“Draft:Ripple Effects Mapping”的意思、由来-开放百科全书

Ripple Effects Mapping (REM) emerged in the mid 2000s when Extension and other community development programs sought to evaluate the Horizons Program, an 18-month long initiative to strengthen rural community leadership and address rural poverty (2008, Washington State University, University of Idaho, and North Dakota State). REM was piloted in Washington, Idaho, and North Dakota communities that had gone through the Horizons program. Creators designed the process to uncover program outcomes within complex, real-life settings where there was a need for a process that is relatively straightforward, cost-effective, and provides the added benefit of generating local energy and enthusiasm to further the goals and initiatives of a group, organization or community. After using participatory process to map stories, facilitators "digitized the data in mind-mapping software, exported it to a spreadsheet, and coded it" to the community capitals identified in the Community Capitals Framework.^[3]

Core Components

Ripple Effects Mapping taps four approaches and community development models, integrating them into one comprehensive evaluation model. (1) appreciative inquiry, (2) participatory evaluation, (3) interactive group interviews and reflection, and (4) "radiant thinking" (also known as mind mapping.)

Appreciative Inquiry uses a series of questions to help organizations and communities explore, and build upon, their best attributes. The Ripple Effects Mapping process begins with appreciative inquiry questions that are agreed upon in dialogue between evaluaters and the program or community leaders. For example:

Participatory evaluation strategies ^[4] ^[5] ^[6] involve program participants and stakeholders in program evaluation strategies in order to assure that the findings of the evaluation are useful to key stakeholders. In Ripple Effects Mapping, participatory evaluation strategies help participants reflect, celebrate, and motivate their further involvement in an initiative.

Information for Ripple Effects Mapping evaluations is gathered using an interactive group interview and reflection exercise. "...(B)ecause participants use their own words to describe their experiences without the facilitator making a priori assumption, in-depth knowledge is gained about the participants' backgrounds and programmatic experiences -- information that can be missed from close-ended or quantitative methods."

Mind mapping is used within the REM process to create a picture that depicts the chain of effects that has resulted from a program.^[3] The process of diagramming and representing connections among a hierarchy of ideas helps participants visualize the types of outcomes that have taken place in their program or initiative. Because the fundamental concept behind mind mapping is radiant thinking, the use of mind mapping allows participants within groups to create links from one memory or observation to another among persons in the group.

The Ripple Effect Mapping Process

There are variations of the process used to create ripple effects maps. Step-by-step processes for each are provided in the Field Guide to Ripple Effects Mapping. In the Web Mapping variation, the Community Capitals Framework is tapped heavily. After interviews between paired participants, a facilitated group session moves from a discussion of short-term outcomes, to medium-term outcomes, to longer-term outcomes. In the In-depth Rippling Approach, frequently used for community leadership education programs, the appreciative inquiry exercise is followed by a process that asks participants to share stories. From these stories, a narrative is formed. In the Theming and Rippling approach, participants are asked to report two or three of the most significant effects they heard during the Appreciative Inquiry interviews. Reported items are transferred directly into mind-mapping software such as XMind and displayed as topics that are converged and sorted later.

REM in Practice

Ripple Effects Mapping evaluations are used in many types of community-based programs and initiatives, including tribal college programs, rural community marketing initiatives, children and family programs, poverty initiatives, arts groups, community gardening programs, community health initiatives, child care quality initiatives and tourism programming.

Resources

[https://www.lib.umn.edu/publishing/monographs/program-evaluation-series#Book%202 A Field Guide to Ripple Effects Mapping]

References

1. ^{{Cite journal|last=Emery|first=M.|date=2006|title=Spiraling-up: Mapping community transformation with community capitals framework.|url=|journal=Journal of the Community Development Society|volume=37(1)|pages=19-35|via=}}
2. ^{{Cite web|url=http://ncrcrd.msu.edu/uploads/files/Mapping%20Impact%20of%20Youth%20on%20Com%20Dev%2012-3-10.pdf|title=Mapping the impact of youth on community development: What are we learning?|last=Baker, Calvert, Emery, Enfield, & Williams|first=|date=2010|website=ncrcrd.msu.edu|archive-date=|dead-url=|access-date=30 October 2017}}
3. ^¹{{Cite book|title=A Field Guide to Ripple Effects Mapping|last=Chazdon, Emery, Hansen, Higgins and Sero|first=|publisher=University of Minnesota Libraries Publishing|year=2017|isbn=|location=St. Paul, MN|pages=}}
4. ^{{Cite book|title=Participatory evaluation up close: An integration of research-based knowledge.|last=Cousins and Chouinard|first=|publisher=Information Age Publishing|year=2012|isbn=|location=Charlotte, NC|pages=}}
5. ^{{Cite journal|last=Cousins & Whitemore|first=|date=1998|title=Framing participatory evaluation|url=|journal=New Directions for Evaluation|volume=80|pages=5-23|via=}}
6. ^{{Cite journal|last=Zukoski & Luluquisen|first=|date=2002|title=Participatory evaluation: What is it? Why do it? What are the challenges?|url=|journal=Community-based Public Health Policy & Practice|volume=5|pages=1-6|via=}}

Origins

Core Components

The Ripple Effect Mapping Process

REM in Practice

Resources

References