Improving mutual consultation among key stakeholders to optimize the use of research evidence

Community member post by Allison Metz

Alison Metz
Allison Metz (biography)

Processes to support the uptake of research evidence call for each of the key stakeholders to consider the challenges faced by other key stakeholders in making good use of research evidence. When stakeholders have the opportunity to consider perspectives other than their own, they will generally have a broader understanding of the problem space, and, in turn a greater commitment to co-creating prototypes for improving research translation.

Let’s consider a real world example in New York City’s public child welfare system. New York City’s Administration for Children’s Services operates what is believed to be the world’s largest and most diverse array of evidence-based and evidence-informed preventive programs in any municipal child welfare jurisdiction. This required – and continues to require – major changes in policies, services, program standards, staff training, business processes, and data systems. To this end, the Administration for Children’s Services, private service providers, researchers, and families must come together to co-create processes that allow for productive adaptations of evidence-based services to ensure sustainability and impact.

(Source: Metz and Bartley, 2017)

There were four key challenges to improving mutual consultation between some of the key stakeholders, specifically service providers, researchers, and policy makers:

  • Time and space to interact
  • Proactively addressing adaptive issues, rather than simply troubleshooting crises or emerging challenges
  • Ensuring everyone had a say and no person or group dominated
  • Effectively supporting the use of research evidence.

These challenges were addressed, respectively, by:

  • Increasing meeting frequency from monthly (or in some cases only as needed) to bi-weekly
  • Developing standard meeting agendas
  • Using structured facilitation techniques such as nominal group process
  • Co-developing products and processes, including desk guides, logic models and conceptual models.

A research study to assess the effectiveness of these processes found that levels of mutual consultation increased for all interactions. Specifically the study found increases in:

  • the intensity of interactions
  • formalized structures to support stakeholder communication
  • co-development of products or processes to translate research evidence.

These findings align with systematic reviews of evidence on the factors that support effective co-creation (Voorberg, Bekkers and Tummers, 2015), including a formal infrastructure for communication and the willingness of stakeholders to actively participate in communication. Feedback loops also promote iterative and cyclical improvements and modifications to evidence use, a hallmark of co-creation and co-design models.

What processes have you found to be useful?

Reference:
Voorberg, W. H., Bekkers, V. J. J. M. and Tummers, L. G. (2015). A systematic review of co-creation and co-production: Embarking on the social innovation journey. Public Management Review, 17, 9: 1333-1357.

For more information, see:
Metz, A. and Bartley, L. (2017). Co-creating the conditions to sustain the use of research evidence in public child welfare. Child Welfare, 94, 2: 115-139.

Biography: Allison Metz, Ph.D., is a developmental psychologist, Director of the National Implementation Research Network (NIRN), and Senior Scientist at the Frank Porter Graham Child Development Institute at The University of North Carolina at Chapel Hill. Allison specializes in the implementation, mainstreaming, and scaling of evidence to achieve social impact for children and families in a range of human service and education areas, with an emphasis on child welfare and early childhood service contexts. Among many projects, Allison is studying how to effectively co-create the conditions to sustain the use of research evidence in public child welfare through a project funded by the William T. Grant Foundation. Allison serves on the Board of Directors for the Global Implementation Initiative. She is a principal investigator of the Co-Creative Capacity pursuit funded by the National Socio-Environmental Synthesis Center (SESYNC).

This blog post is one of a series developed in preparation for the second meeting in January 2017 of the Co-Creative Capacity Pursuit. This pursuit is part of the theme Building Resources for Complex, Action-Oriented Team Science funded by the National Socio-Environmental Synthesis Center (SESYNC).

Learning from Google about inter- and transdisciplinary leadership

Community member post by Janet G. Hering

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Janet G. Hering (biography)

Like most engineers, the Google leadership had assumed that the leader of an engineering team must be at least as competent technically as the members of the team. As Laszlo Bock described in his 2015 book Work Rules!, however, a data-driven assessment disproved this assumption. The counter-intuitive result of “Project Oxygen” was that having “important technical skills that help advise the team” only ranked number eight in the list of key attributes differentiating the most from the least effective managers.

This is very good news for leaders of inter- and transdisciplinary synthesis projects since it’s highly unlikely that these leaders could have all the subject expertise relevant to their projects. If subject expertise is not the most important characteristic of leadership, then what kind of expertise should leaders have and what kind of roles do they play? How important are leaders and leadership in such synthesis projects? Continue reading

Transkillery! What skills are needed to be a boundary crosser?

Community member post by Dena Fam, Tanzi Smith and Dana Cordell

dena-fam_2
Dena Fam (biography)

What skills and dispositions are required by researchers and practitioners in transdisciplinary research and practice in crossing boundaries, sectors and paradigms?

The insights here come from interviews with 14 internationally recognized transdisciplinary researchers and practitioners, chosen from a diverse range of research and practice-based perspectives.

tanzi-smith
Tanzi Smith (biography)

Here we focus on:

1) skills for specific tasks such as facilitation of a meeting, crafting a well-written report, and communicating effectively across disciplines; and,

cordell
Dana Cordell (biography)

2) dispositions, attitudes, orientations and temperaments of an effective researcher/practitioner, i.e., as a way of being.

 

Six categories of skills and dispositions

The core skills and dispositions of an exceptional transdisciplinary researcher/practitioner can be grouped into six categories, illustrated in the figure below. Continue reading

Research team performance

Community member post by Jennifer E. Cross and Hannah Love

jennifer-cross
Jennifer E. Cross (biography)

How can we improve the creativity and performance of research teams?

Recent studies on team performance have pointed out that the performance and creativity of teams has more to do with the social processes of interaction on teams, than on individual personality traits. Research on creativity and innovation in teams has found that there are three key predictors of team success:

  1. group membership,
  2. rules of engagement, and
  3. patterns of interaction.

Each of these three predictors can be influenced in order to improve the performance of teams, as the following examples show. Continue reading

What makes a translational ecologist? Part 2: Skills

Community member post by the Translational Ecology Group 

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Translational Ecology Group (participants)

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Four related blog posts on translational ecology:

Introduction to translational ecology

What makes a translational ecologist – Part 1: Knowledge / Part 2: Skills (this blog post) / Part 3: Dispositional attributes

This is the second blog post considering competencies that underpin a new discipline of translational ecology, and which make ecologists more effective in informing and supporting policy and practice change (see the right sidebar for links to all four related blog posts on translational ecology). In each blog post we examine three major areas:

  1. Socio-ecological systems
  2. Communication across boundaries, with beneficiaries, stakeholders and other scientists
  3. Engagement with beneficiaries, stakeholders and other scientists.

Here we engage with these three areas to examine the skills required for translational ecologists.

Skills needed to deal with socio-ecological systems

Translational ecologists need to be able to: Continue reading

Eight institutional practices to support interdisciplinary research

Community member post by Margaret Palmer, Jonathan Kramer, James Boyd, and David Hawthorne

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Margaret Palmer (biography)

How can institutions help enhance interdisciplinary team success? We share eight practices we have developed at the National Socio-Environmental Synthesis Center (SESYNC) which was launched in 2011 with funding from the U.S. National Science Foundation.

jonathan-kramer
Jonathan Kramer (biography)

The center supports newly formed research teams from anywhere in the world to work collaboratively at its facility. The teams synthesize existing theories and data to advance understanding of socio-environmental systems and the ability to solve environmental problems. Continue reading