Project Scope 27:06 to 7:33
  • The Counselling Foundation - Project scope planning 101 (slides contain audio)

    1. 1. Project Scope/Planning 101:A few things to consider when developing a new initiative. Mario R. Gravelle Learning & Innovation Analyst
    2. 2. Project Scope/Planning 101Identifying a need: Can you show that a problem exists and prove that a new intervention is needed? How can you ensure that your project will be effective? What makes your project efficient? What are project deal-breakers and deal-makers? 2
    3. 3. Identifying a NeedTwo steps that show your project is required…STEP ONE: Using the right approach to demonstrate that a problem needs to be addressed. “Verbal and physical violence in high schools is an ever increasing problem. According to the provincial government, each high school experiences at least three acts of violence (student on student and/or student on staff) per day. This number has doubled in the past ten years. (Provincial Government, Report on High School Violence. 2011)” “Acts of violence in high schools affect student learnings outcomes in two ways: First, systemic violence in high schools is very disruptive to the student body. Second, disciplinary measures force the perpetrators to miss important classroom time. Violent incidences also impacts staff career outcomes as it leads to poor workplace conditions. It is important to note that violence in high schools has an impact outside of the school setting as expenses incurred to prevent/come to terms with violent incidences (policing; disciplining offenders; and HR costs) are shouldered by the taxpayer. The funds to pay for these unnecessary expenditures could certainly be used in other places.”STEP TWO: Making a case for yourself by confirming that nothing is in place to address the issue or what is inplace is not effectively addressing the issue. 3
    4. 4. Effectiveness Using a Theory of Change to test/prove that your intervention will work.A Theory of Change expresses the underlying theories/beliefs that guide a servicedelivery strategy and are assumed to be critical for producing change and improvement.A Theory of Change can be captured in a series of IF-THEN statements: If something isdone with or for project participants, then something should change.Case Study: Improving student learning and staff career outcomes by decreasing violencein high schools. 4
    5. 5. Theory of Change: Improving Learning and Career OutcomesIF resources are available, THEN a IF a target group’s support networkprogram can provide a certain set of (family, friends, colleagues, supervisors) takesactivities or services to participants. part in activities or receive services, THEN the target group is more likely to experience specific changes in their knowledge, attitudes or skills. In this case, IF we have the rightresources (funding, staff, knowledge and infrastructure), THEN we can In this case, IF facilitators provide conflict provide activities to limit violence intervention strategy training to staff and which is a factor that influences caregivers, THEN students will be supported in learning and career outcomes. choosing to resolve conflicts peacefully. 1 2 3 4 IF participants take part in activities or IF individuals change their receive services, THEN they experience knowledge, attitudes or skills, THEN they specific changes in their will change their behavior and usual knowledge, attitudes or skills. practice. In this case, IF facilitators provide In this case, IF students/staff/caregivers nonviolent conflict management strategy gain knowledge about how to avoid training to students, THEN these students and/or defuse violent will develop nonviolent conflict confrontations, THEN fewer incidences of management skills. violence will occur in schools. 5
    6. 6. EffectivenessA Logic Model Diagram illustrates the connection between the theories that underscore your project and what you intend to provide that will lead to the outcomes you want to occur.Terminology: -Inputs/Resources (financial, human, knowledge and infrastructure) -Outputs (activities and services) -Outcomes/Impacts (changes in knowledge, attitudes or skills leading to changes in behavior and usual practice)A Logic Model Diagram acts as a drawing that shows how one component of an initiative leads to the next. INPUTS OUTPUTS OUTCOMESCase Study: Improving student learning and staff career outcomes by decreasing violence in high schools. 6
    7. 7. Logic Model: Improving Learning and Career Outcomes Inputs/Resources Outputs Outcomes/Impacts Short-Term Long-Term Financial: $81,500 Grant from The Counselling Conflict Management Foundation of Canada Sessions offered to 600 Students use nonviolent conflict $40,000 Grant from XYZ students in three high schools. management approach instead of Community Foundation violence: Decrease in student $48,500 In-kind from ACME Inc. punishment; increase in student Better studentSituation: academic performance; and better learning outcomes Human Resources: Conflict Intervention SessionsVerbal and working conditions for school staff. (higher graduation offered to 200 caregivers andphysical Program Manager rates and access to Program Assistant 100 staff members from threeviolence in Restorative Justice Trainer high schools. post-secondary Staff and caregivers usehigh schools Three staff members from each high nonviolent conflict management education) school and a representative from theaffects Big City School Board approaches to prevent violentstudent incidences: Decrease in student Restorative Justicelearning and Certification provided to the punishment; increase in student Knowledge:staff career Program Manager and one academic performance; and better Conflict Management and Conflictoutcomes. Intervention strategies staff member from each of working conditions for school staff. Improved staff Restorative Justice Model the respective high schools. career outcomes (decrease in staff Students and staff use Restorative burnout and Infrastructure: Justice Model to find appropriate Implementation of turnover) Meeting space at the schools resolutions to conflicts: Decrease Technology at the three high schools Restorative Justice Model in in incidences of violence at school; (overhead projectors and screens) three high schools. increase in student academic Conflict Management, Conflict performance; and better working Intervention and Restorative Justice materials conditions for school staff. 7
    8. 8. EfficiencyAre your proposed activities required and realizable? Are your timelines realistic? Is your budget reasonable? 8
    9. 9. Deal-breakers and deal-makers How do you intend to stay in business? Spreading the wealth through replicationThe added value of ensuring a project’s intellectual legacy 9
    10. 10. Resources Theory of Change and Logic Model Andrea Anderson, The Community Builder’s Approach to Theory of Change: A practical guide to theory and development. Julia Coffman, Learning From Logic Models: An Example of a Family/School Partnership Program.University of Wisconsin, Enhancing Program Performance with Logic Models. W.K. Kellogg Foundation, Logic Model Development Guide. Professional Development and Other Links American Evaluation Association Canadian Evaluation Society Innovation Network The Community Tool Box 10