Addressing public issues poses a challenging and often underappreciated task, demanding action in the face of limited time and resources, along with the pressure to deliver tangible outcomes. A typical strategy involves devising plans, often with the help of specialists, followed by an expectation for these plans to self-execute. Reflecting on Mike Tyson’s observation, “Everyone has a plan ’till they get punched in the mouth,” the real challenge emerges in how to respond to setbacks: whether to stick with the initial plan or adapt based on the experience.
The intricate and interconnected nature of public issues means that traditional planning and control methodologies often fall short. Adaptable strategies that focus on understanding the issues, adopting a cyclical process of action and reflection, and making adjustments based on new insights, are recommended. Despite agreement on the necessity of these adaptable approaches among public problem solvers, there is a noticeable lack of knowledge and access to the necessary tools for their implementation. In addition to these challenges, individuals engaged in solving public problems also experience feelings of isolation and loneliness. As highlighted by Kirsten Wyatt, co-founder of Engaging Local Government Leaders (ELGL), in a podcast, not everyone enjoys the support of a partner who understands the bureaucratic landscape.
Experience in training development practitioners and direct engagement with governmental bodies worldwide has highlighted the importance of action learning for developing the capability to navigate complex issues effectively. Learning by doing emerges as a key approach. It is also clear that tackling these challenges cannot be a solitary endeavor; teamwork is essential. Yet, fostering a collaborative environment is neither straightforward nor inherent. It represents another skill set that requires development. Moreover, successful engagement with a wide array of stakeholders and the ability to manage challenging discussions are critical competencies that must be cultivated.
Applying Learned Strategies in Public Policy Implementation
In 2019, the Harvard Kennedy School launched its inaugural blended learning Executive Education Program titled Implementing Public Policy (IPP). This seven-month initiative aimed to furnish public policy practitioners globally with the necessary skills, tools, and strategies for effective policy and program implementation. Participants embarked on a journey to tackle a specific implementation issue, applying their learning directly to real-world challenges. The curriculum was structured into four distinct phases:
- Phase 1: Preliminary Online Modules (May 2019). This initial phase engaged participants with two online courses designed to prompt reflection on their chosen problems and considerations of public policy successes and failures;
- Phase 2: Theoretical Foundations and Team Collaboration (June 2019). Here, learners delved into various implementation frameworks such as plan and control, adaptive management or agile, and facilitated emergence or PDIA. The focus extended to developing teamwork, engagement in challenging dialogues, and enhancing leadership and management competencies. Esteemed faculty members Matt Andrews, David Eaves, Monica Higgins, Salimah Samji, and Rob Wilkinson guided this phase. Insights from Ganga Palakatiya and Alieu Nyei provided real-world context on applying PDIA within governmental structures in Sri Lanka and Liberia. Anisha Poobalan contributed her expertise in building community among PDIA online course alumni and supported participants through their action learning endeavors;
- Phase 3: Real-world Application and Peer Learning (July – November 2019). Participants returned to their home countries to apply newly acquired methodologies to their implementation challenges. This period was marked by the formation of teams, progression through self-guided online modules, completion of assignments, and participation in monthly virtual peer learning sessions;
- Phase 4: Cultivating a Professional Community (December 2019). The final phase welcomed successful participants into the Implementing Public Policy Community of Practice at the Harvard Kennedy School, a network dedicated to the advancement of public policy implementation globally. A virtual closing ceremony and subsequent mailing of certificates celebrated the completion, presciently reflecting the digital shift 2020 would necessitate.
Forty-eight professionals from 19 countries concluded the program, becoming the first members of the IPP community of practice.
In reflection of their journey, participants authored blogs detailing their experiences and insights, contributing to a newly established IPP alumni series. Additionally, their stories and reflections were shared, offering a window into the personal and professional growth experienced throughout the program.
Fostering Professional Communities of Learning
The journey toward fostering professional communities of learning began with the introduction of the PDIA online course in 2015. By 2017, efforts were underway to connect alumni of these courses, aiming to cultivate a community from this network. Through various iterations and experiments across different platforms, the complexities of building a cohesive community became evident. Success hinged on continual adaptation and the active participation of community members, highlighting an ongoing learning process in community development.
With the inauguration of the IPP community of practice in December 2019, a new chapter began, marked by a deliberate transfer of ownership to its alumni. To support this burgeoning community, Anisha Poobalan was appointed as the community manager, having previously engaged with all IPP participants. Additionally, four IPP alumni, Eleanor Sarpong, Maggie Jones, Marco Mastellari, and Mohamed Hejres, were selected as the initial moderators, tasked with nurturing the community’s growth.
These moderators, serving six-month terms, were responsible for weekly communications, organizing monthly discussions, and fostering smaller, more focused group engagements. Their tenure culminated in the creation of “Practice Makes Purpose,” a reflective piece on their leadership experiences from January to June 2020.
The baton was passed to the second cohort of moderators in July 2020, amidst the global pandemic. This group, comprising Etambuyu Gundersen, Jorida Zeneli, Luis Paredes, and Tricia Kovacs, faced the challenge of maintaining community engagement during unprecedented times. Their efforts included sending motivational messages, sharing personal challenges related to remote working and learning, initiating pop-up sessions, and facilitating discussions that allowed members to showcase their work and tools. Their dedication was evident through their participation in calls at unconventional hours, soliciting community feedback, and persistently striving to iterate and adapt the community’s approach. Jorida Zeneli’s reference to the IPP community as a “community of purpose” underscores the profound sense of commitment and shared goals that define these professional learning networks.
Integrating Practical Expertise with Academic Instruction
The course “PDIA in Action” at the Harvard Kennedy School, co-taught by Matt Andrews and a fellow instructor, serves as a bridge between academic learning and real-world application. In this field lab, students engage directly with the Problem-Driven Iterative Adaptation (PDIA) method by tackling actual challenges. Through collaboration in teams alongside a designated authorizer or client, students experience firsthand the intricacies of addressing complex issues.
In an innovative move in January 2020, alumni from the Implementing Public Policy (IPP) program, already well-versed in the PDIA methodology and active within the professional community, were invited to serve as authorizers for the student teams. Julia Martin, Maggie Jones, and Olga Yulikova, three alumni from the IPP program, presented challenges for the students to address:
- Tackling homicide rates in Charlotte, North Carolina;
- Combating homelessness in Tarrant County, Texas;
- Addressing early-onset dementia in the workplace in Massachusetts.
Over six weeks, twenty-six students, divided into six teams, embraced a problem-driven approach to aid their authorizers in crafting actionable responses to these issues. This hands-on experience allowed them to hone their teamwork skills, utilize analytical tools like fishbone diagrams and the triple-A change space analysis, engage with stakeholders, and undergo iterative learning processes. The culmination of their efforts was a presentation of their findings and lessons learned to their authorizers on March 9th, 2020. The student teams further reflected on their journeys, highlighting key insights into uncertainty management, the predisposition towards solutions, the value of diverse perspectives, iterative learning, and the essence of teamwork, all documented in individual blogs.
The synergy created by connecting the executive education alumni with degree program students proved transformative. Students benefited from engaging with practitioners who not only understood the PDIA framework but were also familiar with its practical applications and were part of the broader IPP community. This collaboration deepened the students’ learning experiences, offered the alumni opportunities to interact with and learn from the students, and marked a significant milestone in the program’s evolution, setting a precedent for future integrations of practical expertise with academic learning.
Adapting the Implementing Public Policy Program to a Virtual Format Amid COVID-19
Scheduled for May 2020, the Implementing Public Policy (IPP) program faced uncertainty as the pandemic necessitated a shift in educational delivery methods. The decision to proceed, rather than delay until 2021, was driven by the acute need to enhance public sector capabilities in response to the global crisis. This period underscored the importance of connecting policymakers and practitioners to address the significant challenges faced by communities worldwide.
Leveraging previous experiences in online and blended learning formats, the IPP program transitioned to a 25-week online format. This adaptation saw the successful participation of 140 individuals from 45 countries, affirming the program’s impactful educational experience across decades of public service and nonprofit work.
Participants praised the IPP course for its comprehensive and accessible study materials, which included audio-visual and text formats. The program’s structure, combining live sessions, peer discussions, and practical assignments, facilitated a rich exchange of experiences and insights. It also provided an opportunity for participants to apply new skills to their real-world challenges in a supportive environment, fostering significant personal and professional growth.
The community of practice expanded significantly, growing from 48 to 184 members. This expansion prompted the inclusion of moderators from both the 2019 and 2020 cohorts to lead the community from January to June 2021. The new team of community moderators included Bandi Mbubi, Doran Moreland, Isabel Tarrisse da Fontoura, and Nadia Islam, highlighting the program’s commitment to fostering a vibrant and supportive professional network.
Conducting Virtual Field-Lab Classes in Public Policy During COVID-19
During the 2020-21 academic year, the Harvard Kennedy School transitioned to remote learning, adapting its curriculum to the virtual environment. This shift included the “PDIA in Action” class, a hands-on course focused on the Problem-Driven Iterative Adaptation (PDIA) approach to tackling complex public issues.
To enrich the virtual classroom experience, alumni from the Implementing Public Policy (IPP) community were invited to collaborate. Eight volunteers—Keith Young, Adaeze Oreh, Milzy Carasco, Kevin Schilling, Artem Shaipov, Imbenzi George, Raphael Kenigsberg, and David Wuyep—agreed to guide students through addressing pressing societal challenges:
- Reparations in Asheville, North Carolina;
- Enhancing blood safety in Nigeria;
- Improving police-community relations in Lancaster, Pennsylvania;
- Addressing the childcare shortage in Burien, Washington;
- Reforming legal education in Ukraine;
- Strengthening trade relations between Canada and Kenya;
- Counteracting radicalization in France;
- Reducing the abandonment of projects in Nigeria.
From January to March 2021, thirty-seven students, distributed into eight teams, engaged in this innovative learning model. Despite the constraints of a virtual setup, they applied PDIA tools and techniques—such as fishbone diagrams and the triple-A change space analysis—with vigor. Teams identified key intervention points, engaged with stakeholders, completed iterative cycles of action and learning, and ultimately shared their findings with their authorizers.
This virtual adaptation of the “PDIA in Action” class not only demonstrated the resilience and flexibility of students and faculty but also underscored the power of community engagement in enriching educational experiences, even in the face of unprecedented global challenges.
Conclusion
The evolution of public problem solvers’ role is both necessary and inevitable. The challenges they face are growing, demanding a flexible and innovative approach. Equipping these professionals with the right skills, tools, and community support is vital for successful policy implementation. Leveraging experiences like remote learning and global crises is crucial for refining and enhancing this field. This continuous learning promises a more resilient and effective future for public problem solvers worldwide.