4 Work Base HPI507

profileDrgraham27
hpi507_wk_4_reading_assignments.zip

Wk 4 Reading Assignments.pdf

25

Donna Haig Friedman

Having just landed in Boston’s Logan airport early in the morning of July 13, 2006, I looked up at a public TV. The breaking CNN news story of the day — and for weeks to come — featured an outbreak of war between Israel and

Lebanon. Bombs were dropping in Haifa, in the very neighborhoods I had visited during the previous seven days. My visit had been focused on recruitment and selection of nongovernmental organization (NGO) research partners for the Fulbright fellowship research to take place a few months hence, February through May 2007, when I was to be in residence in Haifa. During the previous week, Jennifer Cohen and I had jointly led focus groups with leaders of social change NGOs whose communities were in the poorest parts of Haifa, coincidentally many of the same neighborhoods being bombed. In a flash, the defenses I had constructed to ward off the pain of what happens on the other side of the world gave way. Knowing and caring about my new colleagues and friends in Haifa, as well as the communities they are committed to, pushed against the internal cognitive/emotional protections I had built for myself.

Since that day in July 2006, I have come to understand and cherish — in my bones — the reality of being a world citizen with a connection to and shared responsibility with

Introduction: Shared Responsibility, Collective Reflection

Boston–Haifa Learning Exchange Network

TRANSNATIONAL SOCIAL-CHANGE NETWORK LEARNING

Donna Haig Friedman directs the Center for Social Policy and is a Research Associate Professor within the McCormack Graduate School at the University of Massachusetts Boston. Living in Haifa, Israel, for four months in 2007, closely engaged with visionary Haifa NGO leaders, was a highlight of her long career, as has been her participation since that time as an action researcher with the Learning Exchange. These experiences and others inspire her to strive to find the ways within a university context to inform poverty policy development with the perspectives of those living the realities of scarcity and social exclusion. She seeks to promote poverty policy solutions that emerge from the creative energies of people and communities most affected.

New England Journal of Public Policy

26 27

all other men and women, near and far, to create a world that offers safety, opportunity, human dignity, and kindness for everyone. Through my research and planning role in the Boston–Haifa Learning Exchange, I have come to learn that transnational learning networks among nonprofit leaders can have significance for advancing such local and global social-change efforts. This second of six sections of the journal explores the core elements of such transformational learning networks, as experienced by three participating leaders from Boston, Massachusetts, and Haifa, Israel.

Local social and economic problems are not simply local. Human well-being in one part of the world is inextricably linked with global economic and political forces, as well as social and economic realities, in other parts of the world. How the decisions made by multinational corporations or political bodies impact humans and human communities far from us affects us all. Increasingly, immigration flows across the world contribute to a rich mix of multicultural world views of countries’ residents. Whether we recognize this reality, our futures as world dwellers are intertwined with each other.

New technologies that allow for instantaneous, multiparty communications serve to unite social-change agents in different parts of the world through enabling a vivid, close to real-time, sharing of lived experiences and a rich exchange of ideas. New communication tools are making visible and strengthening the interconnectedness of communities across the world. The potential exists for transnational networks of organizational social-change agents to use these twenty-first-century tools, as well as more traditional in-person exchanges, to forge strong connections with each other for the purpose of generating new knowledge and fortifying local and transnational social change efforts.

The experiences of others demonstrate that as peer-learning networks evolve they shift from being informal in the early stages to developing more formalized coordination structures in the later stages.1 Depending upon their origins and purposes, they may take many shapes as they evolve, from a centralized hub-spoke model to more distributed approaches, such as a dense cluster in which all participants have connections with all others, or a many channels option that uses a variety of connections among participants, or a branching structure in which a series of clusters are connected through several spokes.2 Effective network structures, however informal or formal, function to facilitate smooth coordination and continuity of activities, as well as the management of challenges, such as pressures from external stakeholders, resource allocation processes, and facilitation and preservation of learnings.3,4 Governance issues, how decisions are made, are of central importance; how formal and informal power is shared among participating partners has a deep impact on trust-building and members’ investment in contributing to the learning network’s endeavors and future.5

Transnational network building, like all meaningful interorganizational

26 27

collaboration, is a paradoxical endeavor.6 Participants are called upon to rise above their personal and organizational self-interests to contribute to a collective enterprise. For maximum impact, participants invest their time and resources without certainty regarding the outcomes for the collective endeavor and/or for the individuals or the organizations they represent.

Creating “relational learning spaces” has been found to be essential for the success of transnational peer learning and production networks.7 Bradbury and others identified six dimensions of “relational space, a high quality ecology of relationships” that were positively associated with effective collaborations among transnational business representatives working together as a network:

• Aspirational trust, a shared, prosocial vision that allows participants to rise above individual self-interest and to invest in the collective objectives;

• Reflective learning, building and preserving knowledge, an iterative, ongoing process, tied to direct experience, of checking assumptions, making meaning, and developing new ways of thinking, through mutual exchanges;8

• Peer connections, a mutuality dynamic among participants that disregards rank and enables all members to have equal footing in contributing to the network’s evolution and work; such mutuality requires an intentional balance in participation, membership, and decision making, as well as expert facilitation to counteract competitive dynamics that may emerge;

• Helping, providing emotional support to each other;

• Commitment to process, dedicated energy and time for investment in the relationships among members of the network;

• Lastly, whole-self presence, a level of investment in which sharing among members occurs at both personal and professional levels.

“Relational learning spaces,” with the features described above, have the potential to enable participants to experience transformational growth through reciprocal relationships with each other — persons who, by design, bring diverse economic, social, cultural, linguistic, religious, and political life experiences and perspectives to the exchanges.

Sustained transnational exchanges, while energizing and stimulating, are anything but easy. In fact, confusion and ambiguity are essential factors in such multicultural exchanges for enabling participants to develop new ways of thinking about practice, policy, coalition building, and other dimensions of social-change work.9, 10 Seeing our own cultural norms, beliefs, and practices reflected in the other’s eyes unsettles our fixed mental models that, while providing an inner security, limit our perspectives regarding ways of being in the world and ways of solving social problems.11 Openness to others’ experiences and perspectives, an acknowledgment

Transnational Social-Change Network Learning

New England Journal of Public Policy

28 29

of ambiguity, and resistance to clear answers are preconditions, in the context of multicultural exchanges, for enhancing creativity, inventiveness, and the development and adoption of new mental models.12

The Case of the Boston–Haifa Learning Exchange Network (LEN)

This LEN project has emerged as both experiential and active. The in-person learning exchange seminars, which since the project’s inception have been taking place once a year in Haifa, Israel, and once a year in Boston, Massachusetts, were planned and facilitated jointly by the NGO partners as well as by outside trainers. Dedicated staff time and collaborative, generous attitudes on the part of planners in both cities have been essential for power sharing, efficiency, and thoroughness in the planning processes. Preparation has been extensive, requiring the core planning team, a Haifa–Boston mix, to use conference calls and e-mail communications, months ahead of time, for developing the substantive content for the in-person seminars and for coordinating the logistics, resources, recruitment, travel, and a myriad of other practical and substantive dimensions of these encounters. Especially for Bostonians visiting Israel and Haifa for the first time, an immersion in the complex cultural, religious, social, economic, historical, and political contexts of the country has proven to be of great significance. Bostonian learning exchange cohorts experience such an Israeli immersion through a multiday guided tour of the country prior to meeting their learning partners in Haifa. A less intensive tour/immersion takes place for Haifa partners when they come to Boston.

Use of communication technologies. Video conferencing among participants has taken place prior to and after the in-person seminars with mixed success. For the most part, rotating pairs of Haifa–Boston participants plan and facilitate the 1- to 1½-hour conversations. Oftentimes, participants read an article ahead of time and/or ponder their responses to a set of questions, drawing from their NGO leadership experiences, which become the basis for the video conference conversation. For example, following contextualizing introductions, participants have responded to questions, such as: How do we as NGO leaders define and implement social justice — as individuals, organizations, in society? or, What is the role of social change NGOs during elections? or, How have you tapped into the power of what you have learned through this learning exchange in your NGO leadership work?

Video conferencing as a means for connection and communication has worked best once the transnational partners have developed trust through the intensive in-person connections. On the one hand, the long distance reconnection after an in-person experience feels like a “home-coming,” a reuniting of friends. Picking up on themes and topics that were a central part of the in-person exchanges allows for a deepening of the discussion and a hindsight reflection of the experiences participants

28 29

had when they were together. On the other hand, when video conferencing has been used prior to participants meeting each other in-person, introductions of “self ” have been awkward and a pressure to impress appears to hold sway.

Additional challenges have been the constraints of the video conferencing technology itself; communication during video conferences has to be very controlled — one person talking at a time and orderly turn-taking. Such constraints are culturally difficult for both Haifaim and Bostonians and are made more onerous when the technology fails to work as planned, more often than not. For the present and foreseeable future, carefully planned video conferencing will take place sparingly for very particular purposes. Other communication technologies, such as e-mail and free/ low-cost Internet phone communications, are most commonly used by the cross- city planners or by participants who have become close friends. Most recently, social media tools are emerging as viable and important avenues for connection.

Challenging linguistic realities. Linguistic barriers add to the challenges of transnational communication. English has been the predominant written and spoken language used by learning exchange participants. Many Haifa participants are somewhat fluent in English; only a sprinkling of Bostonian participants is fluent in Hebrew or Arabic, the languages most commonly spoken in Haifa. Translation options and resources have been extremely important, given the linguistic imbalance described above. In most in-person exchanges, simultaneous translation is offered by strategically placing bilingual members next to those needing English, Hebrew, or Arabic translation or through providing simultaneous translation, which requires a translator who speaks to participants through headphones. The first Learning Exchange report13 was written in three languages: English, Hebrew, and Arabic. The March 2008 Haifa conference — the report’s release event hosted by the University of Haifa’s Center for the Study of Society and its Jewish Arab Center — included simultaneous translation in the three languages. The translation service allowed coauthors of the report, which included the Haifa NGO leaders who took part in the project in 2007, to speak at the conference in the language of their choice. And they did. Some spoke in Hebrew and one spoke in Arabic, to the consternation of some in the audience who were not accustomed to using headphones for translation of Arabic. Essays authored by Haifa leaders for this journal issue were written in the author’s language of choice. Collaborating partners contributed funds to enable the Hebrew and Arabic texts to be professionally translated into English.

Evolving Network Infrastructure and Functions

A Branching Infrastructure Model, a series of clusters connected through several spokes, best represents the formal coordination structure of the LEN.14 Informally within and across each city, learning exchange members utilize a many channels model15 in their relationships, regularly connecting with each other on both personal

Transnational Social-Change Network Learning

New England Journal of Public Policy

30 31

and professional levels. With respect to the more formal branching infrastructure, the Jewish Community Relations Council has staffed the Boston spoke and taken responsibility for coordination of communications and planning, as well as decision making, with Boston and Haifa-based partners; in turn, the Council of Volunteer Organizations (CVO) in Haifa, Israel, has staffed the Haifa spoke and taken the lead in coordinating the same planning and decision making functions with its Haifa and Boston partners. The CVO also hosts Lead Haifa, an outgrowth of the LEN, a newly launched leadership development initiative for leaders from nonprofit, business, and government sectors in Haifa. The LEN planning group members in each city have remained relatively stable over the project’s four to five years.

Reflections of Jenna Toplin, the Boston Coordinator. As an American Jew with a strong connection to Israel and as an individual committed to and passionate about global social-change and cross-cultural understanding, the opportunity to work on a project such as this was truly a dream come true. Coordinating this project between 2006 and 2009, I both experienced and observed the challenges and opportunities that cross-cultural learning exchanges can offer. While at times the planning and communication across distance, time zones, and languages was frustrating, it enhanced my own professional and personal growth tremendously. Meeting people where they are, communicating directly and consistently, asking questions, and being truly patient are skills that I practiced on a regular basis and that allowed me to develop dear friends as colleagues.

Participating in the planning, execution, and reflection phase of each component of this exchange introduced me to incredible leaders. Each LEN member had a story that I was fortunate to tap into, even just slightly, as we talked through workshop or video conference planning, visioning the future of this network and our communities, and reflecting on challenging and emotional conversations. As planners, we paid close attention to creating space where all perspectives might be voiced in rich conversation. But planning could only go so far. Throughout this journey, I was never on my own — I was part of something bigger than myself, and I felt valued for all that I brought. I found myself immersed in a plethora of experience and knowledge of individuals who themselves were yearning to learn and understand more about “the other” and about themselves. This exchange and the LEN members encouraged me to learn more about myself as a leader and the dimensions of leadership. It inspired me to commit myself to being a lifelong learner through experience and conversation, and for that I will be forever grateful.

Relational Spaces for Transformational Learning.

To build trusting, reciprocal relationships and shared understanding, in-person sessions have included a mix of active learning methodologies, that is, formal, informal, large, small group and one-on-one, as well as organizational visits,

30 31

site seeing, and home hospitality. Facilitation of large and small group in-person sessions has been carried out by rotating Haifa–Boston pairs who customarily begin the seminars with nonthreatening, playful ice breakers. Over time, as trust deepens, participants have taken greater risks in sharing their ideas, experiences, and vulnerabilities.

A Story of Aspirational Trust-Building. An important conversation took place in March 2007 in a meeting with the leaders of the five Haifa NGOs, Jennifer Cohen, and myself. The makeup of this all-female group was as follows: Israeli Arab/Christian; Israeli Jewish/German; Israeli Jewish/Russian immigrant; Israeli Jewish/Ethiopian immigrant; Israeli Jewish/U.S. Jewish; U.S. secular. We were discussing plans for a particular evening in March when leaders of the Boston NGOs were to be in Haifa for the next person-to-person learning exchange. Preliminary plans had been made to have a festive event one evening in a location that is now being used by the Ethiopian community in a very beautiful town a bit south of Haifa where many artists live. The Arab leader in our group told a story of the history of this place: an entire Arab village was evicted from this quarter and relocated only a few hundred meters away. The evicted households can see their former homes being used by others now. Only recently was the relocated village made “official” and recognized as worthy of being included on maps. Very quickly the conversation moved into thinking of other locations for the evening event. This greatly offended our Ethiopian group member who felt that her community’s experience and culture were being cancelled out and sacrificed in an attempt to pacify the Arab group member’s discomfort and what she perceived as the group’s willingness to rush to seem “politically correct” (and especially tolerant of the Arab minority) at her expense. This hard conversation exposed difficult divides, the kind that had often prevented close collaborations among NGOs in Haifa prior to this point. But the respectful listening and courageous sharing among these women laid the foundation for strong bonds that have allowed them to work together closely on their shared social change missions in Israel.

A central component of the project since 2006 has been documentation and collective reflection. The essays in this journal are grounded in and informed by the core insights that have emerged from these reflections and from analyses of the extensive, multiyear documentation products. Indeed, this coauthored journal issue is one way in which the LEN is building and preserving knowledge; writing is thinking and collective writing is collective thinking. Using a mutual feedback process, essay authors, all of whom have been involved in the learning exchange, engaged in reviewing and building on each other’s essays from start to completion.

A Story of the Value of Reflective Learning. A Haifa leader reported as part of the project evaluation that she appreciated the “widest way of thinking,” in a global way, and learning about the potent value of reflection. She had come to

Transnational Social-Change Network Learning

New England Journal of Public Policy

32 33

understand that reflection could deepen her organization’s capacity to learn from its practice and ultimately to grow. “Our success would be getting to the places where the organization is capable of changing.”

Peer connections. Creating a learning environment in which all participants are on equal footing has been a priority for LEN planners from the start. Such a balance is not easy to strike because much of the funding for the enterprise is Boston- based; money speaks unless a conscious effort is made to counteract its impact in processes of mutual engagement. In addition, the Anglophone-oriented reality of the learning exchange presents more challenges for Haifaim than for Bostonians, as Haifaim are constantly challenged to move out of their linguistic comfort zones. This linguistic challenge has very likely had a negative impact on the power balance in the network; in effect, those with English facility have an easier time in making their arguments and putting forth their points of view. For all of these reasons, ensuring equal investment and joint engagement in planning and decision making have been challenging at times. Nonetheless, deep personal connections have emerged among the learning partners.

A Story of Peer Connections and Emotional Support. The focus of an in-person session in Haifa in March 2008 was Working in Times of Crisis. The Haifa leaders came prepared to share their experiences of the 2006 summer war with Lebanon when many of the poorest Haifa neighborhoods (in which these organizations work) were being bombed. “The war broke out while we were running summer camps for 700 kids at [the community center],” said a Haifa leader. “We had to find the balance between our work (responsibility toward the kids, parents, and bosses) and our own safety and that of our own families’. . . . How to bring workers into work . . . given the mixed messages from the media about whether they have to come or not? Do we have to force them? Also, it was hard not to judge the people who left, who did/didn’t do their work.” “It kept me sane to go to work, but I was eight months pregnant,” said another Haifa leader. “I got early contractions and my husband was very angry at me for going to work.” “I lost a friend on the first day of the war,” said another who was very choked up while speaking. “Our center changed its regular work and went on to hold special meetings and to call the women. We also did some post-stress work including running a focus group with the women after the war, to hear about their experiences. We helped 150 women.”

Boston leaders listened in stunned silence as more stories emerged of Haifa participants’ personal traumas with their own children/families and the conundrums they faced as to how their organizations should respond in the midst of the crisis. Then a Boston leader said: “We can’t understand your loss and trauma. In another way, we’re losing close to 100 kids a year in Boston to street violence and we’re trying to figure out what to do with that violence. I appreciate

32 33

your sharing your stories of moral courage in staying in this work when you are in harm’s way. You give me hope and inspiration to stay in the middle and negotiate.”

In terms of commitment to the LEN, participants have busy and demanding work lives; their attention goes to the priorities close at hand. The twice-yearly, intensive, multiday in-person experiences have therefore been the most powerful mode of connection for Haifa–Boston Learning Exchange participants. Those Boston and Haifa participants who have invested in the learning exchange have developed meaningful and significant personal and professional connections with each other.

A Story of Commitment to Process. “I entered this experience without really knowing what to expect,” said a Haifa leader. “But in retrospect, I think I must have expected an experience that would be largely academic and intellectual since I was taken aback by the intimate way in which we connected almost from the start. I was surprised by the depth of the engagement we managed to achieve, given the short time period. Whether it was the frame of mind with which we all entered this (and the video conference the previous week), the fact that we were all women, or the fact that we shared such deeply held values, it felt as though we were able to communicate in an authentic way right from the start. We established a remarkable level of trust fairly quickly, which was reflected in our sharing our challenges along with our successes right from the start.”

A Story of “Whole Self Presence.” “Talking about the learning exchange experience in Boston, a Haifa leader referred to two levels of emotions: “personal intimate friendship between us (very direct) and the peer learning that I really enjoy.” Other than enjoying being able to share issues of directing, she found exploring the workings of organizations very helpful. “Although we have very different [organizational sizes], the basic issues are very much alike” and “being able to see [another’s] work and my organization’s work through the international perspective was very helpful. . . . Understanding the American part, seeing the office of [a Boston organization] looking worse than ours was comforting, that there is something common, our struggles are common.” In addition, the Haifa leader reported learning a great deal from her Boston partner that “gave me perspective, seeing more easily the processes and that one has to wait, be patient, not thinking that five years is too long, . . . having realistic expectations.”

Open Multicultural Exchanges

LEN planners have been intentional in ensuring that all of the joint activities have been open-ended and designed to allow for ambiguity and for a disruption of our fixed ways of thinking. In fact, “living in the in-between” has been a theme of the immersion experiences for Bostonians in Israel. The tenuous nature of life in Israel, a cultural norm of vigorous debate and the complexities of the country’s historical, religious, political, economic, and social contexts ensure that there are no clear answers to any

Transnational Social-Change Network Learning

New England Journal of Public Policy

34 35

of the questions learning exchange partners ponder with each other. As a result, all committed LEN participants have come to see themselves, their organizations, and their countries with fresh eyes.

A Story of Seeing One’s History and Organizational Experience with New Eyes. A session in Boston, hosted at Project Hope, focused on learning organizations. Thinking about her own organization’s learning practices, one Boston leader reflected, “There are a lot of ways in which we are engaged in this type of work throughout the agency . . . but the visit from our sisters from Haifa brought it forward in a vivid way for me. . . . It is most important,” she said, “that we listen to each other and broaden ourselves and our understanding [of social justice work] through our talking to each other.”

She saw her own organization’s history anew as a result of a conversation with her learning partner. “When I listened to Rula speak about how her organization began, I realized that we have some strong similarities in our own history. Kayan was started as somewhat of a cooperative or collective. A group of five women came together to design and implement a program that would engage with and respond to the needs of the community. We were started by a group of religious women who came together to do the very same thing because of their connections in the community. Then we grew and found a need for enhanced structure. The fabric of our collective and mutual beginning is present throughout. We are perhaps in a different phase of our development and it was good to remember our beginnings through the eyes of an outsider. The conversation raised some questions around the challenges of maintaining strong inclusiveness and “mutuality” while becoming a larger organization. . . . These human connections and the realization that you are so very different and so very alike — a duality to live in — is valuable and rich and gives tremendous hope.”

Closing Reflections

The words of the Boston leader above aptly illustrate the self-reflection and new questions that emerge through positive transnational connections. Similarly, the essays to follow are powerful first-person testimonies to the transformational impact of such connections, developed within conducive, relational learning environments. Sr. Margaret, Alex, and Fannette each tell stories of the ways in which their lives have been impacted and their work strengthened through the relationships they have built through this and other transnational experiences. Some of their experiences were surprising; for example, Haifa’s Fannette and Alex developing a connection during their Boston sojourns. Other experiences they reflect upon illustrate the evolution of their understandings of nonprofit social change work, coalition building, and organizational effectiveness. You will clearly see from their essays that each of these

34 35

persons has entered into the Learning Exchange with the qualities and stances that lead to deeply satisfying learning: a sense of curiosity, openness to the other, mutuality — both giving and receiving — a comfort with ambiguity, and considerable generosity.

Notes 1. L. David Brown and John Gaventa, “Constructing Transnational Action Research

Networks,” Action Research Online First, published 16 September 2009 as doi: 10.1177/1476750309335205.

2. John Cleveland and Peter Plastrik, “Net Gains: Using Networks to Increase Social Impact” (October 2009:11) Innovation Network for Communities, www.nupolis.com; Peter Plastrik and Madeleine Taylor, “Net Gains: A Handbook for Network Builders Seeking Social Change” (2006), www.nupolis.org.

3. Hilary Bradbury and others, “Relational Space: The Heart of Sustainability Collaborations” (working paper, Center for Sustainable Cities, University of Southern California, 2007).

4. L. David Brown, “Social Learning in South-North Coalitions: Constructing Knowledge Systems across Social Chasms” IDR Reports 14, no. 1: 1–16.

5. Brown and Gaventa, “Constructing Transnational Action Research Networks”: 4. 6. Bradbury and others, “Relational Space”: 2; in Brown and Gaventa, “Constructing

Transnational Action Research Networks,” 4. 7. Bradbury and others, “Relational Space”: 18–19; Joanna Wheeler, “Creating Spaces for

Engagement: Understanding Research and Social Change,” Citizenship, Participation and Accountability (Development Research Centre, 2007): 11 www.drc-citizenship.org.

8. Benyamin Lichtenstein, “Generative Knowledge and Self-organized Learning: Reflecting on Donald Schon’s Research,” Journal of Management Inquiry 9, no. 1 (March 2000): 47–54.

9. Angela Ka-Yee Leung and others, “Multicultural Experience Enhances Creativity: The When and How,” American Psychologist 63, no. 3 (April 2008): 175.

10. Leung and others, “Multicultural Experience Enhances Creativity”: 169–181; Wheeler, “Creating Spaces for Engagement”: 9–11; Lichtenstein, “Generative Knowledge and Self-Organized Learning”: 48.

11. Leung and others, “Multicultural Experience Enhances Creativity”: 176; Lichtenstein, “Generative Knowledge and Self-Organized Learning”: 49.

12. Leung and others, “Multicultural Experience Enhances Creativity”: 176. 13. Donna Haig Friedman and others, “Building Knowledge and Power with the Third Sector

in Haifa, Israel: A Report of the Learning Exchange Research Project” (Center for Social Policy, McCormack Graduate School, University of Massachusetts Boston, 2008).

14. Cleveland and Plastrik, “Net Gains”: 11. 15. Ibid.

Transnational Social-Change Network Learning

Copyright of New England Journal of Public Policy is the property of New England Journal of Public Policy

and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright

holder's express written permission. However, users may print, download, or email articles for individual use.

Wk 4 Reading Public Performance.pdf

Public Performance & Management Review, Vol. 35, No. 1, September 2011, pp. 108–132. © 2011 M.E. Sharpe, Inc. All rights reserved.

1530-9576/2011 $9.50 + 0.00. DOI 10.2753/PMR1530-9576350106108

PublIc PERfORMANcE MANAgEMENt SyStEMS

Embedding Practices for Improved Success

KAthRyN NEwcOMER George Washington University

ShARON cAuDlE Texas A&M University

AbstrAct: Over the past three decades, public sector officials and managers have faced demands for improved policy and program decision-making, more efficient service delivery, and clear accountability. Countries worldwide have developed new or more robust performance tracking embedded in more powerful performance management systems, often as part of public management reforms. Drawing on the literature, observations from experience in early-adopting countries and with recent and current performance-based management systems in the United States, this article provides a list of practices or recommendations and a framework that adopters can use to better anticipate challenges and improve collective learning.

Keywords: accountability, performance-informed budgeting, performance management, results management

Over the past three decades, public sector officials and managers across the globe have increasingly advocated performance-based management to improve policy and program decision-making, the efficiency of service delivery, and the clarity of accountability. while performance management systems can vary in scope, elements, and intended audience, they most often include such features as measurable policy or program performance goals, specific performance standards or targets, use of valid and reliable qualitative and quantitative measures, and extensive internal and external reporting.

Public management movements and developments such as New Public Manage- ment (NPM) and evidence-based policy and practice have strongly encouraged the use of performance management systems. for example, bromberg (2009) described the renewed emphasis on performance measurement in concert with reinventing government and NPM. Olsson (2007) noted that evidence-based policy and practice call for the use of outcomes data to assess the effectiveness of

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 109

specific programs or policies. budget-cutting exercises have led politicians to call for more programmatic performance data. for example, curristine (2005a) was one of many noting that renewed pressures to use performance data stem from difficult economic conditions and demands for fiscal austerity.

In large part due to improved information technology, performance manage- ment systems are increasingly robust, reflecting stronger designs, more stakeholder involvement, more granular performance tracking, and more widespread informa- tion sharing, that is, “transparency.” Outcome-oriented performance management has increasingly supplanted output and process management. Indeed, the scope of performance management has grown, reflecting calls for “whole-of-government” collaboration and coordination to solve or mitigate wicked public problems. christensen and laegreid (2007) observe that the call for whole-of-government approaches as part of public sector reform brings back to the forefront the challenge of coordinating efforts across government agencies. coordination and collabora- tion about performance within networks of public, nonprofit, and private agents delivering public services raises interesting challenges, and sharing performance data within networks may present even more challenges (frederickson & freder- ickson, 2006; heinrich, lynn, & Milward, 2010; Jennings & haist, 2004; Mcguire, 2006; Moynihan, 2008a, 2008b).

Despite these trends, all too often what is learned or practiced in performance management is “unlearned” or downplayed. this article contributes to the ongo- ing dialogue concerning the scope, elements, and conditions for more effective performance management systems. It discusses the all too well known common challenges shaping development and implementation of performance management systems. Drawing on the literature, and on observations from actual experience in early-adopting countries, and with recent and current performance-based management systems in the united States, this article provides a list of practices or recommendations and a framework that can be used by practitioners and new adopters alike to better anticipate likely challenges, improve collective learning, and sustain effective performance management systems.

General Literature: Performance Management systems and Implementation challenges

Many observers have defined contemporary performance-based management and its key elements. to illustrate, wholey sees performance-based management as “the purposeful use of resources and information to achieve and demonstrate measurable progress toward outcome-oriented agency and program goals” (2002, p. 14). he writes that performance-based management has three interdependent processes: (1) developing reasonable agreement among key stakeholders on mis- sions, goals, and strategies; (2) developing performance measurement systems

110 PPMR / September 2011

that sufficiently document performance and support decision-making; and (3) using performance information for policy decision-making, program effective- ness, and accountability. Similarly, forsythe (2001) suggests that a performance management system can improve accountability by providing data on government performance and can improve management by providing strategic focus, useful metrics, and goals and incentives. the central instrument in these systems is ongoing performance measurement or routine measurement and reporting of pro- grammatic efforts (outputs) and presumed results (outcomes). typically, reporting requirements are timed to conform to a budgetary or planning and control cycle. Performance measurement entails reporting data about the past (fryer, Antony, & Ogden, 2009), whereas performance management uses those data to provide information about future performance.

Developing and implementing useful performance management systems is certainly not easy. the general literature identifies a number of development and implementation challenges, including political, organizational, jurisdictional, hu- man, and technological obstacles. As described by wholey (2002), the barriers include (1) competing values, such as equity and equality, (2) legal and regula- tory constraints, (3) power fragmentation, (4) organizational factors, including structure, systems, culture, and capacity, (5) interorganizational factors affecting partnerships, (6) technical barriers, and (7) resource constraints. hatry et al., (2003) illustrate similar obstacles, as do heinrich (2004a, 2004b, 2007, and in press) and Radin (2009).

A number of authors provide solutions to these challenges that address a range of issues from management empowerment to legal incentives. wang (2002) and Kelly (2008) suggest that the systems will not work unless managers are empow- ered in a decentralized decision-making structure that fosters accountability for results. De bruijn (2002) argues for strategies that include avoiding monopolies on the defining of measurement meaning and how results will be interpreted, clarity about what functions performance measurement performs and in what forums, strategic selectivity regarding what is measured, and paying better attention to measuring the processes that produce an organization’s products.

Adopting specific leadership and management tools highlights similar issues. behn (2008) details a number of “must dos” when adapting PerformanceStat performance strategies. these include a number of needs, such as specifying the performance purpose, data-collection needs, staffing, and how to adapt other PerformanceStat features and principles to a local situation. McAdam, hazlett, and casey (2005) present the challenge of addressing the complexity of multiple stakeholders in performance management, including better stakeholder identifica- tion and categorization. christensen and laegreid (2007) point to problems with whole-of-government shared systems and joint activities and individual agency performance accountability. And courty, heinrich, and Marschke (2005), heinrich

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 111

(1999, 2002, 2010), heinrich and Marschke (2010), and Marschke (2004) highlight the unintended consequences, including gaming, that can result from using perfor- mance measures in incentive-based performance management systems.

Often, challenges rise from legislative actions or inaction. Peters (2010) notes that challenges stemming from vague legislative language make it difficult to develop readily quantifiable and practical goals. During implementation, goals may be modified or displaced, and it may be difficult to separate one program’s effects from another, to determine the most efficient means to achieve a goal, and to identify reasonable outcome targets. wang (2008) found that legislators will use performance measures in funding decisions only under certain conditions, such as high-quality measures clearly linked to program or activity service goals and to a specific allocation decision, and the demonstration of plausible linkages between funding decisions and actual performance. lu, willoughby, and Arnett (2009) stress that laws should explicitly cover many aspects of performance man- agement, including requiring the use of measures, linking of measures to strategic plans, reporting of measurements, and evaluation and auditing of performance results. And executive-legislative rivalry over authorship of performance systems can easily result in failure to use the data within a branch that was not in charge of design (breul & Kamensky, 2008; Newcomer & Redburn, 2008).

Reviewers of performance management systems generally reflect a norma- tive view of performance management as a very good thing for an organization. Authors such as De bruijn (2002), fryer, Antony, and Ogden (2009), hammer (2007), and heinrich and Marschke (2010) take a darker view of the risks of performance management. De bruijn (2002) notes a number of perverse effects, such as game playing, additional internal bureaucracy, the blocking of innova- tions and ambitions, and killing responsibility and relationships with other public sector organizations. fryer, Antony, and Ogden (2009) as well as heinrich and Marschke (2010) mention deviant behavior, such as manipulating services to meet measurement goals, hammer (2007) highlights similar concerns in a rather erudite manner. he lists the “seven deadly sins” of performance measurement. Vanity arises from the use of measures to make the organization, its people, and its managers look good. Provincialism results when organizational boundaries and concerns dictate performance metrics, not concern for the organization as a whole. Narcissism involves measuring from one’s own point of view and not the views of customers. Laziness results from not giving adequate thought or effort to what it is important to measure. Pettiness involves measuring only a small component of what matters. Inanity results from adopting metrics without considering the consequences for human behavior and enterprise performance. Frivolity reflects a lack of seriousness about the use of measurement, such as arguing about metrics instead of accepting them or finding excuses for poor performance instead of tracking root causes.

112 PPMR / September 2011

comparative country research: common challenges to sustainability of Performance Management systems

the literature referenced above identifies a number of challenges in developing and implementing effective performance management systems. Actual experience in early-adopting countries highlighting system development, implementation, and sustainability challenges, validates, and expands the list of challenges and needed actions prescribed in the literature. Notable country-comparative studies include those of boyle (2009), curristine (2005a, 2005b), Mayne (2005), Ohemeng (2010), Perrin (2006), Pollitt (2006), the Organization for Economic cooperation and Development (OEcD) (2007), Radin (2003), and Sterck and Scheers (2006). cur- ristine (2005a, 2005b) presents insights based on findings on the development and use of performance measures and evaluations in the budget process in the OEcD countries. Mayne (2005) identifies mitigation suggestions based on experience in using performance information for managing and budgeting resulting from a meeting of OEcD senior budget officials. Sterck and Scheers (2006) offer sugges- tions stemming from experience with performance budgeting reforms in Australia, canada, Sweden, the Netherlands, New Zealand, the united Kingdom, and the united States. Perrin (2006) draws lessons from a world bank roundtable of six developed and six developing countries that focused on experience with outcome measurement. curristine (2008) offers recommendations that resulted from a meet- ing of OEcD senior budget officials who identified reform components necessary for successful adoption of performance budgeting. boyle (2009) draws lessons from his study of performance reporting practices in Australia, canada, Ireland, and the united States. And the OEcD reports (2007, 2008) draw upon surveys of countries to offer guidelines for countries as they adopt and evolve initiatives to improve the use of performance information in budgeting processes.

contextuAL FActors

context, of course, is important when considering when and how performance management systems are likely to be implemented and evolve. Radin’s (2003) comparative study of Australia, New Zealand, and the united States emphasized the impact of contextual differences on implementation of performance management systems. the key contextual variables she identified included (1) the structure of the country’s institutional arrangements, such as federalism structures, centraliza- tion, and contracting out; (2) the process of defining outcomes, such as standards to assess performance and conflicting program goals; (3) issues related to timing, such as reporting periods and short- or long-term coverage; (4) availability and investment in data systems, such as data sources and usability and use of data; (5) predominant performance values, such as efficiency, effectiveness, access, and equity; (6) system gaming experiences, such as creaming and other efforts

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 113

intended to avoid performance assessment; and (7) accountability arrangements, including internal and external accountability and control through sources such as legal or political expectations. Radin (2003) found major differences across the three countries in such matters as structure, the processes of defining outcomes and collecting data, and accountability relationships. Radin also described what she called the “normal tensions” these countries share in the performance man- agement process (p. 1356). these include tensions between political and career officials, pressures from interest groups, and the conflict between several central agencies’ control agenda and lower-level agency desires for autonomy and dis- cretion. Studies such as that of Ohemeng (2010), targeted more at developing countries, caution that there is no “one best way.” he notes that it is necessary to fully understand the local environment in which any performance management reform takes place.

Pollitt’s (2006) findings from his study of performance management practices in four functions in finland, the Netherlands, Sweden, and the united States were similar to Radin’s. he found that all agencies studied had for years used perfor- mance as part of the normal organizational discourse with performance indicators, and systems generally had undergone continuous improvement. he had expected to find, and did, that public management reforms in majoritarian, single-party forms of government would enable rapid change because of fewer veto points and a greater capacity to impose losses on specific interest groups. More individualist and risk-accepting cultures allow more vigorous use of devices like performance- related pay and transparent public reporting of targets and achievements.

evoLutIonAry chAnGes And beneFIts

In many countries, performance management systems have continued to evolve, most recently in response to demands for clear results, accountability, and fiscal discipline. curristine (2005a, 2005b) presented 2005 findings on development and use of performance measures and evaluations in the budget process for the OEcD countries. In her work, public officials reported that the primary objectives of introducing performance measures into budgeting and management systems included improving organizational and program efficiency and effectiveness, and providing more concrete performance information to executives and the legisla- ture for decision-making, such as setting future targets and priorities. Secondary objectives included expenditure reduction, reallocation of resources between activities and programs, and a mechanism to monitor government activities and performance. In a subsequent report on performance budgeting implementation, OEcD (2007) found countries reporting relatively little change from the previ- ous study in the triggers for introducing performance information reforms into budgeting and management processes, stressing the importance of financial crises, pressures to reduce public expenditures, and changes in political administrations.

114 PPMR / September 2011

the reform objectives, not surprisingly, included controlling expenditures, improv- ing allocation and production efficiency, supporting a results-based management approach to improve public sector service delivery, efficiency, and performance, and improving accountability to politicians and the public.

the substance of the performance management processes adopted has changed in a number of ways over the last decade. curristine (2005a, 2005b) noted that nearly three-fourths of the 28 OEcD countries responding reported that nonfinan- cial performance measures are included in their budget documents. Program and ministry performance assessment was accepted as a normal part of government, with use of both performance measures and performance evaluations in budgeting and management. A majority of countries that use performance measures reported that they use both output and outcome measures, with more effort devoted to developing outcome measures beginning five to ten years ago. Significantly, cur- ristine reported that the quantity, quality, and timeliness of the data and their use in allocating resources and in program or policy decision-making had improved over time.

the OEcD countries in 2005 reported significant benefits from introducing performance data into their budgeting and management processes. the data have been used to improve priority setting over the short and medium terms, and to clarify what results are expected from the public sector. Data have been used to improve the monitoring of agency performance and progress, explain why programs may not be working, improve program policies and management, and increase the transparency of the performance and results information provided to the legislature and the public. finally, performance data have been used to inform citizens’ choices on the level of performance and services. these benefits also were reported in a subsequent report (OEcD, 2007).

oecd countrIes’ exPerIences wIth LInKInG PerForMAnce dAtA to budGetInG

A number of challenges have also been reported. curristine (2005a, 2005b) found that there was little or no improvement in the responding OEcD countries in the use of data to inform the allocation of resources. Performance results are generally used in central ministry of finance and program ministry budget discussions, but they are rarely or never used to determine actual budget allocations. She reports that poorly performing programs are rarely or never eliminated by a ministry of finance in budget recommendations for a variety of reasons, including political resistance or priority, and performance results are typically only one factor of many affecting decision-making. In 2007 the OEcD reported that countries continued to face similar challenges, including (1) how to improve the use of performance information in budgetary decision-making, (2) how and if performance information should be related to resources, (3) how to improve the measurement of activities,

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 115

(4) how to improve the quality of information, and (5) how to get politicians to use the data in decision-making. the conclusion was that the existence of a procedure to integrate performance information into the budget process was a necessary but certainly not sufficient condition to ensure its use.

Lessons from Federal Performance Management

the preceding sections of the article discuss more general performance man- agement system conditions and challenges from the literature and comparative research. helpful lessons may also be drawn from the federal experience with performance management in the united States and the recent efforts of the Obama administration.

eArLy eFForts: the cLInton And bush AdMInIstrAtIons

Performance management system efforts in the united States have been the result of both executive action and legislation. the lead federal agency, the Office of Manage- ment and budget (OMb), started asking agencies to include performance measures in federal agency budget requests in 1992. A focus on measurement of program results accompanied the executive initiative undertaken by President bill clinton on March 23 of the same year and coordinated by Vice President Al gore, commonly known as the National Performance Review (NPR) and later renamed the National Partnership for Reinvention. the NPR emphasized results-oriented management as well as such reforms as cutting red tape and outsourcing. the clinton administra- tion also called for “performance contracts” to identify a small number of specific objectives for each agency (for more, see breul & Kamensky, 2008).

the george w. bush administration’s directives to agencies stepped up the pressure to align programmatic performance goals and performance data with budget categories. New initiatives were included in the President’s Management Agenda (PMA). the PMA was similar to the NPR in intent but streamlined its efforts in a limited number of areas—strategic management of human capital, competitive sourcing, financial performance, electronic government, and budget and performance integration. to insert performance data into the president’s budget, OMb employed the Program Assessment Rating tool (PARt), which assessed program performance and issued scores to programs. President bush also established agency performance improvement officers (PIOs) and OMb-led meetings of these officers in a new Performance Improvement council.

the legislative call for the provision of nonfinancial program performance and results data in agency financial statements was first made in the chief financial Officers Act (cfO) of 1990. these reporting requirements were expanded in the government Management Reform Act of 1994. Perhaps the most important legisla- tive initiative was the government Performance and Results Act of 1993 (gPRA),

116 PPMR / September 2011

which required all federal agencies to have strategic plans, performance goals, and performance reporting. Since the enactment of gPRA, dozens of federal laws have been passed that require performance measures in specific policy arenas.

Several factors worked against managers striving to design and implement useful performance measurement systems during the clinton and bush administrations (Newcomer, 2007a, 2007b, 2010; Newcomer & Redburn, 2008; u.S. govern- ment Accountability Office [gAO], 2008). Although gPRA was the prime mover in requiring federal managers to develop performance measures, OMb played a critical role by working with agencies to meet the law’s demands. when OMb did not provide stringent guidance or significant technical assistance, agencies voiced uncertainty about what measures would be perceived as appropriate. fed- eral managers were not convinced they would be granted sufficient authority or flexibility to change their way of doing business. Securing agreement on program measures among diverse stakeholders and service-delivery partners was difficult. understandably, outcomes often were viewed as beyond the control of agency staff. More important, there was uncertainty about how performance data would be used in budgeting, and only spotty evidence existed that performance measures had much effect on legislative allocation decisions. OMb budget examiners as- sumed more overt performance measurement oversight responsibilities through their role in scoring programs with the PARt tool during the bush administration. their differences with agency staff regarding the appropriateness of measures created additional tensions (brass, williams, & Nunez-Neto, 2010; Newcomer & Redburn, 2008).

InItIAL eFForts oF the obAMA AdMInIstrAtIon

the Obama administration took over the leadership of an executive branch with enhanced capacity to measure performance at a time when there was a growing premium on making better use of budget resources. however, it also inherited a fairly unwieldy, burdensome, and unaligned set of information systems that report on hundreds of performance measures and are not connected effectively with budgeting and financial accounting systems. by 2009, the federal workforce was somewhat skeptical about performance management, as it had not witnessed extensive use of performance data to improve government, and was tired of skirmishes about scoring program effectiveness (i.e., PARt scores) with OMb examiners (Newcomer, 2010).

Actions and public statements by the Obama administration during 2009 indicated that the new administration appreciated the legacy of assets, logistical challenges, and skepticism it had inherited as it tackled performance improve- ment. budget guidance, OMb memoranda to the head of agencies, personnel appointments, and public statements thus far indicate that the Obama administra- tion has set a strategy for performance improvement that focuses upon three key

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 117

elements well known in the literature and articulated in the country experience highlighted earlier in this article: leadership, prioritization, and demonstrated use of performance data.

Leadership

President Obama has signaled that recognition of committed and consistent leader- ship within the OMb and the agencies is essential in performance improvement efforts. he appointed the federal government’s first chief performance officer, Jeffery D. Zients, and endorsed the retention of the performance improvement of- ficers established by his predecessor. In September 2009, the Obama administration announced the addition of Shelley Metzenbaum as associate director of the OMb for performance and personnel management to assume a hands-on leadership role in performance improvement with the agencies. In addition to federal government, academic research and consulting experience, Metzenbaum (2006, 2009) had studied challenges to performance management in federal agencies, advocated the imperative for performance management to be “inquisitive not punitive” (2006, p. 9), and recognized that outcomes for federal programs are typically affected by many factors outside the control of federal managers.

Prioritization

In the 2009 spring budget guidance, the OMb director asked all major federal agencies to identify a limited number of high-priority performance goals reflecting the near-term implementation priorities of each agency’s senior managers. the new high-priority performance goals set by the agencies were intended to trig- ger top-down processes of performance tracking. In congressional testimony on September 24, 2009, Zients stated, “these goals communicate the priority targets that each agency’s leadership wants to achieve over the next 12 to 24 months. Once this list is final, we will regularly review with agencies the progress they are making and the problems they are encountering. we will expect each agency to reach beyond their [sic] own organizational boundaries to get feedback about priorities and strategies and to enlist expertise and assistance to reach their [sic] targets” (2009).

Zients also announced in September 2009 that OMb would develop a federal performance management framework designed “to serve the needs of agency managers, the public and the congress.” he publicly espoused the administra- tion’s goal of addressing important public problems, such as the large number of homeless veterans, that must be addressed by multiple agencies. the canadian national government’s integrated information system, which aligns program data with relevant budget and accounting data, was identified as a model for the re- structuring of federal data systems by the OMb. In fact, in 2010 OMb announced that it would open a new portal to report on progress made on the high-priority

118 PPMR / September 2011

goals (www.performance.gov) modeled after the canadian portal, but as of June 2011 the portal had still not gone live to the public. OMb performance staff have reported that they are approaching performance improvement as a cross-cutting management challenge that must be aligned with efforts to improve financial, information, procurement, and personnel management systems in the agencies.

Demonstrated Use of Performance Data

Observers of federal performance reporting have been quick to criticize the lack of use of performance data, and the leadership of President Obama’s OMb is extremely sensitive to the “use” challenge. Zients has stated his commitment to maximizing the productive use of performance information (www.whitehouse. gov/sites/default/files/omb/assets/testimony/092409_government.pdf). In his Sep- tember 24, 2009, testimony before the Senate committee on homeland Security and governmental Affairs, Subcommittee on federal financial Management, government Information, federal Services and International Security, Zients emphasized that OMb would take an instructional and supportive posture, not a compliance posture, with the agencies, such as working closely with the Per- formance Improvement Officers council to support sharing and learning and to celebrate successes in using data to improve performance. Zients further stated that he would track progress in moving toward the high-priority goals with the deputy secretaries who meet monthly in the President’s Management council, which he chairs. this posture contrasts with the approach of the bush administra- tion’s President’s Management Agenda, which was more focused on compliance to improve management.

whether or not a kinder, gentler OMb will enhance the probability that per- formance data will be used to guide decisions, and whether data-informed deci- sions will result in improved federal performance, remains to be seen. Zients has voiced his intent to build a performance culture that involves focused collaboration among OMb, the agencies, and congress, and that draws upon the administration’s focus on leadership, prioritization, and interagency sharing of successful uses of performance data to improve programs.

Key chALLenGes For the obAMA AdMInIstrAtIon

the Obama administration’s approach to performance improvement will face a number of challenges, due in part to the legacy left by the bush administration and in part to institutional and cultural obstacles to the use of performance data to inform management decisions as well as strategic political decisions in federal agencies. the political context surrounding the OMb’s efforts to see the increased use of performance trend data within the agencies and within OMb presents some intimidating obstacles as well. the large number of earmarks, irrational spending ceilings or floors, a focus on evaluating the impact of the “Stimulus,” the preoc-

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 119

cupation of congress with budget cutting, financial, regulatory, and immigration reform, and the u.S. military presence in Afghanistan and Iraq may well present significant distractions from a focus on federal management reform.

the existing institutionalized performance measurement reporting systems may both help and hinder the achievement of the Obama administration’s promise of performance improvements. Drawing on the Obama administration’s strategies, there appear to be at least six sets of challenges the administration must confront in achieving the desired outcome of improving federal performance.

Challenge 1: Sustainable Performance Leadership

Agency and bureau leaders will need to demonstrate their personal commitment to achieving real performance improvements through allocation of time and resources to performance monitoring and assessment within their organizations, and to demonstrate support through the personal time they give to performance issues. Adequately supported staff and a consolidated system to administer and service performance reporting for purposes of program assessment, budgeting, and publishing of agency plans and performance accountability reports, consistent with OMb and gPRA requirements, are needed. Agency staff at all levels need to understand how to use agency strategic performance goals to direct workforce staffing, and all line employees will need to be involved and educated about how their work contributes to the achievement of agency goals.

the unprecedented new reporting requirements and transparency regarding Stimulus funding (see Recovery.gov) have raised expectations and burdens regarding reporting and data verification, and may well affect agency approaches to perfor- mance measurement and interpretation of performance data. the OMb requirement for quarterly updates on data relating to the high-priority goals has already imposed a greater reporting burden on agencies. It remains to be seen whether agency leaders will support and fund strategic use of program evaluation methods to address ques- tions about both program implementation and results in line with OMb guidance.

Challenge 2: Downsides of Prioritization

Performance improvement achievement may depend on a focus on a limited set of high-level/high-priority performance goals. If the high-priority performance goals are selected on the basis of their ability to show improvement by the 2012 election, that may detract from more strategic attention to performance across the board. Metzenbaum has stated that processes are being established within the agencies modeled after a citiStat or StateStat approach, that is, regular discussions among senior managers about agency performance as measured by a limited set of valid and reliable outcome measures, focusing regular attention to progress on the highest-priority objectives of the administration (see behn [2007] for additional information on citiStat). One danger is that dysfunctional consequences may result

120 PPMR / September 2011

from the focus on “high-priority” goals at the expense of other important agency goals. Moreover, program managers will still need to appropriately disaggregate programmatic performance data to improve program delivery and outcomes.

Challenge 3: Cross-Agency Collaboration and Coordination

Agency leaders will have to be innovative and even change their agency cultures to ensure that cross-management coordination and collaboration takes place to achieve high-priority goals that cross agencies and to support performance im- provements. OMb guidance to the agencies will have to take a more strategic and integrated approach to cross-agency policy issues.

Challenge 4: Strategies for Integration of Performance Data in Budget Submissions

Zients’s call for a focus on using data to improve program management may mean that the OMb will link performance data with OMb budget decisions. but it remains to be seen how agency gPRA-required annual performance reports will be considered and used within the agencies and the OMb in assessing progress on strategic priorities. It is still unclear how the new performance improvement approach (e.g., the high-priority goals) will be integrated in agency budget sub- missions and performance documentation.

Challenge 5: Coordination within OMB

Strategic efforts to improve performance will need to be carefully coordinated in- ternally within OMb. the efforts of OMb performance staff to encourage the use of trend data for nonpunitive reasons will need to be supported by OMb’s budget examiners. by using performance data in their budget hearings with the agencies, the examiners can facilitate ownership of performance measures by the agencies. Nev- ertheless, OMb performance staff will have to be persistent to effectively maintain the commitment and involvement of agency leaders in performance improvement efforts in the monthly meetings of the PIOs. to date the OMb performance team is minimally staffed yet is responsible for collecting and disseminating information on successful performance improvement initiatives and evaluation practices, providing training, and supporting an interagency working group on strengthening evaluation. OMb efforts to integrate performance data into budget submissions will need to be shaped by the OMb performance staff as well as by budget examiners. Demonstrable progress on high-priority cross-agency policy and program outcomes within OMb will require coordination and a great deal of attention and effort.

Challenge 6: Congressional Engagement

Much criticism was lodged against the bush administration for its failure to work with congress on bush’s President’s Management Agenda, and in particular the PARt process for assessing programmatic performance (brass, 2011). the Obama

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 121

administration has actually been drawn into more consultation with congress, but this has been by congressional action and not because of administration efforts. On January 4, 2011, President Obama signed into law the gPRA Modernization Act of 2010. the “good government” law slid easily through both the house and the Senate, although the Senate essentially rewrote what the house had initially passed. the act places into law the Obama administration’s framework of setting high-priority goals and tracking their progress through quarterly reviews. the law also requires agencies to establish chief performance improvement officers (PIOs) and OMb to establish a Performance Improvement council (including the PIOS)—both actions which had already been put in place by an executive order implemented by bush. Perhaps the most interesting aspect of the newest law on federal performance management is that it calls for more congressional consultation on the part of the executive branch—and even names a series of congressional committees that must be consulted.

congressional engagement in executive branch performance management has never been very visible, and so it will be interesting to see if congress actu- ally follows up on its own initiative in this arena. In 2010 a new committee was established, the Senate budget committee’s task force on Performance, and it started its work by examining cross-cutting policy issues (e.g., food safety), thus drawing attention to important problems that are affected by the actions of multiple agencies and by improved performance more generally.

Moving Forward: Performance Improvement and Analysis Practices

the discussion to this point has highlighted development and implementation challenges from the literature and the performance management systems in many countries. this section offers a list of practices and recommendations and a framework based on the general literature, comparative country experiences, and the u.S. experience to provide guidance for improving any country’s perfor- mance management system. the recommendations and framework offered reflect the work of bromberg (2009), hammer (2007), heinrich and Marschke (2010), Metzenbaum (2006), Moynihan (2008a, 2008b, 2009), Newcomer (2007a, 2007b), Newcomer and Redburn (2008), Newcomer and Scheirer (2001), wang (2002), and wholey (2002). Suggestions reflect the country experiences described in a number of sources as noted above.

GenerAL recoMMendAtIons

the authors’ research thus far supports the following recommendations:

1. Promote Stakeholder Support and Engagement at All Times

Stakeholder support is an important part of any effective performance manage- ment system. Sufficient political capital is necessary to involve and secure the

122 PPMR / September 2011

support or acquiescence of key stakeholders, including legislative branch actors as well as providers involved in networked service delivery who are outside government or work at different levels of government, throughout the planning and measurement processes. Stakeholder support and the use of political capital are needed to convince political leaders that performance data should be used to guide managerial decision-making. Stakeholder agreement on the purpose of a system—accountability, productivity, or both—and on strategic and performance objectives and strategies to achieve them is vital.

2. Design Performance Management Systems with Context in Mind

context has an impact on system design. there is no one model for a performance management system or related performance-based budgeting. Each country should adapt its approach to the relevant political and institutional context, such as the nature of the political system (respective roles of legislature and executive), the state structure (federalist or unitary), the degree of centralization of the public administration system, and the relative power of the central finance ministry in the wider institutional structure. In addition, performance management systems may require adjustment if necessary for fiscal control. budget deficits and grow- ing public debt may mean that a budget’s immediate financial control function has more emphasis than results-oriented budgeting and management initiatives, unless results-oriented budget reforms produce savings. however, a results focus may be adopted more effectively once public finances come under control.

3. Facilitate the Right Climate for Performance Management

building organizational (senior management, other management, and staff) commit- ment to and support for results-oriented goals and strategies is fostered through an organizational culture and value system that encourage the disciplined use of metrics for ongoing performance improvement. the right climate calls for strong leadership for reform and supporting managers responsible for program performance. this may mean establishing the leadership and authority of the central finance ministry or some other body to manage performance management and budgeting reform in defining concepts, supporting implementation, and monitoring effects.

however, any top-down approach should be coupled with a bottom-up ap- proach that allows flexibility and involvement of all staff and other stakeholders. Managerial and financial flexibility, such as a relaxation of input controls and provision of increased financial or managerial flexibility in areas of spending and staffing, is needed. Implementing performance management and performance- based budgeting systems should be sequential, and employ piloting to facilitate learning across agencies and across the government. Incentives to gather and use performance information, such as clearly integrating performance with outcome budgeting, should be explicit. changes in performance management and budget-

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 123

ing rules should be made with an eye to influencing the behavior of both civil servants and politicians.

4. Develop a Common Whole-of-Government Performance Framework

the operation of most programs occurs in a complex environment with results requiring the efforts of many, often across multiple agencies and even multiple sectors. A framework of planning, implementation, and reporting may foster cross-organizational, cross-sectoral cooperation, and shared goals, measures, and accountability for influencing outcomes if and only if all of the key providers are included in system development deliberations. the performance management sys- tem should use a consistent, comparable, and structured measurement and report- ing approach across programs, agencies, and sectors where appropriate. Effective change management strategies will be needed to ensure that those operating and using performance management systems understand expectations and how lines of responsibility for shared outcomes will be institutionalized.

5. Be Selective in Determining, Collecting, and Analyzing Measures and Performance Information

Expertise is needed to measure outputs and outcomes of interest with the right metrics. Accurate program logic models can help in conceptualizing appropriate outputs (e.g., the extent of services provided) or outcomes (e.g., behaviors of ben- eficiaries influenced by the services) to measure goals and targets in appropriate ways and to balance precision, accuracy, reliability, and robustness in measure- ment. Performance analytical capacity is needed to develop or identify data sources for the measures, collect data with systematic methods, aggregate data in usable formats, and analyze performance data to identify patterns, anomalies, changes, and relationships important to understanding what does or does not work. Iterative learning is needed to identify which data are truly needed and worth collecting. further, attributing outcomes to actions requires a determination of the extent to which a program has contributed to measured outcomes, and this requires more extensive use of program evaluation methods.

Performance information systems should support effective communication within and across programs where necessary, and information requirements need to be constantly assessed. In particular, systems should facilitate clear, effective communication, vertically and horizontally, among relevant stakeholders and with the public regarding agency mission, strategic plans, strategic objectives, performance measures, and performance targets. the type of performance infor- mation systems developed should depend on how the decision-makers intend to use such information. Information system business processes and requirements, and internal and external production and auditing roles and responsibilities should be clear.

124 PPMR / September 2011

6. Set Reasonable Performance Goals, Targets, and Strategies to Achieve Them

Performance expectations start with goals and targets. these should be credible, legitimate, reasonable, and achievable. Outcomes should be emphasized through outcome-focused goals and specific performance targets that are important to achieving enterprise success. goals and targets should focus on what a program is actually trying to achieve rather than measures that might distort organizational behavior, and value-added measures should be considered (heinrich & Marschke, 2010). this calls for superior knowledge of programs, including their program logic, and expected benefits. Performance goals and targets should be a product of strategic planning processes, supportable by baseline measurement and reliable information sources for monitoring. cogent long-term strategies and shorter-term action plans are needed to establish feasible implementation strategies Special attention is needed to form collaborative performance partnerships (interorgani- zational structures) where performance outcomes require the efforts of more than a single organization.

7. Provide Necessary Capacity and Capability to Support the Designed Performance Management System in the Short and Long Terms

Designing a performance management system should not be viewed as an end in itself. Skills, resources, and authority are important to meet targets or revise them to account for implementation obstacles. Ongoing system effectiveness relies on sufficient ongoing capacity and expertise at all levels of government and with partnering organizations to support results-oriented thinking, manag- ing, and such tasks as monitoring and evaluation. those using the system must know how to operate the system and use the performance information. Practices such as mechanically linking performance information to spending reviews and resource allocation should be avoided. technology should be effectively used to consolidate information systems and reduce burden and redundancies in reporting.

8. Consistently Test the Quality of Reported Performance Data

Supporters of performance management believe that transparency is necessary to support the legitimacy and credibility of reported performance information to increase public trust and legislative use. Performance data analyses should make a credible case that the performance did happen and was due, at least in part, to the actions of a program. Reports should include effective “performance stories” to ac- company the measures. Auditing performance data is needed to ensure the validity and reliability of the data. Information auditing requirements and responsibilities should be specified. Independent bodies should be involved in external analysis or collaboration of outcome information. Independent assessments of performance information should be straightforward and delivered in a timely manner.

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 125

9. Link Financial and Performance Information Only When Systems Are Mature

Experience suggests that it is necessary to determine the costs of outputs and lower-level outcomes that contribute to overall outcomes. budget accounts should be aligned with program-result expectations. Integrating accounting systems with performance information systems is needed to allow unit cost allocation and budgeting for specific program services and tasks. linking medium-term expen- diture frameworks with performance budgeting and planning can help improve transparency and facilitate greater prioritization of government objectives. In addition, legislative interest may be created by a performance management sys- tem that clearly links budget data to performance data. Even when the executive designs and supports the performance management system, the data can be used to strengthen results accountability for the legislative branch.

10. Require Regular Review, Evaluation, and Revision of the Reform Effort’s Outcome

finally, experience suggests that performance management system processes must remain “evergreen.” Attention is needed to evaluate the continuing relevance and appropriateness of performance strategies and programs, and to provide informa- tion about intended and unintended consequences. A performance system and its measures should evolve over time, so the focus should center on continuity and continued momentum for producing results, with opportunities for adaptation when circumstances change.

A PerForMAnce MAnAGeMent FrAMeworK

As a culmination to the preceding suggestions, a framework is offered below that provides insights for performance management system development and sustain- ability that draw on the challenges and recommendations described in this article. the framework resembles a program logic model in that it shows linkages and can communicate important elements in a simple picture with text. Program logic models are analytical tools that social scientists have long advocated for evaluating the effectiveness of public programs (Newcomer, 2007a). they graphically depict the theory underlying a program that shows how program inputs and activities should result in desired outcomes. contextual or mediating factors that may af- fect the ability of a program to produce the intended outcomes are also included in the model. the most important aspect of the framework offered here is that it makes explicit the implicit factors critical to facilitate the use of the information produced by a performance management system, and thus it encourages learning within the networked governance structures of the twenty-first century.

figure 1 presents a performance management framework with the typical logic model elements of inputs, activities, mediating variables (important fac-

126 PPMR / September 2011

tors beyond the control of public managers that affect consistency in support for and operation of performance management systems), and short-term and longer-term outcomes. In this illustration, a performance management system is the “program,” and the complex interrelationships among intended users of performance data are highlighted in the framework. use of performance data by the different stakeholders is affected by the level of use by the other stakeholders, as noted by the double-headed arrows. As the complex, recursive relationships indicate, valuable and actionable learning from performance data is fragile and subject to many, many factors outside the control of public sector managers and executives. there are many actors whose actions, or lack of actions, can influ- ence the effectiveness of use, and thus the potential for learning, stemming from performance management processes. And while information technology can facilitate the collection and reporting of performance data, the human element is the most crucial, for only people can make decisions on what, where, and how to measure the outcomes of government program and policies, and what the data do and do not reveal. More detail on the elements in the framework can be found in the Appendix.

conclusion

the recommendations and framework offered in this article can help decision- makers anticipate and diagnose the challenges they face in designing and operat- ing useful performance management systems. comprehensive assessment and

Figure 1. Model Performance Management Framework

Longer Term

Outcomes

Consistency in Support and Operations

Attribution of outcomes to actions

Alignment of performance management with the governance context

Leadership and authori ty clari ty

Receptiv e performance climate

Cross-organizational efforts

Performance management system operational effectiveness

Use of data in decision-making

Continued re levance of the performance management system

Resources

Adequate assessment and evaluation capacity

Fiscal support

Inform ation technology capaci ty

Performance partner capacity

Central leadership and authori ty

Bottom-up flexib ili ty

Whole of government approach

Incentives

Information system operations

Financial and performance linkages

Ongoing review of performance management system(s)

Inputs Activities Mediating Variables Short-Term Outcomes

Existing performance management systems

Policy mandates

Performance assessment and evaluation resources

Data and information sources

Central agency direction

Management system planning and priori tization of performance goals

Citizen trust in government

Improved Government Performance

Legisla tive Use of

P erformance Data

A gency Use of Perfor mance

Data to Impr ove P rograms

Centra l Agenc y Use of P er form ance

Data

Publ ic Us e of Performance

Data

P erformance Partner Use

of Data

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 127

planning is needed to design appropriate systems to meet local information needs and enhance the likelihood that the data will be used. As noted above, important contextual factors constrain the usefulness of any performance management sys- tem, and it is hoped that the framework offered here will help others bring to the surface important factors to consider in planning processes.

references

behn, R.D. (2007). What all mayors would like to know about Baltimore’s CitiStat perfor- mance strategy. washington, Dc: IbM center for the business of government.

behn, R.D. (2008). Designing PerformanceStat. Public Performance & Management Review, 32(2), 206–235.

boyle, R. (2009). Performance reporting: Insights from international practice. washington, Dc: IbM center for the business of government.

brass, c.t. (Ed.). (2011). Obama administration agenda for government performance: Evolution and related issues for Congress. congressional Research Service Memo- randum. washington, Dc.

brass, c.t., williams, E.D., & Nunez-Neto, b. (Eds.) (2010). Congress and program evaluation: An overview of randomized controlled trials (RCTs) and related issues. congressional Research Service Report. washington, Dc.

breul, J.D., & Kamensky, J.M. (2008). federal government reform: lessons from clin- ton’s “Reinventing government” and bush’s “Management Agenda” initiatives. Public Administration Review, 68(6 [Supplement]), 1009–1026.

bromberg, D. (2009). Performance measurement: A system with a purpose or a purposeless system? Public Performance & Management Review, 33(2), 214–221.

christensen, t., & laegreid, P. (2007). the whole-of-government approach to public sector reform. Public Administration Review, 67(6), 1059–1066.

courty, P., heinrich, c.J., & Marschke, g.R. (2005). Setting the standard in performance measurement systems. International Public Management Journal, 8(3), 321–347.

curristine, t. (2005a). government performance: lessons and challenges. OECD Journal on Budgeting, 5(1), 127–151.

curristine, t. (2005b). Performance information in the budget process: Results of the OEcD 2005 Questionnaire. OECD Journal on Budgeting, 5(2), 87–131.

curristine, t. (2008). Sequencing and pacing of performance budgeting reforms. Summary of the fifth Annual Meeting of SbO Network on Performance and Results, October 27–28. Paris: OEcD.

De bruijn, h. (2002). Performance measurement in the public sector: Strategies to cope with the risks of performance measurement. International Journal of Public Sector Management, 15(7), 578–594.

forsythe, D.w. (2001). Pitfalls in designing and implementing performance management systems. In D.w. forsythe (Ed.), Quicker, better, cheaper: Managing performance in American government (pp. 519–551). Albany, Ny: Rockefeller Institute Press.

frederickson, D.g., & frederickson, g. (2006). Measuring the performance of the hollow state. washington, Dc: georgetown university Press.

fryer, K., Antony, J., & Ogden, S. (2009). Performance management in the public sector. International Journal of Public Sector Management, 22(6), 478–498.

hammer, M. (2007). the 7 deadly sins of performance measurement and how to avoid them. Sloan Management Review, 48(3), 19–28.

hatry, h.P., Morley, E., Rossman, S.b., & wholey, J.S. (2003). How federal programs

128 PPMR / September 2011

use outcome information: Opportunities for federal managers. washington, Dc: IbM center for the business of government.

heinrich, c.J. (1999). Do government bureaucrats make effective use of performance management information? Journal of Public Administration Research and Theory, 9(3), 363–393.

heinrich, c.J. (2002). Outcomes-based performance management in the public sector: implications for government accountability and effectiveness. Public Administration Review, 62(6), 712–725.

heinrich, c.J. (2004a). Improving public-sector performance management: One step forward, two steps back? Public Finance and Management, 4(3), 317–351.

heinrich, c.J. (2004b). Performance management as administrative reform: Is it improving government performance? Public Finance and Management, 4(3), 240–246.

heinrich, c.J. (2007). Evidence-based policy and performance management: challenges and prospects in two parallel movements. American Review of Public Administration, 37(3), 255–277.

heinrich, c.J. (2010). third-party governance under No child left behind: Accountability and performance management challenges in supplemental educational services provi- sion. Journal of Public Administration Research and Theory, 20(1), 59–80.

heinrich, c.J. (in press). how credible is the evidence, and does it matter? An analysis of the Program Assessment Rating tool. Public Administration Review.

heinrich, c.J., & Marschke, g.R. (2010). Incentives and their dynamics in public sec- tor performance management systems. Journal of Policy Analysis and Management, 29(1), 183–208.

heinrich, c.J., lynn, l.E., Jr., & Milward, h. (2010). A state of agents? Sharpening the debate and evidence over the extent and impact of the transformation of governance. Journal of Public Administration Research and Theory, 20(1), 3–19.

Jennings, E.t., Jr., & haist, M.P. (2004). Putting performance measurement in context. In P.A. Ingraham & l.E. lynn, Jr. (Eds.), The art of governance: Analyzing management and administration (pp. 152–194). washington, Dc: georgetown university Press.

Kelly, J.M. (2008). Performance reporting: An emerging imperative with unintended consequences. State and Local Government Review, 40(2), 84–91.

lu, y., willoughby, K., & Arnett, S. (2009). legislating results: Examining the legal foundations of Pbb systems in the states. Public Performance & Management Review, 33(2), 266–287.

lynn, l.E., Jr., heinrich, c.J., & hill, c.J. (2000). Studying governance and public man- agement: challenges and prospects. Journal of Public Administration Research and Theory, 10(2), 233–262.

Marschke, g. (2004). An empirical investigation of gaming responses to performance incentives, Journal of Labor Economics, 22(1), 23–50.

Mayne, J. (2005). Using performance information for managing and budgeting: Challenges, lessons, and opportunities. working paper of senior budget officials. Second Annual Meeting of OEcD SbO Network on Performance and Results, April 21–22. Paris.

McAdam, R., hazlett, S.-A., & casey, c. (2005). Performance management in the uK public sector: Addressing multiple stakeholder complexity. International Journal of Public Sector Management, 18(3), 256–273.

Mcguire, M. (2006). collaborative public management: Assessing what we know and how we know it. Public Administration Review, 66(6 [Supplement]), 33–43.

Metzenbaum, S.h. (2006). Performance accountability: The five building blocks and six essential practices. washington, Dc: IbM center for the business of government.

Metzenbaum, S.h. (2009). Performance management recommendations for the new ad- ministration. washington, Dc: IbM center for the business of government.

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 129

Moynihan, D.P. (2008a). learning under uncertainty: Networks in crisis management. Public Administration Review, 68(2), 350–365.

Moynihan, D.P. (2008b). The dynamics of performance management: Constructing infor- mation and reform. washington, Dc: georgetown university Press.

Moynihan, D.P. (2009). how do public organizations learn? bridging cultural and structural perspectives. Public Administration Review, 69(6), 1097–1105.

Newcomer, K. (2010). Putting performance first: A new performance improvement and analysis framework. In J.D. breul, K. Newcomer, J.P. goldman, P.l. Posner, & S. Schooner (Eds.), Framing a public management research agenda (pp. 7–16). wash- ington, Dc: IbM center for the business of government.

Newcomer, K.E. (2007a). Measuring government performance. International Journal of Public Administration, 30(3), 307–329.

Newcomer, K.E. (2007b). how does program performance assessment affect program management in the federal government? Public Performance and Management Review, 30(3), 332–350.

Newcomer, K.E., & Redburn, f. (2008). Achieving real improvement in federal policy and program outcomes: The next frontier. washington, Dc: National Academy of Public Administration.

Newcomer, K.E., & Scheirer, M.A. (2001). Using evaluation to support performance management: A guide for federal executives. washington, Dc: IbM center for the business of government.

Ohemeng, f. (2010). the dangers of internationalization and “one-size-fits-all” in public sector management. International Journal of Public Sector Management, 15(7), 578–594.

Olsson, t.M. (2007). Reconstructing evidence-based practice: An investigation of three conceptualisations of EbP. Evidence & Policy, 3(2), 271–285.

Organization for Economic cooperation and Development. (2005). Public sector modern- ization: The way forward. Paris.

Organization for Economic cooperation and Development. (2007). Performance budgeting in OECD countries. Paris.

Organization for Economic cooperation and Development. (2008). Performance budget- ing: A users’ guide. Paris.

Perrin, b. (2006). Moving from outputs to outcomes: Practical advice from governments around the world. washington, Dc: IbM center for the business of government.

Peters, b.g. (2010). American public policy: Promise & performance (8th ed.). wash- ington, Dc: cQ Press.

Pollitt, c. (2006). Performance management in practice: A comparative study of executive agencies. Journal of Public Administration Research and Theory, 16, 25–44.

Radin, b.A. (2003). A comparative approach to performance management: contrasting the experience of Australia, New Zealand, and the united States. International Journal of Public Administration, 26(12), 1355–1376.

Radin, b.A. (2009). what can we expect from performance measurement activities. Journal of Policy Analysis and Management, 28(3), 505–512.

Sterck, M., & b. Scheers. (2006). trends in performance budgeting in seven OEcD coun- tries. Public Performance & Management Review, 30(1), 47–72.

u.S. government Accountability Office (gAO). (2008). Government performance: Les- son learned for the next administration on using performance information to improve results. gAO-08-1026t (July 24).

wang, X.-h. (2002). Perception and reality in developing an outcome performance mea- surement system. International Journal of Public Administration, 25(6), 805–829.

wang, X.-h. (2008). convincing legislators with performance measures. International Journal of Public Administration, 31(6), 654–667.

130 PPMR / September 2011

wholey, J.S. (2002). Making results count in public and nonprofit organizations: balancing performance with other values. In K. Newcomer et al. (Eds.), Meeting the challenges of performance-oriented government (pp. 13–35). washington, Dc: American Society for Public Administration/center for Accountability and Performance.

Zients, J. (2009). testimony before the committee on homeland Security and governmental Affairs Subcommittee on federal financial Management, government Information, federal Services, and International Security (September 24). Available at www.white- house.gov/sites/default/files/omb/assets/testimony/092409_government.pdf, accessed March 28, 2011.

Appendix: description of elements

Element Description

Existing performance management systems

federal and lower jurisdictional levels capacity; data collection, analysis, and reporting; evidence of use in policy and budgetary decision-making; integration of systems for shared goals; internal and external independent evaluations and audits

Policy mandates legacy of previous administrations, roles and responsibilities, system design, other policy mandates

Performance assessment and evaluation resources

Existing resources and level of effort

Data and information sources

Performance data and information available from federal and subordinate jurisdictions concerning policy and program performance

central agency direction central agency’s existing roles, responsibilities, and emphasis at central and subordinate levels

Alignment of performance management with governance context

Nature of political system, state structure, public administration system centralization, power of central finance ministry, fiscal conditions

Management system planning and prioritization of performance goals

Strategic and operational planning, including setting of program goals, setting of performance goals, and prioritization of goals

citizen trust in government level of citizen confidence in validity and reliability of government-communicated goals, performance information, and actual results

central leadership and authority

Activities in defining concepts, implementation support, monitoring, sustained interest

bottom-up flexibility level of managerial and financial flexibility, stakeholder involvement, piloting, and other learning efforts

whole-of-government approach

Presence of shared goals, measures, efforts, structure

Incentives Explicit incentives for gathering and using performance information

Information system operations

Data and information selection, collection, and analysis processes, communication to appropriate parties, data-quality practices, reporting

financial and performance linkages

costs to produce outputs and intermediate outcomes, budget account design reflecting performance

Newcomer and caudle / PublIc PERfORMANcE MANAgEMENt SyStEMS 131

Element Description

Ongoing review of performance management system(s)

Evaluation of strategies, processes, measures, and circumstances

Adequate assessment and evaluation capacity

Availability of staff and expertise to support effective performance management assessment and evaluation across policy and program areas

fiscal support Allocation of funding to performance management system(s) Information technology capacity

Availability of information services and information technology support for performance management

Performance-partner capacity

Availability of staff, resources, information technology, and other support for other organizations (“partners”) responsible for influencing or sharing goal achievement

Attributing outcomes to actions

causality linkage between actions and resulting outcomes

Alignment of performance management with governance context

fit with political, structural, centralization, power locus, fiscal circumstances

leadership and authority clarity

leadership roles and responsibilities, accountability for implementation and results

Receptive performance climate

Sustained leadership and political will, incentives to change behavior, ability to learn and adapt

cross-organizational efforts understanding of coordination needs, explicit sharing or influencing of needed outcomes

Performance management system operational effectiveness

Availability of prioritized goals and explicit targets, right measures, strong data quality and timeliness targeted for decision- making, high-quality information reporting linking costs and outcomes, clarity of program or group of programs to outcomes

use of data in decision- making

clear use of performance data in program and policy changes, budgeting, and resource allocation

continued relevance of performance management system

Evergreen and contemporary; continued continuity and momentum for producing results

Kathryn Newcomer is the director of the Trachtenberg School of Public Policy and Public Administration at George Washington University. She teaches public and nonprofit program evaluation, research design, and applied statistics. She routinely conducts program evaluations and training for federal government agencies and nonprofit organizations. Dr. Newcomer has published five books, including the handbook of Practical Program Evaluation (3rd ed., 2010) and transforming Pub- lic and Nonprofit Organizations: Stewardship for leading change (2008), using Performance Measurement to Improve Public and Nonprofit Programs (1997), a volume of New Directions for Public Program Evaluation, and numerous articles in journals. In 2008 she received the Elmer B. Staats Award for her work on ac- countability in government, presented by the National Capital Area Chapter of the American Society for Public Administration. She is an elected fellow of the National Academy of Public Administration. Dr. Newcomer earned a B.S. in education and an M.A. in political science from the University of Kansas, and her Ph.D. in politi- cal science from the University of Iowa.

132 PPMR / September 2011

Sharon Caudle is a graduate faculty member at the Bush School of Government and Public Service, Texas A&M University. Before joining the Bush School, she was with the U.S. Government Accountability Office’s Homeland Security and Justice Team in Washington, DC. Dr. Caudle has extensive government headquarters and field experience with the U.S. Office of Management and Budget, the Department of Agriculture (Food Stamp Program and Women, Infants, and Children’s Supplemen- tal Feeding Program), and the State of Nevada in social services, food stamps, and quality control. Dr. Caudle previously taught at Auburn University and Syracuse University. She earned her master’s degree and Ph.D. in public administration from George Washington University and a master’s degree in homeland security and homeland defense from the Center for Homeland Security and Defense, School of International Studies, Naval Postgraduate School, in Monterey, California.

Copyright of Public Performance & Management Review is the property of M.E. Sharpe Inc. and its content

may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express

written permission. However, users may print, download, or email articles for individual use.

Wk 4 Reading Transnational .pdf

25

Donna Haig Friedman

Having just landed in Boston’s Logan airport early in the morning of July 13, 2006, I looked up at a public TV. The breaking CNN news story of the day — and for weeks to come — featured an outbreak of war between Israel and

Lebanon. Bombs were dropping in Haifa, in the very neighborhoods I had visited during the previous seven days. My visit had been focused on recruitment and selection of nongovernmental organization (NGO) research partners for the Fulbright fellowship research to take place a few months hence, February through May 2007, when I was to be in residence in Haifa. During the previous week, Jennifer Cohen and I had jointly led focus groups with leaders of social change NGOs whose communities were in the poorest parts of Haifa, coincidentally many of the same neighborhoods being bombed. In a flash, the defenses I had constructed to ward off the pain of what happens on the other side of the world gave way. Knowing and caring about my new colleagues and friends in Haifa, as well as the communities they are committed to, pushed against the internal cognitive/emotional protections I had built for myself.

Since that day in July 2006, I have come to understand and cherish — in my bones — the reality of being a world citizen with a connection to and shared responsibility with

Introduction: Shared Responsibility, Collective Reflection

Boston–Haifa Learning Exchange Network

TRANSNATIONAL SOCIAL-CHANGE NETWORK LEARNING

Donna Haig Friedman directs the Center for Social Policy and is a Research Associate Professor within the McCormack Graduate School at the University of Massachusetts Boston. Living in Haifa, Israel, for four months in 2007, closely engaged with visionary Haifa NGO leaders, was a highlight of her long career, as has been her participation since that time as an action researcher with the Learning Exchange. These experiences and others inspire her to strive to find the ways within a university context to inform poverty policy development with the perspectives of those living the realities of scarcity and social exclusion. She seeks to promote poverty policy solutions that emerge from the creative energies of people and communities most affected.

New England Journal of Public Policy

26 27

all other men and women, near and far, to create a world that offers safety, opportunity, human dignity, and kindness for everyone. Through my research and planning role in the Boston–Haifa Learning Exchange, I have come to learn that transnational learning networks among nonprofit leaders can have significance for advancing such local and global social-change efforts. This second of six sections of the journal explores the core elements of such transformational learning networks, as experienced by three participating leaders from Boston, Massachusetts, and Haifa, Israel.

Local social and economic problems are not simply local. Human well-being in one part of the world is inextricably linked with global economic and political forces, as well as social and economic realities, in other parts of the world. How the decisions made by multinational corporations or political bodies impact humans and human communities far from us affects us all. Increasingly, immigration flows across the world contribute to a rich mix of multicultural world views of countries’ residents. Whether we recognize this reality, our futures as world dwellers are intertwined with each other.

New technologies that allow for instantaneous, multiparty communications serve to unite social-change agents in different parts of the world through enabling a vivid, close to real-time, sharing of lived experiences and a rich exchange of ideas. New communication tools are making visible and strengthening the interconnectedness of communities across the world. The potential exists for transnational networks of organizational social-change agents to use these twenty-first-century tools, as well as more traditional in-person exchanges, to forge strong connections with each other for the purpose of generating new knowledge and fortifying local and transnational social change efforts.

The experiences of others demonstrate that as peer-learning networks evolve they shift from being informal in the early stages to developing more formalized coordination structures in the later stages.1 Depending upon their origins and purposes, they may take many shapes as they evolve, from a centralized hub-spoke model to more distributed approaches, such as a dense cluster in which all participants have connections with all others, or a many channels option that uses a variety of connections among participants, or a branching structure in which a series of clusters are connected through several spokes.2 Effective network structures, however informal or formal, function to facilitate smooth coordination and continuity of activities, as well as the management of challenges, such as pressures from external stakeholders, resource allocation processes, and facilitation and preservation of learnings.3,4 Governance issues, how decisions are made, are of central importance; how formal and informal power is shared among participating partners has a deep impact on trust-building and members’ investment in contributing to the learning network’s endeavors and future.5

Transnational network building, like all meaningful interorganizational

26 27

collaboration, is a paradoxical endeavor.6 Participants are called upon to rise above their personal and organizational self-interests to contribute to a collective enterprise. For maximum impact, participants invest their time and resources without certainty regarding the outcomes for the collective endeavor and/or for the individuals or the organizations they represent.

Creating “relational learning spaces” has been found to be essential for the success of transnational peer learning and production networks.7 Bradbury and others identified six dimensions of “relational space, a high quality ecology of relationships” that were positively associated with effective collaborations among transnational business representatives working together as a network:

• Aspirational trust, a shared, prosocial vision that allows participants to rise above individual self-interest and to invest in the collective objectives;

• Reflective learning, building and preserving knowledge, an iterative, ongoing process, tied to direct experience, of checking assumptions, making meaning, and developing new ways of thinking, through mutual exchanges;8

• Peer connections, a mutuality dynamic among participants that disregards rank and enables all members to have equal footing in contributing to the network’s evolution and work; such mutuality requires an intentional balance in participation, membership, and decision making, as well as expert facilitation to counteract competitive dynamics that may emerge;

• Helping, providing emotional support to each other;

• Commitment to process, dedicated energy and time for investment in the relationships among members of the network;

• Lastly, whole-self presence, a level of investment in which sharing among members occurs at both personal and professional levels.

“Relational learning spaces,” with the features described above, have the potential to enable participants to experience transformational growth through reciprocal relationships with each other — persons who, by design, bring diverse economic, social, cultural, linguistic, religious, and political life experiences and perspectives to the exchanges.

Sustained transnational exchanges, while energizing and stimulating, are anything but easy. In fact, confusion and ambiguity are essential factors in such multicultural exchanges for enabling participants to develop new ways of thinking about practice, policy, coalition building, and other dimensions of social-change work.9, 10 Seeing our own cultural norms, beliefs, and practices reflected in the other’s eyes unsettles our fixed mental models that, while providing an inner security, limit our perspectives regarding ways of being in the world and ways of solving social problems.11 Openness to others’ experiences and perspectives, an acknowledgment

Transnational Social-Change Network Learning

New England Journal of Public Policy

28 29

of ambiguity, and resistance to clear answers are preconditions, in the context of multicultural exchanges, for enhancing creativity, inventiveness, and the development and adoption of new mental models.12

The Case of the Boston–Haifa Learning Exchange Network (LEN)

This LEN project has emerged as both experiential and active. The in-person learning exchange seminars, which since the project’s inception have been taking place once a year in Haifa, Israel, and once a year in Boston, Massachusetts, were planned and facilitated jointly by the NGO partners as well as by outside trainers. Dedicated staff time and collaborative, generous attitudes on the part of planners in both cities have been essential for power sharing, efficiency, and thoroughness in the planning processes. Preparation has been extensive, requiring the core planning team, a Haifa–Boston mix, to use conference calls and e-mail communications, months ahead of time, for developing the substantive content for the in-person seminars and for coordinating the logistics, resources, recruitment, travel, and a myriad of other practical and substantive dimensions of these encounters. Especially for Bostonians visiting Israel and Haifa for the first time, an immersion in the complex cultural, religious, social, economic, historical, and political contexts of the country has proven to be of great significance. Bostonian learning exchange cohorts experience such an Israeli immersion through a multiday guided tour of the country prior to meeting their learning partners in Haifa. A less intensive tour/immersion takes place for Haifa partners when they come to Boston.

Use of communication technologies. Video conferencing among participants has taken place prior to and after the in-person seminars with mixed success. For the most part, rotating pairs of Haifa–Boston participants plan and facilitate the 1- to 1½-hour conversations. Oftentimes, participants read an article ahead of time and/or ponder their responses to a set of questions, drawing from their NGO leadership experiences, which become the basis for the video conference conversation. For example, following contextualizing introductions, participants have responded to questions, such as: How do we as NGO leaders define and implement social justice — as individuals, organizations, in society? or, What is the role of social change NGOs during elections? or, How have you tapped into the power of what you have learned through this learning exchange in your NGO leadership work?

Video conferencing as a means for connection and communication has worked best once the transnational partners have developed trust through the intensive in-person connections. On the one hand, the long distance reconnection after an in-person experience feels like a “home-coming,” a reuniting of friends. Picking up on themes and topics that were a central part of the in-person exchanges allows for a deepening of the discussion and a hindsight reflection of the experiences participants

28 29

had when they were together. On the other hand, when video conferencing has been used prior to participants meeting each other in-person, introductions of “self ” have been awkward and a pressure to impress appears to hold sway.

Additional challenges have been the constraints of the video conferencing technology itself; communication during video conferences has to be very controlled — one person talking at a time and orderly turn-taking. Such constraints are culturally difficult for both Haifaim and Bostonians and are made more onerous when the technology fails to work as planned, more often than not. For the present and foreseeable future, carefully planned video conferencing will take place sparingly for very particular purposes. Other communication technologies, such as e-mail and free/ low-cost Internet phone communications, are most commonly used by the cross- city planners or by participants who have become close friends. Most recently, social media tools are emerging as viable and important avenues for connection.

Challenging linguistic realities. Linguistic barriers add to the challenges of transnational communication. English has been the predominant written and spoken language used by learning exchange participants. Many Haifa participants are somewhat fluent in English; only a sprinkling of Bostonian participants is fluent in Hebrew or Arabic, the languages most commonly spoken in Haifa. Translation options and resources have been extremely important, given the linguistic imbalance described above. In most in-person exchanges, simultaneous translation is offered by strategically placing bilingual members next to those needing English, Hebrew, or Arabic translation or through providing simultaneous translation, which requires a translator who speaks to participants through headphones. The first Learning Exchange report13 was written in three languages: English, Hebrew, and Arabic. The March 2008 Haifa conference — the report’s release event hosted by the University of Haifa’s Center for the Study of Society and its Jewish Arab Center — included simultaneous translation in the three languages. The translation service allowed coauthors of the report, which included the Haifa NGO leaders who took part in the project in 2007, to speak at the conference in the language of their choice. And they did. Some spoke in Hebrew and one spoke in Arabic, to the consternation of some in the audience who were not accustomed to using headphones for translation of Arabic. Essays authored by Haifa leaders for this journal issue were written in the author’s language of choice. Collaborating partners contributed funds to enable the Hebrew and Arabic texts to be professionally translated into English.

Evolving Network Infrastructure and Functions

A Branching Infrastructure Model, a series of clusters connected through several spokes, best represents the formal coordination structure of the LEN.14 Informally within and across each city, learning exchange members utilize a many channels model15 in their relationships, regularly connecting with each other on both personal

Transnational Social-Change Network Learning

New England Journal of Public Policy

30 31

and professional levels. With respect to the more formal branching infrastructure, the Jewish Community Relations Council has staffed the Boston spoke and taken responsibility for coordination of communications and planning, as well as decision making, with Boston and Haifa-based partners; in turn, the Council of Volunteer Organizations (CVO) in Haifa, Israel, has staffed the Haifa spoke and taken the lead in coordinating the same planning and decision making functions with its Haifa and Boston partners. The CVO also hosts Lead Haifa, an outgrowth of the LEN, a newly launched leadership development initiative for leaders from nonprofit, business, and government sectors in Haifa. The LEN planning group members in each city have remained relatively stable over the project’s four to five years.

Reflections of Jenna Toplin, the Boston Coordinator. As an American Jew with a strong connection to Israel and as an individual committed to and passionate about global social-change and cross-cultural understanding, the opportunity to work on a project such as this was truly a dream come true. Coordinating this project between 2006 and 2009, I both experienced and observed the challenges and opportunities that cross-cultural learning exchanges can offer. While at times the planning and communication across distance, time zones, and languages was frustrating, it enhanced my own professional and personal growth tremendously. Meeting people where they are, communicating directly and consistently, asking questions, and being truly patient are skills that I practiced on a regular basis and that allowed me to develop dear friends as colleagues.

Participating in the planning, execution, and reflection phase of each component of this exchange introduced me to incredible leaders. Each LEN member had a story that I was fortunate to tap into, even just slightly, as we talked through workshop or video conference planning, visioning the future of this network and our communities, and reflecting on challenging and emotional conversations. As planners, we paid close attention to creating space where all perspectives might be voiced in rich conversation. But planning could only go so far. Throughout this journey, I was never on my own — I was part of something bigger than myself, and I felt valued for all that I brought. I found myself immersed in a plethora of experience and knowledge of individuals who themselves were yearning to learn and understand more about “the other” and about themselves. This exchange and the LEN members encouraged me to learn more about myself as a leader and the dimensions of leadership. It inspired me to commit myself to being a lifelong learner through experience and conversation, and for that I will be forever grateful.

Relational Spaces for Transformational Learning.

To build trusting, reciprocal relationships and shared understanding, in-person sessions have included a mix of active learning methodologies, that is, formal, informal, large, small group and one-on-one, as well as organizational visits,

30 31

site seeing, and home hospitality. Facilitation of large and small group in-person sessions has been carried out by rotating Haifa–Boston pairs who customarily begin the seminars with nonthreatening, playful ice breakers. Over time, as trust deepens, participants have taken greater risks in sharing their ideas, experiences, and vulnerabilities.

A Story of Aspirational Trust-Building. An important conversation took place in March 2007 in a meeting with the leaders of the five Haifa NGOs, Jennifer Cohen, and myself. The makeup of this all-female group was as follows: Israeli Arab/Christian; Israeli Jewish/German; Israeli Jewish/Russian immigrant; Israeli Jewish/Ethiopian immigrant; Israeli Jewish/U.S. Jewish; U.S. secular. We were discussing plans for a particular evening in March when leaders of the Boston NGOs were to be in Haifa for the next person-to-person learning exchange. Preliminary plans had been made to have a festive event one evening in a location that is now being used by the Ethiopian community in a very beautiful town a bit south of Haifa where many artists live. The Arab leader in our group told a story of the history of this place: an entire Arab village was evicted from this quarter and relocated only a few hundred meters away. The evicted households can see their former homes being used by others now. Only recently was the relocated village made “official” and recognized as worthy of being included on maps. Very quickly the conversation moved into thinking of other locations for the evening event. This greatly offended our Ethiopian group member who felt that her community’s experience and culture were being cancelled out and sacrificed in an attempt to pacify the Arab group member’s discomfort and what she perceived as the group’s willingness to rush to seem “politically correct” (and especially tolerant of the Arab minority) at her expense. This hard conversation exposed difficult divides, the kind that had often prevented close collaborations among NGOs in Haifa prior to this point. But the respectful listening and courageous sharing among these women laid the foundation for strong bonds that have allowed them to work together closely on their shared social change missions in Israel.

A central component of the project since 2006 has been documentation and collective reflection. The essays in this journal are grounded in and informed by the core insights that have emerged from these reflections and from analyses of the extensive, multiyear documentation products. Indeed, this coauthored journal issue is one way in which the LEN is building and preserving knowledge; writing is thinking and collective writing is collective thinking. Using a mutual feedback process, essay authors, all of whom have been involved in the learning exchange, engaged in reviewing and building on each other’s essays from start to completion.

A Story of the Value of Reflective Learning. A Haifa leader reported as part of the project evaluation that she appreciated the “widest way of thinking,” in a global way, and learning about the potent value of reflection. She had come to

Transnational Social-Change Network Learning

New England Journal of Public Policy

32 33

understand that reflection could deepen her organization’s capacity to learn from its practice and ultimately to grow. “Our success would be getting to the places where the organization is capable of changing.”

Peer connections. Creating a learning environment in which all participants are on equal footing has been a priority for LEN planners from the start. Such a balance is not easy to strike because much of the funding for the enterprise is Boston- based; money speaks unless a conscious effort is made to counteract its impact in processes of mutual engagement. In addition, the Anglophone-oriented reality of the learning exchange presents more challenges for Haifaim than for Bostonians, as Haifaim are constantly challenged to move out of their linguistic comfort zones. This linguistic challenge has very likely had a negative impact on the power balance in the network; in effect, those with English facility have an easier time in making their arguments and putting forth their points of view. For all of these reasons, ensuring equal investment and joint engagement in planning and decision making have been challenging at times. Nonetheless, deep personal connections have emerged among the learning partners.

A Story of Peer Connections and Emotional Support. The focus of an in-person session in Haifa in March 2008 was Working in Times of Crisis. The Haifa leaders came prepared to share their experiences of the 2006 summer war with Lebanon when many of the poorest Haifa neighborhoods (in which these organizations work) were being bombed. “The war broke out while we were running summer camps for 700 kids at [the community center],” said a Haifa leader. “We had to find the balance between our work (responsibility toward the kids, parents, and bosses) and our own safety and that of our own families’. . . . How to bring workers into work . . . given the mixed messages from the media about whether they have to come or not? Do we have to force them? Also, it was hard not to judge the people who left, who did/didn’t do their work.” “It kept me sane to go to work, but I was eight months pregnant,” said another Haifa leader. “I got early contractions and my husband was very angry at me for going to work.” “I lost a friend on the first day of the war,” said another who was very choked up while speaking. “Our center changed its regular work and went on to hold special meetings and to call the women. We also did some post-stress work including running a focus group with the women after the war, to hear about their experiences. We helped 150 women.”

Boston leaders listened in stunned silence as more stories emerged of Haifa participants’ personal traumas with their own children/families and the conundrums they faced as to how their organizations should respond in the midst of the crisis. Then a Boston leader said: “We can’t understand your loss and trauma. In another way, we’re losing close to 100 kids a year in Boston to street violence and we’re trying to figure out what to do with that violence. I appreciate

32 33

your sharing your stories of moral courage in staying in this work when you are in harm’s way. You give me hope and inspiration to stay in the middle and negotiate.”

In terms of commitment to the LEN, participants have busy and demanding work lives; their attention goes to the priorities close at hand. The twice-yearly, intensive, multiday in-person experiences have therefore been the most powerful mode of connection for Haifa–Boston Learning Exchange participants. Those Boston and Haifa participants who have invested in the learning exchange have developed meaningful and significant personal and professional connections with each other.

A Story of Commitment to Process. “I entered this experience without really knowing what to expect,” said a Haifa leader. “But in retrospect, I think I must have expected an experience that would be largely academic and intellectual since I was taken aback by the intimate way in which we connected almost from the start. I was surprised by the depth of the engagement we managed to achieve, given the short time period. Whether it was the frame of mind with which we all entered this (and the video conference the previous week), the fact that we were all women, or the fact that we shared such deeply held values, it felt as though we were able to communicate in an authentic way right from the start. We established a remarkable level of trust fairly quickly, which was reflected in our sharing our challenges along with our successes right from the start.”

A Story of “Whole Self Presence.” “Talking about the learning exchange experience in Boston, a Haifa leader referred to two levels of emotions: “personal intimate friendship between us (very direct) and the peer learning that I really enjoy.” Other than enjoying being able to share issues of directing, she found exploring the workings of organizations very helpful. “Although we have very different [organizational sizes], the basic issues are very much alike” and “being able to see [another’s] work and my organization’s work through the international perspective was very helpful. . . . Understanding the American part, seeing the office of [a Boston organization] looking worse than ours was comforting, that there is something common, our struggles are common.” In addition, the Haifa leader reported learning a great deal from her Boston partner that “gave me perspective, seeing more easily the processes and that one has to wait, be patient, not thinking that five years is too long, . . . having realistic expectations.”

Open Multicultural Exchanges

LEN planners have been intentional in ensuring that all of the joint activities have been open-ended and designed to allow for ambiguity and for a disruption of our fixed ways of thinking. In fact, “living in the in-between” has been a theme of the immersion experiences for Bostonians in Israel. The tenuous nature of life in Israel, a cultural norm of vigorous debate and the complexities of the country’s historical, religious, political, economic, and social contexts ensure that there are no clear answers to any

Transnational Social-Change Network Learning

New England Journal of Public Policy

34 35

of the questions learning exchange partners ponder with each other. As a result, all committed LEN participants have come to see themselves, their organizations, and their countries with fresh eyes.

A Story of Seeing One’s History and Organizational Experience with New Eyes. A session in Boston, hosted at Project Hope, focused on learning organizations. Thinking about her own organization’s learning practices, one Boston leader reflected, “There are a lot of ways in which we are engaged in this type of work throughout the agency . . . but the visit from our sisters from Haifa brought it forward in a vivid way for me. . . . It is most important,” she said, “that we listen to each other and broaden ourselves and our understanding [of social justice work] through our talking to each other.”

She saw her own organization’s history anew as a result of a conversation with her learning partner. “When I listened to Rula speak about how her organization began, I realized that we have some strong similarities in our own history. Kayan was started as somewhat of a cooperative or collective. A group of five women came together to design and implement a program that would engage with and respond to the needs of the community. We were started by a group of religious women who came together to do the very same thing because of their connections in the community. Then we grew and found a need for enhanced structure. The fabric of our collective and mutual beginning is present throughout. We are perhaps in a different phase of our development and it was good to remember our beginnings through the eyes of an outsider. The conversation raised some questions around the challenges of maintaining strong inclusiveness and “mutuality” while becoming a larger organization. . . . These human connections and the realization that you are so very different and so very alike — a duality to live in — is valuable and rich and gives tremendous hope.”

Closing Reflections

The words of the Boston leader above aptly illustrate the self-reflection and new questions that emerge through positive transnational connections. Similarly, the essays to follow are powerful first-person testimonies to the transformational impact of such connections, developed within conducive, relational learning environments. Sr. Margaret, Alex, and Fannette each tell stories of the ways in which their lives have been impacted and their work strengthened through the relationships they have built through this and other transnational experiences. Some of their experiences were surprising; for example, Haifa’s Fannette and Alex developing a connection during their Boston sojourns. Other experiences they reflect upon illustrate the evolution of their understandings of nonprofit social change work, coalition building, and organizational effectiveness. You will clearly see from their essays that each of these

34 35

persons has entered into the Learning Exchange with the qualities and stances that lead to deeply satisfying learning: a sense of curiosity, openness to the other, mutuality — both giving and receiving — a comfort with ambiguity, and considerable generosity.

Notes 1. L. David Brown and John Gaventa, “Constructing Transnational Action Research

Networks,” Action Research Online First, published 16 September 2009 as doi: 10.1177/1476750309335205.

2. John Cleveland and Peter Plastrik, “Net Gains: Using Networks to Increase Social Impact” (October 2009:11) Innovation Network for Communities, www.nupolis.com; Peter Plastrik and Madeleine Taylor, “Net Gains: A Handbook for Network Builders Seeking Social Change” (2006), www.nupolis.org.

3. Hilary Bradbury and others, “Relational Space: The Heart of Sustainability Collaborations” (working paper, Center for Sustainable Cities, University of Southern California, 2007).

4. L. David Brown, “Social Learning in South-North Coalitions: Constructing Knowledge Systems across Social Chasms” IDR Reports 14, no. 1: 1–16.

5. Brown and Gaventa, “Constructing Transnational Action Research Networks”: 4. 6. Bradbury and others, “Relational Space”: 2; in Brown and Gaventa, “Constructing

Transnational Action Research Networks,” 4. 7. Bradbury and others, “Relational Space”: 18–19; Joanna Wheeler, “Creating Spaces for

Engagement: Understanding Research and Social Change,” Citizenship, Participation and Accountability (Development Research Centre, 2007): 11 www.drc-citizenship.org.

8. Benyamin Lichtenstein, “Generative Knowledge and Self-organized Learning: Reflecting on Donald Schon’s Research,” Journal of Management Inquiry 9, no. 1 (March 2000): 47–54.

9. Angela Ka-Yee Leung and others, “Multicultural Experience Enhances Creativity: The When and How,” American Psychologist 63, no. 3 (April 2008): 175.

10. Leung and others, “Multicultural Experience Enhances Creativity”: 169–181; Wheeler, “Creating Spaces for Engagement”: 9–11; Lichtenstein, “Generative Knowledge and Self-Organized Learning”: 48.

11. Leung and others, “Multicultural Experience Enhances Creativity”: 176; Lichtenstein, “Generative Knowledge and Self-Organized Learning”: 49.

12. Leung and others, “Multicultural Experience Enhances Creativity”: 176. 13. Donna Haig Friedman and others, “Building Knowledge and Power with the Third Sector

in Haifa, Israel: A Report of the Learning Exchange Research Project” (Center for Social Policy, McCormack Graduate School, University of Massachusetts Boston, 2008).

14. Cleveland and Plastrik, “Net Gains”: 11. 15. Ibid.

Transnational Social-Change Network Learning

Copyright of New England Journal of Public Policy is the property of New England Journal of Public Policy

and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright

holder's express written permission. However, users may print, download, or email articles for individual use.

HPI507 Wk 4 Lecture - Collective Learning.docx

Collective Learning

Welcome to Week 4 of the session. The goal this term has been to provide a rich foundational layer of background knowledge and hopefully you are on track for meeting this goal. Terms, theories, concepts, and applications have inundated your mind. The progressive case studies and your real-time experiences are allowing information to cluster and form your own interpretations which should provide an in-depth learning experience for you. The course is the time and place to understand, comprehend, analyze, and evaluate your perspectives. The class offers a safe, nonthreatening environment to stimulate practical application while receiving constructive feedback.  This week we focus on the power of collective learning. Each student brings a wealth of knowledge, experience, and background to the classroom. An advantage of online learning is the ability to interact with a diverse collection of individuals. Each class is unique based on these premises. Each individual brings a piece of themselves that nobody else exactly replicates. The same is true for a team, workgroup, or organization. What each individual brings is unique to that person and that team. The same is true of the team and an organization. On the surface the similarities are obvious. After further analysis, the differences become apparent. An astute leader and manager (there is a difference) will assess, analyze, and evaluate their teams at an individual and collective level. Understanding the composition of the team assists in determining where improvements can be made. Improvements may include:

· Shifting of personnel

· Altering work assignments and responsibilities.

· Increasing collective training

· Increased individual education.

· Monitoring communications.

· Monitoring/managing resources and utilization.

Performance improvement come in many forms. If an individual is not in a healthy place to work psychologically, physically, and environmentally, improvement will be difficult. Understanding the balance of dynamics will alter performance often with more adjustments. The employee that looks for an entry-level position in order to begin working for a specific company will be self-motivated for a time. If the individual’s goals are not in line with that of the team or organization, frustration will begin to take over and morale begins to decrease learning to a change in performance. After a time, productivity will diminish as a natural response. Individuals may seek training and education formally and informally in hopes of improving their status within the company. Individuals may also seek external opportunities in order to gain the experience and skill level necessary to improve their position within the company. The organization that monitors then utilizes those that initiate these improvements in their employee’s skills, will find a greater workforce and will often solve issues before they escalate. As a manager, it is important to know what is available to the team in the organization. Choosing to internally train the employees within the organization keeps the teams fresh and productive if the value is built. While each team member brings value, the power of what the team can do as a whole is greater than the group of individual contributors. Finding ways to train, advance, and encourage individuals as well as the team is important. Minor adjustments over a controlled duration of time will make or break the development of the team. , Remember that the Right people + Right position + Right time + Right resources = Right results

Reference

Pershing, J. A. (2008). Handbook of human performance technology, principles, practices, and potential. (3 ed.). San Francisco, CA: Pfeiffer & Co.

Additional reading material:

Instruction as an intervention. Chapter 15, pages 335-369.

Motivating individuals, teams, organizations. Chapter 20, pages 478-497.

Coming to terms with communities of practice: the definitive and operational criteria. Chapter 27, pages 640-664.