Increasing the dynamism of the implementation of French public policies

Guest blog written by Kanan Dubal, Jess Redmond, Ankita Panda, Arba Murati

No amount of information or research can and did prepare us for the intensity and unlearning that the Problem Driven Iterative Approach (PDIA) process demands. Theoretically, we knew what the PDIA process was, but the course facilitated an opportunity to learn, implement and receive constant feedback on the application of PDIA to a real policy case.

PDIA provides a blueprint to follow, but it’s not that straightforward. Each time we thought we had defined the problem and then deconstructed it, a new conversation or reading would spark a new idea, and new way of thinking about the problem leading to many versions of a problem definition. The deconstruction of the problem using the ‘fishbone’ approach helped us dive deeper into the problem whilst breaking a big issue down into smaller problems.

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Engaging youth in sustainable development in Barbados

Guest blog written by Arpita Tiwari, Diana Ly, Emma Catalfamo, Hina Musa, Katherina Hruskovec Gonzalez, Morgan Benson 

Early Days 

The first PDIA meeting for the KEYS to Success team focused on one goal: getting to know each other. Our team members came from different backgrounds, different programs within HKS, even different countries, and each of us was curious about what the team dynamic would look like. We built our team Constitution – a critical trust-building exercise for the PDIA process – which guaranteed enough psychological safety for each of us to freely participate and contribute. Over the next six weeks, each team member grew in our ability to think critically about our problem, propose creative solutions, and ensure that these ideas were most useful for our authorizer and ultimately for Barbados.  

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Examining Rising Teacher Shortages in the United States

Guest blog by Razan Alayed, Aleena Ali, Ryan S. Herman, Cecilia Liang, Krizia Lopez

There were many lessons to be extracted from this course and through applying the Problem-Driven Iterative Adaptation (PDIA) approach to our concurrently ordinary and extraordinary problem. The issue of teacher shortage has existed for many years and is persisting in the United States, with the pandemic exacerbating and laying bare the public education system. Through iterative thinking and discussions, we as a team were able to narrow and focus our problem to what was relevant to our authorizer and her context, as well as surface the causes that continue to influence the issue at hand. Specifically, the PDIA process has taught us to dig deeper into root causes and distill them into comprehensive understandings; in fact, we discovered along the way that some sub-causes are shared among larger entry points, which was pivotal to defining our ideas and action steps. This process taught us that starting with small ideas and growing them is key to the iterative approach, since we were able to take frequent pauses, reflect, modify and then go back into the solution space. This also allowed us to experiment with our ideas and to obtain timely feedback through stakeholder interviews prior to investing time and resources on ideas that may not work in our context. Suffice to say that this experience has been fruitful for our professional journeys, and we will be taking these learnings as we move forward in our careers.

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