Adaptive

Management
A Practical Guide to Mitigating Uncertainty
and Advancing Evidence-Based Programming
OCTOBER 2020
ADAPTIVE MANAGEMENT: A PRACTICAL GUIDE TO MITIGATING UNCERTAINTY AND ADVANCING EVIDENCE-BASED PROGRAMMING

Pact is the promise of a better tomorrow for communities challenged by poverty and marginalization.
We serve these communities because we envision a world where everyone owns their future. To do
this, we build systemic solutions in partnership with local organizations, businesses, and governments
that create sustainable and resilient communities where those we serve are heard, capable, and
vibrant. On the ground in nearly 40 countries, Pact’s integrated adaptive approach is shaping the
future of international development. Visit us at pactworld.org.

OCTOBER 2020

Recommended citation:
Byom, K., Ingram, M., Oakley, A., and Serpe, L. 2020. Adaptive Management: A Practical Guide to Mitigating
Uncertainty and Advancing Evidence-Based Programming. Washington, DC: Pact.

Contact:
Pact Results & Measurement Team
RM@pactworld.org
+1-202-466-5666
pactworld.org

Acknowledgments:
The authors would like to thank Zach Center, Christine de Guzman, Peter Hopkins, Sabine Joukes, and Anton
Pestana for providing constructive feedback on early versions of this guidebook. Rachel Elrom and Stefan
Peterson provided editing and graphic design support, respectively.

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ADAPTIVE MANAGEMENT: A PRACTICAL GUIDE TO MITIGATING UNCERTAINTY AND ADVANCING EVIDENCE-BASED PROGRAMMING

Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Adaptive Management Guidebook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Understanding Adaptive Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
What is “adaptive management”?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Why should we manage adaptively?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
How do we manage adaptively?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Operationalizing Adaptive Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Mindsets. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Processes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Executing Adaptive Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

At a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Step 1: Determine your project’s degree of complexity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Step 2: Determine your strategy to respond to that degree of complexity. . . . . . . . . . . . . . . . . 8
Step 3: Determine leadership, staffing, and resource needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Step 4: Establish your adaptive management process. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Step 5: Implement and evaluate your plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Adaptive Management Toolkit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Tools and Templates Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
TOOL 1: Pact’s Adaptive Management Intensity Self-Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . 16
Adaptation Intensity Self-Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Program Complexity Determination Matrix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
TOOL 2: Staff Roles and Responsibilities in Adaptive Management. . . . . . . . . . . . . . . . . . . . . . . . . 17
TOOL 3: Scenario Planning Decision Matrix and Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Risk Versus Impact Decision Matrix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Scenario Planning Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
TOOL 4: Context Indicator Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
TOOL 5: Learning and Reflection Meeting Agenda Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
TOOL 6: Reflection Meeting Slide Deck Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
TOOL 7: How to Prepare for Learning Review Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
TOOL 8: Decision Tracker for Adaptive Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

pactworld.org
Introduction
This document provides practical guidance to development practitioners
globally on the mindsets, behaviors, resources, and processes that
underpin an effective adaptive management system. It presents an
approach to managing adaptively that is rooted in complexity analysis
and program theory. It draws on Pact’s global experiences and work on
topics as diverse as health, livelihoods, markets, governance, capacity
development, women and youth, and more.

This document begins with an introduction to adaptive management, then walks through
successive steps to determine how much adaptation a project requires and how to design an
appropriate system. These steps for executing adaptive management are:

1. Determine your project’s degree of complexity

2. Determine your strategy to respond to that degree of complexity

3. Determine leadership, staffing, and resource needs

4. Establish your adaptive management process

5. Implement and evaluate your plans

The second half of this guidebook contains a toolkit of examples and templates that projects
can tailor to their needs:

1. Adaptive Management Intensity Self-Questionnaire

2. Staff Roles and Responsibilities in Adaptive Management

3. Scenario Planning Decision Matrix and Template

4. Guide to Context Indicators for Adaptive Management

5. Reflection Meeting Template

6. Learning and Reflection Meeting Agenda Template

7. Guide to Preparing for Learning Reviews

8. Decision Tracker for Adaptive Management

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Adaptive Management
Guidebook

Understanding Adaptive
Management
What is “adaptive management”?
What makes great international development project managers so effective? Most likely they
keep their eye on the ultimate goal and regularly ask themselves the “so what” questions. They Just like a boat navigating
obstacles and shifting weather
probably are adept at taking manageable risks. They undoubtedly track indicators, use data
patterns on the way to its
effectively, and deploy resources to maximize impact. They also monitor the external operating destination, often changing
environment to seize new opportunities and navigate emerging threats. Great managers also direction and at times even
encourage their teams to think and act in a similar way, knowing that managing a complex project going backwards, a complex
in a shifting world requires a coordinated team effort; every team member has a role to play intervention requires project
teams to shift course to adapt to
because every action and decision has a cumulative effect on the project’s success.
emerging threats and capitalize
on opportunities, while keeping
In short, the best project managers manage adaptively. They have an agile mindset that recognizes their eye on the ultimate
that complex problems cannot be overcome in a linear fashion. This mindset is supported by destination.
structured processes and mechanisms for using evidence to inform the pivots we make.

Why should we manage adaptively?

All projects operate with some level of uncertainty. For example:
• Key champions in government may be replaced by someone who blocks progress to
project goals. Pact defines adaptive
• Monitoring data reveals that planned activities are not contributing to expected results. management as the
• A typhoon may change a community’s needs from environmental advocacy to emergency intentional process of
changing the path we
assistance.
take to achieve project
• A change in vaccine supplier may triple the costs of one project activity.
goals in response to
• Conflict may break out in one project location.
continuous learning and
Projects experience different types and levels of uncertainty. But, regardless of project and information about project
context, we cannot know everything and we must expect project conditions to evolve. The performance and the
external environment.
systems in which projects operate are unique and constantly evolving, some more quickly than

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others. We owe it to those we serve to be inquisitive, intentionally learn from our mistakes, use ADAPTIVE MANAGEMENT
resources as efficiently as possible, and take measured risks to achieve impact. In short, we owe AND THE PRIVATE SECTOR
it to those we serve to manage adaptively based on evidence. Adaptive management approaches
are not the development sector’s
exclusive or even primary
“Of course we are trying to accomplish what is in the Annual Work domain. Private sector companies
Plan … But if we find that there are things that are more impactful, recognize that the complexity
of markets and high levels
we will tweak activities and plans based on our analysis of the data.”
of competition render static
MONITORING AND EVALUATION (M&E) DIRECTOR, PACT TANZANIA
strategic planning processes
obsolete. According to one article,
increasingly, “[companies]
How do we manage adaptively? that thrive are quick to read
and act on signals of change.
Adaptive management occurs when sound analysis and reflection meet project decision-
They have worked out how to
making. Rigorous analysis goes nowhere if team members do not have the time to reflect on experiment rapidly, frequently,
findings and the ability to change programmatic direction. Similarly, without sound analysis of and economically — not only with
data, team members do not have enough information to know whether they need to adapt and, products and services but also
if so, how they should do so. with business models, processes,
and strategies.”
Martin Reeves and Mike Deimler,
Pact conceptualizes adaptive management as a three-step iterative process: Review, Reflect, Adaptability: The New Competitive
and Respond (RRR). Advantage, Harvard Business Review
(July–August 2011 Issue), available at
• Review processes provide accurate and timely information about both project https://hbr.org/2011/07/adaptability-
performance and the external operating environment. the-new-competitive-advantage
• Reflection processes create space to make sense of available information and for
implementers to update their understanding of what is needed to achieve results.
• Response processes include formal and informal mechanisms to change course as
required.

The RRR process’ elements should be understood

as interdependent and mutually reinforcing (see
graphic at right). For example, just as review
processes furnish the information needed
to reflect on programmatic needs, REVIEW
reflection processes identify Rapid assessments, performance
remaining data gaps that may
monitoring, and in-depth research
are all ways in which projects can
require additional research and rigorously collect and analyze
learning. Similarly, programmatic data to generate useful evidence
about the project context, theory of
responses set in motion a new RESPOND change, and implementation and REFLECT
RRR cycle, becoming the basis operations.
Use flexible grant or technical Through management meetings, learning
for further critical review and assistance mechanisms, and summits, pause and reflect sessions, and
strategically add or change scheduled site visits, projects should review
reflection. approaches, activities, partners, or and analyze evidence to determine its
geographies to attain the project’s meaning for the project’s progress and how
ultimate goal and impact. it should proceed.

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Operationalizing Adaptive
Management Best Practices for
Operationalizing
In order to successfully operationalize the RRR process, projects need enabling mindsets,
Mindsets
resources, and processes, all leveraged into effective adaptation with sound leadership. Like • Challenge yourself, and
the three Rs, these elements are mutually dependent. Resources and processes provide the interrogate your context
hardware and infrastructure that enable project flexibility and can enable and reinforce the and project.
more-intangible elements of mindsets and leadership. However, in the absence of a conducive • Be explicit about your

culture and empowering management team, even ample resources and carefully designed assumptions and
continuously question
processes will not contribute to adaptive, evidence-based programming.
them.
• Encourage team
Mindsets members to be curious
Adaptive management is led by project teams, managers, and leaders who are open to new and critical.
• Hire for certain traits
information, approaches, and ideas. Adaptive management cannot be outsourced to external
and mindsets, and build
partners or consultants; it depends on the cumulative and everyday actions of those involved
adaptive management
in a project, from the communities it serves to project directors to technical and operational
into job descriptions.
support. Flexible programming approaches thrive within teams that welcome open and critical
discussion of challenges and opportunities. Project managers who are not open to receiving
constructive criticism about the project or to reconsidering prior assumptions cannot manage
adaptively. See TOOL 2: Staff Roles and
Responsibilities in Adaptive
Resources Management in the Toolkit
for suggested job description
There are two basic resource considerations for projects committed to adaptive management. language and interview screening
First, projects must ensure that they include sufficient resources to support necessary questions.
research, learning, and review activities. Well designed, effective data collection and analysis
processes need not be resource intensive. However, projects in especially volatile contexts or
facing especially challenging information environments may require larger budgets for research
and analysis. Second, projects must ensure that they include resource flexibility to enable them

Best Practices for Operationalizing Resources

• Ensure sufficient budget for adaptive management activities, and build in
budget flexibility when possible.
• Develop strong working relationships with funders or organizational
leadership to keep communication open in case approval to re-align
budgets or activities as needed.
• Include finance, grants management, and administrative staff in all RRR
processes.
• Build adaptive management activities into annual work plans.

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to shift programmatic activities to meet evolving needs. This means being able to reschedule,
alter, drop, or test activities in order to meet the project’s goals.

Processes
Best Practices for
Adaptive programming depends on the regular flow of information about project performance Operationalizing
and the external environment and on intentional processes that use that information. Processes
Operating within budget and staff constraints, projects should design processes that meet • Collect and analyze
their information needs and create space for structured reflection and decision-making. Some data to have
projects may require robust research, while others may be able to rely on already-available actionable evidence
for decision-making.
secondary or project data. And, while all projects should institutionalize processes for reviewing
• Establish regular
and reflecting on evidence to decide whether and how to adapt, the frequency of reflection will
meetings for RRR:
vary according to the project’s complexity. review data, reflect on
findings, and respond
Projects also should develop inclusive processes. Adaptive management is not something that with revised project
is done to the project, its team members and partners, or communities, but rather is done with approaches.
those actors. Projects should have intentional approaches for collecting critical feedback from • Intentionally align
and/or integrate
project stakeholders.
different data and
decision-making
Leadership systems, including
While every single team member contributes to successful adaptive management, experience M&E plans, finances,
shows that effective leadership is critical for project success. Managers must be able to drive operations, human
resources, and so on.
the RRR processes, but the project’s leadership sets the tone for critical reflection, inspires
teams when the evidence shows that adaption is necessary, protects and enables its teams, and
builds a cohesive unit that can communicate, share, and help each other adapt.

See TOOL 7: How to Prepare

for Learning Review
Executing Adaptive Meetings in the Toolkit.

Management
Now that you have a sense of what adaptive management is and what it involves, let’s develop
a system that meets your project’s needs. The following is a snapshot of what the remainder of
this guide will take you through.

At a Glance
1. Determine your project’s degree of complexity.

Identify your project’s level of complexity using TOOL 1: Adaptive Management

Intensity Self-Questionnaire.
2. Determine your strategy to respond to that degree of complexity.

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3. Determine leadership, staffing, and resource needs.

Determine how to facilitate a whole-of-team approach to adaptive management

by referring to TOOL 2: Staff Roles and Responsibilities in Adaptive Management.

Consider the resources required for your adaptive management approach

and explore how they are affected by different scenarios using TOOL 3: Scenario
Planning Decision Matrix and Template.

4. Establish your adaptive management process.

REVIEW
Make sure your project can collect information on its operating environment by
consulting TOOL 4: Context Indicators for Adaptive Management Guide.

REFLECT
Determine the content and flow of your reflection processes using the TOOL 5:
Learning and Reflection Meeting Agenda Template.
Get the most strategic value out of your team meetings using TOOL 6: Reflection
Meeting Slide Deck Template.
Be ready to probe deeply into project lessons using TOOL 7: How to Prepare for
Learning Reviews.

RESPOND
Anticipate changes in your local context using TOOL 3: Scenario Planning Decision
Matrix and Template.
Track and document your adaptive decision-making using TOOL 8: Decision Tracker
for Adaptive Management.

5. Implement and evaluate your plans.

Step 1: Determine your project’s degree of complexity

What determines how much we should be prepared to adapt?
Most projects already have in place key elements of an adaptive management system: they
collect project data, consider the external environment, conduct midterm or other learning
reviews, and so on. To turn these disparate activities into a truly adaptive project, teams need to
apply them in a fully coherent and intentionally connected manner.

Remember that the goal of an adaptive management approach is not to have more
programmatic change, but to know whether change is necessary, to make decisions based

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on evidence, and to be proactive rather than reactive in service of long-term impact. For this reason, any
adaptive management system must be tailored to the specific project’s needs. You can determine the right
approach by answering the following questions.
• What is our level of certainty regarding the operating environment? Some projects are
implemented in highly dynamic or even volatile economic, political, natural/ecological, or security
environments. In these situations, it is sometimes difficult to understand a problem’s root cause or
the problem may shift during the life of project. Such projects must be able to change approaches
or scope quickly in response to emergent threats and opportunities. By contrast, other projects
operate in relatively stable situations, where economic, political, natural/ecological, and security
concerns have little to no impact on how the project is implemented or whether it can achieve
its desired results. Our understanding of this environment and how it contributes to the overall
system that produces the problem we are trying to address is called the Theory of Context.

• What is our level of certainty of what needs to change to address our problem? Some
projects know exactly what needs to change to address the main problem. Here, the cause-effect
relationship is extremely clear and best practices are established. Other projects do not know
exactly what must be changed to address the problem, so problems tend to remain or can evolve
into new problems. For example, we might not be able to foresee which would contribute more to
women’s decision-making role in politics: a different legislative seat allocation system or a different
candidate nomination process. Our understanding of what change should occur to address the
problem and its degree of certainty is called the Theory of Change.

• What is our level of certainty regarding our project approach (strategy and activities)? Some
projects may implement highly evidenced, well-rehearsed approaches that we know will result in
the desired change, thus requiring little in the way of testing or modification. By contrast, there
may be significant uncertainty in other project approaches and some may even be experimental
in nature. In such projects, we are not sure that our activities will result in the change we think
needs to happen to address our problem and achieve our objectives. Most projects need to
decide what activities to prioritize given finite resources. For example, should a project prioritize
financial literacy or access to affordable sanitary products in service of female empowerment?
Our understanding of our project approach and how it achieves the change we desire is called the
Theory of Action.

Together, these three elements constitute a Program Theory.

THEORY OF CONTEXT THEORY OF CHANGE THEORY OF ACTION

A theory for how the system A theory for how an improved system A theory for what can be done through
produces the problem the project would operate if the problem were to be an intervention to effect that change,
wishes to address, and the extent addressed, and the extent to which there and the extent to which there are
to which that system can be are evidenced causal relationships to evidenced approaches that will lead to
understood realize that improved system the desired results

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A solid program theory helps determine the adaptive management approach.

THEORY OF CONTEXT THEORY OF CHANGE THEORY OF ACTION

EXAMPLE SAMPLE PROJECT ONE

A project that aims to improve HIV/AIDS services for orphans and vulnerable children in Tanzania may have:

A mostly stable and well understood Significant evidence of how to Significant experience and
project context, but uncertainty around how improve HIV/AIDS services and evidence about which activities
legal restrictions may impact the project’s health-seeking behavior will contribute to target
ability to serve certain marginalized groups outcomes

EXAMPLE SAMPLE PROJECT TWO

A project that aims to expand community-based justice services in Somalia may have:

A highly volatile contextual Limited evidence about how best No practical experience applying
environment marked by political to sustainably increase community- these specific activities to achieve
instability and violence, affecting the based justice services in the context target outcomes in Somalia, thereby
ability to implement activities of Somalia requiring piloting of novel approaches

To help project teams establish how much they should be prepared to adapt and, as such, the To help you determine whether
best approach, Pact built off Program Theory and the Cynefin Framework1 to create its Program your project should be considered
Complexity Framework, which is oriented around four “domains” of increasing complexity: simple, complicated, complex, or
chaotic, complete TOOL 1: Adaptive
Simple, Complicated, Complex, and Chaotic.2 Few projects will fall cleanly into one of these
Management Intensity Self-
categories, or they may shift categories over time as the context or project objectives change. Questionnaire in the Toolkit.

SIMPLE COMPLICATED COMPLEX CHAOTIC

THEORY The operating The operating environment The operating environment The operating environment
OF environment is highly is moderately stable and is not stable and is difficult is highly unstable.
CONTEXT stable and known. known, though changes are to know/understand.
expected.
THEORY The link between cause There is sufficient evidence The relationship between There is little to no link
OF and effect at the systems of the link between cause and cause and effect at the between cause and effect
CHANGE level is well evidenced. effect at the systems level, systems level can be seen at the systems level, or it is
though the evidence must only in retrospect and, impossible to discern the
be reviewed if the context therefore, must be regularly link.
changes. questioned.
THEORY There is sufficient While there is evidence for There is limited evidence There is no evidence about
OF information about what what interventions work, about what interventions what works. Interventions
ACTION interventions are most advanced technical and work for the challenge at should be rapid, short term,
appropriate. contextual knowledge are hand, and approaches must and experimental (small
necessary to apply and adapt be frequently adapted “tests”), with constant
them appropriately. as contextual conditions adaptation to fit the
change. evolving context.

1 IBM developed the Cynefin Framework in the 1990s to help project managers make sense of the level of certainty and dynamism surrounding their activities and context.
Since, it has been adapted and repurposed across industries, including the international development sector, to help decision-makers label and situate themselves
within their environments. See: David J. Snowden and Marie E. Boone. 2007. A leader’s framework for decision making. Harvard Business Review 85(11): 6–76, 149.
2 This table is adapted from Snowden and Boone, 2007.

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Step 2: Determine your strategy to respond to that degree of complexity

What should I be prepared to do, depending on my project’s degree of complexity?
Align your adaptive management strategy to the degree of complexity you face, as summarized in the
following graphic.

SIMPLE
Simple operating environments and associated problems
have highly evidenced theories, so project strategy can rely on
proven best practice.

COMPLICATED
Complicated operating environments and associated
problems have well-evidenced theories, though they may not
be applicable to a given context. Projects can use existing
evidence as guidance, tailored to the context. Such projects
can rely on good practice in their strategies.

COMPLEX
Complex operating environments and associated problems do
not have well-evidenced theories, so projects have little ability to
transfer successes from one context to the next. Projects must
rely on emergent practice by testing and scaling to ensure that
theories are correct.

CHAOTIC
Chaotic operating environments and associated problems have
little to no evidence to develop theories of change. Project
strategy must rely on novel practice and consistently test and
adapt approaches.

These four strategies reflect that the uncertainty you must address within the operating
environment or within your technical intervention will influence a wide range of adaptive
management considerations. These considerations could include the frequency at which you
monitor the environment and update your project’s theory of change, the degree of budget
flexibility required, or the type of M&E approaches employed.

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The table below is a “cheat sheet” of key considerations and components to consider when
designing an effective adaptive management system based on the project’s level of complexity.

SIMPLE COMPLICATED COMPLEX CHAOTIC

Activity Adaptation Low: minimal to Moderate: High: frequent, Very high: frequent,
What level of adaptation never occasional, at least multiple times a year week to week
should you expect for project yearly over the life
strategies or activities? of the project

Theory Review Annually Quarterly to annually Monthly to semi- Daily to weekly

How often should you review annually (alternatively, no
and potentially revise the theory is used at all)
theory of context, change, or
action?

Budget Flexibility and Low: Ensure there Moderate: Budget High: Budget for rapid Very high: Budget
Content is a reasonable for flexible response mechanisms, similarly to complex,
How flexible does your degree of flexibility technical assistance means of piloting and but plan for smaller,
budget need to be to allow to adjust staffing and adjustable testing interventions, more experimental
for adaptation? What levels, services, and intervention and flexible technical activities.
additional items should you activities. approaches. assistance.
consider including in your
budget during project design
or modifications?

Monitoring Framework LogFrame LogFrame (with Outcome Mapping, Developmental

What monitoring framework commitment Most Significant evaluation or similar
is the most appropriate to adapt), Most Change
for projects with different Significant Change
adaptive management
needs?3

Evaluation Design/ Experimental, Experimental, Non-experimental, Non-experimental,

Approach cause-effect, Outcome Outcome Harvesting, goal-free evaluation,
What evaluation design is theory-based Harvesting, Outcome Mapping, developmental
the most appropriate for evaluation, Contribution Process Tracing, evaluation
facilitating decision-making social return on Analysis, SROI Realist Evaluation
and adaptation?4 investment (SROI)

3 Monitoring frameworks are designed to meet specific needs and are a factor of the context at hand and the project’s complexity. Highly evidenced projects will be able to use a LogFrame,
whereas highly adaptive projects would not find LogFrames useful. This list is illustrative, not exhaustive. Monitoring framework decisions also depend on the funder. It is possible to merge
different approaches. For example, a LogFrame may be combined with Outcome Mapping, whereby a LogFrame indicator could include Outcome Mapping graduated progress markers.
4 The most appropriate design always depends on the question of interest. This table provides general suggestions and is not to be taken as a methodological rule.

NOTE: Please recall that a successful adaptive management system requires the support of all staff. Your
staffing structure should depend on staffing resources and the needs of your adaptive management system. At
the same time, your adaptive management system must be designed in a way that works for your existing staff
structure and resources.

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Step 3: Determine leadership, staffing, and resource needs

What inputs do I need to secure to support my project’s adaptive
management system? Determine how to facilitate
a whole-of-team approach
As we noted in our discussion of mindsets, who we have on our team and their ability to reflect to adaptive management by
critically and adapt based on evidence will affect whether and how we adapt. In order to promote referring to TOOL 2: Staff
the right mindsets and skillsets within our team, projects can: Roles and Responsibilities
in Adaptive Management in
• Include adaptive management functions in all relevant job descriptions. For highly the Toolkit.
complex projects, include these functions for all staff, from drivers and administrative
assistants to project leaders.

• Explicitly hire for adaptive management competencies

• Identify where you will need to leverage external experts (i.e. consultants) to complement
staff skills and bandwidth

• Prioritize capacity development opportunities for staff and project stakeholders that
build analytical and flexible decision-making skills

Projects also need to budget appropriately. Staff responsible for developing budgets should
be included in designing the adaptive management approach to ensure effective resourcing of
necessary staff and analytical and reflection processes. The degree of flexibility you have in
your budget depends on your organizational or contractual obligations. To the maximum extent
possible, during project design or subsequent modifications, build flexibility into your budget by
including mechanisms such as rapid response funds (funds set aside for rapid dispensation to
respond to a sudden need) or pools of funding for demand-driven technical assistance (funds set
aside for access to individuals with specialized expertise to support unexpected technical needs). Consider the resources
required for your adaptive
Projects also can develop costed scenario plans. If there are clear decision points that a project management approach and
expects to reach that depend on expected changes to the context, an intentional and costed anticipate how the budget
scenario planning exercise will prepare the project to budget appropriately. may need to be re-projected
in different scenarios using
All projects, particularly those in complex and chaotic environments, should build strong TOOL 3: Scenario Planning
Decision Matrix and
relationships with those inside or outside their organization who have decision-making authority
Template in the Toolkit.
over budgets and other authorizations to enable feedback and quick decisions when necessary.

Scenario Planning
Imagine a project that prepares volunteers to effectively observe an election. The project approach is built
around a cascaded training model that assumes that final regulations are issued at least three months before
election day. Suppose that regulations are not issued on time, requiring the project to develop election
observers’ capacities within a compressed time period. The project team may proactively identify that,
under this scenario, they would need to adapt by directly delivering trainings to election observers instead
of training master trainers who then train the volunteers, per the cascaded training model. Because the
operating context is likely to be volatile in the months preceding an election and such a context might
necessitate drastic changes in programming, the project should be prepared for this and similar scenarios.

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Step 4: Establish your adaptive management process

What process should a team establish to enable adaptive management?
The best process will differ for each project team depending on resources (budget, staffing) and
the degree of project complexity. However, all teams need an initial plan. We recommend that
each project have an established plan and schedule to Review and Reflect. Based on these, the
team should then put in place the mechanisms to Respond.

Most projects detail their system for REVIEWING DATA in an M&E plan,
which may be called something else, depending on the funder or context
(e.g., Activity Monitoring, Evaluation, and Learning Plan). Whatever system
the team uses to track and report on results, ensure that it includes a plan
for collecting all the data that the project expects to need for adaptive REVIEW
management purposes.

For example, complicated, complex, and chaotic environments will require more context
monitoring to update their theories of context and change. One way to do this is to design and Make sure your project can
track context indicators, including sentinel and trigger indicators, in your M&E plan. 5
collect data on its operating
environment by consulting
TOOL 4: Context Indicators
Similarly, complex and chaotic projects rely more on testing approaches to validate their theories
for Adaptive Management
of action before scaling. Be sure such projects have built in time and budget to test and assess, Guide in the Toolkit.
that the project design explicitly allows for adaptation depending on the testing results, and that
the M&E plan includes the necessary activities to do so. If your M&E plan does not include these
components, seek approval to revise it or establish an informal plan to follow alongside it.

The project’s plan for REFLECTION should be contained in the project strategy
or work plan. It should establish regular and intentional moments when team
members assess the findings or evidence about the project performance or Determine the content
context and make decisions about what the project needs to do. These can be and flow of your reflection
REFLECT anything from weekly team meetings to yearly learning summits to midterm processes using TOOL 5:
programmatic reviews. Set a straightforward schedule that includes all Learning and Reflection
Meeting Agenda Template
planned moments, assign responsibilities, and document the results from previous responses
in the Toolkit.
and the decisions made about how the project will respond.
Get the most strategic value
out of your team meetings
Refection moments also may include discussions related to developing or triggering scenario
using TOOL 6: Reflection
plans. Many projects benefit from regular scenario planning as part of their reflection plan Meeting Slide Deck
to allow teams to proactively identify how programming may need to change in response to Template in the Toolkit.
changes in the operating environment.
Be ready to probe deeply
into project lessons using
TOOL 7: How to Prepare
for Learning Reviews in the
5 A context indicator tracks changes to the programming environment. Sentinel and trigger indicators are sub-types of context indicators: a trigger indica-
tor triggers a specific programmatic action when the environment reaches a certain point, and a sentinel indicator is a type of early warning indicator that Toolkit.
warns the project of potential contextual changes that may affect it. See Tool 4 for more information and examples.

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Projects also should pay attention to the sequence of key reflection activities. For example,
annual learning summits and certain research or analysis exercises should be scheduled before
or as the first part of work-planning.

While reflection activities should be planned at the outset of the project, expect to adapt your
system to meet your needs. Perhaps you need more or fewer meetings, or you need to adapt
the meetings’ content as needs change. For example, during an election period or following an
action-forcing event, you may opt to meet more frequently for review and reflection.

How the project team RESPONDS will depend on the evidence and what is
decided during the reflection moments. Responses may entail:

• Adding new activities, such as using a rapid response grant fund

to support urgent advocacy or facilitating a workshop for project
stakeholders based on an emerging capacity need RESPOND
• Building new relationships, such as identifying and strategically
engaging government stakeholders, civil society organizations, or community groups
whose support is necessary to
achieve project outcomes

• Shifting geographic focus, such as CHANGE IN EXAMPLE

National elections bring into power a
moving resources from one area EXTERNAL
new administration that is rhetorically
to another to maximize resources CONDITIONS hostile to protected human rights.
in places where the project has
gained traction for change or sees a
The project conducts a rapid analysis, which shows that
window of opportunity
the new administration will overhaul the national media REVIEW
• Dropping or adding strategic law to make it more restrictive.
approaches, such as shifting focus
from the legislature to a particular
ministry The project’s senior management team meets to review the
analysis and determine key actions.
REFLECT
Some of the responses will be part of
expected project management, while
others may require a rethinking of how Fund multiple Revise Commission
resources are allocated. As noted in Step civil society multiple a detailed RESPOND
Rapidly
groups existing legal analysis
2, projects can embed flexible mechanisms deploy digital
through small small grants of proposed
security
into their budgets, such as rapid response grants to to allow for media
training
advocate for advocacy reforms
funds or flexible technical assistance pools. to media
preserving focused to inform
organizations
These mechanisms provide resources that media on media advocacy
protections protections messaging
are not pre-committed, allowing projects to
engage in new or different activities without
modifying other aspects of the project.

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Projects should track decisions that were made and the resultant actions taken, then consider
whether the action resolved the need. Successive meetings or reviews should reflect on
whether that adaptation was sufficient to resolve the challenge or if more is necessary. Tracking
these adaptations and their relative success is important to project learning and can be shared
externally to increase the sector’s evidence base.

Step 5: Implement and evaluate your plans

Now that you have established your project’s degree of complexity (step 1), how much you
should adapt (step 2), what staffing and resources you need (step 3), and what process you will
implement (step 4), it is time to Review, Reflect, and Respond.

Remember that the RRR process is iterative. After responding, the cycle begins again with
reviewing.

Just as you should regularly review your environment, results, and activities, you should review
your adaptive management system to ensure that it is meeting your needs. Consider:
• Relevance: Are you collecting enough or the right information to inform your RRR
process?
• Analysis: Are you able to pull the information together in a way that enables constructive
analysis?
• Efficiency: Are you spending enough or too much time reviewing information?
• Staffing: Are the right people reviewing the information?
• Structure: Are project team members appropriately organized to fulfill the system’s
needs?
• Capacity: Does the project team need capacity-building support to carry out their
adaptive management responsibilities?
• Attitude: Is leadership setting the right tone regarding constructive adaptation?
Reflect on questions like these at the end of periodic team meetings.

Because adaptive management depends as much on a team culture that embraces constructive
adaptation as it does on clear processes and individual responsibilities, consider how to promote
such a culture. Some suggestions are:
• Co-developing adaptive management processes to ensure buy-in and interest in the
system
• Providing incentives for critical thinking
• Celebrating successful adaptations or the identification of critical challenges
• Recognizing strategic risks
• Acknowledging the importance of learning from failure

Leaders also should work to ensure that project stakeholders are both comfortable and
confident engaging in adaptive management processes, which requires their comfort and
confidence in acknowledging their uncertainty in a complex world.

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Adaptive Management
Toolkit
This section shares the tools and templates that Pact created for organizations and projects to
practically apply adaptive management. The table below provides an overview of each tool in the
order that they would be used in the adaptive management process.

TOOL WHAT IT IS HOW TO USE IT

1. Adaptive This questionnaire assesses the During project design or when reviewing your
Management operating environment and project project’s adaptive management system, use this
Intensity Self- goals’ difficulty, then uses Pact’s questionnaire to self-assess the project’s degree
Questionnaire Program Complexity Framework to of complexity. The project’s designation as simple,
determine whether your project should complicated, complex, or chaotic then informs your
be considered simple, complicated, project’s adaptive management strategy.
complex, or chaotic.

2. Staff Roles and The table outlines suggested roles and Review the roles and responsibilities for your
Responsibilities responsibilities for staff in all project department. If you are a project manager or team
in Adaptive and organization offices. It also includes leader, review all roles and responsibilities to ensure
Management language for the “desired qualifications” that your team meets them.
portion of job descriptions and interview Include the suggested desired qualifications in all
questions to help hire adaptive staff. job descriptions.

3. Scenario This matrix and template facilitate At the project design stage, list the conditions
Planning Decision regular scenario planning to proactively that are important to a project’s implementation
Matrix and identify how programming may need to or overall success. Determine how important each
Template change in response to changes in the condition is using the decision matrix. It suggests
operating context. four options: stop the project, add new resources
or strategies, create a contingency plan, or do
nothing. Then, use the template to determine your
scenario plan, including budgeting considerations.

4. Context Indicator This guide provides an overview of Reference this guide when developing M&E plans
Guide different types of context indicators, to make sure you include indicators that measure
including sentinel, trigger, trip-wire, the project’s operating environment and inform the
direct, proxy, and leading indicators, plus project’s scenario planning processes.
examples of each.

5. Learning and This template provides an outline for The template includes suggested session details,
Reflection Meeting designing a learning review event. outcomes, and times to spend on each. These
Agenda Template depend on the total time you have for the meeting.
Tailor this agenda template to the project’s needs
and the meeting frequency.

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TOOL WHAT IT IS HOW TO USE IT

6. Reflection This template is a starting point for Tailor this template to guide reflection meetings.
Meeting Slide Deck designing a regular reflection meeting The template includes suggested time to spend
Template and should be tailored to meet the on each section, but this is dependent on the total
project’s needs and meeting frequency. time you have for the meeting.
Tool 6 complements Tool 7.

7. How to Prepare This table complements Tool 6 with an Use this table to help design and prepare for
for Learning Review illustrative breakdown of what to prepare learning reviews at any point in the project cycle.
Meetings and review at various learning review The table lists by meeting frequency who attends,
events that are held at different points purpose, questions to ask, data to prepare, and
during the project: bi-weekly, quarterly, desired result. All elements of the learning review
annually, midterm, and endline. can be customized to each project’s needs and
available staff.

8. Decision Tracker This simple table helps projects track Complete this table following each quarterly,
for Adaptive how and how well they are learning and annual, or midterm learning review (or after
Management adapting. Data from this tracker can be bi-weekly meetings, as appropriate) as part of
used to improve practices for downward updating action items from the previous learning
accountability to stakeholders and for review.
upward accountability to funders.

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TOOL 1

Pact’s Adaptive Management Intensity Self-Questionnaire

Complete the following self-questionnaire to determine the degree of complexity and, therefore, the
extent to which you should be prepared to adapt. Then, based on your responses, determine which degree
of complexity you should expect by locating your results on Pact’s Program Complexity Framework.

Adaptation Intensity Self-Questionnaire

AREA DEGREE
Difficulty of Operating Context
(1) Is your operating context relatively stable 1 - Very stable
(calculable) as it relates to the project? (How 2 - Moderately stable
often and to what degree is the project impacted
3 - Less stable
by changes in the environment?)
4 - Not at all stable
Subtotal: 1 = Low difficulty operational context
2–3 = Moderate difficulty operational context
4 = High difficulty operational context
Difficulty of Project Goals
(2) Is your theory of change well evidenced? (The 1 - Very evidenced
causal chain is proven, and you know exactly 2 - Moderately evidenced
what sort of change is needed to correct the
3 - Less evidenced
problem.)
4 - Not at all evidenced
(3) Is your theory of action well evidenced? 1 - Very evidenced
(There are best practices, you have done those 2 - Moderately evidenced
practices before in a similar context, and you
3 - Less evidenced
know what activities will definitively achieve the
necessary change.) 4 - Not at all evidenced
Subtotal (add sections 2 and 3): 2–3 = low difficulty project goals
4–7 = moderate difficulty project goals
8 = high difficulty project goals

Program Complexity Determination Matrix

DIFFICULTY OF OPERATIONAL CONTEXT
High Moderate Low
(Subtotal score: 4) (Subtotal score: 2–3) (Subtotal score: 1)
High
Chaotic Complex Complicated
(Subtotal score: 8)
DIFFICULTY Moderate
OF PROJECT Complex Complex Complicated
GOALS (Subtotal score: 4–7)
Low
Complicated Complicated Simple
(Subtotal score: 2–3)

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TOOL 2

Staff Roles and Responsibilities in Adaptive Management

All staff, regardless of where they work, have roles to play in projects that are committed
to learning and adaptation. The table below outlines suggested roles and responsibilities
for members of each department and includes suggested key responsibilities and desired
qualifications to include in job descriptions. Departments/teams will differ depending on the
size of project team or organization and the project’s budget. These are illustrative examples,
though high-level project management staff are responsible for ensuring all functions below are
covered by existing staff.

DEPARTMENT/ ROLE RESPONSIBILITY SUGGESTED JOB

TEAM DESCRIPTION LANGUAGE
Project Champion Lead the project team with a clear adaptive management mindset. Build buy-in Key responsibilities:
management adaptive for adaptive management at all levels. · Manages a team of flexible
management Introduce structured processes and mechanisms for Review, Reflect, Respond and adaptive employees
process. (RRR), such as gathering information, reviewing performance and practice, and · Oversees evidence-based
making changes to project interventions. adjustments in programming
to achieve greater impact
Identify, manage, initiate, and influence change, and manage and support
· Acquires and uses knowledge
others through change.
to make decisions and
Promote a culture of learning, curiosity, and adaptation by not being afraid to adjustments in programming
fail and learning from mistakes. Celebrate adaptive management successes as to achieve greater impact
shared successes.
Desired qualifications:
Facilitate Based on the project staffing structure, designate an adaptive management · Demonstrated flexibility,
adaptive coordinator and delegate key monitoring, analysis, and learning functions as adaptability, and ability to
management described below. perform and collaborate
procedures Ensure project reports include explanations of learning and adaptation. Where in changing project
throughout possible, include this information as its own report section. environments
project · Proven ability to lead
Liaise with grants and contracts staff to coordinate agreement/award
management teams to critically reflect
modifications that enable adaptive programming.
processes. on evidence for improved
If not located at the main project office site, travel as necessary to provide performance
additional support when projects are pivoting or responding to changing
circumstances.
Co-lead pause and reflect sessions, learning reviews, and work-planning
activities. Ensure data use and adhere to planned actions.
Liaise with Build a strong relationship with the funder’s point of contact (if relevant) that
the funder is rooted in sharing learning and analysis. If appropriate, suggest project
(if relevant) adaptations informally before formally communicating requests or decisions.
on learning Invite the funder (if relevant) to events or reflection meetings, as appropriate.
and reflection
processes.

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DEPARTMENT/ ROLE RESPONSIBILITY SUGGESTED JOB

TEAM DESCRIPTION LANGUAGE
Grants and Support projects Facilitate and negotiate formal agreement/award modifications (if relevant) that Key responsibilities:
contracts to make enable projects to shift and respond to changing circumstances. · Establishes mechanisms for
management programmatic Advise projects on requests for waivers and modifications and draft them adaptation of grants based
shifts. accordingly. on data
· Communicates with grantees
Participate in pause and reflect sessions, learning reviews, and work-planning
and donors about changes
activities.
and how to be prepared for
Support adaptive Liaise with finance and business development teams during budget realignment them
management and cost extension processes to ensure that key adaptive management · Analyzes financial data with
during various processes related to reflection, analysis, and decision-making are adequately attention to the impact of
budgeting stages. budgeted. adaptation on programming
Finance Facilitate nimble Participate in reflection meetings, and contribute to discussions about possible Desired qualifications:
responses responses. · Experience managing
to changing Maintain flexibility and an open mind in budget and pipeline management. different types of grants,
circumstances or contracts, and other
new evidence. mechanisms that allow
Human Recruit staff Include standard language in job descriptions for all staff, particularly for key projects to change course
resources with adaptive personnel. seamlessly in response to
management Include adaptive management questions in interview guides. new information
skills.
Technical Lead evidence- Review all analysis through the lens of programmatic approaches and activities. Key responsibilities:
leads/teams based adaptation Suggest changes to approaches or processes based on the findings. · Helps develop the learning
efforts. Help interpret monitoring, evaluation, and learning (MEL) data findings. agenda during the project’s
proposal stage/start-up
Participate in pause and reflect sessions, learning reviews, and information-
phase
gathering activities, such as surveys and analyses.
· Helps carry out data analysis
If not located Provide technical inputs into information-gathering activities, such as surveys, and interpretation for
at the main research exercises, and analyses. Work with other project teams to ensure these learning
project office, provide actionable outcomes for the project. · Leads the organization in
support project When participating in work-planning exercises, push teams to think about scaling up project-level
teams remotely small bets or experimental activities based on their learnings from the previous learning for cross-sectoral
to manage year. Encourage adaptations and innovative thinking that pulls in the data and and cross-project learning
adaptively. evidence they have gathered. Desired qualifications:
Help plan learning events. Where possible, participate in pause and reflect · Experience leading analytical
sessions or learning reviews, and work with teams to make programmatic shifts processes
based on these discussions. · Strong ability to analyze data
Provide technical Support project teams to use monitoring data for project decision-making, and make programmatic
inputs to M&E for example by providing technical inputs on survey tool design or analyzing recommendations
plans and quantitative and qualitative data. · Strong ability to analyze
evaluations to data across projects at the
Work with the MEL team to design learning and evaluation questions that sectoral level
foster adaptive examine the efficacy of adaptive management practices and how these impact
management. project results.

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DEPARTMENT/ ROLE RESPONSIBILITY SUGGESTED JOB

TEAM DESCRIPTION LANGUAGE
Monitoring, Coordinate the Chair reflection meetings. Key responsibilities:
evaluation entire adaptive Coordinate all performance and research data compilation and analysis, and · Leads data collection and
and learning management share learnings with the project team. analysis process
(MEL) process. · Ensures data analysis, use,
Lead learning Maintain databases with up-to-date performance data. and feedback to respondents
and data analysis Ensure that the MEL system supports adaptive management processes. and all project stakeholders
efforts. · Co-facilitates learning and
Routinely analyze and visualize performance data and share with relevant reflection sessions
parties internally and externally. · Ensures plans for answering
Lead research Manage data collection for responses to research and learning questions in the questions are included in the
efforts in support M&E plan. Ensure that the project is fulfilling its learning agenda and answering learning agenda
of adaptive its learning questions. · Conducts preliminary
management. Analyze research/context data, and present findings in data review meetings. analysis and flags data for
other teams’ attention
Prepare research data and analysis. · Monitors data use and
Analyze data Provide trends analyses with both primary and secondary data. adaptation based on data
in support Desired qualifications:
of adaptive · Experience with quantitative
management. and qualitative data
collection processes
· Experience in leading
learning processes
· Strong ability to analyze data
and make programmatic
recommendations
Business Build adaptive Integrate adaptive management principles throughout the technical design. At Key responsibilities:
development management a minimum, this should include regularized data review meetings, but should · Ensures that proposals
into all new also include mechanisms or design features that allow for flexible responses to adequately address plans
opportunities, changing circumstances. for data use and adaptation
even when it Build adaptive management into proposed M&E plans, including through based on evidence
is not explicitly learning agendas, questions, and reviews; pause and reflect sessions; and · Ensures that proposals
required. signal indicators. Be sure to use terminology and processes preferred by each include adequate resources
specific donor (e.g., “Collaborating, Learning, and Adapting” for USAID). for adaptive management
· Ensures that adaptive
Include an adaptive management approach in the management plan. Highlight
management sections of
adaptive management experience in key personnel resumes/CVs.
proposals reflect each
Ensure that adaptive management capabilities are included in all key personnel specific donor’s preferred
job descriptions and interview guides. processes
Build mechanisms Include funding mechanisms that help facilitate adaptive management, such Desired qualifications:
for adaptive as rapid response sub-grant pools, innovation grant pools, and technical · Experience with designing
management into assistance/consultant pools. and resourcing successful
budgets during Ensure that key adaptive management processes related to reflection, analysis, adaptive management
the proposal, and decision-making are adequately budgeted. Ensure that mechanisms for and learning systems for
cost extension, supporting flexibility are reflected in the budget. successful proposals
and realignment
Work with proposal managers and/or project teams to ensure that the budget
stages.
narrative describes the mechanisms or budget lines in adaptive management
terms.

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For a helpful and detailed guidance on how to hire adaptive staff for a variety
of positions, check out USAID’s Guide to Hiring Adaptive Employees, which
provides information on:

• Competencies to recruit for in order to hire more adaptive employees

• Desired qualifications to incorporate into position descriptions to attract

adaptive employees, such as:
• Focuses on results and impact
• Facilitates learning and builds relationships
• Continuously learns and improves
• Navigates change

• Interview questions to ask to screen for adaptive employee competencies,

such as:

• Can you tell me about your most recent failure or mistake? What
did you learn from the experience? How have you applied what you
learned since then?
• Tell me about a time when you were required to change an approach
or plan on-the-fly (i.e., in the moment with very little warning).
What happened and what did you do?

See: Salib, M. 2019. A Guide to Hiring Adaptive Employees. Washington, DC: USAID LEARN and USAID Global Learning Lab.
Retrieved from https://usaidlearninglab.org/library/hiring-adaptive-employees.

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TOOL 3

Scenario Planning Decision Matrix and Template

Scenario planning comes in many forms. One way is to clearly identify the necessary conditions
for a project to be implemented and ultimately to be successful. Teams identify which of these
conditions will have a large effect on the project if they do not hold true (condition impact) and
the likelihood of them not holding true (condition risk).

To engage in scenario planning, follow this three-step process.

1. List the conditions that are important to a project’s implementation or overall success.

2. Determine how important each condition is, using the decision matrix, below. The matrix
assesses the risk of an expected condition holding compared to the degree of impact on
the project if the condition does not hold. It suggests four options: stop the project, add
resources or strategies, create a contingency plan, or do nothing.

3. Using the template on the next page, determine your scenario plan. Include the necessary
conditions and decision matrix determination. An example is provided for guidance.

Risk Versus Impact Decision Matrix

IMPACT
ON THE PROGRAM PLAN IF THE CONDITION DOES NOT HOLD
Large impact Moderate impact Limited impact Minor impact
Very likely Add resources and strategies or stop the
RISK Create a contingency plan.
OF THE Likely project.
CONDITION Unlikely
NOT HOLDING Create a contingency plan. Do nothing.
Very unlikely

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Scenario Planning Template

Impact Resource
Risk of the on the project Action considerations
Necessary condition not if the condition according to the Justification for stop/do nothing, or description (financial,
condition holding does not hold decision matrix of new strategy or contingency plan human)
Example: Very likely Large Add resources Example: In the unlikely event the regulations are Example: This
Political party Likely Moderate and strategies not passed 3 months before the election, it will be change should fit
election Unlikely Limited Create a almost impossible to design and print a handbook; within allocated
monitoring Very Minor contingency design, organize, and deliver a cascaded training budget. Staff
regulations unlikely plan (alternative to all political party representative trainers; and must be prepared
finalized and activity) ensure that those trainers can train all election to organize and
approved Stop the project observers in time to deploy on election day. If the deliver trainings
at least 3 Do nothing regulations are not passed in time, the project themselves. In
months before should expect to ADJUST this activity by delivering addition, staff must
election day. the training directly to party monitors (rather than be prepared to
through a cascaded training), potentially with work directly with
large-scale joint party trainings at the provincial party leaders.
level with simple handouts, and to focus more
time working with party leadership to develop a
system to compile and aggregate complaints for
submission to the Electoral Commission.
Very likely Large Add resources
Likely Moderate and strategies
Unlikely Limited Create a
Very Minor contingency
unlikely plan (alternative
activity)
Stop the project
Do nothing
Very likely Large Add resources
Likely Moderate and strategies
Unlikely Limited Create a
Very Minor contingency
unlikely plan (alternative
activity)
Stop the project
Do nothing
Very likely Large Add resources
Likely Moderate and strategies
Unlikely Limited Create a
Very Minor contingency
unlikely plan (alternative
activity)
Stop the project
Do nothing

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Impact
Risk on the Resource
of the project if the Action considerations
Necessary condition not condition according to the Justification for stop/do nothing, or description (financial,
condition holding does not hold decision matrix of new strategy or contingency plan human)
Very likely Large Add resources
Likely Moderate and strategies
Unlikely Limited Create a
Very Minor contingency
unlikely plan (alternative
activity)
Stop the project
Do nothing
Very likely Large Add resources
Likely Moderate and strategies
Unlikely Limited Create a
Very Minor contingency
unlikely plan (alternative
activity)
Stop the project
Do nothing
Very likely Large Add resources
Likely Moderate and strategies
Unlikely Limited Create a
Very Minor contingency
unlikely plan (alternative
activity)
Stop the project
Do nothing
Very likely Large Add resources
Likely Moderate and strategies
Unlikely Limited Create a
Very Minor contingency
unlikely plan (alternative
activity)
Stop the project
Do nothing
Very likely Large Add resources
Likely Moderate and strategies
Unlikely Limited Create a
Very Minor contingency
unlikely plan (alternative
activity)
Stop the project
Do nothing

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TOOL 4

Context Indicator Guide

An indicator specifies what kind of information you need to collect to understand whether you
are on track to achieving your project goals. Indicators are part of a monitoring and evaluation
(M&E) plan and are important for adaptive management and learning.

There are many types of indicators, but they can be organized into four main categories:
context, input, process, and results. Input, process, and results indicators are generally well
understood in projects: they track project activities and benefits.

The role of context indicators is less well understood. They provide information on the
operating environment to enable projects to adapt as necessary as the environment changes
and opportunities or challenges emerge. Because adaptive management depends on a solid
understanding of the context and recognizing that the context can change, context indicators
are critical to a sound adaptive management system.

Context indicators are tracked not only by M&E staff; technical staff, administrative staff, and
partners all can assist in monitoring contextual changes. Context data may be gathered from
both formal sources and informal sources. Some context data may come from larger analytic
approaches, such as political economy analysis, or existing secondary data.

A project will have a particular composition of context indicators, depending on the type of
adaptive management that is needed with the project’s degree of complexity. For example, a
project that is more experimental or highly sensitive to shifts in the operating environment may
require more context indicators, whereas projects that are highly evidenced or less sensitive to
contextual shifts may require only one.

Context indicators generally come in the form of sentinel, trigger, or trip-wire indicators.

CONTEXT
INDICATOR WHAT IT
TYPE MEASURES EXAMPLE SAMPLE INDICATORS DATA SOURCES
Sentinel Aspects of the For a project that is concerned that citizen Number of protests occurring in the Media reports, civil society
indicator context that unrest may break out into national-level previous week reports
are expected demonstrations, but that does not know Number of people attending protests in Media reports, civil society
to affect the how that will affect the project (only that the past week (estimate) reports
project, though it likely will), a sentinel indicator could
Percentage of citizens reporting National poll, comparison
it may be measure changes in citizen unrest to
dissatisfaction with the current to previous percentages of
unclear in what inform its adaptive management decisions.
government dissatisfaction
way As citizen unrest increases or changes in
nature, the project will need to decide how
to adapt.

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CONTEXT
INDICATOR WHAT IT
TYPE MEASURES EXAMPLE SAMPLE INDICATORS DATA SOURCES
Trip-wire Aspects of the For a project that is concerned that a Stage of progress toward passing gender Parliamentary meeting
indicator context that gender equity law must be in place before equality law (drafting, review, voting) minutes, political economy
help determine an aspect of the project may proceed, a analysis key informant
whether the trip-wire indicator could monitor whether interview
next phase of the proposed law is passed in parliament Gender equality law passed/did not pass Parliamentary meeting
the project may before proceeding with gender equity (and date) minutes
proceed trainings for government agencies. Once
the law is passed, the training program
process can begin.
Trigger Aspects of the For a project that is concerned that a Number of meetings held on draft law on Parliamentary meeting
indicator context that possible call for early elections may importing medication minutes
help determine derail parliament’s focus on drafting a Number of key actors signaling likelihood Political economy analysis
whether law that enables private sector actors to of calling early elections key informant interviews,
a specific, import medication, a trigger indicator media reports
immediate could monitor political party negotiations
Election Commission messaging and Election Commission activity
action must take regarding elections. It would specify an
preparation signaling that early elections monitoring
place to put a alternative scenario to directly importing
likely to be called
project back on medication should an election be called
track early. Number of formal parliamentary sessions Parliamentary meeting
being cancelled (indicates political party minutes
distraction with election negotiations)

Sometimes a project needs information on something that it cannot directly observe or

measure. This often is true when using context indicators. In those cases, the project may need
to measure something else that is correlated to what it is really interested in. For this reason, we
also differentiate indicators by degree of “directness.” These types can be used to qualify any of
the context indicator categories noted above.

INDICATOR
TYPE DESCRIPTION EXAMPLE
Direct Can directly observe and measure Degree of citizen unrest can be measured using public opinion polling or other forms of
indicator secondary data, such as media monitoring of violent outbreaks.
Proxy Measures something else as a stand-in for If a project focuses on improving health outcomes, it is important to know whether a
indicator something that is not directly observable community suffers from food insecurity because good nutrition is critical to preventing and
or measurable and is usually correlated or recovering from illness and disease. As a result, food security could be a context indicator.
similar enough However, often it is not possible to directly measure food security because it is expensive
to regularly survey homes to assess access to food. Instead, a proxy for food security
could be sudden environmental changes that impact access to food, such as drought
or flood. The proxy context indicator would measure such changes in order to alert the
project that the larger context in which the health project operates might affect results.
Leading Provides information on a trend that will If a project wants to know whether elections may be called early because this would
indicator happen but has not yet been generalized to impact deliberations on a proposed health bill, the project may not want to wait until
the population an election is called. Instead, it could monitor the extent to which formal parliamentary
Akin to a proxy indicator, but more specifically sessions are cancelled as a leading indicator of political party distraction with election
serves the role of herald or harbinger negotiations.

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TOOL 5

Learning and Reflection Meeting Agenda Template

The following includes text that can be adopted directly for a learning and reflection meeting agenda,
with the portions in yellow highlight denoting the text that needs customizing. Italicized text contains
notes for the meeting organizers and facilitators and should not be shared with participants.

Project Name
Quarterly/Yearly/Midterm Learning Review Event
Dates
Purpose: To conduct a learning review that analyzes Project X performance data, provides insights, and identifies project progress
toward targets and areas for adjustment
Objectives:
• To celebrate our accomplishments and hold ourselves accountable for quality and adherence to sectoral and general
standards and best practices
• To analyze and reflect on evidence to discern the best way forward for Project X
• To commit to adaptive management and user-centric solutions in the best interest of the people we serve
Results:
• Main lessons drawn from Project X effectiveness (i.e. outcomes) over the past Time Frame (Quarter/Year/2.5 Years)
• Common understanding on what worked, how, and why and what Project X’s lessons are for future programming
• Recalibrated focus and approaches until the next reflection period

Time Session Details Session Outcome

Day 1 Date
8:30–9:00 Check-in and tea/coffee/snacks
9:00–9:15 Objectives, Activities, Results, Rules Understanding the what, why, and how
of the next two days
9:15–9:30 Warm-Up Activity Event participants are ready to be
Use an activity that will get participants ready to hear diverse viewpoints. Example open to learning and to respect diverse
facilitation approaches can be found at http://www.liberatingstructures.com/ls-menu. viewpoints
9:30–10:45 Presentation of Data and Discussion Review of analysis findings and
Presentation: Brief presentations of analysis key findings discussion held on the key takeaways

Timing for each topic: From the total length of the session, subtract 5 minutes for
introduction and 10 minutes for conclusion, then divide that number by the total
number of topics. For example: 75 minutes – 5 introduction – 10 conclusion = 60
minutes. 60 minutes ÷ 5 main topics = 12 minutes per topic for presentation and
discussion.
Discussion:
- What data and information have we collected?
- What is not new? What are surprises?
- What does this data mean in the context of our project goal?
10:45–11:00 Break

6 Ideally ahead of the event, the project and/or consultants prepare and share with participants the data either in slide deck format, short analytical memo, or whatever format works best. Analytical
memos cover data answering the project learning questions along various themes, analysis of project results, and context/operating environment data.

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Time Session Details Session Outcome

11:00–12:00 Reflection On the Analysis An initial list of the main actionable
Using the What, So What, Now What (http://www.liberatingstructures.com/9-what- takeaways
so-what-now-what-w/) method, discuss:
- What do our analyses tell us?
- What lessons do we draw from those?
12:00–13:00 Lunch
13:00–15:00 Small Group Work: Capturing Lessons Learned and Promising Practices Groups are prepared to give
Each small group is assigned one analytical memo/topic to review. Small groups presentations with their interpretation
discuss how they will creatively present the lessons learned and promising of the lessons learned and promising
practices on Day 2. practices These presentations can consist
of creative formats, like dramatic or
comedic acts, poems, or gameshows, or
simply can be a standard slide deck or
oral summary presentation.
15:00–15:15 Break/working break
15:15–16:30 Continued small group work preparations Presentation ready to give on Day 2
16:30–17:00 Wrap-Up A summary of the day, plan for
Use a facilitation activity (like one found at http://www.liberatingstructures.com/ tomorrow, and topics needed to cover
ls-menu) to elicit main achievements of the day. tomorrow

Time Session Details Session Outcome

Day 2 Date
8:30–9:00 Tea/coffee/snacks
9:00–9:30 Introduction Participants on the same page and
- Brief recap of past day ready for the day
- What participants can expect in the day ahead
9:30–11:00 Group Presentations on Lessons Learned and Promising Practices Learnings from analytical memos
presented in a creative format
11:00–11:15 Break
11:15–13:00 Group Performances/Presentations on Lessons Learned and Promising Practices Learnings from analytical memos
(continued) presented in a creative format
13:00–14:00 Lunch
14:00–15:30 World Café Stations Led by PROJECT X Partners: Towards Sustainability and Summary by topic/theme on what has
Actionable Recommendations been working, what has not been
This session consists of partner- or stakeholder-led feedback sessions that include working, and why/how
discussions with insights from presentations/performances. World Café7 is only one
type of approach you could use.
15:30–15:45 Break
15:45–16:30 Plenary Facilitated Discussion Compile final collection of reflections
Readout from World Café Stations and project’s strengths and
opportunities
16:30–17:00 Recap of Event Communicate summary of event and
Next Steps next steps
Closure Thank attendees for their participation

7 http://www.theworldcafe.com/key-concepts-resources/world-cafe-method/

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TOOL 6

Reflection Meeting Slide Deck Outline

This tool provides the suggested content to cover in a slide deck for a learning and reflection meeting.
This slide deck outline is a starting point for a quarterly reflection meeting and may be adapted as
necessary to fit the project’s needs and based on the frequency of the meeting, as follows:
• Simple project = conduct annually or more frequently
• Complicated project = conduct semi-annually or more frequently
• Complex project = conduct quarterly or more frequently To prepare for each meeting:
• Review previous meeting’s
Time to spend on each section will be dependent on the total time you have for the meeting. action items.
• Provide progress update on
Below is a section-by-section list of what to include in the slide deck.
implementation of those
Title slide action items.
• Name of Meeting (Such as “Adaptive Management Reflection Meeting”) • Analyze the most up-to-date
• Project name output data and outcome
indicator data if you have it.
• Date
Decide which data points are
the most critical/useful to
Meeting Agenda review.
• Analyze other
Present the proposed meeting agenda. Ask if staff have anything to add. List and agree on
complementary data, such
ground rules for the discussion. as Outcome Mapping or
Outcome Harvesting.
This meeting agenda is only a sample. If relevant, organize the programming/results updates by • Pull relevant findings from
external studies.
project objective.
• Pull main findings from
1. Review and agree on objectives of meeting ongoing political economy or
2. Review past quarterly meeting and status updates on action items contextual analyses.
3. Revisit theory of change/programming approaches/strategy
4. Present context data for past quarter
5. Programming/results updates
a. Results against targets for past quarter (indicator data)
b. Other performance data (Outcome Mapping, evaluation, assessments, other) See also TOOL 7: How to
6. Finance/grants/administrative issues Prepare for Learning Review
7. Discuss changes needed based on results and context data, with read-outs (small group activity) Meetings for additional
guidance
8. Action planning

Objectives of the Meeting

1. Review latest performance, context, and finance data
2. Discuss learning implications on programming
3. Conduct action planning for adaptation

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Review of Past Action Plans and Progress Updates

Summarize the main points discussed and conclusions drawn. Show a table of action items from
a previous meeting and discuss progress on those action items and anything that still needs to
be addressed. The following is a sample table that can be used to facilitate the discussion of the
previous action planning and updates.

Action item Responsible party Due date Latest update

Finalize call for proposals for Program Officer 1-Feb-20 Still in progress, to be completed by
small grants May 2020

Review of Project Theories, Results Framework, and Alterations to Date
To help frame the later review of results to date:
• Present the theory of change, theory of action, theory of context, and/or project results
framework. Use text and/or graphics.
• List the main programming approaches/strategies. Explain which have been altered so
far and why. You may include the table from Decision Tracker document.

Contextual Updates
List the context indicators and share the gathered context data. Address the latest information
about your operating environment and provide key updates from the last quarter that have
programming implications.

Then, list key findings from the latest context data. Sources could include:
• Applied Political Economy Analysis (APEA) or situation analysis
• Quarterly environmental/contextual scans
• Relevant external studies
• Media accounts
• Partner reports

Latest Project Performance

Share the top 5–10 outputs or performance outcomes since the last meeting. Only include output
data here if it specifies that the project is under- or over-performing against targets, is linked to
new activities, or illustrates a strategic output that is a proxy for overall performance.

Include sentinel or proxy indicators as appropriate to place project results in context.

If relevant, organize slides by project objective. Visualize the data in charts/graphs, and present
actuals against targets, as the example slide below illustrates.

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In other slides in this section, present other performance data here, such as:
• Outcome Mapping journals
• Other assessment data
• Evaluation findings

At right is an illustration of a slide

summarizing Outcome Mapping data
and subsequent conclusions.

Update on Finance/Grants/Administrative Data

Present on any finance, administrative, or grant issues, such as:
• Pipelines and cash flow (burn rates)
• Grant award issues
• Results-based financing (results targets against budget spending)

Reflection Activity
You may divide into groups based on objective, theme, theory of change element, or some other
relevant factor. You could spend half the time on group work and half the time on short read-outs.
Below is a sample activity and prompting questions.

ACTIVITY Reflection on relevance of approaches and changes needed

In small groups, reflect on the data presented about the operating context and project results.
1. What additional data do we need in order to make judgements on potential changes needed?
2. Based on the information presented, what tactical or strategic project adaptations would you
recommend? Why?
3. Reflecting on the Theory of Action, Theory of Change, and Theory of Context, have any of these
changed or has our understanding of any of these changed?

Action Planning
The following are sample guiding questions to facilitate an action planning session:
• What do these data mean for programming in the next quarter?
• Do any plans (strategies, approaches, tactics) need to change?

For meeting minutes/next steps, complete the simple Action Planning Table, below. The sample
table below can be used to facilitate the discussion. After the event, any major decisions should
be logged into TOOL 8: Decision Tracker.

Action Planning Table

Action item Responsible party Due date

Host co-creation workshop with grant Program Officer 15 March 2020
program applicants

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TOOL 7

How to Prepare for Learning Review Meetings

Below is an illustrative breakdown of what to review at various project learning review points:
bi-weekly, quarterly, annually, midterm, and endline. Projects should use this as an example and
customize it to their needs. Senior project management staff (e.g., project director, deputy chief of
party) should determine which staff will be responsible for preparing the required data.

For each meeting, the team should:

• Review the previous meeting’s action items
• Provide progress updates on implementation of those action items See TOOL 2: Staff Roles
• Analyze the most up-to-date indicator data, if available, and decide which data points and Responsibilities in
Adaptive Management for
are the most critical/useful to review
further staffing guidance.
• Analyze other complementary data, such as qualitative information gathered from
Outcome Mapping, Outcome Harvesting, or a similar information-gathering approach
• Pull relevant findings from external studies (e.g., academic studies, reports by international
organizations or governments, media reports) and ongoing contextual analyses
• Present the data in a concise format. For routine meetings, this can be as informal as
bullet points; for annual or midterm learning review, more formalized analytical products
can be produced, such as brief analytical memos divided by key learning question or
theme or slide decks.

MEETING WHO
FREQUENCY ATTENDS PURPOSE OF MEETING/QUESTIONS TO ASK DURING THE MEETING MEETING RESULT
Bi-weekly Project staff Results: What are the top 3 outputs (critical indicators) for the past 2 weeks? Visualize these in a Action planning
chart/graph with actuals against targets. table (TOOL 6)
Context: What is the latest contextual information about our operating environment?
Learning:
• What does the achievement against targets tell us about our implementation (the why)?
• What does the latest context information mean for our project?
Action planning (use table in TOOL 6 as guidance):
• What are the implications of these outputs and context data for the next 2 weeks, if any?
• Do any project plans need to change?
Quarterly Project staff Results: What are the top 5–10 outputs or performance outcomes for the past 3 months? Visualize Action planning
these in a chart/graph with actuals against targets. Only include output data here if it is under- or table (TOOL 6)
over-performing against targets, linked to new activities, or a strategic output that is a proxy for Learning and
overall performance. Include sentinel indicators here, if applicable. adaptation
Context: What is the latest contextual information about our operating environment? write-up for
Also include context indicators here. the quarterly
Learning: report with
• What does the achievement against targets tell us about our implementation (the why)? recommendations
• What does the latest context information mean for our project? for the next
project quarter
Action planning (use table in TOOL 6 as guidance):
• What are the implications of these outputs and context data for the next quarter, if any?
• Do any project plans or approaches need to change?

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MEETING WHO
FREQUENCY ATTENDS PURPOSE OF MEETING/QUESTIONS TO ASK DURING THE MEETING MEETING RESULT
Annually All project Results: What are the top 5–10 performance outcomes for the past year? Visualize these in a Action planning
staff, chart/graph with actuals against targets. table (TOOL 6)
funder, key Context: What is the latest contextual information about our operating environment? Learning and
partners adaptation write-
Learning:
• What does the achievement against targets tell us about our implementation (the why)? up for the annual
• What does the latest context information mean for our project? report with
recommendations
Action planning (use table in TOOL 6 as guidance): for the next
• What are the implications of these outputs and context data for the next year, if any? project year
• Is our theory of change holding true?
• Do any project plans, strategies, or approaches need to change?
Midterm All project Results: What are the top 10 performance outcomes for the first half of the project? Visualize Action planning
staff, these in a chart/graph with actuals against targets. Include other evaluation data like Outcome table (TOOL 6)
funder, key Mapping or Outcome Harvesting. Learning and
partners Context: What is the latest contextual information about our operating environment? adaptation
Learning: write-up for the
• What information have we gathered to answer the learning questions from our project learning midterm report
agenda? (or quarterly/
• What are the implications of the answers to our learning agenda questions for our programming annual report, if
approaches? no midterm report
• What does the achievement against targets tell us about our implementation (the why)? is required) with
• How aligned is our performance with our objectives? Are we on track to achieve the objectives? recommendations
Why/why not? for the project’s
• Reflecting on our performance and research data, to what extent are we aligned with our second half
theory of change?
Action planning (use table in TOOL 6 as guidance):
• What are the implications of these outcomes for the next half of the project, if any?
• Do any project plans, approaches, or theories of change need to change?
Endline All project Results: What are the top 10 performance outcomes for the entire life of the project? Visualize Action planning
staff, these in a chart/graph with actuals against targets. Include other evaluation data, like that table (TOOL 6)
funder, key collected from Outcome Mapping or Outcome Harvesting. Learning and
partners Context: What is the latest contextual information about our operating environment? adaptation
Learning: write-up for
• What information have we gathered to answer the learning questions from our project learning final report with
agenda? recommendations
• What implications do these answers have for future programming approaches? for future
• Reflecting on our performance, research, and context data, to what extent did we align with programming
our theory of change?
• How aligned was our performance with our project objectives/goal?
Action planning (use table in TOOL 6 as guidance):
• What are the implications of these outcomes for the next project?
• Do any project approaches, strategies, or theories of change need to change for future
projects?

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TOOL 8

Decision Tracker for Adaptive Management

This decision tracker table should be used to list decisions and adaptations made using
evidence. Periodic analysis of the table will allow the project to understand and demonstrate
how well it is learning and adapting, with the ultimate goal of improving how the project carries
out development by adapting to changing needs and contexts.

Data from this tracker can be used to improve project learning and adaptation practices and
to communicate how the project is learning and adapting. This should be shared with project
participants, beneficiaries, stakeholders, and funders.

This tracker should be completed at whatever frequency makes the most sense for projects.
It may be easiest and best to add decisions to the tracker table as they are made, but analysis
could be done less frequently (such as semi-annually or annually).

Analysis could include statements such as “as a result of X learning event or Y analytical
process, we chose to do Z. As a result, we saw improvements in progress toward achieving
Objective 1.”

Include in the tracker:

• Strategic decisions: Fundamental changes, such as to programmatic approach,
LogFrame, theory of change, or theory of action (operational model). This is the “why”
of the project. For example, the project decides to stop working with youth-focused civil
society organizations because they are not the right target group to help reach project
results.

• Tactical decisions: Changes to the “how you do it.” These are narrow yet meaningful
actions/interventions while you are still operating within the project theory of change.
Examples include changing the work plan, using different methods of reaching citizens,
convening organizations working on similar advocacy issues to better collaborate and
coordinate their activities, changing the time of meetings for better participation, and
moving from contracts to grants.

Routine project management decisions do not need to be included in this tracker. These
include deciding to sub-contract to a particular civil society organization that was part of your
workplan or making personnel changes.

You may use the following guiding questions when analyzing decisions included in the tracker
table.

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Quantity and Type of Adaptations

• In the previous review period, has the project made any tactical or strategic changes as a
result of learning and reflection processes? If so, how many?
Number of tactical changes: ___
Number of strategic changes: ____

Please list any notable examples of changes that were made (no more than 3).

• If any part of the project was altered, was there a cost to adaptation (i.e., by investing in
one approach and pivoting away from something else)?

Example: Our data monitoring and analysis led us to drop interventions that were not
as impactful as expected, such as election monitoring exchanges.

• If any part of project was altered, was anything gained, such as unexpected or unintended
improvements?

Example: We found the regional electoral authorities to be more interested in

partnering with the project than the central election commission, so we added
more activities with regional commissions in the hopes of having more impact by
capitalizing on that political will and motivation.

Results of decision/change
When enough time has passed, look retrospectively at a decision to evaluate any changes.
• What happened as a result of making this decision?
• What are the early or medium-term indications of the effects this decision will have on
the project outcomes? (If decision is related to project indicators, please list relevant
project indicators and progress against targets before and after the decision.)

Example: Early changes seen: Regional election monitor officials welcomed the
training and improved scores on pre-and post-training surveys.

Medium-term changes seen: Regional election monitors have started conducting

trainings themselves, and their trainees have shown high scores on pre- and post-
training surveys.

Indicator related to this change: Percentage of officials equipped to monitor

elections in line with best practices and the laws of the country
• Actual before decision made: 45%
• Actual one year after decision made: 85%
• Life of project target: 80%, achieved by FY19

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Adaptation Decision Tracker Table

Date a. Project decision: What project decisions
Decision of next Data cited for decision: resulted from the learnings?
date review Describe data point(s) and source(s) that influenced this decision. b. Type of decision: Strategic or tactical?
Example: Sep-21 Example: Key informant interviews completed in December 2020 Example:
March with election monitors. Analysis of pre- and post-training surveys a. Added more cascaded training sessions for
2021 indicated knowledge and skill levels for effective election monitors election monitors to improve knowledge uptake
remained low and were insufficient for them to become trainers and application
themselves. b. Tactical decision

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