In Practice: Lessons for and from Practitioners

MDRC is known for its groundbreaking evaluations and demonstrations of social policies and programs. Key to our success are MDRC’s field liaisons who partner with programs to solve everyday problems and improve services. This web series highlights lessons from our work with programs. Posts will focus on recruiting participants and keeping them engaged, building successful relationships with partner agencies, and training, leading, and motivating staff members. 

Our field liaisons include former state and local government administrators, program managers, case workers, teachers, school administrators, and community organizers. They are relationship builders and creative trainers who help develop program models, train staff members, provide tailored technical assistance, convene stakeholders, and refine fundraising efforts. They strive to know programs inside and out and work collaboratively with staff members to address the challenges, concerns, and knowledge gaps that evidence can fill.

For more on our collaborative work with nonprofits, see this new video from MDRC.

Looking Ahead to 2020

01/2020 | Virginia Knox, Dina A. R. Israel

MDRC launched the In Practice blog in April 2019, to reflect lessons learned working side by side with program managers and staff in various partnerships. The goal of the blog is to present approaches that readers can adapt and incorporate to serve their specific program needs and challenges throughout the year. The line-up of topics for 2020 includes Designing Programs Around Real People’s Real Needs, How to Use Data to Improve Programs, Making Evidence-Based Practices a Priority, and Improving Programs by Improving Training.

Upping Your Staff Training Strategy

12/2019 | Samantha Wulfsohn, Jennifer Miller Gaubert

Program managers frequently put staff training near the top of their lists of ongoing challenges. The mix of diverse, complex training needs in many programs means managers may be responsible for orienting new staff, implementing new administrative proce­dures, or facilitating steps toward long-term pro­gram improvement. Change can be hard, and often, managers find that one-time training isn’t enough to ensure staff apply new con­cepts and procedures in their daily work. In much of MDRC’s work with programs, we view training as taking place within an iterative cycle of learning that we call “Learn-Do-Reflect,” in which trainers, program managers, and program devel­opers work collaboratively with front-line staff.

Strategies for Creating Nudges Through Program Design

11/2019 | Ilana Brody

Last month’s post, “Show, Don’t Tell, Part 1,” explored the idea that program design is not neutral: the way staff organize office space, service flows, intake forms, and other processes influences participants’ decisions, and program outcomes. This post shows how intentional changes to procedures – through outreach, the flow of services, and staff-client interactions – help staff and participants reach their goals.

Using Nudges to Reach Program Goals

10/2019 | Ilana Brody

Nudges are powerful environmental cues that influence people’s decision making, but without forcing a specific choice or restricting their options. Once you start looking for them, you’ll see nudges everywhere. Using the example of different layouts for a high school cafeteria, MDRC’s Center for Behavioral Science (CABS) created an interactive training session on the power of physical space to provide nudges.

Tips to Keep Participants Coming Back for More

09/2019 | Dina A. R. Israel, Samantha Wulfsohn, Frieda Molina, Donna Wharton-Fields

In just seven seconds, most people form a first impression. For program participants, this initial encounter can mean the difference between signing up for services – or walking away. The September 2019 In Practice blog post offers tips for programs seeking to have an impact from the get-go.

Using Data to Analyze Enrollment Drop-Off

08/2019 | Frieda Molina, Donna Wharton-Fields

Meeting enrollment goals is as much a function of recruiting eligible participants as it is a function of helping them successfully complete the enrollment process. Many programs, like those in MDRC’s evaluation of the WorkAdvance project, find that just a fraction of those they initially recruit to participate in their program end up enrolling. In this post, we examine some key lessons from MDRC’s evaluation of the WorkAdvance project to help turn program recruits into program success stories.

GIFs and Memes as Tools for Engagement

07/2019 | Dina A. R. Israel, Elena Serna-Wallender

If you are a program operator, you may ask yourself, “How do I engage participants who stop attending services or are at risk of dropping out?” There is no standard answer. Tools for engaging participants can be as varied as the individuals that make up a target population. Programs can use many types of media – and a range of tones and styles – to reach their constituents and keep them engaged.

Eight Steps to Full Enrollment

06/2019 | Samantha Wulfsohn, Jennifer Miller Gaubert, Donna Wharton-Fields

The June post for MDRC’s operations web series, In Practice: Lessons for and from Practitioners, features eight steps to recruiting new participants in community improvement programs. MDRC field liaisons highlight tailored tips and practical advice to help staff members enroll new participants and maximize the full capacity of their programs.

05/2019 | Jennifer Miller Gaubert, Sharon Rowser

In an earlier post, Setting Strong Benchmarks, we explored key questions for program administrators as they measure progress toward their goals. In this post, we look at the nuts and bolts of establishing the enrollment benchmarks that help programs reach their intended population.

Our partnerships in the Supporting Healthy Marriage (SHM) project illustrate how a simple calculation can break down broad enrollment targets into discrete and manageable goals that reflect a program’s specific needs.

04/2019 | Sharon Rowser

Program managers and funders alike are increasingly asking themselves or their grantees, “Are we where we should be at this point in time?” The answer to this question can often be found by using benchmarks, which provide achievable, short-term goals that can help gauge progress toward bigger, longer-term goals that are integral to service delivery.