URBACT LAB 1SESSION 2 “PREPARING WELL”
From Problems to Results
&Reviewing and
Enhancing Evidence Base
URBACT LAB 1 SESSION 2 2
LAB 2 OVERVIEW• PART 1 - TRANSLATING PROBLEMS INTO RESULTS
• PART 2 - REVIEWING AND ENHANCING EVIDENCE BASE TO SUPPORT ACTION
• PART 3 – TASK FOR ULSG@WORK SESSION
URBACT LAB 1 SESSION 2 3
ACTION PLANNING MODELLook at city caseIdentify and engage stakeholdersGather evidenceAnalyse the problemMove from problems to solutionsTranslate solutions to goals and activitiesAssess and analyse riskConsult and launch
URBACT LAB 1 SESSION 2 4
LAB 2 PART 1• PART 1 - TRANSLATING PROBLEMS INTO RESULTS
• PART 2 - REVIEWING AND ENHANCING EVIDENCE BASE TO SUPPORT ACTION
URBACT LAB 1 SESSION 2 5
KEY CONCEPTSPROBLEM = The key problem(s) you have identified in Lab
1 Problem Tree on your theme
RESULT = The initial impact of an intervention in terms of how the well being of people is modified by our action
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ACTION >INPUT> OUTPUT > RESULT
Input = resources put into the
measure
Output = tangible product of the
activity
Result = what is achieved as good for the recipient
Examples:
- Training courses for employment
- Business start-up advice- Collaboration workshops
and networking- Refurbisihing city spaces
Examples:
- Sustained employment
- Survival of new business- Better cross-cutting
collaboration- Increased well-being and
satisfaction of citizens, attracting investment
Action = an operation to
deliver results
Examples:
- Number of completed courses
- Advice process model- Workshop curriculums- City model for space use
Examples:
- Resources required for an activity (money, time, manpower)
URBACT LAB 1 SESSION 2 7
INPUT > ACTION > OUTPUT > RESULT
Input = resources (money, time,
manpower) put into the measure
Output = tangible product of the
activity
Result = what is achieved as good for the recipient
Examples:
- Training courses for employment
- Business start-up advice- Collaboration workshops
and networking- Refurbisihing city spaces
Examples:
- Sustained employment
- Survival of new business- Better cross-cutting
collaboration- Increased well-being and
satisfaction of citizens, attracting investment
Action = an operation to
deliver results
Examples:
- Number of completed courses
- Advice process model- Workshop curriculums- City model for space use
URBACT LAB 1 SESSION 2 8
PROBLEM ANALYSIS COMING FROM LAB 1 AS PROBLEM TREE: PROBLEM(S) TO BE ADDRESSED
PROBLEM(S)
Cause
Effect Effect
Cause Cause
Effect
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LAB 2, ULSG SESSION 2TASK 1: TRANSLATE PROBLEM INTO SOLUTION TREE
SOLUTION(S)
Action
Result Result
Action Action
Result
Note: defining actions is a task for next LAB 3, here just initial ideas
URBACT LAB 1 SESSION 2 10
LAB 2, ULSG SESSION 2TASK 2: IDENTIFY THE EXPECTED RESULTS COMING OUT OF THE SOLUTION(S)
SOLUTION(S)
Action
Result Result
Action Action
Result
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EXAMPLES: ACTIONS > SOLUTIONS > RESULTS
SOLUTION(S): Increased knowledge/consciousness on
nutrition
Action: healthy food campaign at schools
Result: less physical and mental deseases
Result: Less loss of resources
Action: TV spotsAction: cooking courses
Result: BETTER quality of life
Result: More young people
graduate
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DELIVERABLE FROM ULSG SESSION 2 TO ULSG SESSION 2 (ACTIONS)EXPECTED RESULTS (1 – 5) COMING OUT OF THE SOLUTION(S)
Take these results on flipchart to LAB 3
Result 1
Result 2
Result 3
xxx
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LAB 2 PART 2• PART 1 - TRANSLATING PROBLEMS INTO RESULTS
• PART 2 - REVIEWING AND ENHANCING EVIDENCE BASE TO SUPPORT ACTION
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EVIDENCE• Evidence is used at different stages of the project process;• Evidence has been used already in defining the problem, and in thinking about
solutions;• Evidence is also used during the process and at the end via monitoring and
evaluation;• Here we concentrate on broadening the horizons of evidence in the initial
stages of the process.
Evidence at planning stage
Evidence and monitoring during
project
Evaluation at the end of project
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SOURCES OF EVIDENCEYou are not alone…You may learn from:
• Those who have addressed the same or similar issues• The past: What has been tried before? Why it worked/did not work?• Colleagues in your own city: could it be that similar actions are tried in other city
quarters, how to use their lessons?• From service users and citizens: getting feedback and ideas and co-creating?• Other cities: Learning from good practices in other cities, national and abroad? • Science, research and data: Learning from scientific studies about the topic at
hand? How to find them, how to “translate” them in a language accessible for policymakers?
• Using expertise and any ‘thinking out of the box’: What type of experts would we need? How about inviting ‘unusual suspects’, someone who could really inspire and challenge us
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’UNUSUAL SUSPECTS’• Experts or anybody coming from outside the
people and organisations we usually use to inform us
• In order to help us think out of the box, to have a fresh and critical look on what we are doing
• To be challenged and inspired • To find new, creative ways of solving our
problems • To broaden our horizons, to enhance our
actions and • Get better results
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EXAMPLES OF ’UNUSUAL SUSPECTS’Copenhagen Job Centre:• Hired Anthropologists, using co-creative methods with
customers, and made a ’walk through’ and analysis of the whole job centre service process and then together with staff and customers came up with innovations
City of Swindon, UK:• Hired voluntary organisation people who lived for weeks
with troubled families, in their daily lives, in order to bring the message ’from the inside’ for reforms of services, which were not delivering
SOURCES OF EVIDENCE
18
ScienceReportsEvaluations…
DataStatisticsSurveysInternet
StakeholdersStaffCustomersPeople
’Unusual suspects’
Other citiesColleagues
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EVIDENCE EXPERIENCE TABLESource of information, data and learning What type of information, data and
learning sources you have used? What is your experience of using them?
1. City data and other statistics
2. Evidence from past/ earlier attempts
3. Colleagues in the city
4. Users and other stakeholders
5. Other cities that face the same problem, home or abroad
6. Science and research
7. Experts and any ’unusual suspects’
URBACT LAB 1 SESSION 2 20
TASK IN LAB 21. ”BUZZ”: Discuss with the person next to you – What sources
of evidence have you used? What are your experiences of using them?
2. Mark sources you have used in the Evidence Experience Table
3. Review the outcome of the tally and discuss:1. Concentration? Gaps?2. Share experiences of using different sources3. Where should cities improve their evidence? How?
URBACT LAB 1 SESSION 2 21
TASK IN ULSG WORK SESSION 2: EVIDENCE ENHANCEMENT• What evidence is there relating to your theme on Allium?• Are there gaps in the evidence?• How would you want to use different evidence to improve
knowledge on your Allium Theme?
1. Discuss the questions above2. Write ideas in Evidence Enhancement table3. Indicate Priority order
The filled EES2 POSTER is the Deliverable of ULSG Work Session 2
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EVIDENCE ENHANCEMENT TABLESource of evidence and learning How do you want to use these to improve the
evidence base of your Theme in AlliumPriority order 1 - 7
1. City data and other statistics
2. Evidence from past/ earlier attempts
3. Colleagues in the city4. Users and other stakeholders
5. Other cities that face the same problem, home or abroad
6. Science and research7. Experts and any ’unusual suspects’
URBACT LAB 1 SESSION 2 23
ULSG@WORK SESSION 2Objective: Prepare a solid and convincing preparation plan:Tasks:• Translate problems (from Lab 1) into Results• Discuss and Fill Evidence Enhancement TableTools:• Solution Tree• Evidence Enhancement Table (poster)Deliverable:• Results > Report with flipchart to ULSG Lab 3• Evidence Enhancement Table
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