Joel Gutierrez

Sarah Stachowiak
June Han
ABOUT THIS REPORT

This update to I2L2 ideas and concepts

builds upon the 2015 brief co-authored
by Jane Reisman, Anne Gienapp, and
Tom Kelly. It was written to help strate-
gists, evaluators, and practitioners start
to name, identify, and consider the
types of outcomes at play in long-term
systems-change strategies.

© ORS Impact. November 2023

 CONTENTS

I2L2:
Impact, Influence,
Leverage, and Learning

1 Foreword

3 Setting the Stage and Clarifying Concepts

4: Introduction
4: Clarifying systems change and why it matters
5: Defining I2 L2

11 I2L2 Expanded
12: Exploring relationships and connections
14: Sharing helpful ingredients for I2L2 thinking
18: Understand Your Spheres of Influence

21 Outcome Tables
22: Examples of I2L2

27 Guidance on Using I2L2 for Strategy,

Evaluation, and Learning
28: Using I2L2 in your work

30 Conclusion
31: Appendices
 About ORS Acknowledgements

ORS is a strategy and evaluation consulting firm based in This piece was written and published with a lot of support
Seattle, WA with staff across the country. Since 1989, ORS along the way. ORS Impact authors Joel Gutierrez, June
Impact has been on the cutting edges of measurement, Han, and Sarah Stachowiak would like to thank the external
evaluation and strategy, helping their clients be better- reviewers and editors who contributed their time, expertise,
positioned to realize the change they seek. They make the and insights throughout production, namely Anne Gienapp,
complicated accessible, bringing new research and new Tom Kelly, and Jane Reisman. They would also like to thank
approaches to meaningful work, delivering the insights graphic designer Kurt Niedermeier for bringing this report
their clients need to move from ideas to impact. to life in a visual way, and the Walton Family Foundation for
contributing financial support.

orsimpact.com Design: kngraphicdesign.com

 FOREWORD

Foreword

By Anne Gienapp, Tom Kelly, and Jane Reisman

It is amazing to consider the significant evolution of theThe social

degree to which systemic and structural factors perpet-
sector in the two decades since ORS Impact first wrote about uate racial disparity throughout societal institutions prompted
1
the concepts of impact, influence, and leverage. Twenty ORS Impact to develop this updated version of their I2L2
years ago, most funders and social actors assumed that publication. ORS Impact, along with many other impact
impact was additive—if enough programs reached enough actors, has worked to more explicitly center racial equity
people, their investments in programmatic interventions could in systems change work. For ORS Impact, insights about
eventually add up to impact at scale. However, the strategic what it takes to center racial equity have led to thoughtful
work of Annie E. Casey Foundation and many others involved and courageous evolutions of internal operations, evalu-
in comprehensive change efforts, including place-based ation approaches, and ways of working with clients. The
initiatives, initiated new ways of describing and planning inter- I2L2 framework is compatible with and supportive of a racial
ventions and ways to account for large-scale social impact. equity lens, and in this update ORS Impact has more deeply
I2L2 emerged from these efforts; the model calls attention to articulated how race, equity, and power drive assumptions
influence, leverage, and learning as essential dimensions to
and choices about systems interventions as well as expecta-
creation of significant and durable change. For context about tions about change. The update also more closely examines
the emergence and evolution of I2L2, see a discussion paper interrelationships between impact, influence, leverage, and
by Gienapp, Kelly, and Reisman (forthcoming). learning, noting the complex ways that change can manifest
and providing language and examples to help us have richer,
As a growing number of funders and social actors moved to more nuanced field-level conversations.
systems-oriented efforts to achieve impact, the Aspen Insti-
tute’s introduction of the concept of theory of change - promot
In two decades of developing stronger models for the mea-
ed the view that impact could reflect multiple causal chains, surement of systems-focused interventions, the evaluation
including system-level outcomes.2 The attention to sys- field has come a long way. We continue to stretch our under -
tems-oriented impact approaches brought interesting shifts, standing and vocabulary to more intentionally question how
as foundations began to emphasize strategic and learning systems affect large-scale impact initiatives. How and where
roles for evaluators in tandem with—and inextricable from— are race, equity, and power present and operating in sys-
the design and implementation of measurement activities. No tems? How do these factors affect who benefits and who is
longer just external data and analysis technicians, evaluators harmed by system-focused interventions? How can we better
were becoming thought partners with social actors, helping recognize, account for, and intentionally center these factors
them to articulate their systems-focused initiatives and to in the design and measurement of systems-focused impact
name realistic and relevant outcomes for these efforts. As interventions? How will we know if/when systemic conditions
thought partners, we observed that important and hard- are ripe for advancement of equity and justice? We appreci-
won systems-level outcomes were frequently being ignored, ate how ORS Impact has unpacked these questions.
overlooked, or devalued in the context of strategy articulation
and measurement; there was often greater emphasis on the With this new update, ORS Impact issues a call to center
desired impact for people, populations, or places. racial equity in systems-focused impact initiatives. We look
forward to rich conversations and further insights which we
know will emerge from the field’s ongoing application of
I2L2 model. Onward!

1 See: A Practical Guide to Documenting Influence and Leverage In Making Connections

Communities - The Annie E. Casey Foundation (aecf.org). Prepared by ORS Impact, 2004.
2 See: Anderson A. The Community Builder’s Approach to Theory of Change Development:
A Practical Guide. Aspen Institute. Available at: TOCI-final3.indd (aspeninstitute.org)

| 1
Impact, Influence, Leverage, and Learning
2
Setting the Stage
and Clarifying
Concepts

3
 SETTING THE STAGE AND CLARIFYING CONCEPTS

1.1 1.2
Introduction Clarifying systems change
and why it matters

Impact, influence, leverage, and learning (I2L2) have been a Successfully addressing vital social issues—like the move-
meaningful contribution to social change work for years, help- ment 7 for racial justice and addressing climate crises—re-
ing bring clarity and alignment to long-term systems change quires large-scale initiatives that address equity, intersection-
initiatives. Over time, our thinking and practices have evolved, ality, complexity, and systems. And yet, it can be easy for
andtheworldhasshifted.It’saripetimetoshareanupdate social investment leaders to view success narrowly, in terms
that captures and pushes forward our thinking. In the years of achieving long-term, downstream impacts,8 for people
sincewelastpublishedaboutI2L2,thefieldhasmorebroadly and places. However, funders and implementers often work
and explicitly acknowledged that systemic racism, inequality, to disrupt and change social systems or policies in support
discrimination,andexclusionhavecausedsignificantharm. of those downstream impacts. These types of changes are
sometimes discounted, can be challenging to articulate,
Many of us, including ORS Impact, are working to disrupt and may not be measured, resulting in a lost opportunity for
long-standing systems of oppression by implementing learning and strategy improvement.
strategies, measuring, and learning from outcomes that
target systems and policies.3 Along the way, we have learned More recently, big social change initiatives have focused on
and improved our understanding of complex systems strategies that address the root cause of social problems—
changes that advance equitable change for the long run. In for instance, changing policy, practices, narratives, partner-
this update of I2L2, we reflect what we’ve learned through ships and networks, power structures, and broad societal
4
others’ experiences and our own, including through our norms. These types of changes are what we consider to be
publications,5 our internal equity journey,6 and our compa- systems change—outcomes aimed at changing the rules
ny’s principles and values. This update includes contextof forthe game or how systems operate. They focus on shift-
why I2L2 is informative, additional ingredients for thinking ing the way organizations, coalitions, institutions, funders,
about systems-change strategies and outcomes, definitions governments, programs, people, and society operate so that
of I2L2 outcomes and concepts, and examples of outcome impacts (i.e., more downstream changes for people and the
statements to illustrate the components of I2L2. The primary environment) can be achieved at scale, beyond the scope
audience for this update is people who have a role in de- of what particular programs or investments can likely affect.
signing, leading, measuring/evaluating, implementing, and Sometimes, a large social impact initiative will tackle inher-
investing in social change initiatives that span philanthropic, ently complex issues within multiple dynamic, deeply interre-
market-oriented, nonprofit, and governmental sectors as lated
wellsystems. Let’s take, for example, a school district-wide
as cross-sector partnerships. Our intention is for readers to strategy to improve educational outcomes for students.
walk away with reinforced knowledge that systems changes Think of all the systems-level changes this strategy could in-
are interrelated, iterative, and are necessary and legitimate volve: professional development for teachers, tax and budget
pieces to the impact puzzle. In doing so, we hope I2L2 policies for school funding, district structures and practices
concepts help social change actors maintain an equitable for family and student engagement, partnerships with social
and balanced frame for considering strategies, outcomes, service providers that support families and students experi-
progress, and their relationship to complex social systems. encing poverty, etc.

3 The Lens of Systemic Oppression, accessed March 2023, https://www.nationalequity 7 Movements are sustained groupings that develop a frame or narrative based on shared
project.org/frameworks/lens-of-systemic-oppression values, maintain a link with a real and broad base in the community, and build for a long-term
4 See appendix A for a list of helpful resources. transformation in power. “Not Always Movements: Multiple Approaches to Advance Large-3)
5 See appendix B for relevant ORS publications. Scale Social Change,” ORS Impact, 2020.
6 “A Long Overdue Update on our Journey to Advance Equity,” ORS Impact, accessed 8 Downstream meaning long-term outcome achievement, e.g., population-level change.
March 2023, https://orsimpact.com/blog/A-long-overdue-update-on-our-journey-to-
advance-equity.htm.

4 | Impact, Influence, Leverage, and Learning

 SETTING THE STAGE AND CLARIFYING CONCEPTS

1.3
Defining I2L2

Changes within these entrenched systems can be tough to The terms impact, influence, leverage, and learning (I2L2)
identify and achieve, but are powerful and important, with describe the building blocks of social change, making them
the potential to create sustainable, long-term ripple effects. accessible to those who are measuring and developing
For example, a change in tax policy that funnels more money theories of change that ideally strengthen the likelihood
to underfunded schools could go a long way toward chang- of impact. I2L2 allows for a more holistic view of strategic
ing the experience for students in those schools through entry points and related changes, opens up new pathways
increased resources and investment. By specifically naming for innovation in theories of change, creates the space for
and understanding if and how systems changes are occur- adaptation through learning and reflection, and ultimatel
ring (or not), social change actors can see the full spectrum drives more powerful results. On the following four pages,
of change that is possible and gain vital knowledge for we outline each component of I2L2.
strategic development and adaptation. Conversely, without
considering the importance of systems change, decisions
about strategies and judgments about progress can be pro-
foundly limited.

There are potential risks within systems change efforts:

thinking too narrowly, oversimplifying social issues, and
designing strategy and evaluation approaches absent of sys-
tems-change outcomes and strategies. There could also be a
mismatch of expectations and misalignment among funders,
implementers/providers, evaluators, community members, or
people who benefit regarding timelines, key strategies, - out
come achievement, and signs of progress. This can lead to
problematic strategy shifts, changes in funding, disgruntled
organizations, damaged relationships, collapsed initiatives,
and growing mistrust. We have observed that the actors who
experience the most harm in these cases are typically those
who hold the least power, including communities intended to
benefit from change efforts and organizations responsible for
implementing those efforts in communities.

Ultimately, we believe the benefits of systems change far - out

weigh the risks. We urge people who invest in, fund, design,
evaluate, and implement social and environmental change
initiatives to broaden their views of what is considered
progress, and to understand and learn about the full set of
outcomes that contribute toward equitable impact for people
and the environment.

| 5
Impact, Influence, Leverage, and Learning
 SETTING THE STAGE AND CLARIFYING CONCEPTS

Impact Relates to changes in

people—individuals, larger
populations, and societies—
as well as changes in eco-
systems or the environment.

Impact is typically the main goal of large systems Programmatic-level

change initiatives and is the most commonly recog- Programmatic-level impact is concentrated in a small geo-
nizable area of I2L2. It’s helpful to think about it in graphic area and/or an individual organization’s program-
terms of the scales of impact, meaning whether impact matic intervention (e.g., more veterans who are homeless in
occurred or is intended to occur at a programmatic, a specific area of Seattle receive permanent affordable and
population, or societal level. supportive housing).

When considering the expected or desired scale of Population-level

impact, it also helps to think about the initiative’s reach Population-level impact is when many different organiza-
and make sure it is aligned with the scale of interven- tions or partners work in collaboration, typically at a bigger
tion. For example, if interventions are place-based scale and large geographic area (e.g., homelessness in
within a neighborhood, we would not expect to see Seattle proper has decreased substantially).
change occurring at a broader community or municipal
Societal-level
level. All changes are not equal, and attention should
Societal-level impact is even deeper—usually at the level
be focused on who and where changes are occurring,
of mission and vision statements (e.g., all people have
specifically centering race equity in social and environ-
mental change efforts. access to safe and affordable housing).

6 | Impact, Influence, Leverage, and Learning

 SETTING THE STAGE AND CLARIFYING CONCEPTS

Influence Reflects the many ways in

which systems interact and
can change.

Influence strategies and changes may relate to organi- Regardless, the system is the unit of change, whether
zational and business practices, degree of alignment aimed at influence within organizations, institutions, part-
across organizations, public discourse or common nar- nerships or coalitions, sectors or fields, the media eco-
ratives, political support, and shared norms. Influence system, or policies. Not to be ignored in this category is
strategies and outcomes are often more than an arm’s ensuring that our long-term goals to advance social justice
lengths away from community and are not in the scope match the way we go about our work to change systems,
of direct service. For that reason, it can be challenging centering equitable practices and processes.
to connect the dots between influence strategies and
outcomes, and they can be hard to see, (e.g., working
to strengthen advocacy capacity, building new net-
works of advocacy organizations, and making incre-
mental progress towards changes in policy). However,
by being explicit and developing theories of change
that are designed to influence systems, it’s possible to
identify different types of outcomes at different levels,
and how they might interact or not. These levels might
include changes that occur within a single organization,
changes across a network of organizations, or larger
system changes like changes in policy.

| 7
Impact, Influence, Leverage, and Learning
 SETTING THE STAGE AND CLARIFYING CONCEPTS

Leverage Refers to the way social

change implementers can
affect systems by garnering,
matching, pooling, or
(re)directing resources.

These actions may lead to changes in the amount or

use of financial resources (e.g., funds to implement
initiatives, policies, or mandates), or may result in
an allocation of non-monetary resources (such as
staffing dedicated to a particular issue or building
infrastructure for a specific community). Leverage is a
key building block, as large systems change initiatives
require long-term commitments of resources. Social
change actors should pay special attention to under-
stand how much/many resources are allocated, for
how long, who is being supported (or not), and what
other resources are needed to be effective.

8 | Impact, Influence, Leverage, and Learning

 SETTING THE STAGE AND CLARIFYING CONCEPTS

Learning Refers to practices that

create space and muscle
for reflection and
adaptation.

Learning can take place within the context of formal Learning practices also include regular and intention-
efforts like strategy development, evaluation, and al habits to learn from data and lived experiences, for
strategic learning,9 or informal (but intentional) efforts instance, co-creating theories of change and definitions of
to reflect back, bring experience or data to bear, and success with communities, convening advisory boards of
improve. Regular learning activities are a critical and community members, engaging organizations in collective
necessary part of any impact endeavor, helping to sense-making, not being extractive11 in communities, re-
answer questions about how to design and implement turning learning back to the community or implementers of
social impact strategies in ways that advance equita- initiatives, and centering learning on the communities that
ble outcomes. Strong learning practices include the are intended to benefit.
reflections and insights of many actors across the sys-
tems-change initiative, from funders to implementers to
people with or proximate to lived experience. Engaging
in learning together (e.g., leaning into the principles
and practice of Emergent Learning10 ) can strengthen
relationships and trust among evaluation users, unlock
insights and knowledge to guide decisions about the
selection and implementation of strategies, and ulti-
mately lead to a greater likelihood of impact.

9 We strive to align with the Equitable Evaluation Initiative (EEI) framework and principles 11 Research should benefit the communities we’re working with and expose the systems
that encourage regular reflection, spur improvements to strategy, and returning that cause harm, rather than extract data or narratives from communities for the sole
knowledge for the broader field to benefit. “Equitable Evaluation Framework,” Equitable purpose of gaining knowledge, as some traditional research has done. “Research Code
Evaluation Initiative, accessed November 2022, https://www.equitableeval.org/framework. of Ethics,” Human Impact Partners, 2023. Accessed April 2023 https://humanimpact.org/
10 Emergent Learning, accessed March 2, 2023, https://emergentlearning.org/ wp-content/uploads/2023/01/HIP-Research-Code-of-Ethics.pdf

| 9
Impact, Influence, Leverage, and Learning
10
I2L2 Expanded

11
 I2L2 EXPANDED

2.1
Exploring relationships and
connections between I2L2

While the definitions of impact, influence, leverage, andProgress Stalls

learning have remained mostly the same over time, our
appreciation for the relationships between them has
expanded. It is helpful to look more deeply at the connec-
tions between impact, influence, and leverage; consider
the multiple directions and pathways for change; and
understand the importance of ongoing learning and ad-
aptation as a means to pursue impact. Although systems
change can be linear—meaning it occurs so impact Influence and leverage outcomes occur,
can be achieved—we know social change, particularly but desired impact is not achieved.
when seeking to address injustice and inequities, can be
multi-faceted and non-linear. Below, we share four sample When the Black Lives Matter movement took off and made
scenarios describing the connections between I2L2. strides for racial justice across and within sectors, large sums
While these scenarios are not exhaustive, we hope they of money were directed toward Black-led organizations to
illustrate the different ways social change makers must help spur the movement (leverage). Corporations took public
consider the interrelated building blocks of change and stands and passed internal policies requiring equity training
how they can often reinforce or build on one another. for staff (influence). Public perceptions shifted and a wave of
activists were galvanized in the fight for racial justice - (influ
ence). And then… support waned. The infusion of public and
private funds slowed, public pressure on the government
declined, and activists wondered if those early outcomes
would ultimately result in sustained and meaningful change.
In this scenario, learning could be used to understand what
happened, surface insights, and identify new hypotheses
about what strategies are most needed now.

12 | Impact, Influence, Leverage, and Learning

 I2L2 EXPANDED

Backward Progress Forward Progress

Gains in influence, leverage, and/or learning are Impact, influence, leverage, and learning
not sustained or face backlash and retrenchment. are mutually reinforcing and intertwined

Funders invested heavily in organizations (leverage) across A state expanded the Earned Income Tax Credit to provide
the United States to design collaborative strategies - ( influ
more cash to hundreds of thousands of people with lower
ence) to get out the vote in 2020, particularly among low- income, in part due to a relentless and effective coalition
and middle-income voters. With data and learning in hand advocacy campaign (impact). To achieve the landmark win,
about target demographics and corresponding effective advocates first organized a listening tour around the state
outreach tactics in those communities (learning), organi- to hear from low-income folks and learn what they needed,
zations connected with and made the case to more voters which greatly informed the campaign’s policy agenda - (lea
about the importance of voting ( influence) . Due in part to ing). Complementing the intentional work in the community,
their efforts, the 2 0 election drew the United States’ the coalition of advocates received funding from philanthrop-
highest voter turnout in more than a century.12 After seeing ic institutions that enabled the hiring of a campaign manager
a record turnout of low- and middle-income voters in some (leverage). With the added capacity, the coalition strength-
states, some legislatures worked to pass laws and voting ened its membership by adding intersectional and biparti-
restrictions ( influence) to disenfranchise those voters. sanBased
organizations and strengthened their policy advocacy
on data in 2021, 19 states have enacted 33 laws that make efforts. They pushed (for years) for more cash for low-income
it harder for Americans to vote.13 For advocates in these people and for the inclusion of non-citizens who have been
states, their focus has turned to the need to protect and historically excluded from government tax benefits. They
strengthen voting laws and regulations ( influence) . developed Republican and Democratic allies in the legisla-
ture, and through having strong data access and communi-
cations capacity, became a trusted point of contact for other
policymakers and organizations to turn to for information
(influence). In the end, the bill for the expanded tax credit had
overwhelming bipartisan support, and advocates achieved
a significant win for traditionally marginalized groups
state. Now, the coalition has more power and a stronger rep-
utation, is viewed as a trusted partner in the legislature and
among advocacy partners and is positioned well to advocate
for the equitable implementation of the tax credit (influence

12 “Election Lessons from 2020,” Brennan Center for Justice, accessed March 2023,
https://www.brennancenter.org/our-work/analysis-opinion/election-lessons-2020.
13 “Voting Laws Roundup: October 2021,” Brennan Center for Justice, accessed March 2023,
https://www.brennancenter.org/our-work/research-reports/voting-laws-roundup-october-2021

Impact, Influence, Leverage, and Learning | 13

 I2L2 EXPANDED

2.2
Sharing helpful ingredients
for I2L2 thinking

Progress at the Same Time Since we first talked about I2 L2 in 2 0 4 , our world has
shifted. We’ve experienced a global pandemic, continued
police violence and social injustices, climate crises around
the world, needless wars, huge advances in technology and
AI, and the continued growth and influence of social media.
The social sector has evolved to respond to these changes,
with significant progress in centering Black, Indigenous, and
people of color ( BIPOC) communities in change initiatives,
Efforts to address impact, influence, valuing lived experience equally to academic credentials,
and leverage happen simultaneously expanding impact investing, using machine learning in
research, and engaging in trust-based philanthropy. As
A funder working on criminal justice transformation seeks
actors and active participants in the broader systems of
to change policies for who, when, and for how long people
society and the field, we as an organization have also
are incarcerated. At the same time, the funder provides deepened our thinking and learned through successes and
grants to organizations that work with formerly incarcerated
failures in our equity journey and our client work. Below we
individuals as they reenter society, families of those who are
share some additional ingredients for I2L2 thinking.
currently incarcerated, and formerly incarcerated individuals
to advocate for change. They seek changes in policies,
organizational capacity, and systems (influence and leverage)
at the same time they seek changes in peoples’ lives
(impact), in no particular order.

14 | Impact, Influence, Leverage, and Learning

 I2L2 EXPANDED

Identify Equity as a Noun and a Verb

Although this may not be a new way of thinking, we changes usually occur at the individual and organizational
have found it tremendously useful in developing strategy level and have ripple effects on larger systems, such
and identifying different types of equitable outcomes to as changes in organizational practices (e.g., improved
achieve. Equity as a noun refers to tangible, concrete grantmaking practices that cut the red tape for community-
changes in people and systems, such as changes in based organizations to access funding can in turn affect
population-level outcomes (e.g., a decreased mortality the communities served), changes in capacity (e.g.,
rate for Black children), changes in policies (e.g., access an individual’s improved skills in facilitating communi
to an Earned Income Tax Credit for undocumented conversations can result in developing strategies based on
noncitizens), or changes in organizations (e.g., more an impacted community’s needs) , or changes in processes
BIPOC executive leadership) . Equity as a verb refers to (e.g., translating program forms into multiple languages
changes in the way we go about our business, the way can increase language access and open up the program
we carry ourselves in our work and lives, or the values, to groups that were historically excluded). The questions
processes, and practices we use every day—changes that below reveal how those engaging in social change should
can be harder to see but are incredibly important. These think about equity as a noun and a verb.

Equity as a Noun Equity as a Verb

1 2 3 1 2 3

Who gets to de- Are we being Are we walking Are we looking Are changes Does systems
cide what change broad-minded the talk in our at who is harmed increasing gaps change result
is necessary, and more expan- commitment to or left behind, or expanding in the expected
sufficient, and sive in thinking equity? not just who is disadvan tage benefits? Has
desirable? What about what advantaged by for some? Are the system
activities and out- kind of changes changes? we taking an changed or
comes are priori- matter to help intersectional lens transformed, not
tized? us avoid practic- to understand merely morphed,
es that prop up oppression and or reshaped to
White-Dominant impact? continue causing
Culture (e.g., one harm?
right way, prog-
ress is always
more/up, either/or
thinking, quantity
over quality)?

Impact, Influence, Leverage, and Learning | 15

Four Layers of Systems Change

Type Definition Examples

Single A systems Improved

Organization change occuring staff training

1
within a single
Changes to how
orgnization
an org’s services
are delivered

Single A systems Funder changes

Organization change that grant-making rules

2
with Ripple occurs within allowing new types
Effect a single of organizations to
organization apply for funding
that has ripple
Other funders
effects into other
adopt the same
organizations.
or similar rules

Multiple A systems Multiple school

Organizations change that districts adopt and

3
in the same occurs among implement the
sector multiple same race-equity
organizations. framework

Multiple A systems Businesses,

Organizations, change that residents, schools,

4
Cross-sector occurs among and governments
multiple adopted environmen-
organizations, tal steward practices,
cross-sectors. and implemented
pullution reduction
projects.
 I2L2 EXPANDED

Consider the Ramifications of

Name the Layers to Systems Change Transforming or Reforming Systems

In our work partnering in and synthesizing results from Systemic, structural, and institutional racism exists, and it is
complex initiatives that tackle gnarly social issues, we’ve pervasive. Its tentacles and negative effects have infiltra
learned a lot about how to untangle, identify, and name our bodily and family systems (e.g., generational trauma),
all the potential changes that can occur or have already our organizational systems (e.g., equal pay, race gap in
occurred. These are often the result of efforts to influence corporate executive offices) , our community systems ( e. g. ,
systems and leverage resources. To help us think about red lining), and our democratic systems (e.g., racial discrim-
different types of changes, it can be valuable to first - consid
ination in voting). Reform efforts try to make changes within
er the system(s) or sector(s) that changes occur in, and at current systems by changing roles, policies, incentives, or
what layer (or scope). The authors of the When Collective practices, and while these can lead to improved impacts,
Impact Has an Impact research study presented one way to they fundamentally maintain the system status quo. Given
go about it, by measuring systems change within large pop- the institutional racism that is already baked in, system
ulation-level impact efforts based on what layer the change reform can feel untenable or insufficient, especially amo
occurred in,14 as shown on page 20. It can also be helpful those who are most harmed by the current systems. To
to look at the formality of systems change. Some changes achieve equitable changes at scale and end harm and
may be informal (e.g., agreements, new ways of working, or oppression, systems may instead need to be completely
time-limited experiments), while others may be formal (e.g., transformed—by dismantling them to end the current state
job descriptions, new permanent roles, memorandums of and create something anew. Articulating a clear line of sight
understanding). Naming these layers, such as scope (e.g., for whether actors are working to transform or reform a
single-org or multi-orgs) and formality of change, within system can be important for right-sizing and aligning strat-
your strategy and measurement of outcomes can help add egies or interventions, identifying the necessary outcomes
nuance and depth to your thinking and understanding. to achieve, helping to identify what to measure and learn
from, and highlighting fundamental differences about what
is necessary and sufficient.

14 A study that looked across 25 initiatives utilizing Collective Impact approaches aimed
at achieving population-level change. https://www.orsimpact.com/DirectoryAttach-
ments/10102018_33801_97_CI_Study_Executive_Summary_October_2018.pdf

Impact, Influence, Leverage, and Learning | 17

 I2L2 EXPANDED

2.3
Understand Your
*
Spheres of Influence

Knowing how much control or influence you have to make Identify gaps in strategy or
changes can be useful for right-sizing strategy, informing capacity to achieve desired goals
evaluation, and setting expectations. Here we adapt con-
cepts shared in Hivos Theory of Change Thinking in Practice For example, initiative leaders want to expand their work
related to the Spheres of Control, Influence, and Interestto rural areas of their state, but realized none of the
15

(shown on page 23) by asking: current members work in proximity to or have experience
engaging with rural communities. The initiative has no
1 What do systems-change actors have direct current control or influence in rural areas, and therefore
control or power over? needs to expand its partnerships, improve its capacity,
and perhaps refine its approach to work in and contribute
2 Where do they have direct or indirect influence to changes for rural communities.
to make changes?16
3 Where do they have interest and ambitions that Inform evaluation and learning
are beyond one’s ability to achieve on their own? questions and approaches that
unpack relationships between strategy
Ensure your strategies and implementation and observable changes
expected outcomes are realistic For example, a national organization wants to increase the
For example, a funder wants to greatly reduce child hunger production of produce in a certain geographical region using
in the United States within 10 years. A single-pronged ap- sustainable methods. They have partnered with local orga-
proach with a focus on direct service only would likely not nizations to help implement new farming practices on the
be enough to achieve the desired results, as direct service ground with farmers. Knowing it would be an incomplete pic-
providers do not have the control, power, or influence to ture to only measure and ask questions related to increased
achieve population-level change on their own. Instead, the production, changes in the soil where produce was grown, or
funder designed a multi-pronged approach that includes rainfall, evaluators also seek to answer questions that under-
direct service providers, national organizations, policy stand the relationships between organizations and strategy
advocates, other funders, and local communities and implementation. For example, what control or influence does
adjusted its focus to be more place-based, acknowledging the national organization have on local organizations’ - capa
each place may be on a different timeline. The funder rec- ity and implementation effort? What control or influence do
ognized that they exist among a collection of actors/insti- local organizations have in driving or contributing to changes
tutions working on the same and/or related strategies and in farmers’ practices and changes in produce? Answers to
outcomes, and correctly aligned its expectations for what these types of questions will inform how and why change
they can contribute to, achieve, and take responsibility for has happened and what role(s) the national organization and
based on its strategy/approach. location organizations have in contributing to change.

15 Framework and graphic created from Hivos Theory of Change in Practice (2015). * “Influence” here is different from “influence” in I2L2.
16 It can be helpful to distinguish between direct influence and indirect influence. Direct
influence is closely related to the project’s activities, typically shorter-term. Indirect
influence is beyond the influence of the project itself and typically higher up or longer-term.

18 | Impact, Influence, Leverage, and Learning

 Spheres of Control,
Influence, and Interest

Interest
Are desired outcomes outside our control or
influence but further momentum, take- up and
scale lead to desired societal level changes? Our
strategies contribute to progress, but multiple
other factors and systems are at play.

Influence
Are desired outcomes in my, the organization’s, or
the initiative’s sphere of influence? Our strategies
have some influence on actors/ institutions and
we share responsibility for outcomes.

Control
Are desired outcomes in my, the
organization’s, or the initiative’s
sphere of control? Our strate-
gies are solely responsible
for outcomes.

Impact, Influence, Leverage, and Learning | 19

20
I2L2 Tables

21
 OUTCOME TABLES

3.1
Examples of I2L2

To help illustrate what we mean by I2L2, in the following but hopefully provide useful ideas for those seeking to
tables we provide examples of outcomes that encompass identify the kinds of outcomes they need to achieve to
a range of different issue areas and initiatives. We also make meaningful progress toward their goals. We hope
embed examples of I2L2 thinking (Scale of Impact,Equity these examples will help readers (1) spring new ideas and
as a Noun ( ) and Verb ( ), Naming the Layers to help identify potential and relevant outcomes in their work;
Systems Change, and Understanding Your Sphere of and (2) see the full spectrum of changes possible within
Influence) . These outcomes are illustrative, not exhaustive,I2L2 that may contribute to impact.

Table Summary

Impact Influence Leverage Learning

This table shows examples This table shows examples This table shows exam- This table shows different
of impact outcome areas, of various types of influence ples of leverage outcomes, practices and intended
different scales of impact, outcomes. The ingredients cross walked with facets of benefits of engaging in
and equity as a noun to I2L2 shared earlier (i.e., I2L2 thinking when appli- learning. This is not an ex-
outcomes. equity as noun or verb, cable. When a facet is not haustive list but highlights
layers of systems change, relevant or could be variable practices we like to use
and spheres of influence) depending on more con- in our work to help clients
are useful and not always text, the cell is left blank. navigate and learn from
applicable; where the ingre- systems-change work.
dients are relevant, we have
included how the example
outcomes crosswalk with
these facets. When a facet
is not relevant or could be
variable depending on more
context, the cell is left blank.

22 | Impact, Influence, Leverage, and Learning

 OUTCOME TABLES

Impact / Programmatic, Population, and Societal Levels

Outcome Areas Programmatic-Level Impact Population-Level Impact Societal-Level Impact

Changes in Individuals feel an increased sense Communities across the country feel All people live happy and fulfilled lives
social emotional of social cohesion within a community an increased sense of social cohesion
well-being

Changes in Increased employment for low- Increased income for Latinx Black and Latinx workers have
economic income Latinx program participants populations in a city equitable participation in living
conditions wage jobs

Changes More veterans in Seattle are placed Homelessness in Seattle has Everyone has access to safe and
in housing in permanent, affordable, and decreased substantially affordable housing
conditions supportive housing

Changes Individuals in a town devastated by Communities and the people who live People are prepared and there is a
in safety a climate crisis recover faster in the Midwest recover faster during robust safety net in place to support
times of disaster individuals’ and families’ recovery

Changes in Students experiencing poverty who Achievement and opportunity gaps Historically marginalized youth
educational participate in after-school programs based on race and income are closed are successful from cradle to career
conditions have improved educational outcomes for students in a state
(e.g., grades, test scores)

Changes An industrial district measurably Improved air quality in communities Global warming slows
in the reduces its greenhouse gas emissions of color in a region
environment
 OUTCOME TABLES

Influence / Changes in Systems

Equity as a Layers of Sphere of

Outcome Areas Influence Outcome Statements
Noun or Verb Systems Change* Influence**

Changes
Organizational departments decrease their silos and collaborate more Single Control
in capacity

Changes Organizations stop practices and programs that are harmful to

Multi Control
in practices marginalized communities

Partner organizations implement the same race equity framework Multi Control

Changes in Partnerships representing diverse identities across industries, sectors

Cross-sector Influence
partnerships or and issues are collectively pushing for the same goals
collaborations
Coalition partners strengthen their relationships with community-
Multi Control
based organizations

Changes Voters are more knowledgeable about economic inclusion issues Influence
in public or
political will Policymakers increasingly view economic policies as a top priority Influence

Changes Favorable stories around bail reform become more dominant in the
in narratives public discourse
or mindsets Influence
Stories in traditional media use more asset-based framing in stories
about safety net programs

Change in Decline in/end to policies that disproportionately impact Black males

Influence
public policies who are prosecuted and/or incarcerated in the criminal justice system

* Layers of System Changes (i.e., single org changes, multi-orgs changes, or cross-sector changes) **Spheres of influence (i.e., sphere of control, influence and interest)
 OUTCOME TABLES

Leverage / Changes in Systems

Equity as a Layers of Sphere of

Outcome Areas Leverage Outcome Statements
Noun or Verb Systems Change* Influence**

Changes A BIPOC- led organization receives a grant from a foundation for

Single
in funding millions to support workers’ rights

New public-private partnerships increase funding streams for

Cross-sector
affordable housing developments

Private and public institutions allocate unprecedented monetary

resources to advance the movement for race equity Cross-sector

Changes Organizational departments are adequately staffed to make

Single Control
in staffing strategic and meaningful progress

Organizations across sectors create new positions that have ade-

Cross-sector
quate power to advance their diversity, equity, and inclusion goals

Changes in Organizational departments adopt and use new technology,

Single Control
other resources and software

Tribal nations increase access and use of mobile hotspots for

Single Control
members who live in areas with no or limited broadband

* Layers of System Changes (i.e., single org changes, multi-orgs changes, or cross-sector changes) **Spheres of influence (i.e., sphere of control, influence and interest)

Learning / Practices and Intended Benefits

Practices Benefits

Collective sense-making Acknowledges all actors ( not just evaluators) have ideas and insights to contribute, helps make findings stick
among evaluation users, and ensures a utilization focus.

Emergent Learning Emergent Learning is made for systems-change social sector actors. Its principles and practices are democratic,
principles and practices inviting diverse voices to the table, treating different types of expertise equally, and engaging all involved in
achieving goals together.

Advisory groups of Ensures evaluation and learning is useful to more than just those who hold the most power. Strengthens evaluation
community members design and reporting by authentically listening and sharing power with those responsible for implementing efforts
and/or organizations and/or those with lived experience.

Learning products that Contributes to effective interpretation and usability of data, e.g., by making data and analyses clear and
feature data visualization understandable and using inclusive design (such as color schemes that are accessible for people with
and design principles colorblindness).

Inclusive language Helps ensure audiences or consumers of learning feel valued and respected, and can enhance empathy, clarity,
and understanding.17

17 https://www.apa.org/ed/precollege/psn/2022/09/inclusive-language
26
Guidance on Using
I2L2 for Strategy,
Evaluation, and
Learning

27
 GUIDANCE ON USING I2L2 FOR STRATEGY, EVALUATION, AND LEARNING

4.1
Using I2L2
in your work

In our work with social change agents, we know it can be

challenging to develop stronger theories of change and
understand if the work is making a difference. People often
have a gut sense, but they may struggle with either naming
outcomes or believing that certain kinds of outcomes
count, especially those that are not direct impact. To ad-
dress this, we have found a few ways that people can use
I2L2 in their work.

Sharing power Strengthening theories

of change/strategies

Nonprofits and funders may be most conversant with Using content from I2L2 can strengthen overall theories of
processes such as theory of change and outcome identifi - change. By reviewing your current strategy alongside I2L2,
cation. Providing examples of influence and leverage - out
you may be able to name new or different kinds of systems
comes that are meaningful and important can help everyone changes you expect or need to see to achieve your goals
involved, especially those most impacted or closest to the or mission.
work, to define what outcomes matter and are important
and meaningful to them. This work to share power can
occur early on during strategy development or later, when
assessing emergent outcomes or using participatory pro-
cesses like Most Significant Change or Outcome Harvest -
ing,18 to define what change has occurred.

18 More information for Most Significant Change and Outcome Harvesting can be found here:
https://www.betterevaluation.org/methods-approaches/approaches/most-signifi-
cant-change#:~:text=The%20Most%20Significant%20Change%20(MSC,the%20most%20
significant%20%E2%80%93%20and%20why, and here: https://www.betterevaluation.org/
methods-approaches/approaches/outcome-harvesting

28 | Impact, Influence, Leverage, and Learning

 GUIDANCE ON USING I2L2 FOR STRATEGY, EVALUATION, AND LEARNING

Building alignment Determining success

around strategy

Getting clarity on what changes are important, among who/ Disagreement on what amount of change is sufficient,
what, whether you seek system reform or transformation, possible, and meaningful (e.g., transformation or reform,
and what layer you expect to see changes in systems (e.g., single organization versus cross-sector change) in a certain
single organization, multiple organizations, cross-sector) can timeframe creates conditions for disappointment and
help parties recognize where they are aligned or not. With- potentially leads to negative power dynamics when not
out alignment in these areas, people may end up inadver- addressed explicitly.
tently working against each other and/or disagreeing about
the strategy and ways to get there collectively.

Impact, Influence, Leverage, and Learning | 29

 CONCLUSION

Conclusion

Although much has changed in our world in the years

since ORS published our first guide about naming and
measuring systemic influence and leverage, the need to
define, measure, and legitimize a variety of types - of out
comes to achieve large-scale, equitable change contin-
ues. We hope this update helps to show how our thinking
and practices have evolved over time, with a more explicit
incorporation of issues around equity and power, and
additional nuance in how we understand aspects of sys-
tems change. We hope I2L2 can continue to help those in
the social sector working toward social change to name
and recognize progress along the way, while learning and
thinking critically about how to get there, evolve, adapt,
and maintain progress over time.

30 | Impact, Influence, Leverage, and Learning

 APPENDICES

Appendix A Appendix B
Some Additional Relevant Publications
Helpful Resources Authored by ORS

1 Equitable Evaluation Inititiave. (2023). The Equitable ORS Impact. (2021). Measuring Narrative Change:
Evaluation Framework, May 2023 Expansion. Understanding Progress and Navigating Complexity
https:/ / www. equitableeval. org/ _files/ ugd/ 2 1 7 8 6 c_
aab47695b0d2476d8de5d32f19bd6df9.pdf ORS Impact. (20 1). Engaging the People Nonprofits
Seek to Impact in Policy Advocacy.
2 Ruedy, L. (2018). Six Models for Understanding
Impact. Democracy Fund. https://democracyfund. ORS Impact. (2020). Not Always Movements: Building
org/idea/six-models-for-understanding-impact/ a Field.

3 Robinson, N. (2021). A radical arc in systematically ORS Impact. (2019). When the Best Offense is a Good
documenting political context in advocacy evaluation. Defense: Understanding Measuring Advocacy on the
New Directions for Evaluation, 2021, 95–117. Defense.
https://doi.org/10.1002/ev.20470 ORS Impact and Spark Policy Institute. (2018). When
Collective Impact Has an Impact.

ORS Impact publications can be found at

https://orsimpact.com/publications.aspx?RD=1

Impact, Influence, Leverage, and Learning | 31

32
In Summary

33
At a Glance... Impact, influence, leverage, and
learning (I2L2) have been a mean-
ingful contribution to, and the
building blocks of, social change
work for years, helping bring clari-
ty and alignment to long-term
systems change initiatives.

The Building Blocks of Social Change

........................................................... ........................................................... ........................................................... ...........................................................

Impact Influence Leverage Learning

Relates to changes in Reflects the many ways in Refers to the way social Refers to practices that
people—individuals, larger which systems interact and change implementers can create space and muscle
populations, and societ- can change. Influence strat- affect systems by garnering, for reflection and-adap
ies—as well as changes egies and changes may matching, pooling, or (re) tation. Learning can take
in ecosystems or the relate to organizationaldirecting
and resources. These place within the context of
environment. business practices, degreeactions lead to chang - formal efforts like strategy
of alignment across organi- es in the amount or use development, evaluation,
zations, public discourse or of financial resources or and strategic learning, or
common narratives, political non-monetary resources informal (but intentional)
support, and shared norms. ( such as staffing dedicated efforts to reflect back, bring
to a particular issue. experience or data to bear,
and improve.

........................................................... ........................................................... ........................................................... ...........................................................

Achievement and oppor - Coalition partners strength

- Private and public institu
- Acknowledges that all
tunity gaps based on race en their relationships with
tions allocate unprecedent- actors (not just evaluators)
and income are closed for community based orga
- ed monetary resources to have ideas and insights
students in a state nizations. Policymakers advance the movement for to contribute, helps make
increasingly view economic
race equity. findings stick among evalu -
policies as a top priority. ation users, and ensures a
utilization focus

34
When to Use I2L2

Share power. Influence and Strengthen theories of Build alignment around Determine success. Identify
leverage outcomes that change. Review your cur- strategy. Get clarity on what what amount of change
are meaningful and im- rent strategy alongside I2L2 changes are important, is sufficient, possible, and
portant can help everyone to name new or different among who/ what, whether meaningful.
involved, especially those kinds of systems changes you seek system reform or
most impacted or closest you expect or need to see transformation, and what
to the work, to define what to achieve your goals or layer you expect to see
outcomes matter and are mission. changes in systems (e.g.,
important and meaningful single org, multiple orgs,
to them. cross-sector) to help parties
recognize where they are
aligned or not.

35
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