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PME&R and Other Jargon

why we plan/monitor/evaluate and why you should care
by

Katie Sytsema

on 9 November 2013

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Transcript of PME&R and Other Jargon

Planning
Why We Should Care About PME
How PME Links Together
Do you have any questions?
Planning, monitoring, evaluating and reporting helps us to manage, improve, rethink and account for our practice,
over time in four ways:
and other jargon
A crash-course in reporting lingo presented to
the MCC Moz team on
19 February, 2013

This presentation will:
explain what it means to plan,
monitor, and evaluate
explain why you should care
explain some reporting jargon
Explain some
conclusions
PME&R
Reporting Jargon and MCC Partners
The following reporting jargon are the building blocks of proposal writing and project reporting
Conclusions
Perhaps this is the problem:
has evaluation become defined as merely an expectation of donors, or as a useful means of helping an organization gain a picture
of the impact it is having on a community?
explain how they relate to each other
Monitoring
Evaluation
As organizations figure out who they are, they write mission and vision statements to frame their work (strategic planning)
Planning is a process that clarifies the intentions and purpose of organizations and develops approaches and activities to achieve these. Planning has two components: Strategic Planning and Operational Planning.
These driving statements then lead them
to figure out what they’ll do and how
(operational planning)
This is the shorter-term, continuous process of
reflecting on experience to ensure that
work is still on track towards
meeting the intended purpose.
It involves reflecting on what is happening, drawing learnings, improving practice,
and enabling ongoing re-planning
to take place.
Good evaluation values patient listening, followed by honest conversations about how to proceed, not about finding ways to fit stories into frameworks or writing to impress a donor.
This is the longer-term cycle of learning and
re-thinking the work of the organization, and the organization of work, based on experience and progress over time.
Evaluation draws learning from practice and measures the extent to which the organization is actually meeting or has met its purpose.
Simply put, the focus in evaluation is on asking: What? So What? What Now?
Evaluation should take place in the context of relationships (or partnerships), both in the collection of data, and the processing of how to move forward with that data. Mutual learning is absolutely necessary to ensure we are evaluating programs in way that makes as much sense to the local field staff as it does to a donor waiting for a report.
1. managing practice—making sure we’re still on the right track, just like a ship captain keeps one eye on the horizon and one eye on the wheel
2. improving practice—learn in the short- and long-term from our mistakes, and figure out how to capitalize on our successes to have the best impact possible
3. rethinking practice—perhaps the context has changed or the community has updated priorities
4. accounting/reporting for practice—we work in mutual partnerships, and have certain accountability to give for what’s happening on the field and how we are using resources
PME and MCC
Planning, monitoring, and evaluation (PME) is embedded within MCC’s purpose, vision, and priorities.
MCC's commitment to best practices honors and respects the hopes and realities of the communities with which we work.
MCC works in partnerships, as demonstrated by our team’s various secondments. These partnerships are two-way streets, where MCC Mozambique can learn as much from our partners as they can learn from us. PME frameworks help facilitate this learning and sharing of stories.
The information shared through templates and databases is vital to the work of MCC. It is important that MCC programs structure themselves so that documentation is available to the many MCC people who rely on this information for sharing MCC’s story, program planning, and financial responsibility.
Long-Term Impact:
A statement of the lasting, fundamental change the proposal intends to achieve.

Outcomes:
The change in behavior, attitude, skills, knowledge or condition (situation) of program participants.

Outputs:

The amount or volume of the project’s activities, products, or services.

Activities:
The tasks that will be undertaken to lead to outputs and outcomes.

Inputs:

Required resources necessary for the project’s successful implementation.
Project Framework Chart
The logical connection between each level of this chart can be tested by asking “How?”
The level below should logically answer this question.

In the opposite direction, each level of this chart can be tested by asking “Why?”
and the level above should logically answer this question.
Technical
training
Workshop
held
50 farmers
learned conservation agricultural methods
Small land-
holder farms produce more
food
Improved food security
Outputs
Outcomes
Impacts
Inputs
Activities
Action
Reflecting
Learning
Planning
Action
Learning
Cycle
Monitoring
Planning
Evaluation
Jargon
Be SMART
The pieces of program planning work together
in a logical patter, answering "How" and "Why"
when writing proposals.
Since we work with logic, it’s important
to be SMART when writing
S—specific
M—measurable
A—achievable
R—realistic
T—time-bound
Outcomes
should be stated as results in present tense; meaning that the outcome should capture what the intended effect rather than the action (whether activity or output). There are different ways to do this:
i.Pastors demonstrate conflict resolution skills in addressing community conflict.
ii.Pastors facilitate community conflict mediation.
Outputs
are an immediate result of an activity (and have numbers attached to indicate amount and volume):
i.15 students received school kits.
ii.50 farmers learned conservation agriculture methods.
Activities
are the tasks undertaken to lead to outputs and outcomes. Activity details are reflected in the project’s itemized budget projection, including per unit cost breakdown.
i.Implement peace education curriculum in secondary school.
ii.Hold training workshop on refugee resettlement.
Inputs
are the resources contributed towards the project. MCC resource types include financial grants, material and food aid, and personnel secondments.
It is our unique challenge as MCC service workers to bridge the gap between these two sides, understanding the intricacies, beauty, and value behind both perspectives,
and then try to convey one side to the other.
Utilizing our plans as living, learning documents is the whole point of evaluation and is what makes relief, development, and peacebuilding initiatives dynamic and responsive to ever-shifting contexts and needs.
It’s important to remember that MCC makes forms and formats from the perspective of
North American development agents and donors.
Our partners approach these guides from the perspective of Mozambicans in a Southern African context.
I may have answers!
We use PMR everyday, like in going to Beira
•The next time someone asks me to recommend which bus line to take to Beira, I’ll
report
to them that Intercape is the best.
This cycle is called active learning, and we’ll talk about how PME&R fits into it.
•There are many different traveling options but I
plan
on TCO.
•I take TCO, but the bus breaks down. I take it another time, and it breaks down again. I
monitor
the situation, and realize this happens repeatedly.
•So the next time I travel, I try Intercape. I realize that it's better. I
evaluated
the situation, and adapted to change.
Full transcript