POLS 30596 International Development in Practice II: Advanced TopicsSpring 2014 (May 2nd, 2014)

Location: Hesburgh Library 1000Class: Tuesday and Thursday 9:30 10:45 a.m. Office Hours: Tues 8:15 9:15 a.m. & 3:30-5 p.m. and Fridays 1:30-3:00 p.m.

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Instructor: Steve ReifenbergKellogg Institute for International Studies130A Hesburgh Center

Tel: (574) 631-0517 Email: sreifenb@nd.edu

This seminar builds on the knowledge and practical skills developed in POLS 30595, International Development in Practice: What Works in Development? Students will take an active role in designing the content of this new course and helping teach the class, as well as serving as consultants to an international development client.

This Advanced Topics and Applications course is highly interactive and requires active student participation in class discussions, as well as in multiple exercises and group projects. The students selected to participate in the class will help design the substantive content of the course. In the collective efforts to design the course, we will focus on major development themes organized in three modules as identified by students in their application essays for the class:

1) measurement and evaluation of development projects (including analyzing best practices in fields such as health, education, and poverty alleviation, as well as the role of randomized control trails and other systematic evaluations of development impact),

2) negotiation and the process of development (including the role of leadership, politics, and negotiations around different approaches to development interventions), and

3) implementation and strategy (including strategies for going to scale with ideas that work, and re-conceptualizing international aid as accompaniment).

Each student will be part of a team (of four or five students) who will be responsible for planning one of the three modules, as well as leading an individual (one hour) class session.

In addition, throughout the semester, students will work with a real world client organization to address a development problem or opportunity identified by the client. This will build on work of the Development Advisory Teams, and go deeper both in terms of international development theory and practice related to the client project. As part of the class, interested students will have an opportunity to apply for financial support to travel and spend time (over spring break) working for their client organizations, through the generous support of Notre Dame donor interested in promoting innovative linkages between the classroom and real world practice. Students interested in taking advantage of this opportunity must consult with instructor and finalize their application plan by February 4, 2014.

Required course books: Books will be available at the ND Bookstore.

Karlan, Dean and Jacob Appel, More Than Good Intentions: Improving the Ways the World's Poor Borrow, Save, Farm, Learn, and Stay Healthy, Penguin Group, 2012, ISBN 0452297567

Ury, William. Getting to Past No: Negotiating Your Way From Confrontation To Cooperation, A Bantam Book, 1993, ISBN 0553371312

Farmer, Paul and Gustavo Gutierrez. In the Company of the Poor: Conversations with Dr. Paul Farmer and Fr. Gustavo Gutierrez, Orbis Books, 2013 ISBN 1626980500

Articles & chapters of books(see individual class sessions for additional readings)

Ken Bain, What the Best College Teachers Do, Harvard University Press, 2004 Chapters 2 (pages 22-47) & Chapter 5 (98-134) L. Dee Fink, A Self Directed Guide to Designing Course for Significant Learning, in the book Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses Jossey-Bass, 2003 Ronald Heifetz, Leadership Without Easy Answers, Harvard University Press John Paul Lederech, Preparing for Peace: Conflict Transformation Across Cultures, Syracuse University Press, 1995, Chapters 4-7 (pages 36-70) Richard Light, Making the Most of College, Harvard University Press, 2001Introduction (pages 1-12); Chapter 4: The Most Effective Classes (pages 45-69); Chapter 6: Faculty Who Make a Difference (pages 104-129)

Course Requirements and Grading: 1. Class participation (20%) Students will have a chance to give feedback on their peers as well as evaluate their own participation. 2. Evaluation for design and execution of each substantive module group effort (15%) 3. Individual teaching: preparation and presentation (20%) 4. Development Consulting Project (30%) Concept Memo (2-3 pages that includes statement of problem/opportunity, approach, proposed final product, and timeline) Due Tuesday, March 4th Individual background paper (4-5 pages) Due Thursday, March 20th Practice DAT client presentation to class, Due Tuesday, April 15th Presentation of final DAT project to client, between April 17-23 Final DAT project submission to instructor, Thursday, April 24th Self-evaluation and evaluation of team member contribution DAT blog: http://intldevelopmentinpractice.wordpress.com/6. Final synthesis (15%) Attendance Policy: This class is to prepare professionals interested in international development. You will often be part of a team working together on a common project. Just as if you were working as a professional, I expect you to attend every session and come prepared to participate. If you anticipate missing a class or are ill, I expect you to communicate with me (ideally before class) at sreifenb@nd.edu

Laptops and Cell Phones are not to be used in class, unless designated as part of a specific working session.

Office Hours: If these hours are not convenient, I will be happy to arrange an alternative time. Please email or talk with me after class for an appointment at another time.

Code of Honor: Today, as a precondition for admission to the University, all undergraduates pledge:As a member of the Notre Dame community, I will not participate in or tolerate academic dishonesty. The website www.nd.edu/~hnrcode/docs/handbook.htm describes the principles, policies and procedures of the Academic Code of Honor.

Introductory Module: Course Design and PedagogyJanuary 14, 16, 21, 23, 28, and 30

Tuesday, January 14 The Starting Point: Where Are We Going?

All that is gold does not glitter,Not all those who wander are lost. J.R.R. TolkhienReadings (sent via email and on SAKAI): Review course syllabus

Review the original one-page essays of each member of the class about his or her objectives for the class as well as a particular area in which each student is interested teaching. Whats different about this course syllabus? What are the instructors objectives for this class? What are my personal objectives for this class?

Thursday, January 16 Re-Imagining Course DesignThe art of teaching is the art of assisting discovery. Mark Van DorenReading (sent via email and on SAKAI):

L. Dee Fink, A Self Directed Guide to Designing Course for Significant Learning, in the book Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses Jossey-Bass, 2003

Answer as many of the questions from the Self Directed Guide as you can before class. Are there useful frameworks and ideas in this article for course design? Are there insights will you try to take from the Self Directed Guide in designing your module? For the specific session you are planning to teach?Tuesday, January 21Mapping Your Development Advisory Team Project

Seek first to understand, then to be understood.Stephen CoveyReading:William Ury, Getting to Past No, pages 3-51

Why does Ury emphasize the importance of joint problem solving? What does it mean to go to the balcony What relevance does this concept have for you DAT client relationship?

Thursday, January 23Outlining the Course Syllabus

To achieve great things, two things are needed: a plan, and not quite enough time.Leonard Bernstein

Each of the three module teams will make an initial presentation on the objectives for their module and suggested class sessions.

Reading:Richard Light, Making the Most of College, Harvard University Press, 2001 Introduction (pages 1-12); Chapter 6: Faculty Who Make a Difference (pages 104-129)

Does Richard Light suggest ideas that are relevant to developing your module? For developing the individual session you will teach?

Tuesday, January 28Effective Teaching

Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Loris MalaguzziReading: Richard Light, Making the Most of College, Harvard University Press, 2001, Chapter 4: The Most Effective Classes (pages 45-69)

Ken Bain, What the Best College Teachers Do, Harvard University Press, 2004 Chapters 2 (pages 22-47) & Chapter 5 (98-134)

What do you anticipate will be most challenging about this process of designing a module and teaching a session? What are your thoughts for overcoming these challenges?

Thursday, January 30Finalizing the course syllabus

No one learns as much about a subject as one who is forced to teach it.Peter Drucker

Each of the three module teams will share in writing and present the overall objectives for their module, the titles of specific class sessions, proposed readings, and related questions.

Module 1: Measurement and Evaluation in International Development*(*all dates in bold are led by students)

Overall Learning GoalsBy the end of our time together, each student will:1. Be familiar with various frameworks for measurement and evaluation, and be comfortable developing and applying them in diverse practical settings.2. Be able to navigate the complexities of an evaluation, including the various stakeholders, merits, deficiencies, opportunities, and challenges presented. 3. Have a cohesive understanding of how to translate evidence into strategic action.

Tuesday, February 4Development Advisory Team work in teams; discussions with instructor

Thursday Feb 6Anna Kottkamp: Lets Start at the Very Beginning

Would you tell me, please, which way I ought to go from here?That depends a good deal on where you want to get to.I dont much care whereThen it doesnt matter which way you go.- Lewis Carroll, Alice in Wonderland

Heifer International has finally "seen the light" about monitoring and evaluation. They have hired you to make recommendations about the creation of a comprehensive evaluation program for their organization. For headings 1-5 in the "JPAL Evaluation Overview" article (the Needs Assessment, Program Theory Assessment, Process Evaluation, Impact Evaluation, and Cost Analysis portions), think about 3-4 questions to ask and potential methods to answer these questions in order to develop a plan for monitoring and evaluation for Heifer International. It may help to think, "what are we trying to answer?" and "how will we answer this?" in coming up with your ideas for each section. Spend some time familiarizing yourself with Heifer International's websitehttp://www.heifer.org/to develop your recommendations.

Central Questions / Learning Goals1. Understand and be able to articulate the complex reasons for and against implementing plans for monitoring and evaluation.2. Understand and be able to apply the array of methodological choices associated with monitoring and evaluation.Class Readings What is Evaluation (JPAL Website) http://www.povertyactionlab.org/methodology/what-evaluation Cash or Cows. IPA Blog. 21 August 2013 http://www.poverty-action.org/blog/cash-or-cows

FrameworkAreas of Monitoring and EvaluationAdapted from the Abdul Latif Jameel Poverty Action Lab http://www.povertyactionlab.org/Needs Assessment-identify the source of the problem and those most harmed-helps choose among possible interventions

Program Theory Assessment-articulate the theory of change(Needs, Input, Output, Outcome, Impact, Long Term Goal)

Process Evaluation-are basic tasks being completed?-are services being delivered?-measure inputs and assess implementation

Impact Evaluation-what happened compared to the counterfactual(s)?-what worked? Why?

Cost Analysis-do program benefits outweigh the costs?-how much is each unit of program benefit costing-compare with other programs

Goals, Outcomes, Measurement-what information are we trying to gather?-for whom?-how will it connect to program evaluation?

Essential Insights/Takeaways 1. There are many different ways to approach Monitoring and Evaluation (M&E); it all depends on your clarity around what questions youre trying to answer.2. There are many different actors with different perspectives involved in decisions about M&E. It is important to incorporate these perspectives into a plan for M&E.a. Potential reasons for M&Ei. External evidence1. greater knowledge of efficiency of spending in program2. learning about what works for broader field of development research3. Stakeholders right to know if the implementation is best for them and to give feedback (accompaniment)4. evidence of program effectivenessa. Success depends on knowing what works- Bill Gates5. combat skepticismii. Internal changes1. tool for accountability (both transparency and legitimization, both internal and external)2. opportunity to learn using feedback loops to organizationb. Potential reasons againsti. Difficulty in implementing M&E1. cost (time, money, resources that could be used for more interventions, forward thinking beyond political/ internship cycles)2. costs in making alterations to program based on evaluation3. lack of capacity to implement changes recommended from evaluationii. Feel Good factor1. potential for backfiring evidence which would reveal program weaknesses2. potential reduction of donor buy-in3. maintaining status quoAdditional Resources Who counts reality? http://www.ids.ac.uk/publication/who-counts-reality-participatory-monitoring-and-evaluation-a-literature-review Why whats our impact? is the wrong question http://skollworldforum.org/2013/04/08/why-whats-our-impact-is-the-wrong-question/ Measurement that benefits the measured http://www.ssireview.org/blog/entry/measurement_that_benefits_the_measured Capacity Building and M&E http://preval.org/documentos/2034.pdf Different perspectives in designing impact evaluations http://www.entwicklung.at/uploads/media/Designing_Impact_Evaluation_Robert_Chambers.pdf Filling the learning gap in program implementation using participatory M&E http://www.ifpri.org/sites/default/files/publications/ifpridp01256.pdf Improving impact evaluation production and use http://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/publications-opinion-files/4158.pdf Tips on promoting the commitment to evaluate http://www.3ieimpact.org/en/evaluation/c2e/ Evaluation in the practice of development http://www.ipdet.org/files/Publication-Evaluation_in_the_Practice_of_Development.pdf When will we ever learn? http://www.cgdev.org/publication/when-will-we-ever-learn-improving-lives-through-impact-evaluation World Bank framework for M&E http://www-wds.worldbank.org/servlet/WDSContentServer/WDSP/IB/2004/08/27/000160016_20040827154900/Rendered/PDF/296720PAPER0100steps.pdf

Tuesday Feb 11Mitch Kochanski: Randomized Control Trials: Methodology

When the facts change, I change my mind. What do you do, sir?- John Maynard Keynes

Central Questions / Learning Goals1. Internalize a comprehensive framework for understanding and developing RCTs2. Why do some describe RCTs as the gold standard for impact evaluation?3. What are the often over-looked problems/shortcomings of RCTs?Class Readings What is Randomization JPAL Website http://www.povertyactionlab.org/methodology/what-randomization Random Harvest. The Economist. 14 December 2013 http://www.economist.com/news/finance-and-economics/21591573-once-treated-scorn-randomised-control-trials-are-coming-age-random-harvestEssential Insights/Takeaways 1. Why are RCTs the Gold Standard for measuring impact?a. An impact evaluation seeks to prove causality between an intervention (distribution of chlorine pills) and a human outcome (incidence of diarrhea) b. Causality cannot be established without evidence of the counterfactual (would incidence of diarrhea have changed even if we hadnt distributed chlorine pills?)c. To know the counterfactual, we need to build a comparison group (give chlorine pills to one group but not another, compare incidence of diarrhea)d. The only way to build a perfectly statistically similar comparison group is through random assignment, or randomization.2. RCTs must be planned well in advance because randomization has to occur prior to implementation of the intervention; RCTs are ideal for pilot programs.3. Randomization often treads upon morally ambiguous ground; it is completely possible to administer morally sound RCTs, however it requires thoughtfulness and creativity.Additional Resources Introduction to the Use of RCTs to Evaluate Development Initiatives http://www.3ieimpact.org/media/filer/2013/01/15/working_paper_9.pdf Impact Evaluation Toolkit The World Bank http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTHEALTHNUTRITIONANDPOPULATION/EXTHSD/EXTIMPEVALTK/0,,contentMDK:23262154~pagePK:64168427~piPK:64168435~theSitePK:8811876,00.html Running Randomized Evaluations: A Practical Guide https://www.youtube.com/watch?v=T42oAl9BiIw 2013 Gates Foundation Message: Why Measurement Matters http://www.gatesfoundation.org/Who-We-Are/Resources-and-Media/Annual-Letters-List/Annual-Letter-201

Thursday Feb 13No class opportunity to meet with Development Advisory Team

Tuesday Feb 18 Ali Searle: From Science to Policy to Popularity: Navigating the world of evidence

Some people climb to the top of the ladder of success, only to find that it is leaning against the wrong wall.-Paul Sorenson

Central Questions / Learning Goals1. Gain confidence and comfort in thinking critically about evidence, not just in generating it, but also in interpreting it and converting it into action. 2. Promote a broader conversation about how complex M&E challenges and concerns might be more adequately addressed in the practice of development.

Class Readings Odell, Kathleen. Measuring the Impact of Microfinance: Taking Another Look, Grameen Foundation (p. 3-31) http://www.grameenfoundation.org/resource/measuring-impact-microfinance The Role of Microfinance (by Nicholas Kristof). The New York Times. 28 December 2009 http://kristof.blogs.nytimes.com/2009/12/28/the-role-of-microfinance/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1 What is the purpose of Odells review? Examine the case study of microcredit in India. Is there evidence to suggest there are effective programs? Is there evidence to suggest otherwise? What are the strengths and weakness of academic research? of popular journalism? What makes some arguments more convincing than others? Are there ways to discern which are right?

Essential Insights/Takeaways Think of the example of microcredit in India: Db. Does it work? What is the evidence?i. Panacea (UN Year, Nobel Peace Prize, International and government support)ii. Over-hyped (mixed/lacking evidence)iii. Tragedy (default suicides, payday loan comparison)c. Explicit social mission, or sly capitalism?d. Why is this question so difficult to answer? Why does the evidence point to all of the above? A number of challenges face evaluators (and those who use evaluations), thus it is imperative to think critically about (oftentimes competing) prioritiese. External validity to what extent can claims be generalized and extrapolated?i. Who are each of the key actors? What are their biggest goals? For whom does this work?ii. What context are you acting in? Are there important unique aspects?f. Internal validity for RCTs (think back to Mitchs class)i. Have you established causality? Do you have an appropriate counterfactual?ii. Beware of crossover, spillover, and issues over longevity or ethicsg. What kind of evidence is most appropriate and informative?i. Quantitative vs. qualitative1. Experimental vs. Quasi-experimental vs. Non-experimental2. Each had both pros and cons; oftentimes a unique combination is necessary3. Is your evidence comprehensive? Does it answer the question you intend to be asking?ii. Are your expectations reasonable?iii. Is your source reliable?h. How can your evaluation be turned into action?i. Mediate the needs, demands, and assumptions of various stakeholdersii. Not just does it work, but why/why not?iii. Can you do better?iv. Where should you draw the line?Additional Resources Loan-A-Lisa, The Simpsons, Season 22, Episode 2 (2010) http://www.amazon.com/Loan-A-Lisa/dp/B0045TMLN6 The miracle of microfinance? Evidence from a randomized evaluation, Banjeree et al., 2013 http://dspace.mit.edu/bitstream/handle/1721.1/79070/BanerjeeDuflo13-09.pdf?sequence=1Id also recommend reading through (or watching) some of the sensationalized media on microfinance from (2005-2013) both in favor and against to get a feel for how convincing even the most biased evidence can seem, and what pitfalls to look out for

Thursday Feb 20Jenna Ahn: Accompaniment and RCTs

If an effort is not laden with anxiety, its probably not accompaniment, or its just the beginning of the effort.- Paul FarmerCentral Questions / Learning Goals1. Understand Creative ways in which qualitative aspects of development (specifically accompaniment) can still be evaluated for impact using RCTs2. Integrate and apply diverse stakeholder perspectives in designing and communicating effective M+E plans.Class Readings Farmer, Paul and Gustavo Gutirrez. In the Company of the Poor: Conversations with Dr. Paul Farmer and Fr. Gustavo Gutirrez, Orbix Books, 2013 (pages 121-136). Mohan A, Nassir H, Niazi A: Does routine home visiting improve the return rate and outcome of DOTS patients who delay treatment? East Mediterranean Health Journal 2003, 9(4): 702-708. http://applications.emro.who.int/emhj/0904/9_4_2003_702_708.pdf

What can we learn from the differences between PIH Rwanda and PIH Haiti? Why might accompaniment be difficult to monitor and evaluate? What does Farmer mean by discernment? What three significant correlations are made in the Mohan article? How do these factors reflect principles of accompaniment?

Essential Insights/Takeaways Where you sit matters It is important to consider the different perspectives of stakeholders when designing an M+E plan because it will ultimately affect what and how you measure. Focus on measurable outcomes (but be creative!) Despite the challenges of measuring qualitative implementations or processes for development, focus on what is actually measurable (ie: treatment success rates, default rates, #s of health centers) in RCTs. There are limitations to monitoring and evaluation Measurable outcomes will not always be completely satisfactory, but this could be viewed as an opportunity to communicate a strong narrative presenting the efficacy of an intervention.Additional Resources Using Monitoring and Evaluation for Action (Unit 12 of PIH Global Health Discourse and Tools) http://www.pih.org/library/pih-program-management-guide/unit-12-using-monitoring-and-evaluation-for-action Participatory Evaluation from Work Group for Community Health and Development at University of Kansas http://ctb.ku.edu/en/table-of-contents/evaluate/evaluation/participatory-evaluation/main Are the Paris Principles being Implemented? An Overview of Localizing Aid in Fragile Settings (26 June 2013), Paul Farmer Improved Retention Associated with Community-Based Accompaniment for Antiretroviral Therapy Delivery in Rural Rwanda Molly F. Franke, et al. http://cid.oxfordjournals.org/content/early/2013/02/14/cid.cis1193.full.pdf Impact of community participation on treatment outcomes and compliance of DOTS patients in Iraq Niazi, A.D. and A.M. Al-Delaimi http://applications.emro.who.int/emhj/0904/9_4_2003_709_717.pdf

Module 2: Politics and Negotiations in International Development

Tuesday, Feb 25th (instructor)Rethinking Approaches to Training, Negotiations, and Development

Begin challenging your own assumptions. Your assumptions are your windows on the world. Scrub them off every once in a while, or the light wont come in. -- Alan Alda

Reading: John Paul Lederech, Preparing for Peace: Conflict Transformation Across Cultures, Syracuse University Press, 1995, Chapters 4-7 (pages 36-70)

What is the difference between the prescriptive model and the elicitive model? How is it important to thinking about development? To your thinking about your DAT? Each DAT team should prepare a brief (two minute) update on the status of your project, and one issues or question you are grappling with.

International development is not just about specific interventions. The development interventions that work are the ones that have navigated the politics of international development through forming a system of relationships with key actors and negotiated their interests effectively throughout the process. In doing so, project managers engage in system building to recognize, strategize, and adapt the context to meet their goals.

Our Learning Goals:1. Understand the concept of power-mapping and be able to identify the various levels of actors you will encounter in the international development field and their influence2. Be able to frame your interests appropriately 3. Master the basics of a good negotiation and be able to put these ideas in practice

Thursday, Feb 27Deandra Cadet: Defining Process, System Building, and Actors

We cannot succeed alone but together we can work for a world where all can thrive.- Bill Gates

Central Questions/ Learning Goals1. Create a definition of process of development together2. Think critically like a professional about the complex challenges one may face while implementing a development project

Class Readings1. View an 8- minute excerpt from the film The Good Fortune directed by Landon VanSoest http://film.economist.com/film/good-fortune 2. Read 2 articles from Duncan Green's Oxfamblog From Poverty to Power; "Complexity 101: behind the hype, what do we actually know and Complexity 101: getting to the So Whats

Essential Insights and Takeaways

Words related to process of development: journey, relationships, politics, negotiation, ongoing, and collaboration

Remember all complex problems have similar characteristics

1. Distributed capacities: the knowledge and capacities required to tackle problems are spread across actors without strong formalized institutional links2. Divergent goals: inherent to many problems are divergent interests competing narratives, or conflicting goals3. Uncertain change pathways: it is unclear how to achieve a gain aim in a given context, or change processes involve significant, unpredictable forces.

The Three Principles of Complexity:

1. Interventions must capitalize on distributed capacities, finding ways to link up actors and action that fosters more voluntary coordination and collaboration2. Interventions must facilitate joint interpretation of key problems by key actors and must enable negotiation on and commit to common goals 3. Interventions must innovate, must foster learning about how change happens, and must be flexible enough to adapt to emerging signals

Additional Resources

Watch the full-length film Good Fortune

Eyben, Rosalind. 2008. Power, Mutual Accountability, and Responsibility in the Practice of International Aid: A Relational Approach. Brighton, UK: Institute of Development Studies.

Failure Blogs. www.AdmittingFailure.com

Tuesday, March 4Megan Olson: Power-Mapping and Actors

Choose your corner, pick away at it carefully, intensely and to the best of your ability and that way you might change the world. Charles Eames

Learning Goals

1. Understand the concept of power mapping2. Be able to apply it to your DAT and future situations

Class Reading & Assignment:

Reading: Tools for Institutional, Political, and Social Analysis of Policy Reform: A Sourcebook for Practitioners The World Bank. (Washington DC: 2010), (Pages 31-41; 159-164). Assignment: Create a power-map for your DAT using Power Mapping: Step by Step as a guide. Please come ready to share your map with yourDAT group and with the class as a whole; this assignment should be thought of as a brainstorming exercise to facilitate the in-class exercises. www.moveon.org/team/.../GuideToPowerMapping.pdf

Takeaways:

A. What is power mapping?1. Any tool for thinking systematically about the interests/stakeholders of a reform/decision process.2. A useful tool for identifying key players, defining interests, and determining levels of influence.B. How to create a power map?1. Determine the problem2. Brainstorm actors 3. Determine relationships between actors4. Determine actors interests & levels of influence5. Create visual map/matrix. There are many different options ranging from relationship webs to stakeholder matrices (pictured to the right) C. Challenges to power mapping? -1. How do you prioritize targets? 2. What is the cost-benefit ratio to executing the multiple levels of analysis? 3. How do you act on a map and incorporate it into actionable plans?

Additional Resources:

Bryson, John M. What to do When Stakeholders Matter: Stakeholder Identification and Analysis Techniques. Public Management Review. Vol. 6 Issue 1. 2004: (21-53). Available online: http://www.hhh.umn.edu/people/jmbryson/pdf/stakeholder_identification_analysis_techniques.pdf

Guidance Note: Stakeholder Analysis. World Bank. Available online: http://www1.worldbank.org/publicsector/politicaleconomy/November3Seminar/Stakehlder%20Readings/CPHP%20Stakeholder%20Analysis%20Note.pdf

Raybould, Steve. Stakeholder Analysis. Slideshow. Jul 2009. Available online: http://www.slideshare.net/SteveRaybould/stakeholder-analysisMARCH 4: CONCEPT MEMO IS DUE FOR EACH DAT TEAM

Thursday, March 6 (instructor)Development Advisory Team

SPRING BREAK

Tuesday, March 18Ana Dionne-Lanier: Framing and Negotiation

If I could only nudge the world a little bit, maybe that would be enough.But nudging isn't enough.-Jacqueline Novogratz

Central Questions / Learning Goals1. Understand framing and reframing, and the affects they have on issues and interests2. How do these concepts apply in our Development Advisory Team projects.3. How might they fit in our development toolkit?Class Readings Frames Framing, and Reframing by Sanda Kaufma, Micheal Elliot, and Deborah Schmueli http://www.beyondintractability.org/essay/framing Why is the new Oxfam campaign called GROW? The importance of framing Duncan Green http://oxfamblogs.org/fp2p/why-is-the-new-oxfam-campaign-called-grow/ In class: https://www.youtube.com/watch?v=hkg9ADEIPXM

Essential Insights/Takeaways What are Frames? Frames are a cognitive mechanism though which we can make sense of complexity. We all have frames through which we simplify the world. Frames often exist before our conscious processing of information and affect our individual decision-making. There are more than just interest, values, beliefs and positions on the table. There are also personal frameworks. Why do we care? Frame analysis and the process of framing and re-framing will arm us with ways to understand people and negotiate with them more effectively to gain support. Framing is constructing interpretive frameworks to present to others as a way to challenge perceptions, broaden perspective, build coalitions, and gain stakeholders. How do we reframe? Reframing is key in processes of negotiation. Grow is an example where a complex issue (hunger and poverty) are tackled through a positive message. It makes the problem seem fixable and identifies the viewer as a part of that fix, creating stakeholders (and potential donors) out of the general public.

Additional Resources Heath, Chip and Dan Heath. Switch: How to Change things when Change is Hard Broadway Books: 2010. Lederach, John Paul. Conflict Transformation. http://www.beyondintractability.org/essay/transformation (This is a great look at how to re-frame conflict and the basis of most peace studies research. John Paul Lederach is also a distinguished professor in the Kroc Institute for International Peace Studies and I would recommend looking into his books.)

Thursday, March 20Invited speaker: Shannon Coyne, CARE (Thursday, March 20th)

1. "How much do you know about the world?" by Hans Rosling,http://www.bbc.com/news/magazine-24835822(also attached)

2. CARE 2014 Advocacy Priorities (attached), andvideo on foreign aid 1013. CARE Learning Tours Ethiopia Trip Report, January 2014 (attached)

MARCH 20: INDIVIDUAL DAT BACKGROUND PAPER DUE

Tuesday March 25John Gibbons: Simulation Exercise

For the things we have to learn before we can do them, we learn by doing them.-Aristotle

Learning Goals

1. Learn some of the logic and concerns of donor organizations2. Understand how best to frame a project to win support from funding institutions3. Apply these techniques to DAT projects in an activity

Assignments:

Read pages 3-5, 9, 11-12, 16-20, and 23 in 20 Tips Every Strategic Grant Seeker Should Know by Jonathan Peizer http://grantseekersedge.org/20strategicGStips.pdf Think critically about the reading and if you agree with the strategies described Come up with ways you can apply the tips to the in-class assignment and your DAT project overall Research the program criteria, funding strategies, and theories of change of CRS, USAID, and the Gates Foundation Think of which organization is most applicable to your DAT project, and begin conceptualizing how best to frame your work in a way that is attractive to that organization.

Essential Insights/Takeaways1. What is donor logic and why is it important?a. Donor logic is the formula that donors use to judge a proposal and is composed of how they prioritize different merits i. According to Peizer, Organization must, satisfy the donors perception of the world if they wish to successfully qualify for the grant1. This requires reframing the proposal to encompass what the donor wants to see happen2. It is important to provide more than vision in a proposala. Crucial facets are measurement indicators, technical knowhow, sustainability, etc.3. What is the danger of mission drift in grant-seeking?a. Organizations may bend to the will of donors when seeking grantsi. If we follow Peizers recommendations, ethics seem to take a backseatb. While reframing is likely necessary, it can go too far if it reshapes the goals of the organization to fit the donors desires4. While the grant-seeker must match the donor, the donor should also match the grant-seekera. Finding likeminded people or institutions is a way to reduce mission shift and make the job of reframing easieri. It is not always possible though, and harder when bigger, broader granting organizations are involved

Additional Resources Grant Space has a lot of good resources and some useful videos (it is actually provided by the Foundation Center, mentioned below) http://www.grantspace.org/classroom/training-courses/grantseeking-basics The Foundation Center has some good information, though this link gets into grant-writing a little too much http://foundationcenter.org/getstarted/tutorials/gfr/index.html The Funding Centre gives the basics of grantseeking in an infographic http://www.fundingcentre.com.au/help/grantseeking-basics

Thursday, March 27Jessica Peck: From the Boardroom to the Field: Engaging Participants

A mediocre idea that generates enthusiasm will go further than a great idea that inspires no one. Mary Kay Ash

Central Questions / Learning Goals1. Come to better understand both the community based and top-down approaches to development2. Are there irreconcilable differences between the two?3. Are there ways to utilize both?Class Readings Poor Ecconomics: 41-49; 62-70 Community Participation in Development: 9 plagues and 12 commandments http://cdj.oxfordjournals.org/content/35/1/41.full.pdf+htmlFramework Discussion Application--thinking about the theory of change of your DAT organization and which of these spheres it tends towardsEssential Insights/Takeaways There are benefits and risks to both kinds of development Community Participation Pros: the community feels engaged and empowered, they are more likely to take an interest in the project, and the project is more likely to address their actual needs Cons: time consuming, work intensive, generally less efficient Top-Down Pros: the process moves quickly and efficiently using methods that have generally already been tried, developers can give time lines to their funders and can articulate an idea of success Cons: the approach can be heavy handed and implement changes that either do not matter or, in some cases, harm the well being of the community.The two are not mutually exclusive, however. Elements of both will probably be applied in both projects. It is just important to keep in mind the necessity of both as we go about development work.Additional Resources The examples of organizations we talked about in the presentation: http://www.sevamandir.org/ http://gramvikas.org/ Citizen Participation in Community Development http://ohioline.osu.edu/cd-fact/l700.html Is Increasing Community Participation Always a Good Thing? http://www.hks.harvard.edu/fs/akhwaja/papers/JEEAfinal.pdf Participation and Empowerment http://www.afairerworld.org/_Development/participation.html

Module 3: Strategy and Implementation in International Development

Learning Goals:1. Taking to Scale: We want to be ready to list, understand, and start to tackle critical concerns when taking a great idea to scale several years from now.2. Effecting Appropriate Change: Given our own experiences and expertise, we will need to be able to zero in on what changes we are best positioned to effect, are most needed, and will be best received when working in development.

Tuesday, April 1Erik Jensen & Stephen Zerfas: Scaling Up with Structured Thinking and Communication

Small is beautiful, but big is necessary. Fazle Hasan Abed, founder of BRAC

Overall Learning Goals1. Content Knowledgea. What are the critical elements we need to keep in mind if, four years from now, an opportunity presents itself (and the need arises) to enhance a projects scale? What are the critical concepts that might form a framework to approach such an opportunity?b. What are bright stories that offer a narrative incorporating these principles to enhance learning?Skill Developmenta. Can we set ourselves apart in any field by the way we structure our thinking?b. By the way we structure our communication?3. Integrationa. We hope the time in class will provide an experience of applying structured thinking and communication to the scaling up context.

Learning Activity(ies) Application of 8 Tensions of Scaling up to DAT groups (breakout prep and group examination) Development of MECE framework in pairs (breakout prep and group examination)

Part I: Erik Jensen

Central Questions / Learning Goals1. What are the critical elements we need to keep in mind if an opportunity presents itself (and the need arises) to enhance a projects scale?2. What are the critical concepts that might form a framework to approach an opportunity to scale?3. Explore the principles of scaling up, and the tensions (balances) of scaling up.Class Readings Scaling Up: The BRAC Experience Ahmed, Salehuddin and Micaela French. BRAC University Journal. 3.2 (2006): 35-40. Poverty Reduction that Works United Nations Development Programme. Overview (xxvi-xxxviii), Chapter 11 (181-195) Are the 7 principles and 8 tensions comprehensive? What might you add or change, if anything? How do these concepts apply to the Filipino case study?

Framework

Essential Insights/Takeaways Scaling up is necessary and even the responsibility of an organization which has laid a framework for a successful intervention Scaling up is about expanding impact, not about becoming large Projects typically start out small, and even when successful, remain small in comparison to the scale of poverty It becomes an organizations responsibility to scale islands of excellence to larger stories of success The principles of scaling up provide a framework for understanding the necessary components of successful scaling of interventions Successfully scaled interventions start with listening and vision, which make projects adaptable between differing settings Pilots can prove the effectiveness and efficiency of interventions through measurement and evaluation Training is essential in expanding impact by making knowledge transferrable from a local level The tensions of scaling up provide a framework for understanding the necessary balances that must be struck between competing forces in scaling up, especially within differing contexts, cultures and personalities.Additional Resources Gillespie, Stuart. Scaling Up Community-Driven Development: A Synthesis of Experience Uvin, Peter. Think Large and Act Small: Toward a New Paradigm for NGO Scaling Up Binswanger-Mkhize, Hans. Local and Community Driven Development Moving to Scale in Theory and Practice Narayan, D. Voices of the Poor Crying Out for Help Chapter 10 Ndegwa, Humphrey. The Dangers of Localizing Development http://www.humphreyndegwa.com/the-dangers-of-localizing-development/

Part 2: Stephen Zerfas

Strategy without tactics is the slowest route to victory. Tactics without strategy is the noise before defeat.- Sun TzuCentral Questions / Learning Goals1. Consider the value of and practice using mutually exclusive and collectively exhaustive (MECE) frameworks to but structure on messy problems.2. Consider the value of communicating it tight packages that deliver the takeaway point, followed with supporting reasons, and concluding with the takeaway.Class Readings Be MECE (mutually Exclusive and Collectively Exhaustive)." Powerful Problem Solving. N.p., 2 July 2010. Web. 23 Mar. 2014. http://powerful-problem-solving.com/be-meceWhere else might we apply MECE thinking and structured communication?

Frameworks Trick for structured communication: number your thoughts. I think this for three reasons.Essential Insights/Takeaways When faced with any problem or asked for input, stop and ask, How should I go about this? Messy Problem: Apply MECE framework All buckets should be mutually exclusive (no overlap) and collectively exhaustive (encompass everything). This little forethought enhances your ability to capture all relevant issues and eliminate wasted time by doubling back. Communication: Sandwich the reasons with the takeaway Controlling the sequence in which you present your ideas is the single most important way to make your presentation clear.

Additional Resources Minto, Barbara.The Pyramid Principle Logic in Writing, Thinking and Problem Solving. London: Minto International, 2003. Print. Developing MECE Frameworks A YouTube Video http://www.youtube.com/watch?v=Io4RcT38D2M Case Interview Practice (a MECE-centric activity with marginal benefit only if willing to put lots of time into internalizing MECE) Caseinterview.com Any management consultant practice case book from University of Michigan, UPenn Wharton, other top university

Thursday, April 3Camila Inarra: Accompaniment and Catholic Social Teaching

If there is no friendship with them [the poor] and no sharing of the life of the poor, then there is no authentic commitment to liberation, because love exists only among equals. Gustavo Gutirrez, A Theology of Liberation

Central Questions / Learning Goals1. Do we use accompaniment as a means to an end or as an end in itself?2. What are the key differences between accompaniment and CRSs Integral Human Development? Are there situations in which one method would work better than the other?3. What are the best ways to implement accompaniment and IHD into our current DAT projects as well as our work in the future? Class Readings A Users Guide to Integral Human Development, pages 1-15 http://www.crsprogramquality.org/publications/2009/2/23/a-users-guide-to-integral-human-development.html In the Company of the Poor, by Paul Farmer, Gustavo Gutierrez, Michael Griffin, and Jennie Weiss Block, pages 15-25 What are the best ways to implement accompaniment into our current DAT projects as well as our work in the future? How can we engage key players in our organization to think about and put into practice the principles of accompaniment? What are the differences between accompaniment and CRS's Integral Human Development? Are there situations in which one method would work better than the other? Is accompaniment a secular word or tied to liberation theology? How does this affect working with secular organizations?

Learning Activities Individually explain (a) universal definition of accompaniment and (b) accompaniment in specific DAT-related contexts.

FrameworkCatholic Relief Services Integral Human Development Framework

Essential Insights/Takeaways Looking at accompaniment as both a process and an end goal Accompaniment and a prescriptive approach to development arent mutually exclusive Accompaniment is a holistic way to approach any development project and can be applied across a variety of cases Basics on Integral Human Development Outcome: Integral Human development life, as a result of strategies Evaluate strategies (based on assets) Determine assets (spiritual, human, social, physical, natural, financial, and political), systems and structures Shocks, Cycles, Trends: define vulnerabilities Integral Human Development is only one way to implement the concept of development Reframes accompaniment as a part of the whole takes a charged buzzword and separates it into something more tangible A way to evaluate outcomes based on strategies that stem from peoples assets and structures & systems. Can be used to address the complexities of accompaniment Additional Resources For more on accompaniment and Paul Farmer Kidder, Tracy. Mountains Beyond Mountains. The Quest of Dr. Paul Farmer, a Man Who Would Cure the World. New York: Random House, 2009. For technical resources and to see examples of Integral Human Development in Practice http://www.crsprogramquality.org/IHD/ For more about Catholic Relief Services Vision for Integral Human Development http://university.crs.org/resources/integral-human-developmentGuest: Dr. John MearaRecommended articles:

https://www.dropbox.com/s/omsia2fcdohw77h/Doctors%20without%20Orders%20Ruxin.pdhttps://www.dropbox.com/s/m77bkmgmvnxwub7/Porter%205%20Forces%20Jan%2008%20copy.pdfhttps://www.dropbox.com/s/v6yhupktqmhzbbm/Mastering%20Mangmt%20Kaplan%20Norton%20Jan%2008.pdf

Tuesday April 8: No Class

Thursday April 10Denise Umubyehi: Tailoring Change to On-the-Ground Needs

Dont just tell me what to do, come and help me do it! Indian Official

Central Questions and Learning Goals: How can we think concretely about accompaniment in practice? What are some key issues that arise when project implementation meets on the ground realities? Can effective aid delivery take place through accompaniment?

Class Readings: Doctors Without Orders Pg. 32-43 by Josh Ruxin attached In the Company of the Poor: Conversations with Dr. Paul Farmer and Fr. Gustavo Gutirrez Read section on Accompaniment in Action in Steve Reifenberg's foreword Pgs. 194-197 Eight Principles for Effective Aid Delivery

-How do we ensure that projects are community/ recipient driven rather than donor driven? -Who is the expert/ is there an expert when it comes to on the ground needs? -How do we tailor research and investment to more effectively address what is really the most needed?

Essential Insights/ Takeaways When putting accompaniment in practice think about and maybe even carry around the 8 principles for effective aid delivery provided by Paul Farmer. Also, while most praise the accompaniment approach, think about some of its limitations. Dont be afraid to question. 1. Favor institutions that the poor identify as representing their interests2. Fund public institutions to do their job 3. Make job creation a benchmark of success 4. Buy and hire locally 5. Co-invest with governments to build a strong civil service 6. Provide cash to the poorest 7. Support regulation of non-state service providers 8. Apply evidence-based standards that offer the best outcomes Remember Dr. Meara and his advice regarding the importance of Strategic thinking and his gift of Doctors without Borders. Key Take Aways: 1. From Class: A few pointed to how this reading changed the way they thought about their role in technical development. You dont have to be a doctor because WE NEED MANAGERS (echoed by Jessica Peck). 2. From Reading: To do right we must also do it well (Ruxin, 43). i. Tons of resources exist but in order to deliver effectively and efficiently managers are needed. ii. We need to focus on the holistic nature of development rather than narrowly focusing on one issue. iii. The simplest solutions are rolled out fastest where systems are already in place such as infrastructure. iv. Private sector thinking linked with public (health) sector priorities True accompaniment does not privilege technical expertise above solidarity, compassion, and a willingness to tackle what may seem insuperable challengesit requires cooperation, openness, and humility; this concept may, I hope, infuse new vitality into development work. Farmer states 195Additional Resources/ Readings:

Foreign Affairs article : Partners in Help: Assisting the Poor Over the Long Term

Farmer, Paul. "Transcripts | Paul Farmer Discusses Accompaniment at Harvard's Kennedy School." Transcripts | Paul Farmer Discusses Accompaniment at Harvard's Kennedy School. Office of the Secretary General's Special Adviser on Community-Based Medicine and Lessons From Haiti, 25 May 2011. Web. 28 Apr. 2014.

Farmer, Paul. Accompaniment in Aid Delivery: A Concept Note By Paul Farmer. Lessons From Haiti. March 2012. Web. 28 April 28, 2014. http://www.lessonsfromhaiti.org/download/Report_Center/Accompaniment-In-Aid-Delivery_Concept-Note.pdf

Tuesday April 15No class during morning

Development Advisory Team Class PresentationsEvening session: 6 p.m.-9 p.m.

Thursday April 17Leadership Without Easy Answers

Tuesday April 22Megan Reineccius: Where do I fit?

What you have from experience is worth more than gold. Any kind of possession can be lost, but your experience is yours forever. Keep it and find a way to use it. Somaly Mam, The Road of Lost Innocence

Learning Goals: Be able to communicate effectively your personal and your DAT organization's why Identify short-term and long term goals for post graduation life and how these goals may or may not fulfill your Why Identify skills/ tools you take away from this class as they help you achieve your goalsReadings/ Resources: Read this short article on Strategic Plans as a background. Watch this TED talk on "The Golden Circle" How leaders inspire: Keeping ones beliefs in the center of ones work. Draw your own "golden circle" and be ready to share in class in partners: Why do you do the things you do/ what is your purpose? How do you plan to go about fulfilling this purpose? What does this make you?

What are your rules for the road? How has this changed throughout this class? What new insight or tools have you added to your toolbox? Why do you do the things you do/ what is your purpose? How do you plan to go about fulfilling this purpose? What does this make you? (Think this way when approaching development with main value/belief in mind i.e. accompaniment) How to bring the lessons from class and past experiences into workplaces whether international/ development related or not? What development myths do you seek to dispel?

Questions to think about: Is planning necessary? What makes a plan strategic? What new insights or tools have you added to your toolbox throughout the semester? How can you use these to make a better strategic plan? How does a strong sense of purpose and being able to effectively communicate this purpose help guide strategic planning?FrameworksThe Golden Circle:Focusing on why you do things/your central mission as the key to informing how you do things and what that makes you.Strategic Planning General Format: 1. Mission (SWOT Analysis- Strengths, Weaknesses, Opportunities, Threats) 2. Vision/ Theory of Change3. Goals(SMART - Specific, Measurable, Achievable, Relevant, Time-bound)4. Evaluate and Review

Essential Insights/Takeaways Importance of strategic planning in business, institution and personal life as a way of evaluating the the central mission driving the action Institutions and businesses can first communicate their central mission but must also take a great amount of time and energy in planning the how and what. The how (their Theory of Change) is what makes an organization unique in their approach of an issue. The what are the specific steps that need to be taken to achieve identified goals in a timely manner. Working towards an intentional and motivated life through keeping the why at the center (whether this means taking 10 minutes of your day to journal, meditate, etc.) Leadership and communication and strategic planning are all most effective when they are grounded in mission/purpose/why? Why you do what you do changes everything. The why should deeply inform the approach and what it is you do. If you have a solid why the how and what you can be more flexible and change based on relevance and feasibility.

Additional Resources1. Strategic planning frameworks and process - CAREhttp://www.careclimatechange.org/files/toolkit/CARE_Project_Implementation.pdf2. A Tool for Workshopping strategic plans for Community and Faith - Based Organizations - International HIV/AIDS Alliance http://www.openaspdf.com/files/3169630/AllianceStrategicPlanningTool.pdfhttp://www.careclimatechange.org/files/toolkit/CARE_Project_Implementation.pdf3. How Theory of Change is relevant to implementation - Oxfamhttp://oxfamblogs.org/fp2p/what-is-a-theory-of-change-and-does-it-actually-help/4. Typical Pitfalls of Strategic Planning - Development bloghttp://blogs.hbr.org/2009/03/four-fatal-flaws-of-strategic/5. Guide to Strategic Planning - Overseas Development Institute (ODI)file:///home/chronos/user/Downloads/ODI%20Strategic%20planning%20guide.pdf

Concluding Module: Reflection and Synthesis

Thursday, April 24 Development Advisory Team final review

Tuesday, April 29Final Session

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