Making a Difference at the Science- Practice Interface Aldo Leopold Leadership Program Training September 2011 Susi Moser Susanne Moser Research & Consulting Stanford University ALLP Fellow 2005
September 9, 2011 - Friday Morning Overview Part 1: Uncovering our theories of change HOW -- 10 min Break -- Part 2: Many ways to make a difference WHERE, WITH WHOM, WITH WHAT -- Lunch --
How does this fit in? Leadership skills Self-reflexivity Uncovering your and others assumptions People skills (Policy) system analysis Strategic thinking Aligning vision, goals, approach, activities with those who can move the levers of change Update your own thinking and behavior Spec. training purposes Improved understanding of policy process Improved understanding of science influence in policy and management world Additional help with preparing for interviews
Making change happen EXERCISE 1: A personal story of impactful influence or change Partner up Step 1: Each partner tells her/his story of change (5 mins/partner) The other one listens carefully for how the storyteller thinks change happened Step 2: Each partner reports back on what s/he heard about how the partner thinks change happened (5 min total) Step 3: Partners reflect in dialogue on how this experience influenced their thinking about how to affect change (10 mins total) 25 minutes total
Making change happen EXERCISE 2: A professional story of impactful influence or change Partner up Step 1: Each partner tells her/his story of change (5 mins/partner) The other one listens carefully for how the storyteller thinks change happened Step 2: Each partner reports back on what s/he heard about how the partner thinks change happened (5 mins total) Step 3: Partners reflect in dialogue on how this experience influenced their thinking about how to affect change (10 mins total) 25 minutes total
Theory of change What is it? An explicit presentation of the assumptions about how changes are expected to happen within any particular context and in relation to a particular intervention. Keystone Accountability --------------*--------------- [A tool that] describes a process of planned social change, from the assumptions that guide its design to the long-term goals it seeks to achieve. Ford Foundation --------------*---------------
Theory of change another definition A theory of change takes a wide view of desired change, carefully probing the assumptions behind each step in what may be a long and complex process. Articulating a theory of change often entails thinking through all the steps along a path toward a desired change, identifying the preconditions that will enable (and possible inhibit) each step, listing the activities that will produce those conditions, and explaining why those activities are likely to work. GrantCraft
Making change happen EXERCISE 3: Building on your professional story (cont.) Step 4: Equip yourself with sticky notes Abstract a little: Build an factor-gram of how it happened Step 5: Initial goal(s)/ Problem to solve Preconditions Most important factors? Be ready to report to group 15 minutes total Activities Timing/ Frequency Personal Qualities (you) Resources Serendipity/ Other Personal Qualities (other) Actual Outcomes
Making change happen EXERCISE 4: Sharing your theories of change Let s hear it! Do not tell the specifics Synthesize why you think change happened 1 minute/pair!!! Reflection What are you hearing? What do you notice? What, if any, aha moments are you having? 15 minutes between you and coffee!!
Break
Becoming influential Learn: Moving from the intuitive to the state-ofthe-art in science-practice interactions Prepare: Moving from past experience to the challenges ahead on Monday/Tuesday Set yourself up to learn and improve: Building the knowledge base for your future success
The metaphors that guide us throwing science over the fence bridging the science practice gap or gulf packaging science in understandable way spider web of two-way interactions with multiple intermediaries channeling findings from the research sphere to the practice sphere
Some examples (paraphrased) If I build it they will use it If they only knew (what I know) they would act differently If I only knew how to condense my work into a sound bite then they could eat wisdom by the spoons I just need to infect them with my enthusiasm To influence policy-makers, I need to package my work into good messages I need a better platform so I can influence the masses
The emerging paradigm (but far from reality) Science-Practice Interface = complex terrain made up of a multi-level system of governance and knowledge production among a range of actors engaged in understanding and managing environment society interactions Key sources: Cash et al 2003; Vogel et al 2007; Kasperson & Berberien 2011
What do we want to achieve? Increased usefulness and use of information (while doing interesting science) Improved relationships between producers and users knowledge Greater engagement on science by nonscientists Better decisions (a.k.a. making a difference in the world)
Why is information often not used? Mismatches between need/demand and supply Mistrust of science and scientists Uncertainty in information (unexplained uncertainty) Conflicting science or viewpoints/interpretations Untimely delivery of information Lack of direct communication between scientists and endusers Lack of resources to help interpret science Like of time to carefully consider, learn, and understand science Need for researchers to demonstrate the utility of science before end-users are willing to adopt it Etc.
Upshot It takes at least these: Time Continual interaction Mutual learning Persistence Patience Savvy/strategic thinking Change in attitude (risk taking, view of others) Different performance measures, incentives
Key attributes of useful information SALIENCE Regional/local specificity Higher resolution Issue linkages Timing Format CREDIBILITY and TRUST Whose experts? Interaction among experts Transparency of scientific/assessment process LEGITIMACY Account of local concerns, values, needs, interests Rules, procedures Involvement in information-decision support process EFFICACY The right decisions can be made more easily
Key attributes of good scientistpractitioner relationships Learning is mutual Knowledge is co-produced Understanding of the other s context Respect Trust
Influences on scientists choices Interest and curiosity Training and skills Professional/collegial networks Funding availability/opps Promotional incentives Concurrent obligations (e.g. teaching) Prestige and professional status Personal motivation, personality
Influences on practitioners choices Agency mission Policy statements, missions, laws, rules Training Job descriptions, accountabilities Required or customary procedures, engrained habits Organizational culture, professional expectations, norms Timeline Resources (technical, financial, staff, information) External driving forces and barriers Photos (t-b): USFS, clipart, USDA
The raging performance machine Relevance Performance Data GPRA Progress Management System Standards Measures Constituents Outcomes
The interaction triangle Researchers (scientists, others with relevant, legitimate knowledge) Practitioners (policy-makers managers) Civic/political engagement Government accountability Deliberative learning Adaptive management Building social capital Stakeholders (affected, interested people)
Key attributes of good decisions Framing is engaging, salient Problem definition facilitates consideration of alternative options delineates clear objectives identifies criteria helps confront tradeoffs Process effectively and meaningfully involves key stakeholders Outcomes meet objective(s) - satisfy many/most stakeholders minimize negative side effects compensates for losses
What then is decision support? Decision support involves ongoing communication among producers and users of DS products, services production of decision-relevant information creation of products and tools based on this information dissemination of these products and tools efforts to encourage the use of decision-relevant information and tools development of organizations, networks, and institutions for the above purposes Types of decision support services various communication services mediation and information brokering use-inspired research basic research decision structuring and problems-solving assistance evaluations (Source: NRC 2009)
Opportunities for engagement? Scientific Input at Various Stages of the Decision-Making Process & the Nature of Science s Influence Help problem understanding Intelligence gathering Raise awareness Problem identification e.g., New Problem Identification Termination e.g., Provision of data Frame the problem, alter the goals Problem definition Promotion Input from Science Invocation/ Implementation Application/ Routinization Appraisal e.g., Training, Operationalization Monitoring Evaluation Assist learning Identification of choices Prescription Mobilization of actors Persuasion - Stage of Decision-Making Process - Nature of Science s Influence Source: Vogel et al (2007)
Becoming influential WORKSHOP 1: Sharpening your goal and approach: Strategy Form groups of ~4 Outreach with public // Federal agencies // Private sector // NGOs & internatl // State & local gov Step 1: Review your ingredients (5 mins) Outreach goals, network map, plans for office visits, influence diagram Focus on DC goal(s)/desired achievement(s) Step 2: Share with group and workshop it 2 mins/person: share your goal(s) and approach 3 mins questions and feedback from group to refine it Step 3: Refine your goals and approach (3 mins) Take notes, take what s helpful, hold the rest 40 minutes total
Becoming influential Solo exercise 2: YOU make the link! Step 1: Gather intelligence (use next slide) (5 mins) What do you already know about the person with whom you will meet? What do you already know about their agency/ organization? Step 2: What do you not know yet? (5 mins) Step 3: Make a list of questions to learn about interviewees work, goals, programs etc. Make sure they are easily adaptable to different people (5 mins) Step 4: How does your work link up with theirs? (5 mins) 20 minutes total
Preparing for engagement: Things to find out Relevant traits depend on the issue around which to engage decision-makers and the public Interests & concerns Deeply held beliefs, ultimate desired outcomes Claims/positions on issues Roles & responsibilities Influence - How, when, where? Power over which decisions Power to strengthen or weaken support (in/decreasing, stable) Resources/budget Information use/needs Timing of decisions Level of understanding Framing Past & present behavior, future potential Strategies - visible, hidden? Interactions with other stakeholders Existing networks or alliances Cooperative potential Potential for coalitions, alliances
Becoming influential WORKSHOP 3: Come with a gift! Establish yourself as resource Return to your group of 4 Step 1: Round robin (1 min/person) Share your top-level insights about what YOU have that might be helpful to THEM Explain briefly why If you get to ask for something: WHAT? Step 2: Group feedback (2 mins/person) Other/additional ideas Questions that help refine his/her approach 15 minutes total
Back to the beginning: How this fits in Leadership skills Self-reflexivity Uncovering your and others assumptions People skills (Policy) system analysis Strategic thinking Aligning vision, goals, approach, activities with those who can move the levers of change Update your own thinking and behavior Spec. training purposes Improved understanding of policy process Improved understanding of science influence in policy and management world Additional help with preparing for interviews
Thank you! Contact: Susi Moser, Ph.D. Photo: worldpress.com Susanne Moser Research & Consulting Santa Cruz, CA 95060 E: promundi@susannemoser.com