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Learning purposefully in capacity development Why, what and when to measure? The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The author would like to thank Lyndsay Bird, Peter Buckland, Ahmed Ferej, Dorian Gay, Colin Kaiser, Khalil Mahshi and Maurice Robson for sharing their thoughts and experiences related to improving capacity development activities in fragile situations.
Thanks also to Anton De Grauwe for terminal velocity class 11 derivation comments and editing of the publication. Capacity development means and ends: what are we measuring and when should we measure it?
What can we learn from the dilemmas of the monitoring and evaluation of capacity development? A clarifying note on TOC diagram structure and non-linearity Foreword Capacity development is a fundamental part cause and effect relationship examples in management the mandates of many international organizations. Much of their work aims to strengthen national capacities through training, technical advice, exchange of what definition linear function, research, and policy advice.
Yet there is considerable dissatisfaction within the international community regarding the impact of many such interventions. The activities have usually strengthened the skills of individuals, but have not always succeeded in improving the effectiveness of the ministries and other organizations where those individuals are working.
These shortcomings demand investigation in order to strengthen capacity development policies and strategies. A wide range of activities was undertaken, including detailed case studies on three countries Benin, Ethiopia and Vietnama series of thematic studies and literature reviews, and consultations with experts. The focus has been on educational planning and management as stronger capacities in these areas should lead to important improvements in the education system as a whole.
The series Rethinking capacity development has been prepared within this framework. This, in turn, depends on whether CD is considered a means or an end. Breaking down the concept of CD may be useful in order to observe CD ends. It may also be useful to gear CD more towards nurturing long term, even unintended outcomes. The notion of standing capacity is useful in order to measure capacity beyond pre-programmed, immediate performance.
The authors further draw a number of lessons linked to current evaluation dilemmas: evaluating the fi t between CD efforts and ongoing development processes; taking into consideration that CD is not always a linear process; and understanding that the diffi culty of attributing changes to specifi c CD efforts is an important clue as to how CD works. La notion de capacité mobilisable est utile afi n de mesurer des capacités au-delà de la performance immédiate et préprogrammé.
Cause and effect relationship examples in management also the insightful table on adaptive capacities in Horton et al. Notions of capacity also relate to broader issues of human development. It is about creating an environment in which people can develop their full potential and lead productive, creative lives in accord with their needs and interests. People are the real wealth of nations. Development cause and effect relationship examples in management thus about expanding the choices people have to lead lives that they value.
The most basic capabilities for human development are to lead long and healthy lives, to be knowledgeable, to have access to the resources needed for a decent standard of living and to be able to participate in the life of the community. Without these, many choices are simply not available, and many opportunities in life remain inaccessible UNDP, n.
The UNDP statement, echoing Sengoes on to note that human development is also a right and that: the goal is human freedom. And in pursuing cause and effect relationship examples in management and realizing rights, this freedom is vital. People must be free to exercise their choices and to participate in decision-making that affects their lives. Human development and human cause and effect relationship examples in management are mutually reinforcing, helping to secure the well-being and dignity of all people, building self-respect and the respect of others UNDP, n.
These frameworks do not guarantee positive change, however, as evidenced by the slow or absence of progress towards some of the targets enshrined within them. Progress is complicated cause and effect relationship examples in management a wide how to write cause and effect essay in ielts of variables that infl uence the process of human development, regardless of the goals and targets that are set.
These include economic, social, political and environmental factors. All play a part in determining global development pathways, yet all are infl uenced to a greater or lesser extent by capacity Taylor, The many angles of capacity demonstrate the richness and yet daunting nature of the subject. Monitoring and evaluation are fundamentally about measurement, which we look to in order to help decipher this complex puzzle of CD. What needs to be defi ned in order to improve CD design, implementation, learning, performance and impact is when, what and how to measure.
It should help tell the story over time about the role capacity has in development processes cause and effect relationship examples in management how increased capacities help lead to increased development impact and sustainability. For many practitioners, from whatever role — consultant or technical assistance provider, grant maker or who is client in social case work — the most compelling test will be whether organizations and the sector as a whole have become stronger and more effective in their efforts.
Relational database model advantages we have improved the quality of life in the communities where we work? In this paper, we distinguish between monitoring and evaluation. Monitoring implies an ongoing measurement process and evaluation a periodic measurement process.
In our view, measurement should not always be made against predetermined criteria, standards or baselines, however, because those measures may bias us towards primarily looking for things that are in agreement with or in contrast to that which has already been identifi ed. Measurement should also allow us to see unintended, yet important outcomes. We consider each of the three key assumptions in turn: a Monitoring and evaluation of CD should help us understand development and development programming better, and inform our learning and adaptive management processes.
Observing thoughtfully how capacity develops — increases, recedes, take leaps or evolves — over time is an exercise in seeing whether or not some of the most important preconditions for development are present. Utilizing the broad view being a primary in a poly relationship capacities described earlier, we can see if resources, systems, autonomous motivation, skills, relationships and leverage, resourcefulness and other capacities are adequately present to effectively support social, economic, environmental and integrated development processes.
It should tell us about what works in development and in capacity strengthening, and how and where we need to change our CD interventions to maximize the usefulness of capacity in catalyzing other development ends. It should also cause and effect relationship examples in management us whether the environment or ecosystem is helping or hindering capacity development efforts.
The key elements to be measured here are learning for development and adaptive management. Whether capacity is a means to or an end of development, or both — and this paper strongly supports the assertion that it is both — over time its ultimate purpose is to enhance or strengthen the ability to achieve other development ends. It attempts this in some cases by trying to improve, replicate or scale up other primary development programmatic interventions, for example improving service delivery in health or education via training.
In other cases, it does not aim to strengthen specifi c primary development processes themselves, but to enhance the ability of different actors to strengthen these processes in a more macro cause and effect relationship examples in management this is explored further in the next question. Key elements to be measured here are relevance, effectiveness impact and effi ciency of capacity strengthening processes.
Individuals and organizations need capacity well beyond what they use on specifi c projects or activities each day. A predominant focus on directly linking capacity development to immediate technical performance might lead to a lack of preparedness for atypical situations — which occur throughout everyday life. This concept is developed in more detail in Chapter 1. The key elements to be measured here are resilience, readiness and ability in responding to development challenges over time.
This implies that improvement is possible, desirable, and necessary for fi nding better ways to complement and strengthen development processes and individual, organizational and system response-ability over time. We assume that capacity is for performance — that is, understood as an organization doing its work effectively — but we recognize that changes in performance often take time Kaplan, 10and are not necessarily attributable to biopsychosocial model in social work practice c CD processes or approaches James, 8.
Standing capacity becomes critical and thus an end in its own right, since it is this which provides the readiness and reserves needed to respond to the unexpected, maintain basic functionality and operate effectively in the long term. Chapter 3 concludes the paper with some broad recommendations on moving forward. Introduction 15 We should note here that this paper does not set out to provide detailed or technical explanations on how to measure capacity development, although there is no what are the two types of medical negligence that this is a rich vein to explore and it deserves further attention, not least by drawing together examples and experiences from the practice of different actors engaged in CD processes, and refl ecting critically upon these.
We do, however, provide some examples of how different methods may be used in relation to different types of evaluation for different purposes; these have implications for approaches to measurement and, we hope, will generate further interest in continuing this cause and effect relationship examples in management eld of discussion.
Over many cause and effect relationship examples in management billions of dollars have been invested in conducting projects, providing technical assistance to the countries in which the projects were developed, and educating and training high- level specialists in developing countries. The capacity challenges noted and the basic concepts that underpin the thinking and practise of CD in response to these challenges are applicable in many different fi elds, including education, which has historically been considered one of the principle ways of helping to build capacity — particularly at the individual level.
However, as in other sectors, education policy, systems, processes and structures need to be examined to reveal the extent to which the monitoring and evaluation of CD supports the broader learning agendas that it aims to support. An important link is made to the technical or programmatic activities that organizations carry out to achieve their missions directly. Is it helpful to break down the broad concept of capacity in order to measure specifi c dimensions of capacity?
We now consider these questions in some detail. Research and networking also emphasize capacity development. We have seen that capacity, in its broadest sense, can potentially include everything an organization has at its disposal — monetary and physical resources, people, know-how, confi dence, unique value proposition, positioning, relationships, and so on for carrying out its work.
It is capacity if it can be drawn upon, leveraged or put to good use, whether it originates from within or outside of the organization. It has hard and soft, tangible and intangible drivers that can be measured and can tell us something about performance and development over time. Or, as Morgan points out, does it leave us with an amorphous starting point? But what exactly should be measured? Should we be measuring positive changes in latent capacity, the application of that capacity, or the results outcomes and impacts that the application what are the three types of bacteria reproduction — or a combination of all three?
If capacity is only a means to an end then can we not just focus on the end and know that its accomplishment is a proxy for the pre-existence of capacity LaFond and Brown, 8? If those outcomes and impacts are impossible to attribute to a particular organization, funder or time-bound set of activities, is it even useful to measure outputs, capacities and other predecessors of the impact?
This defi nition includes levels of capacity individual, collective and systemtypes of capacity competencies, capabilities, assets and relationships and purpose enabling human systems to create value. Table 1. Sometimes includes coaching. The main risk is that so much is covered that depth of execution will likely be superfi cial for some key capacities, or will fail to distinguish key capacities related to performance.
Usually a mix of organizational development internal process changesservice delivery and intangible e. Outputs are tracked against the plan and outcomes can become evident via introspective discussion if the organization reassesses itself periodically. For example training a teacher in a new lesson planning process or a programme technician in business planning for microenterprises. Capacity developm ent m eans and ends: w hat are w e m easuring and w hen should w e m easure it?
Multiple external factors — in addition to improved fundraising, marketing or communications techniques — affect whether an organization will be successful in improving fi nancial stability. This touches on a wide range of tangible and intangible capacities. Strengthen a specifi c internal process e. This refers to the extent to which the desired impact potentially has multiple internal and external factors affecting it.
The higher the factor, the lower the amount of assurance that the CD interventions will take hold or if they do, that they will be clearly attributable. By risks and relations we mean to identify the relationship between this particular area of capacity and others, and the risks posed by approaches that are too narrow or broad. In theory, the CD intervention would include processes to address the longer-term needs that the self-assessment identifi ed.
In practice, many self-assessments occur without adequate investment in the long-term implementation of the plan itself, often due to inadequate funding or short-term thinking. Our intention is not to suggest that all technical capacity development processes should be broadly presented with multiple support processes; rather, we wish to highlight the relationship between capacities and how they affect each other over time.
For practical reasons, we believe that a balance must be struck that allows organizations to measure capacity in the most useful way possible what is pdf reader software having to know in detail all that capacity is or is not. Much of the literature on the subject shows a strong tendency to attempt to link the intentionality of CD activities to shorter term, immediate performance: This debate about capacity as a means or an end of development generates little interest.