RIPPLE EFFECT MAPPING(REM)
• Scott Chazdon, PhD, University of Minnesota• Alyssa Chiumento, University of Minnesota• Gretchen Nicolls, Twin Cities LISC
February 11, 2015
Twin Cities: Building Sustainable Communities Target Areas
Evaluating Impact: Qualitative / Quantitative
1) Moving Beyond the Gap: An Assessment of Neighborhood Health (Quantitative)2) Ripple Effect Mapping: Creating a Narrative of Change (Hybrid)3) BSC Evaluation: Overall and Site Specific Reports (Qualitative)
Gretchen Nicholls, Twin Cities LISC
Today’s speakers
Scott Chazdon, PhDEvaluation and Research Specialist Center for Community Vitality University of Minnesota Extension
Alyssa ChiumentoCommunity-Based Research AssistantThe Center for Urban and Regional Affairs University of Minnesota
Gretchen NichollsProgram OfficerTwin Cities LISC
Webinar Overview
What is Ripple Effect Mapping? Why REM?
How does it work?
Examples from Twin Cities LISC
What does it offer as an assessment tool?
Why Ripple Effect Mapping?
The challenge of capturing impact
Limitations of traditional evaluation methods
Why Ripple Effect Mapping?
Purpose: To better understand intended and unintended results
Post-program as part of impact evaluation
Part of developmental evaluation
Unrecognized social capital
People do not act in isolation
Unforeseen impacts
Direct vs. Indirect Impacts
Pictorial Method Note taking
Brainstorming
Organizing
Problem solving
Evaluation
For more on mind mapping, see Buzan, T. (2003). The mind map book. London: BBC Books.Image: Mindmap, Graham Burnett, http://en.wikipedia.org/wiki/File:Mindmap.gif
Mind Mapping and Radiant Thinking
How Does it Work?
Identify the intervention
Schedule the event and invite participants
Group mapping session held
Follow-up interviews
Cleaning, coding, analysis
Not all interventions are right for REM.
Are there likely both intended and unintended effects?
Is the intervention something people can attribute influence to, or at least identify contributions made?
Do people already talk about the “ripples” from the intervention?
Identify the Intervention
Identify the Intervention
Community leadership development
Business Retention & Expansion program
Tourism Assessment program
Engaged scholars program
Ramsey County Master Gardeners
LISC’s Building Sustainable Communities (BSC)
Conducted among pairs of participants
Examples of questions: Tell me a story about how you have used the information from the program? Is there anything that resulting from the program that you are proud to share? List an achievement or a success you had based on what you learned.
“Floating Topics”
Appreciative Inquiry
Theming Group identifies which items are closely related Group generates initial theme names Floating topics moved and organized
Rippling Group cross-validation Potential for probing using the Community Capitals Framework
Theming and Rippling
Twin Cities LISC’s Ripple Effect Mapping
Blake Road Corridor Collaborative
Native American Community Development Institute
Examples from BSC
The Blake Road Corridor Collaborative
A Major Theme: Reducing Crime
Native American Community Development Institute
A Major Theme: Building Power in the Community & in Individuals
Cleaning, Coding, Analysis
Organize map
Follow-up interviews
Excel/Google Drive Sheets
Thematic framework and type of outcome Something learned Action taken Change in system
Increased private and public wealth that is invested in the well-being of
organizations, individuals and households, and communities.
Improvement of structures, (e.g. housing, retail, etc.) and
infrastructures that contribute to the well-being of organizations, individuals, and communities.
Strengthened ability of
organizations or communities to
protect landscape, air, water, soil, and
biodiversity of both plants and
animals.
Strengthened ability of organizations or communities to support diverse
worldviews and to transmit knowledge of spiritual, cultural heritage, artistic expression, and traditions to future generations; recognize and build on
cultural strengths; systems accepting that there may be different frames.
Change in knowledge, attitudes, or skills among organization or
community members; leadership.
Strengthened or expanded trust or connections among people, groups, and
organizations and their resources.
Increased ability of organizations or communities
to mobilize public engagement or influence the distribution of
public resources.
Coding Example: FRAN
Category of EffectsCount of Reported Effects(96 total)
Percent of Reported Effects
Examples
Human 28 29.2% Changed engagement strategy to reach more people.
Social 31 32.3% Initiated or revitalized Cops and Kids Fishing and Cops and Kids Shopping Programs.
Civic 26 27.1% Expanded National Night Out events; instituted Joint Community Police Partnership (JCPP).
Financial 19 19.8% Facilitated improvements, i.e. regional storm water management.
Built 19 19.8% Influenced siting and design issues regarding Blake Station Park and Ride and Operation and Maintenance facility.
Health* 10 10.4% Given Allina funding for gatherings at the garden related to healthy eating and active living.
Cultural 10 10.4% Held PTO meetings at Westside Village, where many Somali families live.
Natural Environment 4 4.2% Environmental remediation of brownfield sites was conducted.
The Blake Road Corridor Collaborative
* Improvements in the physical, mental, and emotional health and well-being of community residents.
Native American Community Development Institute
Category of Effects
Count of Reported
Effects(65 total)
Percent of Reported
Effects Examples
Human 23 35.4% Community engagement sessions in gallery generated hundreds of ideas about what is wanted for the community and for the city.
Social 28 43.1% It is a safe, inviting place; when people need a place to go, they know to go to NACDI.
Civic 28 43.1% During the Make Voting a Tradition Campaign, we trained leaders in the community about getting out the vote.
Financial 4 6.2% NACDI is pulling in more financial support for all sorts of projects. It is a contact list for the community and a pipeline to resources outside of it.
Built 5 7.7% Influenced re-siting of the 21st Street Station by leveraging our prior work and our credibility.
Health 2 3.1% NACDI makes me feel good.
Cultural 17 26.2% Indigenous People's Day established in 2014 with the help of NACDI staff and Native American Indian community members.
Natural Environment 1 1.5% Picking up trash with Jay in Phillips.
Human Social Civic Financi
al Built Health Cultural
Natural Environment
Total
BRCC 28 31 26 19 19 10 10 4 96
29.2% 32.3% 27.1% 19.8% 19.8% 10.4% 10.4% 4.2%
NACDI 23 28 28 4 5 2 17 1 65
35.4% 43.1% 43.1% 6.2% 7.7% 3.1% 26.2% 1.5%
Program Comparisons
Cultural Capital Civic Capital Social Capital
BRCC
Held PTO meetings at Westside Village, where
many Somali families live; use of pool at Blake School restricted at certain times
for women only.
Expanded National Night Out Events; instituted Joint
Community Police Partnership (JCPP).
Initiated or revitalized Cops and Kids Fishing and Cops and
Kids Shopping Programs.
NACDI
Indigenous People's Day established in 2014 with the
help of NACDI staff and Native American Indian community members.
Relationship between community and established
power structure has changed; politics feels more visible and
accessible; the community iterates its own points of view
into the power structure.
Until NACDI joined, there was no indigenous organization
within the Alliance for Metropolitan Stability. NACDI
brought an Indian perspective.
Community Capitals Highlights
Benefits and Limitations
Simple tool
Complex work
Captures consequences
For people familiar and unfamiliar with program
Cathartic experience
Clarify misunderstandings
Potential for bias
Incomplete information
Inconsistency implementation
Not sufficient alone
Suggestions
Facilitator, recorder and “mapper”
“Probing” for responses Community capitals
Recognition or credit for all change
Probe for negatives
Lessons Learned Thus Far
Balance between breadth and depth
Scheduling
Recruitment and explanation
Setting
External facilitators
Differences in maps
Facilitation and evaluation
For more information: http://blog-ripple-effect-mapping.extension.umn.edu/
Contact Information
Scott Chazdon, PhDEvaluation and Research Specialist Center for Community Vitality University of Minnesota ExtensionE-mail: [email protected]
Alyssa ChiumentoCommunity-Based Research AssistantThe Center for Urban and Regional Affairs University of MinnesotaE-mail: [email protected]
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