Open Access. Powered by Scholars. Published by Universities.®

Business Commons

Open Access. Powered by Scholars. Published by Universities.®

Public Affairs

2019

Evaluation

Articles 1 - 10 of 10

Full-Text Articles in Business

Can Coaching Help Community Partnerships Promote Health Equity, Community Engagement, And Policy, Systems, And Environmental Changes? Results From An Evaluation, Jung Y. Kim, Lisa Schottenfeld, Michael Cavanaugh Dec 2019

Can Coaching Help Community Partnerships Promote Health Equity, Community Engagement, And Policy, Systems, And Environmental Changes? Results From An Evaluation, Jung Y. Kim, Lisa Schottenfeld, Michael Cavanaugh

The Foundation Review

Foundations and other entities have increasingly funded coaching and technical assistance to support multisector community partnerships to promote health and health equity. However, much remains to be learned about how coaching can best support these partnerships.

As part of its efforts to build a culture in which everyone in the United States has a fair opportunity to be healthy, the Robert Wood Johnson Foundation partnered with the University of Wisconsin Population Health Institute to provide structured coaching to strengthen the capacities of community partnerships. The foundation contracted with Mathematica to evaluate the coaching program, focusing on whether it had an …


Building Nonprofit Capacity To Achieve Greater Impact: Lessons From The U.S.-Mexico Border, Meg Loomis, Shirly Thomas, Carla Taylor Dec 2019

Building Nonprofit Capacity To Achieve Greater Impact: Lessons From The U.S.-Mexico Border, Meg Loomis, Shirly Thomas, Carla Taylor

The Foundation Review

Foundations often rely on strong relationships with grantees doing frontline work in marginalized communities. Yet these nonprofits typically face myriad financial and policy pressures that must be managed amid increasing need for their services. Helping them expand their impact requires funders to invest in their grantees’ organizational health and capacity.

This article discusses the capacity-building funding experiences of Methodist Healthcare Ministries of South Texas, which saw firsthand the needs of grantees when it partnered with eight community-health organizations through its Sí Texas initiative and, in response, created a $1.5 million capacity-building program for those organizations.

This article also shares the …


Scaling Programs With Research Evidence And Effectiveness (Spree), Nan Maxwell, Scott Richman Sep 2019

Scaling Programs With Research Evidence And Effectiveness (Spree), Nan Maxwell, Scott Richman

The Foundation Review

Foundations can serve more people by identifying and supporting effective interventions that are ready to be scaled. This article describes a process called SPREE — Scaling Programs with Research Evidence and Effectiveness — that can help funders and their grantees scale successfully. Implementing this process can assist foundations in using evaluation research as a tool to determine which interventions are likely to produce desired outcomes, and to identify which organizations are ready to scale them. The SPREE process is grounded in evaluation and implementation science frameworks and has been applied since 2016 by the Corporation for National and Community Service. …


Evaluating For The Bigger Picture: Breaking Through The Learning And Evaluation Barriers To Advancing Community Systems-Change Field Knowledge, Thomas Kelly, Prudence Brown, Hanh Cao Yu, Marie Colombo Jun 2019

Evaluating For The Bigger Picture: Breaking Through The Learning And Evaluation Barriers To Advancing Community Systems-Change Field Knowledge, Thomas Kelly, Prudence Brown, Hanh Cao Yu, Marie Colombo

The Foundation Review

Foundations investing in community systems change often fail to prioritize field-level and cross-initiative evaluation questions in building initiatives. As a result, many of the documented evaluations of such investments lack translatable lessons specific and influential enough to drive related decisions and actions of others in the field.

This article developed from ongoing, multiyear peer learning across several foundations that collectively compiled recommendations for community systems-change funders and evaluators to implement more powerful evaluations. They are intended to help funders and evaluators engaged in these efforts build sectorwide knowledge capable of informing improved work across initiatives and communities. This article also …


Strategic Learning In Practice: A Case Study Of The Kauffman Foundation, Matthew Carr, Brett Hembree, Nathan Madden Mar 2019

Strategic Learning In Practice: A Case Study Of The Kauffman Foundation, Matthew Carr, Brett Hembree, Nathan Madden

The Foundation Review

Increasingly, foundations and nonprofits are seeking to engage their staff in learning and reflection activities that assess successes and challenges, and then generate insights that can improve programs and funding strategies. Yet, despite the intuitive benefits, there are common challenges that often stand in the way of promoting strategic learning for continuous improvement.

For the past year, the Ewing Marion Kauffman Foundation has been focused on creating more systematic and intentional strategic learning across our organization. As part of this work we cultivated a select cohort of staff to be “learning champions,” created simple tools and processes that can more …


Shifting Mindsets: How Meaningful Accountability Systems Can Strengthen Foundation Learning And Improve Impact, Marc J. Holley, Marcie Parkhurst Mar 2019

Shifting Mindsets: How Meaningful Accountability Systems Can Strengthen Foundation Learning And Improve Impact, Marc J. Holley, Marcie Parkhurst

The Foundation Review

This article explores what it looks like when a foundation attempts to integrate accountability and learning practices, and presents a framework for the unique and complementary contributions that accountability and learning can make to the work of foundations.

The article also looks at the tensions that can arise when a foundation’s internal evaluation staff attempt to design, implement, and make use of accountability systems. Specifically, it identifies three problematic perspectives that can hold foundations back from full engagement in internally driven accountability initiatives, and offers practical guidance on how to shift these mindsets to more productive practices.

It concludes by …


Evaluators As Conduits And Supports For Foundation Learning, Clare Nolan, Meg Long, Debra Joy Perez Mar 2019

Evaluators As Conduits And Supports For Foundation Learning, Clare Nolan, Meg Long, Debra Joy Perez

The Foundation Review

Evaluators play a critical role in supporting philanthropic learning, programming, and strategy, but evaluation and learning in philanthropy is often limited in ways that impede deeper resonance and impact.

Most philanthropic evaluation is focused on the needs of individual foundations, knowledge sharing with the broader field is limited, and foundations struggle to integrate evaluation and learning as a management tool. This article makes the case that evaluators and funders can do more to build the collective capacity of evaluators working in philanthropy in order to enhance their contributions to community change.

This article also examines the ways that evaluation in …


Building Principle-Based Strategic Learning: Insights From Practice, Kelci M. Price, Chera Reid, Suzanne Kennedy Leahy Mar 2019

Building Principle-Based Strategic Learning: Insights From Practice, Kelci M. Price, Chera Reid, Suzanne Kennedy Leahy

The Foundation Review

Strategic learning is a powerful tool for foundations to achieve greater impact, yet foundations have struggled to create practices and behaviors that effectively support them in learning about strategy. Given that many foundations are engaged in strategic philanthropy, where they have specific conditions in the world they are trying to change, it is critical that they have the capacity to effectively learn about and improve their strategies.

This article offers three principles for strategic learning, informed by the field of strategic learning and insights from practice across three foundations. Each principle is explored in terms of what it means and …


Knowledge Translation To Enhance Evaluation Use: A Case Example, Alison Rogers, Catherine Malla Mar 2019

Knowledge Translation To Enhance Evaluation Use: A Case Example, Alison Rogers, Catherine Malla

The Foundation Review

Knowledge in the form of information suitable for decision making or advocacy by foundations is not always readily available — a situation unacceptable for those who need such information for accountability, learning, and influencing policy and practice. This article addresses how essential information about monitoring, evaluation, and lessons learned can be made available to foundations.

The Fred Hollows Foundation identified a gap in this area through an evaluation capacity-building readiness assessment, and introduced the concept of participatory, real-time monitoring, evaluation, and learning bulletins grounded in the principles of knowledge translation. This article describes how those bulletins were developed and used …


Challenges And Opportunities In Philanthropic Organizational Learning: Reflections From Fellow Grantmakers, Jennifer Chubinski, Kelley Adcock, Susan Sprigg Mar 2019

Challenges And Opportunities In Philanthropic Organizational Learning: Reflections From Fellow Grantmakers, Jennifer Chubinski, Kelley Adcock, Susan Sprigg

The Foundation Review

As the field of philanthropy has matured, increasing attention has been paid to evaluating the impact of philanthropic investments. In recent years, the scope of evaluation has expanded to include an intentional focus on organizational learning with the goal of learning from ongoing work, informing decision-making, and ultimately improving impact.

With this momentum to carry out organizational learning strategies and share successes, the sector has not yet stopped to reflect on challenges and lessons learned in the process of building the capacity for organizational learning — the messy yet meaningful middle between a desire for learning and the implementation of …