"Hybrid" KT & Project Planning GUIDE

www.neurodevnet.ca
“HYBRID” KT & PROJECT PLANNING
TEMPLATE GUIDE
– FOR CYCLE II HIGH IMPACT PROJECTS –
KBHN (formerly NeuroDevNet) KT Core
June 22, 2015
Authors:
Anneliese Poetz, David Phipps, Michael Johnny
“HYBRID” KT & PROJECT PLANNING TEMPLATE GUIDE – FOR CYCLE II HIGH IMPACT PROJECTS –

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.php
2 Ontario Centre of Excellence for Child and Youth Mental Health http://www.kmbtoolkit.ca/
NeuroDevNet’s
Goals
Your Research
Project’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 (apoetz@yorku.ca, 416.736.2100 x44310)
David Phipps, KT Lead (dphipps@yorku.ca, 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 Project
2.0 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 E
5
*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 DISCOVERY
Use 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 - TRAINING
Develop 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 - AWARENESS
Raise 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 - PARTNERS
Expand 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
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
6

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
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
7
NG1 Impactful discovery
NG2 Training
NG3 Awareness
NG4 Partners
NG2 Training
NG3 Awareness
NG4 Partners
NG2 Training
NG3 Awareness
NG4 Partners
NG2 Training
NG3 Awareness
NG4 Partners
NG2 Training
NG3 Awareness
NG4 Partners
NG2 Training
NG3 Awareness
NG4 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 Plan
2.0 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 E
8

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
2.1 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 E
9
2.1 YOUR KT GOALS
Use 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 corresponding
Research Goals that
relate 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
policy decisions
R3
R4
R5
R6

2.1 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 E
10
2.1 YOUR KT GOALS
Research Goals that
one per page)
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
policy decisions
R3
R4
R5
R6

2.1 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 E
11
2.1 YOUR KT GOALS
Research Goals that
one per page)
Develop KT products that can be distributed
to CAS organizations across Canada to inform
broader policy changes
C.
R1
R2
policy decisions
R3
R4
R5
R6

2.1 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 E
12
2.1 YOUR KT GOALS
Research Goals that
one per page)
Increased knowledge and skill for improving
developmental outcomes for children with drug
and alcohol exposure
D.
R1
R2
policy decisions
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.
2.2 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 E
13

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 towards
CAS organizations in Canada
Stakeholder consultation, dissemination of research results via social media
Peer-reviewed publications and conference presentations at key scientific
conferences 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
2.2 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 E
14

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.
3.0 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 E
15

3.0 WHO
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 Partner
Engagement
Organization
& Location
KT Expertise
on 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 E
16
Name*
Email Address
*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.
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
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
partner@cas.ca
2.
Project Sponsor
Dan Goldowitz
dang@neurodevnet
1.

3.0 WHO
Title* Role(s) /
Responsibilities6
Degree of Partner
Engagement
Organization
& Location
KT Expertise
on 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 E
17
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
bill@bloorview.ca
4.
Project Lead
Chaya Kulkarni
kulkarni@bloorview.ca
3.

3.0 WHO
Title* Role(s) /
Responsibilities6
Degree of Partner
Engagement
Organization
& Location
KT Expertise
on 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 E
18
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)
Kingston ON
other (specify)
Trainee
Bob Cobb
bob@cobb.ca
6.
Trainee
Mackenzie Smith
mackenzie@queensu.ca
5.

3.0 WHO
Title* Role(s) /
Responsibilities6
Degree of Partner
Engagement
Organization
& Location
KT Expertise
on 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 E
19
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)
Kingston ON
other (specify)
Consult on KT video production, provide resources
on KT
other (specify)
York University,
Toronto ON
other (specify)
KT Manager
Anneliese Poetz
apoetz@yorku.ca
8.
Research Assistant
Gert Smith
gert@smith.ca
7.

3.0 WHO
Title* Role(s) /
Responsibilities6
Degree of Partner
Engagement
Organization
& Location
KT Expertise
on 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 E
20
Name*
Email Address
Provide leadership on KT approaches and
commercialization
other (specify)
York University,
Toronto ON
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
gorter@mcmaster.ca
10.
KT Lead
David Phipps
dphipps@yorku.ca
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.
3.0 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 E
21

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?
4.0 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 E
22

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 (bbecker@neurodevnet.ca). Jan Willem Gorter (gorter@mcmaster.ca) 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 (keiko.thomas@mcgill.ca) 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
4.0 HOW
2.0 WHAT
3.0 WHO
4.0 HOW
5.0 WHY
6.0 WHEN
7.0 MEASURE
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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.
4.0 HOW
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3.0 WHO
4.0 HOW
5.0 WHY
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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.
4.0 HOW
2.0 WHAT
3.0 WHO
4.0 HOW
5.0 WHY
6.0 WHEN
7.0 MEASURE
8.0 PART C
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25

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.
4.0 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 E
26

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
4.0 HOW
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
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
27
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
Create infographic
iKT/stakeholder
engagement
activities
End-of-grant KT
Both
1.
Create clear language
summaries
Public
Media
Patients/consumers
Decision-makers
Policymakers
Research funders
Venture capitalists
Parents/families
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)
iKT/stakeholder
engagement
activities
End-of-grant KT
Both
2.
Generate awareness
Generate interest
Impart knowledge
Impart tools
Inform research
Inform product
Inform patent
based policy/practice changes in Ontario for adaptation to
their organization(s)

Public
Media
Patients/consumers
Decision-makers
Policymakers
Research funders
Venture capitalists
Parents/families
Front-line CAS workers in sites involved in study
Public
Media
Patients/consumers
Decision-makers
Policymakers
Research funders
Venture capitalists
Parents/families
Social workers, researchers, early childhood educators,
addictions/mental health professionals, policymakers in
relevant ministries and programs
4.0 HOW
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
28
(choose one
for each KT
activity)8
Target audience/
Intended Outcome(s)
for Each Audience9
want to mobilize?
Conference presentations
Generate awareness
Generate interest
Impart knowledge
Impart tools
Inform research
Inform product
Inform patent
based policy/practice changes in Ontario for adaptation to
their organization(s)
iKT/stakeholder
engagement
activities
End-of-grant KT
Both
3.
Workshops to implement
policy/practice changes in
CAS study sites
Generate awareness
Generate interest
Impart knowledge
Impart tools
Inform research
Inform product
Inform patent
Refine policy and practice changes including documentation
with stakeholder feedback. Provide structured training to
these new materials/approaches.
iKT/stakeholder
engagement
activities
End-of-grant KT
Both
4.

Public
Media
Patients/consumers
Decision-makers
Policymakers
Research funders
Venture capitalists
Parents/families
Social workers, researchers, early childhood educators,
addictions/mental health professionals, policymakers in
relevant ministries and programs
Public
Media
Patients/consumers
Decision-makers
Policymakers
Research funders
Venture capitalists
Parents/families
Front-line CAS workers in sites across Canada not involved
in study
4.0 HOW
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
29
(choose one
for each KT
activity)8
Target audience/
Intended Outcome(s)
for Each Audience9
want to mobilize?
Workshops to implement
policy/practice changes in
CAS across Ontario/Canada
Generate awareness
Generate interest
Impart knowledge
Impart tools
Inform research
Inform product
Inform patent
Provide structured training on these new materials
approaches. Develop online module(s) accessible across
Canada.
iKT/stakeholder
engagement
activities
End-of-grant KT
Both
5.
Online stakeholder
engagement via social media
Generate awareness
Generate interest
Impart knowledge
Impart tools
Inform research
Inform product
Inform patent
other (specify)
iKT/stakeholder
engagement
activities
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
4.0 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 E
30

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
4.0 HOW
2.0 WHAT
3.0 WHO
4.0 HOW
5.0 WHY
6.0 WHEN
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31

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 Reporting
4.0 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 E
32

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?
5.0 WHY
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
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33
want to mobilize?
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.
5.0 WHY
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
34
Create infographic
1.
Create clear language summaries
2.
3.
Workshops to implement policy/practice
changes in CAS study sites4.

KT Activity
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.
5.0 WHY
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
35
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.
KT Activity
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
6.0 WHEN
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
36
Create infographic
July 15, 2016June 15, 20161.
Create clear language summaries
December 1, 2016June 15, 20162.
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 Measure
Refer 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 Indicators
NeuroDevNet 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.
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
ACADEMIC RESEARCHERS
PARTNERS AND RECEPTORS IMPACT
STAKEHOLDERENGAGEMENT
RESEARCH
DISSEMINATION
UPTAKE
IMPLEMENTATION
IMPROVED
SERVICE DELIVERY,
CLINICAL PRACTICES
AND POLICY
ADOPTION
& USE OF
EVIDENCE
AWARENESS
& ACCESS TO
EVIDENCE
EVIDENCE
& INPUTS
Figure 2. Phipps’ Co-Produced Pathway to Impact
evaluation framework for NeuroDevNet NCE
37

7.1 Evaluation Framework and Indicators continued7.0 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
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
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
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)
39

Co-production
(stakeholder
engagement)
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
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
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
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
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)
Co-production
(stakeholder
engagement)
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
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
with CAS in Ontario, how the
findings have been applied to
new policies, procedures and
(best) practices
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
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
# policies evaluated in light of
new evidence
Narrative: intent or
commitment to change policies
and/or practice in light of new
evidence
# clinical practices informed by
new evidence
implemented
# best practices defined
42
A.
B.
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)
Co-production
(stakeholder
engagement)
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
# policies evaluated in light of
new evidence
Narrative: intent or
commitment to change policies
and/or practice in light of new
evidence
# clinical practices informed by
new evidence
implemented
# best practices defined
Narrative about reported
changes to policies/practices
by non-Ontario CAS and other
relevant organizations
Increased knowledge
and skill for improving
developmental outcomes
for children with drug
and alcohol exposure
# 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
workers about how they
are implementing/have
implemented new skills/
knowledge into practice
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/findings
I: disseminate across Canada
L: 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 accomplish
19 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 information
20 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 E
45
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.

Expected Outcome(s)
[short-term, intermediate term, long-term] 18
S: scientific papers published in peer reviewed
journals
I: used as basis for KT products
L: referenced for practice/policy changes and built
upon in future 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 accomplish
19 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 information
20 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 E
46
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 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]
Expected Challenge(s) 19
Delays in being able to publish findings will delay
the creation of knowledge products such as clear
language summaries
Performance Indicators
# peer reviewed publications arising from this
research
# organizations across Canada identified in
collaboration with CAS who would benefit from
receiving this research
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
2.

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