This document outlines an agenda for a workshop on reflexive monitoring in action (RMA). The workshop objectives are to provide an understanding of simple, complicated, and complex situations and their related monitoring and evaluation approaches. It will also provide an introduction to the principles of RMA and teach participants how to use some RMA tools. The agenda includes sessions on introductions to RMA, explanations of learning frameworks and tools like timelines, and working exercises for participants to practice using the tools. Examples of tools demonstrated include the learning-change framework, collective system analysis, and timelines. The document discusses how RMA aims to support collective learning and change through reflection on activities and contexts over time.

1. Know When Your Challenges Are In the Zone of ComplexityReflexive monitoring in action
Marlen Arkesteijn (WUR)
Humidtropics capacity development workshop,
Nairobi, 29 April – 2 May 2014
http://humidtropics.cgiar.org/

2. Objectives of the day
 Getting a basic understanding of simple,
complicated and complex situations and their
related M&E approaches/methods;
 Getting acquainted with the principles of Reflexive
Monitoring in Action;
 Learning to work with some of the reflexive tools

3. Outline of the day
08.30-08.45 Introduction
08.45- 09.45 Introduction on Reflexive Monitoring in
Action (Video around 09.30)
09.45-10.00 Explanation ‘Learning-change
framework’
10.00-10.30 Coffee break
10.30- 12.00 Working session: Learning-change
framework
12.00- 13.00 Lunch

4. Outline of the day
13.00-13.30 E-mail time
13.30-14.00 Explanation timeline
14.00-15.00 Working session timeline
15.00-15.30 Coffee break
15.30-16.00 Reflection on RMA and tools
16.00-17.00 Post workshop quiz
17.00-17.30 Wrap up

5. ?
Current
situation
Desired
situation
Change/
innovation

6. ?
Current
situation
Desired
situation
Change/
innovation
Improving
livelihood
Sustainable
intensification
Gender
empowerment
System
innovation
IDO
SOs
Income
Nutrition
Productivity
Environment
Gender Innovation
?

7. Michael Quinn Patton
May, 2008
Simple situations
CertaintyClose to Far from
Closeto
Simple
Plan, control

8. Michael Quinn Patton
May, 2008
Technically complicated situations
CertaintyClose to Far from
Closeto
Simple
Plan, control
Technically Complicated
Experiment, coordinate expertise

9. Michael Quinn Patton
May, 2008
Socially complicated situations
CertaintyClose to Far from
Closeto
Simple
Plan, control
Technically Complicated
Experiment, coordinate expertise
Socially
Complicated
Build relationships,
create common
ground

10. Michael Quinn Patton
May, 2008
Complex situations
CertaintyClose to Far from
Closeto
Simple
Plan, control
Zone of
Complexity
Technically Complicated
Experiment, coordinate expertise
Socially
Complicated
Build
relationships,
create common
ground

11. Third dimension of complicated- complex
problems

12. Systemic stability
At least three mechanisms that provide stability to an agricultural
system:
1. The rules in the system: Ways of thinking, norms and values,
formal laws and regulations, market structures, that guide our
actions and perceptions.
2. Strong interactions/mutual dependence between actors.
3. Infrastructure, investments in technology etc.
(adapted from Geels, 2004; Klein Woolthuis et al, 2005)

13. Discussion
Given the three dimensions
of complex agricultural systems
(uncertainty, disagreement,
systemic stability):
What implications does that in your view have for
monitoring and evaluation?

14. Implications for monitoring and evaluation for
interventions in complicated and complex
situations
 Dynamic indicators, process and proxy indicators
 Multi- dimensional indicators
 Different methods/ approaches
 Process
 Flexible proces/planning/ approach

15. Implications for Design, monitoring and
evaluation
Simple Complicated Complex
Characteris
-tics
Planable
Linear relations
Causality
Replicable
Hardly planable
only in hindsight
Multi level causality
Replicable/best
practices, best fit
Not planable, also not
in hindsight
Multi level ‘causality’?
No best practices
Challenging systemic
stability > system
innovation
M&E
methods
Logframe +
Result Based
Management
Measurable/ use
of indicators
Qualitative research
Indicators
Outcome mapping
MSC
Reflexive Monitoring in Action
Developmental Evaluation

16. Reflexive Monitoring in Action
A short introduction

17. Reflexivity
 Reflect – Looking back and thinking about what
happened, what does it mean, how to proceed?
 Reflexive- Challenging rules, practices,
assumptions, modes of thinking, of ‘others’ and
self.

18. Reflexivity
 Video Overview

19. What is RMA?
 Monitoring and evaluation of processes of
collective learning for (system) innovation
 to keep the focus on long term, ambitious aims
(involving institutional change)
• by supporting collective learning and change
• by stimulating regular reflection on activities, results
and the institutional setting

20. Principles
 RMA is more a way of thinking and
acting, than the application of tools
 RMA is embedded in collective
platform activities
 Many RMA activities are carried out
collectively

21. RMA as a practice
 Iterative and short feedback
cycles of observation, analysis of,
reflection on collective activities
and adjusting these
 Every RMA activity is also a
targeted intervention to support
the learning process
Collective
activity
Obser
-vation
Analys
-is
Reflec-
tion
Adapta
tion

22. RMA as a balancing act
 Usually making use of a
monitor who seeks
balances between:
 distance and involvement
 appreciative inquiry and
critical analysis

23. Role of the monitor
• Keeps asking the basic questions to keep long term
system innovation in the basket, to align short term
activities with the long term (system) innovation goals
• Asks questions about systemic challenges/
opportunities, also those present within the network
and its members.
• Contributes to keeping ambitions high
• And other more regular M&E tasks

24. Questions till so far?
 Any questions till so far?

25. RMA Tools
 Collective system analysis (show)
 Causal analysis
 Diaries/log books
 Learning framework with process and learning
indicators (exercise)
 Dynamic Learning Agenda (show)
 Timeline and Eye-opener workshop (exercise)
 Process description
 Learning history (audio-visual or in text)

26. Collective System Analysis

27. Collective System Analysis: key situation for its use
You want to get a picture of the causes of the
persistent problems you aim to solve, because
these causes are working against a
transformation of the sector

28. Step 1 Prepare:
Read about the matrix
List actors
Prepare main question
consumers producers legislators knowledge
institutes
interest
organisations
Physical
infrastructure
Knowledge
infrastructure
Formal rules and
regulation
Norms, values and
symbols
Interaction
Market structure
Actors and factors that
reproduce barriers and
opportunities
BARRIER 1

29. Step 2
Let the group
make individual
inventories of
barriers and
opportunities
On post-its

30. Step 3
Let participants
place their
barriers in the
matrix.
Analyse barriers:
Why?
Complete?
Clusters/ links?

31. Step 4
Let participants
place their
opportunities in
the matrix
Analysis of
opportunities:
External?
Complete?
Clusters/ links?

32. Consumers Producers Regulators Knowledge
institutes
Interest
organisations
Infrastructure
Hard
institutions
Soft
institutions
Strong
interaction
Weak
interaction
Capacities
Market
Step 5
Definition of sustainable
product is unclear
Lack of knowledge
about potential
customers
No
WTP
Some
studies
Project 1
Projects 1
and 3
Discussion
and lobby
Projects
2a and
2b
Project 3
Reflect on link with activities:
What to address?
Whom to involve?
What plans to adapt?

33. Step 6
Care for the
follow-up:
Discuss results
regularly
Do additional
exploration
Repeat whole
process in case
of external
changes

34. Example
Pest management in maize

35. Learning and change framework

36. Key situation for using the learning + change
framework and/or stories of change
Reflect with network members on the
quality of learning and change

37. Learning + change framework and process
indicators
Process conditions
Platform development Heterogenity
Prime movers
Sense of urgency
Interaction Trust (daring to speak out)
Mutual willingness to listen and
reflect
System approach Ambition to work on systemic
stability
Activities that are geared
towards challenging systemic
stability.

38. Learning and change framework
Learning Acting,
behaviour,
practices
Institutional
change
Individual
Organisation
Platform
System/sector

39. Step 1 Harvest stories
of change: Let
all members tell
their most
significant
change story (as
a result of the
platform/progra
mme). What was
the change, who
changed, when
and what
triggered/contrib
uted to the
change?

40. Step 2
Let the members
tell their story of
change

41. Step 3 Others ask
informative
questions to
complete and
enrich the story

42. Step 4 Explain the
learning
framework
Effects New insights/
knowledge
Changes of
behaviour, practices,
action
Institutional changes
Person
Organisation
Platform
Sector/System
Who/convergence of learning, what type of
learning, change?

43. Step 5 Let the members
assess their
story and place
it in the
framework.
Discuss where
most stories are
placed and
discuss what
that means

44. Step 6 Discuss follow
up:
• adjust activities
• make new
agenda
• make narrative
to share with
others
• use it for
evaluation

45. Example
Learning
networks WASH
IRC
Effects New insights/
knowledge
Changes of
behaviour, practices,
action
Institutional changes
Person
Organisation
Network NP BF UG NP BF UG NP BF UG
Sector GH HN BF GH HN UG GH HN NP
Eureka! We are getting somewhere!

46. Exercise Learning –change Framework-
Harvest of stories of change
1. Form groups (4)
2. 20 min: Each member writes down (for yourself) their most signficant
change story: What was in your view the most significant change
(one) as a result of your platform till date? Be explicit who changed,
what changed, when, and what triggered/ contributed.
3. 30 min: Share with group members your story; others ask informative
questions only
4. 10 min: Note some key words on post-it and discuss where to place
your story in the framework
5. 15 min: Discuss where most learning takes place & implications +
prepare for plenary sharing lessons, experiences with the tool

47. Useful?
Would this tool be helpful in your
situation? How? Can you name a
situation in which it could be helpful/
not be helpful.
Do you see any obstacles, chances to
use this tool?
What else do you need for applying
this tool? How to deal with these
needs.

48. Dynamic Learning Agenda

49. Dynamic Learning Agenda: Key situation for its use
Keeping difficult issues on the agenda

50. Step 1
Broad inventory of
hindrances, struggles
and challenges “in
people’s own words”

51. Step 2
QuickTime™ and a
TIFF(ongecomprimeerd) decompressor
are needed to see this picture.
Reformulate
challenges
into learning
questions
By facilitator
or
collectively

52. Step 3
Use agenda
during regular
network meetings
And adapt the
agenda with
each meeting

53. Step 4
Reflect on
questions that
remain on the
agenda

54. Step 5
Evaluate the progress with
the agenda

55. Example
Agromere, urban
agriculture

56. Useful?
Would this tool be helpful in your
situation? How? Name a situation in
which it could be helpful/ not be
helpful.
Do you see any obstacles, chances to
use this tool?
What else do you need for applying
this tool? How to deal with these
needs?

57. Timeline

58. Key situation for using the Timeline
Reflect with participants on the
challenges, successes, learning
experiences of a network

59. Step 1
Collect and
examine data to
put together a
timeline with
events/ facts only

60. Step 2
Hand out the
timeline and tell the
story in facts.
Participants make
notes as they listen.

61. Step 3 Check: Is story
correct?
Let participants
write down their
key moments of
learning/ change
(high and low) in
key words on
post its

62. Step 4
Share three key
comments/
person.
Put post its on
timeline.
Discuss events
with different
interpretations.
Do you see
patterns?
Interesting
issues?

63. Step 5 Discuss how the
changes/
learning relate to
higher goals and
discuss follow
up:
• adjust activities
• make new
agenda
• make narrative
to share with
others
• use it for
evaluation

64. Example
Maize network

65. Self-organised exercise timeline
One experience we all share:This workshop
1. Make a timeline with days and sessions as events
2. All participants write down their highs and lows (on
learning, insights) on post-its
3. Each participant selects her/his three most important.
4. Hang them in the timeline (highs above, lows below)
5. Discuss differences and implications for future
6. Formulate advice to facilitators
(Facilitators will leave the room to give you space)
HAVE FUN!

66. Useful?
Would this tool be helpful in your
situation? How? Can you name a
situation in which it could be helpful/
not be helpful.
Do you see any obstacles, chances to
use this tool?
What else do you need for applying
this tool? How to deal with these
needs.

67. Free download & in Dropbox
 http://www.wageningenur.nl/nl/show/Reflexive-
Monitoring-in-Action.htm