Rare's Approach to Developing a Theory of Change Daniel Hayden
This document provides guidance on developing a Theory of Change for community-based conservation projects. It explains that Rare designs programs that benefit both people and nature by training local conservation leaders to implement "Pride campaigns" that inspire communities to take pride in local species/habitats and adopt more sustainable behaviors. The document outlines a 6-phase process to develop a Theory of Change: 1) Engage stakeholders; 2) Understand the site by mapping conservation targets, threats, and relationships; 3) Rate threats; 4) Map the problem by focusing on behaviors impacting targets; 5) Create the Theory of Change; 6) Measure success with objectives. It uses the example of a marine protected area in Corazon Bay under threat from
This document discusses theory of change planning and provides examples. It explains that a theory of change clearly connects actions to hoped-for results like a roadmap. Theories of change link outcomes and activities to explain how and why an advocacy strategy leads to change. Developing a theory of change involves stating the goal, mapping activities and outcomes using "so that" chains, understanding how social change happens, ensuring organizational capacity, and agreeing on outcome measures and assumptions. The document provides a worked example of a theory of change mapping and testing assumptions to ensure the theory is plausible, feasible, and measurable.
Theory of Change Mapping using a Youth Development Example4Good.org
Harvard researcher Carol Weiss advises communities desiring to make mindful social change that there is nothing as practical as good theory. Because change takes time, it’s important to track and document the process by which one aims to initiate and enforce change. Relaying your message of change to the public may sound challenging and difficult, but it can be done! Every community needs a roadmap for success that clearly states assumptions, inputs, outputs, and outcomes. This webinar will use a youth development as one example of how to take an idea and translate it into what is called a “theory of change.”
Presentation from the November 2016 Guelph Evaluation Café at 10 Carden. Reviews similarities and differences between logic models and theories of change.
The document presents a Success Through Levels intervention plan to address behavioral issues at Carmel Middle School. It proposes a three-tiered approach including primary (school-wide), secondary (targeted), and tertiary (individual) levels of intervention. The primary level utilizes the CHAMPS model for positive behavior support. The secondary level adds peer mediation. The tertiary level implements Functional Family Therapy for students not responding to other interventions. The plan aims to reduce office referrals through systematic positive behavioral supports and early intervention.
presentation given at the National Organization of Human Services conference in Portland, OR, Presentation is on the Logic Model to develop a prevention program that meets the community needs.
Rare's Approach to Developing a Theory of Change Daniel Hayden
This document provides guidance on developing a Theory of Change for community-based conservation projects. It explains that Rare designs programs that benefit both people and nature by training local conservation leaders to implement "Pride campaigns" that inspire communities to take pride in local species/habitats and adopt more sustainable behaviors. The document outlines a 6-phase process to develop a Theory of Change: 1) Engage stakeholders; 2) Understand the site by mapping conservation targets, threats, and relationships; 3) Rate threats; 4) Map the problem by focusing on behaviors impacting targets; 5) Create the Theory of Change; 6) Measure success with objectives. It uses the example of a marine protected area in Corazon Bay under threat from
This document discusses theory of change planning and provides examples. It explains that a theory of change clearly connects actions to hoped-for results like a roadmap. Theories of change link outcomes and activities to explain how and why an advocacy strategy leads to change. Developing a theory of change involves stating the goal, mapping activities and outcomes using "so that" chains, understanding how social change happens, ensuring organizational capacity, and agreeing on outcome measures and assumptions. The document provides a worked example of a theory of change mapping and testing assumptions to ensure the theory is plausible, feasible, and measurable.
Theory of Change Mapping using a Youth Development Example4Good.org
Harvard researcher Carol Weiss advises communities desiring to make mindful social change that there is nothing as practical as good theory. Because change takes time, it’s important to track and document the process by which one aims to initiate and enforce change. Relaying your message of change to the public may sound challenging and difficult, but it can be done! Every community needs a roadmap for success that clearly states assumptions, inputs, outputs, and outcomes. This webinar will use a youth development as one example of how to take an idea and translate it into what is called a “theory of change.”
Presentation from the November 2016 Guelph Evaluation Café at 10 Carden. Reviews similarities and differences between logic models and theories of change.
The document presents a Success Through Levels intervention plan to address behavioral issues at Carmel Middle School. It proposes a three-tiered approach including primary (school-wide), secondary (targeted), and tertiary (individual) levels of intervention. The primary level utilizes the CHAMPS model for positive behavior support. The secondary level adds peer mediation. The tertiary level implements Functional Family Therapy for students not responding to other interventions. The plan aims to reduce office referrals through systematic positive behavioral supports and early intervention.
presentation given at the National Organization of Human Services conference in Portland, OR, Presentation is on the Logic Model to develop a prevention program that meets the community needs.
An 8-step guide to help not-for-profit organizations develop a Project Impact Pathway or Logic Model for their programs - The first presentation in our Project Evaluation Series. By DevMetrica
Reflection in Education : Theories of Action Gopal Midha
This document discusses reflective engagement and theories of action in teacher education. It covers:
1. Reflective thought is actively considering beliefs and knowledge in light of evidence, as defined by Dewey. Theories of action were developed by Argyris and Schon to examine conscious and unconscious reasoning.
2. Theories of action refer to people's mental maps for how to act. These maps guide actions more than explicit theories. Few people are aware of their own maps.
3. Theories of action can be used to understand tensions in learning to teach, reflect on organizational goals and strategies, and supplement motivational approaches to change. Group reflection and a two-column tool can help uncover theories of action
The document discusses action research as a methodology that brings together value-based and evidence-based approaches. It explores tensions between these approaches and how action research can bridge them. As an example, it summarizes an evaluative action research case study of the Nottinghamshire County Council Fostering Futures Therapeutic Service that applied action research principles of participation and collaboration to achieve a deeper understanding of foster care processes and develop ongoing research capacity.
Outcome Mapping (OM) is a participatory method for planning, monitoring, and evaluating projects focused on social and organizational learning. It is oriented towards changes in behavior of those the project works with rather than direct results. OM recognizes that policy change is complex, unstable, non-linear, and beyond a project's control but subject to influence. It focuses on a project's contribution rather than attribution, and identifies and focuses efforts on key agents of change. OM monitors behavioral changes in target actors and their environment over time.
The document discusses improving the impact and effectiveness of continuing medical education (CME). It notes that passive learning approaches are generally not effective and interactive CME with feedback is more likely to change physician performance. The document advocates moving from passive to performance-based CME and providing opportunities for practice and feedback. It provides strategies for CME providers to focus on clinical problems, learning stages, and start with desired outcomes in mind.
This document discusses developing result-based monitoring systems to measure the outcomes of government programs and policies. It outlines the differences between traditional, compliance-focused monitoring and evaluation (M&E) versus results-based M&E, which focuses on outcomes and impacts. The Indian government has made efforts towards results-based M&E through tools like the Result Framework Document. However, implementation at the state level remains a challenge. The document also describes J-PAL South Asia's work piloting a school-based monitoring system in Haryana to strengthen implementation of educational programs and identify needs for course correction.
This document summarizes the challenges of embedding restorative practices in schools through cultural change. It discusses how culture is shaped by messages from behaviors, symbols, and systems. Transformational change requires passionate leadership to change mindsets and build a supportive culture. The stages of change involve gaining commitment, developing a shared vision, responsive practices, and a whole school approach. Data is used to build the case for change and establish buy-in from stakeholders. Monitoring ensures high quality restorative practices are integrated throughout the school community over several years.
PowerPoint slides used in a seminar held in the University of Calcutta to familiarise the members of Parthib Basu's Ecological Research Unit with the Centre for Pollination Studies Planning, Monitoring and Evaluation System.
Action Science is an approach that aims to improve organizational effectiveness by addressing barriers to change caused by defensive interpersonal relationships and behaviors. It focuses on examining theories of action - the underlying beliefs, values, and mental models that drive behaviors. Leaders are taught to reflect on their own behaviors and challenge underlying assumptions through techniques like productive reasoning and analysis of real workplace experiences. This allows organizations to move from a Model 1 theory of action based on unilateral control and winning to a Model 2 theory that values valid information, informed choice, and internal commitment to change.
Muhammad Haekal Dwinanda:
Proposal for Maverick The Recruit 2014: "TELL Project - Brave Yourself, Tell Your World."
Visit the project website here!
http://tellproject.kissr.com/
The Minnesota Mentoring Conference is the region's only annual conference focused exclusively on supporting quality mentoring. This year's theme was "Quality in Action," featuring keynote speaker Andrea Taylor, Ph.D.
The document discusses early intervention strategies for at-risk students using a Response to Instruction and Intervention (RtI2) model. It outlines the key components of RtI2 including universal screening, high-quality instruction, evidence-based practices, and tiered interventions. Research shows RtI2 can improve academic performance for at-risk students and reduce disproportionate representation in special education when implemented effectively in general education.
The document discusses several planning models for health promotion and education, including the Model for Health Education Planning and Resource Development (MHEPRD). It describes the MHEPRD as having five cyclical phases: health education plans, demonstration programs, operational programs, research programs, and information/statistics. The model considers evaluation an integrated part of each phase. The document also discusses eight components of behavior change and the differences between models and theories. Finally, it outlines the stages of developing health education resources, including determining needs, audience, scope, drafting/testing, publishing, distributing, and evaluating.
Gathering data on how teaching practices impact student well beinghealthycampuses
This document summarizes research on teaching practices that impact student mental health and wellbeing. The research included surveys of over 5,000 students in 2015 and 2016 asking about their experiences with different teaching practices and which ones positively impacted their wellbeing. Focus groups were also held with students. Interviews were conducted with instructors identified by students as supporting wellbeing. The research found that student wellbeing is supported by effective teaching strategies that motivate learning, a sense of belonging through connections to peers and instructors, and support for the whole student beyond academics. A teaching practices checklist was created to translate the findings into implementation.
Horner:Administrator Training MO SW-PBS SI 08Nanci Johnson
The document discusses implementing organizational change in schools through a multi-tiered system of support. It emphasizes investing in high-fidelity implementation of core initiatives, evaluating outcomes, and integrating or eliminating programs based on their effectiveness. Initiatives should be combined that have similar outcomes, target groups, and staff involvement. Leadership, funding, training, and data-driven decision making are essential to support sustainable systems-level change.
The document discusses several topics related to change management and knowledge management:
1. It explains Lewin's model of change as having three steps - unfreezing, moving, and refreezing. It also discusses Lewin's view of organizations as a balance of driving and restraining forces.
2. It describes three managerial options for implementing change - the top-down approach, laissez-faire approach, and collaborative approach. For each, it outlines their key assumptions and advantages/disadvantages.
3. It explains the knowledge management process as having seven stages - knowledge creation, identification, collection, sharing, adaptation, organization, and usage. These stages involve acquiring, storing, sharing,
Project Managers as instrument of change (change agents in action)PMI-Montréal
This document discusses best practices for incorporating change management into projects. It begins by defining change management and explaining why it is important for project success. It then covers developing a change management strategy and plan integrated with the project plan, identifying stakeholders and assessing impacts, managing resistance to change, and engaging sponsors. Key elements discussed include developing a case for change, impact analysis, communication strategies, and education/training plans to support the changes. The presentation emphasizes the importance of change management in helping people transition successfully to new processes and ways of working.
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
An 8-step guide to help not-for-profit organizations develop a Project Impact Pathway or Logic Model for their programs - The first presentation in our Project Evaluation Series. By DevMetrica
Reflection in Education : Theories of Action Gopal Midha
This document discusses reflective engagement and theories of action in teacher education. It covers:
1. Reflective thought is actively considering beliefs and knowledge in light of evidence, as defined by Dewey. Theories of action were developed by Argyris and Schon to examine conscious and unconscious reasoning.
2. Theories of action refer to people's mental maps for how to act. These maps guide actions more than explicit theories. Few people are aware of their own maps.
3. Theories of action can be used to understand tensions in learning to teach, reflect on organizational goals and strategies, and supplement motivational approaches to change. Group reflection and a two-column tool can help uncover theories of action
The document discusses action research as a methodology that brings together value-based and evidence-based approaches. It explores tensions between these approaches and how action research can bridge them. As an example, it summarizes an evaluative action research case study of the Nottinghamshire County Council Fostering Futures Therapeutic Service that applied action research principles of participation and collaboration to achieve a deeper understanding of foster care processes and develop ongoing research capacity.
Outcome Mapping (OM) is a participatory method for planning, monitoring, and evaluating projects focused on social and organizational learning. It is oriented towards changes in behavior of those the project works with rather than direct results. OM recognizes that policy change is complex, unstable, non-linear, and beyond a project's control but subject to influence. It focuses on a project's contribution rather than attribution, and identifies and focuses efforts on key agents of change. OM monitors behavioral changes in target actors and their environment over time.
The document discusses improving the impact and effectiveness of continuing medical education (CME). It notes that passive learning approaches are generally not effective and interactive CME with feedback is more likely to change physician performance. The document advocates moving from passive to performance-based CME and providing opportunities for practice and feedback. It provides strategies for CME providers to focus on clinical problems, learning stages, and start with desired outcomes in mind.
This document discusses developing result-based monitoring systems to measure the outcomes of government programs and policies. It outlines the differences between traditional, compliance-focused monitoring and evaluation (M&E) versus results-based M&E, which focuses on outcomes and impacts. The Indian government has made efforts towards results-based M&E through tools like the Result Framework Document. However, implementation at the state level remains a challenge. The document also describes J-PAL South Asia's work piloting a school-based monitoring system in Haryana to strengthen implementation of educational programs and identify needs for course correction.
This document summarizes the challenges of embedding restorative practices in schools through cultural change. It discusses how culture is shaped by messages from behaviors, symbols, and systems. Transformational change requires passionate leadership to change mindsets and build a supportive culture. The stages of change involve gaining commitment, developing a shared vision, responsive practices, and a whole school approach. Data is used to build the case for change and establish buy-in from stakeholders. Monitoring ensures high quality restorative practices are integrated throughout the school community over several years.
PowerPoint slides used in a seminar held in the University of Calcutta to familiarise the members of Parthib Basu's Ecological Research Unit with the Centre for Pollination Studies Planning, Monitoring and Evaluation System.
Action Science is an approach that aims to improve organizational effectiveness by addressing barriers to change caused by defensive interpersonal relationships and behaviors. It focuses on examining theories of action - the underlying beliefs, values, and mental models that drive behaviors. Leaders are taught to reflect on their own behaviors and challenge underlying assumptions through techniques like productive reasoning and analysis of real workplace experiences. This allows organizations to move from a Model 1 theory of action based on unilateral control and winning to a Model 2 theory that values valid information, informed choice, and internal commitment to change.
Muhammad Haekal Dwinanda:
Proposal for Maverick The Recruit 2014: "TELL Project - Brave Yourself, Tell Your World."
Visit the project website here!
http://tellproject.kissr.com/
The Minnesota Mentoring Conference is the region's only annual conference focused exclusively on supporting quality mentoring. This year's theme was "Quality in Action," featuring keynote speaker Andrea Taylor, Ph.D.
The document discusses early intervention strategies for at-risk students using a Response to Instruction and Intervention (RtI2) model. It outlines the key components of RtI2 including universal screening, high-quality instruction, evidence-based practices, and tiered interventions. Research shows RtI2 can improve academic performance for at-risk students and reduce disproportionate representation in special education when implemented effectively in general education.
The document discusses several planning models for health promotion and education, including the Model for Health Education Planning and Resource Development (MHEPRD). It describes the MHEPRD as having five cyclical phases: health education plans, demonstration programs, operational programs, research programs, and information/statistics. The model considers evaluation an integrated part of each phase. The document also discusses eight components of behavior change and the differences between models and theories. Finally, it outlines the stages of developing health education resources, including determining needs, audience, scope, drafting/testing, publishing, distributing, and evaluating.
Gathering data on how teaching practices impact student well beinghealthycampuses
This document summarizes research on teaching practices that impact student mental health and wellbeing. The research included surveys of over 5,000 students in 2015 and 2016 asking about their experiences with different teaching practices and which ones positively impacted their wellbeing. Focus groups were also held with students. Interviews were conducted with instructors identified by students as supporting wellbeing. The research found that student wellbeing is supported by effective teaching strategies that motivate learning, a sense of belonging through connections to peers and instructors, and support for the whole student beyond academics. A teaching practices checklist was created to translate the findings into implementation.
Horner:Administrator Training MO SW-PBS SI 08Nanci Johnson
The document discusses implementing organizational change in schools through a multi-tiered system of support. It emphasizes investing in high-fidelity implementation of core initiatives, evaluating outcomes, and integrating or eliminating programs based on their effectiveness. Initiatives should be combined that have similar outcomes, target groups, and staff involvement. Leadership, funding, training, and data-driven decision making are essential to support sustainable systems-level change.
The document discusses several topics related to change management and knowledge management:
1. It explains Lewin's model of change as having three steps - unfreezing, moving, and refreezing. It also discusses Lewin's view of organizations as a balance of driving and restraining forces.
2. It describes three managerial options for implementing change - the top-down approach, laissez-faire approach, and collaborative approach. For each, it outlines their key assumptions and advantages/disadvantages.
3. It explains the knowledge management process as having seven stages - knowledge creation, identification, collection, sharing, adaptation, organization, and usage. These stages involve acquiring, storing, sharing,
Project Managers as instrument of change (change agents in action)PMI-Montréal
This document discusses best practices for incorporating change management into projects. It begins by defining change management and explaining why it is important for project success. It then covers developing a change management strategy and plan integrated with the project plan, identifying stakeholders and assessing impacts, managing resistance to change, and engaging sponsors. Key elements discussed include developing a case for change, impact analysis, communication strategies, and education/training plans to support the changes. The presentation emphasizes the importance of change management in helping people transition successfully to new processes and ways of working.
Overview Our team has been immersed in ‘whole .docxgertrudebellgrove
Overview
Our team has been immersed in ‘whole system change’ for the past few years
in Ontario, Canada; California; Australia and New Zealand; and elsewhere. Our main
mode of learning is to go from practice to theory, and then back and forth to obtain
more specific insights about how to lead and participate in transformative change in
schools and school systems.
In this workshop we take the best of these insights from our most recent
publications: Stratosphere, The Professional Capital of Teachers, The Principal,
Freedom to Change, and Coherence and integrate the ideas into a single set of
learnings.
The specific objectives for participants are:
1. To learn to take initiative on what we call 'Freedom to Change’.
2. To Understand and be able to use the ‘Coherence Framework’.
3. To analyze your current situation and to identify action strategies fro making
improvements.
4. Overall to gain insights into ‘leadership in a digital age’.
We have organized this session around six modules:
Module I Freedom From Change 1-4
Module II Focusing Direction 5-10
Module III Cultivating Collaborative Cultures 11-14
Module IV Deepening Learning 15-22
Module V Securing Accountability 23-30
Module VI Freedom To Change 31-32
References 33
Please feel free to reproduce and use the
material in this booklet with your staff and others.
2015
Freedom From Change
1
Shifting to
the Right Drivers
Right Wrong
§ Capacity building
§ Collaborative work
§ Pedagogy
§ Systemness
§ Accountability
§ Individual teacher and
leadership quality
§ Technology
§ Fragmented strategies
Freedom:
If you could make one
change in your school or
system what would it be?
What obstacles stand in
your way?
What would you change? What are the obstacles?
Trio Talk:
§ Meet up with two colleagues.
§ Share your choice and rationale.
§ What were the similarities and differences in the choices?
Module 1
2
The Concepts of Freedom § Freedom to is getting rid of the constraints.
§ Freedom from is figuring
out what to do when you
become more liberated.
Seeking Coherence § Within your table read the seven quotes from Coherence and circle
the one you like the best.
§ Go around the table and see who selected which quotes.
§ As a group discuss what ‘coherence’ means.
Coherence: The Right Drivers in Action for Schools, Districts, and Systems
Fullan, M., & Quinn, J. ( 2015). Corwin & Ontario Principals’ Council.
# Quote
1. There is only one way to achieve greater coherence, and that is through purposeful action and interaction,
working on capacity, clarity, precision of practice, transparency, monitoring of progress, and continuous
correction. All of this requires the right mixture of “pressure and support”: the press for progress within
supportive and focused cultures. p. 2
2. Coher ...
This document discusses explanatory evaluation as a methodology to better understand the effects of policy interventions. Explanatory evaluation aims to determine how and why interventions work (or not), providing a finer level of detail than traditional impact evaluations. It involves reconstructing the underlying theory of the intervention, developing hypotheses about change mechanisms, and testing these hypotheses through field studies with different stakeholders. The goal is to gain insights into what works for whom and in what contexts to inform future policy. The methodology is proposed as a way to complement impact evaluations and provide more explanatory power for policymakers.
The document discusses organizational change in schools and describes them as open systems. It identifies key characteristics of open systems including importing energy, throughput, output, feedback loops, and homeostasis. Sources of pressure for organizational change in schools are also listed such as government intervention, societal values, and technological advances. Methods for reducing resistance to change include participation, communication, support from leadership, rewards, planning, and coercion. Approaches to change at the individual level involve job enrichment, laboratory training, and behavior modification. Group-based approaches include role analysis, intergroup problem solving, process consultation, survey feedback, and strategic planning.
Getting research into action: issues, challenges, solutions by Dr Sarah MortonHazel Hall
Sarah Morton has worked across research, policy and practice for most of her career, and will draw on examples from different settings encountered over this time in her presentation. She is keen to interrogate our learning about effective evidence use from the last 20 years, and review how this can be supported from research and practice perspectives. She will present a vision for the effective use of evidence of all kinds to plan, develop and improve policy, practice, and services. As part of this she will explain some of the ways that she is currently developing tools and support for effective evidence use.
This document summarizes an advocacy strategy planning workshop. It covers defining advocacy and setting goals and objectives, analyzing issues and stakeholders, developing messages, identifying opportunities, and monitoring outcomes. Participants worked in groups to plan advocacy on issues like child separation. The workshop aimed to provide tools and a process for developing effective advocacy strategies to create positive change for children.
Industrial and organizational psychology analyzes human behavior in workplace settings. It applies psychological principles to enhance employee and organizational performance. A typical employee's day involves commuting to work for 9 hours with additional hours for preparation, commute, and sleep. The field aims to increase productivity and well-being through industrial approaches like job analysis and training, and organizational approaches like workplace design and culture. Research methods include correlation, experimentation, surveys, and archival analysis. Ethics and minimizing errors are important considerations.
TSL3133 Topic 6 Action Research the ProcessYee Bee Choo
Kurt Lewin's model of action research involves a cycle of planning, acting, observing, and reflecting. The presented document outlines Lewin's model and process of action research in detail. It describes each step of identifying an area for improvement, planning an action, implementing the action, collecting data, reflecting on the action before, during and after, taking further action, and developing a second research cycle. Examples and explanations are provided for each step of the action research process.
The document provides an agenda and introduction for a workshop on theory of change. The agenda includes introductions, presentations on theory of change, working in groups to develop theories of change for basic and more complex programs, and a discussion of enabling factors and assumptions. The introduction explains that participants will add their names to a digital board, introduce themselves, and share any experience or aims for the workshop. The presentation will introduce theory of change as a process for conceptualizing how programs, projects or organizations intend to cause change.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
The document discusses action research, which aims to pursue both change and understanding. It is a participatory methodology that responds to changing needs in a systematic and reflective manner. The key aspects of action research methodology are that it focuses on problems of immediate concern, involves those affected, and uses collaborative and context-specific methods. An example of using action research to address childhood obesity in schools is provided, outlining the iterative process of identifying issues, developing strategies, taking action, and reflecting on results to continually refine the approach.
This document summarizes key aspects of organizational change and development approaches from several sources. It discusses that organizational development (OD) uses soft systems approaches to address complex change situations. OD focuses on organizational culture, processes, and structure using a systems perspective. The OD process involves diagnosing issues, developing a vision for change, gaining commitment, creating an action plan, and evaluating results through an iterative process of continuous improvement. OD aims to enhance individual, team, and organizational effectiveness through participatory and collaborative methods.
This document provides an overview of participatory research and participatory action research. It defines the key concepts, compares participatory research to conventional research, outlines the iterative cycle of participatory action research, and discusses characteristics, frameworks, advantages and disadvantages. Participatory research aims to empower participants and generate knowledge through collaboration between researchers and community members to address problems and enact solutions.
This document outlines a 5-step "P Process" framework for guiding behavioral change programs:
1. Inquire - Define the behavioral problem through research and understanding audiences.
2. Design Strategy - Create a plan to address the problem by developing solutions and a theoretical framework.
3. Create and Test - Design interventions and test concepts with audiences, revising based on feedback.
4. Mobilize and Monitor - Implement the program, measure outcomes, and make adjustments.
5. Evaluate and Evolve - Assess the program's success, learn lessons, and consider how results can be expanded.
Participation and capacity building of partners and stakeholders is important for sustainability at each step.
The document describes several models of organizational change:
1. The stages of change process model outlines three stages: unfreezing, changing, and refreezing. Unfreezing involves creating motivation for change through disconfirmation or anxiety. Changing involves learning new concepts through role models or trial and error. Refreezing internalizes the changes.
2. Bullock and Batten's integrative model has four phases: exploration of need for change, planning changes, implementing actions, and integrating changes.
3. The action research model is cyclical, with problem identification, data gathering, feedback, diagnosis, planning, action, and evaluation repeating in ongoing cycles.
4. The Burke-Litwin
Similar to Overview of Maziwa Zaidi theory of change approach (20)
Small ruminant keepers’ knowledge, attitudes and practices towards peste des ...ILRI
Presentation by Guy Ilboudo, Abel Sènabgè Biguezoton, Cheick Abou Kounta Sidibé, Modou Moustapha Lo, Zoë Campbell and Michel Dione at the 6th Peste des Petits Ruminants Global Research and Expertise Networks (PPR-GREN) annual meeting, Bengaluru, India, 28–30 November 2023.
Small ruminant keepers’ knowledge, attitudes and practices towards peste des ...ILRI
Poster by Guy Ilboudo, Abel Sènabgè Biguezoton, Cheick Abou Kounta Sidibé, Modou Moustapha Lo, Zoë Campbell and Michel Dione presented at the 6th Peste des Petits Ruminants Global Research and Expertise Networks (PPR-GREN) annual meeting, Bengaluru, India, 29 November 2023.
A training, certification and marketing scheme for informal dairy vendors in ...ILRI
Presentation by Silvia Alonso, Jef L. Leroy, Emmanuel Muunda, Moira Donahue Angel, Emily Kilonzi, Giordano Palloni, Gideon Kiarie, Paula Dominguez-Salas and Delia Grace at the Micronutrient Forum 6th Global Conference, The Hague, Netherlands, 16 October 2023.
Milk safety and child nutrition impacts of the MoreMilk training, certificati...ILRI
Poster by Silvia Alonso, Emmanuel Muunda, Moira Donahue Angel, Emily Kilonzi, Giordano Palloni, Gideon Kiarie, Paula Dominguez-Salas, Delia Grace and Jef L. Leroy presented at the Micronutrient Forum 6th Global Conference, The Hague, Netherlands, 16 October 2023.
Preventing the next pandemic: a 12-slide primer on emerging zoonotic diseasesILRI
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Preventing preventable diseases: a 12-slide primer on foodborne diseaseILRI
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Preventing a post-antibiotic era: a 12-slide primer on antimicrobial resistanceILRI
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
Food safety research in low- and middle-income countriesILRI
Presentation by Hung Nguyen-Viet at the first technical meeting to launch the Food Safety Working Group under the One Health Partnership framework, Hanoi, Vietnam, 28 September 2023
The Food Safety Working Group (FSWG) in Vietnam was created in 2015 at the request of the Deputy Prime Minister to address food safety issues in the country. It brings together government agencies, ministries, and development partners to facilitate joint policy dialogue and improve food safety. Over eight years of operations led by different organizations, the FSWG has contributed to various initiatives. However, it faces challenges of diminished government participation over time and dependence on active members. Going forward, it will strengthen its operations by integrating under Vietnam's One Health Partnership framework to better engage stakeholders and achieve policy impacts.
Reservoirs of pathogenic Leptospira species in UgandaILRI
Presentation by Lordrick Alinaitwe, Martin Wainaina, Salome Dürr, Clovice Kankya, Velma Kivali, James Bugeza, Martin Richter, Kristina Roesel, Annie Cook and Anne Mayer-Scholl at the University of Bern Graduate School for Cellular and Biomedical Sciences Symposium, Bern, Switzerland, 29 June 2023.
Assessing meat microbiological safety and associated handling practices in bu...ILRI
Presentation by Patricia Koech, Winnie Ogutu, Linnet Ochieng, Delia Grace, George Gitao, Lily Bebora, Max Korir, Florence Mutua and Arshnee Moodley at the 8th All Africa Conference on Animal Agriculture, Gaborone, Botswana, 26–29 September 2023.
Ecological factors associated with abundance and distribution of mosquito vec...ILRI
Poster by Max Korir, Joel Lutomiah and Bernard Bett presented the 8th All Africa Conference on Animal Agriculture, Gaborone, Botswana, 26–29 September 2023.
Practices and drivers of antibiotic use in Kenyan smallholder dairy farmsILRI
Poster by Lydiah Kisoo, Dishon M. Muloi, Walter Oguta, Daisy Ronoh, Lynn Kirwa, James Akoko, Eric Fèvre, Arshnee Moodley and Lillian Wambua presented at Tropentag 2023, Berlin, Germany, 20–22 September 2023.
Embracing Deep Variability For Reproducibility and Replicability
Abstract: Reproducibility (aka determinism in some cases) constitutes a fundamental aspect in various fields of computer science, such as floating-point computations in numerical analysis and simulation, concurrency models in parallelism, reproducible builds for third parties integration and packaging, and containerization for execution environments. These concepts, while pervasive across diverse concerns, often exhibit intricate inter-dependencies, making it challenging to achieve a comprehensive understanding. In this short and vision paper we delve into the application of software engineering techniques, specifically variability management, to systematically identify and explicit points of variability that may give rise to reproducibility issues (eg language, libraries, compiler, virtual machine, OS, environment variables, etc). The primary objectives are: i) gaining insights into the variability layers and their possible interactions, ii) capturing and documenting configurations for the sake of reproducibility, and iii) exploring diverse configurations to replicate, and hence validate and ensure the robustness of results. By adopting these methodologies, we aim to address the complexities associated with reproducibility and replicability in modern software systems and environments, facilitating a more comprehensive and nuanced perspective on these critical aspects.
https://hal.science/hal-04582287
JAMES WEBB STUDY THE MASSIVE BLACK HOLE SEEDSSérgio Sacani
The pathway(s) to seeding the massive black holes (MBHs) that exist at the heart of galaxies in the present and distant Universe remains an unsolved problem. Here we categorise, describe and quantitatively discuss the formation pathways of both light and heavy seeds. We emphasise that the most recent computational models suggest that rather than a bimodal-like mass spectrum between light and heavy seeds with light at one end and heavy at the other that instead a continuum exists. Light seeds being more ubiquitous and the heavier seeds becoming less and less abundant due the rarer environmental conditions required for their formation. We therefore examine the different mechanisms that give rise to different seed mass spectrums. We show how and why the mechanisms that produce the heaviest seeds are also among the rarest events in the Universe and are hence extremely unlikely to be the seeds for the vast majority of the MBH population. We quantify, within the limits of the current large uncertainties in the seeding processes, the expected number densities of the seed mass spectrum. We argue that light seeds must be at least 103 to 105 times more numerous than heavy seeds to explain the MBH population as a whole. Based on our current understanding of the seed population this makes heavy seeds (Mseed > 103 M⊙) a significantly more likely pathway given that heavy seeds have an abundance pattern than is close to and likely in excess of 10−4 compared to light seeds. Finally, we examine the current state-of-the-art in numerical calculations and recent observations and plot a path forward for near-future advances in both domains.
TOPIC OF DISCUSSION: CENTRIFUGATION SLIDESHARE.pptxshubhijain836
Centrifugation is a powerful technique used in laboratories to separate components of a heterogeneous mixture based on their density. This process utilizes centrifugal force to rapidly spin samples, causing denser particles to migrate outward more quickly than lighter ones. As a result, distinct layers form within the sample tube, allowing for easy isolation and purification of target substances.
Microbial interaction
Microorganisms interacts with each other and can be physically associated with another organisms in a variety of ways.
One organism can be located on the surface of another organism as an ectobiont or located within another organism as endobiont.
Microbial interaction may be positive such as mutualism, proto-cooperation, commensalism or may be negative such as parasitism, predation or competition
Types of microbial interaction
Positive interaction: mutualism, proto-cooperation, commensalism
Negative interaction: Ammensalism (antagonism), parasitism, predation, competition
I. Mutualism:
It is defined as the relationship in which each organism in interaction gets benefits from association. It is an obligatory relationship in which mutualist and host are metabolically dependent on each other.
Mutualistic relationship is very specific where one member of association cannot be replaced by another species.
Mutualism require close physical contact between interacting organisms.
Relationship of mutualism allows organisms to exist in habitat that could not occupied by either species alone.
Mutualistic relationship between organisms allows them to act as a single organism.
Examples of mutualism:
i. Lichens:
Lichens are excellent example of mutualism.
They are the association of specific fungi and certain genus of algae. In lichen, fungal partner is called mycobiont and algal partner is called
II. Syntrophism:
It is an association in which the growth of one organism either depends on or improved by the substrate provided by another organism.
In syntrophism both organism in association gets benefits.
Compound A
Utilized by population 1
Compound B
Utilized by population 2
Compound C
utilized by both Population 1+2
Products
In this theoretical example of syntrophism, population 1 is able to utilize and metabolize compound A, forming compound B but cannot metabolize beyond compound B without co-operation of population 2. Population 2is unable to utilize compound A but it can metabolize compound B forming compound C. Then both population 1 and 2 are able to carry out metabolic reaction which leads to formation of end product that neither population could produce alone.
Examples of syntrophism:
i. Methanogenic ecosystem in sludge digester
Methane produced by methanogenic bacteria depends upon interspecies hydrogen transfer by other fermentative bacteria.
Anaerobic fermentative bacteria generate CO2 and H2 utilizing carbohydrates which is then utilized by methanogenic bacteria (Methanobacter) to produce methane.
ii. Lactobacillus arobinosus and Enterococcus faecalis:
In the minimal media, Lactobacillus arobinosus and Enterococcus faecalis are able to grow together but not alone.
The synergistic relationship between E. faecalis and L. arobinosus occurs in which E. faecalis require folic acid
Sexuality - Issues, Attitude and Behaviour - Applied Social Psychology - Psyc...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Mechanisms and Applications of Antiviral Neutralizing Antibodies - Creative B...Creative-Biolabs
Neutralizing antibodies, pivotal in immune defense, specifically bind and inhibit viral pathogens, thereby playing a crucial role in protecting against and mitigating infectious diseases. In this slide, we will introduce what antibodies and neutralizing antibodies are, the production and regulation of neutralizing antibodies, their mechanisms of action, classification and applications, as well as the challenges they face.
Mechanisms and Applications of Antiviral Neutralizing Antibodies - Creative B...
Overview of Maziwa Zaidi theory of change approach
1. Overview of Theory of Change Approach
Michael Kidoido
Maziwa Zaidi review & planning meeting
31 March – 1 April 2015 at Giraffe Ocean View Hotel, Dar es Salaam,
Tanzania
Isabel Vogel and Maureen O'Flynn
3. What is a Theory of Change?
As it says!
• An ongoing process of reflection to explore change and how it
happens – and what that means for the part we play in a
particular context, sector and/or with a group of people:
– It considers a programme or project within a wider analysis of
how change comes about.
– It makes us explain our understanding of change – but also
challenges us to explore it further.
• The focus is on what we think will change for whom, not
on what we plan to do.
Isabel Vogel and Maureen O'Flynn
4. In other words…
• Thinking about real changes for real
people
• Applying common sense systematically
Isabel Vogel and Maureen O'Flynn
5. The ToC process – for planning and accountability…
1. Research and
describe how you
think changes
happens in the
contexts that you
are working in
2. Identify your
specific role in
contributing to
these changes
3. Develop a causal
pathway illustrating
how your efforts
will contribute to
identified changes4. Identify the
assumptions that
will need to be
tested through life
of programme
5. Continuously
monitor change and
your change
pathway; and test
assumptions
6. Critically reflect
on your pathway
and your role in
the light of
emerging changes
(expected and
unexpected)
…which works at all levelsIsabel Vogel and Maureen O'Flynn
6. Developing our Change Pathway
• This relates directly to your understanding of how
change happens (Step 1)
• It describes in detail your unique ways of understanding
and addressing these issues, including:
– Who you work with
– How you work with them
– To achieve or influence what changes
– The assumptions that you have made in designing this pathway
Isabel Vogel and Maureen O'Flynn
7. INTERMEDIATE CHANGES
FOR DIFFERENT TARGET GROUPS
(Your indirect sphere of influence)
The Elements – building blocks
IMMEDIATE CHANGES
FOR DFFERENT TARGET GROUPS
(your direct sphere of influence)
Strategy:
What you do
with key
stakeholders
Take up and
involvement by
these
stakeholder
groups
Changes for target groups
they are working with e.g.
knowledge, attitudes ,
skills, systems, relationships
... Supporting deeper changes for
different target groups in e.g.
livelihoods practices , policies,
allocations, operations
Adapted from
Morton, 2012,
Montague, 2011 Isabel Vogel and
Maureen O'Flynn
Informed
by context:
Socio-economic,
political,
Technological
factors
Existing policies,
practices, beliefs
Actors,
networks in
research,
policy and
practice, power
Capacity of
target
groups to
respond
Receptiveness
of context
Organizations,
resources,
systems, skills
Vision
DEEPER LASTING
CHANGES FOR
BENEFICIARIES
Key questions :
•How do changes link and support
each other?
•Who/what else helps or hinders
8. Important things to note
ToC is a process and an
approach, not a tool
Theories of Change come in
all shapes, no ‘right’ version
Ownership and buy in
from all key stakeholders
is essential
You need energy and appetite
to develop ToC – choose your
moment wisely!
Isabel Vogel and Maureen O'Flynn
9. The relationship between ToC and Accountability
1.Research and
describe how you think
changes happens in the
contexts that you are
working in
2. Identify your
specific role in
contributing to these
changes
3. Develop a causal
pathway illustrating
how your efforts will
contribute to
identified changes4. Identify the
assumptions that will
need to be tested
through life of
programme
5. Continuously
monitor change and
your change pathway;
and test assumptions
6. Critically reflect on
your pathway and
your role in the light
of emerging changes
(expected and
unexpected)
What? How?
Why?
So what?
Isabel Vogel and Maureen O'Flynn
10. Using ToC with log frames can help
with this tension!
Isabel Vogel and Maureen O'Flynn
12. Is turned into a diagram
Isabel Vogel and Maureen O'Flynn
13. Then elements were data collection
framework
Isabel Vogel and Maureen O'Flynn
Change no. 1: Research Collaborators effectively include program issues into their
activities and budget planning
Assumptions set I: Our program activities are in line with research collaborator’s
activities
Areas of Enquiry Evaluation/
Learning
questions
Indicato
rs
Targeted
data
sources
Data
collection
methods
Who will collect
the data?
14. Two notes of caution…
Theories of change do not provide magic
solutions!!
1. They need time and resources – you need to
choose your moments for embarking on this
journey wisely
1. If you don’t take participation and ownership
seriously, your ToC ( at whatever level) becomes
yet another paper exercise.... which adds
nothing to organisational learning
15. Some perceived benefits
• Builds common understanding of how and why you do what you
do
• Strengthens the clarity, direction, effectiveness and focus of
programmes
• Provides a framework for review, learning and re-design.
• Improves partnership
• Supports organisational development
• Helps people communicate what they do so it can be more easily
understood by others
• Empowers people to become more active and involved in
programme design and implementation
Isabel Vogel and Maureen O'Flynn
Editor's Notes
We begin with the need to recognize that reality is rarely as straight forward as a typical logframe suggests. In complex environments there are often multiple actors with different objectives and spheres of influence all contributing in one way or another to observable changes. In other words, cause and effect is rarely a simple progression from input, outputs, outcomes and finally impacts.
Consensus on core elements
Context:
Long-term change
Sequence of events leading to change
Assumptions about how changes might happen
Diagram and narrative summary
Key questions: ‘Are we going in the right direction? Are we doing the right thing to achieve the changes we want to see?’ What else needs to be happening to support the changes we wish to see? What underlying process might help to support this change – e.g. social learning, co-production, training or capacity strengthening, influencing?’
Key things to remember:
the ToC is not literal or linear, it represents a progression but includes feedback loops and tipping points.
-It is not a mapping of reality but a mapping of the perspectives of those who put it together, and so are subjective.