11 / 32
Table 1.
Outcomes Identified for Substantiation
November 2016 //
Canadian Government Executive /
11
Program Evaluation
In step four, these outcomes were pre-
sented to 6 individuals who were present
at the event and knowledgeable about
outcomes. Their role was to substantiate
the outcomes; by providing a rating and
offering revisions to the stated outcomes.
Steps five and six involved the interpre-
tation of the changes of the outcomes,
along with a dissemination plan with
the users. Of the six outcomes identified,
three met the threshold of a rating higher
than 7 out of 9. In summary, the outcomes
harvested through this project were: (1)
New connections and networks formed
amongst a diverse group of students, con-
sultants, and individuals with disabilities.
(2) Sharing of personal stories related to
accessibility helped solidify groups and
strengthened investment in the project.
(3) Ability to empathize with those who
are differently abled was enhanced as a
result of activities.
Lessons Learned and
Conclusions
The use of outcome harvesting allowed for
flexibility and adaptability as we sought
to uncover the emerging outcomes. The
process identified a set of three outcomes:
establishing of diverse connections and
networks; impact of personal stories, and
enhanced empathy. While these outcomes
were valued, the common aspirations of
a program impacting outcomes through
behaviour changes were still present with
BII+E. However, as the outcomes per-
tained in large part to creating a context
that would foster such behaviour changes,
there was much momentum following the
program. BII+E has since gone on to con-
duct a number of other hackathons, whose
evaluations have carefully examined the
development, diversity, and maintenance
of networks. As well, this outcome has
been further considered in BII+E strategic
plans.
Kelly McShane is Associate Professor
in Psychology at Ryerson University.
Leanne Wilkins is a Research Associate
in the Psychology Department. Andrew
Do and Annalise Huynh work in the
Brookfield Institute for Innovation +
Entrepreneurship
Accessibility
Outcome
Area
Outcome
Rating
(1 to 9)
Relationships and
Networks
Social Innovation
The session of “experience it as a user” enabled participants to develop empathy for those
with a disability. They also developed more inclusive language when facilitators and other
participants confronted them on ableist language.
Revisions: They also can “empathize” with the challenges to better identify leverage points to
generate a solution that has a higher chance of being “desirable.”
Brookfield staff learned first-hand about accessibility and were responsive to feedback when
accessibility for the events was not fully achieved. They showed improvement across events,
showing they had directly learned how to make events fully accessible for individuals with a
range of disabilities by responding proactively instead of reactively.
Government stakeholders developed confidence in social innovation tools to bring about
social change given the hackathon’s success. This occurred through considerable dialogue
between government stakeholders and staff at Brookfield.
Revisions: Government stakeholders obtained a taster experience and developed confidence
in social innovation tools to bring about social change given the hack-a-thon’s success….
Government stakeholders will use these social innovation tools in their day-to-day work when
their works can benefit from their usage.
Brookfield staff became the leader of the hackathon event, adapting over time to the new
demands and requirements of the event, and assuming the risk inherent in running a hack-
athon where there is more uncertainty compared to other more traditional events. They
also learned that being responsive to needs was more feasible than things running perfectly
given the number of unknowns and limitations to prepare in advance.
Revisions: Brookfield staff joined the community of practice of the “hack-a-thon event…”
The event brought together people who would have normally not interacted with each other.
For example, consultants, students, and individuals with disabilities. This opportunity en-
abled them to develop a shared language and a desire to continue working alongside each
other.
Revisions: This also provided the opportunity to learn from each other’s unique perspective.
The groups shared personal stories on their connection to accessibility and this strength-
ened investment in the project. As well, the hackathon brought together enthusiasm and
competition which supported team-building, as evidenced by a strong team identity at the
pitch presentations.
7.25
7.5
7.25
6.5
8.25
8