In this two-part blog series, the Innovation team at UNDP Europe and Central Asia shares their reflections on the recent user-testing for a new online course focused on the design and management of portfolios. Part 1 provides an overview of the course’s structure, format and content. In part 2, we will delve into our experience with the inaugural cohort of learners, detailing the process that helped us refine the course for future groups.
In response to the growing demand, we embarked on a journey to create a cohort-based online course to introduce UNDP colleagues to portfolio design and management. The four-week course combines self-paced learning modules with interactive live sessions and is intended to complement existing support and learning mechanisms within UNDP such as the regional portfolio bootcamp we organized earlier this year.
We recently conducted a pilot edition of the course involving 23 UNDP colleagues. In sharing our approach, the course curriculum, and our key takeaways from this initial run, we hope to offer valuable insights to those considering the design of similar portfolio learning experiences. This course was created by harnessing the collective experiences and expertise of our colleagues from across UNDP and beyond, and we deeply acknowledge everyone who played a part in the course’s creation.
In Module 1 we took course participants on an exploratory dive into the fundamental ideas, concepts and terms of systems thinking. We wanted the participants to get acquainted with its unique approach, which places a strong emphasis on understanding the interconnectedness and relationships between different parts of a system. This perspective stands in stark contrast to traditional problem-solving methods, which often dissect a problem without considering the broader system in which it resides.
In this first module, course participants explored the intricacies of systems thinking to understand its application to real-world scenarios, how it is different from other analytical and problem-solving methods and how we’re creating a structure at UNDP to work with systemic challenges and develop portfolios to tackle them.
We divided Module 1 into four sub-modules:
For sub-module 1 we discussed ways to bring about transformational change through systems thinking and dynamic management, and how the portfolio approach is considered one promising way to do so. This sub-module highlighted how projects tend to be very linear, pursuing individual objectives with siloed actions rather than systemic solutions that leverage adaptive ways of working, iterative learning, and radical collaboration.
In sub-module 2, building on the Cynefin and other similar frameworks, we introduced the idea that problems come in different shapes and forms, and understanding the nature of a problem is crucial in determining the appropriate approach to tackling it. While simple and complicated problems can usually be solved using best practices (simple) or expert knowledge (complicated), complex and crisis contexts require adaptive approaches with multiple intervention points.
For sub-module 3, we spent time probing the three major mindsets needed to effectively apply the portfolio approach:
Module 1 concluded by sharing ways UNDP Country Offices have adapted the portfolio approach in their country contexts through the Deep Demonstrations initiative and other internal action learning programmes aimed at operationalizing portfolios. So far these efforts have resulted in over 50 UNDP teams to design and activate portfolios. This submodule also highlights the need to rethink development, the importance of scaling learning, and the value of investing in collective R&D.
In the second module we wanted to shed light on the relationship between systems thinking and the portfolio approach. We started by providing an overview of the portfolio design process as applied by UNDP Country Offices to navigate and tackle complex development challenges. We dedicated a large portion of the module to explaining the differences between projects and portfolios. We also looked more closely at the practical aspects of portfolio design and management, and introduced participants to some of the methods and tools we use to enhance these processes, such as social listening, co-creation, and foresight.
In the first sub-module we described how the interconnectedness and constant evolution of social systems required an adaptive approach. Through the use of portfolios, we are designing and managing a set of connected interventions that can learn from each other over time and dynamically adapt to contextual changes. Analyzing a challenge from different perspectives, designing a variety of interventions, dynamically managing a portfolio and its interventions, and utilizing the learnings to make better policies and investment decisions are all critical parts of the portfolio approach.
In sub-module 2, we continued exploring the rationale of using portfolios in tackling complex development challenges. The many unknowns in social systems require us to apply approaches that are flexible and enable continuous learning. The portfolio approach provides such flexibility, which is why UNDP teams have applied it across various sectors and domains, such as the future of work, depopulation, urban development, digital transformation, and green transition.
Those new to portfolios often ask about the key differences between more conventional ways of working and using the portfolio approach. In sub-module 3, we described project management as a more linear change process, where the destination and the path to get there are defined upfront. When working with portfolios, however, we set a direction of travel, and focus on learning about the landscape to shape and influence it. In conclusion we also shared three key learnings with the participants:
In sub-module 4, we delved deeper into how portfolios bring different value propositions to development by highlighting three key benefits. Portfolios provide better information for decision-making while simultaneously allowing for greater agility and adaptability. They also provide insights into a problem from different angles and perspectives. Furthermore, portfolios are not only useful for understanding how to learn and for building a better “learning muscle” as practitioners and organizations, but they can help break down power asymmetries between donors, implementers, and beneficiaries, by requiring all parties to work as partners on a joint mission with shared responsibilities and risks.
Sub-module 5 was all about the methods and tools used to enhance the portfolio approach. Here, we talk about how the design of effective interventions required a deep understanding of the issue at hand. Critical insights and information may, however, not be easily accessible, which is why employing tools such as social listening, co-creation, and foresight can be extremely valuable.
In our third module we looked into the real-world application of portfolio thinking in different contexts, geographies and thematic areas. We showcased how different UNDP Country Offices have used the portfolio approach. The exploration of each team’s process of portfolio design and the challenges and successes encountered along the way were at the center of the module.
In sub-module 1, we discussed the creation of the future of work portfolio in Uzbekistan. We shared how leveraging the portfolio approach aided them in pinpointing systemic challenges and opportunities. Overcoming resistance to change emerged as a significant barrier.
Sub-module 2 saw a shift to the digital realm, discussing the work of UNDP Kosovo* via their portfolio to advance digital transformation in Kosovo. With a focus on inclusivity, the efforts are aimed at positioning UNDP Kosovo as a key player in data governance, evidence-based decision-making, and gender inclusion in the digital space.
In sub-module 3 we discussed the urban transformation portfolio process in the Georgian cities – Batumi and Kutaisi. This design process was instrumental in driving change, dealing with challenges, and ultimately, accelerating development in these cities. Despite hurdles such as managing partner expectations and navigating inflexibility, the team found success in forging new partnerships.
Finally, we shared the work of UNDP Serbia and their efforts on combating depopulation through a systemic and integrative approach. We discussed how shifting the narrative from the problem to focusing on human capital and adapting to new demographic realities helped them to conceptualize and implement a transformative approach to this complex issue. The collaboration between UNDP, UNFPA, and the Government of Serbia has been instrumental in broadening the policy space to tackle depopulation.
In module four, we provided an introduction to the mechanics of portfolio management, contrasting it with more conventional project management. We showcased a rundown of the portfolio management process, specifically how it is used by UNDP teams. We also looked at some of the operational details of portfolio design and management, exposing participants to a variety of techniques and tools, such as dynamic management and sensemaking.
In the first sub-module, we shared the necessity for a fluid approach due to the interconnected and ever-evolving nature of social systems. With portfolios, we manage a series of linked interventions that can glean insights from each other over time and adapt to contextual changes. The portfolio approach involves scrutinizing challenges from different angles, designing a range of interventions, actively managing the portfolio and its interventions, and using the insights gained to make improved policy and investment choices.
The sub-module 2 elaborated on the rationale behind using portfolios to navigate intricate development challenges. The numerous unknowns within social systems necessitate the adoption of flexible methodologies that facilitate continuous learning. The portfolio approach is precisely such a methodology, which is why it has been used by UNDP teams in various sectors and domains.
Individuals new to dynamic portfolio management often question how it differs from more traditional work methodologies, such as project management. In the third sub-module, we explained that when managing portfolios, we set a travel direction and focus on learning about the environment to shape and influence it.
In sub-module 4, we discussed the organizational capabilities needed to manage portfolios effectively and dynamically.
In sub-module 5, we explored how effective intervention design necessitates an in-depth understanding of the problem at hand. Crucial insights and data may not always be readily available, which is why tools such as dynamic management and sensemaking can be incredibly beneficial.
In the final sub-module, we presented a case study from UNDP Bosnia and Herzegovina, on the capabilities and structures needed for portfolios. We shared their experiences, shedding light on the importance of creating an environment conducive to innovation and detailing the steps the office has taken to encourage and support it.
As we conclude this first pilot round, we’re already discussing ways to improve the course structure, content, and delivery, as well as how to better address the needs of future cohorts. The lessons learned from this first cohort will certainly help us launch a more effective learning experience for future cohorts. We’re grateful to all our colleagues who participated in the course, and for their valuable feedback and insights that have shaped this learning journey.
Stay tuned for Part 2 of this blog series where we will go deeper into the specific process we undertook with the first cohort of learners and how it will shape the future design and delivery of the course.
* References to Kosovo shall be understood to be in the context of United Nations Security Council resolution 1244 (1999).
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