Achieving collective impact - Serious Social Investing 2011


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Presented during Tshikululu Social Investments' second annual Serious Social Investing workshop, which took place on 17 and 18 March 2011.

Andre Proctor (Programme director: Keystone) will share some examples of successful
Collective Impact initiatives and discuss the five conditions
of collective success that have emerged from this experience. We can do it too. Participants will apply some innovative tools to sketch out a possible Collective Impact solution to address a key social problem.

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Achieving collective impact - Serious Social Investing 2011

  1. 1. Achieving Collective Impact Tshikululu – GIBS Serious Social Investing workshop 18 March 2011
  2. 2. A story…
  3. 3. US education in crisis 1950s – highest high school graduation rates in the world 2010 – 18th among 24 industrialised countries. Billions of dollars and heroic efforts of teachers and NGOs:  May have improved individual schools  No system-wide progress.
  4. 4. Bringing people together toimprove results for everychild, every step of the way,from cradle to career, inCincinnati, Newport andCovington. In 4 years significant system- wide improvements across 34 of 53 indicators of success
  5. 5. Why has strive made progresswhere so many have failed? 300 leaders of diverse initiatives Government, schools, business, CSOs Realised fixing one point on the continuum would make little difference unless all parts improved. And no single org. could do this alone. Did NOT create a new program, or try to raise more money.
  6. 6. The Strive Partnership unites providersaround shared issues, goals, measurements and results…then supports and strengthens strategies that work.  Focused the entire educational community on A single set of goals  Progress measured in the same way.  15 different Student Success Networks  Develop success indicators  Discuss strategies  Learn from each other  Align efforts
  7. 7. Mars wants to improve the lives of 500 000cocoa farmers in Cote d’Ivoire and Ghana… Mars Partnership for African Cocoa Communities of Tomorrow (iMPACT), A coalition whose goal is to ensure future supplies of cocoa and a socially and environmentally responsible approach to its production.
  8. 8. Collective Impact…the long term commitment of a group ofimportant actors from different sectors to acommon agenda for solving a specific socialproblem. More than just collaboration… A centralised infrastructure, a dedicated staff, structured relationships…  Common agenda, shared measurement, continuous communication, aligned activities.
  9. 9. Large scale social changecomes from better cross-sector coordination ratherthan from the isolatedinterventions of individualorganisations.
  10. 10. Isolated Impact 1.4 million CSOs and funders trying to invent independent solutions to complex social problems. Individual successes but little system change. Technical approaches – one day we’ll ‘discover the cure’. Our tools do not help us. Our habits do not help us. Our systems do not help us.
  11. 11. Are we willing to do whats necessary to give every child in South Africa a chance to succeed?… but perhaps its not a question of will, but aquestion of how. “Collaboration is where we fail. Despite our best intentions, the improvements needed … remain out of reach.”
  12. 12. Five conditions of collective success1. A common agenda – and theory of change  Shared vision of success  …and what is needed to achieve & sustain it.2. Shared measurement systems  Gather data and measure results against a few agreed indicators of success.  Keeps work aligned, allows comparison, learning and mutual accountability.  Feedback: Quality of relationships as performance management and predictor of success.
  13. 13. …continued 3. Mutually reinforcing activities  Each actor does what it excels at in a way that supports the actions of others.  Fit into overall theory of change and strategy 4. Continuous communication  Developing trust a challenge  Regular meetings… takes time and care  Web tools
  14. 14. …continued5. A backbone support organisation  Separate organization and staff  Backbone roles: Project manager, data manager and facilitator The expectation that collaboration can occur without a supporting infrastructure is the most common reason why it fails
  15. 15. Going local…Our current reality Many excellent individual initiatives, but…  Competition among service providers - discourages alignment, sharing and learning.  Fragmentary short-term ‘project’ interventions – rather than holistic longer term developmental processes owned and managed by schools themselves.  Success is measured in terms of outputs (e.g. number of training workshops), rather than outcomes (real changes in attitudes, behaviour, relationships, capabilities, conditions).  Difficult to match resources to needs: what’s available, what quality etc.  More??
  16. 16. Imagine if, in each district, we had abackbone organisation that… For Schools: Supports schools to plan and manage a holistic and integrated long-term development strategy. Provides access to resources and service providers. Manages data collection – including comparative feedback on service providers. Facilitates long term relationships for sustainability. Provides a framework for comparative, outcome-based monitoring and evaluation – against their own benchmarks and against other similar schools.
  17. 17. …a backbone organisation that… For Service Providers: Facilitates communication, alignment and mutually reinforcing interventions leading to more effective impact. Promotes and supports shared impact and performance measurement and reporting. Provides access to resources and work opportunities. Provides lower transaction costs for funding i.e. less time- consuming fundraising and reporting to multiple donors; also long- term engagements. Facilitates sharing of resources, experience, learning and practice.
  18. 18. …a backbone organisation that… For Funders: Maximises return on investment by enabling long term systemic impact. Manages impact and performance monitoring, assures the alignment and quality of the interventions and reduces risk. Facilitates long-term relationships with beneficiaries including opportunities for staff volunteering, public reputation etc. For Government: Facilitates effective cross-sector partnerships. Provides information on what works that can inform policy. Provides access to skills and services to support schools.
  19. 19. Some new approaches,methods and tools to fostersystemic and collective impact…
  20. 20. Theories of change and theories of action:A shared vision ofsuccess Every school in (district) is a safe, healthy, happy and effective place of learning and growing.
  21. 21. Map the system of influence:What actors influence this vision? What should School Parents leader- Teachers each actor do ship to contribute Community optimally to CSOs success? etc. Success: Dept. of healthy, Learners Ed happy etc. School environ ment
  22. 22. Feedback systems and performancemanagement Relationship metrics are the best available predictor of outcomes and impact. In business, customer loyalty is a proven predictor of growth, profits and share value
  23. 23. Constituency FeedbackPerformance Results Constituents Evidence of performance Evidence of ResultsFeedback, when converted into data, provides highquality data on performance, relationships and impact.
  24. 24. Turning feedback into data: Simple performance scorecards FBF performance scorecard: 1 2 3 4 5 6 7 8 9 10 Farmers Experience of the program Number and scope of training Trainers expertise and attitude Applying new methods learned Perceptions of changes Overall Ratings Comparison with last period
  25. 25. The pathway to action: careful comparisonincentivises listening and improving This approach to presenting bills to customers of a public utility in California produced a dramatic reduction in energy use for the first time. Comparison is the key to getting folks to act on metrics.
  26. 26. Thank you! Andre@