"hybrid" kt & project planning guide

www.neurodevnet.ca

“HYBRID” KT & PROJECT PLANNING TEMPLATE GUIDE – FOR CYCLE II HIGH IMPACT PROJECTS –

KBHN (formerly NeuroDevNet) KT CoreJune 22, 2015

Authors:Anneliese Poetz, David Phipps, Michael Johnny


Introduction to this Guide Document

The purpose of this document is to help you think through and sketch out both the project management and knowledge translation planning aspects of your chosen high impact research projects. While it is critical to have a KT Plan in place it is equally important to have a project management plan with clear deliverables and timelines. After reviewing several KT Planning guides1,2, as well as examples of project charters it became clear that we needed to create a tool that combined both KT planning and project management components in order to accommodate this need. Since such a document does not currently exist, this document, a ‘hybrid’ KT/Project Planning tool was created. While it can be applied to any research project, it was created to serve as a ‘project charter’ for each of the High Impact Projects for Cycle II. It will serve as a reference document for your KT Plan in much the same way as your research proposal serves as a reference document when you are carrying out your research; you can see what

out this document it will not only help you plan and track your KT activities for your research project, it will also help you plan in advance for (collecting data towards) evaluating the intended and unintended impacts of your work—which will make your progress reporting easier.

Tables 2.1, 2.2 and 2.3 begin with broad NeuroDevNet goals, through more narrow goals for your

of the Network. By planning for evaluation of your KT Plan now (section 7.0), you will be able to complete your progress report to NeuroDevNet for your entire research project more easily. You will also be more likely to develop a KT plan that will maximize the impact of your project as well as help NeuroDevNet achieve the Network’s goals.

We wish to thank Melanie Barwick (Sick Kids) and Purnima Sundar (Ontario Centre of Excellence for Child and Youth Mental Health) for permission to use content from their KT Planning tools.

1 Melanie Barwick’s KT Planning Template http://www.melaniebarwick.com/training.php2 Ontario Centre of Excellence for Child and Youth Mental Health http://www.kmbtoolkit.ca/

NeuroDevNet’s Goals

Your ResearchProject’s Goals

Your KT Plan’s Goals

Figure 1. ‘Map’ connecting tables 2.1, 2.2 and 2.3 to illustrate how your KT Plan will be nested within your project, and the Network. Arrows depict how your evaluation of your KT Plan’s goals by default contribute to measurement of your project’s goals and subsequently NeuroDevNet’s goals.


1.0

2

Instructions for HIPs using this Template

Summit to be held in September 2015 where it will be signed by all project team members including partners/collaborators and the KT Core. This document, once completed and signed, will serve as both a ‘contract’ among all project team members, partners/collaborators and NeuroDevNet’s KT Core. It is intended to be a living document which will be revisited/revised annually.

In some sections, you will already have the information at-hand (e.g. project name, project background, goals of your research project) but in some sections you will have to brainstorm with your project team and project partners who are critical to KT success (e.g. goals for the KT Plan, target audiences, key champions/mobilizers, indicators for measuring success). However, for other sections the information may not be available or may need development. The KT Core will support development of this missing information (i.e. we will help identify and secure partners, receptors and stakeholders appropriate for your project).

The KT Core is available for consultation throughout the process:

Anneliese Poetz, KT Manager ([email protected], 416.736.2100 x44310)

David Phipps, KT Lead ([email protected], 416.736.5813)

continued on next page


1.1

Colour Key for Sections of the Hybrid Template

1.0 INTRODUCTION

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E

3

Instructions for HIPs using this Template continued

Step 1:

Step 2: The KT Core will contact each PI to arrange a telephone conversation and in-person meeting

partners, receptors and stakeholders.

Step 3: KT Core is available for consultation.

Step 4: High Impact Project teams will bring their completed documents to the Impact Summit Fall 2015, where they will be signed by all project team members, partners, and members of NeuroDevNet’s KT Core as a sign of commitment to the project and its deliverables.

Throughout Cycle II the KT Core will become part of the project team providing supports throughout the conduct of the project. We will also work with you to seek additional funding from non-NeuroDevNet sources (such as CIHR KT supplement grant or funding for your community partners from community foundations) to advance the KT goals of the project. We anticipate regular check-in with projects and partners to assess progress against stated goals, amend the project plan as needed and address any emerging challenges or opportunities. We also anticipate showcasing the progress of the High Impact Projects at the annual Brain Conferences.

3 From NCE Secretariat

3

GOALS: activities that must be achieved in pursuing the program’s ultimate goals.

OUTPUT: the products or results of the process. These might include, for example, how many people a project has involved, their ages and ethnic groups or the number of meetings held and the ways in which

OUTCOME: short-term (learning/knowledge/Attitude/Skills/Understanding), intermediate-term, (behaviour, practice or decision changes) and long-term (changes in condition). Short-term outcomes are those that can be achieved in less than 12 months, intermediate-term can be achieved in between 12 months – 5 years, and long-term outcomes take more than 5 years to achieve.

IMPACT:

policy or services, health, the environment or quality of life, beyond academia. Also, impacts on research or the advancement of academic knowledge within the higher education sector are excluded, as are impacts on students, teaching or other activities within the higher education sector.


1.1

4

2.0 RESEARCH PROJECT DETAILS

4 copy/paste from project info you emailed to KT Core when High Impact Project candidates were solicited in March 2015

Program of research:

FASD - Fetal Alcohol Spectrum Disorders Program

Target Project Completion Date: Version No. Version Date:

March 31, 2017 1.0 May 26, 2015

Project Team Members: Title* Name*

1. Project Sponsor Dan Goldowitz

2. Project Partner Bill Williams

3. Project Lead Chaya Kulkarni

4. Project Manager Bill Neilson

5. Trainee Mackenzie Smith

6. Trainee Bob Cobb

7. Research Assistant Gert Smith

8. KT Manager Anneliese Poetz

9. KT Lead David Phipps

10. KT Core McMaster site Jan Willem Gorter

11.

12.

Project Name:

Screening and Intervention Program for Infants in Foster Care

Project background4:

Screening and Intervention Program for Infants in Foster Care: We will investigate the impact of an early screening and intervention program for children in the foster care system (0-5 years) with a history of prenatal alcohol exposure.

Rationale and Specific Aims: Despite the reported high prevalence of developmental delays, relatively few children in foster care are systematically screened for developmental and mental health concerns. Even fewer who have confirmed PAE receive early intervention because diagnosis typically does not occur until school age. Current practices for monitoring development of children who screen positive for exposure vary across Canada and few interventions are available for children under 5 years of age. The specific aim of this project is to determine if the use of a standardized developmental screening tool and a developmental support plan created to meet the specific needs of the infant/young child improves outcomes. Specifically, the intervention includes: regular developmental monitoring (at 4 month intervals) using a standardized screening tool for overall development and for social emotional development; the creation of a developmental support plan that will be used by all caregivers (foster parents, biological parents during access visits, child care providers); training on the screening tools and the creation and use of the developmental support plan for program staff in child welfare agencies.

Deliverables: Early intervention program that improves cognitive, sensory-motor and socio-emotional development in young children with a history of prenatal alcohol exposure. These plans have the potential to change a child’s developmental trajectory and support the rapid brain development occurring during this period.

KT Impact: Training and support for agency personnel who work with the children/families will be an ongoing deliverable that will extend beyond the proposed funding period.

Lead Investigator: Chaya Kulkarni, Infant Mental Health Promotion, Hospital for Sick Children


PART A: Your Research Project2.0 WHAT

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E5

*CAUTION: Titles and Names are all linked between Section 2.1 (Research Project Details), Table 3.1 (WHO) and Table E.1 (Signatures). Any changes to Titles or Names in ANY of those tables will affect the other linked fields. However, the fields to the right on this page are NOT linked to the Name, so use caution whenever adding, deleting, editing or rearranging Titles or Names.

TABLE 2.1 NeuroDevNet’s Network Goals

NeuroDevNet’s specific Network Goals (latest draft as of June 19, 2015)

NG1 - IMPACTFUL DISCOVERYUse a transdisciplinary approach with multidisciplinary research teams to develop solutions to critical patient and family-identified problems of prevention, early diagnosis, evidence-based interventions and improved support for families. Partnerships are used to help enable results to reach the front-lines.

N.Obj 1: Conduct high quality research in high-impact areas as identified by partners, patients, and/or families supported by evidence.

N.Obj 2: Maximize the impact potential for programs, projects and cores through KT planning for valorization / commercialization opportunities.

N.Obj 3: Drive cross-project collaboration and/or sharing where feasible and valuable.

N.Obj 4: Develop and leverage front line partnerships to accelerate the dissemination of NDN informed research results.

NG2 - TRAININGDevelop a national training program to provide the next generation of researchers with training in developmental neurosciences to improve their competiveness in areas deemed relevant to potential employers.

N.Obj 5: Provide trainees with experiences and tools to enter the workforce.

N.Obj 6: Fill trainee knowledge gaps in academic programs.

N.Obj 7: Expose trainees to different research environments.

TABLE 2.1 represents NeuroDevNet’s re-defined Network goals. Please reference these goals when filling out table 2.2 as they correspond to the goals that your research project addresses.

NG3 - AWARENESSRaise awareness of childhood neurodevelopmental disorders in order to accelerate high impact changes to improve the lives of patients and families and reduce the disease burden upon society.

N.Obj 8: Work with partners to elaborate a policy position on high impact topic areas with an associated implementation strategy.

N.Obj 9: Raise the profile and visibility of NDN to advance such objectives as fundraising and policy impact.

NG4 - PARTNERSExpand the reach of the network by developing and strengthening key national and international partnerships to leverage existing resources ($ and in-kind) and build Canada’s international visibility.

N.Obj 10: Develop a charitable foundation to better be able to raise prospective partnership funds.

N.Obj 11: Establish at least three major financial partnerships ($1 million +) to provide additional financial support for research and commercialization, including research valorization.



2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E6

TABLE 2.2 Type (or copy and paste) your project’s goals from your proposal:

Your Research Project’s Goals

Goals of your research:

Select from the list below, to indicate which NeuroDevNet goal(s) your research goals will address



2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E7

NG1 Impactful discoveryNG2 TrainingNG3 AwarenessNG4 Partners






To research early diagnosis of FASD using patient databases to identify children affected by FASD between the ages of 0-5 years.

R1

To translate this knowledge to best care and therapeutic approaches in FASD in Children’s Aid Societies in Ontario

R2

To maintain and use patient databases in partnership with Children’s Aid Societies in Ontario in order to provide context-specific evidence upon which CAS can base future policy decisions

R3

R4

R5

R6


You have a well thought out research project that began with setting goals. Now, you need to think about the objectives and goals of your KT plan for getting your research findings used, commercializing any innovations, and/or making a social/economic difference for Canadian children and families affected by neurodevelopmental disorders (NDDs).

So, in the same way that you related your research project’s objectives and goals to the Network’s goals, please use the table below to do the same for the goals of your KT Plan.

To help you think about what your goals should be for your KT Plan, especially for how you can achieve impact by Year 9, try reflecting on the following questions:

> How do you imagine/want people to use the results of your research project?

> How do you want children’s lives in Canada to be affected by your findings/recommendations?

> What is the way by which your research will help make a difference?

> What commercialization opportunities may arise as a result of your project?

> What opportunities for influencing policy and practice do you anticipate?

Be as specific as you can when setting goals. For example, don’t just say you want to make a “change in practice”, specify which practice you want to change, and for which practitioners for example “practitioners in the educational system in Canada, such as elementary school teachers and educational assistants in the classroom”. You do not have to fill in all the spaces below, it is more important to have a small number of well thought out and meaningful goals than several that do not make sense.

PART B: Your KT Plan2.0 WHAT

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E8

TABLE 2.3 Use this table to outline the goals for your KT plan, relating them to the goals of your research project by check box.

Your Research Project’s Goals as entered in Table 2.2



PART B: Your KT Plan2.1 Your KT Goals

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E9

2.1 YOUR KT GOALSUse Table 2.3 to outline the goals for your KT plan and relate them to the goals for your research project, by selecting appropriate check box(es).

Select correspondingResearch Goals thatrelate to your KT Goals

Goal of your KT Plan:

Your KT Plan’s Goals(this Table allows entry of up to six KT Plan goals, one per page)

Build trusting relationships with frontline (social workers) practitioners within CAS, as well as decision-makers who have the power to change policies that direct how services are delivered on behalf of the organization

A.

By filling in Tables 2.2 and 2.3, you now have a KT plan that is nested within the overall goals of your research project, and the Network.


R1


R2


R3

R4

R5

R6






2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E10





Provide a context-relevant evidence-base for CAS organizations in Ontario to apply to the development of new policies directing best practices by frontline workers

B.



R1


R2


R3

R4

R5

R6






2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E11





Develop KT products that can be distributed to CAS organizations across Canada to inform broader policy changes

C.



R1


R2


R3

R4

R5

R6






2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E12





Increased knowledge and skill for improving developmental outcomes for children with drug and alcohol exposure

D.



R1


R2


R3

R4

R5

R6


Use Table 2.4 to list items that are within and outside of the scope of this project. Things that are in scope are achievable with the time and resources available for this project. Things that are out of scope are things that might be possible with unlimited resources but are not realistically achievable within the resource and time limitations of this project.

It is important to articulate what is within/outside the scope of the KT Plan in order to keep project activities focused, and within the allocated human and financial resource budget. Sometimes there is a temptation by project teams/collaborators to entertain ideas for additional activities as the project progresses over time. When new activities are added to a project that were not identified as ‘in scope’ of the project’s timeline and resources, this is called ‘scope creep’ and it can cause problems in terms of being able to achieve the project’s originally intended deliverables and within the budget that is available.

Please use the following table to articulate the things that can be done within your project’s scope (“in” scope) and those that cannot (“out of scope”). Having this table to refer back to when new ideas/activities are proposed during the course of the project will help keep the project on track, especially when all in- and out-of-scope items are listed and agreed upon by project team members, partners and collaborators.

PART B: Your KT Plan2.2 Project Scope

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E13


TABLE 2.4 Things that are “in scope” and “out of scope” items for your KT plan

“IN” Scope

Describe specific items that WILL be included as part of the KT work performed as part of this research project

In-person/telephone meetings with CAS employees in Ontario

KT products such as clear language summaries, an infographic targeted towardsCAS organizations in Canada

Stakeholder consultation, dissemination of research results via social media

Peer-reviewed publications and conference presentations at key scientificconferences on FASD within Canada

Interaction with stakeholders/dissemination using Facebook group and Twitter

“OUT” of Scope

Use Table 2.4 to list items that are within and outside of the scope of this project. Things that are in scope are achievable with the time and resources available for this project. Things that are out of scope are things that might be possible with unlimited resources but are not realistically achievable within the resource and time limitations of this project.

Describe specific items that WILL NOT be included as part of the KT work performed as part of this research project

Conference presentations outside of Canada

Any additional social media channels, do not have the budget for additional staff

Documentary on research project and outcomes from perspective of partners,families, researchers

Short videos on research findings

PART B: Your KT Plan2.2 Project Scope

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E14


Once you have decided what will be done within the scope of the project, you need to identify the people who will make it happen. In other words, who are your project partners? What is the KT expertise within the project team? Who else is involved in mobilizing the knowledge/evidence? Be sure to identify the designated research project team’s KT person who will carry out KT activities. Who are the stakeholders that can inform the research and the receptors/end users who may end up using the results of your research in practice, policy and/or process situations?

Tips: keep in mind that not all partners will be involved at the same point in time or to the same degree. Some partners may be involved from idea formulation and straight through to the end of your initiative, while others may only be involved at certain points in time. This table will help you outline who your partners/team members are, and the degree to which they are involved.

Table 3.1 below should be auto-populated from the information you entered into Table 2.0 such as the project sponsor, project team members including partners/collaborators and other stakeholders. Use Table 3.1 to indicate each individuals’ roles and responsibilities. Certain columns have a multiple selection list where you can select (highlight) your chosen answer(s) as well as an area below the list where you can enter your own description (e.g. in case the answer that is most accurate for your situation is not contained within the multiple selection list). Note this GUIDE contains hypothetical information as an example to show you how to fill out the table.

See section 4.3 Reporting for questions that will help you think through responsibilities for reporting and evaluation, then assign these responsibilities to one or more individuals within this table.

PART B: Your KT Plan3.0 WHO

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E15



TABLE 3.1 All project team members5, roles and contact information page 1

When selecting or deselecting within a multiple selection menu (as used below), PC users should hold CTRL key and left click on the menu item(s), and Mac users should hold CMND key and left click on the menu item(s).

Title* Role(s) /Responsibilities6

Degree of PartnerEngagement

Organization& Location

KT Expertiseon Team

5 Project team: Include: researchers, caregivers and families, children and youth, general public, decision makers, government partners, private sector/industry, research funding body, volunteers, community partners, practitioner/service providers, others.

6 Partners: What do your partners bring to the table? How will your partner(s) assist with planning, doing and evaluating your KT efforts?

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E16

Name*

Email Address


Co-funder ($50k cash) a) from idea formulation straight through b) after idea formulation & straight through c) at point of dissemination & project end d) beyond the project’s completion

other (specify)

NeuroDevNet,Vancouver BC

Co-funder ($10k cash). Participate in creation and delivery of training workshops. Will collect and compile evaluation data for reporting.

a) from idea formulation straight through b) after idea formulation & straight through c) at point of dissemination & project end d) beyond the project’s completion

other (specify)

Children’s Aid Society, Toronto ON

i) scientist with KT expertise ii) consultant with KT expertise iii) knowledge broker/specialist iv) KT supports within the organization(s) v) KT supports within partner organization(s) vi) KT supports hired for specific task(s)

other (specify)


other (specify)

Project Partner

Bill Williams

[email protected]

2.

Project Sponsor

Dan Goldowitz

dang@neurodevnet

1.







KT Expertiseon Team



2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E17

Name*

Email Address


Oversee scientific integrity, relationship building with key end-user communities and partners. Approves changes to scope, target dates, additions to team.


other (specify)

University of Toronto, Toronto, ON


other (specify)

Ensure project deliverables are accomplished on time and on budget


other (specify)

Bloorview Children’s Hospital, Toronto ON


other (specify)


Project Manager

Bill Neilson

[email protected]

4.

Project Lead

Chaya Kulkarni

[email protected]

3.







KT Expertiseon Team



2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E18

Name*

Email Address


Dissertation research on the role of evidence-based processes for frontline work at CAS, scientific conference & community presentations. Responsible for compiling quarterly reports to be emailed to project team members including KT Core.


other (specify)

Queen’s University, Kingston ON


other (specify)

Master’s research on early screening of foster children, relationship-building with CAS organizations outside of Ontario, writing of a ResearchSnapshot on research findings


other (specify)



other (specify)


Trainee

Bob Cobb

[email protected]

6.

Trainee

Mackenzie Smith

[email protected]

5.







KT Expertiseon Team



2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E19

Name*

Email Address


Designated KT person to carry out KT activities. Also conducts literature reviews, contributes to social media and in-person engagement with stakeholders, edits powerpoint presentations for conferences and community presentations, edits KT videos


other (specify)



other (specify)

Consult on KT video production, provide resources on KT


other (specify)

York University, Toronto ON


other (specify)


KT Manager

Anneliese Poetz

[email protected]

8.

Research Assistant

Gert Smith

[email protected]

7.







KT Expertiseon Team



2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E20

Name*

Email Address


Provide leadership on KT approaches and commercialization


other (specify)



other (specify)

Contribute to social media engagement via family engagement platforms


other (specify)

McMaster University, Hamilton ON


other (specify)


KT Core McMaster site

Jan Willem Gorter

[email protected]

10.

KT Lead

David Phipps

[email protected]

9.


It is important to consider your target audiences and other stakeholders who are not involved in your KT planning or research project directly. These are the ‘end-users’ or ‘receptors’/‘knowledge users (KUs) (as the NCE Secretariat refers to them) who will be the target for dissemination of your KT Products, and hopefully the individuals and organizations who will use your research for making changes to policy and practice. These stakeholders are captured in Table 4.1 alongside the associated KT goals and strategies.

Also, you need to identify who approves changes to the scope, start/end dates, additions to the team, etc. In section 7.0 you will be asked to think through an evaluation plan. Part of this is to identify indicators, as well as the source for this data and who will be responsible for collecting it (researchers? partners?). This responsibility should be outlined in the “roles” column in Table 3.1 above when you identify the project team members. In section 4.3 below, you will be asked to identify who will communicate within the project team, and outside the project team with partners/collaborators and the KT Core, this responsibility should also be outlined in Table 3.1.


2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E21


Effective KT begins with good, trusting relationships. Relationship-building takes time, and you can’t build relationships with every individual, but if you establish yourself as a credible trustworthy source of research evidence through meaningful relationships with partners, collaborators, and key mobilizers (or ‘champions’) you can leverage the networks of those key individuals and organizations for maximizing the reach and eventual impact of your research.

Consider involving your intended knowledge users or target audience in developing your key message(s) that you want to share. Sometimes you might think your messages are clear, useful, or ‘sticky’ (memorable) because it makes sense from your perspective, but others can provide valuable insights into how you can refine your messages for greater impact—if they don’t know what you mean, the message doesn’t apply to their work, or if it is not memorable, it will be much more difficult to achieve uptake, implementation and eventual impact of your research results!

KT strategies vary in degree of effectiveness, complexity and cost. One thing to keep in mind is that your KT efforts will be more effective if you combine strategies. For example, if you provide the same key message in several different formats such as a blog, a toolkit, a video, a presentation and on social media it is more likely to be remembered than if you only disseminate your key message(s) in one format such as a presentation.

Here are some examples of common KT strategies to help you think about how you will reach your intended knowledge users, but don’t limit yourself to what is provided below—be creative and think beyond these lists!


4.1 How are you going to “Do” your KT? PART B: Your KT Plan4.0 HOW

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E22


PRODUCTS: blog, case study, e-newsletter, educational material, fact sheet, FAQ, handbook, journal article, magazine article, newspaper article, podcast, powerpoint presentation, press release, promotional material, reference list, report, research summary (ResearchSnapshot), podcast, success story, toolkit, video, website content, wiki, infographic, etc.

EVENTS: annual meeting, awards ceremony, conference, debate, forum, interactive workshop, lunch and learn, media event (e.g. TV or radio segment), panel, presentation, symposium, theatrical production/play, training session, webinar, etc.

NETWORKS: chat room, community of practice, discussion board, listserv, online forum, social media, stakeholder consultations & ongoing stakeholder engagement etc.

Several of the above strategies can be enabled by leveraging existing services and platforms within NeuroDevNet. For example, the KT Core (York site) has a blog and welcomes guest posts; we have an established process, protocols and template for creating research summaries (ResearchSnapshots) and writing Success Stories about NeuroDevNet research projects that have demonstrated impact for Canadian children and families; the capacity to consult and assist with the creation of infographics, videos and podcasts. If you would like to contribute content for the NeuroDevNet website, contact Bethany Becker ([email protected]). Jan Willem Gorter ([email protected]) and his team comprise a new site for the KT Core in Cycle II focusing on stakeholder engagement. They will be hosting a series of in-person workshops as well as an online discussion board forum and social media with various stakeholders including children/youth and families for the purpose of informing NeuroDevNet’s research. Similarly, Keiko Shikako-Thomas ([email protected]) and her team comprise a second new site for the KT Core focusing on stakeholder engagement for the purpose of informing policy. Maybe you have a research paper you’d like her to consider including in her evidence-briefs she will be preparing for the policymakers as part of her project. Please think about how you would engage any of the KT Core’s sites in your KT activities before you start something from scratch on your own—you can save time and maximize the impact of your efforts! You can always contact the KT Core to discuss.


4.1 How are you going to “Do” your KT? continued

PART B: Your KT Plan4.0 HOW

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E23


End-of-grant KT, Integrated KT and Stakeholder Engagement/Consultation

It is usually pretty easy to think about end-of-grant KT strategies, since this refers to the traditional type of knowledge translation where you disseminate information one-way. Examples of end-of-grant KT include: clear language summaries of research papers, infographics, and videos (KT Products) disseminated via conference presentations, social media, and/or other outreach activities and networks. Integrated KT is when you involve your stakeholders throughout the research process to ‘co-produce’ the research with you. This is also called “stakeholder engagement” which is the ongoing process of communicating with, listening to, and responding (by modifying your research questions, approach/methodologies, KT activities, etc.) where possible in order to address stakeholder priorities in terms of knowledge needs, type and format of knowledge delivery. By doing this, you are in fact, maximizing the chances that your research will be found useful, and therefore used (uptake, implementation) toward eventual impact(s). A “stakeholder consultation” is usually a one-time event, which can be repeated (e.g. annual stakeholder consultation meetings) as part of a stakeholder engagement strategy. In addition to in-person meetings, there are other ways to engage with your stakeholders throughout the life of your project (and hopefully beyond, so you already have relationships established that you can leverage for future projects). Examples include: online stakeholder engagement through social media, discussion boards, online meetings such as webinars, ongoing communication such as email exchanges, teleconferences, conferences, community events, etc. Whichever form of stakeholder engagement you choose, make sure you first find out what method of communication your stakeholders prefer. For example, if few or none of them are on social media, there will be little benefit in setting up a Facebook group.

The most important thing to remember, no matter what kind of stakeholder engagement you do, is to listen more than you talk. From experience, the biggest mistake researchers make when conducting stakeholder consultation meetings is to fill the agenda mostly with presentations with very little time for break-out group discussions, sharing of ideas, and prioritization of stakeholder needs. Many times, you can provide this information in a meeting package sent out prior to the event. Even if you do not anticipate attendees will read it, you need to maximize the opportunities for them to engage with other stakeholders, provide ideas, feedback and other information from their own knowledge and experience. Furthermore, if you have been engaging with your stakeholders in an effective manner, they should already know the information about your project or partners that you were tempted to share with them via presentations. Minimize the amount that you talk (one presentation maximum, keep it short, 15 minutes maximum), and maximize the amount that you listen, understand, record, and help stakeholders prioritize their needs so that you can figure out which of their needs you can aim to address by making small changes to your research project.




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You cannot possibly address all stakeholder needs within one project. Therefore, it is also very important to ‘close the loop’ by letting stakeholders know which of their needs you are responding to, how, why you chose those items over others and what will happen with the items you can’t address at this time. Let stakeholders know if you intend to carry some of their ideas over into future research projects and that you will seek their input to help you design that new research project’s grant application so that they are partners from the start. You may find it necessary/more feasible to pass some items onto an organization with a mandate to address them. Perhaps there is a project already ongoing that is addressing similar issues and you can provide valuable stakeholder insights into their work. By closing the loop and explaining your decisions, you are building trust with your stakeholders and maximizing the chances that they will continue to support and be involved in your work. They will feel like their input is valued. You likely have already done this for your High Impact Project that is the focus of the information you will provide when you fill out this template.

The KT Core will be interested to know how you have engaged your stakeholders to-date, especially the McMaster and McGill sites, especially since (as described above) they will seek to support you with your stakeholder engagement activities. The KT Core’s York site is also available for consultation on stakeholder engagement activities. You may also wish to create a ‘stakeholder committee’ comprised of diverse stakeholders (including a variety of knowledge users) to help inform your KT strategy/activities and engage them in filling out this template with you and your project team.

End-of-grant and iKT strategies might seem quite different, but they are interrelated. In order to maximize your dissemination (and uptake, implementation, impact) of your research findings and recommendations, you have to involve your stakeholders throughout the process of your research (right from the beginning or before) in order to make sure you are answering questions they need answered, and also build trust with them along the way so that they will be more likely to use your research. Stakeholders also bring valuable insight into how your research can be applied in practice, so you need to involve them early and really listen to what their knowledge needs are, how they prefer to receive information (infographic or video, or even a way you’d never thought of before), etc. Partners are important to involve from the start because if they are going to contribute cash and/or in-kind resources to your project, they will want to have a part in the development of the project.




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7 source: Guide to Knowledge Translation Planning at CIHR : Integrated and End-of-Grant Approaches : http://www.cihr-irsc.gc.ca/e/45321.html#a3

CIHR provides the following definitions and explanation of the integration of the two types of KT:

“iKT is an approach to doing research that applies the principles of knowledge translation to the entire research process. The central premise of iKT is that involving knowledge users as equal partners alongside researchers will lead to research that is more relevant to, and more likely to be useful to, the knowledge users.7 Each stage in the research process is an opportunity for significant collaboration with knowledge users, including the development or refinement of the research questions, selection of the methodology, data collection and tools development, selection of outcome measures, interpretation of the findings, crafting of the message and dissemination of the results.

It should be noted that iKT programs also require a dissemination plan (end-of-grant KT)…since knowledge users represent a broader audience group, a well-developed KT plan can increase the benefit and potential impact of the research findings.”

Please think about the different types of KT and how you may use both together as part of your KT strategy.

TABLE 4.1 starts next page KT activities and target audiences toward expected/intended outcome(s)

Please fill in Table 4.1 with information about how your KT plan will be delivered in the context of your research project. The column shaded pink is distinguished from all the other columns, because you won’t actually be able to craft your main messages until the research is completed. However, you need to think about your target audience(s)/knowledge users now (at the beginning of the project) so you can inform the rest of your KT Plan with them in mind. In other words, identifying your target audience(s)/KUs and crafting your intended outcome(s) for each, will help you determine what KT activities you will plan and budget for.



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Health practitioners or service providers Public Media Patients/consumers Decision-makers Policymakers Private sector/industry Research funders Venture capitalists Volunteer health sector/NGO Parents/families

CAS organizations within Ontario


TABLE 4.1 KT activities and target audiences toward expected/intended outcome(s) page 1


8 Guide to Knowledge Translation Planning at CIHR : Integrated and End-of-Grant Approaches : http://www.cihr-irsc.gc.ca/e/45321.html#a32.0 WHAT

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KT Activity KT Process (choose one for each KT activity)8

Target audience/Knowledge Users (KUs)

Intended Outcome(s)for Each Audience

What knowledge do you want to mobilize? What are the main messages that you want to share?

When selecting or deselecting within a multiple selection menu (e.g. KUs column), PC users should hold CTRL key and left click on the menu item(s), and Mac users should hold CMND key and left click on the menu item(s).

Create infographic

iKT/stakeholderengagement activities

End-of-grant KT

Both

1.

Create clear language summaries


CAS organizations across Canada including Ontario, colleges and universities’ social work programs

Generate awareness Generate interest Generate practice change Generate behaviour change Generate policy action Impart knowledge Impart tools Inform research Inform product Inform patent

Learn about findings from study and associated evidence based policy/practice changes across Canada for adaptation to their organization(s)


End-of-grant KT

Both

2.


Learn about findings from study and associated evidence based policy/practice changes in Ontario for adaptation to their organization(s)


Front-line CAS workers in sites involved in study


Social workers, researchers, early childhood educators, addictions/mental health professionals, policymakers in relevant ministries and programs





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Intended Outcome(s)for Each Audience9



Conference presentations


Learn about findings from study and associated evidence based policy/practice changes in Ontario for adaptation to their organization(s)


End-of-grant KT

Both

3.

Workshops to implement policy/practice changes in CAS study sites


Refine policy and practice changes including documentation with stakeholder feedback. Provide structured training to these new materials/approaches.


End-of-grant KT

Both

4.




Front-line CAS workers in sites across Canada not involved in study





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Intended Outcome(s)for Each Audience9



Workshops to implement policy/practice changes in CAS across Ontario/Canada


Provide structured training on these new materials approaches. Develop online module(s) accessible across Canada.


End-of-grant KT

Both

5.

Online stakeholder engagement via social media


other (specify)


End-of-grant KT

Both

6.


Fill in Table 4.2 with information about the budget you have for your KT Activities. How will your KT activities be funded? (you can lift this information from your previously established budget for KT activities, that was contained within your research proposal to NeuroDevNet).

Note: the KT Core can provide support and consultation but cannot fund your activities.

Please identify any activities including those of your partners, receptors and other stakeholders that will also require external funding, and indicate in the corresponding cells in the table how much funding you require and for which year(s). The KT Core will work with you to identify new sources of funding including cash and in-kind contributions from partners.

TABLE 4.2 Research project’s budget for KT activities

Budget Category TOTAL $Year 9(2018 / 2019)

Year 8(2017 / 2018)

Year 7(2016 / 2017)

Year 6(2015 / 2016)

Salaries and Wages $200,000$50,000$50,000$50,000$50,000

Materials and Equipment $30,000$0$15,000$0$15,000

Printing $2,000$500$500$500$500

Travel $8,000$2,000$2,000$2,000$2,000

Meeting Rooms / Food $20,000$5,000$5,000$5,000$5,000

$0 $0 $0 $0 $0

$0 $0 $0 $0 $0

$0 $0 $0 $0 $0

$0 $0 $0 $0 $0

TOTALS - Yearly and Overall KT Budget $260,000$57,500$72,500$57,500$72,500


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It is a reality that sometimes things happen that prevent us from accomplishing what we set out to do. In the above sections you have thought through how you are going to “do” your KT activities for your research project. In order to maximize your chances of being able to accomplish the things you are setting out to do, you need to think through any risks (things that hopefully won’t happen but have the potential to), constraints (e.g. budget, human resources, legal, ethical), assumptions and any outstanding issues. Once you list these, you should have a contingency plan for what you can do in the event one of the things you list as a ‘risk’ happens, so that you can make sure your KT plan has the greatest potential to be operationalized as you planned. Use Table 4.3 to outline any risks, constraints, assumptions or outstanding issues pertaining to your project team’s ability to carry out your KT activities.

TABLE 4.3 Risks, constraints, assumptions and issues, with associated mitigation and/or contingency plan

Risk / constraint / assumption / issues Mitigation and / or contingency plan

There is a risk that certain stakeholders will drop out of participating in our ongoing stakeholder consultation events

We will have names and contact information for 2 alternate stakeholders for each category of stakeholder (e.g. parent, self-advocate, community organization, policymaker, practitioner) on a ‘backup list’ just in case

4.2 Risks, Constraints and Other Issues

There is a risk that certain stakeholders will become upset on social media We will draft a social media guideline for the person(s) responsible for social media to refer to which will include a clear procedure. PI will be available for consultation/direction if situation warrants.

We are constrained by our budget for KT activities which totals $265,000 for 4 years We will plan and assign resources using (dollar) estimates that are as true to actual cost as possible in order to keep the project on budget

We are constrained by a timeline of 4 years (our project is funded until NeuroDevNet year 8) We will plan and assign start/end dates using timeframe estimates based on previous experience so that they are as true to actual timeframes needed in order to keep project on time


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In order to make sure the project proceeds as planned, it is necessary to figure out how you are going to communicate within your project team, as well as with NeuroDevNet’s KT Core.

• How will you report on the progress of your project, and how often?

• Who will be responsible for communicating your progress?

• What information do you need to share, and to whom, in order to keep the delivery of the KT activities on-track?

• As part of your evaluation plan you should decide who will collect and report on indicator data. What is the source of the data, how often do they report and to who? Refer to section 7.0 about evaluation/measurement including indicators.

You should articulate these responsibilities when entering information into Table 3.1.

4.3 ReportingPART B: Your KT Plan4.0 HOW

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When selecting or deselecting within a multiple selection menu, PC users should hold CTRL key and left click on the menu item(s), and Mac users should hold CMND key and left click on the menu item(s).

When you think about the rationale for your KT Plan, it can help you refine your ideas further. You will not be able to fill out Table 5.1 until your research is complete and you have messages to share based on your findings. Once you are able to complete Tables 5.1 and 5.2 you should refer back to the goals that you set for your KT plan (Table 2.3) and decide within your project team whether you need to go back and revisit your KT activities (Table 4.1) and make revisions.

TABLE 5.1 Rationale for your KT plan, based on expected impact page 1

Why are these messages meaningful? Why should others see or use this product?

Why are you doing this? What impact10

are you trying to have with your KT efforts?

PART B: Your KT Plan5.0 WHY

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will automatically fill from the same column in Table 4.1

Change attitudes Change behaviour or practice Engage stakeholders Fulfill funding requirements Generate interest or awareness Influence policy action Share knowledge/experience/tools Validate/legitimize/defend a position Increase knowledge of practitioners Increase knowledge of policymakers

other (specify)

will automatically fill from the same column in Table 4.1

Change attitudes Change behaviour or practice Engage stakeholders Fulfill funding requirements Generate interest or awareness Influence policy action Share knowledge/experience/tools Validate/legitimize/defend a position Increase knowledge of practitioners Increase knowledge of policymakers

other (specify)


KT Activity(will automatically fill from the same column in Table 4.1)

TABLE 5.2 Rationale for your chosen KT strategy page 1

Why are you choosing these strategies? Why are they best for you? Consider what resources you have available (refer to table 4.2), how complex the information is that you are trying to mobilize and how connected your target audience is to this information.


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Create infographic1.

Create clear language summaries2.

Conference presentations3.

Workshops to implement policy/practice changes in CAS study sites4.



TABLE 5.2 Rationale for your chosen KT strategy page 2

Why are you choosing these strategies? Why are they best for you? Consider what resources you have available (refer to table 4.2), how complex the information is that you are trying to mobilize and how connected your target audience is to this information.


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Workshops to implement policy/practice changes in CAS across Ontario/Canada5.

Online stakeholder engagement via social media6.

7.

8.


9 Mobilizers could be your dedicated KT person on your project team, champions/key individuals in the community who have large networks of stakeholders who they have a trusting relationship with.

10 Are there other things going on during the project that will have an impact on your ability to carry out your activities at the times you want to do them? Do you have the time and resources you will need to achieve your intended impact?

When do you intend to implement this plan? Ensure that your timelines make sense for both the target audience as well as your project team, including the mobilizers.9, 10 Keep these things in mind as you fill in the chart below.

The start and end-dates for the entire research project will be found in your original research proposal but you may not have defined start and end dates for your KT activities. Please use Tables 6.1 and 6.2 to enter these dates. The KT Core will use this information to enter into MS Project in order to create a detailed timeline for your KT plan.


TABLE 6.2 When will KT occur? Use the following table to detail the project’s KT deliverables and timeline.

Start Date End Date

Timeline for your entire research project:

TABLE 6.1 What is the start and end date for your entire high impact research project?

End Date

March 31, 2017

Start Date

April 1, 2015

PART B: Your KT Plan6.0 WHEN

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Create infographic July 15, 2016June 15, 20161.

Create clear language summaries December 1, 2016June 15, 20162.

Conference presentations March 31, 2017July 26, 20153.

Workshops to implement policy/practice changes in CAS study sites July 1, 2016June 1, 20154.

Workshops to implement policy/practice changes in CAS across Ontario/Canada August 31, 2016July 1, 20165.

Online stakeholder engagement via social media March 31, 2017April 1, 20156.

7.

8.


7.0 MeasureRefer back to the goals that you outlined in Table 2.3. How will you know if you have achieved them? Your KT activities, outputs (deliverables) and indicators should all relate to the achievement of your KT goals. You should strive for a combination of quantitative and qualitative indicators. Usually, indicators for research and dissemination are more quantitative (e.g. # of research questions informed by stakeholders, # of publications) while indicators for uptake, implementation and impact are more qualitative in nature. Interviews can inform a narrative ‘success story’ while a quantitative measure of impact can be # of success stories written.

7.1 Evaluation Framework and IndicatorsNeuroDevNet has adopted Phipps’ Co-Produced Pathway to Impact (CPPI) evaluation framework. Basically, the framework shows stakeholder engagement including interaction between researchers, partners and end-users (which the NCE refers to as ‘receptors’) throughout the research process from the beginning of the research,

through dissemination, uptake, implementation and eventual impact (improved lives of children with neurodevelopmental disorders and their families through policy and/or practice change informed by your research findings). Please consider developing indicators for your project as it progresses through each stage of this framework from research to impact.

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ACADEMIC RESEARCHERS

PARTNERS AND RECEPTORS IMPACT

STA

KE

HO

LDE

R E

NG

AG

EM

EN

T

RESEARCHDISSEMINATION

UPTAKEIMPLEMENTATION

IMPROVEDSERVICE DELIVERY,

CLINICAL PRACTICES AND POLICY

ADOPTION & USE OFEVIDENCE

AWARENESS & ACCESS TO

EVIDENCE

EVIDENCE & INPUTS

Figure 2. Phipps’ Co-Produced Pathway to Impact evaluation framework for NeuroDevNet NCE

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7.1 Evaluation Framework and Indicators continued7.0 MEASURE

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Use the example indicators in Table 7.1a (below) to help you think about which indicators would make sense for your project, as well as how they would map onto NeuroDevNet’s evaluation framework (the Co-Produced Pathway to Impact). Please note, these are examples only to stimulate your thinking, please use as-is and/or modify them to suit your project’s context/situation as appropriate. Several of the indicators below were included in NeuroDevNet’s renewal application so we have an obligation to collect data on them. To this end, please try to report on as many of these as you are able to.

The different sections of the CPPI are represented in the column headings in Table 7.1b (the one for you to fill out) below. The goals of your KT plan will be auto-populated into the table; please place corresponding indicators into the same row as the goal it is intended to evaluate.

38

Co-production (stakeholder engagement)

Research Dissemination Uptake Implementation Impact(s):Changes in health, economics, social aspects, culture, environment


7.1 Evaluation Framework and Indicators continued

TABLE 7.1a Example indicators for measuring the goals of a NeuroDevNet KT plan, for each section of the CPPI page 1

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Narrative about engagement of partners and collaborators






# partners involved in research # invention disclosures created # research publications, videos, clear language summaries, infographics etc.

# issued new patents

# licenses and options obtained # clinical practices informed by new evidence

Narrative: observed and/or reported change in knowledge, attitudes, health, behaviour, successes in school/socially, etc. as a result of intervention

# categories of stakeholders identified who can benefit from research (e.g. policymakers, practitioners, private and non-profit organizations, educational assistants, teachers, nurses, occupational therapists etc.)

# HQP involved in research # conference presentations # stakeholders evaluating evidence for application (e.g. # intend to use, # adapting the evidence, narrative: gained knowledge, changed views)

# new policies and guidelines implemented

Narrative: observed and/or reported change in knowledge, attitudes, health, behaviour, successes in school/social, etc. as a result of new/revised policies, programs, services, practices, products

# new connections on social media New products (# of new diagnostic technologies studied, # new interventions studied)

Total # KT products distributed (or requested, or downloaded etc.)

# products and services developed by partners with NeuroDevNet researchers

# NeuroDevNet trainees placed in fellowships/internships (with project partners)

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Research Dissemination Uptake Implementation Impact(s):Changes in health, economics, social aspects, culture, environment



TABLE 7.1a Example indicators for measuring the goals of a NeuroDevNet KT plan, for each section of the CPPI page 2

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6.0 WHEN

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Joint ventures, mergers, acquisitions # research questions/methodologies revised based on stakeholder input

# trainee-led outreach activities # clinical and professional practices evaluated in light of new evidence

# best practices defined # of NeuroDevNet trainees placed in jobs (as a result of being involved in this project, working with project partners, etc.)

Value of partner financial contributions ($)

Social media metrics (# connections distributed to)

# policies evaluated in light of new evidence

Health economic information (cost-effectiveness analysis, cost-utility analysis, cost-benefit analysis) used for informing new policies, drug formularies, programs etc.

Narrative about project successes (e.g. stories about impact on children and families, from perspective of partners and children/families)

Media interest/awareness (e.g. # media interviews)

# guidelines developed/revised informed by new evidence

# products brought to market Narrative about changes in systems as a result of new research findings & recommendations

# categories of stakeholders disseminated to who can benefit from research (e.g. policymakers, practitioners, private and non-profit organizations, educational assistants, teachers, nurses, occupational therapists etc.)

Narrative: intent or commitment to change policies and/or practice in light of new evidence

Value ($) of equity portfolio

Value ($) of exit events

Narratives about social benefits derived from sale of products

Royalty revenue ($) from license and sublicense

40


11 http://www.slideshare.net/NeuroDevNet/poetz-phippsleduc-indicatorsmeoparhalifaxjan292015nce-sectionforslideshare

12 http://www.slideshare.net/NeuroDevNet/leduc-handout-anatomyofindicatorworksheetpart-2

13 http://www.slideshare.net/NeuroDevNet/poetz-handout-anatomyofindicatorworksheet


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THE FOLLOWING QUESTIONS WILL HELP GUIDE YOUR THINKING FURTHER:

1) How have similar products/initiatives/projects been evaluated in the past?

2) Who values and/or will be most affected by the evaluation of this product/initiative/project? What kind of information do they need? (e.g. collaborators and partners may have different needs with respect to evaluation)

3) Which evaluation questions are critical to produce useful and meaningful findings?

4) How will literature or existing theories inform how you evaluate the initiative?

5) What are your pre-determined outcomes and indicators? How will you capture outcomes and impacts you didn’t expect would happen?

6) Do you already have access to some of these data so you don’t have to collect it twice?

7) Will you use quantitative or qualitative indicators, or a mix of both?

8) Whose perspectives or skill set do you need to help you reach your evaluation objectives? (consider partners/funders, collaborators, knowledge users, funder)

9) How can you make your evaluation information most valuable and useful? How will you engage your stakeholders throughout? (e.g. partners/funders, knowledge users)

10) What internal/external factors do you need to consider in evaluating your KT efforts?

11) Will you focus on process, output, or outcome information?

If you need more help thinking through your outcomes and indicators, please refer to the presentation by the NCE Secretariat11 and associated worksheet on outcomes and outcome drivers12, and the worksheet on indicator definitions13 created by the KT Core.

41

Goals of your KT Plan(from Table 2.3)


Research Dissemination Uptake Implementation Impact



TABLE 7.1b Indicators for measuring the goals of your KT plan throughout the lifespan of the project, for each section of the CPPI

7.0 MEASURE

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E

Build trusting relationships with frontline (social workers) practitioners within CAS, as well as decision- makers who have the power to change policies that direct how services are delivered on behalf of the organization

Narrative about collaboration with CAS in Ontario including help disseminating research findings (within/outside of organization)

# organizations across Canada identified in collaboration with CAS Ontario who would benefit from receiving this research

Narrative about collaboration with CAS in Ontario and value of participation in research for increasing relevance of evidence for uptake, how the research findings are being considered for application to policy/practice

Narrative about collaboration with CAS in Ontario, how the findings have been applied to new policies, procedures and (best) practices

Narrative about collaboration with CAS in Ontario, how the policy and practice changes have changed/improved things for children served by CAS (based on observation)

Provide a context-relevant evidence-base for CAS organizations in Ontario to apply to the development of new policies directing best practices by frontline workers

Narrative about collaboration with CAS in Ontario

# CAS employees involved in study (participants and/or advisors

# peer reviewed publications arising from this research

# key messages, actionable recommendations made for CAS organizations as a result of research

KT products:# clear language summaries

# messages conveyed on infographic

# clinical and professional practices evaluated in light of new evidence



# clinical practices informed by new evidence


# best practices defined

42

A.

B.

Narrative about collaboration with CAS in Ontario

# conversations with stakeholders via social media

# meetings with project team including collaborators

Goals of your KT Plan(from Table 2.3)


Research Dissemination Uptake Implementation Impact



TABLE 7.1b Indicators for measuring the goals of your KT plan throughout the lifespan of the project, for each section of the CPPI

7.0 MEASURE

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E

Develop KT products that can be distributed to CAS organizations across Canada to inform broader policy changes

Narrative: stakeholder involvement in crafting key messages and informing type of KT products created, identifying receptors for key messages and distribution channels

# new connections in online community established via social media channels

# key messages, actionable recommendations made for CAS organizations as a result of research

# KT products modified to be context-relevant to other provinces/territories

# clinical and professional practices evaluated in light of new evidence



# clinical practices informed by new evidence


# best practices defined

Narrative about reported changes to policies/practices by non-Ontario CAS and other relevant organizations


# attendees at workshop

# workshops delivered

# conference presentations

Evaluation data from training events

Narrative from frontline workers about how they intend to use new skills/ knowledge in practice

Narrative from frontline workers about how they are implementing/have implemented new skills/ knowledge into practice

Narrative from frontline workers about the difference/improvement they have observed in child/families’ well-being as a result of implementing new skills training

43

C.

D.



2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E

Notice that several indicators especially in the “uptake”, “implementation” and “impact” stages will require you to be in contact with your collaborator(s)/partner(s) to obtain these data. In some cases, your collaborators/partners may be able to collect and provide some data. The KT Core can help gather some of the narrative information by conducting interviews with your project team members including collaborators/partners and if possible, children and families who have benefitted from the project (so we can report “impact”) which we will aim to draft into a ‘success story’ for NeuroDevNet.

Another thing to notice is that you were likely unable to place indicators from the “dissemination, uptake, implementation and uptake” sections of the CPPI framework (Table 7.1a) into your Table 7.1b. This is because it is too early in your research project to be able to report on these in Year 6. If you are the PI on a project that has been ongoing during Cycle 1, you may actually be able to place some of these indicators into Table 7.1b since your project is more developed than those starting new in Year 6. Only place the indicators from Table 7.1a into Table 7.1b that you can actually report on. Some indicators (e.g. # peer reviewed publications) have been placed in the example Table 7.1b that are not reportable yet (in Year 6) but this is just for demonstration purposes to show how Table 7.1a and 7.1b relate to each other.

Remember: you are not alone. The KT Core will work with you to develop your KT plan including indicators. However, since you are the expert on your project and what you wish to achieve in terms of impact on children and families with neurodevelopmental disorders, you are the best person to formulate initial ideas about indicators before meeting with the KT Core.

As mentioned in section 3.0 “Who”, you should be sure to indicate where data will be collected from (partners, researchers, etc.) and who will be responsible for collecting it. This responsibility should be outlined in the “roles” column in Table 3.1 when you identify the project team members.

It is recommended that (especially for quantitative data) you develop a system (e.g. a database, excel workbook, as well as scheduled data entry time(s) and process(es)) for collecting and analyzing the reporting data at the outset, to make sure the data are collected regularly so that reporting will be easier.

44

Expected Outcome(s) [short-term, intermediate term, long-term] 18

S: create infographic with key messages/findingsI: disseminate across CanadaL: infographic facilitates conversations, motivates policymakers/practitioners to find out more about research


This chart is a summary table used for mapping your project’s KT activities, linking with stakeholders/target audiences and the “why” (rationale) for the planned activities. Sample data are included in this table14 to give you an idea of the information you could put into the table in relation to your specific project’s KT plan. By filling out this table now, it will help you to do your progress reporting which is an annual requirement of the NCE Secretariat. Note: you can copy/paste the information in the blue sections of this table into the table with the same column headings in your progress report to the NCE Secretariat. Refer to Table 4.3 to fill in the “expected challenges” column using previously identified risks, constraints, assumptions, and/or issues.

8.0 PART C

15 Specific Activities are targeted to specific audiences according to the rationale provided. These activities will result in key outcomes which will be evaluated using outcome indicators. Refer to Table 4.1 for your KT Strategy/Activities.16 Refer to table 2.3 for your KT planning goals 17 Refer to section 5.0 for your rationale for each KT strategy/activity.18 Refer to definition of outcomes at beginning of document. Short-term outcomes are those that can be accomplished in under 12 months, intermediate-term outcomes can be accomplished in 12 months – 5 years, long-term outcomes are those that take more than 5 years to accomplish19 Refer to Table 4.3 for risks, constraints, assumptions and/or issues and place them in this table where they correspond with the rest of the information20 Refer to definition of impact at beginning of document. The ultimate impact of KT strategies is enhanced use of research to inform decisions about health policy and health practices and thus improved health of Canadians and a strengthened health care system; however, these impacts will be realized over the course of years. Refer to Table 5.1 for the impacts you outlined in relation to your KT strategy

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E45

TABLE C.1 Overview of KT Activities, goals, target audiences and rationale for proposed activities with expected outcomes and desired impacts

Helps achieve which goal(s)16 Targeted Audience(s) Rationale (Is it relevant / useful / accessible? Broad-reaching?) How will it be used? 17

Outputs (achieved during Year 6 only)

Create infographic Develop KT products that can be distributed to CAS organizations across Canada to inform broader policy changes

Provide a context-relevant evidence-base for CAS…

CAS organizations within Ontario Provides research findings in an accessible way (easy to digest in visual format of an infographic). Will be distributed across Canada (broad reaching) in electronic form. Can be printed and hung in CAS and other organizations as poster.

[No findings will be ready in Y6]

Expected Challenge(s) 19

Do not know what kind of data will arise, some key messages/findings may be more difficult to incorporate into an infographic (visual) format such as that which is qualitative

Performance Indicators

# key messages, actionable recommendations made for non-Ontario CAS organizations as a result of research

# messages conveyed on infographic

Desired Impact(s) 20

Change in attitudes/beliefs about need for creating detailed development plan for children with FASD

14 Original table source: Michael Johnny, KMb Unit, York University

Potential Impact of the KT Activities & Strategies

KT Activity15

1.


S: scientific papers published in peer reviewed journalsI: used as basis for KT productsL: referenced for practice/policy changes and built upon in future research



8.0 PART C


2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E46




Create clear language summaries Develop KT products that can be distributed to CAS organizations across Canada to inform broader policy changes

Provide a context-relevant evidence base for CAS…

CAS organizations across Canada including Ontario, colleges and universities’ social work programs

Feedback from stakeholders (to the KT Core) indicates that these are useful for busy policymakers, practitioners and for college students/trainees

[can’t create summaries until we have publications]


Delays in being able to publish findings will delay the creation of knowledge products such as clear language summaries


# peer reviewed publications arising from this research

# organizations across Canada identified in collaboration with CAS who would benefit from receiving this research





KT Activity15

2.


S: raise awareness for NeuroDevNet, and increase knowledge about the research among attendeesI, L: relationships built from networking at conferences contributes to dissemination and uptake of research



8.0 PART C


2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E47




Conference presentations Increased knowledge and skill for improving developmental outcomes for children with drug and alcohol exposure


2-3 presentations at relevant conferences


Year 6 may be too early to present at conferences, as findings will not be available


# conference presentations





KT Activity15

3.


S: frontline workers use development plan tools in practiceI: gain transferrable skills and buy-in for procedureL: inform organizational practices and policies across Canada through participation in research



8.0 PART C


2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E48




Workshops to implement policy/practice changes in CAS study sites

Build trusting relationships…


Front-line CAS workers in sites involved in study


Older more experienced practitioners may be resistant to changing established practices


# workshops designed and delivered

# attendees at workshop(s)


Narrative from frontline workers about how they intend to use new skills/knowledge in practice


Change in practice (adopt evidence based practices by frontline workers in CAS organizations) and policies, improves well-being of children with FASD



KT Activity15

4.


S: frontline workers use development plan tools in practiceI: gain transferrable skills and buy-in for procedureL: improved practices/policies for frontline workers in CAS organizations across Canada



8.0 PART C


2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E49




Workshops to implement policy/practice changes in CAS across Ontario/Canada

Build trusting relationships…


Front-line CAS workers in sites across Canada not involved in study

[activity for Y7]


Each province/territory has contextual elements that may require several webinar(s) to be created instead of just one


# workshops (adapted to webinar format) designed and delivered

# attendees at workshop(s) (adapted webinars)


Narrative from frontline workers about how they intend to use new skills/knowledge in practice


Change in practice (adopt evidence based practices by frontline workers in CAS organizations) and policies, improves well-being of children with FASD



KT Activity15

5.


S, I: stakeholders provide input into crafting key messages and informing type of KT products created, help identify receptors for key messages and distribution channelsL: messages and KT products effective at changing attitudes



8.0 PART C


2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E50




Online and in-person stakeholder engagement

Build trusting relationships with frontline practitioners….decision-makers

Develop KT products that can be distributed to CAS organizations across Canada…

Increased knowledge and skill…


2-5 conversations with stakeholders via social media (includes Jan Willem Gorter’s social media channels)

200 new connections in Y6 (only project’s social media channels)

5 meetings with project team including collaborators


# conversations with stakeholders via social media (includes Jan Willem Gorter’s social media channels)

# new connections in Y6 (only project’s social media channels)



# conversations with stakeholders via social media

# new connections in online community established via social media channels






KT Activity15

6.


Template for KT Plan Narrative (Optional)9.0 PART D

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E51

TABLE D.1 Critical components for any KT Plan

partners / engagement Before a Principal Investigators think about what they want to do they need to start with the partnerships/receptors and forms of engagement with identified audiences. This speaks to the purposefulness of KMb/KT.

objectives / goals Frame the project in terms what you want to achieve and how you plan to achieve it. • Overall Objective: high level, long horizon • Specific Goals: more granular, measurable; achieving goals by undertaking activities (below) allows you to fulfill your overall objective

activities Articulated on the planning template. Activities need to be mapped to specific audiences and correlates to goals and objective. Activities need to speak to academic and non-academic audiences. Identify metrics and key performance indicators.

impact / accountability A longitudinal look at the results of the knowledge mobilization plan. Impacts are measured at level of end user/receptor/partner.

budget Budget activities including evaluation. Budget for activities that will occur in partner/receptor sites. Recognize the skills and capacity that partners bring to the table, count that as in kind contributions.

By the time you reach this section, you will have already created a comprehensive KT plan for your research project. This section is optional because it involves repeating a lot of the information you provided in the sections above, just in a narrative format. This section provides a template that is intended to help you write a narrative KT plan that contains the critical components. Since you will be drawing upon the information you provided in sections A, B and C, this section can only be completed once the above sections have been completed and reviewed by the KT Core.

There are 5 critical components to any KT Plan: engagement, goals, activities, impact, and accountability. By writing this narrative, it enables reflection and expression of how these components will be planned for and carried out within your project. This can be adapted and/or used as the basis for the KT section in a grant application for additional funding throughout the course of your project. Items 1-3 are usually well described in a KT Plan (e.g. part A of this document). Items 4 & 5 usually require additional work to develop well (beyond the results of a KT Planning template).


Template for KT Plan Narrative (Optional) continued

9.0 PART D

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E52

TABLE D.2 Characteristics of good knowledge mobilization plans

trust • Research collaborations with community partners should be guided by the principles articulated by Community Campus Partnerships for Health https://ccph.memberclicks.net/principles-of-partnership• Research collaborations involving the First Nations, Inuit and Métis Peoples of Canada should be guided by Chapter 9 of the Tri-council Policy Statement on Research Involving Humans http://www.pre.ethics.gc.ca/eng/policy-politique/initiatives/tcps2-eptc2/chapter9-chapitre9/

reciprocity Research knowledge is co-created to be informed by needs of the receptors/end users and can create both academic and extra academic impacts

authentic partnerships Partners (academic and non-academic) are involved in all aspects of the research program from inception to impact. This includes shared governance.

time It takes time to build the trust that enables authentic partnerships.

listen Take the time to listen. See The Art of Listening www.researchimpact.ca/the-art-of-listening-lart-decouter/

TABLES D.1 and D.2 explain the important components you need to include in a narrative-style KT Plan. As mentioned, you will have worked through/included most of these components already by working through the template sections A, B and C.

If you fill in the TABLE D.3 below with information relevant to your project you can create a narrative version of your KT Plan.

3. Activities What KT activities will you carry out? How will these activities roll out?

[enter text here]

2. Objectives & Goals Related to the overall projects’ objectives and goals, what are the goals of your KT strategy? How do they relate to NeuroDevNet’s overall Network goals/objectives? How do they relate to the goals of the NCE program?

[enter text here]



9.0 PART D

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E53

TABLE D.3 Narrative KT Plan for your research project page 1

Critical component for KT Plan What does it mean

1. Engagement Who will be engaged in your research? (e.g. as part of integrated knowledge translation plan, partners/collaborators, other researchers, stakeholders etc.). How will they be engaged? (e.g. stakeholder consultation event, social media, regular teleconferences, etc.)

[enter text here]

5. Accountability Who will do the work? Who will manage and report on the budget and project spending? Who will ensure the project timeline and deliverables remain on track? Who is responsible for ensuring the quality/accuracy of the research, the messages communicated as part of the KT plan etc.?

[enter text here]



9.0 PART D

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E54

TABLE D.3 Narrative KT Plan for your research project page 2

Critical component for KT Plan What does it mean

4. Impact What are the expected impact(s) of your research project and associated KT activities?

[enter text here]


Signature Page10.0 PART E

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E55

This document serves as both a KT plan and a project management tool for you to maximize the potential for impact of your research project. Provided below, is an opportunity to formalize this document as an agreement between the project sponsor, partners/funder(s), collaborators and any other members of the project team. By signing this document, it signifies a commitment to the planning that has been detailed, and should ideally inform future decision-making with respect to the project. Since KT plans often evolve over time due to their nature and the nature of discovery and innovation, this document will be revisited and revised annually in order to allow flexibility, facilitate discussion and consensus on any changes to be made, and document those changes. Documenting changes to the KT/Project Management plan is important for your project team as well as the KT Core who will be responsible for tracking progress.

By signing this document, members agree to plan, execute, monitor, control and complete the project in accordance with the goals, activities, and constraints outlined in this document. By signing, members also agree that they understand what needs to be done, what resources will be available, and how success of the project will be measured. Sign-off by project partners/collaborators signifies that they have understood their roles and responsibilities as outlined in Table 3.1 and there is joint commitment and agreement to proceed.

This document will be signed during the Impact Summit (Fall 2015) in order to publicly signify the commitment of all members to the projects’ successful delivery during Cycle II, on or before the target completion date.


Signature Page continued10.0 PART E

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E56

TABLE E.1 Project Team Member Signatures page 1

Signature DateTitle*

Name*


NeuroDevNet,Vancouver BC

Project Sponsor

Dan Goldowitz

Children’s Aid Society, Toronto ON

Project Partner

Bill Williams

University of Toronto, Toronto, ON

Project Lead

Chaya Kulkarni

Bloorview Children’s Hospital, Toronto ON

Project Manager

Bill Neilson


Trainee

Mackenzie Smith


Trainee

Bob Cobb



1.

2.

3.

4.

5.

6.


Signature Page continued10.0 PART E

2.0 WHAT

3.0 WHO

4.0 HOW

5.0 WHY

6.0 WHEN

7.0 MEASURE

8.0 PART C

9.0 PART D

10.0 PART E57

TABLE E.1 Project Team Member Signatures page 2

Signature DateTitle*

Name*



Research Assistant

Gert Smith


KT Manager

Anneliese Poetz


KT Lead

David Phipps

McMaster University, Hamilton ON

KT Core McMaster site

Jan Willem Gorter


7.

8.

9.

10.

11.

12.

"hybrid" kt & project planning guide

Government & Nonprofit