thinking needs to take effect for the whole program in order to plan for and capture
outcomes more effectively and include engagement and capacity enhancement as
key strategic elements (Thornton et al. 2014b). As a consequence, the ‘Knowledge
into Action’ theme was then mainstreamed into the whole CCAFS program with its
four research and five regional programs.
The opportunity to trial an alternative approach of RBM was taken up enthusiastically (Thornton et al. 2014b; Jost et al. 2014c). Theory of change, impact
pathways and results-based management offer practical mechanisms to potentially
enhance program design and its monitoring, learning and evaluation and help
CCAFS to create an operational program management framework that is better
suited to deal with the complexities at hand.
Closely linked to this, CCAFS and partners also started experimenting with
learning-based approaches within R4D recognizing the need to include mechanisms
that challenge business as usual and support institutional learning and innovation to
ensure that research contributes to development outcomes, see Box 4.4.
Box 4.4: Why Learning
Learning-based approaches are useful in supporting transformational change
across institutions and stakeholders. One such approach is social learning. We
understand social learning to be a facilitated process of planning,
implementing, reflecting, and adapting. It can effectively foster an institutional learning culture and pave the way for climate resilient food systems and
sustainable development outcomes. For more information see Kristjanson
et al. (2014), Gonsalves (2013), and Harvey et al. (2013) and ccafs.cgiar.
org/social-learning-and-climate-change.
4.7 Trialing Results-Based Management in CCAFS
CCAFS decided to trial a RBM approach for one of its research themes, Policies
and institutions for climate-resilient food systems, fast-tracking the extension phase
for this particular theme. A new portfolio of six multiannual regional projects was
set up and these were each tasked from the beginning with designing their project
using a TOC approach (Schuetz et al. 2014a). TOC are key elements of CCAFS’
approach to RBM.
There is no single definition of a TOC and no set methodology, as the approach
assumes flexibility according to its respective user needs (Vogel 2012). A TOC
provides a detailed narrative description of an impact pathway (a logical causal
chain from input to impact, see Fig. 4.3) and how changes are anticipated to happen,
based on underlying assumptions by the people who participated in describing these
trajectories. As such they provide an ex-ante impact assessment of a program’s
anticipated success. TOC is at its best when it combines logical thinking and critical
reflection; it is both process and product (Vogel 2012).
64
T. Schuetz et al.
outcomes more effectively and include engagement and capacity enhancement as
key strategic elements (Thornton et al. 2014b). As a consequence, the ‘Knowledge
into Action’ theme was then mainstreamed into the whole CCAFS program with its
four research and five regional programs.
The opportunity to trial an alternative approach of RBM was taken up enthusiastically (Thornton et al. 2014b; Jost et al. 2014c). Theory of change, impact
pathways and results-based management offer practical mechanisms to potentially
enhance program design and its monitoring, learning and evaluation and help
CCAFS to create an operational program management framework that is better
suited to deal with the complexities at hand.
Closely linked to this, CCAFS and partners also started experimenting with
learning-based approaches within R4D recognizing the need to include mechanisms
that challenge business as usual and support institutional learning and innovation to
ensure that research contributes to development outcomes, see Box 4.4.
Box 4.4: Why Learning
Learning-based approaches are useful in supporting transformational change
across institutions and stakeholders. One such approach is social learning. We
understand social learning to be a facilitated process of planning,
implementing, reflecting, and adapting. It can effectively foster an institutional learning culture and pave the way for climate resilient food systems and
sustainable development outcomes. For more information see Kristjanson
et al. (2014), Gonsalves (2013), and Harvey et al. (2013) and ccafs.cgiar.
org/social-learning-and-climate-change.
4.7 Trialing Results-Based Management in CCAFS
CCAFS decided to trial a RBM approach for one of its research themes, Policies
and institutions for climate-resilient food systems, fast-tracking the extension phase
for this particular theme. A new portfolio of six multiannual regional projects was
set up and these were each tasked from the beginning with designing their project
using a TOC approach (Schuetz et al. 2014a). TOC are key elements of CCAFS’
approach to RBM.
There is no single definition of a TOC and no set methodology, as the approach
assumes flexibility according to its respective user needs (Vogel 2012). A TOC
provides a detailed narrative description of an impact pathway (a logical causal
chain from input to impact, see Fig. 4.3) and how changes are anticipated to happen,
based on underlying assumptions by the people who participated in describing these
trajectories. As such they provide an ex-ante impact assessment of a program’s
anticipated success. TOC is at its best when it combines logical thinking and critical
reflection; it is both process and product (Vogel 2012).
64
T. Schuetz et al.