Presentation providing an insight into the ten Steps model of monitoring and evaluation as outlined by Ray Rist.

1. Rishi Maharaj
Executive Director
EquiGov Institute
www.equigov.com; rishi@equigov.com

2. o If you do not measure results, you can
not tell success from failure
o If you can not see success, you can not
reward it
o If you can not reward success, you are
probably rewarding failure
o If you can not see success, you can not
learn from it
o If you can not recognize failure, you can
not correct it
o If you can demonstrate results, you can
win public support
Adapted from Osborne & Gaebler, 1992

3. Results-Based Monitoring
(what we will call “monitoring”)
is a continuous process of collecting
and analyzing information to compare
how well a project, program or policy
is being implemented against expected
results

4. o Traditional monitoring focuses on
implementation monitoring
o This involves tracking inputs ($$, resources,
strategies), activities (what actually took place) and
outputs (the products or services produced)
o This approach focuses on monitoring how well a
project, program or policy is being implemented
o Often used to assess compliance with work plans and
budget

5. o Results-based monitoring involves the
regular collection of information on
how effectively government (or any
organization) is performing
o Results-based monitoring demonstrates
whether a project, program, or policy is
achieving its stated goals

6. Regular collection
and reporting of
information to
track whether
actual results are
being achieved as
planned
 Clarifies program objectives
 Link inputs and activities to results to be
achieved
 Translates results to be achieved into
performance indicators
 Periodically collect data on the indicators and
compare actual results with target
 Reports progress and alerts management to
problems in implementation
Indicator
Year
30%
40%
50%
1 2 3 4 5
20 %
Monitoring

7. Outcomes
• Intermediate effects of outputs
on clients
Outputs
• Products and services produced
Activities
• Tasks personnel undertake to
transform inputs to outputs
Inputs
• Financial, human, and material
resources
Goal
(Impacts)
• Long-term, widespread
improvement in society
ImplementationResults
Binnendijk, 2000

8. Outcomes
• Increased literacy skill; more
employment opportunities
Outputs
• Number of adults completing literacy
courses
Activities • Literacy training courses
Inputs • Facilities, trainers, materials
Goal
(Impacts)
• Higher income levels; increase
access to higher skill jobs

9. Results-Based Evaluation
An assessment of a planned, ongoing, or
completed intervention to determine its
relevance, efficiency, effectiveness,
impact and sustainability. The intent is to
incorporate lessons learned into the
decision-making process.

10. “Why” Questions – What caused the changes we
are monitoring
“How” Questions – What was the sequence or
processes that led to
successful (or not) outcomes
“Compliance/
Accountability
Questions”
Process/
Implementation
Questions
– Did the promised activities
actually take place and as
they were planned?
Was the implementation
process followed as
anticipated, and with what
consequences

11.  Analyses why intended results were or
were not achieved
 Explores unintended results
 Assesses causal contributions of activities
to results and validate hypothesis
 Examines implementation processes
Analytical efforts
to answer specific
questions about
performance of a
program activities.
Oriented to
answering WHY?
And HOW?
 Provides lessons learned and
recommendations for improvement
Indicator
Year
30%
40%
50%
1 2 3 4 5
15 %
Evaluation

12. Outcomes Outputs
Long-term,
widespread
improveme
nt in society
Effects or
behavior
changes
resulting
from
program
outputs
Products
and services
to be used
to simulate
the
achievement
of results
Utilization
of resources
to generate
products and
services
Resources
committed
to program
activities
ImplementationResults
Long-term
Goal
(Impact) Activities Inputs
PLANING FOR RESULTS
Attribution Gap
Traditional M&E
Results-based M&E
Results Building Blocs

13. Social
Protecti
on and
labor
 Increased
coverage of
crop-insurance
programs
Increased %
of vulnerable
population
using saftey
net
programs
Increased
population is
food secure
Health
 Doctors hired
 Health workers
trained
Increased
use of health
clinics
Improved
maternal
mortality
Education
 Teachers
trained
 Text Books
provided
Increased
student
completion
rates
Increase
literacy rates
Examples of Results Chain
Long-Term
Goal (Impact)
Outcomes Outputs

14. o Makes explicit the intended
objectives
of government action
(“Know where you are going
before you get moving”)
o Outcomes are what produce
benefits
o They tell you when you have been
successful or not

15. o Outcome indictors are not the
same as outcomes
o Each outcome needs to be
translated into one or more
indicators
o An outcome indicator identifies a
specific numerical measurement
that indicates progress toward
achieving an outcome
Urban Institute 1999

16. Answers the question:
“How will we know
achievement when we see it?”

17.  Ensuring accountability
 Improving internal management
 Marketing successes
• Results are more important than processes: provide evidence that
the program is producing longer term benefits.
• Focusing interventions/reallocating inputs to achieve results.
Programs focused are better able to demonstrate results over time.
• Capturing lessons-learned: Showing general program progress &
sharing practices and innovations.
• Preoccupation with results is a global issue : demonstrate
results against money spent
Why is Results-Based M&E Important?
• Secure political & public support: “If you can demonstrate results,
you can win public support “
• Better reporting: Programs have effective M&E system develop
results-oriented reporting

18. We Budget to Outputs
But
We Manage to Outcomes