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learning: Outcome Mapping and It’s Multiple Uses in the Project Cycle of a SUB Initiative. Kaia
Ambrose Ceja Andina Project, Corporación Ecopar Quito, Ecuador kaia_ambrose@yahoo.ca
October 2004 Key words: Outcome Mapping, social learning, institutional learning and change
(ILAC). Summary Outcome Mapping has gone beyond a monitoring and evaluation exercise in
the Ceja Andina project. It has provided a space for social learning among strategic project
partners, as well as institutional learning within the executing organization of the project. In this
sense, monitoring becomes a social analysis exercise, which looks closely at the way
development, the sustainable use of biodiversity and community-based natural resource
management are being promoted, facilitated, supported, executed and/or led by organizations and
local actors. Based on this utilization of the methodology, the project has taken Outcome
Mapping and adapted it to meet project needs, with the aim of progressing the methodology into
a useful tool for various actor groups. This has been achieved without any formal training by any
project staff on the methodology. This article summarizes Outcome Mapping activities within
the Ceja Andina project, highlighting the challenges, changes and projected actions that were
born from the application and innovation of the methodology. It then explores two concepts that
the methodology has helped support: social learning and institutional learning and change.
Finally, it concludes with the key lessons learned and challenges for the future. Introduction: the
story of Outcome Mapping in the Ceja Andina Project The Ceja Andina project has used
Outcome Mapping (OM) in all project phases: from the beginning, in the planning stage, during
the project as a monitoring tool, and with projections for use in final stages as an evaluation and
self-assessment tool. Initially, there was some trepidation with the methodology. We asked
ourselves “Are we using it correctly?” “What are we doing right? What are we doing
incorrectly?” However, we quickly discovered the flexibility of OM; we were able to adapt it and
use it in a way that best suited our needs as a project. The innovation process that took place in
the application of the OM process has resulted in better understanding and iterative
improvements in project management and multi-stakeholder collaborative actions. This in turn
has helped the project cope with the complexity of participatory resource management and guide
the project’s impact pathway, focus and research efforts. Rather than prove results and impacts,
the project has been able to focus on improving interventions that encourage local actor-led
development processes and interactive modalities in research and development initiatives. As a
project, we have been able to focus on how we are performing well, and also how others are
performing well, towards a common goal and not only for the final achievement of that goal. We
recognize that we may not be able to control that goal, but we can certainly analyze our, and
others, advancement, progress and process along the way to a common vision. Finally, we have
explored qualitative processes based on behavioural changes of strategic partners and of team
members and the products that they have achieved. Figure 1 demonstrates the process that the
OM methodology has taken so far in the Ceja Andina Project. Stage 1 (March 2003) began with
the first workshop among strategic partners to define the Intentional Design of OM as well as
Outcome and Performance Monitoring. Grupo Randi Randi, who had already used OM in their
MANRECUR III project (also funded by IDRC), facilitated this workshop. The vision, mission,
outcomes, progress markers, strategy map, organizational practices, monitoring plan as well as
the appropriate journals, helped guide the projects first steps towards the sustainable use of agrobiodiversity in the ceja andina life zone. After this workshop, the project team met several times
to define the last details of the OM package. This included a timeline for applying OM, as
required by IDRC. After some discussion, the project decided that it would apply OM (through
workshops with strategic partners and filling out journals) every 6 months to coincide with
semester reports. Stage 2 (August 2003 – December 2003) first involved a workshop to go over
the final OM package with boundary partners (as a “refresher” meeting as the new project
coordinator had not been involved in the first OM workshop). The instruments (progress markers
and strategic plan journals) were then filled out during two moments: the first, combining them
with an actor analysis carried out by the project to confirm strategic partners and identify new
partners, and the second in an end-of-semester workshop to finalize the journals for this
semester. The final activity at this stage was the revision and redefinition of vision, mission,
progress markers and strategy map, according to dialogue with strategic partners as well as the
development of the project. Stage 3 (which spanned the third semester of the project, January –
July 2004), involved the third workshop to fill out journals, as well as to continue with reformatting journals and report presentation. This was aided by the revision of two other IDRC
experiences: the self-assessment of the Nagaland Environmental Protection and Economic
Development Project using OM and the International Model Forest Network Secretariat
(IMFNS) outcomes assessment, also using OM. The Ceja Andina experience with OM started at
the planning stage and until now has been used for monitoring. The Nagaland and IMFNS
experiences have shown us how the methodology can be used effectively and with clarity for
evaluative means (as self-assessments, at the end of a project, or as a mid-term assessment).
After a year and a half of experiencing an innovative process of OM, many questions have arisen
regarding the methodology, as well as certain needs for future stages. These concerns are raised
in Table 1. Finally, the project has had the opportunity to socialize and promote the methodology
on several occasions. A presentation was given to the IDRC Ecohealth project and other project
leaders at CIP and INIAP. In the World Bank IPDET course, the coordinator of the Ceja Andina
project engaged in several conversations with IDRC and other project personnel regarding the
experience of Ceja Andina with OM.
Table 1:
Problems and options with OM in the Ceja Andina Project. Problem What we changed /
specific actions What we still want to do Key questions for further discussion
Vision and
Mission long and repetitive. Edit vision and mission (summarize). At evaluation stage,
examine validity for next steps. Does the vision and mission express strategic direction and
priority programming?
Constantly changing strategic partners. Actor analysis. Continual
actor analysis (shortened version). Have our strategic partners changed? Who are our new
ones?
Progress markers repetitive; too many. Summarize and condense progress
markers. Continue to analyze progress markers? Do have progress markers properly located?
Little understanding of strategy map; hard to elaborate strategies for entire
project. Elaborate strategies each semester in coherence with semester plan. Improved format
(table) for reporting. Better understanding of concrete examples. Based on strategic directions,
define possible future strategy map. Are we properly locating each category of strategies?
(causal, persuasion and support). What strategies do we need for next steps?
Little
understanding of organizational practice components. Have adopted to project needs - informal
discussions with entire team (including consultants and students). Complementary tools and
activities: monthly meetings, personal diaries, SWOT. Better understanding of each category.
Further customize Performance Journal to better articulate organizational practices important
to Ecopar and the Ceja Andina Project. Better understanding of categories established in OM.
Are we better development and research professionals? Are we contributing to change
antiquated development paradigms? How effective is the project? What do we need to improve?
Only brief understanding of Monitoring Priorities from first workshop. OM has been an
iterative process for Ceja Andina; learning what type of monitoring is necessary as we
go. Define clear Monitoring Priorities for next steps. What do we really need OM for? How
has it been useful based on our past experience?
Excessive amount of paperwork. Confusion
of tools (journals) because of the amount of information required. Confusion of how to
“prioritize”. Complications regarding how to best register information. No quantitative data
collection. Workshops include group discussions. Monthly meetings. New and complementary
formats. Study other experiences (Nagaland, Model Forest). Compare information through
time (after two and a half years). Prioritize what to analyze each semester. Establish
responsibilities within team (and partners?). Tighten up journals. Writing workshop. What is
the best way to measure changes in attitude (compare registered information)? Who should
ideally and realistically be filling out this information? What training do they need to do this (and
also write) properly?
Register of information (different partners under the same category).
“Average” values are noted, but any differences or special comments are also systematized.
Prioritize information collection.
Evaluation plan not established. IPDET evaluation
course in Ottawa. Study other experiences (Nagaland, Model Forest). Workshop to establish
evaluation plan, especially for self-assessment and next steps. What do we want / need to
evaluate?
Little participation from all strategic partners. Facilitate workshops that are not
entirely based on methodology (also shorter workshops). Define role of strategic partners in
OM. What role to strategic partners play in OM?
Little institutionalization of methodology.
Define what tools are appropriate for other organizations. Is institutionalization necessary?
Outcome Mapping and Institutional Learning and Change In their ISNAR Discussion Paper,
Watts et al. (2003) point out the ineffectiveness of traditional transfer-of-technology approaches
to agriculture and natural resource management research and the ultimate goals of poverty
reduction. If research and development organizations wish to be more successful in reducing
poverty and increasing the sustainability of agriculture production systems and ecosystem
management, they must engage in more interconnected responses to these problems. This
requires a transformation of organizations, and the professionals that work within them. The
Consultative Group on International Agricultural Research (CGIAR) has identified institutional
learning and change (ILAC) as a key area for more effective and efficient interventions
connected with rural poverty. ILAC recognizes the need for impact assessment and evaluation to
support more self-critical learning roles, seeking to “strengthen performance and encourage new
modes of professional behavior associated with continuous learning and change” (Watts et al.
2003:3). ILAC is a process aimed at changing behavior and improving performance by reflecting
on and reframing the lessons learned during the research process to help direct changes in
objectives, strategies, methods and research. Accomplishments as well as errors and dead ends
become opportunities for such reflective learning in the identification of factors and
circumstances that can lead to improved performance. Institutional learning and change can be
catalyzed and supported through exploring and reflecting on questions centered around the
following three areas: operations (how well are we doing the job?), strategy (are our goals and
strategies still relevant to our clients?), and paradigm (are our underlying premises and mental
view of the world still valid under contemporary conditions?) (Watts et al., 2003:12). OM has
become a commitment to a continuous cycle of learning within the Ceja Andina project that aims
to address all three areas for monitoring and adjustment in order to remain “on track”, especially
while the “track” itself may be shifting. While applying Outcome and Strategy Journals, the
project team can take stock of what is going well and what is missing, where support is needed,
and what strategic partners are emerging. However, it is during the analysis of the Performance
Journal that the Ceja Andina team is able to analyze Ecopar’s learning and change, as well as the
level of each individual team member. In shifting development paradigms, we must remember
that the most successful programs are those that delegate power and responsibility to endogenous
actors, while still playing a facilitation or support role. Our Performance Journal allows us to
engage in such reflection and therefore in an iterative process of improvement as a developmentresearch organization and as development professionals. Are we better development
professionals? Are we helping to shift the development paradigm to one that is truly
participatory? Are we continually learning and redefining what rural development means? What
the role of research in development is? We understand that if we want to see, and support,
attitude changes in our strategic partners, we as an organization and as individuals that make up
that organization, we must also embark on attitude changes or our own. The Performance Journal
helps us discuss these issues and in the process, become a learning organization. Outcome
Mapping and Social Learning Spaces The Ceja Andina team is not the only group engaging in
ILAC. Through the Outcome Journal, strategic partners discuss and analyze why or why not
certain progress markers are achieved. In this sense, they too engage in personal reflections
regarding their attitudes and attitude changes towards natural resource management, at the same
time, sharing these reflections with other strategic partner groups. A learning cycle is therefore
created within each strategic partner, while at the same time OM becomes a learning alliance.
OM helps us analyze how we are collectively engaging in the sustainable use of biodiversity and
participatory natural resource management and what changes we need to make as individuals and
a collective group of organizations to achieve common goals (defined in the vision and mission
stage of OM). Figure 2 illustrates the concept of learning cycles and social learning spaces using
OM in the Ceja Andina project. From learning cycles within the project team, to learning cycles
within partner institutions, we have begun to construct a social learning space using OM.
Although much still needs to be done to strengthen this informal, multi-stakeholder network, OM
helps us take a look at where this group of people and organizations is in terms of collaborative
action towards sustainable natural resource use; knowing where we are, allows us to continue to
“knit the net” (Krebs & Holley, 2002) using OM as one method for reflection and to provoke
collaborative action. Figure 2: Learning cycles – learning alliance – social learning space in OM
Röling (2001, 2002) defines social learning as the bringing
together of different perceptions, experiences and actions (cognition) into a common space that
works with this diversity to create dialogue, negotiation, common visions and priorities and
finally concerted action, based on a recognition of interdependence. Natural resource dilemmas
are usually marked by the presence of multiple stakeholders representing different interests
(based on worldviews, life goals, incentives…come from experience); requires negotiation and
agreement among these different stakeholders in order for them to reconcile their differences,
reach compromise, and engage in constructive concerted action (Röling, 2001). In other words,
social learning occurs when multiple cognition (different perspectives and different actions)
turns into collective or distributed cognition (concerted action). In the case of the Ceja Andina
project, from the initial OM workshop, different actors gathered to collectively and interactively
construct the vision, mission and progress markers for the Ceja Andina project and therefore for
the ceja andina forest in Carchi. In the analysis of the outcome diary, progress markers and
strategic map, we have identified new actors, as well as an analysis of current actors, their
potential roles, contributions and actions. With OM, we have been able to identify more strategic
partners than originally planned, and therefore extend project information and collaborative
management of the project to a wider audience. We have used OM as a tool to analyze / identify
partners and their levels of interest and participation and especially to determine their
interdependence. OM has provided a platform for the recognition of this interdependence, a key
concept in social learning, which brings about negotiated agreement, reciprocity, trust, conflict
management (Röling, 2001; Douthwaite et al., 2003) and sets the stage for concerted action by
first providing space for dialogue, introducing diverse ideas, and concrete planning in order to
explore conditions and opportunities for collective action to build and implement solutions for
natural resource management based on behavioural change. Key lessons learned and questions
for the future OM has helped give the Ceja Andina project a clearer focus of its goals, through
the process of defining the project’s collective pathway and redirecting research and
development intervention efforts. Among the lessons learned in the development of the OM
process within the Ceja Andina project, the most noteworthy are: OM is a flexible process that
encourages learning at different levels and in and among different groups of actors. This
flexibility allows the project to focus on what matters most in development: people, their life
spaces and their different experiences, aspirations, perceptions and attitudes towards natural
resources. This means going beyond information creation and dissemination, and entering more
practical and active areas for development research. This learning also promotes creativity in
monitoring and evaluation to adapt OM to project and partner needs. OM has constituted a
process for institutional learning and change as well as social learning. It allows us to learn,
negotiate, plan and act in a collaborative and interactive manner, based on behaviour changes in
strategic partners and the project team. OM provides the feedback necessary for constant
improvisation in implementing participatory natural resource management projects, and learning
and improving the performance of those involved. However, key questions still remain for the
continued innovation of OM in development and research projects and programs: How can
different actors (farmers, municipal governments) continue to learn from OM processes? How
can we learn from other experiences in order to improve the way we use OM, especially for
defining strategic directions and programming in subsequent phases of the project? How can OM
contribute to scaling-up? How can we, across time, demonstrate that processes, capabilities,
attitudes, relationships and activities grew and changed to contribute to wider-scale development
changes that in the ceja andina life zone? Where do we need to continue redesigning vision,
mission, progress markers, strategic map and organizational practices, as well journal formats
and information collection? What evaluation priorities and strategies are needed at this stage of
the Ceja Andina project and how can OM support an evaluation? In what way can we further
define the applicability of OM in research projects (and how OM can capture how research
affects behaviour)? Which theoretical aspects of OM do we need to take more time to analyze in
order to better orient the application of the methodology? What judicious choices do we make
about which data to collect and analyze: which data (and in which organization of boundary
partners and which graduated progress markers) do we really need to collect to monitor the
project? Bibliography Douthwaite, Boru, et al. 2003. “The concept of INRM and implications for
developing evaluation methods”. Book chapter in Shiferaw, Freeman and Swinton (eds)
(forthcoming). Natural Resource Management in Agriculture: Methods for Assessing Economic
and Environmental Impacts. CABI Publishing, Oxford. International Development Research
Centre. 2000. “IMFNS Outcomes Assessment”. Final Report. IDRC/IMFNS, Canada.
International Development Research Centre. 1999. “Nagaland Environmental Protection and
Economic Development Project: A Self-Assessment Using Outcome Mapping”. IDRC, Canada.
Krebs, Valdis & Holley, June. 2002. Building Sustainable Communities through Network
Building. InFlow and ACEnet. USA. Röling, N. 2002. “Beyond the aggregation of individual
preferences: Moving from multiple cognition in resource dilemmas”. Wheelbarrows full of frogs:
social learning in rural resource management. C. Leeuwis and R. Pyburn. Assen, Koninklijke
Van Gorcum. Röling, Neils. 2001. “From Arena to Interaction: Blind Spot in Actor-Oriented
Sociology”. This paper draws on N.Röling and J.Woodhill (2001). From Paradigm to Practice:
Foundations, Principles and Elements for Dialogue on Water, Food and Environment.
Background Document for National and Basin Dialogue Design Workshop held in Bonn,
December 1, 2001. Watts, J., R. Mackay, d. Horton, A. Hall, B. Douthwaite, R. Chambers and A.
Acosta. 2003. “Institutional Learning and Change: An Introduction”. ISNAR Discussion Paper
No.03-10. For concrete examples and further explanations, see OM semester reports. The
English term used in OM is “boundary partner”, the Spanish term has been translated into “socio
directo”, or “direct partner”. The Ceja Andina Project has used the term “strategic partner”.
PAGE
PAGE 1 What changes do we need to employ together? Partners carry out their
own learning cycles. In order to conform a learning alliance and a social learning space. What
changes do we need within each organization (and each person) in order to achieve progress
markers? How are we working together towards CBNRM in a certain socio-environmental life
zone? - Further changes to format. More effective ways of making OM useful for collaborative
learning. Reduce / prioritize progress markers. Decrease paper work. Evaluation workshop (for
identifying next steps). Analyze usefulness of using OM throughout project cycle (compared to
other experiences, i.e. Nagaland, Model Forest). Stage 3: Third Workshop, revision of other
experiences, Now what?? Influence project activities; direction. Vision, mission progress
markers, strategy map, organizational practices established. Application of journals; actor
analysis. - Tighten up progress markers and strategy map. - Experiment with format. - Redefine
strategic partners. Stage 1: First Workshop Stage 2: Apply interviews, Actor Analysis, Second &
Third Workshops Besides these stages, internal planning and reflection on a monthly basis as
well as OM presentations (Ecosalud, CIP, IPDET course). Common vision, mission, progress
markers, strategic map. All strategic partners Reduced number of strategic partners present in
workshops. Reduced participation of strategic partners, but same as last workshops. External
socialization of OM. Figure 1: Stages of OM in the Ceja Andina Project
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