Register now for the free PDIA online course targeted to climate change adaptation!

We are delighted to announce that we will be offering The Practice of PDIA: Adapting to Climate Change, from September 24 – December 17, 2017. 

This is an experiential 12-week course tailored to teams working on problems that are related to climate change adaptation. The course will include video lectures, required reading, assignments, reflection exercises, peer interaction as well as group work. We estimate that the weekly effort will be between 5-8 hours. This is a practical course and you will be expected to work on your problem throughout the course, including taking action steps to solve your problem.

We have been offering a very successful online course to help teams solve complex problems in a wide range of sectors, like education, health, public financial management, and agriculture, using our tools. You can learn more about our experience here.

If you are interested in this course, you will need to identify a:

  1. Climate change adaptation problem that you want to solve. Some examples of types of problems include:
    • Dealing with vulnerability to droughts and floods
    • Dealing with the impacts of sea level rise
    • Building resilience to natural disasters
    • Responding to changing conditions for agriculture due to warming and changes in rainfall patterns
    • Responding to changing ocean ecosystems due to warming and acidification
    • Addressing increasing levels of heat stress and new disease burdens
  1. Team of 4-6 people who will work with you to solve your problem.

The goal of the course is for you to build capabilities for climate change adaptation while actually doing climate change adaptation work.

Enrollment is limited to 20 teams. Registration is now closed.

Registration for our free PDIA online course is now open!

written by Salimah Samji

<update>: Registration is currently closed for this course.

We are delighted to announce that we will be offering The Practice of PDIA: Building Capability by Delivering Results once again, from September 3 – December 17, 2017. 

This is a 15-week course for practitioners who are in the weeds of development and actually want to learn how to do PDIA. In this course you will have the opportunity to work on your nominated problem, as a team, using our tools. The course will include video lectures, required reading, assignments, reflection exercises, peer interaction as well as group work. We estimate that the weekly effort will be between 5-8 hours. We will use the recently published “Building State Capability: Evidence, Analysis, Action” book as the core text. In June 2017, 30 groups across 15 countries, successfully completed this course. You can read more about their takeaways here.

If you are interested in this course, you will need to identify a:

  • Problem you want to solve. This is a practical course and you will be expected to work on your problem throughout the course, including taking action steps to solve your problem.
  • Team of 4-6 people who will work with you to solve your problem.

Enrollment is limited. Registration for this course is now closed.


Here are some testimonials from students who have completed a similar version of the Practice of PDIA: Building Capability by Delivering Results.

The PDIA program faculty was truly exceptional, not only because of their expertise and individual intellect and knowledge and research, but also because they understand how to engage participants in different ways. If you are concerned about why and how countries are poor or mired in a vicious cycle of underdevelopment; then this course is just want you need to help unravel the answers to your questions and arm up with the principles and know-how to tackle them.” Abdulrauf Aliyu, Head of Business Development and Strategy, Inteliworx Technologies, Nigeria

A couple of years ago I joined the development industry as a program officer for a bilateral aid agency in Tanzania. Three years down the line I was frustrated: our partners in the government were “always committed” but things were not really moving in the way and pace we hoped they would. In short, nothing much was changing. If anyone asked me at the time who is at fault, I would have hastened to say it was the government. Having done the PDIA course, however, I can appreciate better why things were happening the way they were, and our responsibility as staff members of funding agencies in the reform failures. So I am thrilled that it is possible to do development differently, the PDIA way. It does not promise that it will be easier doing development this way, and it might never get any easier; but I believe it offers a better chance of bringing real and lasting change even if it comes slowly.” Rose Aiko, Independent Consultant, Tanzania

The course was terrific from both a theoretical and practical standpoint. I was amazed about how accurately the issues addressed in the course related to my day-to-day experiences working in development. In fact, our work plan for our upcoming technical assistance program is largely based on PDIA!” Team Leader, Asian Development Bank, Dili, Timor-Leste

“The PDIA course has been for me the learning highlight of this year. The course has given me the knowledge of a process and tools that I was looking since traditional approaches to projects with best practices from elsewhere, solution-based, blueprint-based, with fixed plan, aiming always at system change, etc. do not work in most cases. I have now a set of steps and, more importantly, questions that can guide me in the work with colleagues and partners to understand the context in which we try to introduce change, identify concrete problems that people want to solve, and try to solve them, one at a time.” Arnaldo Pellini, Research Fellow, Overseas Development Institute

As a Project Manager and Solutions Consultant in Nigeria, taking “PDIA: Building Capability by Delivering Results” opened paths to new possibilities for finding and fitting solutions that are based on specific contexts and current realities, by working with clients, communities and policy drivers. At the heart of these possibilities is the realization that no matter what the problem is or how complex it seems, we can start acting immediately. Most importantly, the interactions with peers and access to a growing PDIA Community of Practice provide unlimited potentials for the future.” Abubakar Abdullahi, Managing Principal, The Front Office NG, Nigeria

“Having worked in development for 35 years I recommend this course to all development practitioners. PDIA is a detailed process that will facilitate your design and implementation approach. PDIA has several steps. I believe the adoption of either all of these steps or just some selected steps will improve the design and implementation of your projects and programs, with improved benefits and results.”  John Whittle, Semi-retired and Consulting in Central Asia

“Through the modules of PDIA, I have had a mindset change on how development works and how it could work. It is an approach that has opened my eyes to many things that I had previously struggled to understand in my 15 years of development practice, where I have observed vicious cycles of problems like chronic poverty, corruption, and poor service delivery despite heavy investments by donors and recipient governments. I will continue to see my work with a PDIA lens and assess new projects in the same way. It is exciting to try and do things differently in an effort to get different results from the norm.” Cate Najjuma, Economist, Royal Danish Embassy, Kampala

“The PDIA course is perfectly designed for those who are currently trying to address real world issues. It has contributed to increase my value add on reform issues in Tunisia.  The course is very focused and practical, allowing it to fit into the busy schedule of professionals like me and to learn at an impressive pace.  I definitely recommend it to prospective applicants.” Gomez Agou, IMF Desk Economist, Washington DC

“The PDIA course showed how approaching and solving complex and challenging reform efforts are not pinned on rigid, structured frameworks but rather on a common sense approach bottled in a simple method all rooted on the fundamentals of understanding, clarifying, learning, experimenting and adapting.” Abubakar Sadiq Isa, Managing Director, Inteliworx Technologies, Nigeria

“The PDIA course represents an empirical reform prescription in building state capability by delivering results through theoretical and practical approaches geared toward sustained improvement and performance. Tom Tombekai, Liberia

“I enjoyed taking the course PDIA: Building Capacity by Delivering Results. I have been doing development work in Africa in the anti-corruption area. This course introduced me to some new concepts in terms of building acceptance for ideas and programs and especially understanding the environment in terms of what may be possible and how success should be measured. It has has changed how I will approach future development problems. I very much enjoyed the readings, lectures and interactions with other students from around the world.” Craig Hannaford, Independent Consultant, Canada

“I have also been taught that every problem has got a series of causes and sub-causes. You really have to be very critical in analyzing a problem in order to address it effectively. This is one of the products of PDIA. I find myself thinking outside the box when I have to solve a problem whether in the office, with vendors or even at home. It is in this course that I first heard “deconstruction of a problem”. Deconstruction and sequencing work has helped me to foster actions to solve a problem. Ultimately, through this course PDIA, I have learnt that in the development sector, before bringing solutions to the government, I have to understand the existing practice, positive deviance, latent practice and external best practice. Without this course, I would not be an improved reformer.” Doris Ahuchama, Finance and Administration Manager, Nigeria

 

 

 

Democratizing PDIA knowledge one practitioner at a time

written by Salimah Samji

We now have 569 development practitioners in 64 countries who have successfully completed a version of our free PDIA course.

Since we began our online journey in November 2015, we have learned, iterated and adapted our course three times, essentially PDIA-ing our way forward. More than 80% of each cohort has completed our course evaluation, which has enriched our understanding of how our content was received, as well as helped us identify learning gaps. To address some of these gaps, we went against conventional MOOC wisdom and increased the length of our courses in our last offering, by adding 2 weeks to Principles and 4 weeks to Practice. As we had hoped, this change did improve the learning and did not significantly change the attrition rates or the overall rating of the course.

PDIA online course _81817

Here’s what we have learned in the third iteration:

  • Groups in the Practice course were able to hold their members accountable and they learned how to work together. 30 groups working on problems in 15 countries successfully completed the course in June 2017.
  • The practical parts of the course continue to be rated as most useful. In particular, problem construction, deconstruction, crawling the design space, authorization, isomorphic mimicry, reflections, and multi-agent leadership were listed as key takeaways for both the Practice and Principles courses. In their words:
    • Construction and the deconstruction of problems. Because it helped me focus on smaller element of a complex problem by the help of a fishbone, which in return helped me solved complex problem with ease.”
    • Authorisation – the clear articulation of what authorisation is, why it’s important to have, and why conflicting or unclear lines of authority can cause program failure or lack of authority to deliver a program.”
    • Crawling the Design Space Worksheet helped me to apply the concepts and tools in a real problem.”
    • Reflections, which allowed me to apply the learnt knowledge to my particular local context and experience.”
    • The real-life based experience, very hands on approach and some of the fundamental issues and reflections such as a new perspective on leadership in development contexts or tacit knowledge and ways to acquire it or how change happens in practice.”
  • The participants of the Practice course, a course for self-created groups working on a problem of their own, also listed change space analysis/AAA, iteration, teamwork, small steps, patience/persistence/grit, and contextualization as key takeaways highlighting the fact that they had understood the true meaning of doing PDIA. In their words:
    • The fishbone diagram served as a starting point for deconstructing and constructing our problem(s) and then served as a basis for the rest of the course, namely designing our entry points and interventions.”
    • The identifying change space enabled one know that even if there is small change space, there is still something one can do.”
    • The team exercises and bonding it brought about, the content of the course, concepts and ideas about leadership, change space etc. Above all, working contextually to solve problems.”
    • The PDIA tools are tangible outputs that I can easily explain how to use when approaching future problems. However, I also see the value in writing the reflections, as this cemented the important of the feedback process in learning from what worked and what didn’t.”
    • I have learned that it may be scary to thread through the unknown, but it is the best approach to find best fit solutions to an identified problem.”
    • The iterations helped bring theory into focus by practicing what we understood intellectually.”
    • The iterations. I believe it is the most important aspect of PDIA and without it chances of failure are great.”

We are delighted to announce that we will be offering the Practice of PDIA beginning September 3, 2017. Registration opens on Wednesday August 23. Stay tuned for more details!

 

How do you know when to use PDIA?

written by Salimah Samji

We often get asked the question “why do you need to use PDIA for a problem that we already know how to solve?” The answer is simple. You don’t. If people have already crawled the design space and figured out how to solve a type of problem, then by all means, you should just apply the known solution.

We have developed two ways to help you determine whether PDIA makes sense for your problem or activity.

  • The first one asks four questions in order to determine the typology of your problem and the kind of capability required to solve it. If, for example, your activity is “implementation intensive” or “wicked hard”, PDIA might be a worthwhile. For more watch this video by Lant Pritchett or read chapter 5 of the Building State Capability book.
  • The second one looks at what capabilities exist to tackle a specific problem in a given context. We use an exercise to illustrate this whereby one is challenged to construct their journey from St.Louis, Missouri to the West coast in the United States in two different contexts. The first is the year 2015 and the second is the year 1804. The capabilities required in these two contexts are radically different, as will be the approach to solve the challenge. If your problem looks like the 1804 challenge (the lack of a map, etc.), then PDIA might be the right approach for you. For more watch this video by Matt Andrews or read chapter 6 of the Building State Capability book.

We use both of these in our PDIA online course and we have found that the visual and experiential nature of the 1804 exercise really helps drive this point home.

So you can imagine my delight when I saw that Chris Blattman highlighted both of these frameworks in his lecture notes on building state capability for his political economy of development course this week. He also wrote “This week’s lecture draws heavily on one of the most important books on development I’ve ever read: Building State Capability by Harvard’s Matt Andrews, Lant Pritchett, and Michael Woolcock.”

 

Motivating teams to muddle through

written by Anisha Poobalan

In theory, PDIA seemed like the most logical, straightforward way to go about solving a problem. A team is formed, they deconstruct the identified problem and then attack each causal area, learning and adapting as they go. Being in the field, meeting with the teams weekly, hearing about the obstacles cropping up at each turn, I realize how frustrating and discouraging this work can be. The first challenge is to get the government officials working, but then comes the task of motivating them to keep at it. The temptation to just give up and revert to the status quo grows greater with each pushback they face.

Motivation is central to this work and motivation is difficult. Each team responds to different methods of motivation at different stages on their journey. Various strategies might boost a team for a week or two before they slow down again. In the past two months, the teams were motivated by presentations to high level authorities, responsibility sheets, healthy inter-team competition, inspiring stories from successful economies, brutally honest conversations, site visits, and more. A common factor in all these strategies is the accountability it creates. Creating a culture in which mid-level civil servants are inspired, empowered and then held accountable for delivering real outputs, is necessary if they are to remain motivated.

Throughout the project, teams voiced concerns at their lack of authorization. They doubted that superiors would support their work and proposals and this demotivated them. One team worried that policy makers would not incorporate their proposals and inputs from external consultants might outweigh the teams’ findings. Another team questioned their authority to directly engage with investors and yet another team worried about their inability to influence change. Over the past two months, teams have presented and received the support of several high-level policymakers, ministries and stakeholders. Much to the teams’ surprise, their superiors are keen to expedite approvals, empower the teams, and take ownership of the proposals made. Real work led to engagement which led to authorization and this high-level support and expectation has motivated the teams beyond belief.

Inter-team meetings and synergies motivate and create accountability as well. The teams eventually understood how dependent they were on each other and success for one team meant success for the whole group. If one team was slacking or faced a road block, the output from another team may not be demanded or used to its full potential. For example, when two inter-dependent teams met for the first time, they realized that although theoretically, the output from the first team was world-class, real world experience and engagements were necessary to inform these results. That was a gap the second team had learned to and now had the capability to fill. This meeting helped link their new, or in some cases latent, capabilities. This growing interdependence has created accountability for each team to deliver. As one team continued to work, they identified a gap in the economy that would challenge their success in the future. They were overwhelmed by the severity of the problem and realized they did not have the bandwidth to address this themselves. Much to their relief however, at the next launchpad session they found that another team was already addressing this issue and the team could assure external parties that the challenge was being addressed. The team worked harder at filling this gap once they knew another group was depending on them to succeed. These are big steps in a system that lacks synergy and suffers from severe coordination failure.

Navigating the local landscape in any context is difficult, but some of these officers have struggled with repeated coordination failure for almost 30 years. This leads to frustration, discouragement and cynicism about change. One of the teams experienced this when trying to share a summary document with another government agency. They had to share this document to get support from higher level officials and expedite their work. What should have taken two days, took over two weeks. A disheartening but useful lesson, this team is learning to plan ahead, follow up and prepare for such delays in their timeline. Another team is still waiting on the approval for a document submitted around six months ago. The time and energy spent on inter- and intra-agency coordination is frustrating but the teams have made considerable progress despite the difficulties. Their persistence and continued efforts are inspiring and we hope that these notes will encourage you to persevere in your own challenging contexts.

Building capability: the true success of PDIA

written by Anisha Poobalan

The PDIA team has been working in Sri Lanka for the past six months with five talented and motivated government teams. This work is challenging and demands hard work by government officials and yet through short, repeated iterations, real progress is achieved. The teams update a facilitator every two weeks while also preparing for their next two week ‘sprint’. Once a month, the teams meet together at a ‘Launchpad’ session to update each other, evaluate their progress, adapt their action plans accordingly and set out for the next month of hard work. I have the privilege of sitting in on team meetings every week. This work takes time, it takes perseverance and it requires trust, and the task of attacking some of the most challenging areas in government is frustrating but absolutely worth it with each breakthrough. While impossible to articulate completely, this post attempts to reflect the ground reality of practicing PDIA in order to build state capability.

Emergence, in complexity theory, is the process by which lessons learned from new engagements and activities lead to a unique recombination of ideas and capabilities that result in unpredictable solutions. Emergence is evident in each PDIA team. For example, as one team made progress on their problem, they identified a constraint that needed to be addressed if they were to succeed. Another team had a similar realization and eventually the idea for a potential solution cropped up and an entire team was formed around it. As one of the team members noted, the more we engage, the more opportunities arise and connections are made and we will get lucky soon!

As the teams prepare for their lucky moment and produce tangible products, the individual capability built is the true success of this work.  As one team leader said, ‘We haven’t done something like this in the 30 years I have been [working] here!’ At the first launchpad session, a team member told me about experiences they had had at similar workshops. ‘We meet and discuss various topics and then leave. But I think this will be different, we must actually do something.’ Faced with a new challenge, undertaking a task he had no experience in, this member is now an expert and motivates the others along. From the onset, he has been determined to achieve his targets and has proven to the rest in that team, that hard work and genuine interest can lead to unexpected, impressive learning and results.

Another team member, an experienced yet skeptical team leader, did not leave the first launchpad session quite as confident. She didn’t believe this work would lead to real results and doubted they would have the necessary political backing. A few months later, she is now the most motivated, engaged, focused member on his team. ‘So many people come to collect information, then they put down their ideas in a document and give it to us to act on. This just ends up on a shelf. It’s better not to talk, but to do something – so we are happy! Especially the support from the higher-level authorizers has given us confidence to keep working’. This team embarked on a journey from confusion to clarity. They had to trust this approach, take action and gradually fill the information gaps they did not even know existed a few months before. It has been frustrating, and yet they continue in good faith that with each piece of information gathered they are closer to a clear, achievable vision for their project. The capability to create project profiles like this has grown in this team and will be useful to their colleagues across government. These capabilities are the results of hard work, intentional engagement, and consistent expansion of authority.

Some people ask, ‘So what makes a good team? What departments should they come from or what expertise should they have?’ My answer to that is simple: a successful team comprises of people who are willing to work; government officials willing to trust a completely new approach and work hard. Hard working teams are essential to the success of PDIA and while expertise, seniority, and experience may be considered necessary, without genuine hard work, any team, no matter how talented, will fail. Here in Sri Lanka, each team is unique, with varying weaknesses and strengths they have learned to work around. Some teams lack strong leadership which forces team members to take greater responsibility and ownership in decision making and motivation. Other teams have strong leadership so some members took on less responsibility and at points didn’t contribute at all to achieving the teams’ goals. Some teams have capable workers frustrated by their lack of authority, and others have the authority but lack capability. There are teams that perform well with organized deadlines and targets, while others struggle to set deadlines beyond the coming week. Each team’s composition has adapted as the work evolved, and each team has achieved great things through their diverse skill sets, past experience, commitment to real work and time-bound action.

I hope these field notes help give a sense of what PDIA is like on the ground and how this approach, although difficult and emotionally draining, can lead to new, or make use of latent, capabilities within government.

If you are interested in learning more about the Sri Lanka work, you can read the targeting team working paper.

Initiating action: The action-learning in PDIA

written by Matt Andrews

I recently wrote a blog in response to a question I was asked by a colleague about how we move from the foundation or framing workshop in PDIA processes—where problems are constructed and deconstructed—into action, and beyond that, action learning. In this post I will offer some ideas on how we do that.

First, we push teams to action quickly: We ensure that the teams working in the framing workshops can identify clear next steps to act upon in the days that follow the workshop. These next steps need to be clear and actionable, and teams needs to know that action is expected.

Second, we don’t aim for ‘perfect next steps’—just action to foster learning and engagement: The steps team identify to start with often seem small and mundane, but our experience indicates that small and mundane steps are the way in which big and surprising products emerge. This is especially the case when each ‘next step’ yields learning (with new information, and experiential lessons) and expands engagement (with new agents, ideas, and more). This is because the problems being addressed are either complicated or complex, and are addressed by expanding engagement and reach (which fosters coordination needed to confront complicated problems, and interaction vital to tame complexity) and leads to learning (which is crucial in the face of the uncertainty and unknowns that typify complex problems).

Third, we create time-bound ‘push periods’ for the next step action assignments:  After the framing workshop, the PDIA process involves a set of action iterations where teams go away and take the ‘next step’ actions they identify, agreeing to meet again at a set date and time to ‘check-in’ on progress. Each iteration is called a ‘push period’ in which team members push themselves and others to take-action and make progress they otherwise would not.

Fourth, we convene teams for ‘check-ins’ after their push periods, and ask questions: The team reassembles after the push period, with PDIA facilitators, at the ‘check-in’ date—and reflects on four questions: ‘What was done? What was learned? What is next? What are your concerns?’ Note that the questions start by probing basic facts of action (partly to emphasize accountability for action, and also to start the reflection period off with a simple report—a basic discussion to precede deeper reflection, which often needs some context). We then ask about ‘what was learned’, where we focus on procedural and substantive lessons (about all their experiences—whether frustrating or inspiring), and learning about the context.

Fifth, facilitating learning requires nudging and pushing: We find that you often need to push participants to ask deep questions about their lessons.

  • For instance, someone may say “we tried to get Mr X to work with us, and he did not respond positively, so we learned that he does not want to work with us.”
  • We would follow up by asking, “why do you think Mr X did not respond?”
  • Often this leads to a new set of questions or observations about contexts in which work is being done (including, very importantly, the politics of engagement). In the example, for instance, the ‘why’ question raised discussion about how people engage in the government (and if the team reached out to Mr X in the right manner) and the politics of the context (the interests of Mr X and how these might be playing into his non-response).

This process facilitates learning by the teams and by my PDIA facilitators. Both the teams and our facilitators produce written documents (short, but written) about what was learned. Over time, we can keep coming back to these lessons to ensure everyone gains a better understanding of procedural, substantive, and context issues.

As a note: People often ask where we address ‘politics’ in PDIA. That requires another blog post, but hopefully you see, in the description here, the basic process of what we call Political Economy Engagement (PEE), which we prefer to Political Economy Analysis (PEA). The action steps in PDIA always involve pushes into—or engagements with-the context and yield responses that allow one to learn about politics (who stands where, who has power, how it is exercised, etc.)

Finally, we push teams to the next steps quickly, again—which is where they ‘adapt’: You will notice that the last two questions we ask are about next steps and issues to address in taking these steps. We do not let teams get bogged down by tough lessons, but push them to think about what they can do next, adapting according to the lessons they have learned; we focus on what is important and what is possible ‘next’, given what has been learned; and we try to build and maintain momentum, given the belief that capability and results emerge after accumulated learning and engagement from multiple push periods.

In conclusion, When considered as one full iteration, the blend of programmed action with check-in questions and reflection is intended to foster action learning and promote adaptation and progress in solving the nominated problems.  The combination of learning while producing results (through solving problems) is key to building new capability.

 

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Some linkages to theory, literature and management practice

  1. Why we focus on learning and engagement in this process: In keeping with complexity theory, the principle idea is that action leading to novel learning and engagement and interaction fosters emergence, which is the key to finding and fitting solutions to complex problems. Further in keeping with theory, the idea here is that any action can foster learning, and it is thus more important to get a team to act in small ways quickly than to hold them away from action until they can identify a big enough (or important enough) next step.
  2. Why we refer to ‘push periods’: The Scrum version of agile project management processes have similar time-bound iterations, called Sprints, which are described as ‘time-boxed’ efforts. We refer to ‘push-periods’ instead of sprints, partly to reflect the real challenges of doing this in governments (where CID focuses its PDIA work). Team members are pushing themselves to go beyond themselves in these exercises, and the name recognizes such.
  3. How we draw on action learning research, and our past experiments: Our approach builds on PDIA experience in places like Mozambique, Albania and South Africa, which has attempted to operationalize action learning ideas of Reg Revans (1980) and recent studies by Marquardt et al. (2009). These combined efforts identify learning as the product of programmed learning (which everyone is probably familiar with, and is often provided through organized training), questioning, and reflection (L=P+Q+R), which the PDIA process attempts to foster in the structure of each iteration (with action to foster experience, a check-in with simple questions about such experience, and an opportunity for reflection—facilitated by an external ‘coach’ figure). The questions asked in the PDIA check-in are much more abbreviated than those suggested by Revans and others, largely because experience with this work in busy governments suggests that there are major limits to the time and patience of officials, and asking more questions can be counter-productive (and lead to non-participation in the reflection process). The questions posed to teams are thus used to open opportunities for additional questions: like ‘who needed to be engaged and was not?’ or ‘why did you not do what you said you would?’ or ‘what is the main obstacle facing your team now?’ As the team progresses through iterations, they start to ask these more specified questions themselves, and come into the check-in reflection session with such questions in their own minds.

If you are interested in reading the Sri Lanka working paper, you can find the full version here