How to amaze your funders with water tight evidence… Rachael Trotman – Weave rachael.trotman@xtra.co.nz Kate McKegg – Knowledge Institute, Kinnect Group kate@kinnect.co.nz February 2016
Today 01 What impresses funders Make links to What Works web resources and stories along the way 02 What ‘evidence’ is and some tools to gather it Questions and discussion 03 How to tell a powerful performance story 04 Mahi Tu Kaha example
What impresses funders Genuine ine comm mmitmen itment Clar arity ity of purpose ose Great eat qu questions estions Holdin lding a mirror to your wo world ld Robus bust t evidenc idence An effec ectiv tive e story 3
Genuine commitment TRANSLATE YOUR PASSION TO MAKE A DIFFERENCE INTO: HOW DO WE REALLY KNOW WHAT DIFFERENCE WE MAKE? Fish hooks Commit to telling your story authentically, invest in it Over telling Be clear on: Over claiming This is our intent This is what we do and how we do it Here are the questions we ask ourselves about quality, value and impact This is how we generate data to respond to those questions This is our evidence Here is our story, based on the evidence Intent Activity Questions Data Evidence Story 4
Clarity of purpose Funders love clear rationale and focused intent What needs are we trying to address? Why are we doing it? Outcomes are the flip side of this Keep rationale and purpose simple, short, specific and clear Fish hooks Focus on critical ingredients Balancing clarity with flexibility and fluidity Identify what you are trying to unlock or change Discerning your best contribution Show depth of understanding of what you are trying to change 5
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Examples of un/clear intent Unclear Clear and nd spe pecific fic Reduce obesity Increase rates of healthy body weight in Hamiltonians aged 10 to 60 Improve family wellbeing Glen Innes and Pt England homes actively grow safe, loving, supportive relationships (Heart Movement) https://www.facebook.com/heartintamaki/ Healthy ageing Increase social connection and independent living among older adults 60 plus across New Zealand Youth wellbeing Rise UP Academy students have ‘sharp minds, strong bodies, good hearts’ (Rise Up Trust) www.riseuptrust.org.nz Focus on what you want to move towards – the positive Identify what – with who - where 7
Great questions Good evaluative questions guide what data to collect, analyse and report Have a few good ones – clear and powerful Involve funders, participants, team, stakeholders – what do we REALLY need to know, based on our purpose? Fish hooks Questions should address: Asking too much or too little 1. What did we do (purpose and activity)? Framing questions well 2. How well did we do it (quality)? 3. How effective were we and what changed as a result, for whom (impact)? 4. What have we learnt (insight for action)? See http://whatworks.org.nz/purpose/ for help on getting your evaluative questions right 8
Holding a mirror to your world Funders want a sense of your reality and context Fish hook They want to hear direct from the people you serve Oversimplifying or distorting They want to understand what works in your context They want insight to guide their investment and understanding Example les Lifewise - http://www.lifewise.org.nz/turning-lives-around Rise UP Trust – Journey of a whanau https://vimeo.com/66029094 Vision West http://whatworks.org.nz/methods-tools-and-techniques/storytelling/ 9
What is evidence? Evidence is data and information that tells Government funders tend to like RBA plus a clear story and answers evaluative narrative/story – one option is to focus on questions the questions above plus visual sources such as photos and impact stories from Funders are also impressed by evidence your participants – see for example Most based practice Significant Change, case studies, short Develop a small number of good questions stories plus photos, or photovoice focused on what you want to know http://whatworks.org.nz/methods-tools- and-techniques/storytelling/ One option is to use Results Based Accountability (RBA) questions as the Make sure you also capture surprise, the foundation: unexpected What did we do? http://whatworks.org.nz/frameworks- How much did we do? approaches/rba/ How well did we do it? Is anyone better off (how effective were we and what changed Be aware of RBA limitations as a result)? http://www.mango.org.uk/guide/whyrbmn PLUS: What have we learnt? otwork 10
What makes evidence robust? Get the evaluative questions right and generate data in response Count and measure a few things well – don’t try and measure everything Multiple source feedback – a mix of quantitative and qualitative http://whatworks.org.nz/data-types/ Include a range of perspectives Have an open mind about what data is – include observations, informal feedback Include visual and ‘horses mouth’ information – real people, real stories Fish hooks Indicators alone not enough but needed Measuring and gathering unnecessary data 11
Funders like to see these kinds of evidence http://whatworks.org.nz/choosing-indicators/ Typ ype of evidenc ence Des escri cript ption ion Exa xample/s mple/s Some ome commo mmon too ools ls Intent/r /rat ation ionale le – Evidence around the need you X% of people experience this issue Statistics and statutory data seek to address and what you Research literature indicates that … Literature review what is our purpose hope to change as a result of Our participants/clients tell us that … Client/participant interviews or and why? your activity – shows focus groups understanding of issues What you do, how much, with We did X programmes over X weeks, involving Excel charts to show number and Your activ tivit ity – RBA – who, when, where these activities, with these many people (with characteristics of participants What did you do? these characteristics – age/gender/ethnicity etc) Tables How much did we do in these areas Visuals/photos of activity and with whom? Qualit ality of delivery – Measures and perceptions of Participation and retention rates Group feedback at key stages (eg quality of what was done Participant and staff feedback start, middle and end) RBA - how well did we ‘The evidence suggests the programme delivery Anonymous online survey do it? was high quality because of X, Y and Z …’ De Bono ’ s six hats method How effectiv tive e were ere Tangible measures, indicators Participant identified indicators of Assessment against indicators and perceptions of change, key change/success/shift Impact stories we e and d wha hat t needs being met and impact – Staff observe X changes Peer assessment cha hanged ged as a res esult lt? from a range of sources Participant and wh ā nau views and observations of Participant and whanau feedback – RBA – is anyone how they and others have changed better off? “The evidence demonstrates the programme was highly effective at meeting participant needs … ” What you have learnt Implications for understanding These things were effective Staff and/or and practice, what you will do These were ineffective participant debriefs - insig sight ht differently, implications for Unexpected outcomes or surprises Session with funder/s others What you will start, stop and keep doing 12
An effective story Keep it short and clear, your story involves: Intent Activity Questions Data Evidence Story Your story needs to answer er your key questi tions ns. . And you n need to be able to say What you t think nk i.e., , pro rogramme mme deliver ery y wa was excellent nt; Why y you think nk it t i.e., ., the data / evidence nce demonstra trates es all aspects s of deliver ery were high quality; ; and Why it matter ers i.e., , high quality ty deliver ery ensures s high levels els of parti tici cipant nt engagement nt and ret etention ention. Can use excel to graph or chart numbers/quantitative information Photos/visuals/film Impact stories – structured feedback with informed consent and confidentiality clear To present your story – slide doc, summary sheet, findings table, short youtube, dashboard, photostory See http://whatworks.org.nz/share/ for tools to tell your story 13
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EXAMPLE Mahi Tu Kaha July 2015 K. McKegg The Knowledge Institute www.knowledgeinstitute.co.nz – a member of the Kinnect Group www.kinnect.co.nz
Mahi Tu Kaha Mahi Tu Kaha is an early intervention The programme is part of an MSD pilot programme run by the Whaioro funded social sector trial. Funding of Trust in Palmerston North developed to $4,000 was provided for evaluation. assist rangatahi aged 10 to 17 address behavioural issues that put their education and relationships at risk. Mahi Tu Kaha draws from a combination of theories and techniques, including Mason Durie’s Mauri Model of Practice as well as Cognitive Behavioural Therapy, Family Therapy, Systemic Therapy, Neuro- Linguisitc and Neuro-Semantic theory, http://www.whaioro.org.nz/ ALAC’s Smashed and Stoned Programme , and other tikanga Māori models and practices. 17
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