Module 4: Applied Research PDF

MODULE SUMMARY MODULE 4 APPLIED RESEARCH Volatility – in-demand skills change rapidly, making it easy to fall behind Uncertainty – hard to predict the...

MODULE SUMMARY MODULE 4 APPLIED RESEARCH Volatility – in-demand skills change rapidly, making it easy to fall behind Uncertainty – hard to predict the skills of the future Complexity – interdisciplinary skills VUCA Concept needed to solve multi-layered problems Ambiguity – unclear what this rapid change means to us as human - Also known as fundamental or pure research - Studies phenomena to get a fuller understanding of it Basic Research - This is essentially to obtain knowledge of a natural phenomenon whose applications may or may not have any bearing on any application in the immediate future or even after a long time - An acquisition of knowledge on the practical application of the theoretical base already built up which is expected to solve a critical problem Applied Research - Carried on to find solution to a real-life problem requiring an action or policy decision - Problem-oriented, and action-directed. - It has an immediate and practical use 1.Applied research is solution-specific and addresses practical questions. 2.It involves collection and analysis of data to examine the usefulness of theory in solving practical Characteristics of Applied educational problems. Research 3. It involves precise measurement of the characteristics and describes relationships between variables of a studies phenomenon. 1. A collaborative and adaptive research design that lends itself to use in work or community situations. 2. Design focuses on pragmatic and solution-driven research rather than testing theories. Action Research Design 3. It has the potential to increase the amount they learn consciously from their experience. The action research cycle can also be regarded as a learning cycle. 4. Focuses on solving practical problems or addressing issues in real-world settings 1. An understanding of a complex issue through detailed contextual analysis of a limited number of events or conditions and their relationship aiming to gain insights, identify patterns, and draw Case Study Design conclusions about the subject of study 2. In-depth examination of a particular individual, group, organization, or phenomenon. It is a detailed, holistic analysis of a specific case,. Often use in investigations or exploratory research. 1. Helps researchers understand why the world works the way it does through the process of proving a causal link between variables and eliminating other possibilities. 2. Replication is possible. 3. There is greater confidence the study has internal validity due to the systematic subject selection and equity of groups being compared. Causal Design Conditions necessary for determining causality: a. Empirical association - a valid conclusion is and finding an association between the independent variable and the dependent variable. b. Appropriate time order - to conclude that causation was involved, one must see that cases were exposed to variation in the independent variable before variation in the dependent variable. c. Nonspuriousness - a relationship between two variables that is not due to variation in a third variable. 1. Helps provide answers to the questions of who, what, when, where, and how associated with a particular research problem. Descriptive Design 2. Used to obtain information concerning the current status of the phenomena and to describe "what exists" with respect to the characteristics, behaviors, or attributes of variables or conditions in a situation. Methodology should: a. Be compatible with the preliminary data analysis plan Research Methodology b. Be designed in a way that ensures the intended scope of the research (i.e. objectives and research questions) can be feasibly achieved to the required quality, given the time, resources and access available a. Selecting the overall research method Three Key Components of b. Selecting the appropriate data collection approach(es) Designing a Methodology c. Designing the sampling strategy Quantitative Categories of Research - Measure prevalence of issues, verify hypotheses and establish causal relations between Methods variables - Large samples, structured data collection and predominantly deductive analysis  Qualitative - Explore and discover themes, develop theories, rather than verify hypotheses and measure occurrences - Smaller samples, semi-structured data collection, inductive analysis Mixed Methods - Combines both qualitative and quantitative to (1) collect and analyze both types of data and (2) use both approaches in tandem. Overall applicability to meet research objectives. Time i.e. key planning and decision-making milestones to inform. Resources available Factors to Consider in 1. Material resources Choosing Research Method 2. Financial resources 3. Human resources d. Access to population of interest Individual and household surveys. Commonly associated with quantitative, large sample research. Could also be used for a qualitative case study Key Informant interviews and community discussions. Commonly associated with qualitative, semi-structured data collection & analysis. Could also be used for quantitative data collection & analysis where time and resources do not allow a large, representative sample Focus Group Discussions. Perhaps the most distinctly qualitative research method, always administered using a semi- structured data collection tool. Often analysed using content analysis i.e. a somewhat quantitative approach counting the number Distinction between of times a theme or set of words appear with the discussion transcripts Quantitative and Qualitative. This content analysis can then inform the more in-depth qualitative analysis. Research Distinction may be based into three criteria:. Mixed methods research – if time, access, resources allow!. Common misnomer that quantitative research is the strongest – not always! Most Powerful Research i. Not all issues need to explained in a quantifiable way Method ii.Some issues are over-simplified if only explored in numeric terms iii. In-depth explanation and contextualization is useful C. Ultimately depends on the research objectives - is a set or collection of data. Dataset - This set is normally presented in a tabular pattern. Every column describes a particular variable and each row corresponds to a given member of the data set, as per the given question 1. Defining the question: what is the intended use, what questions it needs to answer 2. Collecting the data Steps in Creating value in a 3. Cleaning the data dataset 4. Analyze the data - Analyze the data to uncover patterns, trends, and relationships that can provide insights and answer questions  5. Visualize the data - Use charts, graphs, and other visualizations to communicate the insights and findings in an understandable and compelling way 6. Share and collaborate - Share the data and insights with stakeholders and collaborators to get feedback and generate new ideas. This can lead to new discoveries and opportunities for further analysis. Data Ethics and Confidentiality are critical considerations in data analysis as they protect individuals’ Data Ethics privacy, build trust with stakeholders, ensure compliance with laws and regulations, and mitigate risks 1. Poverty Mapping 2. Local level planning and budgeting 3. Identification of beneficiaries for targeted interventions Some Uses of Data and 4. DRRM Information 5. Impact Monitoring 6. Monitoring the SDGs 7. Preparation of Local Development Profiles and Plans Involves a deeper understanding of the context and relationships within the data. It can be considered Knowledge as actionable insights or expertise derived from analyzing information A claim, hypothesis, assertion, or belief that is supported by information, facts, or data is referred to Evidence as evidence. Evidence is used to support claims, support conclusions, guide decision-making, and support or contradict different assertions The production of evidence (scientific results, data, evaluation results, citizens’ opinions, traditional Landscape of Evidence beliefs, and knowledge) is an act of capitalization, enabling policymakers and practitioners to have Production baseline information to develop and implement interventions Lack of qualified human resources in the Local governments. Constraints for Routine Difficulty in accessing evidence is characterized by a lack of access to reach resources. Evidence Use Availability and quality of evidence. The evidence is scattered across many sources. Socio-political burdens Plan: Identify the processes where data is needed for effective and efficient decision making Ensure that people are competent in capturing and analyzing the data. Identify the parameters which need to be monitored. Plan the frequency of capturing the data. Do: Gather the data from different processes at a defined frequency. Initiating an Evidence-based Policy Making Culture Ensure that the data is captured from the reliable sources. Check: Verify that the data is authentic, correct, and secure. Ensure that data meets the intent. Analyze: Interpret the data. Take a suitable decision based on the available data with experience and intuition. What typically happens A better approach Insight 1: Engage and collaborate with decision makers in the Decision makers are presented with Decision-makers are engaged in determining what process of generating and information after it has been gathered and evidence should be gathered from the outset and analyzing evidence. synthesized and asked to make a decision reflect on the evidence as it is generated to inform and/or take action. decision-making. What typically happens A better approach Insight 2: Embed the use of evidence into existing Evidence is generated by separate (often Evidence is systematically integrated into work organizational structures and external) people and is only used in an ad processes. Likewise, during implementation, processes hoc fashion or selectively incorporated into using pause and reflect moments to internalize daily work processes. and apply evidence. What typically happens A better approach Insight 3: Share the evidence. Evidence, framed in non-accessible language, is Evidence is shared, tailored and disseminated Transmit, access, and translate. passively stored away with limited awareness frequently in a variety of forms with special among potential users. Dissemination is very attention to how decision-makers can readily top-down and often only shared once. find and understand the evidence. Research in the Life of LGOOs ROLE Accountability  MILG Focal Person Regularly assesses local situation and Provision of factual information concerning identifies concerns/ issues which may disrupt issues and situation that affect provision of delivery of basic services, peace and order, services, disrupt of peace and order and and public safety threaten public safety Performs environmental scanning, Verifies data and information and referred anticipates events that may occur, applies them to the “right” officials or proper level/s of sound situational analysis authority depending on the gravity of the situation and importance of the issue Policy Adviser Advocate Informs, influences and underscores the need Awareness of LCEs /Sanggunians on concerns to enact local measures that truly address the affecting their constituents and alignment to needs and concerns of their constituents and regional national laws and policies affecting in support in national and regional laws and local governance policies Performance Adviser Advocates to and familiarizes LCEs with the Awareness of LCE on performance use of performance management tool (ex. Information and state of local governance and LGPMS, SEAL of Good Housekeeping, CBMS development in AOR. Then use them as and other similar tools) to objectively assess planning tool and evaluate their performance Champions the cause of good governance by Proper and in-depth documentation of best documenting best performance/practices performance and practices worthy of emulation/replication Advocates/Causes the conduct of Assessment of LSB, BBI functionality functionality assessment of local special bodies (LSBs) and Barangay based institutions (BBIs) Advocates to and familiarizes LCEs with the Awareness of LCE on performance use of performance management tool (ex. Information and state of local governance and LGPMS, SEAL of Good Housekeeping, CBMS development in AOR. Then use them as and other similar tools) to objectively assess planning tool and evaluate their performance Compliance Monitor Provides management reports of actions Inventory listing of LGUs compliance to taken by LGUs relative to their compliance to national and regional laws and priority policy national laws and other priority policy directives directives, and recommends appropriate action/s Monitors the actual participation of NGOs, Timely submission of report and CSO, POs, in the different Local Special recommendation to help management in Bodies(LSB) decision-making CapDev Catalyst9 Introduces innovations and/or assist in the Enhanced LGU capacity in pursuing programs LGU in the development or enhancement of to enhance organizational effectiveness system and streamlining of operations, processes and procedures for a more effective, efficient and responsive governance Provide advise, technical assistance and Enhanced LGU capacity to evaluate programs secretariat services and; responding to their CapDev needs Assist LGUs in evaluating programs offered by various service providers for consideration by the LGU Partnership and Synergist Adviser Advises LGUs to align their plans and Ensure that plans and programs are aligned programs with the development initiatives of with NGA/ BARMM/LGU development thrusts the national and local governments Tracing our Work in the Research Process Research - A systematic investigation or inquiry of a particular phenomenon (Portus et al., 2018)  - A method of inquiry for the purpose of obtaining facts in response to questions we raise (Bautista, 1998) - A way of going about finding answers to questions (Neumann, 2006) Social Research A systematized investigation to gain new knowledge about social phenomenon and problems Add to existing knowledge Clarify facts Reasons for Research Understand further social reality and actions of actors within society Enhance human welfare and facilitate social change Enable informed prediction and inference of human action/decision 1. Audience and Use – basic and applied 2. Purpose – describe and explain Types of Research 3. Time Dimension – cross-sectional, longitudinal, case 4. Data Collection and Analysis – quantitative, qualitative 1.1 Basic - Advance fundamental knowledge - Build or test theoretical explanation 1. Audience and Use 1.2 Applied - Offer practical solution to a concrete problem - Address immediate and specific needs Evaluation - Find out if something works - May be formative, continuing, or summative 1.2 Applied Research Action - Aims to facilitate social change Social Impact Assessment - Find out if something could work Exploratory - Focuses on “what” - Examine an issue and develop preliminary ideas Descriptive - Focuses on “who, when , where, and how” - Provide profile & paint a picture Explanatory - Focuses on “why” - Build, elaborate, extend, or test theories or plausible explanation Exploratory Descriptive Explanatory 2. Purpose Become familiar with the basic Provide a detailed, highly Test a theory’s predictions or facts, setting, and concerns accurate picture principle Create a general mental picture of Locate new data that Elaborate and enrich a conditions contradict past data theory’s explanation Formulate and focus questions Create a set categories or Extend a theory to new issues for future research classify types or topics Generate new ideas, conjectures, Clarify a sequence of steps or Support or refute an or hypothesis stages explanation or prediction Determine the feasibility of Document a causal process Link issues or topics with a conducting research or mechanism general principle Develop techniques for Report on the background or Determine which or several measuring and locating future context of a situation explanations is best. date. Cross-Sectional - Single “observation point” Longitudinal 3. Time Dimension - Two or more “observation point” Case Study - In-depth study of one or very few units or cases for one period or across multiple time periods  4.1 Quantitative - Measures prevalence - Verify hypotheses and establish causal relations - Large samples, structured data analysis, and deductive analysis 4. Data Collection and Analysis 4.2 Qualitative - Explore and discover themes - Develop theories - Smaller samples, semi-structured data analysis, and inductive analysis Experimental - Manipulates controlled environment - Compares if “intervention” made a difference Survey - Systematically asks a large number of respondents the same questions and analyzes their 4.1 Quantitative answers Content Analysis - Content of a communication medium is systematically recorded or analyzed Statistical Research - Using available statistical data Field Research - Direct observation and recording of notes on people in a natural setting for an extended period of time 4.2 Qualitative Historical Research - Study of data and conditions in the past or in different societies Concept: Abstraction, symbol or representation of an object or one of its properties, or of a behavioral phenomenon Additional Concepts in Variables: Indicator of a concept, and any entity that can take on different values Research Population: The set of all possible people, or all possible observations, that you want to draw conclusions about Sample: Subset of a population; a representative set of the population - the fuel that drives the scientific process, and is the foundation of any research method and Research Problem experimental design - A situation or circumstance that requires a solution to be described, explained, or predicted There must be an individual or a group which has some difficulty or the problem. There must be some objective(s) to be attained at. Component of Research Problem There must be alternative means for obtaining the objective(s) one wishes to attain. There must remain some doubt in the mind of a researcher with alternatives. There must be some environment(s) to which the difficulty pertains. 1. The problem must be significant in the sense that its solution should make a contribution to the body of organized knowledge in the field represented 2. The problem should be a researchable one - Researchable problem must be concerned with the relationships between two or more variable that can be defined and measured or explained Criteria for Selecting A - The problem is significant Research Problem - The problem will lead further research - The problem is researchable (it can be investigated through the collection of data) - The problem is suitable (it is interesting and suits the researchers skills and available resource - The problem is ethical (it will not cause harm to subjects) Sources of Problems Statement of the problem in a general way Understanding the nature of the problem Techniques involved in defining Surveying the available literature a problem Developing the ideas through discussions Rephrasing the research problem into a working proposition Aim/Objective: why this project should be done; what for Audience or Stakeholders: who will benefited for this project; who will be involved in this project Quad Chart Innovation: what is new in this project; was is not done by others before; what makes this project different Impact: what is the impact of your research for the community/industry etc. Descriptive research Comparative research Relationship research questions questions questions Categories of Quantitative Attempt to describe the Seek to discover Designed to elucidate Research Questions behavior of a population in differences between groups and describe trends and regard to one or more within the context of an interactions among variables or describe outcome variable. These variables. These characteristics of those questions can be causal as questions include the variables that will be well. Researchers may dependent and measured. These are compare groups in which independent variables usually “What?” certain variables are and use words such as questions. present with groups in “association” or which they are not. “trends.”  Contextual research questions Descriptive research Evaluation research questions questions Attempt to identify and Attempt to describe a Assess the effectiveness of describe existing conditions. phenomenon. existing methods, protocols, theories, or procedures. Explanatory research Exploratory research questions questions Examine a phenomenon or Focus on the analyze the reasons or unknown aspects of a relationships between particular topic. subjects or phenomena. Value of AHP in the Study A method of “measurement through pairwise comparisons and relies on the judgements of Analytical Hierarchy Process experts to derive priority scales” (Saaty, 2008). (Multi-Criteria Decision-Making The method seeks for a systematic practice to define priorities and support complex decision- Method) making (Forman, 2001). Functions on structuring complexity, measurement and synthesis (Forman, 2001) 1. Axiom (Opposition): If (i) criterion’s importance is x regarding to (j) criterion; then (j) criterion’s importance is 1/x regarding to (i) criterion. (aij = x then aji = 1/x) 2. Axiom (Homogeneity): Criteria or alternatives wished to be compared in AHP technique need to AHP Four Axioms have similar characteristics in the frame of 1-9 scales developed by Saaty 3. Axiom (Independence): It is assumed that there is no dependency or relationship among the criteria in AHP technique. 4. Axiom (Expectation): In AHP technique, all criteria and alternatives are ordered hierarchically. An error in reasoning, usually based on mistaken assumptions Fallacy We do research so we could avoid some fallacies of knowing Ecological fallacy - when you make conclusions about individuals based only on analyses of group data. - Example: assume that you measured the math scores of a particular classroom and found that they had the highest average score in the region. Later you run into one of the kids from that class and you think "she must be a math whiz.“ Exception fallacy - the reverse of the ecological fallacy. It occurs when you reach a group conclusion on the basis of exceptional cases. - Example: A male driver sees a traffic accident involving a woman driver. He concludes that women in general are “terrible drivers.” Research Fallacies Selective observation - when our attention is drawn to answers or observations that confirm our pre-existing beliefs. (It's a lot like selective hearing. - Example: If you live in a crowded, informal settlement, you are are more likely to commit a crime or to be on drugs than someone who lives in a gated community Overgeneralization - generalizing to others who are different from one's research population - Example: An anti-poverty program works in one community, so planners automatically assume it will work in theirs. Made-up information  - when one fills in details without a scientific basis for doing so - As researchers, we have to fill in details (inferring). Problem: some inferring is based on stereotype and speculation Ex post facto hypothesizing - when a researcher decides what happened after it happened and after the study was done. (In research, we have to decide what will happen before we do our study, not after) - Example: You discover that the birth rate is high in the area you are studying. The area has no electricity Illogical Reasoning - Example: Medical researchers in 1879 argued that insanity can be contagious if people live together Ego involvement in understanding - when people let the human side of them dictate their findings and how they view findings by other researchers. - Example: If you have spent 20 years working in the DILG, and a study is done to assess its effectiveness in implementing programs, you should not be involved in designing the study - You might be tempted to defend your organization because of your attachment to it Premature closure of inquiry - when we decide that we know enough about a topic and decide that it no longer warrants more study Systematic and multiple scientific steps Interlinked and iterative Captured in a research proposal which demonstrates whether you can conduct research or not Research Process Research Problem: Statement about an area of concern, a condition to be improved, or a difficulty to be eliminated Review of Literature: Educates a researcher about what and how related studies have been conducted in the past Research Design: How to answer your research problem Underestimating what committing to a research project requires Choosing the wrong research pursuit/topic lacks precision Common Pitfalls Not considering research bias Not focusing on which variables to collect Not considering limitations of work before the paper is written Research Problem A situation or circumstance that requires a solution to be described, explained, or predicted Vision Reality Gap measure of the difference between the end state and the existing situation - Determines the gap - It shows how large the difference is between the vision or ideal state of the LGU and the existing Vision Reality Gap Analysis situation; or how near the current situation in the city or municipality is to the vision as defined by the constituents and the LGU Step 1: Review the sectoral descriptors and their corresponding success indicators generated in connection with the formulation of the vision statement. Check indicators for the completeness of coverage. See that indicators are expressed in terms of maximum values or superlative degree. Step 2: Steps of VRG Review the relevant characterization of each sector in the Ecological Profile, LDI Matrix, and other sources. Step 3: If quantified values for both the success indicators and their equivalent indicators in the accomplished LDI Matrix are available, simply subtract the current reality values in the LDI Matrix from the success indicator values. The difference is the vision – reality gap. Selection of available documents (published and unpublished) on the topic which contain information, ideas, data and evidence The documents provide information on the nature of the topic and how the topic was studied or investigated Literature Review The review always involves an assessment of the documents/studies in relation the proposed research topic or problem It is also an argument or justification on why there is a need for your study It summarizes and critically evaluates what is already known and written about the topic It identifies the knowledge gap about your topic 1. Helps the researcher to become familiar with the body of knowledge Rationale for Literature Review 2. Helps summarize and integrate sources into a coherent account of the discussion or debate in the research topic  3. Brings clarity and focus to the research problem (Kumar, 1990) 4. Useful in clarifying concepts, variables, and in formulating theoretical and conceptual frameworks 5. Can lead to discovery of possible methodologies and analytical tools that can be used for the proposed research, or to an evaluation of their applicability 1. Formulating research question(s) and objective(s) 2. Searching the existing literature 3. Screening for inclusion Generic Steps 4. Assessing quality of primary studies 5. Extracting data 6. Analyzing data Qualitative - Main research question can be broken down into sub-questions. The sub-questions could be used as section headings in the review of literature Quantitative Theoretical Section How to Organize the Review? Ex: a study on what motivates local government workers to perform, you may review various theories of motivation and decide to adopt one that you consider as most relevant to your own topic. Empirical Evidence Section Review studies related to and relevant to your topic. As much as possible, include in the review the problem studied, the methodology used and the key findings and central arguments Searching the literature and making decisions about the suitability of material to be considered in the review How long and detailed? Review at least 12 background studies - Background studies are not directly related to your study but can be used to describe the Finding Relevant Literature state of research, provide definitions of concepts, and give examples of the complexities in studying your topic Review 6 to 8 relevant studies - Relevant studies are directly related to your research topic. They give information on what variables, methods, models were used, and what were the results. In the review of literature, these are the studies that you assess and critique Critique 2 to 3 of the relevant studies Read the abstract of the study. Determine the study’s relevance to your needs. Is it useful for your purposes? How to read literature Assess the quality and credibility of the study. Read critically. Organize your notes. Refers to the overall strategy or plan for conducting a research study Research Design A plan or structured framework of how you intend to conduct the study 1. Experimental Design (Pure or Quasi-Experimental) Sample Quantitative Designs 2. Field Observation (Survey) Design 3. Secondary Analysis Design Involves theory testing and confirmation Involves at least two groups: experimental (treatment) and control Compares the two groups to establish the effect of the intervention variable Quantitative: Experimental Assumes that Design o The two groups are equivalent-alike in attributes and characteristics except for their exposure to the intervention variable o Group members are randomly assigned Has several sub-designs: (i) Pre-test and post-test; (ii) Post-test only; (iii) Factorial; (iv) Solomon four-square Observation occurs in the natural setting Quantitative: Field Observation Enables the study of different time periods: past, future or as an event occurs (Survey) Can take various approaches: (i) Cross-sectional design; (ii) Static group comparison; (iii) Panel design 1. Case Research 2. Field observation 3. Ethnography Sample Qualitative Designs 4. Phenomenology 5. Grounded Theory 6. Historical Research Focuses on the case as an object (unit of analysis) of the study Qualitative: Case Research Builds up a detailed understanding of the case considering the context Provides a more complex and detailed explanation of a social phenomena  Can be used to support a simple or complex theory, or to build a theory Focuses on the meaningful systems of cultural groups and subgroups, on shared systems of meanings. Qualitative: Ethnography The researcher studies an intact cultural group in a natural setting, over a prolonged period of time by primarily collecting observational data. Focuses on the way people experience their world, what it is like for them and how best to understand them. Focuses on the lived experience of people and their their interpretations of the world Qualitative: Phenomenology Researcher identifies the essence of human experiences concerning a phenomenon, as described by participants in a study. In this process, the researcher brackets her or his experiences, in order to understand those of the participants in the study The researcher attempts to derive a general abstract theory of a process, action or interaction grounded in the views of the participants in the study. Qualitative: Ground Theory This process involves using multiple stages of data collection and refinement and inter- relationship of categories of information Qualitative: Historical A systematic inquiry into the past and an attempt to separate true from fictionalized accounts of Research historical events, based upon the examination of relevant source material Unit of Analysis. Individuals. Groups. Programs/projects. Organizations or institutions. Communities, states or nations. Social artifacts (pictures, newspaper articles, songs, television advertisements, short stories) Unit of Analysis: Focus of the study; Entities whose social characteristics we want to study Unit of Observation: Units of analysis themselves or an element of it; Entities where we draw our data or observations Selection of Participants Population & Sampling a. Theoretical population refers to the entire population (universe) that you want to study b. Target population is a subset of the theoretical population, which is more narrowly defined and delimited consistent with your research purpose Collection of Data - Data Collection Methods as ways of measuring variables and gathering information that allows you to gain useful information and insights on your research problem - KII - FGD - Participant Observation - Content Analysis Quantitative Data: Decide which calculations and statistical tests could be used for analysis. Qualitative Data: Consider what approach to take for categorizing and interpreting data Scale of Measures of Measures of Statistical Tests, Measurement Central Tendency Dispersion examples Nominal Mode Chi square test of Analysis & Interpretation of independence Data Ordinal Median Semi-interquartile range T-test, F-test of significance Interval Arithmetic Mean Standard deviation, T-test, F-test, ANOVA coefficient of variation Ratio Arithmetic Mean, Standard deviation, T-test, F-test, ANOVA, Geometric Mean coefficient of variation regression analysis Nominal Analysis & Interpretation of - Based on the presence or absence of a characteristic Data: Scales of Measurement - Does not imply level of content of the characteristic - Results in discrete rather than continuous values Ordinal - Adds the dimension of ranking, or order or relative position, without specifying the distances between the positions or rankings. - Discrete values Interval - In addition to the characteristics of both nominal and ordinal levels of measurements, adds the dimension of common standard or equality of units  Ratio - Adds the dimension of absolute zero Data - Creation and generation from its source or the birth of data Information - Consolidation to a repository to answer what happened Data Life Cycle Insights - Finding patterns to answer why it happened and what could likely happen next Imperatives - Development of various options to suggest what should be done next Analytical Skills qualities and characteristics associated with solving problems using facts 1. Curiosity 2. Understanding context 5 Key Analytical Skills 3. Having a technical mindset 4. Data design 5. Data strategy - What did you learn about it - Wanting to learn something Curiosity - Do you seek out new challenges and experiences - Share an experience where you learned a new knowledge out of trying something new - Condition in which something exists or happens Understanding Context - A simple way of understanding context is by counting from 1 to 5 - Understanding the full picture is critical the ability to break things down into smaller steps or pieces and work with them in an orderly and Having a Technical Mindset logical way Data Design How to organize information Data Strategy the management of the people, processes, and tools used in data analysis involves identifying and defining a problem and then solving it by using data in an organized, step-by- Analytical Thinking step manner 1. Visualization 2. Strategy 5 Key Aspects of Analytical 3. Problem-orientation Thinking 4. Correlation 5. Big-picture and detail-oriented thinking Visualization graphical representation of information Strategy see what you want to achieve with the data and how you can get there Problem-Orientation approach in order to identify, describe, and solve problems 1. Making Predictions - Predictive analytics, using data to make informed decisions about how things may be in the future 2. Categorizing things - Grouping data based on common features 3. Spotting something unusual - Identifying data that is different from the norm 6 Problem Types 4. Identifying themes - Recognizing broader concepts and trends from categorized data 5. Discovering connections - Identifying similar challenges across different entities—and using data and insights to find common solutions 6. Finding patterns - Using historical data about what happened in the past to understand how likely it is to happen again Correlation being able to identify a relationship between two or more pieces of data Big-picture and detail-oriented being able to see the big picture as well as the details and about figuring out all of the aspects that thinking will help you execute a plan Zoom out Big-picture thinking See the possibilities Data-driven decision making involved using facts to guide business strategy Step 1 - Figure out the business need (a problem that needs to be solved) Steps to data-driven decision Step 2 – Find data making Step 3: Analyze and use it to solve the problem method to analyze the environment. It allows stakeholders to better understand the socio-cultural, Context Analysis political, economic and geographic factors that give rise to crisis and will enable their response Analysis of the LGU’s situation and capacity issues which affects their development and Importance performance goals enables the LGU to look at the relationships of performance and capacity factors Spot Mapping Resource Mapping Fishbone Analysis Impact Chain Analysis Hazard Mapping Analysis Tools Poverty Mapping PESTLE Analysis Problem Tree Vision Reality Gap Problem-Solution Finding Matrix  Causal Loop Stakeholder Analysis - A spatial or physical-oriented data gathering where important landmarks and physical characteristics of the barangay are gathered - Spot mapping use Global Positioning System (GPS) in recording the tagged house number. Control sheet, pencil, labeling sticker, marking pens and the GPS instrument are the materials present Spot Mapping during spot mapping. Complete survey of the structure with coordinates signifies the end of the spot mapping. (In cases where identified landmarks such as bridges, grown trees, church, etc., are doubtful in its location as reflected in the map, a GPS reading can be extended and the same be reflected in the control sheet. This will be useful in reflecting the landmarks in the base map.) - Assesses what communities have to offer by identifying assets and resources within the locality which may be utilized for community building. Data may be presented through inventories, maps, figures, matrices, etc - Method of showing information regarding the distribution, access to and use of resources; Resource Mapping topography; human settlements; and activities of a community from the perspective of community members - Used for identifying and examining relationships between community’s resources, topography, settlements, and activities; identifying problems, possibilities, and opportunities - spatial representation and analysis of wellbeing and poverty indicators - The Indicators are carefully selected to capture the multiple dimensions of poverty. These indicators define the basic criteria for attaining a decent quality of life and correspond to Poverty Mapping the minimum basic needs covering (a) health, (b) nutrition, (c) housing, (d) water and sanitation, (e) basic education, (f) income, (g) employment, and (h) peace and order. Together, these indicators provide information not only on how poor a community is, but also on who in the community is poor, and where. - process of establishing geographically where and to what extent particular phenomenon is likely to pose a threat to people, property, infrastructure and economic activities. It is the process of identifying and displaying the spatial variation of hazard events or physical conditions. - Two types of hazard map: Hazard Mapping (a) Resident – Educating Type: The main objective of this map is to provide the residents with the information on the range of possible damage and the disaster prevention activities. (b) Administrative Information Type: The main objective of this map is to inform the administration so that the maps can be used in warning and evacuation system A fishbone diagram is a cause-and-effect discovery tool that helps figure out the reason(s) for Fishbone Diagram defects, variations or failures within a process. In other words, it helps break down, in successive layers, root causes that potentially contribute to an effect - a method, originally intended for organizational analysis, entailing a variety of steps and techniques to gather relevant knowledge on the macro environment, needed to understand key factors which may impact (direct or indirectly) the intervention Pestel Analysis - built as a guiding check list, helping to systematize the collection of information on environment and to identify specific relevant factors - i.e. economic trends, social attitudes, technological developments, etc.- that are significant in the intervention design phase - Problem tree analysis helps stakeholders to establish a realistic overview and awareness of the problem by identifying the fundamental causes and their most important effects - The main output of the exercise is a tree-shaped diagram in which the trunk represents the focal Problem Tree problem, the roots represent its causes and the branches its effects. Such a problem tree diagram creates a logical hierarchy of causes and effects and visualizes the links between them. It creates a summary picture of the existing negative situation 1. Identify existing problems within the problem area/domain of interest (brainstorming) - A problem is not the absence of a solution, but an existing negative state or situation - Distinguish between existing, impossible, imaginary or future problems 2. Define the core problem (focal problem or central point of the overall problem) 3. Formulate the causes of the core problem - Consider that the problems identified in step 1 can also be causes of the core problem 4. Formulate the effects (consequences) of the core problem - Consider that the problems identified in step 1 can also be effects of the core problem Step by Step Procedure of 5. Draw a diagram (problem tree) that represents cause-effect relationships (problem hierarchy Problem Tree - The focal problem is placed in the centre of the diagram, forming the trunk of the tree - Causes are placed below and effects above, in sub-dividing roots and branches (like a mind map) - If possible, all causes/effects of a problem should be on the same horizontal level (see example) 6. Review the logic and verify the diagram as a whole with regard to validity and completeness. If necessary, make adjustments - Question to ask for each problem: are these causes sufficient to explain why this occurs? Spot Mapping (BDP) Context Analysis Tools Resource Mapping (BDP) Fishbone Analysis (LA)  Impact Chain Analysis (BDP, LCCAP) Hazard Mapping (BDP,CDP,CLUP,LDRRMP) Poverty Mapping (CDP,BDP) PESTLE Analysis (RDP) Problem Tree (BDP) Vision Reality Gap (CDP, POPSPLAN) Problem-Solution Finding Matrix (CDP) Solution-Finding Framework and Tools - A tool used to diagnose development issues or what is known as problem-finding phase and for determining appropriate policy interventions or what is called the solution-finding phase - The problem-finding phase includes making meaningful observations from the available Problem-Solution Finding information, determining the causes or explanations of the observed conditions and exploring the Matrix Review positive and negative implications if no significant intervention is made - The solution-finding phase entails identifying the appropriate policy interventions to curtail the negative implications and strengthen the positive ones Looks at objectives rather than problems The analysis of problems in the Problem Tree is the basis and starting point for the Objective Tree analysis Shows a means – ends hierarchy as opposed to cause- effect hierarchy of the problem tree This provides a summary picture of the desired future situation, including the indicative means by Objective Tree which ends can be achieved. As with the problem tree, the objective tree should provide a simplified but robust summary of reality It is a tool to aid analysis and presentation of ideas/objectives Its main strength is that it keeps the analysis of potential project objectives firmly based on addressing a range of clearly identified priority problems 1. Reformulate the problem statement in the problem tree into a positive, desirable, and realistically achievable condition or objective. Do not simply rewrite a negative expression into a positive one 2. Check the derived means-ends relationship to ensure validity and completeness (no missing links) of the hierarchy. You may ask the question “Will one layer of objectives achieve the next?” Step by Step Procedure 3. Review the logic. If necessary Objective Tree - Revise the statement, or replace - Add objectives if needed to achieve the objective at the next higher level - Delete an objective that is not suitable or irrelevant - Leave unchanged (if a statement makes no sense after rewording) 4. Complete the Objective Tree by connecting the boxes with means-ends arrows Select strategies from the objectives tree. At times, two or more objectives may be combined, or part of it may become an independent strategy. Formulating Strategies It is also possible to combine two or more strategies into a larger strategy. When you consider combining strategies, it is important to keep in mind what the combination is intended to achieve Futures thinking (the theory and methods) and foresight (the practical application) are a set of approaches and tools designed to help their users identify emerging issues, negotiate uncertainties, Future Thinking articulate scenarios, develop a common vision of a desired future through wide participation, introduce innovation, and design robust policies and strategies The Capacity Development Analytics aims to develop a tool for the Department of the Interior and Local Government (DILG) to analyze the LGU Capacity Development (CapDev) Agenda, make sense CapDev Analytics of the data collected from the CapDev Agenda, inform the DILG and Local Government Academy (LGA) of the emerging CapDev needs of the LGUs, and direct the prioritization of responsive CapDev interventions for LGUs Common understanding of the conceptual underpinnings of capacity, performance and their implications to the local development CapDev Framework Provides a holistic and multi-faceted view of capacity and capacity development Helps ensure strategic capacity development Capacity Ability of LGUs to perform functions to fulfill their accountabilities and produce desired results Factors that enable the LGU to perform its function, fulfill their accountabilities and produce the desired results. Capacity Pillars Elements that need to be present and functioning in the LGU organizational context factors that need to be present to indicate the LGU’s capacity to perform in a performance outcome area Provides a concise documentation of the current and desired state of each capacity pillar for a governance/performance/outcome area. Capacity Change Matrix Enables the LGU to look at the coherence, alignment and appropriateness of strategies and interventions to improve capacity 1. Structure 2. Competency 3. Knowledge and Learning Capacity Pillars 4. Management System 5. Enabling Policies 6. Leadership - presence of appropriate structure/s (office, committee or work group) with defined authority and accountability for performing the necessary functions within a service or program area. It includes mandated organizational structures or offices as well as local special bodies and other support groups in which LGU stakeholders participate (i.e., disaster management teams). Some key Structure considerations about structure include: Is the structure in place (i.e., formally established?) Are its functions and accountabilities clearly defined? Is it functional? (i.e., with appropriate staffing/ membership; meeting regularly; producing the required outputs; provided with budget)? - refers to the knowledge and skills of people who need to perform their assigned functions in a program. These include relevant technical and functional competencies, and competencies to manage or operate programs, such as planning, designing, implementing, monitoring and evaluating programs. Key considerations about competencies include: Competency In what required technical / functional and program management competencies are the people proficient? In what required technical / functional and program management competencies are they not proficient or needing improvement? Are they motivated and productive? - include mechanisms for generating, analyzing, sharing, and using data and information as a basis for decision-making and continuous improvement. Key considerations about knowledge and learning include: Are Knowledge and Learning mechanisms in place and effective? Knowledge and Learning Are data or databases accessible to and used by stakeholders? Are M&E data used? Are citizens/ stakeholders engaged to provide feedback on service delivery? Is there continuous benchmarking with good practices (i.e., comparing own performance with other LGUs; documenting and sharing good practices)? - systems, processes and procedures for managing programs, including planning and budgeting; design and development; implementation; monitoring, and evaluation; and employee performance monitoring, evaluation, and incentives system. Key considerations about management systems include: Are the systems, processes and procedures documented? (i.e., in a manual, flowchart, Management System plan, protocols, SOP, etc.) Approved for implementation? Implemented/ used/ practiced? Standardized? Streamlined? User-friendly/ customer-focused? Participatory? Transparent? - refer to the presence of policy and legislative support for planning, developing, implementing, monitoring and evaluating service delivery functions, programs and projects (i.e., appropriations Enabling Policies ordinance, executive issuance). Key considerations about enabling mechanisms include: Are Enabling Policies in place?  Sufficient? Effective or with gaps? Up to date? Disseminated? Enforced? - manifested through mechanisms for: defining vision, mission and values, and setting strategic directions; ensuring transparency and accountability in the LGUs’ operations; instituting participatory mechanisms; establishing partnerships and collaboration; and visible sponsorship of programs. Some key considerations about leadership include: Are Leadership mechanisms in place and effective? For example, what are the mechanisms for setting strategic directions (i.e., Social Contract, CDP, Strategic Plan)? Leadership What are mechanisms for full disclosure (i.e., SGH compliance, Ulat ng Bayan)? Are there mechanisms for involvement of CSOs and citizen feedback? What partnerships are built and maintained (i.e., with NGAs, regional, sectoral groups, private sector, media)? Are leaders actively involved and visibly supporting programs? Do they provide resources / budget? Capacity Development Cycle a comprehensive three-year plan that will guide the LGU in implementing capacity development Capacity Development Agenda initiatives Because capacity development involves change, the process begins with identifying and engaging those whose support is needed in the success of the CapDev initiative. These are the key people or groups within and outside the LGU who have a stake in CapDev because they are affected by it or Stakeholder Engagement can significantly influence the initiative. They need to be primed to participate meaningfully in all stages of CapDev. This stage calls for stakeholder analysis and stakeholder collaboration mechanisms - the process of identifying the elements that facilitate or hinder the performance of an LGU. It aims to determine the core factors that need to be addressed to improve performance. - This process uses the Capacity Pillars as framework for analysis, particularly in determining the Capacity Assessment capacity pillars that may be causing performance gaps or contributing to good performance. - This analysis is used as a basis for identifying the appropriate CapDev interventions that will help achieve the LGUs’ performance goals and objectives - involves the formulation of the CapDev Agenda. The CapDev Agenda is “a roadmap of appropriate individual and organizational enhancement interventions within specific timeframes, identified milestones and deliverables, and available and accessible resources to address priority capacity CapDev Planning development needs along defined LGU performance outcomes. It is a three-year plan, with annual targets and budget, and coincides with the term of the LCE. - The preceding capacity assessment lends credence to the CapDev Agenda and ensures that planned interventions target the capacities that are crucial to the achievement of the LGUs’ goals This stage is the execution of CapDev programs in the LGU. It involves managing the implementation of the programs as well as managing the people's side of the initiative so that they CapDev Implementation are able to embrace the changes necessary to improve performance. Programs are executed by the LGU or with the help of service providers The progress and results of CapDev Agenda need to be tracked and assessed. Monitoring and CapDev Monitoring and evaluation are necessary to reinforce accountability, informed decision making, and ensure Evaluation sustainability of CapDev interventions Capacity Ability of LGUs to perform functions to fulfill their accountabilities and produce desired results Effectiveness of the LGU in doing its mission or what its mandate says, and producing desired Performance results  Process by which individual competencies and institutional capacities are enhanced through Capacity Development strategic and integrated interventions to equip and empower LGUs to fulfill their accountabilities and produce desired results 1. Strategic 2. Performance-focused 3. LGU-driven and LGU-owned Guiding Principles of LGU 4. Adaptable CapDev 5. Integrated 6. Tracked & Assessed 7. Policy Compliant 8. innovative Anchored on the LGU’s vision, mission and priority development goals Strategic Attuned to current realities and developments Forward-looking Aligned to the performance improvement objectives and priority thrust of the LGU Performance-focused Reflects LGU’s striving for excellence and innovation LGU identifies its priority needs and determines appropriate interventions LGU-Driven & LGU-Owned LGU-led but at the same time inclusive of the needs and interests of relevant stakeholders, and aligned with national priorities/ development directions LGUs have different profiles, contexts and needs Adaptable CapDev is customized and anchored on the LGU’s context and change readiness Anticipates and responds to changed circumstances CapDev initiatives are linked and synergistic Integrated Uses a holistic, whole-system approach (whole institution) Recognizes and optimizes the interplay of different actors Evaluated for effectiveness in improving LGU performance, lessons are drawn and serve as basis for Tracked and Assessed the LGU’s continuous improvement; built in feedback mechanism Policy Compliant Compliant with laws, rules and regulations (e.g., LGC, ARTA…) Innovative Utilizes various modes of learning and knowledge management methodologies  - This step in the Capacity Development Agenda Formulation process helps local government units get a clear understanding of the multitude of assets, issues, and other factors within and around the LGU. - This step will help provide a clearer and deeper understanding of LGU dynamics that interface with responsibilities and problems that the local government faces on a daily basis. Step 1 LGU Context Analysis - Further, this step will ultimately influence those responsible to find out the best solutions or options - This step aims to address the question, ‘What factors contribute to the LGU’s performance?’ through the use of the tool, the Causal Loop Diagram (CLD). - This undertaking helps map out and provide a clear picture of the causes and effects of a problem or a series of problems, and how they link and affect each other. Intends to facilitate the LGU Capacity Development Team and Key Stakeholders in: Identifying a complex issue; Identifying the factors or variables contributing to the problem and their consequences; Showing the links between variables by identifying which is influencing what; Causal Loop Diagramming Labeling the relationship between variables as ‘S’ for similar and ‘O’ for opposite; and Checking if the causal loop depicts the story as it is understood by the stakeholders. - “storytelling” process, where various stakeholders share their views openly, and without judgment, on a particular problem or issue affecting them - The success of a capacity development (CapDev) intervention, or any project for that matter, depends largely on the support of the key people, groups, or institutions that can significantly influence the CapDev/ reform initiative or are affected by it, either positively or negatively. - Process that involves identifying and understanding the important stakeholders in the local government unit. This process is used in conjunction with the Causal Loop Diagram in order to better Step 2 Stakeholder Analysis understand both the factors and actors surrounding LGU performance and capacity. More than providing a better understanding of the LGU context, the result of this analysis will serve as a basis for a grounded dialogue between the LGU and its internal and external stakeholders about CapDev and support opportunities. - This step seeks to answer Enables each group in: Identifying stakeholders; Stakeholder Map Prioritizing stakeholders; and Implementing actions needed to maintain the engagement of the stakeholder group The third step in the Capacity Development Agenda Formulation Process primarily aims to answer the question, ‘What are our performance goals and objectives?’ To further delve into this question, Step 3 Performance Analysis the questions: ‘What is the current state of our performance?’ and ‘What is the desired state of our performance?’ would likewise be addressed. higher objective and state long-term results that bring the LGU closer to its Vision. They represent Goals and measure the desired changes in the lives of the local community and the impact on the lives of the constituents, measured in terms of actual benefits to the people Objectives immediate results that LGUs are directly accountable for and can be achieved in the shorter term. measure the extent of achievement of desired results. PIs are used to quantitatively or qualitatively Performance Indicators express goals and objectives. In the planning process, baseline. PIs of the current year as well as the planning horizon must be established - Identifies the elements that facilitate or hinder the performance of an LGU. It aims to determine the core factors that need to be addressed to improve its performance. To move forward from the current state of performance to the desired state, the following should be considered: What current capacity issues might explain current performance? (Current state of capacity) Are the interventions appropriate and sufficient to achieve the desired improvement in Step 4 Capacity Assessment capacity? (Intervention to improve capacity) Are the desired capacity improvements enough to produce desired performance? (Desired state of capacity) - A tool that provides concise documentation of the current and desired state of each capacity pillar for a performance or outcome area. - It allows for a coherent analysis of the LGU’s performance and corresponding capacity development to achieve its performance goals. It enables the LGU to look at the relationships of performance and capacity factors and ensure consistency and alignment. Capacity Change Matrix - It facilitates the examination the following: Current capacity issues that might explain the current level of performance Appropriateness of strategies to improve current capacity towards desired capacity Appropriateness of desired/intended capacity improvements in achieving desired level of performance The objective is to come up with a list of priority capacity development interventions that will bring Step 5 Prioritization the LGU closer to meeting its development goals and objectives. Structured and objective technique in enabling a group to achieve consensus on a set of priority CapDev projects. The matrix provides a means for ranking CapDev interventions or projects based on Prioritization Matrix a set of criteria that is agreed upon by the Team. A prioritization matrix supports structured decision- making in the following ways:  It helps prioritize complex or unclear issues, and projects, using multiple criteria for determining importance. It provides a quick and easy, yet consistent, method for evaluating options. It offers a means of quantifying the decision with numeric rankings. It is an adaptable tool that can be used in various priority-setting needs. When used as a group activity, it facilitates consensus on priorities and key issues. It offers a venue for conversations among LGU team members. ensure that the potential risks in the implementation of capacity development interventions are Step 6 Risk Management considered and planned for will have to be undertaken. Risk definition which defines the key risks to the project Risk level which establishes the intensity of the risk, e.g., High, Medium or Low Risk mitigation strategy which outlines the risk response strategies that will be used to manage the Risk Register risk to prevent a risk event Risk owner identifies the owner of the risk, or the person or unit responsible for dealing with the risk event detail the scope of each intervention and its resource requirements. This step aims to answer the Step 7 CapDev Agenda Formula question, ‘What is our CapDev Agenda for the next three (3) years?’ by accomplishing the CapDev Agenda matrix. essential component of the entire Capacity Development Agenda planning and implementation Step 8 Monitoring and process as this will aid the CDA Team in monitoring the accountability of the use of resources, Evaluation learning purposes as well as having an informed management decision to improve implementation and contributing to better communication of capacity development results happens right after the formulation and approval of the Capacity Development Agenda to ensure that Step 9 Legitimation appropriate resources will be allocated. Legitimacy refers to the quality of the participatory process leading to binding decisions 1. Performance Goals and Objectives 2. Current State of Capacity 3. Desired State of Capacity (CapDev Objectives) 4. Capacity Development Interventions 5. Expected Output Elements of CapDev Agenda 6. Target of CapDev 7. Timeframe 8. Funding Requirements by year 9. Process Owner/Office Responsible 10. Source of Support/Technical Assistance