Feedback loops and adaptive management are inherently complex. There is a reason many feedback systems in education programming, especially in crisis/conflict affected regions, either don’t exist or are broken in some way. Canadian writer Laurence J. Peter once wrote, “Some problems are so complex that you have to be highly intelligent and well informed just to be undecided about them.” This resonates as true in the field of feedback loops for reasons USAID ECCN’s Ash Hartwell has addressed in his Adaptive Management blog series.
The good news is that incorporating feedback into your programming doesn’t have to be arduous or near-impossibly complex. We have gathered five quick and digestible links about feedback systems in developing countries.
- USAID’s infographic on Feedback and Performance Tracking This attractive infographic depicts lessons learned by USAID’S CLA (Collaborating, Learning, Adapting) team as they used performance trackers to make valuable program adjustments.
- Engineers without Borders Case Study. This single-page PDF shows how feedback was used to generate a solution that felt counterintuitive to all involved but ultimately was successful.
- Are you Really Listening? This read is as quick and easy as it is illuminating. Input from 2700 aid recipients in regions affected by crisis and conflict was condensed into a list of the five most common concerns about feedback systems in international aid.
- Citizen Feedback in Post-Earthquake Nepal In this mini case study, a simple feedback system was employed to greatly improve distribution of resources to earthquake victims.
- Ten Takeaways from a Feedback Summit A thought provoking and inspiring short list of emerging issues in feedback.
Do you have other quick reads in feedback that we should be aware of? Are you yourself using a feedback loop in educational programming to good/mixed/not-so-good effect? We want to hear your success stories and challenges. Connect with us by emailing us at email@example.com or tweet your example to us at @EdCCnetwork.