THE THE THE ART ART ART OF OF OF KNOWLEDGE KNOWLEDGE KNOWLEDGE EXCHANGE EXCHANGE EXCHANGE AA Results-Focused Results-Focused A Results-Focused Planning Planning Planning Guide Guide Guide for for for Climate Climate Climate Change Change Change Practitioners Practitioners Practitioners WATCH OUR COVER Download the free augmented reality app Zappar, then scan the front of the COME ALIVE book to access our interactive content, including a digital copy of: Download the Zappar App & “The Art of Knowledge Exchange”. ZAP THIS PUBLICATION © 2019 International Bank for Reconstruction and Development / The World Bank 1818 H Street, NW Washington, D.C. 20433 Telephone: 202-473-1000 Internet: www.worldbank.org This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. 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I DO YOU WANT TO… ü Connect clients to new information and opportunities across countries and regions? ü Catalyze innovative thinking and generate better development solutions? ü Inspire collaboration between individuals, institutions, cities, countries, and regions? ü Accelerate decision making and reform? ü Overcome bottlenecks and enhance project impact? ü Customize, replicate, and scale up development solutions? II ACKNOWLEDGMENTS The Art of Knowledge Exchange: A Results-Focused Planning Guide for Climate Change Practitioners is a customized adaptation of the original The Art of Knowledge Exchange: A Results-Focused Planning Guide for Development Practitioners, which was produced under the leadership of Shobha Kumar from the World Bank Group’s Knowledge Exchange Practice working with a team of World Bank Group staff and consultants comprising Aaron Leonard, Ryan Watkins, Yianna Vovides, and Brigitte Kerby. This Climate Investment Funds (CIF) Guide was produced with contributions from the CIF Administrative Unit, recipient countries, multilateral development banks, and stakeholders. The team would like to thank CIF Manager Mafalda Duarte for her support for the adaptation initiative. The customization effort was initiated and directed by Sailas Nyareza, Senior Knowledge Management Specialist in the CIF. The core task team was led by Shobha Kumar, former Senior Knowledge and Learning Officer in the World Bank Group’s Equitable Growth, Finance and Institutions Vice-Presidency, and included World Bank Group consultants Yianna Vovides and Richard Crabbe. The guidebook has also benefitted from the expertise of Greg Johannesen as creative director for graphic design and Honora Mara as copy editor. The team is grateful for the enthusiastic engagement of several CIF stakeholders in the preparation of the guide—especially for the good practice and case study contributions provided by Andre Rodrigues Aquino, Joao Moura Estevao Marques, Emanuella Maria Fernandes, Iretomiwa Olatunji, Nora Patricia FitzGerald, and Meerim Shakirova of the World Bank; Dr. Auxilia Ponga, Chitembo K. Chunga, and Chama Nambeya of the government of Zambia; Ancha Srinivasan of the Asian Development Bank, and Luis Barquin and Johnson Cerda of Conservation International. CIF Administrative Unit colleagues Rafael Ben, Loreta Rufo, and Ines Angulo led the preparation of the three main case stories for the guide. Thanks to Anne Kuriakose, Svetlana Negroustoueva, Joseph Dickman, Sandra Romboli, Anna Williams, and Renata Lukasiewicz for contributing case studies, resources, and photos. Finally, special thanks go to Adam Broadfoot, Andrew Berghauser, and Debra Malovany of the World Bank Group for enabling the guidebook to come alive online through the augmented reality mobile app Zappar. January 2019 III ABOUT THIS GUIDE Welcome to this customized edition of The Art of Knowledge Exchange. Based on the original Art of Knowledge Exchange: A Results-Focused Planning Guide for Development Practitioners, this guide has been customized for climate change practitioners. It offers a practical step-by- step framework with illustrative examples on how to design, implement, and measure progress with regard to knowledge exchange initiatives. While the guide contains information that is of value to all those involved in knowledge exchange from the local to the global level, it is particularly geared to those who broker the exchange of knowledge and expertise on development challenges and solutions in the areas of clean technologies, climate resilience, energy access, and sustainable forests. This guide will help practitioners to: » Consider knowledge exchange within a broader programmatic and development context. » Ensure that knowledge exchange initiatives are stakeholder owned and demand driven. » Determine the challenges to reaching a solution. » Reflect on the change processes needed to address these challenges. » Identify individuals or groups who can play effective roles in bringing about needed change. » Choose the right mix of knowledge exchange instruments and activities to help participants learn, grow, and act. » Implement in an adaptive and learning-focused manner. » Measure and report the results of a knowledge exchange initiative. This guide includes and refers to case studies and other examples of successful knowledge exchange initiatives in the clean technologies, climate resilience, energy access, and sustainable forests sectors, highlighting lessons learned from implementing these initiatives for high development impact. It also reflects the experience of the Climate Investment Funds Administrative Unit, multilateral development banks, knowledge and learning professionals, government officials, stakeholders, and other international and development practitioners who have successfully integrated knowledge exchange as a part of a larger change process. IV ANCHOR End one journey, begin the next. MEASURE DEFINE & REPORT THE RESULTS DESIGN & IMPLEMENT DEVELOP V TABLE OF CONTENTS INTRODUCTION VI ANCHOR 1 Step 1.1 Identify the Development Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Step 1.2 Define the Institutional Challenge(s) . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Step 1.3 Determine the Change Objective(s) . . . . . . . . . . . . . . . . . . . . . . . . . . 5 DEFINE 9 Step 2.1 Identify the Ideal Participant Profiles . . . . . . . . . . . . . . . . . . . . . . . . . 10 Step 2.2 Determine Intermediate Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Step 2.3 Identify the Most Appropriate Knowledge Providers . . . . . . . . . . . . 21 DESIGN & DEVELOP 29 Step 3.1 Select the Participants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Step 3.2 Verify the Objective and Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Step 3.3 Organize the Design and Delivery Team . . . . . . . . . . . . . . . . . . . . . . 34 Step 3.4 Assemble the Knowledge Exchange . . . . . . . . . . . . . . . . . . . . . . . . . 36 IMPLEMENT 69 Step 4.1 Guide the Participants along Their Learning Journey. . . . . . . . . . . . 70 Step 4.2 Orchestrate Engagement and Build Relationships . . . . . . . . . . . . . . 74 Step 4.3 Document Implementation and Track Results . . . . . . . . . . . . . . . . . . 79 MEASURE & REPORT THE RESULTS 83 Step 5.1 Synthesize Implementation Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Step 5.2 Measure Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 5tep 5.3 Report Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 GLOSSARY 106 ART OF KNOWLEDGE EXCHANGE TOOLBOX 107 VI Introduction WHAT CAN KNOWLEDGE EXCHANGE HELP YOU ACHIEVE? Knowledge exchange—or peer-to-peer learning—is a powerful way to share, replicate, and scale up (to put simply) what works in development. Development practitioners are seeing the beneficial returns of learning from the practical experience of others who have gone through, or are going through, similar challenges of finding working solutions. They want to be connected and have ready access to practical knowledge and proven results. When done right, knowledge exchange can build the capacity, confidence, and conviction of individuals and groups to act. Taken from recent exchanges, examples of direct results or intermediate outcomes include: »» Through the dialogues, the Pilot Program for Climate Resilience (PPCR) Zambia delegation recognized that integrating community participation with all the necessary data and weather information is essential in risk management and adaptation. »» After participation in mini-grid action learning events, the Scaling Up Renewal Energy Program for Low Income Countries (SREP) Rwanda representatives decided to pursue and incorporate off-grid solutions in their plan. »» Pilot country representatives deepened their understanding of key issues around the design and implementation of Forest Investment Program (FIP) investment plans and other forestry activities. The direct results from knowledge exchange can also influence results at the institutional and even systemic levels as shown in Figure 1. Participants of successful knowledge ex- changes are empowered and motivated to make things happen. They seek to change the environment in which they operate, affect policies and norms that influence the way people behave, and strengthen the institutions where they work. For example: »» Knowledge gained on the variety of approaches for risk management and adaptation fed into discussions for additional financing of Zambia PPCR, including a private sector approach to guide farmer groups into becoming entrepreneurs and producers. »» The direct results from the mini-grid action learning event have helped SREP countries to accelerate/initiate a path to address the three institutional challenges identified: environment for change, policy instruments, and organizational arrangements. »» The Bangladesh Forest Department designed a people-oriented forestry project with knowledge gained from the exchange. VII Introduction The Direct Results and Influence Achieved from Knowledge Exchange Figure 1.  Change Agents Stakeholders INDIVIDUAL AND GROUP LEVEL INSTITUTIONAL LEVEL SYSTEMIC LEVEL “Knowledge exchange and learning is a critical resource for countries on the front line of climate change. The sharing of experiences and lessons learned will help many nations unlock scaled and near-term solutions that will ensure the most vulnerable communities can survive and thrive in a climate changing world.” ~ Mafalda Duarte, Manager, Climate Investment Funds “We were expecting to learn a bit, but were impressed with the array of solutions developed by the Brazilian friends which can be applied in Mozambique.” ~ Sonia Nordez, National REDD+ Technical Unit, Mozambique VIII Case Example KNOWLEDGE EXCHANGE FOR SUSTAINABLE ENERGY Knowledge Brokers: Scaling Up Renewable Energy Program in Low Income Countries (SREP), Climate Investment Funds Energy Sector Management Assistance Program (ESMAP), World Bank Group In this knowledge exchange, SREP countries… GAINED NEW KNOWLEDGE ENHANCED SKILLS IMPROVED CONSENSUS ENHANCED CONNECTIVITY INITIATED NEW AND IMPROVED ACTIONS Working toward achieving the goal of Sustainable Energy for All (SEforAll) that calls for universal energy access by 2030, the Climate Investment Funds (CIF) and the Energy Sector Management Assistance Program (ESMAP) of the World Bank Group are actively supporting mini-grids (a cost-effective, small-scale, and reliable electricity solution) implementation in low-income countries. IX Case Example Through its Scaling Up Renewable Energy Program in Low Income Countries (SREP), the CIF, as of 2017, has supported the financing of mini- grid projects in 14 countries (Latin America: Haiti, Honduras; South and East Asia: Bangladesh, Maldives, Nepal, Solomon Islands, Vanuatu; Sub- Saharan Africa: Ghana, Kenya, Liberia, Mali, Rwanda, Tanzania, Uganda). ESMAP, through its Global Facility of Mini-Grids, is supporting knowledge and learning activities to help countries increase their institutional capacity for implementing sustainable energy solutions. “SREP funding provides upfront financing that is essential for bringing the mini-grid projects to commissioning. SREP funding will also be utilized [in Rwanda] for technical assistance and capacity building activities aimed at strengthening stakeholder capacities for off-grid electrification” ~ SREP focal point, Rwanda Even with these efforts well underway, communities have trouble achieving access because they lack knowledge of and exposure to proven practices and because regulatory, commercial, and implementation barriers are holding back the expansion of sustainable mini-grids. To address the challenge, the CIF and ESMAP joined forces to offer action learning events to support operational upscaling of mini-grids and enable SREP countries to share successes and lessons learned. Three such exchanges took place in 2016 and 2017, and included a broad stakeholder group with participants from SREP and non-SREP countries, multilateral development banks, and other experts. The first exchange took place in Kenya with approximately 200 participants from 20 countries. The second took place in Myanmar and brought together 300 participants from 52 countries in Africa, Asia, and Latin America. The third exchange in Nigeria brought together 600 participants from over 50 countries for continued action planning efforts to address mini-grid operations and sustainability. “The main highlights [of the action learning events] were the emerging financing instrument for mini-grids, gender, and other social concerns and productive use of energy initiatives. The most useful experience has been the networking benefits and the diversity of approaches by the various countries in delivering mini-grid electrification.” ~ SREP focal point, Ghana X Case Example The action learning events were designed to engage participants in sharing knowledge and establishing lasting networks for further engagement. They emphasized consensus building and offered the opportunity for participants to enhance their technical capacity. The action learning events included activities such as round-table small-group discussions, clinics, field visits, expert panels, interactive presentations, reflection circles, and action planning. Through the knowledge exchanges, SREP country representatives improved motivation and stronger confidence in their ability to bring about desired changes in the mini-grid and off-grid sectors of their countries for low-cost and timely access to electricity services. Several SREP country representatives reached agreement on priorities and next steps by developing action plans that incorporated overall lessons generated during the exchange. They also gained technical skills for using specific tools such as Hybrid Optimization of Multiple Energy Resources (HOMER) software for analysis of distributed generation and microgrids. Representatives from Ghana, Haiti, Honduras, Kenya, Liberia, Maldives, Rwanda, and the Solomon Islands have also reported initiating and modifying specific activities and actions related to the design and implementation of mini-grid and off-grid solutions as a direct result of what they saw, learned, and shared during the action learning events. “Given that a very similar group of countries attended the events seeking to develop mini-grids at scale, listening to more experienced colleagues gave them the opportunity to follow the best route for their country. For example, some wanted to learn about establishing policies/regulations, others about selecting business models, technology approaches, and more. The action learning events helped accelerate their understanding of issues and solutions for their country’s specific needs and action plans.” ~ Rafael Ben, Energy Specialist, Climate Investment Funds XI XII Case Example KNOWLEDGE EXCHANGE FOR CLIMATE RESILIENCE Knowledge Brokers: Climate Investment Funds The World Bank Group Asian Development Bank In this knowledge exchange, Zambia… GAINED NEW KNOWLEDGE IMPROVED CONSENSUS ENHANCED CONNECTIVITY INITIATED NEW AND IMPROVED ACTIONS   October marks the end of a hot and dry season and is the month before Zambia’s rainy season, yet many parts of the Barotse sub-basin within the Zambezi floodplain, including villages and rural areas, are still flooded. Since the 1990s, the country’s highly variable climate has meant increasing numbers of floods and droughts that have adversely affected the health and livelihoods of Zambia’s people. Because of this variability, climate change, and their socioeconomic isolation, the rural population along the Zambezi basin (particularly along the southern and western part of the country) is among the poorest and most vulnerable in Zambia. To address these challenges, the government of Zambia, through the Ministry of National Development Planning, is implementing the Pilot Program for Climate Resilience (PPCR). The PPCR is building institutional and community resilience against climate change through mainstreaming climate risk in development plans and distributed implementation at the provincial and district levels in the Barotse sub-basin. Zambia’s strategic direction as marked out in its 7th National Development Plan (2017–2021) is to create a diversified and resilient economy for sustained growth and development. XIII Case Example Cambodia’s success with the PPCR is of keen interest to Zambia because the two countries face similar climatic conditions and challenges and are implementing similar adaptation and resilience projects to address climate change issues. Through the Climate Investment Funds’ (CIF) PPCR Regional Dialogue and Knowledge Exchanges, which stimulate dialogue and learning among PPCR countries, Zambia hoped to learn from Cambodia’s progress in developing climate adaptation projects in the agriculture and natural resources sectors and its use of community-based approaches to building resilience to climate change. The exchange would also help Zambia identify opportunities for replication and adoption of best practices. “Zambia is very curious to hear how Cambodia is coping with climate change. Through the exchange, Zambia is hoping to incorporate lessons learned from Cambodia in its own disaster management plan.” ~ Iretomiwa Olatunji, Senior Environmental Specialist, World Bank Group, Lusaka, Zambia The CIF, in collaboration with the World Bank Group and the Asian Development Bank, organized a knowledge exchange to bring Zambia and Cambodia together for one week in October 2017. The program included opportunities for the Zambian participants to gain new insights on how Cambodia and other countries are heading toward climate resilience. “Zambia is facing similar challenges, much like Cambodia, when it comes to disaster and climate change risks and impacts. We also both experience droughts and the rising temperatures…and both countries experience floods…” ~ Dr. Auxilia Ponga, Permanent Secretary, Ministry of National Development Planning, Zambia, and head of the Zambia delegation to Cambodia The exchange started with a multi-stakeholder dialogue in Phnom Penh. Cambodia’s Minister of Environment received the Zambian delegates, who included representatives from the Ministry of National Development Planning, the Strengthening Climate Resilience in the Barotse Sub-Basin Project (SCReBS), the Ministry of Transport and Communication, the Disaster Management and Mitigation Unit, and the World Bank Group. The Zambian delegates then participated in a two-day conference on Community-Based Disaster Risk Management (CBDRM) in Siem Reap organized by the government of Cambodia with support from CIF/ PPCR. This conference included more than 170 participants, mostly from Southeast Asia, comprising CBDRM experts and practitioners, civil society organizations, non-governmental organizations (NGOs), development partners, and academics. Some members of the Zambian delegation served as speakers and moderators to share their own experiences with XIV Case Example CBDRM initiatives and approaches. A two-day study tour to rehabilitated canals and agricultural cooperatives in rural villages in Battambang followed. During field visits to five PPCR projects, the Zambian delegation observed how different communities implement these projects. Through informal conversations and interviews, community members shared their experiences and lessons learned. “In Cambodia, we see a lot of Civil Society groups operating successfully in these very rural areas. Even the international NGOs have significant support and presence in these areas. And that is something we want to borrow, because with the structure in Zambia, you find a lot of active NGOs, but only in cities and towns and mostly local NGOs. But with the kind of work we are doing with climate change, we need these organizations in the most rural of areas.” ~ Dr. Auxilia Ponga, Permanent Secretary, Ministry of National Development Planning, Zambia The exchange allowed the Zambian delegates to gain a deeper understanding of climate change and development challenges in the agriculture and natural resources sector and the range of approaches adopted by communities and the government of Cambodia to cope with the challenges. They also appreciated the strong links between community-based adaptation and CBDRM, and mechanisms to enhance inclusiveness and gender responsiveness. This knowledge and new connections with their peers from Cambodia and other participating countries helped participants better understand the importance of integrating disaster risk management in the design of projects, including the importance of establishing early warning systems. The knowledge exchange also offered concrete steps on how to engage the private sector to address climate change issues, especially in the agriculture sector—for example, ways that banks, insurance companies, and enterprises can be central to the whole value chain. The Zambia team saw the need for the government to reach out aggressively to the private sector to make a strong case that adaptation opportunities also drive good business. Through the Climate Investment Funds’ PPCR Regional Dialogue and Knowledge Exchanges, Cambodia and Zambia—who share a range of similar adaptation needs—have demonstrated what can be achieved and I hope their positive experience will encourage other nations to utilize such platforms as a means to accelerate climate action.” ~ Mafalda Duarte, Manager, Climate Investment Funds XV XVI Case Example KNOWLEDGE EXCHANGE FOR SUSTAINABLE FORESTS Knowledge Broker: Forest Investment Program (FIP), Climate Investment Funds In this knowledge exchange, participants from FIP Pilot Countries Meetings… GAINED NEW KNOWLEDGE IMPROVED CONSENSUS ENHANCED CONNECTIVITY ENHANCED SKILLS INITIATED NEW AND IMPROVED ACTIONS Covering nearly a third of all land on Earth, forests are essential for livelihoods and jobs, habitats for animals, soil and water conservation, and carbon capture and storage. Because they have some of the most accessible productive resources available to the poorest communities, forests are especially important for providing resilient livelihood opportunities for local communities and indigenous peoples and can be critically important to the food insecure. Goal 15 of the Sustainable Development Goals, Life on Land, calls for actions in relation to sustainably managing forests, combatting desertification, stopping and reversing XVII Case Example land degradation, and halting biodiversity loss. With the population reaching 9 billion by 2050, the demand on the multiple services offered by forested landscapes is likely to escalate. Under business as usual, the prospects for these areas, and for the people dependent on them, are bleak. However, if well managed, forests can be the foundation of sustained rural development that benefits local communities and national governments, and contributes to global efforts. Working toward achieving these goals, the Climate Investment Funds (CIF) through its Forest Investment Program (FIP) finances efforts to address the underlying causes of deforestation and forest degradation and to overcome barriers that have hindered past efforts. These efforts include investments in institutional capacity, forest governance and information, forest mitigation measures, and investments outside the forest sector necessary to reduce the pressures on forests. With investment plans to be implemented in 14 countries, FIP recognized the importance of establishing country-to-country support mechanisms to enhance their learning and coordination efforts. It established the FIP Pilot Countries Meeting in 2010 with the aim of bringing together a mix of participants from government and multilateral development banks (MDBs), as well as observers from private sector, civil society, indigenous peoples, and local community groups, to engage in peer-to-peer learning on practical issues related to the design and implementation of FIP investment plans and other forestry activities. The FIP Pilot Countries Meetings have taken place annually since 2010 with a rotating venue among the FIP countries. Thus far Brazil, the Democratic Republic of Congo (DRC), Indonesia, the Lao People’s Democratic Republic (PDR), Mexico, South Africa, Turkey, and the United States have hosted meetings. Since their inception in 2010, the meetings themselves have evolved according to the participants’ needs and interests. In this case story we unpack the efforts and outcomes of the most recent FIP Pilot Countries Meeting that took place in Lao PDR in September 2017. “For those participants who were new focal points and at the beginning of the development of their projects, the meeting was invaluable because the activities included many opportunities for those attending to share lessons learned on halting deforestation, financing, gender mainstreaming, and more.“ ~ FIP Pilot Countries Meeting participant XVIII Case Example During the first day of the meeting, the participants engaged in interactive presentations, stocktaking exercises, round-table small-group discussions, and lightning talks. Day 2 was designed and implemented in collaboration with the Forest Carbon Partnership Facility (FCPF). FCPF is a “global partnership of governments, businesses, civil society, and Indigenous Peoples focused on reducing emissions from deforestation and forest degradation, forest carbon stock conservation, the sustainable management of forests, and the enhancement of forest carbon stocks in developing countries (activities commonly referred to as REDD+).” The joint FIP–FCPF activities offered the opportunity for FIP and FCPF stakeholders to share views and experiences through a series of expert panels, a knowledge café, and clinics. The final day was spent on field visits to several project sites. As part of the exchange, participants deepened their understanding of key issues around the design and implementation of FIP investment plans and other forestry activities and agreed on ways to track and report key data in their own projects. They gained enhanced communication skills to better capture and tell stories related to FIP projects and established new bilateral exchanges and shared learning (for example, between Cameroon and DRC, Uganda and Kenya, and more). Following the exchange, participants from several countries have shared the outcomes from the FIP meeting and the actions they have initiated in their respective countries. For example, Brazil implemented better monitoring and reporting (M&R) systems to enhance the quality of its M&R efforts. “This is a very important meeting because we are bringing together 3 different [groups]—FIP, FCPF, and Dedicated Grant Mechanism…to promote good forest management…Bringing all these groups together was very rich and interesting because even by talking with people you start finding common solutions that have been applied in different countries” ~ MDB focal point for the FIP XIX XX 1 Anchor the Knowledge Exchange ANCHOR THE KNOWLEDGE EXCHANGE IN STEP 1 YOU WILL dentify the development goal and tie it to the knowledge 1.1 I exchange initiative.  efine the institutional challenge(s) to reaching the 1.2 D development goal.  etermine the change objective(s) with your counterparts. 1.3 D Knowledge exchange initiatives can be used as part of a change process to powerful effect. At its best, an exchange generates relevant knowledge, delivery know-how, and timely insights for designing, developing, and implementing innovative development initiatives in clean technologies, climate resilience, energy access, and sustainable forests. But for the knowledge exchange to work well, it should be anchored in the larger development context and driven by stakeholder priorities. Before committing to an exchange initiative, work with your clients and project counter- parts to: »» Agree on the development goal that the knowledge exchange will support and how it links to the development objective of your program or project. »» Identify the major challenges limiting achievement of this goal. »» Consider what will change as a result of the knowledge exchange initiative. 2 Anchor the Knowledge Exchange STEP 1.1 IDENTIFY THE DEVELOPMENT GOAL What beneficial results do the stakeholders, including key beneficiaries, seek to achieve? The development goal focuses on a major objective your stakeholders hope to achieve. It derives from a long-term regional, national, or local development strategy. The knowledge exchange initiative should bring your stakeholders closer to realizing this goal by targeting the institutional constraints preventing its achievement. An effective development goal is locally owned and provides clear economic and social value to stakeholders. In most cases, the knowledge exchange initiative will be part of a pro- gram that targets a specific development goal. It is important to recognize that a knowledge exchange initiative alone will not achieve the development goal but will contribute to it. Sustainable Energy Exchange—Development Goal The overall development goal for the Scaling Up Renewable Energy Program in Low Income Countries and the Energy Sector Management Assistance Program is to support the operational upscaling of mini-grids for low-cost and timely access to electricity. CASE EXAMPLES Zambia and Cambodia Exchange—Development Goal The development goal in Zambia is to improve climate resilience by strengthening the adaptive capacity of the country’s poorest and most vulnerable communities. Sustainable Forests Exchange—Development Goal The overall development goal for the Forest Investment Program is to support developing countries in their effort to adopt sustainable and climate-smart methods and strategies related to forestry. STEP 1.2 DEFINE THE INSTITUTIONAL CHALLENGE(S) What challenges are blocking the achievement of the development goal? Reaching a development goal often requires reform in one of three, sometimes over- lapping, institutional areas: environment for change, policy instruments, or organizational arrangements. Challenges in these institutional areas may include: »» Weak environment for change characterized by weak stakeholder/client ownership, lack of consensus on a development approach, or failure to conceptualize or consider a better approach. »» Inefficient policy instruments characterized by weak administrative rules, laws, regulations, standard operating procedures, and other formal incentives that guide action toward a development goal. »» Ineffective organizational and institutional arrangements characterized by inadequate systems and delivery know-how, financing, staffing, incentives, citizen feedback mechanisms, and other resources for achieving a development goal. Use a knowledge exchange to help address challenges in these three areas. Work with your clients and other stakeholders to identify the most important impediments. What needs to change? 3 Anchor the Knowledge Exchange The following questions can guide your assessment of institutional challenges. Assessing the Environment for Change »» Do all stakeholders agree on the challenge? On a possible solution? »» Is there evidence that a solution exists? Has the solution been tried elsewhere in the country or in other countries? »» Are relevant leaders committed to the goal? »» Are leaders informed and inspired to pursue a new course of action? »» Is there a mechanism for stakeholders to voice their opinions about the challenge or goal? Do leaders act on opinions shared? »» Is relevant information shared regularly with stakeholders? Is that information easily accessible? »» Are people holding government officials and institutions accountable in this area? Assessing Policy Instruments »» Can existing policies adequately address the challenge? Are new policies needed? »» Is there an established regulatory agency, such as a parliament or ministry, or a mechanism that can support efforts and formally guide the new approach? »» Is the current process for defining and achieving the development goal transparent? »» Is the process of formulating policies participatory? »» Do people and institutions comply with existing policies? »» Is there sufficient technical and administrative capacity to implement the policy? »» Do new policies adequately consider the risks such as unintended negative effects? »» Can the policy instrument accommodate revisions if needed? »» Do new policies and regulations minimize opportunities for corruption? Assessing Organizational Arrangements »» Are existing institutions equipped to realize the development goal and handle complex delivery challenges? Do new institutions need to be developed? »» Do existing institutions have to be reformed? »» Does the institution have ›› A legal mandate, vision, and mission to implement the new approach? ›› A viable business plan, processes and systems in place? ›› A defined set of activities accompanied by a budget, timeline, and assigned personnel? ›› A robust monitoring and evaluation system? ›› Funds to sustain its operating costs? ›› Skilled and experienced staff with technical and operational knowledge and delivery know-how to handle complex delivery challenges? ›› Sound and engaged leadership? ›› A governing board or system to oversee management? 4 Anchor the Knowledge Exchange »» And does it ›› Report regularly on progress? ›› Issue annual income and expenditure reports? ›› Find ways to regularly improve its processes, delivery know-how, and incentives for staff? ›› Adapt to changing circumstances? Sustainable Energy Exchange—Institutional Challenges The Scaling Up Renewable Energy Program in Low Income Countries and the Energy Sector Management Assistance Program sought to address the following interrelated challenges: »» Environment for change. With few proven business models for mini-grid implementation that are viable for replication, many communities are finding it difficult to conceptualize a better approach and reach consensus on adopting a new model. »» Policy instruments. In many countries, gaps in policies and regulations limit the country's ability to implement a mini-grid project or mainstream and upscale efforts. »» Organizational arrangements. Long-term financing and technical capacity to support operational upscaling of mini-grid implementation is inadequate, and communities struggle to find sustainable solutions for energy access. Zambia and Cambodia Exchange—Institutional Challenges Zambia sought to address the following interrelated challenges: »» Environment for change. The country needs to improve knowledge and awareness CASE EXAMPLES of working practices on climate-smart renewable natural resources management for livelihood options and community-based disaster risk management and adaptation. »» Policy instruments. Instruments/mechanisms need to be integrated to support decision making and coordination on climate resilience program planning and implementation at the national, provincial, and district levels. »» Organizational arrangements. The institutional framework for supporting adaptive capacity development of vulnerable communities is weak. Sustainable Forests Exchange—Institutional Challenges The Forest Investment Program (FIP) sought to address the following interrelated challenges faced by the pilot countries: »» Environment for change. Inclusiveness of processes and participation of all important stakeholders, including indigenous peoples and local communities in FIP pilot projects, are needed. »» Policy instruments. Governance criteria and indicators need to be defined and baseline established for forest-related governance provisions. »» Organizational arrangements. Technical capacity development and strengthening of institutions are needed to support sustainable forestry including capacity to create enhanced monitoring and tracking systems. 5 Anchor the Knowledge Exchange STEP 1.3 DETERMINE THE CHANGE OBJECTIVE(S) What results will help overcome the institutional challenges? A change objective is the change your clients and stakeholders believe will best address the institutional challenge(s) they’ve identified. Work with your counterparts and stakeholders to answer the questions “How will we know when we have achieved the desired change?” and “What will be different?” Their answers will shape the change objective and ensure that the knowledge exchange targets measurable results. When translating an institutional challenge into a change objective, use action verbs to describe the desired results. Make sure the change objective is »» Relevant to your clients and other stakeholders, »» Timely, in that stakeholders are ready to make changes, »» Consistent with other changes or activities they are implementing, and »» A good match with their social norms and values. Common Trap Deciding to conduct a knowledge exchange initiative that may include, for instance, a study tour or a conference before anchoring the ex- change can waste money and effort. Sustainable Energy Exchange—Change Objective Institutional Challenge Change Objective Environment for change. With few Foster dialogue among Scaling Up proven business models for mini-grid Renewable Energy Program in Low implementation that are viable for Income Countries to build country replication, many communities are partnerships in order to identify viable finding it difficult to conceptualize a mini-grid implementation solutions to better approach and reach consensus on serve as models for replication. adopting a new model. CASE EXAMPLES Disseminate proven practices for Policy instruments. In many countries, implementing mini-grid projects that gaps in policies and regulations limit the could directly benefit client country's ability to implement a mini-grid governments and inform their policies project or mainstream and upscale efforts. and programs. Organizational arrangements. Long-term Identify sustainable ways to financing and technical capacity to support implement mini-grid projects that operational upscaling of mini-grid address long-term financing implementation is inadequate, and challenges and enhance the technical communities struggle to find sustainable capacity needed for prioritizing and solutions for energy access. upscaling energy solutions. 6 Anchor the Knowledge Exchange Zambia and Cambodia Exchange—Change Objective Institutional Challenge Change Objective Environment for change. The country needs to improve knowledge and Implement more effective approaches awareness of working practices on to climate-smart agriculture and climate-smart renewable natural community-based disaster risk resources management for livelihood management and adaptation. options and community-based disaster risk management and adaptation. Policy instruments. Instruments/ mechanisms need to be integrated to Introduce a set of integrated support decision making and instruments to support climate-smart coordination on climate resilience decision making and reform at the program planning and implementation at national, provincial, and district levels. the national, provincial, and district levels. Establish a stronger institutional Organizational arrangements. The framework to improve the adaptive institutional framework for supporting capacity of vulnerable communities in adaptive capacity development of Zambia by putting in place strategies to vulnerable communities is weak. support community-based approaches CASE EXAMPLES to implement adaptation practices. Sustainable Forests Exchange—Change Objective Institutional Challenge Change Objective Environment for change. Inclusiveness Build coalitions for change in FIP pilot of processes and participation of all countries with improved participation of important stakeholders, including a wider group of stakeholders in indigenous peoples and local projects and programs focusing on communities, in Forest Investment deforestation and forest degradation. Program (FIP) pilot projects is needed. Have in place stronger and consistent Policy instruments. Governance criteria forestry-related practices and policies to and indicators need to be defined and improve biodiversity conservation, baseline established for forestry-related protection of the rights of indigenous governance provisions. peoples, and overall rural livelihood enhancements. Organizational arrangements. Technical capacity development and strengthening of institutions are needed to support Improve forest management including sustainable forestry including capacity to monitoring and tracking systems. create enhanced monitoring and tracking systems. 7 THE CIF TRANSFORMATIONAL CHANGE LEARNING KNOWLEDGE PARTNERSHIP: Pioneering Joint Learning to Catalyze EXCHANGE Low-Carbon, Climate-Resilient Development STORY ü The Challenge 2. How is the CIF enacting Evaluation Group and others, the The goal of the Climate Investment transformational change in the TCLP reached a working definition Funds (CIF) is to catalyze design, approval, implementation, of transformational change in transformational change toward and evaluation of CIF-supported climate action: “Strategic changes low-carbon, climate-resilient investments? in targeted markets and other development. All major climate systems with large-scale, funds and practitioners are 3. How have CIF-supported sustainable impacts that shift and/ struggling with a basic yet essential investments contributed to or accelerate the trajectory toward question: How do we leverage transformational change toward low-carbon and climate-resilient scarce public resources for low-carbon and climate-resilient development.” maximum impact over time, the development? The TCLP also identified four kind that can really change systems 4. How can the CIF and others dimensions of transformational beyond one-off projects? CIF increase their contributions to change underlying this definition created the Transformational transformational change toward (relevance, scale, systemic change, Change Learning Partnership low-carbon and climate-resilient and sustainability) and conducted (TCLP) to support systematic development? a preliminary desk review. The learning on this critical question. work then advanced to a three- Intended TCLP users include CIF ü The Solution—Who Did What? pronged approach: (i) an donors, recipient countries, independent evaluation of The CIF pioneered the Evaluation multilateral development banks, transformational change in the CIF and Learning (E&L) Initiative in civil society originations, the CIF context, involving primary data 2016 to identify strategic lessons Administrative Unit, and all other collection on CIF’s role; (ii) an from CIF portfolio implementation climate finance institutions that can independent evidence synthesis of and enable learning that is timely, learn from the CIF experience. secondary data sources; and (iii) relevant to real-world needs, and applied to projects and programs. In 2017, the TCLP began by facilitated learning with TCLP The TCLP is the largest of the E&L commissioning independent members including workshops, Initiative’s 30 evidence-based research and learning facilitation Webinars, and learning exchanges. learning activities. Convened in support and convening over 50 CIF Early thematic findings and lessons early 2017, the TCLP aims to stakeholders to begin exploring about the learning process have answer four overarching questions: the TCLP questions. The work emerged. started by focusing on the concept 1. How is transformational change of transformational change. conceptualized in the international Building on work done by the field of climate finance? World Bank’s Independent 8 Define the Knowledge üü Results Exchange »» Each CIF program has different »» Transformational change often There have been two kinds of transformational change takes time, sometimes decades, results so far. The first surrounds strategies. For example, and more often than not it uptake and use of the TCLP work the Clean Technology occurs in nonlinear ways, with on concepts and the preliminary Fund has emphasized the progress and setbacks, and a desk review; the second involves scale dimension through need for recalibration along the early thematic findings from the unprecedented investments in way. more recent and comprehensive clean energy solutions, whereas »» In a practical sense, CIF independent evaluation and the Pilot Program for Climate investments—just like others— evidence synthesis work. Resilience and the Forest are stepping stones toward Investment Program have A number of institutions are using transformation, designed to emphasized systemic change. the working definition of unblock barriers, demonstrate transformational change, especially »» Some CIF investments have the viability of change, and the four dimensions of clearly led to transformational catalyze positive, robust, and transformational change. For change, with longer-term lasting change at scale. example, the dimensions, as well signs of all four dimensions of transformation beyond CIF’s üü Instruments as the results of the preliminary role. In other cases, investments Conference desk analysis, have helped to inform the World Bank Group’s have not been—or not yet Workshop concessional finance strategy; and been—transformational. Multi-stakeholder dialogue the Rockefeller Philanthropy »» Some CIF investments have Knowledge fair Advisors have used the four not been as transformational, Community of practice dimensions to inform their work on sometimes for reasons outside scaling solutions. The NAMA of CIF’s control, such as üü Knowledge Brokers Facility is revisiting its own political upheaval, or because CIF Administrative Unit E&L definition of transformational of the slower pace of a project Initiative staff, including Anna change to make it more compared to rapidly changing Williams, TCLP Director, and operational, precise, and easier to contexts. Joseph Dickman, Senior E&L communicate. In seeking its Specialist revised definition, the NAMA »» The CIF portfolio on the Facility is considering how to apply whole is in the early stages The E&L Advisory Group, led by the four TCLP dimensions of of implementation, with Rob van den Berg transformational change within its more results and learning opportunities to come. üü Multimedia own context. CIF E&L: What Are We Learning Early thematic findings from the üü Lessons Learned About the Big Issues in Climate evaluation and evidence synthesis There have been several lessons Finance? https://bit.ly/2SsyevL also illuminate lessons on the role on the TCLP “journey” so far and of the CIF so far, and how other more to come as the TCLP wraps Full list of activities conducted by climate finance institutions could up its second phase in 2019. Some the E&L Initiative learn from the CIF experience. of the headline lessons so far https://bit.ly/2QIXoFL Some of the early thematic include the following: findings are as follows: »» Many institutions want to better »» The CIF’s programmatic understand transformational approach, including strategic, change. There is high demand country-driven investment plans for this work. and multilateral development »» The concepts and frameworks bank collaboration, has surrounding transformational provided a strong foundation change will likely continue to for transformational influence evolve and advance for some over time. time. 9 Define the Knowledge Exchange DEFINE THE KNOWLEDGE EXCHANGE IN STEP 1 YOU ANCHORED YOUR KNOWLEDGE EXCHANGE INITIATIVE BY üü Linking it clearly to the development goal üü Defining the challenges to meet the development goal üü Determining the change objectives with your counterparts IN STEP 2 YOU WILL Identify the groups of people who are needed to achieve 2.1  the change. Determine the intermediate outcomes that participants will 2.2  seek from the exchange. Identify groups and individuals with relevant and transferable 2.3  knowledge, delivery know-how, and experience to share. 10 Define the Knowledge Exchange STEP 2.1 IDENTIFY THE IDEAL PARTICIPANT PROFILES Which individuals or groups are most likely to make this change happen? Why are they best placed to do so? The success of a knowledge exchange initiative depends on having the right people involved. First, think about those who have a stake in the issue. Then, consider those who can and will initiate the actions needed to achieve the change objective. This is stakeholder analysis in its simplest form. These change agents can belong to different stakeholder groups (academia, civil society, government, municipalities, utilities, multilateral development banks, or the private sector) and be at the executive, managerial, or professional/technical level, or a combination (Table 1). What they have in common is the ability to lead, influence, convene, or act on the institutional challenge. Sometimes individuals are not yet aware of the vital role they can play. In these cases, you may need to inspire them to become change agents. Identifying Participant Profiles To begin, talk to your clients about potential individuals and groups of people who are needed to achieve the change objective, and ask the following questions: Who will lead? Who will champion the cause and give momentum and enthusiasm to the knowledge exchange? Who will influence? Who are opinion leaders on the topic with a broad professional network across the various stakeholders? Who will convene? Who has the capacity to bring people together to discuss the topic? Who will act? Who is in a position to apply what they learn? Who has the delivery know-how? 11 Define the Knowledge Exchange Table 1. Profiles of Potential Change Agents Stakeholder groups Potential change agents Technical/ Executive level Managerial level Professional level Ministers Government agency Managers Technical specialists Mayors »» National Program leaders Team leaders/staff Agency heads »» Regional/ Operational Practitioners Provincial Operational managers Facilitators directors Senior aides Analysts Governing body/ Elected officials Senior Office staff Parliament/ Parliamentarians committee staff Implementation Congress Program managers experts Technical specialists CEO/President Civil society groups/ Team leaders Operational Managers Non-governmental Program staff directors Program leaders organizations Board members Development practitioners Multilateral President/ Division manager/ Task team leads/ development Vice president/ Practice manager/ Program leads banks Senior directors Country manager CEO/President Private sector Vice presidents/ Team leaders Managers »» Businesses Directors Technical experts Program leaders »» Associations Operational Staff directors Chief editor Section editors Journalists Media News director Producers President Program leaders Professors Academia Directors Department heads Students Board members 12 Define the Knowledge Exchange MENA CSP KNOWLEDGE AND INNOVATION PROGRAM: Generating knowledge and enabling innovation to support a virtuous circle of concentrated solar power (CSP) investments and cost reductions through global economies of scale and learning For countries, like those in the Middle East and North Africa region (MENA), with significant solar resources, CSP technologies offer great potential to meet national goals for clean, secure, and affordable energy. As with many new technologies, there are challenges in bringing CSP to market. To help accelerate MENA CSP investments, the World Bank with support from the Climate Investment Funds launched a Knowledge and Innovation Program in late 2016. This three-year program is designed primarily as a resource to address knowledge and awareness gaps, to link projects with sources of finance and technical advice, and to promote innovation to enable CSP investments in MENA to move forward faster, and in more countries. The knowledge generated in MENA could also facilitate CSP investments elsewhere in the world, creating a virtuous circle of CSP investments and cost reductions through global economies of scale and learning. The key activities rolled out under the MENA CSP Knowledge and Innovation Program are just-in-time assistance; web-based knowledge exchange (via the online platform https://bit.ly/2Hbi8Vu); in-depth technical support; face-to-face knowledge exchange and cooperation; and capacity building and training. Several interactive workshops delivered in Jordan, Morocco, and the United Arab Emirates allowed decision makers in government agencies and utilities from MENA countries to share knowledge about the latest developments in CSP technology and its potential to contribute to the evolving needs of national energy systems. Participants deepened their knowledge of CSP, questioned experts in the field, and shared their own experiences and expertise. The inaugural workshop of the Knowledge and Innovation Program— held in March 2017 at Morocco’s Noor Solar Complex near the southern desert town of Ouarzazate—hosted more than 100 participants: government officials and utility managers from seven MENA countries, industry experts, project developers, representatives from multilateral and bilateral development banks, and delegates on a study tour from China. Several Webinars have been organized, and newsletters have been published and widely disseminated in English, French, and Arabic. The Knowledge and Innovation Program has expanded to cover other technologies like concentrated solar heat (CSH): in 2018 Jordan hosted the inaugural event focusing on how CSH can provide a significant proportion of industrial requirements for MENA’s heat and steam needs. Contributed by XX (designation) 13 Define the Knowledge Exchange Sustainable Energy Exchange—Participant Profiles Representatives from the following government agencies, public and private companies, and communities were identified: »» Senior government officials of key ministries such as energy »» Country-level mini-grids stakeholders »» Scaling Up Renewable Energy Program in Low Income Countries representatives/ focal points »» Green Mini-Grids Africa representatives (Africa Regional Facility/Hub) »» Task team leads from relevant projects at multilateral development banks »» Private sector companies »» Donors »» Non-governmental organizations »» Academia »» Media Zambia and Cambodia Exchange—Participant Profiles Representatives from the following government agencies and projects were identified: CASE EXAMPLES »» National Level ›› Ministry of National Development Planning ›› Disaster Management and Mitigation Unit ›› Ministry of Works – Maritime Department »» Provincial Level ›› Provincial Planning Unit – Zambia PPCR project area Western Province, Mongu ›› Strengthening Climate Resilience in the Barotse Sub-Basin Project ›› Barotse Royal Establishment »» Community Level ›› Community leaders ›› Project beneficiaries in Mwandi, Mitete, Sioma, and Kazungula districts Sustainable Forests Exchange—Participant Profiles Representatives directly involved in design and implementation of Forest Investment Program investment plans were identified: »» Representatives from pilot countries »» Representatives from civil society »» Representatives from partner multilateral development banks »» Other development partners/agencies 14 Define the Knowledge Exchange STEP 2.2 DETERMINE INTERMEDIATE OUTCOMES What specific, measurable changes do participants seek? What does success look like? Will these changes help participants make progress toward the change objective? At this point, your knowledge exchange initiative should be anchored in the development goal and a change objective linked to project goals or to your results framework. While it is possible to reach some change objectives just using knowledge exchange, it is not very common. Since knowledge exchange is almost always a part of a larger development effort, it is more likely to catalyze progress toward the change objective than to achieve the objective on its own. This progress is measured by the achievement of intermediate outcomes. Intermediate outcomes are what we most commonly expect to see, measure, and report after a knowledge exchange initiative. They reflect what participants want to learn, how and with whom they want to work, and how they want to act. Knowledge exchange can result in five (sometimes overlapping) intermediate outcomes (results). The first four outcomes can also individually or cumulatively lead to the fifth outcome of “new and improved actions”: N  ew knowledge. A person is more likely to act because of a change in awareness, attitude, or understanding.  nhanced skill. A person is more capable of acting because of a new or E developed proficiency. I mproved consensus. A group with a common interest or agenda is more likely or able to act because of new knowledge, changed attitudes, shared understanding, and improved collaboration.  nhanced connectivity. A group is more likely or able to act because of new or E improved relationships, greater affinity, improved trust, and reduced isolation. N  ew and improved actions. A person or group initiates or modifies its activity because of what was learned, practiced, or realized, and/or as a result of shared understanding and improved relationships. Think of intermediate outcomes as stepping stones leading to the change objective. When Zambia representatives visited Cambodia, for example, they gained a better understanding of the use of climate adaptation approaches for building climate resilience, particularly in the agriculture and water resources sector. In another exchange, during and between action learning events, Scaling Up Renewable Energy Program in Low Income Countries (SREP) country representatives increased their trust for ongoing collaboration, advice, and technical assistance. Knowledge exchange can move your participants toward the objective by helping them address cognitive (know why), relational (know who), and behavioral (know how) gaps. Work with your counterparts to determine what gaps to tackle first and how knowledge exchange can address them. When defining the intermediate outcomes, think first about what personal or group dynamics are preventing progress toward the change objective. Perhaps participants are not sure about how to address a challenge, or maybe they disagree on the way forward. Another possibility is that your counterparts seek ways to take an already successful situation to the next level. 15 Define the Knowledge Exchange Along with defining the intermediate outcomes, you will need to figure out how to measure their achievement. That is, you will need to identify indicators that show participants have learned or changed in the desired way. Table 2 will help you think through possible intermediate outcomes and indicators. Table 2: Sample Intermediate Outcomes and Indicators The table illustrates the following process for developing results indicators for knowledge exchange: Consider whether the change you and your participants seek is at the group or 1.  individual level. Think about the ideal changes participants seek from the exchange—what they want 2.  to learn and how they want to grow. These are the intermediate outcomes. Look at the types of progress that can be made toward the outcome. Types of progress 3.  are further illustrated using example indicators. Develop indicators based on the type of progress the exchange seeks to generate. 4.  These can then be used as evidence to demonstrate the achievement of results. Intermediate outcome Type of progress Example indicators of success New knowledge Raised awareness At the end of the round-table discussion, 85% of participants indicate that they have discovered new A person is more solutions for addressing challenges of productive likely to act because use of energy. of a change in awareness, attitude, Improved Six weeks after the knowledge exchange, 70% of or understanding. motivation/attitude participants will have undertaken an institutional mapping exercise as a necessary input to development of a new urban master plan. Greater confidence Nine out of ten participants in the workshop report that they are better able to identify and strengthen the rights and economies of the local communities. Increased At the end of the exchange, all participants are understanding able to describe the most important elements of a national climate change strategy. Acquisition of At the end of the exchange, all participants are knowledge able to describe the various dimensions of a decentralized water resource management system. Application of Following the expert visit, 70% of the staff in the Enhanced skills rural electrification agency will be able to use the knowledge HOMER Pro software to simulate and optimize the A person is more design of hybrid power systems. capable of acting because of a new or developed proficiency. 16 Define the Knowledge Exchange Intermediate outcome Type of progress Example indicators of success Improved consensus Improved Since joining the community of practice, National communication Focal Points from around the region now routinely A group with share information on combatting illegal logging. a common interest or agenda is more likely or able to act because Stronger After spending a week together on the study tour, of new knowledge, coordination staff from local water and land use management changed attitudes, associations agreed to meet monthly to shared understanding, coordinate mainstreaming of sustainable land and improved management into policies, plans, and programs collaboration. that improve community livelihoods. Increased cohesion After the round-table discussion, the mayors of the five neighboring cities agreed to develop a common strategy for reducing pollution. Stronger agreement Within one month of the exchange, the partners will have agreed upon a blueprint for a national land administration program that covers both rural and urban zones and outlines key roles of central and local governments. Increased Following the exchange, online questions and commitment to answers posted on the geothermal dialogues agenda/group platform will increase from 5 to 12 contributions per month. Enhanced connectivity Increased Six months after the conference, 80% of membership participants will have joined the community of A group is practice and be participating in its online forum. more likely or able to act because of new or Increased network The number of current network members who improved relationships, density support one another in the area of inclusive greater affinity, improved sustainable forestry will double within six months of trust, and reduced the exchange. isolation. Increased sense of The number of members who invite others to join belonging the group will double (from 20 to 40) within one month of the exchange. Improved trust The percentage of network members who self- report trusting advice from other members will increase from 30% to 50% in the next annual member survey. Faster Within six months, questions posted to the online communication forum will be answered satisfactorily in an average of three days (down from eight). Fewer isolated In the next quarterly member survey, at least 75% members of members will report having contacted at least one other member (e.g., by phone, e-mail, or meeting). 17 Define the Knowledge Exchange Intermediate outcome Type of progress Example indicators of success New and improved Preparation for At the end of the exchange, the participating actions action officials from the land use planning and transport agencies will have agreed to collaborate on A person or development of a new transport master plan for group initiates or the city. modifies their and its Change in routine or Following the exchange, 60% of the participating activity/actions because working in new ways hydromet agencies begin to make weather data of what was learned, available to application developers to facilitate practiced, or realized, citizen access. and/or as a result of improved collaboration Maintenance of Within six months of the exchange, the ministry and relationships. change will produce a national climate change policy and form a community of practice among government departments. Adapted from The Capacity Development Results Framework: A Strategic and Results-Oriented Approach to Learning for Capacity Development, The World Bank Group, Washington DC. (See https://bit.ly/1MnVyoK.) Knowledge exchange design and implementation are where you as a broker have the most control. After that, it is up to the participants to act on what they learned. Aligning intermediate outcomes with change objectives prioritized by participants will increase the likelihood that participants will be motivated to initiate action once they go back home. Use your understanding of the change process to help shape realistic expectations about the direct results from an exchange and what areas it may influence. Donors, providers, and participants in a knowledge exchange may often expect more than can really be achieved. Managing expectations (especially unspoken ones) is important since they guide how success is perceived and defined. The intermediate outcomes will vary depending on the challenges your clients and participants are addressing, how they want to address them, and who is involved. Maintain regular dialogue with participants as you design the exchange. Ask, “How will this empower you to lead, convene, influence, or act?” Ask them to weigh in on decisions and make sure every engagement contributes to the intended change. 18 Define the Knowledge Exchange Developing the right indicators is integral to your results framework. Indicators define how progress and success are measured. Create them in close consultation with your stakeholders, especially those who will collect and use the data during and after the exchange (Table 3). The following questions may help you create useful indicators that are specific, measurable, attainable, relevant, and time-bound (otherwise known as SMART* indicators). Specific »» Is it clear what exactly is being measured? »» Does the indicator capture the essence of the intermediate outcome? Measurable »» Is it a measure that will be defined the same way over time and across stakeholders? »» Can data from the measure be verified to confirm their accuracy? Attainable »» Are the results realistic considering the scope of the exchange? »» Are data available at reasonable cost and effort? »» Are baseline data available for comparison? Relevant »» Is the measurement relevant (that is, concrete, understandable, meaningful) to the stakeholders? »» Do stakeholders agree on exactly what should be measured? »» Will measuring the indicator be useful for making better decisions? Time-bound »» When will the results be achieved (during implementation, right after completing the exchange, six months or one year after the exchange)? *Doran, G. T. (1981). There’s a S.M.A.R.T. Way to Write Management’s Goals and Objectives. Management Review, Volume 70, Issue 11 (AMA FORUM), pp. 35–36. 19 Define the Knowledge Exchange Table 3: Poor and SMART Results Indicators Examples of Why the poor examples Examples of poor indicators are inadequate SMART indicators National energy regulator Engage is not specific Following the workshop, staff will engage with mini- enough to measure the director of the national grid developers after the progress, and measuring energy regulator will study tour. engagement among all convene quarterly meetings mini-grid developers is not with mini-grid developers in realistic. each region. 100% of workshop The number of engineers Within six months of the participants will learn to use learning to use microgrid workshop, 80% of provinces HOMER Pro for optimizing software is not relevant will have begun to use microgrid design. to stakeholders who are HOMER Pro to design mostly interested in how the renewable energy systems. tools are actually applied. Field visit participants Understanding is difficult to After the field visit, 70% of gained an understanding measure. participants report being of land value capture as a able to make use of floor modality for financing. area ratio adjustments and sale of air rights to finance urban infrastructure. 20 Define the Knowledge Exchange Sustainable Energy Exchange—Intermediate Outcomes »» New knowledge. Identify challenges and solutions that could help accelerate the uptake of the mini-grids sector for low-cost and timely access to electricity services. »» Enhanced skills. Gain technical skills on using specific tools such as HOMER software for analysis of distributed generation and microgrids. »» Improved consensus. Reach agreement on priorities and next steps by developing an action plan that incorporates overall lessons generated through the exchange. »» Enhanced connectivity. Establish trust among participants for ongoing collaboration, advice, or technical assistance between the action learning events. »» New and improved actions. Initiate and modify activities and actions for design and implementation of mini-grid and off-grid solutions. Zambia and Cambodia Exchange—Intermediate Outcomes CASE EXAMPLES »» New knowledge. The Zambian delegation will gain a better understanding of the use of climate adaptation practices for building climate resilience particularly in the agriculture and water resources sectors, including gender-responsive and inclusive community-based preparedness/responses. »» Improved consensus. Key stakeholders (government agencies and project beneficiaries) from Zambia will agree on strategies for implementation, replication, and adoption of best practices as they embark on improving the workplan for implementing the Pilot Program for Climate Resilience (PPCR) from the national to the community level and expanding the program in other areas. »» Enhanced connectivity. Participants from Cambodia and Zambia and those from the Asian Development Bank and the World Bank will recognize the importance of establishing an expanded network of climate resilience contacts. »» New and improved actions. Key stakeholders (all levels of government including district and community leaders) in the Zambia delegation will integrate new mechanisms and approaches to implement climate-smart agriculture, water and natural resources management, and community-based adaptation and disaster-risk management and reflect them in the revised workplan of activities under the Zambia PPCR. 21 Define the Knowledge Exchange Sustainable Forests Exchange—Intermediate Outcomes »» New knowledge. The participants from Forest Investment Program (FIP) pilot countries will gain new knowledge and deepen their understanding of issues related to the design and implementation of FIP investment plans and other forestry activities. »» Improved consensus. FIP pilot country representatives will agree on how to best comply with FIP and monitoring and reporting (M&R) requirements. CASE EXAMPLES »» Enhanced connectivity. The participants from FIP pilot countries will establish an expanded professional network and improve the speed of communication, especially in relation to the sharing of key lessons learned. »» Enhanced skills. The participants will enhance their communication skills to better capture and tell stories related to their FIP projects. »» New and improved actions. Following the exchange, the FIP pilot country representatives will have gained knowledge that could potentially contribute to identification and implementation of new actions to accelerate progress in design and implementation of FIP investment plans and projects. STEP 2.3 IDENTIFY THE MOST APPROPRIATE KNOWLEDGE PROVIDERS Which individuals or groups have the most relevant and transferable knowledge, delivery know-how, and development experience, or a potential solution? Do they have the resources and capacity to share it? A knowledge provider has a proven solution, delivery know-how, or development experience to share. Individuals, groups, or institutions hailing from the private, public, or civil sectors can all be knowledge providers. They can come from the same country or region as the knowledge seeker or from somewhere completely different. In some instances, the roles of provider and seeker are not particularly distinct, with both sides co-generating or providing and receiving knowledge on a common topic. As the broker, you are often tasked with finding the knowledge providers. When selecting them, consider whether they have »» Demonstrated success in effectively addressing similar development challenges; »» Relevant experience in providing this knowledge and delivery know-how with people from other places, cultures, and learning backgrounds; »» Familiarity with the cultural and historical contexts of participant groups; »» Resources to plan and implement the knowledge exchange in the proposed time frame; »» Readiness to deliver, shown by confirmed commitment and understanding of responsibilities; »» Prior relationship with the knowledge-receiving institutions, groups, or individuals; and »» Understanding of potential logistical complications and risks such as language issues or travel. 22 Define the Knowledge Exchange As you did when selecting potential knowledge-receiving participants, try to find a good mix of knowledge providers who can share different perspectives and delivery know-how on the issue. You want to expose participants to many points of view to allow them to see how something has worked, challenges that have been overcome, and pitfalls to avoid. The more complex a problem, the harder it can be to find a suitable knowledge provider. Listen to the knowledge-receiving participants, know when their needs have evolved, and adjust your plan accordingly. You may not—in fact, you probably won’t—get it right the first time. Don’t get discouraged. You and the knowledge-receiving participants will explore a range of possibilities before finding a truly fitting match. A knowledge exchange benefits immensely from a strong, well-net- worked broker to facilitate dialogue and build trust. The quality of an exchange is often higher when the broker knows both demand and supply sides well. When considering knowledge providers for study tours, try to avoid high tourist-value destinations. You can reduce the “junket value” of the study tour this way. 23 Define the Knowledge Exchange Sustainable Energy Exchange—Knowledge Brokers and Providers/Collaborators »» Energy Sector Management Assistance Program, World Bank Group »» Scaling Up Renewable Energy Program in Low Income Countries, Climate Investment Funds »» Green Mini-Grids Africa »» U.K. Department for International Development »» Nigerian Rural Electrification Agency »» African Development Bank »» Asian Development Bank »» Inter-American Development Bank »» International Finance Corporation, World Bank Group Zambia and Cambodia Exchange—Knowledge Brokers and Providers/Collaborators The Asian Development Bank, with support from the Climate Investment Funds (CIF), acted as a knowledge hub—bringing in the relevant specialists and knowledge providers to address the learning outcomes sought by Zambia. The CIF and the World Bank Group identified Cambodia as the main knowledge provider for this exchange. CASE EXAMPLES Key stakeholders from Cambodian government agencies were identified to share their knowledge with Zambia on the implementation of their own Pilot Program for Climate Resilience (PPCR). These included the officials and staff of the following agencies and organizations: »» National Level ›› Ministry of Environment (MOE) ›› General Directorate of Administration for Nature Conservation and Protection, MOE ›› Mainstreaming Climate Resilience in Development Planning ›› Ministry of Agriculture, Forestry and Fisheries ›› Cambodia Strategic Program for Climate Resilience Office »» Community Level ›› A non-governmental organization implementing partner ›› Community leaders and beneficiaries Sustainable Forests Exchange—Knowledge Brokers and Providers / Collaborators »» Forest Investment Program (FIP) pilot country representatives from the first group of FIP countries with experience preparing their investment plans, designing projects, and implementing them »» Multilateral development banks’ (MDBs) task team leaders »» FIP observers 24 Define the Knowledge Exchange The following example highlights the role of change agents and the direct result of a knowledge exchange initiative. Recognizing and Promoting the Role of Women as Change Agents in the Forestry Sector Addressing gender issues during the development of forest projects acknowledges that women and men have different roles in the sector and that those roles shape their needs, their access to resources, and the benefits they receive. Both roles are equally important for achiev- ing sustainable forest management and reducing poverty. Social norms and cultural practices, however, have historically sidelined women in terms of participation and decision making in community and country initiatives. Forest degradation also negatively impacts women’s access to needed forest resources, including non-timber forest products, used also for food and medicine—with negative impacts on their time, income, and even personal safety when women are forced to walk to more remote areas for foraging. Sustainable forest management projects with an explicit gender lens can help reduce women’s vulnerability by enhanc- ing their socioeconomic empowerment; by reducing informality in the production and marketing of nontimber forest products, an area where women dominate; and by promoting legal reforms in land tenure and institutional development through enhanced training and leadership development for women. Recognizing the key role women can play in managing forests, the gender team of the Climate Investment Funds (CIF), together with the Program on Forests, the Forest Carbon Partnership Facility (FCPF), and the World Bank’s Forest Investment Program (FIP), organized a day- long series of sessions on gender and sustainable forest management as part of the Joint Learning Day of the FIP–FCPF meetings in the Lao People’s Democratic Republic in September 2017. Some 150 partici- pants from over 40 countries gathered for the three gender knowledge sessions, which aimed to share lessons and examples of gender-respon- sive practices, activities, policies, strategies, and actions in forest-relat- ed initiatives. They were motivated by a widespread desire to take more actions in forest projects to address gender constraints and opportuni- ties in a manner that is project-specific, appropriate, and “do-able.” 25 Define the Knowledge Exchange Speakers from the International Union for the Conservation of Nature and the Center for International Forestry Research, and country rep- resentatives from Lao PDR, Mexico, Mozambique, Nepal, and Peru, shared their experience in gender integration at policy and program levels. Topics included mechanisms and positive institutional incentives such as alignment with national policies on social inclusion and poverty reduction; use of decentralized governance structures; gender-respon- sive legislative frameworks and gender budgeting; land titling efforts; links to livelihood outcomes; lessons from inclusive consultations; and the importance of building on foundations of earlier REDD+ work undertaken in-country. The event also featured dissemination of a new knowledge note titled Gender and Sustainable Forest Management: Entry Points for Design and Implementation, published as an aid to improve gender integration in forest operations supported by FIP. The toolkit in the knowledge note provides practical information on mainstreaming gender across the project cycle of forestry projects. National efforts to reduce emissions from deforestation and forest degradation, and to foster conservation, sustainable management of forests, and enhancement of forest carbon stocks need to be inclu- sive. Policies and practices that promote the role of women as agents of change in the forestry sector can result in greater food security, improved family livelihoods, and increased forest sustainability. For further information: FIP–FCPF Knowledge Day session materials: https://bit.ly/2RYjRiH and https://bit.ly/2B4oXUF FY18 Progress Report on Implementation of the CIF Gender Action Plan—Phase 2: https://bit.ly/2QI2zWv Gender and Sustainable Forest Management: Entry Points for Design and Implementation: https://bit.ly/2zQC7Tx Selecting participants is a juggling act. The list of knowledge exchange participants will change again and again as your planning progresses. This is a natural part of the process, so don’t get discour- aged. Tailoring the exchange to the capacity needs of the participants is what is most important. At the same time, be careful not to lose sight of the change objective. 26 Define the Knowledge Exchange 27 Define the Knowledge Exchange IMPROVING SUSTAINABLE FOREST MANAGEMENT: KNOWLEDGE A Brazil–Mozambique Knowledge Exchange EXCHANGE STORY ü The Challenge only affects the local populations wanted to learn how to economi- Brazil and Mozambique are both who depend on the forest, but also cally empower forest communities countries under the Forest Invest- leads to the loss of a longer-term in the Miombo forest. ment Program (FIP) of the Climate source of income for the country. In Mozambique is exploring the Investment Funds (CIF). Two of addition, the international commu- development of eucalyptus planta- their tropical forests—the Miombo nity loses with the disappearance tions as a means of providing in Mozambique and the Cerrado in of fauna and flora and the global different sources of charcoal, Brazil—face a common challenge: implications of greenhouse gas fighting degradation, and provid- how to ensure forests contribute to emissions. ing economic alternatives for local rural livelihoods. Their rural and forest communities face challenges ü The Solution—Who Did What? stakeholders. These plantations Brazil has dramatically decreased can reduce the pressure on natural relating to land ownership, access, deforestation since 2004. With its forests, which are often degraded and management rights as well as successful programs in conserva- for charcoal and firewood, by to the management of their natural tion area management, rural providing an alternative energy resources and livelihood. Mozam- development, and increasing rural source. The delegation visited the bique and Brazil also have millions access to markets, Brazil has much Luiz de Queiroz School of Agricul- of hectares of degraded land that relevant experience that can inform ture, linked to the University of São could be put back into production how Mozambique implements its Paulo, which has developed a through good management. FIP projects and the national rural line-planting technique that mixes The Cerrado and the Miombo are development agenda. fast-growing exotic species with home to thousands of species of natural forest plants. On visiting flora and fauna, many of which are The two countries are united in the the Plantar Project, one of the first unique to the regions; each forest fight against deforestation, and Clean Development Mechanism is also a huge carbon reservoir both have adopted policies, projects supported by the World that prevents the acceleration of investments, and actions to reverse Bank Prototype Carbon Fund, the climate change. Unfortunately, this situation. Under the FIP and delegation realized that it is these natural ecosystems are the Dedicated Grant Mechanism possible to professionally manage degrading at a rapid pace, as vast for Indigenous Peoples and Local plantations, especially when the plots of land are transformed for Communities, both part of the CIF, private sector is involved. commercial agriculture or cattle a delegation from Mozambique traveled to Brazil in 2016 to ex- “On returning to Mozambique, we ranching or are degraded for the change knowledge on technolo- want to test some partnerships production of firewood and gies, ideas, and best practices involving local communities and charcoal. related to forest protection, forest private sector companies,” re- The Miombo, the largest biome in management, and income genera- marked a trip participant from Mozambique, loses about 220,000 tion through the cooperative northern Mozambique, referring to hectares per year mainly to agricul- exploration of nontimber forest some examples seen in Brazil. tural expansion. Deforestation not resources. The Mozambicans also 28 The example of sustainable use of Exactly one year after Mozambique Joao Moura Estevao Marques, the savannah by the Riachão was accepted as a new country Natural Resources Management cooperative, in the north of Minas into the FIP, the country already Specialist, The World Bank Group Gerais State, inspired the Mozam- has a plan for getting projects bican delegation. “Today we see going on the ground. üü Multimedia the value of this forest, and the Mozambique’s Integrated Land- “We were expecting to learn a bit, scape Management Portfolio (ILM): entire community is committed to but were impressed with the array https://bit.ly/2PsZOMq protecting this forest around our of solutions developed by the waters. The sale of macaúba (palm) Mozambique Learns Forest Protec- Brazilian friends which can be oil has complemented our reve- tion From Brazil: applied in Mozambique,” said nues. Now we produce oil, soap, https://bit.ly/2zQptnn Sonia Nordez from the National and fertilizer, and we have many REDD+ Technical Unit. The Forest Investment Program: plans for expansion,” said Maria de Lourdes, member of the Riachão In 2017, to further this cooperation, https://bit.ly/2RUunYe cooperative in Brazil. the two countries and the World Brazil–Mozambique Knowledge Bank signed a tripartite memoran- Exchange video: Another subject that interested dum of understanding. https://bit.ly/2B3Py4a Mozambique was the National Forest Inventory (NFI) being üü Lesson Learned Brazil–Mozambique Knowledge conducted by the Brazilian Forest Sustainable rural development Exchange blog: From the Cerrado Service: Mozambique started its entails linking organizations of to the Miombo, savanna forests own NFI in 2016 and will launch the smallholders such as cooperatives give quality of life to Brazilians and final results by the end of 2018. and associations to new markets, Mozambicans alike: values chains, credit, technical https://bit.ly/2Puu35F üü Results assistance, and rural infrastructure, Since this exchange, Mozambique Feature Story: Collaborating and giving significant attention to and Brazil have shared a series of Across Continents: Mozambique, the sustainability of the resource knowledge exchanges focused on Brazil and the World Bank Deepen base—water, forests, and biodiver- strengthening natural resource South–South Cooperation on sity. management and stakeholder Sustainable Rural Development: engagement. üü Instrument https://bit.ly/2zQ2gSp Mozambique has started its own Study tour NFI, supported by funds from the üü Knowledge Brokers Forest Carbon Partnership Facility, Andre Rodrigues Aquino, Sr. managed by the World Bank. The Natural Resources Management inventory will provide the informa- Specialist, The World Bank Group tion necessary to help manage Mozambique’s productive forests. 29 DESIGN & DEVELOP THE KNOWLEDGE EXCHANGE IN STEP 2 YOU DEFINED THE KNOWLEDGE EXCHANGE BY üüIdentifying the types of people needed to achieve the change objective üüConsidering the desired intermediate outcomes üüIdentifying ideal knowledge providers IN STEP 3 YOU WILL 3.1 Select the participants. 3.2 Verify the change objective and desired outcomes. 3.3 Organize the design and delivery team. 3.4 Assemble the initiative. 30 Design & Develop the Knowledge Exchange Together, you and the knowledge exchange participants will design the knowledge exchange journey to achieve the intermediate outcomes. Envisioning and mapping the journey is an iterative process that extends well into implementation. You must balance up-front planning with adaptive learning that allows you to react to emerging lessons from implementation. Your task is to closely link the design and selection of knowledge exchange vehicles/ instruments with the intermediate outcomes sought by the participants. Also keep in mind that the learning needs and interests of the stakeholders may shift during implementation, especially when addressing a complex challenge where the capacities and delivery know- how to tackle the problems are often distributed across actors and no one actor is in full control of progress toward an objective. For example, interactions during action learning events, multi-stakeholder dialogues, pilot countries meetings, study tours, or conferences may give rise to new ideas, generate different perspectives on complex reform problems and solutions, or require learning on topics unforeseen during the design phase. Therefore, complex challenges tend to require multiple interventions, testing, and iteration. STEP 3.1 SELECT THE PARTICIPANTS Which individuals are best placed to benefit from the knowledge exchange and act on what is learned? In Step 2 you considered the mix of participants needed for a successful knowledge exchange initiative. Now it’s time to choose specific participants from the recipient side. In this phase, work with your counterparts and any participants already identified. Seek the champions— those who are open to reform and can drive the desired change. And don’t forget influencers, those in a position to secure stakeholder support. Once you have the perfect list, don't become too invested—it will likely change. As plans firm up, some participants won't be available, some will drop out, and others will want to join. The important thing is know- ing who your exchange must include for it to be productive and orches- trating their participation, even if this means delays. Participant Checklist üüUse the development goal and change objective as a guide when selecting each participant. üüWork with your counterparts to identify participants who are leaders, influencers, conveners, or key actors, or who have the potential to take on these roles within their institution or government. üüAsk your counterparts for a brief explanation of why each participant should be included and what he or she will contribute. You can use these explanations later to ensure that any substitute participants can still make the desired contributions. 31 Design & Develop the Knowledge Exchange Sustainable Energy Exchange—Selected Participants For the action learning event in Kenya (2016), over 200 participants were selected from more than 20 countries; most of these participants were involved in mini-grid programs in Africa. The Myanmar event (February 2017) identified nearly 300 participants from 52 countries, and the December 2017 event in Nigeria included 600 participants from over 50 countries. The participants included a broad range of stakeholder groups: »» Senior government officials of key ministries such as energy »» Country-level mini-grids stakeholders »» Scaling Up Renewable Energy Program in Low Income Countries country representatives/focal points »» Green Mini-Grids Market representatives (Africa Regional Facility/Hub) »» Task team leads from relevant projects at multilateral development banks (MDBs) »» Private sector companies »» Donors CASE EXAMPLES »» Non-governmental organizations »» Academia »» Media Zambia and Cambodia Exchange—Selected Participants The Zambian delegation included: »» Three senior officials from the Ministry of National Development Planning »» A senior official and a technical staff member from the Ministry of Works – Maritime Department »» Two officials from the Disaster Management and Mitigation Unit »» Two officials from the Provincial Planning Unit – Zambia Pilot Program for Climate Resilience project area Western Province, Mongu »» Two representatives from the Barotse Royal Establishment »» One operations staff member from Strengthening Climate Resilience in the Barotse Sub-Basin »» Four project beneficiaries, one from each of the following districts: Mwandi, Mitete, Sioma, and Kazungula 32 Design & Develop the Knowledge Exchange Sustainable Forests Exchange—Selected Participants Ninety-two participants took part in the 2017 Forest Investment Program (FIP) Pilot Countries Meeting. Participants included: CASE EXAMPLES »» 40 pilot country representatives »» 17 civil society representatives »» 20 representatives from partner MDBs »» 15 representatives from other development partners/agencies More than 200 participants attended the joint FIP–Forest Carbon Partnership Facility (FCPF) Knowledge Day. Consider including influential media personnel when the knowledge exchange is supporting public reform efforts. STEP 3.2 VERIFY THE OBJECTIVE AND OUTCOMES What do the participants want to learn? How do they hope to grow? What do they need in order to act, convene, influence, or lead? Now that you have identified all or some of the participants, revisit the initial work you did when starting to plan the knowledge exchange. As a group, verify that your knowledge exchange initiative is aligned with the development goal, institutional challenge, and the change objective, and that everyone is on the same page in this regard. If not, work with your counterparts and participants to clarify those aspects for them before tackling the next step. Remember that intermediate outcomes are the specific changes participants seek to realize as a direct result of the knowledge exchange initiative. These outcomes might be enhanced knowledge of a topic or a new coalition of peers to help influence change in their organization. At this time, you will need to review these as well with your participants to ensure that they are attainable and measurable. Sustainable Energy Exchange—Verify Objective and Intermediate Outcomes The change objectives and intermediate outcomes remained valid for the series of action learning events designed to support participants in building consensus and trust in order to create the terms of reference for a new flood control center. CASE EXAMPLES Zambia and Cambodia Exchange—Verify Objective and Intermediate Outcomes The change objectives addressed in Step 1 and the intermediate outcomes identified in Step 2 were still valid. Sustainable Forests Exchange—Verify Objective and Intermediate Outcomes The change objectives (Step 1) and the intermediate outcomes (Step 2) were still valid. 33 Design & Develop the Knowledge Exchange When determining and/or refining intermediate outcomes, consider: üüHolding an action planning session (either in person or virtually) to produce a draft list. You could include all or just a representative sample of the participants. üüSetting up a virtual discussion and posting the proposed intermediate outcomes, drafted by you and your clients, for input from all participants. You can also facilitate an online conversation to encourage participants to refine/define the outcomes or propose new ones. üüChecking with the knowledge provider(s) at this time. What they know can help shape the intermediate outcomes. These conversations may also highlight the need for an additional knowledge provider or a replacement of the original(s). 34 Design & Develop the Knowledge Exchange STEP 3.3 ORGANIZE THE DESIGN AND DELIVERY TEAM In your role as a knowledge broker, how can you organize for a successful knowledge exchange? Who should be in your core design and implementation team? While technical skills needed may vary by project, most knowledge exchange initiatives include a few common roles. A team member may play more than one role in the knowledge exchange. Table 4 highlights the roles and typical responsibilities of the design and delivery team. Table 4: Design and Delivery Team Roles Role Typical responsibilities Related process steps Instructional »» Alignment and results orientation »» Anchor designer »» Participant identification and preparation »» Define »» Knowledge provider preparation »» Design »» Participatory planning approaches »» Instrument and activity selection and design (Local) Delivery »» Logistics and administrative support »» Define partner(s) »» Identification of key contacts »» Design »» Preparation of knowledge providers »» Implement »» Facilitation »» Report »» Translation »» Results capture Professional Knowledge of the participants and their goals, »»  »» Implement facilitator roles, and challenges »» Participant guidance »» Discussion facilitation and leadership »» Conflict management and resolution »» Prep session and activity debrief leadership »» Identification of emerging needs »» Exchange adaptation, with team lead Project leader Knowledge exchange design, planning, and »»  »» All five steps implementation Participant and knowledge provider selection »»  »» Delivery team creation and management »» Results monitoring and reporting Participant engagement, inspiring them to act »»  on what they learn! Communications Plans for communicating among the delivery »»  »» All five steps coordinator team and with participants before, during, and after the exchange Strategies for communicating with partners, »»  stakeholders, and media before, during, and after the exchange »» Reporting on results for varied audiences 35 Design & Develop the Knowledge Exchange As a knowledge broker, avoid centralized roles in yourself. This frees you up to monitor the engagement and react as needed, ensuring a meaningful exchange for your participants. For example, during imple- mentation, consider hiring a facilitator and outsource event planning to local partners. Once you have your core team on board, you will define targets, set priorities, and create an implementation plan focused on participant priorities. Sustainable Energy Exchange—Design and Delivery Team »» Energy Sector Management Assistance Program, World Bank Group »» Scaling Up Renewable Energy Program in Low Income Countries, Climate Investment Funds (CIF) »» Facilitators »» Representatives from multilateral development banks (MDBs) »» Country representatives (through surveys, they help to sharpen the topics for discussion) »» Host country representatives (Kenya, Myanmar, and Nigeria) Zambia and Cambodia Exchange—Design and Delivery Team CASE EXAMPLES The World Bank Group, Asian Development Bank (ADB), and CIF team included: »» Team lead from the World Bank Group and ADB »» Communications specialists »» Zambia Pilot Program for Climate Resilience (PPCR) team lead »» CIF/ PPCR team Sustainable Forests Exchange—Design and Delivery Team »» Core design team: CIF Senior Knowledge Management Specialist, Forest Investment Program (FIP) Senior Program Coordinator, Forestry Specialist, Forest Carbon Partnership Facility (FCPF) Knowledge Management Officer »» Logistical support: CIF Administrative Unit, FCPF Secretariat, Lao PDR focal point, World Bank and International Finance Corporation field offices in Lao PDR »» Facilitators and experts: Government representatives, MDBs’ task team leaders, various invited experts (to discuss issues about private sector, gender, indigenous peoples, etc.) 36 Design & Develop the Knowledge Exchange STEP 3.4 ASSEMBLE THE KNOWLEDGE EXCHANGE What blend of instruments, activities, and technologies will help achieve the desired outcomes? Every knowledge exchange initiative is a blend of instruments and activities that are commonly supported by technology tools. Planning for and selecting an appropriate mix—keeping in mind your operating constraints and opportunities—will help participants realize the desired intermediate outcomes. When assembling your initiative, follow the steps in Figure 2. 37 Design & Develop the Knowledge Exchange Figure 2. Assembling the Knowledge Exchange Initiative 38 Design & Develop the Knowledge Exchange STEP 3.4A CONSIDER THE OPERATING CONSTRAINTS AND OPPORTUNITIES What are some of the key factors influencing the potential and limits of a knowledge exchange? The potential and the limits of a knowledge exchange initiative are most often determined by the budget, people (participants, providers, and brokers), time, technology tools and guidance tools, and context. In each case, however, you can often turn constraints into opportunities. Budget The costs for knowledge exchange can vary dramatically depending upon its scope (number of participating countries, institutions, and activities), duration, and choice of instruments. A series of virtual dialogues can cost a few hundred dollars whereas an elaborate study tour involving participants from many countries can easily cost several thousands. Opportunities to Consider »» Look for cost-efficient ways to achieve the same results. Bring people together virtually instead of flying them across the world. Use of technology such as Webinars, video- conferencing, and WhatsApp groups have dramatically changed how we can connect. »» Build knowledge exchange into larger operations. You may include it in the capacity- building component of a new loan or program for results. »» Seek funding from multiple sources and other funding partners to ensure sustained and in-depth exchanges. Consider sharing the costs between different institutions or development partners who are all supporting a common goal. »» Ask knowledge providers or participant institutions to provide in-kind support. For example, Cambodia provided hosting services and facilities to support a conference it was involved in. »» For web-based work, use available technologies (many of which are free for use) instead of building costly customized solutions. People People can include anyone involved in the exchange—knowledge-receiving participants, knowledge providers, brokers, implementation partners, team members, and others. Common constraints revolve around availability, willingness to participate, number of participants, preparedness, staffing, familiarity with the subject matter or a technology, role in the organization, and travel. Opportunities to Consider Participants »» Focus on champions and influencers of the reform effort. »» Include participants with strong operational knowledge and experience in addressing delivery challenges. »» Meet with the potential candidates to help ensure the right mix of people. Try to mitigate against last-minute substitutions. »» Ask partners and sector/country experts to help identify appropriately knowledgeable people. 39 Design & Develop the Knowledge Exchange »» Convene participants on their terms. For example, ministers tend to prefer to meet in person or in a private videoconference. »» Make preparation a requirement of participation. This helps to ensure that you have the right level of commitment. »» Think ahead about how to remove participants who are not performing. Sharing explicit criteria for participation in advance of the exchange will help to minimize such a situation. »» Be sensitive to cultural and social norms around rank, hierarchy, and gender when selecting participants. To eliminate “junket junkies,” let participants know they will be expected to complete pre- and post-knowledge exchange activities. Providers »» Work with recommended providers or those with whom you are familiar. »» Work with the knowledge providers to help document and package the learning material ahead of the exchange. Oftentimes, institutional knowledge and practical experiences are not well-documented and readily available. »» Encourage providers to share learning materials prior to exchange to ensure readiness and quality. »» Ask knowledge providers to share their challenges and failures as well as their successes and delivery know-how to provide a realistic view of real-world issues. »» As a broker, look to building long-term relationships with knowledge providers and between the knowledge-receiving and knowledge-providing countries. »» Think about ways to reward knowledge providers through public recognition such as awards, certificates, and press releases and interviews with media outlets. Brokers »» Explain to your partners the importance of the knowledge exchange and how it can influence change. »» Seek support from local delivery partners. »» Help the participants manage the change process that might arise as a consequence of the knowledge exchange. Engage early on with the knowledge providers and prepare them for their role. 40 Design & Develop the Knowledge Exchange Time People always underestimate the time it takes to plan and complete a knowledge exchange. The knowledge exchange Toolbox in the last tab of this guide lists typical time durations of the instruments and activities from past exchanges; it is impossible to give a precise time frame for any one exchange. There are just too many variables, including the level of complexity and the nature of the outcomes sought. Raising awareness, for example, is often easier to achieve than building consensus. Opportunities to Consider »» Divide tasks (design, logistics, facilitation) among team members and local partners. »» Consider whether the exchange is part of a longer-term initiative or if it needs to meet immediate learning needs. You might be able to delay or cut some parts of your exchange. »» Use available technologies to minimize back and forth in things like logistics, planning, meetings, and preparation of materials, monitoring, and reporting. Technology and Social Media Tools Technology and social media tools hold enormous potential for knowledge exchange. However, not everyone has the same level of access, familiarity, or ability to use them. Opportunities to Consider Technology »» Meet participants where they are. Ask them about their technology skills and comfort levels. »» Use only those technologies that help facilitate the knowledge exchange. »» Develop contingency plans in case technology fails. »» Establish a consistent pattern of using technology. Social Media »» Use social media when it helps achieve specific objectives. »» Start with the social media tools participants already use most often. »» Focus on just one or two social media tools, and use them consistently. »» Ask participants to be active contributors to support future knowledge exchanges. 41 Design & Develop the Knowledge Exchange Operating Environment Common contextual constraints include political transition, civil or armed conflict or unrest, cultural and social norms, and language. It helps to be aware of the political economy of knowledge exchange when dealing with recipients and providers. Opportunities to Consider Political Context »» Take advantage of elections and political transitions, which can bring in new thinking and eagerness for reform. Clients and local partners can help identify change agents. Seize the moment! »» In conflict-affected areas, identify knowledge providers who have overcome similar challenges and can offer strong leadership and guidance. Social and Cultural Context »» Leverage team members and partners who are aware of cultural norms around rank, hierarchy, and gender to ensure the broadest, most rewarding experience for all participants. »» Use local facilitators in culturally and politically challenging environments, especially when participants will work in interactive groups. Language »» In multi-language exchanges, ask knowledge providers to simplify messages and reduce jargon. »» Use interpreters to ensure everyone understands each other and to encourage greater engagement. »» Seek knowledge providers who speak the same languages as participants. »» If you need to reach participants with limited literacy, select activities that focus on conversation and demonstration, and invest in learning materials with rich audiovisual components. Try not to interpret through multiple language levels (for example, from Lao to English, then English to Bahasa Indonesia). Also avoid forming mixed-language groups, if possible. Language interpretation slows the pace of an exchange considerably, can limit knowledge transfer, and results in additional logistics. 42 Design & Develop the Knowledge Exchange Sustainable Energy Exchange—Operating Environment »» Budget: The budget was covered by Energy Sector Management Assistance Program (ESMAP), World Bank Group, and the Climate Investment Funds (CIF). »» Participants: Scaling Up Renewable Energy in Low Income Countries (SREP) African country representatives, multilateral development banks (MDBs), and other experts (Kenya, May 2016); all SREP countries (extending the group worldwide), MDBs, and other experts (Myanmar, February 2017, and Nigeria, December 2017) »» Providers: Country representatives, invited experts, and private sector companies CASE EXAMPLES »» Broker: ESMAP, CIF »» Collaborators: MDBs, private sector companies, donors, and host country »» Time frame: 8 months from planning to implementation »» Technology and resources: E-mail and web conferencing tools were available and used for the planning efforts and follow-up efforts. In addition, the venues were equipped with computers, projectors, and PowerPoint. The HOMER software clinics included computers with HOMER installed. Dedicated webpages were also created prior to the events that housed the event materials. »» Operating environment: Kenya, Myanmar, and Nigeria were selected to host the action learning events because they had the resources to plan and implement the knowledge exchange in the proposed time frame. In addition, Kenya, Myanmar, and Nigeria were already implementing mini-grid solutions and could showcase good practices and lessons learned. 43 Design & Develop the Knowledge Exchange Zambia and Cambodia Exchange—Operating Environment »» Budget: US$102,500 »» Participants: Zambia (16 participants from various government units at the national, province, district, and community levels) »» Providers: Cambodia (participants from various government agencies and Pilot Program for Climate Resilience team and community-level project beneficiaries) »» Broker: World Bank Group / Asian Development Bank / Climate Investment Funds »» Time frame: 3 months from planning to implementation CASE EXAMPLES »» Technology and resources: E-mail communication was the most-used technology during the planning and preparation for the knowledge exchange. Video- conferences and Apps were used to ensure that preparation activities were going well and that the exchange was well-organized. »» Operating environment: Strong preparation was key because this exchange involved multiple stakeholders from both Zambia and Cambodia. A strong ownership, knowledge, and passion for solutions related to resilience and livelihood diversification from the government and beneficiary communities resulted in a successful knowledge exchange. There were very few constraints related to the social, cultural, and language contexts because most communication was carried out in English; interpretation services were made available to overcome any communication barrier during the community member engagement in Cambodia. 44 Design & Develop the Knowledge Exchange Sustainable Forests Exchange—Operating Environment »» Budget: US$350,000 (Costs were shared with the Forest Carbon Partnership Facility [FCPF] for the joint knowledge day as well as for the field visits; participants from multilateral development banks ([MDBs] covered their own costs.) »» Participants: 2 government representatives per pilot country, Forest Investment Program (FIP) observers and representatives from MDBs, and other FIP stakeholders »» Providers: FIP and FCPF Country Representatives, invited experts, MDB representatives, and CIF Administrative Unit Staff CASE EXAMPLES »» Broker: CIF Administrative Unit and FCPF Secretariat worked to define the content and agenda »» Time frame: 6 months from planning to implementation »» Technology and resources: E-mail communication was the most-used technology during the planning and preparation for the knowledge exchange. A number of phone calls were also set up to ensure that preparation activities were going well and the exchange was well-organized. An event Mobile App was created for the meeting to provide participants with all the information on logistics, schedule, agenda, and participant contact information. It also allowed participants to share photos and opinions, as well as provide feedback on the sessions. »» Operating environment: Lao PDR was chosen as the location for the 2017 Pilot Countries Meeting because it participates in both FIP and FCPF. In addition, Luang Prabang includes projects funded by the FIP that could be visited by participants. 45 Design & Develop the Knowledge Exchange STEP 3.4B SELECT THE BLEND AND SEQUENCE OF KNOWLEDGE EXCHANGE INSTRUMENT(S) Which instrument(s) will help participants achieve the intermediate outcomes? Instruments are the vehicles for knowledge exchange. They move the participants closer to realizing their change objectives. These instruments (Table 5) can be used alone or in combination. Each instrument has its own strengths and limitations (Table 6), with some more suitable for particular types of intermediate outcomes than others. Some instruments such as conferences require shorter-term and more intense individual engagement (with other participants and content) while others such as communities of practice require a longer term and a less intense degree of individual engagement (Table 7). The strength of the instruments is fueled by the knowledge exchange activities (Table 8), which form the building blocks of instruments. The knowledge exchange Toolbox (last tab of the guide) provides detailed descriptions of each instrument, when and how to use it, and case examples. Instrument roles can vary: »» One instrument can help achieve multiple intermediate outcomes. Study tours expose participants to new ways of doing things and offer opportunities to share tacit knowledge, which may help clients recognize new opportunities, build networks, and build consensus—three distinct potential intermediate outcomes. You may design with this in mind. And be mindful that you could discover some unexpected outcomes as well. »» The same instrument used in a different project or program phase can yield different outcomes. An expert visit can help raise awareness and build consensus at the project identification stage; in the project implementation phase, it can help overcome bottlenecks and build skills through coaching and hands-on support. »» A combination (blend) of instruments can be very effective. This is especially evident when there are entrenched development issues or complex challenges such as those requiring political buy-in or the transfer of substantial technical know-how. You might start a knowledge exchange initiative, for example, with a conference to raise awareness of new development options, then form a community of practice to enhance networking and trust, and follow up with a study tour and expert visits to gain technical know-how in preparation for action. The choice and blend of activities should always target the intermediate outcomes the group would like to achieve. 46 Table Design5:& Develop Exchange Instruments Knowledge the Knowledge ExchangeShort-Term Engagement ACTION LEARNING EVENT PILOT COUNTRIES MEETING A formal event in which a large number A formal event held every 18 months in of participants come together to share which several country representatives actionable knowledge and experiences and sectoral experts who are imple- on a specific technical topic/theme. The menting similar projects come together event focuses on “operationalization,” to share knowledge and experiences on emphasizing problem solving in a timely a specific topic/theme/project/fund. In fashion with and for the participants, the Climate Investment Fund (CIF) addressing the day-to-day challenges context this means bringing together that practitioners are facing in accelerat- pilot and contributor country govern- ing progress. ments, multilateral development banks, and other key stakeholders to enable CONFERENCE knowledge exchange and share A formal event in which a large number learning based on the implementation of participants come together to share of the CIF investment plans. knowledge and their experiences on a specific topic/theme. STUDY TOUR The visit or series of visits by an individual or group to one or more countries or EXPERT VISIT within a country or sites with a specific Sending a practitioner or technical learning goal and to experience firsthand specialist from a knowledge provider how something was or is being imple- country/region/organization to a mented. knowledge seeker country/region/ organization to assess current circum- stances and/or provide guidance WORKSHOP on a specific challenge. A structured event focused on having participants solve problems by working together on a common issue, be it a KNOWLEDGE FAIR problem or a task. A face-to-face knowledge-sharing event designed to showcase participants’ experiences, achievements, and innovations and market new programs to donors and potential partners. Medium-Term Engagement COMPETITION/CHALLENGE MULTI-STAKEHOLDER DIALOGUE A contest aimed at finding and support- AND CONSULTATION ing new ideas and accelerating innova- A facilitated series of conversations tions, usually culminating in a showcase among stakeholders/peers to gain mul- event to recognize the competitors and tiple perspectives and deeper under- winner(s). standing, reach consensus, or encourage action. KNOWLEDGE JAM A facilitated conversation between know- ers and doers (change agents) to surface hidden know-how around targeted topics and channel insights into action or a con- crete deliverable. Long-Term Engagement COMMUNITY OF PRACTICE (COP) TWINNING A group of people that interacts regu- The pairing of one institution with a similar, larly on a common topic to learn from but usually more mature, institution for a one another. mutually beneficial partnership. 47 Design & Develop the Knowledge Exchange Keep in mind that the choice and blend of instruments will also be influenced by »» Nature of the challenge (straightforward or complex), »» Time, »» Participant profile, »» Group size, »» Logistical constraints, and »» Resource availability. Table 6: Strength of Knowledge Exchange Instruments for Intermediate Outcomes Intermediate outcomes Stronger Weaker study tour, knowledge fair, multi-stakeholder dialogue conference, community and consultation, knowledge of practice, competition/ jam, twinning challenge, expert visit, New knowledge workshop, action learning event, pilot countries meeting action learning event, knowledge fair, conference, workshop, expert visit, multi-stakeholder dialogue twinning, study tour, and consultation, community knowledge jam of practice, competition/ Enhanced skills challenge, pilot countries meeting pilot countries meeting, multi- action learning event, stakeholder dialogue and community of practice, consultation, study tour, expert competition/challenge, visit, workshop conference, knowledge fair, Improved consensus knowledge jam, twinning community of practice, action learning event, conference, knowledge competition/challenge, expert fair/marketplace, multi- visit, knowledge jam stakeholder dialogue/ consultation, pilot countries Enhanced connectivity meeting, study tour, workshop, twinning action learning event, pilot conference, knowledge fair, countries meeting, expert community of practice visit, workshop, study tour, knowledge jam, competition/ New and improved challenge, multi-stakeholder actions dialogue and consultation, twinning 48 Design & Develop the Knowledge Exchange Table 7. Instruments Clustered by Duration and Degree of Individual Engagement You can use this table as a guide to design your exchange according to participant profiles, group size, time, and logistical constraints. Degree of Individual Engagement Low High Long-Term Short-Term Length of Engagement 49 Design & Develop the Knowledge Exchange Sustainable Energy Exchange—Instrument Selection and Sequencing The Scaling Up Renewable Energy Program in Low Income Countries (SREP) and the Energy Sector Management Assistance Program (ESMAP) wanted to connect the various stakeholders of mini-grid initiatives by bringing them together to discuss common issues and seek solutions to accelerate the uptake of the clean-energy mini-grid sector. Three exchanges were planned to take place in Kenya, Myanmar, and Nigeria given that these countries had existing min-grid initiatives and were in a position not only to share with other stakeholders but also to gain knowledge on how to increase their own operations. Across the three exchanges in Kenya, Myanmar, and Nigeria, the selected instrument was an action learning event, a hybrid instrument that incorporates components of conference, workshop, and study tour. Even though all three exchanges centered around action learning events, the scope of the events evolved over the three offerings: »» The first event in Kenya (May 2016) was the smallest in terms of size and included only SREP African countries. Once this exchange took place and demonstrated its success, CASE EXAMPLES the action learning event effort was ready to grow. »» The second event in Myanmar (February 2017) represented a significant jump in terms of size (inviting all SREP countries and extending the group worldwide). It also provided the opportunity for African countries to learn from Asian countries because some had more advanced field operations. Building on the topics and outcomes of the May 2016 Mini-Grid Action Learning Event in Kenya (where several topics were already identified and discussed), participants had the opportunity to explore more in-depth lessons learned in other countries and how these lessons could be tailored to meet the needs of rural electrification in their own countries. For that purpose, this event introduced clinics with the purpose of providing more content options, deeper analysis, and more interaction. »» The third event in Nigeria (December 2017) introduced a joint session with the Green Mini-Grid Africa group. Because participants had established a greater level of trust and connectivity by the third event, they engaged in more authentic and deeper discussions on sensitive topics such as gender integration. For example, the SREP round-table had as an additional aim analyzing the challenges countries faced depending on where they were in their project phase (getting started, working with the government, implementation, or operational phase). 50 Design & Develop the Knowledge Exchange Zambia and Cambodia Exchange—Instrument Selection and Sequencing After Cambodia’s Minister of Environment H.E. Say Samal formally received the Zambia delegation, a series of multi-stakeholder dialogues and consultations with key government officials allowed the Zambia delegates to better understand the Cambodian context and the decisions that Cambodia made. After the multi-stakeholder dialogues and consultations, the Zambian delegates participated in a two-day conference on Community-Based Disaster Risk Management (CBDRM) organized by the government of Cambodia with support from Climate Investment Funds’ Pilot Program for Climate Resilience (PPCR). The inclusion of participants from Cambodia’s CASE EXAMPLES neighboring countries enabled the Zambia delegates to connect with participants beyond Cambodia who shared novel approaches on CBDRM. The Zambian delegates increased their understanding of the strong links between community-based adaptation and CBDRM, and of mechanisms to enhance inclusiveness and gender responsiveness of CBDRM. Some members of the Zambia delegation served as speakers and moderators in specific sessions to share their experiences in implementing CBDRM initiatives and approaches in their country. Once the conference was completed, the Zambia delegation embarked on its two-day study tour, which included field visits to PPCR projects. The Zambia delegation witnessed how the projects were implemented in the communities and engaged with the community members to learn about their experiences and lessons learned. Specifically, they acquired a better understanding of climate change and development challenges in the agriculture and natural resources sector and appreciated the approaches adopted by the communities to cope with the development challenges. Remember that the success of a knowledge exchange rests on achieving the targeted intermediate outcomes, not on delivering a predetermined set of activities. You may need to adjust individual activities within an instrument, or even the instrument itself, to ensure that learning goals are met. 51 Design & Develop the Knowledge Exchange Sustainable Forests Exchange—Instrument Selection and Sequencing The three-day Pilot Countries Meeting started with a series of interactive presentations about the new Forest Investment Program (FIP) Monitoring and Reporting (M&R) toolkit followed by a stocktaking activity to inventory existing M&R systems and areas for enhancement. Through round-table discussions the country representatives were able to dig deeper into the successes, challenges, and opportunities related to the updated FIP M&R systems. These were followed by a session to explore the emerging lessons from FIP investments and identify key topics and good examples for additional knowledge- sharing, what is needed to deliver on this, and the potential role of the FIP in sharing this knowledge with a wider audience. The first day ended with lightning talks by participants who shared their experiences on the different ways pilot countries engage in capturing and disseminating knowledge about their efforts, and a short role play exercise was used CASE EXAMPLES to enable participants to practice capturing FIP stories via video and interviews. The second day of the meeting was designed in collaboration with the Forest Carbon Partnership Facility (FCPF). The day consisted of a series of expert panels, a knowledge café, and clinics. The expert panels covered topics relevant to both FIP and FCPF participants such as small and medium enterprises financing for sustainable forest management, successes and challenges in combatting illegal logging and deforestation, experiences on tenure in forest programs, and strengthening climate action through stakeholder involvement. The knowledge café included 21 discussion tables where a country presented a challenge or idea for a fast-paced 45-minute peer feedback discussion. These were followed by clinics to help participants gain more knowledge about a variety of topics that could be applied in their own context. During the last day the participants visited four project sites and were able to learn about each site by engaging with key community members. The following sites were visited: Kuang Xi Waterfall Forest Park; customary law-based community forest land right of ethnic groups in Long Lan Village, Luang Prabang; Pha Tad Kae Botanical Garden; and Teak Smallholder Forestry and Wood Products, Luang Prabang Province. STEP 3.4C SELECT AND SEQUENCE THE KNOWLEDGE EXCHANGE ACTIVITIES Which activities will most help participants achieve the desired intermediate outcomes? What’s the best way to sequence them? Activities are the building blocks of the instruments and where learning takes place. As with the instruments, each activity has its own strengths and limitations and is more or less suitable for particular types of learning. The blend and sequencing of activities are as important as the activity in and of itself. Let your choice be guided by the intermediate outcomes you seek, keeping in mind the participant profile group size, time frame, logistical constraints, and resources. 52 Design & Develop the Knowledge Exchange When trying to decide which activities to select and how they should be sequenced, consider the type of communication and interaction the participants need to engage in. The activities included in this guide are organized into four categories (Table 8). Each category emphasizes different types of communication and interaction among participants: »» Presentation activities primarily consist of a one-way flow of information and require use of creative techniques to engage and involve the audiences. These activities include demonstrations, expert panels, interactive presentations, lightning talks, poster sessions, and storytelling. »» Discussion activities consist of multidirectional knowledge-sharing requiring group participation and are often conducted after presentation-type activities. These activities include anecdote circles, brainstorming, buzz sessions, e-discussions, knowledge cafés, peer assists, and round-table discussions. »» Experiential activities move beyond knowledge-sharing and discussion and allow participants to experience something new, reflect on the experience, and translate the knowledge into action. These activities include action planning, clinics, field visits, fishbowls, role playing, secondments, simulations, and book sprints. »» Analytical activities enable participants to examine and make sense of topics or situations from a prospective and/or retrospective lens. These activities include after- action reviews, focus groups, interviews, reflection circles, self-assessments, stocktaking surveys, and strengths, weaknesses, opportunities, and threats (SWOT) analyses. During the planning, delivery, or follow-up of activities in all four categories, you can use technology tools to make life easier, increase access to information, deepen learning, share results, and save money. Technology tools should not be an afterthought to the design of activities; rather they should be an integrated component in how you design and deliver almost any knowledge exchange. Well-designed activities should allow participants to »» Experience something new; »» Internalize the significance of the new experience; »» Observe, question, reflect, and contribute their experience and delivery know-how; »» Interact with experts and other participants and consider new ideas and solutions; »» Develop a collective understanding based on shared experience; »» Translate the knowledge into action plans; and »» Summarize new knowledge in written and audiovisual formats and make these available for other stakeholders. 53 Design & Develop the Knowledge Exchange 54 Table 8: Knowledge Exchange Activities Design & Develop Presentation the Knowledge Activities Discussion Activities Exchange Demonstration Anecdote Circle An expert showing how to use a An exercise that involves the use product or perform a procedure; also of story themes and story-eliciting used to showcase a new product or questioning to engage a group in process in order to market and sharing their experiences. spread innovations. Brainstorming Expert Panel The generation of ideas or solutions A moderated set of presentations on about a specific topic by tapping into the same topic addressed from various the wisdom of peers and encouraging angles by a group of people with them to think of novel ideas. specialized knowledge. Buzz Session Interactive Presentation A very short discussion on a narrow An individual, usually a keynote or topic that involves simultaneous expert, sharing information through small-group work (usually in pairs) and audio-visual means with clearly stimulates contribution from each allocated time for participant reflections, member of the participant group. micro-activities, and questions and answers, either interspersed or e-Discussion immediately following the presentation. A discussion that takes place online either synchronously or asynchronously. Lightning Talks A series of short presentations on the Knowledge Café same or diverse topics by different Open, creative, facilitator-led speakers lasting a few minutes each as conversations to surface collective part of a single session. knowledge, share ideas, and encourage collaborative dialogue in a relaxed, Poster Session café-type environment. A presentation in a poster format, usually combining text and graphics, Peer Assist that engages presenters and A facilitated event where peers participants in a conversation around with relevant experience share their the content of the poster. knowledge and experience, usually in the form of best practices and lessons Report learned, with a team that has requested An oral or written presentation that help on a specific problem, project, summarizes and highlights topic- or or activity. theme-based key points (concepts, data, processes, lessons learned, etc.). Round-Table Discussion A small-group discussion, usually Storytelling with participants seated at a round A purposeful use of narrative that table, that allows for in-depth analysis describes a practical outcome and of challenges, issues, and cases and is meant as a trigger for individuals, getting targeted feedback. communities, or organizations to consider future action. Liberating Structures! In addition to the activities in Table 8, explore the use of Liberating Structures—“simple rules that make it easy to include and unleash everyone in shaping the future” http://www.liberatingstructures.com. 55 Design & Develop Experiential Activities Analytical Activities the Knowledge Exchange Action Planning After-Action Review (AAR) A strategic exercise that results in A structured review process for project a personal or group road map or teams to analyze what happened, why timetable describing the specific steps it happened, and what can be done that need to be taken to achieve a better or differently in the future. single or multiple objectives. Focus Group Book Sprint A structured discussion protocol that A facilitated process that brings brings together a group of people, together a group of people to typically unfamiliar with each other but collaboratively produce a book in with a common interest, to give their three to five days. opinions on a particular topic or area. Clinic Gap Analysis A short hands-on session led by an An exercise that helps identify the expert for a small group of participants gap(s) between the present state and who are looking to solve a specific desired future state, along with the challenge. tasks needed to close the gap(s). Field Visit Interview Physically going to a location that A question-and-answer session enables participants to experience with an individual/expert about a project realities directly and meet specific topic, usually following a with implementation teams and predetermined set of questions. beneficiaries. Reflection Circle Fishbowl A facilitated process where participants A small-group conversation or a dialogue have an opportunity to reflect on their held in a setting that includes a larger experience and learning and share their group of observers/listeners. thoughts with a larger group. Role Play Self-Assessment An interactive exercise in a contrived A survey technique to gather environment that allows participants to information on how an individual experience the situation from another’s rates him/herself on a specific set point of view, apply or develop skills of competencies, behaviors, to handle a conflict or a problem, and and attitudes. analyze the experience with the help of observers. Stocktaking A structured process of collecting Secondment information, assessing and evaluating The temporary assignment of a person current state of things, or ascertaining to another department or organization. the level of progress with an objective to inform future action. Simulation A realistic, structured situation designed Survey to engage participants in various The gathering of data or opinions interactions within a particular setting. from participants using a structured set of questions. SWOT Analysis A structured examination to identify a program or organization’s internal strengths and weaknesses as well as any external/internal opportunities and threats (strength, weakness, opportunity, threat analysis). 56 Design & Develop the Knowledge Exchange Sustainable Energy Exchange—Activity Selection and Sequencing Kenya Myanmar Nigeria (May 2016) (February 2017) (December 2017) Instrument Stage Activity Description »» e-Discussions were used to communicate among the various stakeholders about event planning and logistics. »» Action planning was conducted to keep track of the event planning and logistics as well as the program development. »» Round-table discussions were organized to address not only the status of various efforts but also topics related to planning and implementation challenges. The topics varied across the action learning events ranging from geospatial planning to policy and regulatory decisions to platforms for community engagement and more. Key topics included: Key topics included: Key topics included: »» Issues related »» The role of »» Green Mini-Grid to regulatory innovation in Africa country CASE EXAMPLES frameworks financing and coordination »» Ways to contractual »» Ways to scale up strengthen local structures renewable energy capacity among »» Risks in mini-grid based on specific stakeholders development cases »» The role of »» Proven business »» The role of private programs such models sector partnerships as the Green »» Issues related to Mini-Grids Africa access to financing Program »» Action planning followed to tackle issues surfaced in round-table discussions (specific to each stakeholder— Scaling Up Renewable Energy Program in Low Income Countries, multilateral development banks [MDBs], and individual countries). 57 Design & Develop the Knowledge Exchange Sustainable Energy Exchange—Activity Selection and Sequencing Kenya Myanmar Nigeria (May 2016) (February 2017) (December 2017) Instrument Stage Activity Description »» Expert panels were conducted that documented and shared good practices in order to offer participants the opportunity to explore in detail the host country’s mini-grid implementation. Experts from the Experts highlighted Experts presented on private sector and the status, Nigeria’s mini-grid financiers involved in opportunities, and sector. the Kenya mini-grid challenges facing efforts presented mini-grid expansion their experiences. in Myanmar. They They shared both presented on CASE EXAMPLES challenges and business models to solutions in order to support community engage participants ownership, access in further analysis of to financing, their own challenges. experiences from mini-grid operators, and efforts related to training centers and capacity building. Lightning talks offered participants the opportunity to share about mini- grid innovations and solutions from around the world. »» Clinics enabled participants to explore topics of interest related to their own professional and country context (included how-to clinics on HOMER software—modeling software designed to simulate and optimize the design of hybrid power systems). 58 Design & Develop the Knowledge Exchange Sustainable Energy Exchange—Activity Selection and Sequencing Kenya Myanmar Nigeria (May 2016) (February 2017) (December 2017) Instrument Stage Activity Description »» Field visits were organized to help participants see how various mini-grid projects were implemented and how the communities benefitted from such implementation. Entasopia village: Myin Chi Naing (Solar Bisanti (Solar Mini- The participants Mini-Grid) and Ton Grid) and Kperegi/ observed how the Lon (Diesel Mini- Swas un (Solar mini-grid system Grid): During the field Mini-Grid): Bisanti was implemented. visits the participants implemented a three- This system is one learned more about month 37.8 kilowatt- of the 25 mini- the operations peak photovoltaic grids operated by of the solar array, solar-based mini-grid SteamaCo, which distribution network, pilot project to field- installed and and the pre-pay test the technical operates renewable purchase kiosk. They and commercial energy microgrids met with customers viability of adopting in several rural and the operator to renewable energy communities in better understand for off-grid rural Kenya and Tanzania. the day-to-day needs electrification. The CASE EXAMPLES SteamaCo developed and efforts. participants visiting hardware and Bisanti learned software to remotely more about the monitor energy use mini-grid project’s and payments. conceptualization, implementation, and impact from discussions with operators and members of the community. The Kperegi/Swas un community was approved to implement a solar mini-grid project in June 2017, and the participants could see the project at its early stages. The project aimed at scaling up renewable energy adoption for off-grid rural electrification and planned to use a pay-as-you go platform for access to electricity. 59 Design & Develop the Knowledge Exchange Sustainable Energy Exchange—Activity Selection and Sequencing Instrument Stage Activity Description »» After-action reviews were conducted by the Climate Investment Funds (CIF) Administrative Unit to identify areas for improvement regarding the programming and design of the event. »» A survey was administered to get participant feedback and suggestions on topics/themes for future mini-grids action learning events. »» An ESMAP and CIF official report for each of the mini-grids learning events was prepared and disseminated after the event. . Zambia and Cambodia Exchange—Activity Selection and Sequencing Instrument Stage Activity Description »» Small-group discussions and gap analysis activities helped the knowledge brokers to identify the various needs of the key stakeholders. »» Action planning was used to organize the next steps of the dialogues. »» Interactive presentations highlighted good practices for enhancing flood and drought management, adaptation CASE EXAMPLES practices for agriculture, and biodiversity conservation. »» Round-table small-group discussions on adaptation practices enabled a more in-depth exploration of the issues. »» A demonstration of the Climate Change Action Plan of the Ministry of Agriculture, Forestry and Fisheries, “Agriculture Sector Development Strategy of Cambodia,” highlighted the climate change issues. »» A reflection circle was conducted to help participants identify ideas to pursue further. »» e-Discussions to plan conference programming and logistics were used (participants included Zambian delegates and representatives from the Ministries of Water Resources and Environment in Cambodia). »» Interactive presentations to stress the need for partnerships with communities were conducted (participants included key stakeholders from the Ministries of Water Resources, Management, and Environment; the Asian Development Bank; CIF; and others). »» Storytelling enabled participants to share their approaches on reducing risks of natural disasters. »» A poster session enabled participants to share lessons learned on the implementation of community-based disaster risk management (CBDRM). 60 Design & Develop the Knowledge Exchange Zambia and Cambodia Exchange—Activity Selection and Sequencing Instrument Stage Activity Description »» A field visit was organized as part of the conference to an irrigation and drainage canal system in Battambang Province supported by Cambodia’s Strategic Program for Climate Resilience (SPCR) to reinforce concepts discussed. »» Round-table discussions allowed participants to share challenges and solutions in relation to CBDRM and disaster risk reduction practices. »» Reports were to be generated after the exchange in order to capture the conference proceedings. »» Action planning was used to identify the sites and organize the logistical aspects of the study tour (efforts included senior policy decision makers at the national and provincial levels in Cambodia). »» Five field visits to community-based adaptation and disaster risk reduction projects allowed the Zambia delegation to see and CASE EXAMPLES meet communities and officials involved in two SPCR projects: ›› Climate-Resilient Rice Commercialization Sector Development Program ›› Greater Mekong Sub-Region Flood and Drought Management Project »» Interviews were conducted with community members and officials working on the SPCR projects visited as part of the field visits to reveal experiences, best practices, and lessons learned. »» The reflection circle allowed the Zambia team to highlight some of the lessons learned from the field visits. A common reflection among participants was the need for establishing effective institutional arrangements. Overall Exchange Follow-Up »» Focus groups were conducted to help participants unpack the lessons learned from the exchange and to uncover ideas in relation to establishing effective institutional arrangements. »» Video interviews, captured during the study tour, were edited and disseminated to reinforce learning. »» Action planning helped participants from Zambia surface the knowledge gained during the exchange and identify next steps in the establishment of the new multisectoral climate change coordination agency. 61 Design & Develop the Knowledge Exchange Sustainable Forests Exchange—Activity Selection and Sequencing Instrument Stage Activity Description »» Brainstorming was used to prepare the agenda, and agree on content and other details of the meeting. »» e-Discussions were used to agree upon the location and dates, confirm logistics of the meeting, and design and finalize the creation of the event Mobile App. »» Interactive presentations were done to share experiences on implementing the new Forest Investment Program (FIP) Monitoring & Reporting (M&R) toolkit, and present preliminary findings of the “FIP—Lessons Learned from Country Investment Plans” report. »» Stocktaking enabled participants to take an inventory of existing M&R systems, areas for enhancing the implementation of M&R efforts, and lessons learned from FIP investments. »» Round-table small-group discussions were conducted to explore successes, challenges, and opportunities related to the updated FIP M&R system, as well as FIP lessons learned. »» Lightning talks allowed participants to share approaches that CASE EXAMPLES pilot countries, MDBs, and CIF used to capture and share knowledge with their stakeholders and the general public. »» Role play was used to enable participants to practice capturing FIP stories via video and interviews. »» Expert panels offered participants the opportunity to learn from experts on topics of relevance to both CIF and Forest Carbon Partnership Facility (FCPF) participants such as financing for sustainable forest management and combatting illegal logging and deforestation (joint CIF–FCPF activity). »» Knowledge café was included to support participants in exchanging challenges and ideas for peer feedback (joint CIF– FCPF activity) »» Clinics were designed to offer participants a forum for deepening their understanding on the FCPF Emission Reductions-Program development and for putting together external communications strategy (joint CIF–FCPF activity). »» Field visits to see four project sites and engage with key community members were organized. The following sites were visited: Kuang Xi Waterfall Forest Park; customary law-based community forest land right of ethnic groups in Long Lan Village, Luang Prabang; Pha Tad Kae Botanical Garden; and Teak Smallholder Forestry and Wood Products, Luang Prabang Province. 62 Design & Develop the Knowledge Exchange Sustainable Forests Exchange—Activity Selection and Sequencing Instrument Stage Activity Description CASE EXAMPLES »» Reports were created to summarize the meeting proceedings and lessons learned. »» Surveys were administered to learn about how participants have applied what they learned from the meeting in their own contexts. STEP 3.4D DESIGN THE ACTIVITIES How should each activity be designed and delivered? After selecting and sequencing the activities, you need to think about how to design and deliver them. When designing an action planning session for example, you would start with a preparatory meeting to: »» Define what you hope to accomplish; »» Assign roles and responsibilities (facilitator, key participants, other resource people for content preparation); »» Agree on a tangible output from the exercise; »» Prepare the agenda and a list of materials needed; »» Create a timeline with major milestones; »» Consider how technology will be used during planning, delivery, and follow-up; and »» Review budget and logistics. A single knowledge exchange initiative will consist of many activities. Some are more complex than others and will require greater planning. For example, an immersive learning experience will take serious thought and may require additional staff support to pull off, whereas a group discussion is probably something you can organize with little help. Consider the way activities will be delivered: in real time or staggered, face to face or virtual. Some methods are better for building trust and consensus, others promote greater participation and deeper reflection. Some are cheap, others expensive. 63 Design & Develop the Knowledge Exchange STEP 3.4E USE TECHNOLOGY AND SOCIAL MEDIA TO INCREASE ENGAGEMENT, REACH, AND IMPACT Systematic and strategic integration of technology tools in the planning, delivery, and follow- up phases of activities holds tremendous potential to increase engagement, reach, and impact of your knowledge exchange. Participants who are actively engaged are more likely to learn—and to apply what they learn. Technology tools can help engage your participants by offering exciting ways for them to capture important ideas, to collaborate in creating knowledge, or to share knowledge with others. Expand the reach of your knowledge exchange by using technology tools to connect with those who cannot be physically located in the same place for an activity by sharing knowledge before, during, and after activities. Enhance the impact of your knowledge exchange by using technology to sustain engagement and collaboration and to facilitate ongoing support for the participants as they apply their new knowledge and skills—increasing the odds of achieving the change objectives toward the development goals. How can technology tools increase engagement? There are numerous technology tools that can be used to engage participants. You will want to be aware, of course, of the technology-related constraints for your knowledge exchange (see page 40). But, even within resource-constrained environments, technology tools can play a critical role in engaging participants during planning, delivery, and follow-up phases of your knowledge exchange. Co-create: When your collaborative activities (such as SWOT analysis, action planning, »»  after-action review, report, book sprint) are intended to help participants develop products, consider using technology tools for the co-creation of knowledge (such as Google Docs, Dropbox, or a Wiki). »» Capture and share: When designing interactive sessions (such as demonstrations, expert panels, lightning talks, and role plays) consider how you can capture the ideas and share the knowledge being created. For instance, ask participants to share their photos of the activity online (for example, using Instagram, Facebook, or Twitter). You can also record a video of the activity to share online (for example, using YouTube or Vimeo). »» Monitor and guide: The most valuable activities are those that are meaningful to participants. Monitor how participants are reacting to an activity while it is happening, and then make changes if necessary. For example, when creating presentation, demonstration, secondment, and e-discussion activities, consider using polling tools (such as Poll-Everywhere or Google Forms) to collect reactions from participants that can then be used immediately to ensure that participants are getting the desired value. Putting people with diverse backgrounds and perspectives together can result in a powerful learning experience as well as inspire networks that continue long after the knowledge exchange initiative has ended. 64 Design & Develop the Knowledge Exchange How can technology tools expand reach? Technology tools allow knowledge exchange to take place even if the participants are spread out in different locations. This can be particularly important for instruments such as communities of practice and secondments. In addition, technology tools can help extend the influential reach of your activities far beyond the audiences who directly participate in the knowledge exchange and provide flexible access and opportunities for early as well as sustained engagement to your participant group. »» Increase reach: Many knowledge exchange activities are of interest to a much larger audience than just the participants in the activity (such as an expert panel, demonstration, simulation, knowledge café). Engage those audiences by streaming the video or audio of the activity live online. Consider technology tools such as Facebook Live, Periscope, or YouTube Live Stream to engage a much larger audience. »» Provide flexible access: Many activities do not require all of your participants to be in the same room at the same time (such as knowledge café, demonstration, poster session, e-discussions, self-assessment). For example, you can use videoconferences (with tools such as Skype, Webex, and Zoom) during the planning, delivery, and follow- up of many activities. To increase flexibility, you can also record activities and post the videos online on sites like YouTube and Vimeo. »» Create consistent contact: The time to engage participants in sharing knowledge typically begins before any specific events. Once you have your participant list developed, start interacting with your participants. You can, for example, develop a self-assessment or survey activity, and use online tools (such as Google Forms or Survey Monkey) to collect ideas and information from participants. Continue the conversations and keep participants engaged by sharing information throughout the planning of the knowledge exchange. For example, connect with participants using chat technologies (such as WeChat, SMS text, Skype, or Facebook Messenger) to keep them informed. Setting routine communications, such as weekly videoconference calls to share experiences, can keep your participants engaged. You can continue to use these tools through the delivery and follow-up phases. How can technologies enhance impact? Impact is defined by the development goals your knowledge exchange is going to contribute to. Achieving these goals takes time and typically happens well after specific knowledge exchange activities have taken place, so it is important that your activities not be isolated and quickly forgotten events. For knowledge exchange to have impact, it has to be systematically integrated into the larger change process. »» Extend beyond the activity: Stretch the impact and influence of your activities (such as a simulation, expert panel, field visit, peer assist) by keeping in touch with participants and supporting relationships so that peers can continue to learn from each other and become collaborators for change. You can use tools like blogs, Twitter, WeChat, and Facebook to keep participants engaged in the topic well after the main events of the knowledge exchange. 65 Design & Develop the Knowledge Exchange »» Widely disseminate knowledge products: Development goals, almost by definition, can’t be achieved by just a few people. For most knowledge exchanges, you will want participants to share what they learned with others. You can support participants in applying what they learned by using tools, such as YouTube, to distribute videos about the knowledge exchange. You can also use tools like listservs, WeChat, and Facebook to distribute presentations and talking points that participants can use after the knowledge exchange to grow your impact. You will also want to distribute any knowledge products (such as reports, action plans, videos, and checklists) to stakeholders. You can use technology tools including websites, blogs, Twitter, and Facebook to disseminate the results of your efforts. How can you use technologies in resource-constrained environments? Using technology often requires a little creativity to get around common constraints. Don’t get discouraged: there are often many free technology tools you can use as alternatives to the more expensive “name brand” tools. Typically, with a little preparation (such as creating a checklist or how-to-use guide) you can also help participants quickly get ready to use technology. You will want to consider these factors when choosing your appropriate technologies. »» Cost: Face-to-face sessions and videoconferencing behave similarly in terms of cost. Cost per participant is less with videoconferencing, but in both cases there are few economies of scale. E-learning, on the other hand, requires a lot of up-front investment, but once ready is the cheapest delivery mode. »» Access: Participants must have access to technology tools, which sometimes means you have to provide access (such as videoconferencing tools like WebEx) and other times means you can use free access tools (such as Skype, Facebook, or Twitter). Many good communication platforms are either free to use or cost very little. »» Internet: In many countries and rural areas Internet access is limited, unstable, or slow. In these situations, consider older technologies (such as e-mail rather than Skype) and have contingency plans for when the technology doesn’t work as expected. »» Audience characteristics: The schedules and profiles of high-level people are best suited for synchronous delivery modes such as face-to-face sessions and videoconferencing, whereas large or distributed audiences are best reached through asynchronous delivery modes. »» Literacy (including digital literacy): Your participants should feel comfortable with the technology used for delivery in order to engage effectively in the activity. »» Language: Accommodating multiple languages can be challenging. Simultaneous interpretation is easier for presentations and more structured activities. Asynchronous activities allow time for translation. »» Cultural background and individual learning preferences: Some people prefer learning passively (for example, through presentation or demonstration) and others prefer active, experiential learning (for example, through role play, simulation, or dialogue). »» External environment: Disasters and unrest/conflicts can affect the possibility of travel, convening, or access to technology. 66 Design & Develop the Knowledge Exchange Multi-Stakeholder Dialogue/Consultation Is Key to Enhancing Engagement of Indigenous Peoples in CIF The Climate Investment Funds (CIF) organized a multi-stakeholder consultation in Addis Ababa, Ethiopia, in 2018 focused on “Enhancing the Engagement of Indigenous Peoples in the Climate Investment Funds.” Groups participating in this consultation included relevant national and subnational government agencies, community and indigenous people’s organizations, civil society organizations, the private sector, United Nations agencies, and other development partners. The engagement of indigenous peoples in the CIF is based on the principles of direct participation, which generates a strong sense of ownership in decision making and benefit sharing that goes beyond general consultative approaches. The dialogue aimed to strengthen CIF’s collaboration with indigenous peoples and maintain continuous interaction. The consultation therefore explored ideas, mechanisms, and approaches for enhancing indigenous peoples’ engagement in the CIF. These included the CIF results so far, future strategic directions, and ways to enhance indigenous peoples’ engagement in the CIF; discussion on ways forward of the Dedicated Grant Mechanism; discussion on “Contribution of Traditional Knowledge and Technology to Climate Change Solutions”; and a dedicated session on the selection process, roles, responsibilities, and performance of indigenous peoples observers. The consultation helped build consensus and encourage action. Source: Fisseha Tessema Abissa, Senior Operations Officer, Climate Investment Funds 67 Design & Develop the Knowledge Exchange HARNESSING LOW-COST, LOW-CARBON POWER: KNOWLEDGE The Geothermal Dialogues EXCHANGE STORY ü The Challenge ü The Solution—Who Did What? development banks, Geothermal energy has the Climate Investment Funds (CIF) is representatives of the CIF potential to provide significant a leader in driving global Administrative Unit, and selected amounts of low-carbon, low-cost investments to support climate- additional participants. electricity in many developing smart development planning and The Energy Sector Management countries and is the cheapest action. CIF partnered with the Assistance Program, administered reliable source of power available Climate Policy Initiative (CPI) on by the World Bank, partnered with in some. Its ability to provide low- in-depth analytical work to CPI and CIF on the first dialogue, cost, low-carbon power reliably, produce recommendations for which took place in Copenhagen, flexibly, and continuously means it effectively targeting public finance Denmark, in 2014, under the is well-placed to meet developing and public policy to scale up theme “Effective Financing of countries’ growing energy needs geothermal deployment. Geothermal Development—What while displacing polluting fossil Comparative analysis of various Have We Learned?” Among other fuel power plants. financing and policy models topics, participants discussed a around the world, including case High costs and high risks of case study on the Gümüşköy studies on projects in Indonesia, development, however, Geothermal Power Plant Project Kenya, and Turkey, provided useful significantly limit geothermal by BM Holding Group in Turkey. lessons in how public finance and expansion in many markets. Up to This relatively small-scale project public policy can work together to 90 percent of geothermal project was entirely developed by the increase private investor investments use some aspect of private sector from the exploration confidence and participation. public debt or equity support. The stage, providing significant private sector has demonstrated CPI and CIF organized a series of lessons for the expansion of willingness to invest in geothermal three stakeholder dialogues—the geothermal development in technologies but rarely in early Geothermal Dialogues—that Turkey and globally. The second exploration and drilling phases. brought together key industry dialogue, hosted by Munich Re in Enabling developing countries to leaders and major financing actors Munich, Germany, in 2015, benefit more from this renewable to share experiences and explore focused on the same theme. One energy resource requires emerging lessons in the quest to session discussed a case study on determining the most effective scale up effective geothermal the Olkaria III Geothermal Power use of public funds and private finance. The dialogues assembled Project in Kenya, the first privately financing. countries receiving CIF support for funded and developed geothermal projects, host geothermal project in Africa and countries involved in other (non- the first in the country to be CIF) geothermal projects, donor operated by a private countries, project developers and independent power producer. The financiers, multilateral third dialogue, held on the 68 Implement the Knowledge Exchange sidelines of the 2015 Vienna analysis of various financing and »» Piggybacking on a major event Energy Forum in Austria, policy models around the world. (for example, holding the third discussed “Lessons on the Role of dialogue in conjunction with the Public Finance in Geothermal.” Following the dialogues, and Vienna Energy Forum) ensures Building on the first two drawing lessons from the three maximum, relevant, and useful dialogues, it examined different case studies, a 2015 Webinar, participation. policies and public finance “Driving Geothermal Deployment in Developing Countries,” shared »» Involvement of key partners instruments that can enable more recommendations from policy broadens participants’ private exploration. Participants makers and development finance knowledge. Munich Re, host of discussed regulatory and institutions on the effective the second dialogue, shared institutional frameworks, access to delivery of public finance to its experience in underwriting finance, private sector enable fast and cost-effective geothermal risk, opening participation, innovative solutions, deployment of geothermal in up opportunities for further and the role of international developing countries. exploration of financing development finance in geothermal risk. supporting commercial banks to Policy makers and donors gained assist geothermal projects. knowledge on how to cost- üü Instruments effectively support the scale-up of Multi-stakeholder dialogue During each dialogue, country geothermal energy deployment in representatives shared the status developing and emerging üü Knowledge Brokers of their geothermal Joint team from CPI and CIF countries, particularly through the development—resources, policies, use of financing and nonfinancing üü Multimedia targets, investments, technologies, tools that encourage private »» First Geothermal Dialogue: and business models—and of CIF- investment. Effective Financing of financed projects. A country knowledge exchange immediately üü Lessons Learned Geothermal Development— followed the third dialogue, with »» Sustained engagement of What Have We Learned?; participants from Armenia, relevant stakeholders—in a Copenhagen, October 24, 2014 Colombia, Mexico, the series of knowledge-sharing »» Second Geothermal Dialogue: Philippines, Turkey, and the private events on a single thematic Effective Financing of sector. Armenia and Colombia topic—enhances knowledge Geothermal Development— shared challenges faced and exchange, uptake, and use. What Have We Learned?; progress made so far. The Munich, March 2, 2015 Philippines presented how its well- »» Link the topics/questions designed regulatory framework addressed in the series. »» Third Geothermal Dialogue: has encouraged private sector Outcomes of one dialogue Lessons on the Role of Public participation in geothermal should feed into the next. Finance in Geothermal; development. Turkey discussed »» A multi-pronged approach Hofburg, Vienna, June 16, 2015 challenges—common to countries (for example, combining »» San Giorgio Group Report: in early stages of market dialogues with case studies and The Role of Public Finance development—like predictability a Webinar) effectively deepens in Deploying Geothermal— of a regulatory and institutional knowledge and learning. Background Paper: environment, finance and local https://bit.ly/2zILNzp capacity constraints, and access to »» Invite participants who can be quality data on resource effective change agents and »» The Climate Investment availability. influence policy development Funds: https://www. or implementation. climateinvestmentfunds.org/ üü Results »» Including practitioners from theme/geothermal The dialogues resulted in the outside the usual networks (in development and co-creation of this case, countries involved case studies on geothermal power in non-CIF projects) increases development in Indonesia, Kenya, knowledge exchange and and Turkey, and a comparative learning. 69 IMPLEMENT THE KNOWLEDGE EXCHANGE IN STEP 3 YOU DESIGNED THE KNOWLEDGE EXCHANGE BY üüSelecting the participants üüVerifying the change objective and desired outcomes üüOrganizing your delivery team üüAssembling the knowledge exchange initiative IN STEP 4 YOU WILL 4.1 Guide the participants along their learning journey. 4.2 Orchestrate engagement and build relationships.  ystematically document your implementation and 4.3 S track results. 70 Implement the Knowledge Exchange In order to translate your design into real world results you need to become a brilliant navigator and facilitator, shifting course as participants’ needs evolve and taking advan- tage of opportunities as they arise. This is not an easy role to assume; you will have to take a step back and release some control. Your aim should be to provide opportunities for participants to assume leadership over their own learning journey. »» Don’t fall in love with your plan! ›› Even if you began with the perfect design, expect to make some mid-course corrections. Implementation happens in the real world, not at the desk. »» Planning is key, not the plan! ›› Remember that this is not about you. It is about the participants. Make decisions based on a clear understanding of their needs. STEP 4.1 GUIDE THE PARTICIPANTS ALONG THEIR LEARNING JOURNEY How can you facilitate a genuine learning experience for participants and empower them to act? As a knowledge exchange guide, your role is to help participants: »» Overcome any obstacles they might have in achieving their desired learning outcomes. »» Reflect on and internalize their learning and document their experience. »» Coalesce around action plans to achieve change. STEP 4.1A HELP PARTICIPANTS ACHIEVE THEIR LEARNING OUTCOMES It helps to recognize that participants think and react at different speeds. Some will get it right away and take off running. Some will not. Others will wait and see before making any commitments. Try and find a pace that is acceptable to all, even if it is not perfect for everyone. Discuss possible course corrections with participants whenever possible. If you need to make a change without consulting first, inform participants and other stakeholders of the decision and make sure you have majority support before proceeding too far. Focus on facilitating an experience that allows participants to: »» Plan and prepare for what they will see, learn, and do. »» Try something new. »» Internalize the significance of what they do and reflect on its application in their own contexts. »» Observe, ask questions, share thoughts, and contribute their own experiences. »» Interact with experts, other participants, and new products and approaches. »» Develop a collective understanding with other participants. »» Take action on what they learn. 71 Implement the Knowledge Exchange Check in with participants frequently to determine where they are relative to the change objective, intermediate outcomes, and indicators. You may find that you have to adjust the activities within a knowledge exchange instrument, or even the combination of instruments to ensure that goals are met. You may also have to realign resources and revise timelines. STEP 4.1B HELP PARTICIPANTS REFLECT ON AND INTERNALIZE THEIR LEARNING AND DOCUMENT THEIR EXPERIENCE During implementation, one of your key contributions is helping participants internalize their learning and document their experience. The Toolbox (last tab of this guide) provides detailed guidance on activities to achieve this. Here are a few additional tips: »» Introduce simple techniques for self-documentation early in the exchange. Provide examples, templates, and guidelines. This step is especially useful for field visits and other learning expeditions. »» Encourage participants to keep a journal (written, photo, audio, or video). A simple notebook and a pen are great enablers. Go the extra mile and print the knowledge exchange title and date on the cover. People will use it, keep it, and refer back to it. »» Allocate reflection time at the end of each day. Ask participants to use this time to journal and share with the group. »» Set up an online group space and ask participants to post content, questions, and thoughts from the day. Monitor it and regularly refer to it to increase participant engagement. »» Encourage participants to create a simple, visual representation of day or event highlights. Hang the results on the wall and ask participants to tour the “group gallery.” As an extra step, have them add to one another’s representations as they walk around. »» Capture group reflection on flip charts or, even better, on sticky notes that you stick to the wall. This “data wall” is a great way to collaboratively capture and sort information. It can help a team surface new insights and identify emerging patterns during implementation. »» Track contributions by developing meaningful and frequent checkpoints and refining indicators for the expected outcomes. This will help you improve activities and respond to the “real” needs of participants. Indicators are covered in detail in Step 2 (see page 15). 72 Implement the Knowledge Exchange Sustainable Energy Exchange—Reflecting, Internalizing, and Documenting “I learned from the Nigeria meeting that adoption of mini-grids will make it possible for a country like Kenya to realize the achievement of universal electricity by the year 2020. In addition, I was able to understand the different models of deploying the mini-grids and the financing models available.” ~ Senior Economist, Ministry of Energy, Kenya Zambia and Cambodia Exchange—Reflecting, Internalizing, and Documenting “Droughts, floods and high temperatures are a major drain to our economy and a strain on our people. We have been so surprised to learn from our visit to Cambodia that though our countries are thousands of miles apart from one another, the threat of climate change is strikingly similar. Fortunately, we are learning that local solutions can help us adapt to this global problem.” ~ Dr. Auxilia Ponga, Permanent Secretary, Ministry of National Development Planning, Zambia CASE EXAMPLES “We are here in Cambodia to exchange knowledge about how to better tend our farms in a more cooperative way…. The field visits offered a great opportunity to learn how this is done on the ground.” ~ Barrytone Kaambwa, Deputy Director, Department of Maritime, Ministry of Transport and Commerce, Zambia “Our communities are highly dependent on agriculture, so any change in their productivity in food production has a huge impact. You can see the same here in Cambodia.” ~ Chitembo Kawimbe Chunga, National Coordinator, Pilot Program for Climate Resilience, Zambia Sustainable Forests Exchange—Reflecting, Internalizing, and Documenting “The best experiences during the meeting were the field visits. They allowed me to understand the reality of others and to connect the theory to the real facts.” ~ Government representative, participant from the Democratic Republic of Congo “We toured tree plantations and saw excellent and well-tended trees as well as tree product processing [which helped me] acquire additional skills in tree planting, maintenance/tending young trees and also wood processing.” ~ Forest Investment Program non-governmental organization observer, participant from Uganda At the end of each segment of a knowledge exchange, ask participants to reflect on what they learned and share their key takeaways or “big ideas.” Record these for your evidence base. STEP 4.1C HELP PARTICIPANTS COALESCE AROUND ACTION PLANS TO ACHIEVE CHANGE Another aim of the implementation journey is that participants will come together around action plans and development solutions and feel empowered to change things. You can facilitate this group enthusiasm by »» Having participants apply their learning early on in the exchange initiative, following up with “application check-ins” at regular intervals, and concluding with more detailed action planning; and 73 Implement the Knowledge Exchange »» Asking them, during application check-ins, to identify how this experience helps them address their unique challenges. How does it apply to their context? What constraints or gaps still need to be addressed before change can happen? End-exchange action planning will be guided by participants’ desired intermediate outcomes and change objectives (which may shift during the exchange). This activity can range from drafting a simple road map of next steps for individual participants to brainstorming development solutions and creating a group action plan with multiple stakeholders. “The Pilot Countries Meeting] is a very important meeting because we are bringing together 3 different [groups]—FIP, FCPF, and DGM…to promote good forest management… Bringing all these groups together was very rich and interesting because even by talking with people you start finding common solutions that have been applied in different countries” ~ Multilateral development bank focal point for the Forest Investment Program Sustainable Energy Exchange—Action Plans for Change “The three events were unique in their own right. Myanmar was a great experience. The site visits showcased two distinct mini-grid models (small diesel genset powered mini- grid with rudimentary distribution network and management arrangement and the solar- powered mini-grid with a well-structured management system). The lessons provided inputs for the next generation of mini-grids being developed in Ghana, particularly areas of gender and PUE.” ~ Myanmar Action Learning Event participant, Ghana Zambia and Cambodia Exchange—Action Plans for Change “The issue of sustainability needs to be addressed…Empowering communities actually means we are making them resilient, and that is an important aspect that needs to happen.” ~ Dr. Auxilia Ponga, Permanent Secretary, Ministry of National Development Planning, CASE EXAMPLES Zambia “It is very important that early warning reaches the community in time, the message should be precise, so that the people don’t doubt the information” ~ Zambia delegation participant “We were impressed with stakeholder involvement and the critical level of political will in Cambodia. The feedback we received helps us move forward in a way that could trigger more policy reform.” ~ Carol Mwape Zulu, Environment and Social Inclusion Manager, Pilot Program for Climate Resilience, Zambia Sustainable Forests Exchange—Action Plans for Change “The most useful experience for me during the meeting is when I have the opportunity to moderate the small-group learning and knowledge-sharing discussion on the challenges and perspectives in involving private sector in REDD+ and forest investment activities. During this exchange, I learned a lot about the experience of DRC, Cambodia, and Brazil. Each country has a specific approach to involve the private sector, and one could learn how to adapt them in one’s own situation.” ~ Government representative, participant from Cameroon 74 Implement the Knowledge Exchange What participants take away from the knowledge exchange will help them change the way they (and others) do things. These change agents will contribute to better policies, products, delivery solutions, and services for others. STEP 4.2 ORCHESTRATE ENGAGEMENT AND BUILD RELATIONSHIPS How can you ensure participant needs are being met? How can participants support one another and become collaborators for change? How can participants share and leverage their delivery know-how? »» Orchestrate engagement: As stressed in earlier steps, engaging with your participants and knowledge providers is integral to good knowledge exchange. During implementation this is especially true. Here is a checklist on how to engage for success. Orchestrating Engagement üüSolicit input early. This helps stakeholders get involved and stay involved. üüDeal with people at a personal level. üüBuild trust. The more participants are involved and the more you listen, the more they will trust you. üüResolve doubts, and deal with entrenched and noncooperative participants at an early stage. üüAcknowledge active participation. üüBe a model “host”; encourage similar behavior from your delivery team and even participants. üüMake sure this is a consultative process. Your participants are your best allies in making this journey successful. Publicly acknowledge the good work of knowledge providers and delivery partners. »» Build relationships: Delivery is about relationships—aligning people intellectually, emotionally, and psychologically. Relationships can inspire, support, inform, and facilitate the learning process and action toward the change objective. As a broker, you should look to strengthen relationships with knowledge providers as well as between knowledge seekers and providers. Most important, you should help participants build relationships with each other. They will gain big dividends later in terms of collaboration and ongoing learning and support. 75 Implement the Knowledge Exchange Building relationships with and among participants Be personable. Get to know everyone, know their work, be cognizant üü of their primary learning objectives, and ask them to share their experiences with the group. Build in ample time for participant networking, socializing, and üü group collaboration. These networks may endure and perhaps become the most significant driver of change in the longer term. Create an environment that inspires participants to share and üü leverage their operational knowledge and delivery know-how. Encourage participants to mingle. Ask them to work, talk, meet, üü eat, and play with members of the group they don’t know well; or in certain activities pair up participants from different streams of work. Mixing things up like this not only gives them a chance to learn about areas outside their immediate expertise but it also helps them build a richer set of relationships to tap into. Recognize commitment. Openly recognize participants for taking üü time away from their desks, families, and lives for this exchange to grow personally and professionally. Encourage them to make the most of this special opportunity and get to know each other. Remember that building relationships is an incremental process, so you will want to be sure to systematically allocate enough time for it in your knowledge exchange. Your delivery team is now more important than ever. You can’t get bogged down in the daily planning and logistics. You will need to be paying attention to what’s happening (or not!), anticipating challenges, and steering participants to their desired destination. 76 Implement the Knowledge Exchange CLIMATE INVESTMENT FUNDS AND THE GLOBAL DELIVERY INITIATIVE: Helping Development Practitioners Overcome Delivery Challenges The Global Delivery Initiative (GDI), a collaboration across a growing group of organizations, seeks to bring development practitioners together to share and leverage delivery know-how and operational knowledge. Its goal is to assemble existing but fragmented knowledge on international development—what works, why, and most important how—and to support practitioners in using these insights to deliver consistent results on the ground. The Climate Investment Funds (CIF) joined forces with GDI to strengthen knowledge-sharing across a portfolio and help countries address global challenges that need local responses. Four case studies from the Clean Technology Fund (CTF), the Pilot Program for Climate Resilience (PPCR), the Forest Investment Program (FIP), and the Scaling Up Renewal Energy Program in Low In- come Countries (SREP) examine underexplored complex delivery problems and processes that development actors routinely grapple with: what they are, when they arise, and how they can be addressed. Finding Common Cause in Climate-Smart Cocoa through the “Enhanc- ing Natural Forest and Agro-Forest Landscape Project” in Ghana (FIP) The project aimed to improve forest and tree management practices among key forest stakeholders to reduce forest loss and degradation in selected landscapes in Ghana's high forest zone, a core cocoa- producing area. A major challenge was the lack of coordination between two key institutions, the state-owned Ghana COCOBOD Company and the Forestry Commission. The challenge arose because of their competing mandates: COCOBOD focused on increasing cocoa production, which tended to put pressure on existing forests, whereas the Forestry Commission aimed to protect the forest. Through the project, the two institutions began working together to identify, prioritize, and achieve joint, effective responses as their awareness and interest in climate change challenges in cocoa production increased. ~ Implementing agency, Ghana: World Bank https://bit.ly/2SDdxx9 Facilitating Geothermal Field Development through Public–Private Partnerships in Menengai, Kenya (SREP) Kenya, with rapidly growing energy demands and increasingly unsustainable hydropower and fossil fuel thermal generation, needed to secure a reliable, sustainable, and affordable power supply to meet current and future demand. Tackling this challenge required increasing renewable energy supply by generating geothermal energy at an affordable cost through appropriate public–private partnerships. 77 Implement the Knowledge Exchange The main delivery challenge was mitigating the resource, credit, and financial risks in order to attract public and private investment in geo- thermal energy development. To address these limitations, the govern- ment of Kenya received concessional finance and technical capacity building from SREP and the African Development Bank, and co-financ- ing from other development institutions. ~ Implementing agency, Kenya: African Development Bank https://bit.ly/2C3rxe0 Pioneering Private Sector Utility-Scale Wind Power through the “Theppana Wind Power Project” in Thailand (CTF) The Thai government decided to use renewable energy to provide a sustainable, affordable, and reliable electricity supply and reduce dependence on increasingly expensive imported fossil fuels. To deal with this challenge, the government pursued the development of private sector wind power projects under its Small and Very Small Producers program to increase renewable energy supply and de-risk project financing in a region with relatively low-speed wind. Given the reluctance of commercial banks to provide the longer-than- usual-term financing required for wind power, there were challenges in closing the gap in available project financing. To overcome this chal- lenge, financing from the CTF and the Asian Development Bank helped to increase private sector confidence in the project. Subsequently, a local commercial bank provided the required loan. ~ Implementing agency, Thailand: Asian Development Bank https://bit.ly/2LaW8cx Strengthening Climate Resilience in Zambia (PPCR) The project targeted strengthening Zambia's national institutional framework for climate resilience and improving the adaptive capacity of vulnerable communities in the Barotse sub-basin of the Zambezi flood- plain. To address these challenges, the project provided capacity build- ing and financial support to an interim interministerial national climate change secretariat in the Ministry of National Development Planning. It also provided facilitation and technical capacity building to mainstream climate change into local-level development plans and community deci- sion making. Additionally, communities, wards, and districts received direct subproject grants for climate adaptation measures. ~ Implementing agency, Zambia: World Bank https://bit.ly/2RPIpdX https://www.climateinvestmentfunds.org/ http://www.globaldeliveryinitiative.org/ 78 Implement the Knowledge Exchange Sustainable Energy Exchange—Relationship Building “It is a great opportunity for us in terms of knowledge and networking. We are learning from other SREP member countries what they are doing best, and what is not working, the lessons that we can take back home to improve our program.” ~ Nigeria Action Learning Event participant, Ghana “I learned many lessons from Nigeria and other African experiences in mini-grid development that are transferable to Haiti. There was a lot of lesson sharing during this event.” ~ Nigeria Action Learning Event participant, Haiti Zambia and Cambodia Exchange—Relationship Building “We cannot make decisions without the Zambian people being at the center of the whole planning process because, ultimately, they have to live with it. I think this has resonated strongly with the Zambia team.” ~ Iretomiwa Olatunji, Senior Environmental Specialist, World Bank Group, Lusaka, Zambia During the study tour, the Zambia delegation saw firsthand how Cambodia went about implementing cooperatives and how communities adopted an entrepreneurial approach CASE EXAMPLES to their development. “The rice cooperatives are inspiring us…. We can get our people to work together in bigger numbers, and also to help them build capacity—to turn their farms into firms—what I mean is turn their farms into businesses.” ~ Barrytone Kaambwa, Deputy Director, Department of Maritime, Ministry of Transport and Commerce, Zambia Sustainable Forests Exchange—Relationship Building “I understood more what the FIP is about. It was clear to me that FIP is constantly evolving and adapts to national circumstances. Besides, to know the lessons learned and experiences from other pilot countries was really useful for us, because we are just beginning with the development of our project.” ~ Government representative, participant from Ecuador. “We shared experiences with other countries on REDD+ and DGM [Dedicated Grant Mechanism]; specifically, on the importance of collaborative work and good faith between state institutions and organizations of indigenous peoples in other countries.” ~ FIP indigenous peoples observer, participant from Peru “During the meeting and the small-group discussion, I met one participant from DRC, with whom I exchanged a lot on his experience. And since then we have been having mail and WhatsApp on our activities, challenges faced, and exploring tighter solutions.” ~ Government representative, participant from Cameroon 79 Implement the Knowledge Exchange STEP 4.3 DOCUMENT IMPLEMENTATION AND TRACK RESULTS How can you adjust to necessary changes in direction? How can you track these changes? How can you capture real-time evidence of results? As you navigate the implementation terrain, change objectives may shift (especially in more complex situations) as will the indicators you initially identified with your participants. Unexpected results may also emerge. That is why it is critical to capture results as they happen. Doing so will help you and your participants know whether you’re on the right path or need to take another route. Find simple ways to document milestones, highlights, and lessons. Consider the following questions as you begin implementation: »» Is the effort to capture more than the value of what you can get? »» How will you use this information once you’ve collected it? »» What decisions can be made on the basis of this information? Keep it simple! Lots will happen in the course of a single knowledge exchange. You can’t capture it all. If you systematically document and organize findings as you implement, you will: »» Dramatically reduce the time you spend in post-implementation reporting. »» Help translate new learning and experience into future planning and action. »» Facilitate future check-ins and progress tracking with participants and key stakeholders. Here are a few simple ways to gather feedback during implementation: »» Get together over dinner and drinks with the group. This is the simplest (and tastiest) way to capture participants’ impressions. It also builds relationships and trust. »» Record your own impressions, including key decisions, in a simple journal or blog. »» Ask participants to share photos and videos after each activity. Lead by example. Create a group distribution list or community page to facilitate sharing. »» Include a documented after-action review process. (See Toolbox in last tab of guide.) »» Seek regular feedback. Often the best feedback makes you rethink the plan. If possible, redesign with participants as a way of engaging them and empowering them in the process. »» When possible, use a shadow documenter to achieve objectivity. 80 Implement the Knowledge Exchange Implementation requires full-time engagement, so do not expect to keep up with your regular work. Take care of any other urgent business up front and block out your schedule well in advance. Sustainable Energy Exchange—Documenting the Implementation Journey The implementation journey was documented through: »» Photos »» Interviews »» Videos Zambia and Cambodia Exchange—Documenting the Implementation Journey CASE EXAMPLES The implementation journey was documented through: »» Photos »» Video interviews with Zambian delegates »» A range of informative videos especially during the field visits Sustainable Forests Exchange—Documenting the Implementation Journey The implementation journey was documented through: »» Photos »» Interviews »» Videos 81 SHARED LEARNING & KNOWLEDGE EXCHANGE: KNOWLEDGE Empowering Indigenous Peoples and EXCHANGE Local Communities STORY ü The Challenge the Climate Investment Funds’ experiences. Each exchange Indigenous Peoples and Local Forest Investment Program (FIP), is engaged DGM partners, including Communities (IPLCs) make up 5 a global initiative that supports subproject beneficiaries, IPLC percent of the global population projects in 13 pilot countries and a networks, and IPLC leaders from but manage or have tenure rights Global Learning and Knowledge non-FIP countries, and featured a over at least a quarter of the Exchange Project (DGM Global). mix of technical sessions, world’s land surface. Despite IPLC representatives direct all plenaries, participatory learning having little representation in the aspects of the DGM through activities, field visits, and lessons bodies making decisions on Global and National Steering learned from DGM progress in forests and climate action, IPLCs Committees, supported by their respective countries. Global- safeguard 80 percent of the Conservation International, DGM’s and national-level DGM bodies world’s remaining biodiversity and Global Executing Agency. collaborated to develop the are among the most important Through its unique design, the content and thematic focus of stewards of forests. Amplifying DGM aims to establish recognition each exchange. Topics included their voice is a powerful way to of IPLCs as effective leaders in land titling, climate finance, protect the ecosystems that play a efforts to reduce deforestation climate international policy, critical role in mitigating the and forest degradation. gender, agroforestry, sustainable effects of climate change; it also forest management, and requires capacity building and To expand impact and sustainable livelihoods. The knowledge sharing among IPLCs. sustainability, DGM Global exchanges included field visits to facilitates knowledge exchange, IPLC-led initiatives, facilitating The World Bank Group works with learning, and capacity building at synergies across projects. IPLCs to enhance their sustainable regional and global levels. The economic growth and livelihoods, project also supports The four-day Africa Exchange implement culturally appropriate strengthening networks and (August 2017 in Kumasi, Ghana) conservation and development, alliances of community focused on agroforestry and and design and execute strategies organizations within and across community forest management. It to address multiple sources of regions to enhance their assembled 34 IPLC participants disadvantage. It does so by taking representation and voice in from ten African countries, a into account IPLCs’ views, regional and global policy fora. representative from a DGM experience, and development project in Nepal to foster cross- priorities. In 2017–18, DGM Global regional exchange, community conducted regional exchanges in leaders, policy experts, forest ü The Solution—Who Did What? Africa, Asia, and Latin America, in specialists from Benin and The Dedicated Grant Mechanism which program beneficiaries Burundi, and the International (DGM), a special window under shared best practices and Alliance of Indigenous and Tribal 82 Measure & Report Peoples of the Tropical the Forest. local level to efficiently üü Lessons Learned Results Participants spent two days streamlining land titling at the Adapt methods and approaches visiting sites of ongoing national level. Additionally, IPLC so learning and exchanges match agroforestry initiatives in the leaders from the DGM network the context, needs, and status of Western Region, including FIP’s provided technical support to the communities and of country Climate-Smart Cocoa project. International Indigenous Peoples projects. For example, IPLCs could Forum on Climate Change in more easily understand key The Asia Exchange (February 2018 negotiations related to the concepts and terminologies in South Sulawesi, Indonesia) development and related to climate change, focused on strengthening tenure operationalization of the Local REDD+, and sustainable security and sustainable forest Communities and Indigenous development when trainings were management, and brought Peoples (LCIP) Platform of the conducted in the local language. together 22 participants, including United Nations Framework And developing culturally 15 IPLC representatives from six Convention on Climate Change. appropriate knowledge resources countries. To learn more about the A survey of participants from the for use by IPLCs, including web- context of Indonesia’s IPLCs, first two years of DGM Global based tools, can deepen learning participants visited the local knowledge exchanges found that and encourage continuous government of the Bulukumba they strengthened at least one exchange of ideas. district to discuss that district’s land titling process and regulatory skill needed to engage effectively üü Instruments structure. They then visited the in climate-related policy and Conferences Kajang community in South decision making; enhanced Sulawesi, one of the first knowledge in relevant topics; üü Knowledge Brokers indigenous communities in increased or strengthened World Bank Group Indonesia to attain government engagement with relevant IPLC Conservation International recognition and land rights organizations, networks, or protection. alliances; and participated more üü Multimedia frequently in forest management DGM 2nd Africa Regional The Latin America Exchange (June and climate change activities. Exchange Report: Ghana (2017): 2018 in Junín, Peru) focused on https://bit.ly/2ShqQU1 land titling and community Asia Exchange participants recognition. The event featured 25 improved understanding of the DGM 2nd Asia Regional Exchange IPLC leaders from 10 countries; DGM at the global level and in Report: Indonesia (2018): DGM leaders from Brazil, Indonesia, of land tenure https://bit.ly/2S95s30 Indonesia, Mexico, and Peru; and processes and sustainable mapping and remote sensing livelihoods for IPLCs, and of the DGM 2nd Americas Regional experts from Conservation LCIP Platform. Latin America Exchange Report: Peru (2018): International and the Earth Exchange participants enhanced https://bit.ly/2redpZz Observation for Indigenous-led understanding of local- and The DGM Global Learning and Land Management (EO4IM) global-level DGM, legal Knowledge Exchange Project: project. The exchange offered recognition and land titling https://www.dgmglobal.org/ participants firsthand experience processes in Peru, and the use of about-global/ of Peru’s titling and recognition of earth observation data and indigenous lands, and of how the remote sensing. The exchange DGM Saweto project’s technical also led to improved team has been coordinating with understanding of community local officials of the regional and forest management and policy national government to achieve engagement opportunities related program goals. to indigenous peoples, forests, and climate change. Africa üü Results Exchange participants increased DGM initiatives demonstrate the or strengthened engagement with impact of IPLCs’ implementation climate- and forest-related IPLC of climate finance, from organizations, networks, and improvement of livelihoods at the alliances. 83 Measure & Report the Results MEASURE & REPORT THE RESULTS IN STEP 4 YOU IMPLEMENTED THE KNOWLEDGE EXCHANGE BY: üüGuiding the participants along their learning journey üüOrchestrating engagement and building relationships üüSystematically documenting your implementation and tracking results IN STEP 5 YOU WILL 5.1 Synthesize implementation data.  easure effectiveness across expected and 5.2 M unexpected results. 5.3 Report results. 84 Measure & Report the Results In many ways your knowledge exchange journey is almost complete. üüBy anchoring the exchange you set the context and identified the players. üüYour stakeholders defined their intermediate outcomes and established indicators for determining whether they successfully achieved them. üüTogether, you and the knowledge exchange participants designed the knowledge exchange journey to achieve the intermediate outcomes. üüLast, you used knowledge exchange instruments and activities to help participants gain experiences they needed to tackle the institutional and delivery challenges to reaching their development goal. In Step 5, it’s time to focus on what came out of the exchange—what worked and led to learning and inspiration, what did not work, and why. You will share the story of your journey, prepare participants to share their stories, and think about next steps to maintain the momentum for change. Remember that this knowledge exchange may be just one leg of a much longer journey toward achieving the development goal. The importance of this segment of the journey will depend on how well you can demonstrate that the exchange moved participants farther along toward the desired change. Reporting on Long-Term Exchange Initiatives Large knowledge exchange efforts require a different approach than smaller, short-term exchanges. In these cases, you need to develop a monitoring plan to examine the initiative’s direct results and influence at multiple stages. These stories take longer to develop but often have more substance. If possible, describe how one or two individual participants have benefitted and applied their learning from one exchange to the next. Personal stories add depth to the numbers and analysis. STEP 5.1 SYNTHESIZE IMPLEMENTATION DATA Measuring your results starts with synthesizing your data. During implementation you documented the experiences and feedback of both knowledge seekers and providers. This information, along with your own reflections, describes what the exchange was achieving. When you begin your synthesis, this information may look like a bunch of random notes, flip charts, journal entries, videos, or photos. However, as you review and translate these records into something more useful, you will be able to see how change is progressing. Look for the direct results that arose from the knowledge exchange as well as what the exchange has influenced. 85 Measure & Report the Results Sustainable Energy Exchange—Synthesis Once gathered through interviews and surveys, data were organized to determine the achievement of the intermediate outcomes. Zambia and Cambodia Exchange—Synthesis CASE EXAMPLES Data were collected through interviews of exchange participants and organized to identify key learning outcomes. Sustainable Forests Exchange—Synthesis Data were collected through interviews of participants to the exchange and organized to identify key learning outcomes. In addition, a survey was distributed to participants after the exchange to get more information as to how their experience at the meeting transferred to their own contexts. Here are steps to help you synthesize your data: 1. Write down the intermediate outcomes and associated indicators that you decided on in Step 2. 2. Collect and review any notes captured during implementation. 3. Look for patterns or connections within the data and synthesize these. For example, similar reactions from participants to a particular activity or relating to a common idea could be synthesized by a word, phrase, or participant quote. 4. Group data as contributions to intermediate outcomes. Refer to the indicators as evidence that intermediate outcomes were achieved. 5. Single out any indicators that provide a strong potential for, or evidence of, a broader effect on a change objective/institutional challenge (for example, a participant offered to draft a new law to improve early childhood education). 6. As you synthesize and group, look for gaps in results data. For example, perhaps you don’t know what participants plan to do differently after the exchange. Consider ways to fill information gaps. You may, for example, interview the participants 7.  or ask them to share with you their post-event reports, key takeaways, or action plans. Here is a great way to organize your results and identify unexpected outcomes. Write each intermediate Then transfer your data Stand back and observe. outcome and associated points to sticky notes of a Try different configurations. indicator(s) on a sticky note different color (synthesize You’ll most likely see some and place these on a wall in a similar ideas into one note) data points don’t fit your horizontal line like headers in and place them where you expected outcomes. Separate a table. think they best fit. these from the rest and see if you can come up with an appropriate heading. In many cases you will have to supplement the data you collected during an exchange with additional information to tell the full story. 86 Measure & Report the Results STEP 5.2 MEASURE RESULTS A well-designed and implemented knowledge exchange initiative achieves many results. Some can be directly attributed to participants’ experiences with the knowledge exchange instruments and activities. Some results occur only after everyone goes home (literally or figuratively) and applies what they have learned. STEP 5.2A MEASURE ACHIEVEMENT OF INTERMEDIATE OUTCOMES Showing that participants have achieved their intermediate outcomes is as simple as providing data relating to your identified indicators. Use Template 1 below (or adapt if needed) to log evidence of expected outcomes. If you did not develop indicators earlier, do so now. Template 1. Measuring Achievement of Intermediate Outcomes Were participants expected to… To what extent was How do you know?* this achieved? Gain new knowledge? Participants are more likely to act because of changed attitude, improved Small Large understanding, or learning. Enhance skills? Participants are more capable of acting because of what they have learned or how they have Small Large applied new knowledge or skills. Improve consensus? Participants with a common interest or agenda are more likely or able to act because of Small Large new knowledge, changed attitudes, shared understanding, and improved collaboration. Enhance connectivity? Participants are more likely or able to act because of new or improved relationships, Small Large greater affinity, improved trust, and reduced isolation. Initiate new and improved actions? Participants or groups of participants modify their activity because of what Small Large was learned, practiced, or realized. * Link to the measurable indicators you established in Step 2. 87 Measure & Report the Results Table 9. Ways to Gather Information on Results Intermediate outcomes Sample ways to measure results New knowledge üüE-mail participant survey 6 weeks after the exchange. üüInterview participants in person at the end of the exchange. üüAsk participants to give presentations on the last day of the exchange. üüUse a knowledge-based pre-test and post-test with exchange participants. üüVideo participants each day of a study tour. Enhanced skills üüReview monthly application of skills (e.g., error logs, number of reports) at 1, 2, and 3 months after the exchange. üüUse a skills-based pre-test and post-test of exchange participants. üüSurvey participants about the application of skills 9 months after the exchange. üüDirectly observe participant performance 6 months after the exchange. Improved consensus üüAttend weekly team meetings to observe collaboration. üüReview meeting minutes to determine if the group has been able to reach consensus on key issues. üüFollow up with group members to assess progress toward change objective. üüSend e-mail survey to team members at 3, 6, and 9 months after the exchange to self-assess effectiveness of collaborations. Enhanced connectivity üüReview documentation of group to determine if it is growing (e.g., more individuals, strategic partners, member organizations) at 3, 6, and 9 months after the exchange. üüInterview members about their experience with group (e.g., numbers of conversations with other members, trust in peers, satisfaction with peer responses) before and then again 6 months after the exchange. üüTrack data from quarterly surveys of group member activity (e.g., conversations with group members), satisfaction (e.g., useful guidance), and results (e.g., what came from conversations). New and üüDocument participants’ agreement on an action plan at the Improved actions end of the exchange. üüCall (or e-mail) participants 3 months after the exchange to learn if they have started new (or improved) processes within their organizations. 88 Measure & Report the Results We can rarely anticipate everything that will come out of an exchange. There will always be surprises, which you will also want to capture. These unexpected outcomes are, hopefully, positive. Yet even less-than-desirable results offer useful lessons and opportunities for future knowledge exchange initiatives. Refer to the steps you took to synthesize your data in Step 5.1. If any notes are not aligned with your expected outcomes, add these to your list of unexpected outcomes, along with any evidence of specific improvement. If you lack evidence of results at this stage, Table 9 on page 87 suggests how to obtain additional input from your participants. Sustainable Energy Exchange—Intermediate Outcomes and Results »» New knowledge. Scaling Up Renewable Energy Program in Low Income Countries (SREP) country representatives identified challenges and solutions that could help accelerate the uptake of the mini-grid sector for low-cost and timely access to electricity services. »» Enhanced skills. Many of the SREP country representatives gained technical skills for using specific tools such as HOMER software for analysis of distributed generation and CASE EXAMPLES microgrids. »» Improved consensus. SREP country representatives reached agreement on priorities and next steps by developing an action plan that incorporated overall lessons generated through the exchange. »» Enhanced connectivity. During and between the action learning events, participants increased their trust for ongoing collaboration, advice, or technical assistance. »» New and improved actions. Following the exchange, several SREP countries have reported initiating and modifying specific activities and actions related to mini-grid and off-grid solutions as a direct result of what they saw, learned, and shared during the action learning events. To measure results, focus on observable or easily documented changes such as an increase in the number of team members sharing their views during meetings or in products delivered on time and within budget. It is also much more efficient if you can find information that illustrates the results of your knowledge exchange (for example, a formal agreement between two partners in a coalition) without having to collect your own data. 89 Measure & Report the Results Zambia and Cambodia Exchange—Intermediate Outcomes and Results »» New knowledge. The Zambia delegation gained a better understanding of the use of climate adaptation approaches for building climate resilience, particularly in the agriculture and water resources sector. They were also exposed to novel approaches to community-based disaster-risk management (CBDRM), the strong links between adaptation and CBDRM, and ways to strengthen gender-responsive and inclusive community-based preparedness/responses. The delegation also learned the importance of reliable weather and climate data to inform the design of projects and initiatives and make them resilient to climate change impacts. “After visiting Cambodia and attending the CBDRM Conference in Siem Reap, we learned that the Zambia Meteorological Department requires much more investment in weather and climate instruments, capacity building in order to observe and record worsening weather patterns, as well as data generation for the purposes of strong data.” ~ Martin Kameya Swaswa, Assistant Director, Meteorological Department, Zambia “The knowledge-sharing opportunity between Cambodia and Zambia opened up CASE EXAMPLES innovative ideas and effective ways to empower communities to make decisions on how to improve their quality of life and enhance their resilience.” ~ Lorie Rufo, Climate Change Specialist, Climate Investment Funds »» Improved consensus. Key stakeholders (government agencies and project beneficiaries) from Zambia came to an agreement on strategies for implementation, replication, and adoption of best practices as they embark on improving the work plan for implementing the Pilot Program for Climate Resilience (PPCR) from the national to the community level. »» Enhanced connectivity. Participants not only expanded their professional networks but also went away with a deeper appreciation of the importance of expanding their network of climate resilience contacts. »» New and improved actions. After the exchange, key stakeholders (all levels of government including community leaders) in the Zambia delegation integrated new mechanisms and approaches to implement climate-smart agriculture, water, and natural resources management, and community-based adaptation and disaster-risk management. Their adaptations are reflected in the revised work plan of activities under the Zambia PPCR. The study tour was instrumental in supporting this outcome because it provided a forum for participants to interact with the communities benefitting from the Cambodia PPCR. 90 Measure & Report the Results Sustainable Forests Exchange—Intermediate Outcomes and Results »» New knowledge. Forest Investment Program (FIP) pilot country representatives gained new knowledge and deepened their understanding of issues related to the design and implementation of FIP investment plans and other forestry activities. »» Improved consensus FIP pilot country representatives identified ways to best comply with FIP and monitoring and reporting (M&R) requirements. Through round-table discussions on M&R systems, country representatives agreed on ways to track and CASE EXAMPLES report key data in their own projects. »» Enhanced skills. The participants enhanced their communication skills to better capture and tell stories related to their FIP projects. Specifically, they got the opportunity to use the newly acquired skills by interviewing and recording fellow participants. »» Enhanced connectivity. The representatives from the FIP pilot countries established an expanded professional network as part of the meeting. With improvements in the speed of communication through the use of apps such as WhatsApp, participants continued their connections beyond the meeting. »» New and improved actions. Following the meeting, FIP pilot country representatives contributed to identification and implementation of new actions that stemmed from the experiences and knowledge gained as part of the exchange. Systematically look for unexpected results. If you do not purposefully look for them, they will likely not surface. STEP 5.2B ASSESS PROGRESS ON THE CHANGE OBJECTIVE Knowledge exchange initiatives are also designed to address an institutional challenge. Look for evidence that participants have been able to have influence on the change objective they set out for themselves. Also look for evidence on delivery challenges they have been able to address or overcome. It may be that the exchange propelled participants down a different path altogether. In this case, there may be unexpected results at this level as well. Use Template 2 to guide your inquiry about the influence of your knowledge exchange on the change objective(s). To attribute these results to your exchange you will need to describe how they were achieved, including measuring the effectiveness of what happened. Quantitative techniques, with their various analytical tools, may be of limited use for examining complex systems. To design a good survey, for example, you must already know what you are looking for and how that information may manifest in the particular context. Qualitative research, however, can help you build rich portraits of a people or place and map relationships among people, places, cultures, and institutions.** **Based on Design Research for Media Development, published by Internews and available at http://www.internews.org/ 91 Measure & Report the Results Template 2: Assessing Progress toward Change Objectives Which category(ies) of change objectives Was it How do you know?* did you expect the knowledge exchange influenced? to influence? Weak environment for change: Weak Yes stakeholder ownership, lack of consensus on a development approach, or failure to No conceptualize or consider a better approach Somewhat Inefficient policy instruments: Weak Yes administrative rules, laws, regulations, standards, and other formal incentives that No the sector uses to guide actions toward a global environmental goal Somewhat Ineffective organizational arrangements: Yes Inadequate systems, delivery know-how, financing, staffing, incentives, and other No resources that institutions use to achieve a development goal Somewhat Strong intermediate outcomes can often indicate success or progress toward a change objective. * If possible, follow up with participants six to nine months after the exchange. Using social media, online survey tools, or interviews can further your understanding of what else the exchange may have influenced. Sample Post-Exchange Participant (or Client) Checklist üüWho has been able to apply what they learned? üüWhat have they been able to achieve? üüWhere have they been able to bring about change or address a delivery challenge? üüWhen were they able to do it? üüWhy are the changes important (that is, to the change objective and/ or development goal)? üüHow did the knowledge exchange enable these results? It generally takes a fair amount of time for institution-level changes to happen. When they do, multiple variables are usually involved, not just a knowledge exchange initiative. This makes attribution tenuous; still, reviewing for connections with your knowledge exchange is an important step. It will help you determine whether a knowledge exchange initiative is the right strategy or whether a different approach may be needed. 92 Measure & Report the Results Sustainable Energy Exchange—Direct Results and Influenced Results Achieved Knowledge Direct results Influenced results exchange (i.e., intermediate outcomes) (i.e., influences on instruments institutional challenges) Scaling Up Renewable Energy Program These direct results have helped SREP in Low Income Countries (SREP) countries to accelerate/initiate a path representatives from Ghana, Haiti, to address the three institutional Honduras, Kenya, Liberia, Maldives, challenges identified: environment Rwanda, and the Solomon Islands for change, policy instruments, and reported that they were able to organizational arrangements. better understand the challenges and solutions for the operational upscaling of mini-grids. Many of the SREP country representatives from Haiti, Honduras, Kenya, Liberia, Maldives, Rwanda, and the Solomon Islands indicated that they gained technical skills for using specific tools such as HOMER software for analysis of distributed generation and microgrids and solar hybrid technology. Because of improved consensus reached during the meetings, Liberia CASE EXAMPLES representatives reported that they increased their engagement with local authorities in the project areas and deployed a community outreach officer to increase sensitization in the project areas. During and between the action learning events, participants increased their trust for ongoing collaboration, advice, and technical assistance. Haiti representatives indicated that they made many connections with their counterparts from Benin, Ghana, Mali, and Rwanda working in development of mini-grids. They also extended their network by meeting with development partners not yet active in Haiti and other stakeholders involved in sustainable energy. After participation in mini-grid action learning events, Rwanda representatives decided to pursue and incorporate off-grid solutions in their plan. In addition, Ghana representatives incorporated inputs in their plans for the next generation of mini-grids from the lessons learned shared at the events on issues related to gender and productive use of electricity. 93 Measure & Report the Results Zambia and Cambodia Exchange—Direct Results and Influenced Results Achieved Knowledge Direct results Influenced results exchange (i.e., intermediate outcomes) (i.e., influences on instruments institutional challenges) Expected results Upon their return to Zambia, »» Through the dialogues, the representatives from the Meteorology Zambia delegation recognized that Department reached out to integrating community participation collaborating partners and other with all the necessary data and institutions to discuss how to work with weather information is essential in the Zambia Meteorological Office. The risk management and adaptation. primary aim of this new outreach was »» Results from the consultations to enable the dissemination of weather were integrated in the planning and climate information for economic of another knowledge exchange sectors, communities, and other program to be scheduled as part of institutions to strengthen Zambia’s institutional framework for enhancing the Asia-Pacific Adaptation Network. the adaptive capacity of vulnerable communities. The Zambia delegation, upon its return to Zambia, shared the outcomes of the knowledge exchange through a briefing with the Barotse Royal Establishment (BRE). The BRE CASE EXAMPLES agreed to relax the “status” of the land to make it more available for commercial purposes. The BRE saw great opportunity for expanding rice production in these areas given the changing rainfall patterns in the western province of Zambia. Expected results Knowledge gained on the variety of »» The conference enabled the approaches for risk management and Zambia delegation to interact with adaptation fed into discussions for participants from Cambodia and additional financing of Zambia PPCR, CONFERENCE ON other South Asian countries in including a private sector approach to COMMUNITY-BASED discussing such topics as community guide farmer groups into becoming DISASTER RISK MANAGEMENT AND adaptation efforts and approaches entrepreneurs and producers. As of ADAPTATION to financing participatory 2018, the additional financing was just adaptation. starting. Unexpected results »» Zambia invited Cambodia to come to Zambia to learn from Zambia’s experience in implementing the Pilot Program for Climate Resilience (PPCR). This invitation represents to an even greater degree the success of the conference: both countries acknowledged and appreciated the benefits they reaped from the knowledge exchange efforts. 94 Measure & Report the Results Zambia and Cambodia Exchange—Direct Results and Influenced Results Achieved Knowledge Direct results Influenced results exchange (i.e., intermediate outcomes) (i.e., influences on instruments institutional challenges) Expected results Climate Investment Funds funding of »» The study tour enabled Zambia 14.6 million was approved in April 2018 delegates to gain an in-depth to extend the efforts of the Zambia understanding of how community PPCR Phase II from 2019 to 2022. The efforts contribute to the success of PPCR Phase II efforts aim at improving the PPCR in Cambodia. the livelihoods and resilience of rural communities in the Barotse sub-basin. »» Because of the success they saw in Cambodia, the Zambia delegates After the exchange, Zambia is CASE EXAMPLES aimed to adopt the idea of using more actively exploring pioneering non-governmental organizations as approaches and institutional extension services in rural Zambia. arrangements, especially in relation to potential involvement of the »» Zambia, like Cambodia, wants to private sector. create a forum where civil society and government can engage in dialogue and address issues such as gender, in particular the role of women in climate adaptation practices. »» These ideas were reflected in the revised work plan of activities under the Zambia PPCR. In addition, gender considerations and stakeholder engagement ideas that emerged from the study tour were fed into the PPCR Phase II plan. 95 Measure & Report the Results Sustainable Forests Exchange—Direct Results and Influenced Results Achieved Knowledge Direct results Influenced results exchange (i.e., intermediate outcomes) (i.e., influences on instruments institutional challenges) Expected results The government of Peru decided to »» Deepened understanding of move forward the preparation of the key issues around the design ER–PD. and implementation of Forest The Cameroon REDD+ Technical Investment Program (FIP) Secretariat created a benefit investment plans and other forestry mechanism for the REDD+ process in activities. Cameroon to encourage private sector »» Agreed-on ways to track and report investment. This was incorporated as key data in own projects. part of the REDD+ national strategy. »» Enhanced communication skills The Bangladesh Forest Department to better capture and tell stories designed a people-oriented forestry related to FIP projects. project. »» Established new bilateral exchanges and learning from each other. Cameroon representatives connected with Democratic Republic of Congo representatives to share experiences during the CASE EXAMPLES meeting and continued to do so after the meeting through a social networking app. A representative from a civil society organization in Uganda was able to network with the indigenous people from Kenya (Maasai) during the meeting, and they continued to work together on advocacy projects after the meeting. »» Following the exchange, Brazil implemented better monitoring and reporting (M&R) systems to enhance the quality of its M&R efforts. Unexpected results »» A civil society organization, Support for Women in Agriculture and Environment (SWAGEN), in Uganda designed a program on gender- responsive shared responsibility in access and decision making on forest resources, and equity in sharing benefits in conservation. »» The Lao People’s Democratic Republic implemented forest restoration activities, transfers to villagers in relation to the village livelihood grant, and capacity- building activities. 96 Measure & Report the Results STEP 5.2C ASSESS DESIGN AND IMPLEMENTATION Now that you have measured results, take time to reflect on the factors that contributed to the successes (or failures) of the exchange. Demonstrating the quality of the design and implementation is a necessary—though not the only—factor in even indirectly attributing results to the exchange. The following questions related to each step will help you uncover what made your exchange successful (or not). Step 1 Anchor »» Was the exchange focused on a high priority issue for key stakeholders? »» Was the exchange initiated and completed in a desirable time frame for building capacity? Step 2 Define »» Were the right people and institutions (providers, seekers, broker) involved? »» Was the exchange prepared by both knowledge providers and seekers? Step 3 Design & Develop »» Was there a clear alignment between the development goal, change objective, intermediate outcomes, and selected instruments and activities? »» Was there enough time and adequate resources (human, financial, technological, etc.)? Step 4 Implement »» Did the exchange have adequate attendance and participation? »» Were you and participants able to adapt to changing circumstances as necessary? »» Did the participants have an opportunity to share their delivery know-how and operational knowledge? Knowing what did not work and why is another form of success! “The world is now such that if you don’t learn from each other, it won’t work. So in the context of Kenya’s counties and devolution, it is even more important. We are talking about a process that will transform Kenya.” ~ Diarietou Gaye, Country Director, World Bank, Kenya 97 Measure & Report the Results Results from Other Knowledge Exchanges Knowledge Direct results Influenced results exchange (i.e., intermediate (i.e., influences instrument outcomes) on institutional challenges) An effective knowledge- Increased advocacy for sharing network was policies that offer small- created that supports scale rural farmers COMMUNITY OF training and research government-backed PRACTICE related to policy financing to address implications of climate the impacts of climate change on small-scale change on their yields. rural farming. Program staff at the Increased the Ministry of Health number of programs learned and used new administered by the WORKSHOPS project management Ministry of Health techniques to improve that achieved annual the effectiveness of their budgetary and programs. performance objectives. Roles and responsibilities Strengthened clearly defined among stakeholder ownership the different government in implementing an MULTI-STAKEHOLDER agencies involved in the effective e-government DIALOGUE AND maintenance of a new strategy. CONSULTATION e-government portal. Immediately after the exchange üüHave you asked participants what tools would help them put their new knowledge into action? üüIf it would help for participants to stay connected, is there a simple way to arrange that—such as setting up a listserv, providing a list with contact information, or creating a Facebook or LinkedIn group? Following up 3, 6, or 9 months after the exchange üüHave you sent periodic reminders and tools for sharing what participants learned—such as a one-page summary of key results to date, or PowerPoint slides that they can include in a presentation to colleagues? üüHave you reminded participants to notify you when they see changes that have been influenced by your exchange? üüDo the initial results achieved by some participants offer ideas on how to expand those results to others? üüHave participants reported back to you when they have presented what they learned to others in their organization or elsewhere? 98 Measure & Report the Results STEP 5.3 REPORT THE RESULTS Now it is time to pull everything together. The approach and format you use for reporting results depends on the audience that you are trying to reach as well as your goal(s). Identify the audience. Typical audiences include management, exchange sponsors, exchange participants, decision makers (parliamentarians and policy makers), civil society groups, and others interested in learning more about knowledge exchanges. Define goals. What do you want to communicate to your target group(s)? Your aim might be to raise awareness of the outcomes achieved, influence behavior of midlevel management, advocate for reform among policy makers, or inform sponsors about next steps. Your communication goals will shape what, how, and when you connect with each target audience. Develop a plan. Results can be conveyed in many different ways. The right plan depends on your audience and goals. Determine what each audience would need to know in order to meet the goals for that group and how often the audience should be updated. You should then decide on the minimal information needed to meet those requirements. To raise awareness of civil society groups, for example, you might decide to share results on a few key progress indicators three months after the exchange; whereas to influence the behavior of policy makers, you may choose to report on the whole exchange, including the participants, instruments, results, lessons learned, and so on, at both six months and one year after the exchange. Pick a reporting format. For your audiences, determine what reporting format(s) will most effectively achieve your goals (see Table 10). Disseminate the results. You now have all the pieces for reporting on the results of your knowledge exchange. In most situations, however, sharing (or disseminating) the results requires more than just announcing that the results are available. You will often have to promote your results to garner people’s attention. You may, for example, want to present the results at professional conferences or as brown-bag lunch events for colleagues. E-mailing influential stakeholders such as bloggers, funding agencies, or leading academics can also help spread word about the information available. Share your experiences. Sharing your own experiences will give you insights into your next knowledge exchange journey as well as add to the collective understanding of what works and what doesn’t in knowledge exchange. Share your results, for example, in a brief video or a blog post and keep connected with your peers. When it comes to communicating results to most audiences, less is more. 99 Measure & Report the Results An Inclusive and Collaborative Approach to Enhancing the Effectiveness, Utility, and Relevance of the Climate Investment Funds’ Monitoring and Reporting System As the Climate Investment Funds (CIF) move toward greater levels of implementation, the development and climate finance communities are also looking to the CIF for lessons on how to effectively move toward low-carbon and climate-resilient development. CIF’s monitoring and reporting (M&R) system tracks the performance of CIF projects and programs to ensure accountability and improve ongoing decision making through learning. The M&R Toolkits approved for each of the four CIF programs contain a set of core indicators used by MDBs (in the cases of the Clean Technology Fund [CTF] and Scaling Up Renewable Energy Program in Low Income Countries [SREP]) and pilot countries (in the cases of the Pilot Program for Climate Resilience [PPCR] and the Forest Investment Program [FIP]) to report project, program, or national progress. These core indicators are measured annually, and then aggregated across projects or countries per program to enable the CIF to meaningfully report on achievements. The CIF Administrative Unit administers and supports this reporting process. A three-phase stocktaking review was devised to review the effectiveness, utility, and relevance of the CIF M&R system. Phase 1 reviewed FIP/ PPCR policies, strategies, and guidance documents; similar relevant indicators and toolkits; portfolio analysis; and data collected through the multilateral development banks’ (MDBs) results frameworks. Phase 2 featured in-depth Interviews with key stakeholders—recipient countries, MDB focal points, task team leaders, and donors. In Phase 3, a workshop enabled participants to collaboratively review the M&R frameworks and develop and enhance the toolkits. Source: Sandra Maria Romboli, Senior Monitoring and Evaluation Specialist, Climate Investment Funds 100 Measure & Report the Results Sustainable Energy Exchange—Reporting Results The results from the action learning events were captured through video interviews and official reports summarizing each event. These reports are publicly available on the Climate Investment Funds and Energy Sector Management Assistance Program websites. »» https://bit.ly/2QFuhmY »» https://bit.ly/2K2P9BU Zambia and Cambodia Exchange—Reporting Results The results from each instrument of the exchange were captured through video interviews, reports, press releases, and featured articles. These were finalized into artifacts shared publicly on the Web through the Climate Investment Funds and World Bank Group (WBG) CASE EXAMPLES websites as well as through medium.com, the Environment and Natural Resources Global Practice, WBG and the Africa Regional Operations, WBG Twitter handles. An Instagram story was also shared by the WBG. »» https://bit.ly/2B6SkEA »» https://bit.ly/2C4gf9p »» https://bit.ly/2zNjgJV Sustainable Forests Exchange—Reporting Results The Climate Investment Funds Administrative Unit prepared a report with the summary of the main activities during the meeting, including the key takeaways and messages from each session. This report was published and disseminated to the participants as well as the entire Forest Investment Program (FIP) community (FIP subcommittee members, multilateral development banks, etc.). »» https://bit.ly/2zbUUZX 101 Measure & Report the Results Table 10. Sample Formats for Reporting Results Type Use when you want to… Summary report Convey key results to audiences who require only limited information and have limited time. Final report Inform audiences who want to understand the exchange process and get detailed results (e.g., others who might undertake similar exchanges, funding organizations, academics). Results story Communicate to a broad audience, including those less familiar with the topic area. Other short written Convey key information on the exchange process and results formats such as to audiences who require an overview; this is especially useful synopses, memos, when reporting on results during implementation. press releases Presentation, briefing, Have two-way communications with audiences who require brief or Webinar summaries of results and are oriented toward decisive action (for example, executives, management staff) or when you want to customize information for several different audiences. Periodic informal Update those involved with the exchange, especially meetings, Facebook stakeholders such as internal audiences or partners, to build updates, or blog rapport around the goal and foster ongoing relationships. postings Internet-based Communicate to the general public and other audiences resources: quickly and at relatively low cost, allowing audiences to Web page, e-mail blog, customize content so they get only the results they want. This Facebook page method should generally be used in combination with others to accommodate audience biases due to differing patterns of technology use. 102 Measure & Report the Results END ONE JOURNEY, BEGIN THE NEXT Now that you have reached the end of the knowledge exchange journey, it is time to take stock of what you learned as a broker. You can then use this knowledge to scale up the experience or to inform the design of future exchanges. Applying lessons to future decisions and actions is an important component of the journey. This is also a good moment for a team debrief and lessons sharing through an after-action review (in Toolbox, page 195). After designing, implementing, and reporting on a knowledge exchange initiative, take a moment to reflect—on your own and with your team—on what went well, what did not work, and what could be done differently next time. Review your assessment of the design and implementation from Section 5.2C and consider the following: Step 1 Anchor »» Were you able to work closely with counterparts and stakeholders to anchor the exchange? »» Did you set (and communicate) realistic expectations for the knowledge exchange? Step 2 Define »» Did stakeholders agree on practical results that participants could actually achieve during or after the exchange? Step 3 Design & Develop »» Were the right people part of the design and delivery team? Could you improve how the design process was managed? Step 4 Implement »» What should you have been watching for more closely? Did you wait too long or act too quickly? Step 5 Measure & Report Results »» Do the data adequately illustrate what the exchange achieved? 103 Measure & Report the Results PARTNERING TO DEVELOP CLIMATE RESILIENCE KNOWLEDGE STRATEGIES IN LATIN AMERICAN AND EXCHANGE CARIBBEAN COUNTRIES STORY ü The Challenge ü The Solution—Who Did What? Investment Funds (CIF); and the Climate change has brought new To operationalize a continuous Inter-American Development Bank challenges for Latin American, exchange of knowledge among (IDB) participated in the exchange Caribbean, and Asian countries the PPCR countries, PPCR has during September 17–20, 2017, in that already suffer annually from developed a work program that St. George’s, Grenada. severe weather conditions such as promotes constant dialogue and Microfinance and community-level hurricanes and typhoons. The Pilot collaboration on effective and climate finance stories to share Program for Climate Resilience scaled-up action on adaptation. were selected from Jamaica, St. (PPCR) supports developing PPCR takes a lead role in Lucia, and Tajikistan, noting that countries and regions in building identifying learning opportunities Jamaica and St. Lucia were among their adaptation and resilience to within and outside of PPCR, the few PPCR countries to have the impacts of climate change. At particularly those efforts that climate finance mechanisms the frontline of climate change are advance learning and capacity to targeted at the private sector. Small Island Developing States integrate adaptation and climate such as those in the Caribbean. risk management approaches in On the first two days, field visits to development planning and sites of the Regional Disaster Although officials responsible for investments. These include, Vulnerability Reduction Project developing resilience programs among others, initiatives such as (RDVRP) in Grenada provided could learn from the practical regional and country exchanges, useful insights on the importance experience of other countries that site visits, participation in relevant of decentralized water resource have gone through or are going events and forums, and related management (DWRM) as a climate through similar challenges, limited follow-up activities. resilience solution that directly institutional capacities made responds to the increasing continuous learning exchanges The PPCR Latin America and the frequency and intensity of extreme difficult, particularly where Caribbean (LAC) knowledge weather events such as hurricanes. exchanges necessitated resources exchange and regional dialogue In particular, the site visit to the such as travel expenses. event was designed to further island of Carriacou highlighted the Additionally, low levels of learning and foster dialogue importance of rainwater harvesting institutional knowledge about how among PPCR countries on issues as a reliable means of domestic to implement solutions, including and challenges related to the and commercial water supply. how to overcome barriers, design and implementation of Interestingly, the LAC exchange prevailed. Therefore, in-country PPCR and other adaptation- took place during hurricane events climate resilience teams were not related programs and activities. in neighboring Caribbean necessarily the best sources for Representatives from Dominica, countries. learning on a given initiative or Grenada, Honduras, Jamaica, St. idea. The result was that Lucia, and St. Vincent and the The final two days featured a transformational approaches to Grenadines; the Caribbean combination of country building climate resilience were Regional Track of the PPCR; the presentations and discussions sometimes out of reach. Administrative Unit of the Climate facilitated by staff from the CIF 104 Measure & Administrative Unit, Report the accelerating progress in Face-to-face learning allows for representatives from IDB, invited Results implementation of the Strategic enhanced knowledge exchanges experts, and the PPCR Learning Program for Climate Resilience for and peer-to-peer learning that can Partner. A presentation on the blue the PPCR. be sustained through the economy—the sustainable use of relationships built during the ocean resources for economic Participants in Grenada exchange. Learners placed great growth, improved livelihoods, and contributed ideas for a knowledge value on sharing their experiences: jobs while preserving the health of and networking strategy for the that feeling was best captured by the ocean ecosystem—broke new PPCR community of practice (CoP), Susannah Scott of St. Lucia, who ground in learning for country detailing effective approaches and noted that “a lesson that is not representatives. Grenadian tools, guidelines for shared is not a lesson learned.” government representatives, implementation, and the support including the Grenada Met Office, required for success. They also üü Instruments and RDVRP project staff and contributed ideas for a Study tour experts joined the PPCR country “knowledge for resilience” series, a suite of knowledge products for üü Knowledge Brokers representatives to discuss the application and dissemination in a Belynda Petrie, Chief Executive implementation experience of variety of contexts such as the Officer, OneWorld adaptation measures for climate resilience. Jamaica and St. Lucia, 2018 International Adaptation Rachel Allen, Senior Program the only two PPCR LAC countries Futures Conference, the PPCR Coordinator for PPCR, Climate operating a financing mechanism Pilot Countries Meeting in Manila Investment Funds scheme for private sector (May 21–24, 2018), and for use by the PPCR CoP. Loreta Rufo, Climate Change initiatives for climate change Specialist, Climate Investment adaptation, shared their The LAC exchange outcomes Funds experience to date. These strengthened learning programs contrasted with the one partnerships during the PPCR Pilot Anaitee Mills, Inter-American in Tajikistan, which is more Countries Meeting held in Manila Development Bank advanced and supports financing in May 2018. For example, this Sara Valero Freitag, Inter-American for households, community meeting promoted microfinance Development Bank groups, and private sector firms. and DWRM as climate adaptation solutions that enable üü Multimedia The Oxford Policy Management transformational change and scale Climate Investment Funds: https:// team led a Knowledge & Learning in strengthening climate resilience. www.climateinvestmentfunds.org/ Session intended to identify gaps in learning and embark on a üü Lessons Learned PPCR Pilot Countries Meeting, “learning platform co-creation Be flexible and ready to revise the Manila, Philippines, May 21–24, journey.” The session was useful in schedule for the knowledge 2018: https://bit.ly/2FobuLH illustrating the practical exchange. For example, alternate Jointly created knowledge components of a knowledge speakers were called upon when products available for download: product, and participants were Hurricane Irma disrupted travel guided into group work where plans of resource persons, Decentralised Water Resources they were tasked to build a including the Prime Minister of Management in the Caribbean scalable knowledge product for a Grenada and the head of CIF. The https://bit.ly/2QINMOw PPCR country program. extreme weather was also Micro-finance for climate üü Results responsible for prematurely adaptation: from readiness to Besides providing intermediate ending the participation of the resilience https://bit.ly/2SBpp2S outcomes related to new Dominica PPCR representatives, who had to deal with the impact of Minimising first-mover adaptation knowledge, enhanced skills, and costs: Jamaica improved relationships in the field Hurricane Irma and the emergency response in their home country; https://bit.ly/2QjjpyX of climate resilience, the meetings in the Caribbean helped to planners subsequently revised the Climate resilience community deepen peer relationships and itinerary for the exchange. water systems (infographic) enabled peer-to-peer learning on https://bit.ly/2PsaK86 105 106 Glossary Change agent. An individual who has a stake in the issue and who can and will initiate the actions needed to achieve the change objective. Change objective. The change needed for participants to address the institutional challenges. Counterpart. The individual or group with whom you engage in relation to a project or program and/or whom you identify as your client. Coun- terparts often request the support of the broker to facilitate a knowledge exchange and are consulted at the earliest stages of planning and design. Counterparts can refer to knowledge seekers or providers, depending on who you work with. Some counterparts may be involved as actual participants. Delivery challenges. Unexpected problems that hinder development interventions and that prevent practitioners from translating technical solutions into results on the ground. Development challenges. Issues that countries face which, if resolved, would significantly contribute to ending poverty and/or enhancing the quality of life of their citizens, associated with the concept of development. Development goal. The result or achievement that would address a problem of ultimate concern to your stakeholders. Indicators. Evidence of the achievement of intended intermediate outcomes from your knowledge exchange that is specific, measurable, attainable, relevant, and time-bound (otherwise known as SMART indicators). Institutional challenges. Problems in three areas that limit the realiza- tion of the development goal. These include the environment for change, policies for change, and organizational arrangements for change. Intermediate outcomes. New knowledge, enhanced skill, improved consensus, increased connectivity, and new and improved actions; these are results at the individual and group levels and are stepping stones toward the change objective. Knowledge broker. An intermediary organization or person that facilitates the exchange of knowledge through the creation of linkages between knowledge seekers and providers. Knowledge provider. Someone who has a proven solution or develop- ment experience to share. Knowledge seeker. An individual or institution that would like to explore solutions to a challenge. Participant. An individual who is taking part in the knowledge exchange initiative. Participants may be knowledge providers or seekers. Stakeholder. An individual and/or institution that has a stake in the success of a knowledge exchange initiative. 107 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX ART OF KNOWLEDGE EXCHANGE TOOLBOX 108 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX ART OF KNOWLEDGE EXCHANGE TOOLBOX 109 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX TABLE OF CONTENTS Introduction 110 Section II. Activities 166 1. Presentation Section I. Instruments 111 Demonstration 169 1. Short-Term Engagement Expert Panel 170 Action Learning Event 113 Interactive Presentation 171 Conference 117 Lightning Talks 172 Expert Visit 121 Poster Session 173 Knowledge Fair 125 Report 174 Pilot Countries Meeting 129 Storytelling 175 Study Tour 133 2. Discussion Workshop 137 Anecdote Circle 177 2. Medium-Term Engagement Brainstorming 178 Competition/Challenge 143 Buzz Session 179 Knowledge Jam 147 e-Discussion 180 Multi-stakeholder Dialogue/ Knowledge Café 181 Consultation 151 Peer Assist 182 3. Long-Term Engagement Round-Table Discussion 183 Community of Practice 157 3. Experiential Twinning 161 Action Planning 185 Book Sprint 186 Clinic 187 Field Visit 188 Fishbowl 189 Role Play 190 Secondment 191 Simulation 192 4. Analytical After-Action Review 195 Focus Group 196 Gap Analysis 197 Interview 198 Reflection Circle 199 Self-Assessment 200 Stocktaking 201 Survey 202 SWOT Analysis 203 110 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX INTRODUCTION Every knowledge exchange initiative is a blend of instruments, activities, and delivery modes. This Toolbox is your resource to plan for and select an appropriate mix to help participants realize their desired intermediate outcomes. It includes brief descriptions, practical how-tos, and case examples for a range of instruments and activities introduced in Step 3 of this guide. The Toolbox has two sections: Section 1, “Instruments,” provides a detailed description of each instrument (vehicle for knowledge exchange), when and how to use it, and case examples. Section 2, “Activities,” provides a detailed description of each activity (building block of instruments), when and how to use it, and case examples. 111 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX INSTRUMENTS The role of instruments can vary; some instruments require shorter-term and more intense individual engagement whereas others require a longer term and a less intense degree of individual engagement. SHORT-TERM ENGAGEMENT MEDIUM-TERM ENGAGEMENT LONG-TERM ENGAGEMENT 112 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX INSTRUMENTS SHORT-TERM ENGAGEMENT 113 WHAT IS AN ACTION LEARNING EVENT? A formal event in which a large number of participants come together to share actionable knowledge and experiences on a specific technical topic/ theme. The event focuses on “operationalization,” emphasizing problem solving in a timely fashion with and for the participants, addressing the day- to-day challenges that practitioners are facing in accelerating progress. BEST USED FOR »» Gaining actionable knowledge »» Problem solving and addressing operational challenges »» Engaging a large number of participants in finding solutions to common challenges ›› As multi-day events ›› With multiple thematic tracks/immersion in select topics ›› With parallel sessions and clinics on topics related to the main technical focus area »» Networking, and building relationships across participants KNOWLEDGE EXCHANGE INSTRUMENTS 114 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 6+ MONTHS before the event: »» Prepare a concept note. »» Determine budget and source of funding. »» Decide on target audience. »» Identify implementation team. »» Initiate discussions with interested host countries. »» Identify possible partners. »» Visit event location to identify possible venues or seek help from local partners. 3+ MONTHS before the event: »» Select event venue. »» Contract all vendors, including local event manager, catering, transportation, and interpretation (if needed). »» Use feedback from previous action learning events to identify focus themes. »» Draft agenda based on discussions with partner organizations and host country agency. »» Contact potential facilitators, speakers, and resource persons; prepare terms of reference. »» Send out invitations, travel forms, and registration materials. »» Draft presentation templates for use by focal points. »» Make travel arrangements and prepare per diem for sponsored participants and speakers. »» Monitor progress on logistics. »» Create conference handbook for participants/speakers, including agenda, resources, bios, hotel information, and travel information. »» Explore field visit ideas. »» Finalize memorandum of understanding with host country/agency. 1 MONTH before the event: »» Follow up and confirm all logistics (hotel, travel, transport, per diems, catering, conference room(s), media, technology). »» Ensure all participants have proper documentation to travel. »» Circulate field trip summary note to participants. »» Finalize session moderation assignments. Draft moderator instructions and rapporteur note sheets for sessions. DELIVERY PHASE »» Coordinate with local event manager on all logistics, including hotel, participants, catering, transportation, technical support, etc. »» Disburse per diem as needed. »» Monitor participants attendance. »» Debrief daily with implementation team and prepare for next day. FOLLOW-UP PHASE »» Gather all invoices and cross-check with receipts. »» Close out finances and create a statement of expenditures. »» Conduct evaluation. »» Create a final check, including lessons learned and follow-up actions. »» Write action learning event summary report and circulate to all participants and key stakeholders. 115 KNOWLEDGE EXCHANGE INSTRUMENTS SEQUENCING ACTIVITIES FOR YOUR ACTION ILLUSTRATIVE EXAMPLE:  LEARNING EVENT Brainstorming and action planning meeting to agree on key change objectives e-Discussion to identify participants, key speakers, sites for PLANNING field visits, and partners, and to decide on implementation team Expert panel to discuss trends and challenges, followed by a Q&A session Buzz session on the challenges presented by experts Lightning talks to share innovations and solutions from around the world Round-table discussions to address not only the status of various efforts but also topics related to planning and DELIVERY implementation challenges Clinics to focus on specific challenges and sub-themes Report on key findings and proposed possible solutions Field visit organized on last day to get firsthand experience Survey distributed to assess impact and usefulness of the event After-action review to identify areas for improvement regarding the programming and design of the event FOLLOW-UP Action planning to prioritize key findings and follow-up actions CASE EXAMPLE: ACTION LEARNING EVENTS ENHANCE TECHNICAL CAPACITY The Energy Sector Management Assistance Program of the World Bank Group and the Climate Investment Funds organized and delivered mini-grids action learning events to support operational upscaling of mini-grids and to enable countries to share lessons and seek solutions to accelerate the uptake of mini-grids for low- cost and timely access to electricity. Three such exchanges took place in 2016 and 2017. These included a broad stakeholder group with participants from Scaling Up Renewable Energy for Low Income Countries (SREP) and non-SREP countries, multilateral development banks (MDBs), private sector and other experts. The first exchange took place in Kenya with approximately 200 participants from 20 countries. The second, in Myanmar, brought together 300 participants from 52 countries in Africa, Asia, and Latin America. The third exchange, in Nigeria, assembled 600 participants from over 50 countries for continued action planning efforts to address mini-grid operations and sustainability. The action learning events were designed to engage participants in problem solving, sharing actionable knowledge, and establishing networks for further engagement. The events also offered participants the opportunity to enhance their technical capacity. The action learning events included activities such as round-table discussions, clinics, field visits, expert panels, reflection circles, and action planning. Source: Action Learning Event: Upscaling Mini Grids for Low Cost, Timely Access to Electricity https://bit.ly/2QFuhmY 116 KNOWLEDGE EXCHANGE INSTRUMENTS 117 WHAT IS A CONFERENCE? A formal event in which a large number of participants come together to share knowledge and experiences on a specific topic/theme. BEST USED FOR »» Gaining new knowledge »» Outreach to a large number of participants, especially when targeting high-level audiences ›› As single or multi-day events ›› With multiple thematic tracks/immersion in select topics ›› With parallel workshops and knowledge fairs dealing with the same topic or theme »» Networking, building partnerships, and strengthening communities »» In-depth knowledge exchange activities designed to support knowledge transfer »» Giving a topic high visibility or launching global initiatives »» Communicating program impact or changes in strategy KNOWLEDGE EXCHANGE INSTRUMENTS 118 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 6+ MONTHS before event: »» Prepare a concept note. »» Determine budget and sources of funding. »» Decide on target audience. »» Identify implementation team. »» Select event location (country, city). »» Identify possible partners. »» Visit event location to identify possible venues or seek help from local partners. »» Create project database and conference action plan. 3+ MONTHS before event: »» Select hotel/conference venue. »» Contract all vendors, including hotel/venue, local event manager, catering, transportation, and interpretation (if needed). »» Contract speakers and resource persons; prepare terms of reference. »» Send out invitation and registration materials. »» Make travel arrangements and prepare per diem for sponsored participants and speakers. »» Monitor progress on logistics. »» Create conference handbook for participants/speakers, including agenda, resources, bios, hotel information, and travel information. 1 MONTH before event: »» Follow up and confirm all logistics (hotel, travel, transport, per diems, catering, conference room/s, media, technology). »» Ensure all participants have proper documentation to travel. DELIVERY PHASE »» Coordinate with local event manager on all logistics, including hotel, participants, catering, transportation, technical support, etc. »» Disburse per diem as needed. »» Monitor participants’ attendance. »» Debrief daily with implementation team and prepare for next day. FOLLOW-UP PHASE »» Gather all invoices and cross-check with receipts. »» Close out finances and create a statement of expenditures. »» Conduct evaluation. »» Create a final report, including lessons learned and follow-up actions. 119 KNOWLEDGE EXCHANGE INSTRUMENTS ILLUSTRATIVE EXAMPLE: SEQUENCING ACTIVITIES FOR YOUR CONFERENCE Brainstorming and action planning meeting to agree on key change objectives e-Discussion to identify participants, key speakers, and PLANNING partners and to decide on implementation team Expert panel to discuss trends and challenges, followed by a Q & A session Buzz session on the challenges presented by experts Report on key findings and proposed possible solutions DELIVERY Field visit organized on second day to get firsthand experience Poster session organized on last day to present main takeaways of field visit and other key findings Survey distributed to assess impact and usefulness of conference FOLLOW-UP Action planning to prioritize key findings and follow-up actions CASE EXAMPLE: CONFERENCES AS PLATFORMS FOR STAKEHOLDER ENGAGEMENT AND KNOWLEDGE EXCHANGE The Climate Investment Funds (CIF) Partnership Forums are designed for participants to network, build partnerships, gain new knowledge, and communicate CIF program impacts, common vision, and strategy going forward. The Inter-American Development Bank co-hosted the CIF 2014 Partnership Forum, which brought together 500 people in Jamaica. The conference included plenary sessions and a series of smaller parallel sessions intended to address the multiple interests of CIF stakeholders and enable open discussions to explore ways to maximize CIF investments. More specifically, sessions addressed issues related to, among other things, unlocking climate finance for the private sector; programmatic approach to climate resilience; engaging stakeholders for climate-smart development; mini-grids; geothermal; adaptation champions in Small Island Developing States; and REDD+ investment. Development experts, business leaders, and prominent climate change thinkers presented lessons on managing climate change programs, unlocking finance, and building partnerships for low- carbon, climate-resilient development. The forum featured special private sector sessions, as well as discussions on technical and scientific approaches to climate change. The event helped to solidify and strengthen long-term partnerships among stakeholders of all levels. Participants gained new knowledge and established networks to further strengthen climate action in their countries. Source: CIF 2014 Partnership Forum Proceedings, https://bit.ly/2DCf2rV 120 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD Planning »» Remember that conferences require in-depth planning and early engagement with partners. »» During the planning stage, decide on the activities you want to capture in their entirety and the ones for which you only want to record key messages. »» Consider having a welcome team greet participants at the airport, hotel, and conference venue. »» Don’t overschedule participants! Allow for sufficient breaks during sessions for participants to network. A lot can happen over coffee! Delivery »» Run a few sessions such as a knowledge café or a world café, which require groups to share their knowledge while working on a common theme. »» Capture participant experience and feedback via brief video interviews. Consider Social Media »» Microblog using tools such as Twitter or Tumblr. Attendees frequently use these to share conference activities, network, and engage with participants beyond the conference. »» Photo sharing tools, such as Flickr or Instagram, are a great way to crowdsource conference photos by using a designated hash tag. Build buzz by occasionally sending a sneak peek of the conference preparations—the planning team in action, samples of food to be offered, etc. A hash tag can link the photos by theme (such as #ruralfinanceconference). »» Social networking sites such as LinkedIn, Google+, and Facebook can facilitate conference registration and engagement with the participants. These sites have tools to promote the event and manage event entry on-site, as well as extend networking opportunities beyond the conference. 121 WHAT IS AN EXPERT VISIT? Sending a practitioner or technical specialist from a knowledge provider country/region/organization to a knowledge seeker country/region/ organization to assess current circumstances and/or provide guidance on a specific challenge. BEST USED FOR »» Enhancing skills and developing a new proficiency »» Gaining an in-depth diagnosis of a development challenge and recommendations for adapting a good practice or solution to the local context ›› Over the span of several days or as a series over the span of months, as needed ›› With small groups of participants ›› With expert-to-expert interaction ›› At the institutional level »» Getting hands-on guidance and coaching or mentoring through various stages of implementation »» Times when travel to the knowledge-supplying country is not possible (for whatever reason) KNOWLEDGE EXCHANGE INSTRUMENTS 122 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 3+ MONTHS before event: »» Prepare concept note. »» Identify experts: ›› Prepare terms of reference. ›› Start contract process. ›› Prepare briefing package with all relevant material including cultural, social, and political landscape of recipient country. »» Decide on type of interaction (face to face, virtual, or both). »» Identify logistical needs and relevant vendors. 2+ MONTHS before event: »» Contract vendors, resources needed for documenting visit (photographer, equipment, etc.), and interpreters if needed. »» Organize pre-visit session with all concerned parties (through videoconference or conference call). »» Follow up and confirm all logistical arrangements (visas, hotel, flights, etc.). 1+ MONTH before event: »» Design post-visit evaluation and monitoring. »» Provide briefing package and knowledge materials to experts. DELIVERY PHASE »» Start with local participants/expert hosts sharing their challenges and expectations from the visit. »» Capture content through video, blogs, note taking, etc. »» Organize daily check-ins and briefings to stay on track with objectives. FOLLOW-UP PHASE »» Document process and lessons learned. »» Evaluate each partner (vendor). »» Organize follow-up activities (face to face or via videoconference). »» Consider return expert visit or study tour. »» Close out finances. 123 KNOWLEDGE EXCHANGE INSTRUMENTS ILLUSTRATIVE EXAMPLE: SEQUENCING ACTIVITIES FOR YOUR EXPERT VISIT Brainstorming through videoconference to meet and agree on the scope of the mission PLANNING e-Discussion to prepare concept notes Expert panel, face to face, and Webcast with visiting experts, government officials, implementing agencies, civil and private sector representatives to understand multiple perspectives on the topic Demonstration, face to face, with visiting experts and implementing agencies to share how similar solutions have worked in another context DELIVERY Focus group, face to face, with different stakeholder groups for experts to understand views of wider stakeholder groups or communities on local challenges as well as on solutions being proposed Fishbowl, face to face, with experts and wider stakeholder group to support multiple perspectives and as an alternative to debate on difficult topics Action planning session, face to face and online, to develop a road map of next steps FOLLOW-UP CASE EXAMPLE: EXPERT VISITS TRANSFER SPECIFIC KNOWLEDGE QUICKLY AND EFFICIENTLY Nepal learned quickly from Pakistani experts and avoided a financial crisis. Nepal’s Central Bank needed assistance to evaluate the country’s commercial banks and assess the damages that could result from economic shocks. Models used in developed economies for evaluating banks were unsuited to the circumstances of a small developing country and an international search for help would take too long and be too public. Nepal needed help quickly and quietly. Experts from the State Bank of Pakistan were brought in to demonstrate a simple model for evaluating and stress testing bank exposure. The skills gained through the exchange helped Nepal’s Central Bank to quantify the level of risk to which its commercial banks were exposed, pass regulations to maintain financial stability, and helped the government of Nepal establish contingency plans in the case of a bank failure. All this in just six weeks! Source: The World Bank, Using Stress-Testing to Enhance Bank Regulatory Capacity and Maintain Financial Stability in Nepal, https://bit.ly/2Eb74X4 124 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD Planning »» Choose experts with a strong background in the area of development challenge being addressed. »» Set clear goals and expectations. Make sure you know what you want to get out of an expert visit. If you have not thought through how to involve participants, the exchange can end up being just a series of presentations. Delivery »» Conduct an in-depth diagnosis and analysis through problem solving. »» When possible, include field visits and interaction with wider stakeholder groups for the experts. Consider Social Media »» Microblogging using tools such as Twitter or Tumblr allows you to broadcast interesting findings or reports from the expert visit and engage a wider stakeholder group. Tweets can also include pictures or video clips. »» Blogs available through Google+, WordPress, and other sites can be used to document expert visit progress, gather feedback, and build an extended community around the topic. You can also use a blog to share links to resources after an expert visit. 125 WHAT IS A KNOWLEDGE FAIR? A face-to-face knowledge-sharing event designed to showcase participants’ experiences, achievements, and innovations and market new programs to donors and potential partners. BEST USED FOR »» Forging networks and partnerships ›› At a global, country, community, or institutional level ›› As a single-day or multi-day event ›› For a large number of attendees ›› In multiple modes (face to face and/or virtual) »» Raising awareness »» Sharing innovations and/or identifying good practices »» Getting visibility for team efforts on a particular project or topic KNOWLEDGE EXCHANGE INSTRUMENTS 126 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 12+ MONTHS before event: »» Prepare a concept note. »» Prepare call for proposals. »» Send out call for proposals. »» Create communication, promotion, or public relations strategies. »» Develop visual identity and graphic design of the fair. »» Identify venue. »» Invite target groups to prepare booths and provide guidelines. 6+ MONTHS before event: »» Evaluate proposals. »» Prepare press releases and news items. »» Use social media to encourage discussion and report about the event. »» Create or update website. »» Analyze proposals to design and facilitate sessions. »» Reserve or loan facilities, meeting rooms, information technology (IT) devices, and catering. »» Recruit and instruct an audiovisual support team managing amplification, video, demos, music, IT requests. 3+ MONTHS before event: »» Draft agenda and program. »» Hire and prepare facilitators. »» Prepare stationery and promotional materials. »» Finalize structure of sessions applying appropriate methods and tools. »» Meet with participants to clarify session objectives. DELIVERY PHASE »» Ensure booths are set up. »» Open the fair by welcoming participants and introducing each booth. »» Ensure the fair is properly documented with video and/or photographs. »» Interview participants. FOLLOW-UP PHASE »» Conduct evaluation. »» Update the fair site with videos, photos, stories. »» Disseminate highlights. »» Send thank you notes. 127 KNOWLEDGE EXCHANGE INSTRUMENTS ILLUSTRATIVE EXAMPLE: SEQUENCING ACTIVITIES FOR YOUR KNOWLEDGE FAIR Discussion, face to face or virtual, among organizers to agree PLANNING on scope of knowledge fair Knowledge café to enable creative sharing of ideas around common interests among those in attendance Peer assist to draw lessons from practitioners’ experience DELIVERY Poster session to enable informal knowledge-sharing Anecdote circle to enable knowledge-sharing and reflection in smaller groups After-action review session with leader of each booth to draw on lessons learned FOLLOW-UP CASE EXAMPLE: KNOWLEDGE FAIRS AS PARTICIPATORY PLATFORMS FOR SHARING BEST PRACTICES At the 2018 Pilot Program for Climate Resilience (PPCR) Pilot Countries Meeting held in Manila, Philippines, attendees were invited to participate in a knowledge fair. Designed and facilitated by Oxford Policy Management and One World Sustainable Investments—the PPCR Learning Partners team—the fair provided participants with an opportunity for cross-learning and knowledge-sharing. Booths hosted by PPCR countries, regions, multilateral development bank representatives, and the Learning Partners team showcased their experiences, achievements, and innovations: » The Caribbean Regional Track presented its recently developed systems for scaling climate information from global and regional levels down to local levels. » A team from the World Bank Group presented a recently completed online course for developing the capacity of state and nonstate actors in the resilience community to bring climate science and policy into practice. » Papua New Guinea sought advice from other PPCR countries on good practice in sustainable programming, specifically the problems for sustainability when projects are scaled up. » The Inter-American Development Bank and Jamaica jointly focused on Jamaica’s experience with extending a line of credit to small enterprises and households through a mutual bank. » Tajikistan gave an overview of its innovative microfinance for resilience project, CLIMADAPT, which has had great success in creating access to finance for resilience throughout the country. » Mozambique shared its experiences and challenges in getting commercial banks to support climate finance projects. Source: PPCR Learning Partners—Oxford Policy Management and One World Sustainable Investments 128 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD Planning »» Start with a clear idea of who the knowledge suppliers and knowledge recipients will be. »» Consider combining knowledge fairs with conferences and as a follow-up to competition/challenges to showcase winning projects. »» Make sure you have a communication or marketing plan in place for widely publicizing the fair. »» Select a venue that allows for a lot of foot traffic. »» Plan to have technicians on hand in case things break down. Delivery »» For overall cohesiveness, use a common structural look for the displays; however, let individual vendors decide what will be part of their own display. »» Encourage innovative presentations and poster sessions. »» Capture what happens during the knowledge fair with photos, videos, interviews, etc. Consider Social Media »» Microblogging using tools such as Twitter or Tumblr can be an effective way to engage your audience on the topic of your knowledge fair by sharing photos and stimulating real-time conversations. »» Social networking sites such as Facebook and Google+ can help you market your knowledge fair and generate buzz before the event. Share the schedule and photos to engage your champions and prompt conversations. 129 WHAT IS A PILOT COUNTRIES MEETING? A formal event held every 18 months in which several country representatives and sectoral experts who are implementing similar projects come together to share knowledge and experiences on a specific topic/theme/project/fund. In the Climate Investment Funds (CIF) context, this means bringing together pilot and contributor country governments, multilateral development banks, and other key stakeholders to enable knowledge exchange and share learning based on the implementation of the CIF investment plans. BEST USED FOR »» Fostering peer-to-peer learning among countries on practical issues related to the design and implementation of similar projects »» Gaining new knowledge »» Outreach to a large number of participants, especially from pilot countries, ›› As multiday events ›› With multiple thematic tracks/immersion in select topics ›› With parallel sessions and knowledge fairs dealing with different topics related to the pilot countries projects »» Networking, and building relationships across pilot countries »» In-depth knowledge exchange activities designed to support knowledge exchange »» Communicating program impact or changes in strategy »» Providing feedback to funders and governing bodies »» Building a vibrant community of practice KNOWLEDGE EXCHANGE INSTRUMENTS 130 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 6+ MONTHS before the event: 1 MONTH before the event: »» Prepare a concept note. »» Follow up and confirm all logistics »» Determine budget and source of (hotel, travel, transport, per diems, funding. catering, conference room(s), media, technology). »» Decide on target audience (designated focal points from pilot countries). »» Ensure all participants have proper documentation to travel. »» Identify implementation team. »» Circulate field trip summary note to »» Initiate discussions with interested host participants. countries. »» Finalize session moderation »» Identify possible partners. assignments. Draft moderator »» Visit event location to identify possible instructions and rapporteur note venues or seek help from local sheets for sessions. partners. »» Create project database and pilot country action plan. DELIVERY PHASE 3+ MONTHS before the event: »» Coordinate with local event manager »» Select hotel/conference venue. on all logistics, including hotel, »» Contract all vendors, including hotel/ participants, catering, transportation, venue, local event manager, catering, technical support, etc. transportation, and interpretation (if »» Disburse per diem as needed. needed). »» Monitor participants’ attendance. »» Draft agenda based on discussions »» Debrief daily with implementation with program coordinators, multilateral team and prepare for next day. development banks, and pilot country representatives. »» Use feedback from previous pilot FOLLOW-UP PHASE countries meetings to identify focus themes. »» Gather all invoices and cross-check »» Contact potential facilitators, speakers, with receipts. and resource persons; prepare terms of reference. »» Close out finances and create a statement of expenditures. »» Send out invitations, travel forms, and registration materials. »» Conduct evaluation. »» Draft presentation templates for use by »» Create a final check, including lessons focal points from pilot countries. learned and follow-up actions. »» Make travel arrangements and prepare »» Write pilot countries meeting summary per diem for sponsored participants report, and circulate to all participants and speakers. and key stakeholders. »» Monitor progress on logistics. »» Create conference handbook for participants/speakers, including agenda, resources, bios, hotel information, and travel information. »» Explore field visit ideas. 131 KNOWLEDGE EXCHANGE INSTRUMENTS SEQUENCING ACTIVITIES FOR YOUR PILOT ILLUSTRATIVE EXAMPLE:  COUNTRIES MEETING Brainstorming and action planning meeting to agree on key change objectives e-Discussion to identify participants, key speakers, sites for PLANNING field visits, and partners, and to decide on implementation team Expert panel to discuss trends and challenges, followed by a Q&A session Buzz session on the challenges presented by experts Report on key findings and proposed possible solutions DELIVERY Field visit organized on third day to get firsthand experience Reflection circle to explore individual learnings Surveys to gain feedback from participants Report to share learning from the workshop with participants and a wider stakeholder group Survey distributed to assess impact and usefulness of pilot FOLLOW-UP countries meeting Action planning to prioritize key findings and follow-up actions CASE EXAMPLE: PILOT COUNTRIES MEETINGS ARE A POWERFUL VEHICLE FOR FOSTERING PEER-TO-PEER LEARNING AND COLLABORATION AMONG KEY STAKEHOLDERS This meeting was part of the CIF’s ongoing commitment to fostering peer-to-peer learning among Scaling Up Renewable Energy Program for Low Income Countries (SREP) countries on practical issues related to the design and implementation of SREP investment plans and renewable energy activities as well as to identifying concrete opportunities for collaboration between SREP and other relevant funds and programs. Participants discussed topics including the design and implementation of SREP investment plans; financing renewable energy projects and role of the private sector; scaling up renewable energy to rural and remote areas; monitoring and reporting; gender; and procedures for selection of SREP subcommittee members. A field visit to Villimalé, an island on the northern side of Male Atoll, allowed participants to observe a solar PV installation at the Muhyiddin School and to hear a presentation on the “Six Island Solar PV” project, a joint power-purchasing agreement between the State Electric Company and REM, with funding and technology transfer provided by German solar power firm Wirsol. With knowledge gained from this meeting, participants can accelerate progress in implementing their SREP Investment plans, operationalize specific activities to ensure productive use of energy, and facilitate in- country discussions on how to align renewable energy and initiatives to achieve universal energy access in their countries. The feedback provided on the challenges faced by pilot countries has enabled the CIF Administrative Unit and multilateral development banks to provide the needed support to unclog the blockages. Source: The Fifth Meeting of Pilot Countries Participating in the Scaling-Up Renewable Energy Program in Low Income Countries (SREP), https://bit.ly/2zUCo8a 132 KNOWLEDGE EXCHANGE INSTRUMENTS 133 WHAT IS A STUDY TOUR? A visit or series of visits to one or more countries or sites by an individual or group with a specific learning goal in mind; participants experience firsthand how something was or is being implemented. BEST USED FOR »» Gaining new knowledge »» Raising awareness of what is possible ›› With a designated coordinator for the host and the visitors ›› With no more than 25 participants; ideally less than 20 participants ›› As single or multi-country/area tours ›› Over the span of several days or even weeks »» Seeing and learning different ways of doing things »» Forging networks and partnerships with people working in similar areas »» Developing shared understanding and motivation for collaborative action among different stakeholder groups KNOWLEDGE EXCHANGE INSTRUMENTS 134 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 4+ MONTHS before event: »» Prepare concept note with dedicated budget. »» Confirm participants. »» Get formal agreement with host countries or knowledge providers. »» Identify implementation team. »» Develop tentative agenda to help plan for logistics. »» Prepare terms of reference for facilitator. »» Start coordination of logistics: security clearance, medical requirements (vaccination, etc.) flights, visas, hotel, local transportation; translator if needed. »» Contract vendors. 2+ MONTHS before event: »» Share draft agenda with host country/knowledge provider. »» Ask host to provide background materials. »» Decide how to document study tour and contract resources (photographer, camera operator, journalist). »» Secure per diems. »» Check for dietary restrictions and medical insurance. »» Consult with participants on draft agenda and desired field visits. »» Finalize participants list. 1+ MONTHS before event: »» Create study tour handbook (including agenda, resources, participant and speaker details, surveys, health information, hotel location and country protocol). »» Confirm all logistics are in place (visas, hotels, flights, etc.). »» Share study tour handbook with participants. DELIVERY PHASE »» Coordinate with local event manager on all logistics, including hotel, participants, catering, transportation, technical support, etc. »» Disburse per diem as needed. »» Monitor participants’ attendance. »» Debrief daily with implementation team and prepare for next day. FOLLOW-UP PHASE »» Document process and lessons learned and share with participants. »» Conduct complete assessment of exchange. »» Evaluate each partner (vendor). »» Process participants’ expenses. »» Close out finances. 135 KNOWLEDGE EXCHANGE INSTRUMENTS ILLUSTRATIVE EXAMPLE: SEQUENCING ACTIVITIES FOR YOUR STUDY TOUR Action planning with participants and host(s) to prepare a road map for the study tour PLANNING Discussions, face to face or virtually, with key partners and participants both in provider and recipient countries to discuss agenda and scope of study tour Presentations from both provider and recipient countries to share experiences Field visits to see firsthand what is possible and interact with project implementers and beneficiaries Peer assist sessions to gain input on specific challenges DELIVERY from peers and practitioners from knowledge provider country Interviews with key decision makers, practitioners, and project beneficiaries and to record feedback from participants Poster sessions to share findings and lessons learned with a larger stakeholder group Surveys and interviews to gain feedback from participants FOLLOW-UP Action planning sessions to define how to adapt findings in own context CASE EXAMPLE: DETAILED PLANNING LEADS TO A SUCCESSFUL STUDY TOUR The government of Bhutan’s Pilot Program for Climate Resilience (PPCR) team sought to enhance its knowledge about sustainable land management (SLM) and innovative finance models, and to use evidence to mainstream SLM into policies, plans, and programs that improve community livelihoods. Inspired by an interaction at the Regional PPCR Knowledge Exchange, they decided to learn from their colleagues in Tajikistan. With geographical similarities to Bhutan and successful implementation of SLM projects to increase climate resilience, food security, and land health, Tajikistan was an ideal learning partner. Before the study tour, officials from three Bhutanese institutions identified their learning priorities—objectives, key questions, how to avoid pitfalls, and expected outcomes. A Bhutanese team visited Tajikistan in June 2018, meeting with implementing partners and PPCR project beneficiaries, such as farming communities. Visits to project sites that focused on reducing carbon and gas emissions, and interactions with local water and land use management associations, provided the team the opportunity to hear firsthand about the issues and challenges of project implementation. Using the answers obtained and lessons learned, Bhutanese officials now look forward to harnessing benefits similar to those they saw in Tajikistan when implementing their own Strategic Programme for Climate Resilience. Source: Svetlana Negroustoueva, Evaluation and Learning Specialist, Climate Investment Funds 136 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD Planning »» Involve all participants (hosts and visitors) in the planning, to understand expectations on both sides. »» Plan your study tour in-depth, not only in terms of venue and logistics, but also in terms of overall sequencing of activities and participant engagement before the actual visit. »» Get the right people involved. When selecting participants, consider not only what they can contribute but also what they bring to the group dynamic. »» Identify local partners to help you navigate a country’s cultural, social, and political landscape. »» Decide on how to distribute per diems (up front, daily, in cash, etc). Check with local banks for cash limits. »» For longer study tours, include down time to re-energize participants and keep them motivated. »» Plan to document lessons learned and disseminate them among participants within one month of visit. A follow-up workshop can also be considered to check how participants are taking forward their learning. Delivery »» Know the level of each participant in the delegation. Protocols may differ depending on seniority. »» Allow adequate travel time for field visits and dedicate enough time in the field. »» Have interactive sessions with relevant stakeholders to maximize visit. »» Create a social space for participants to network and explore ways to adapt lessons learned to their own context. »» Be prepared for emergencies. If possible, try to involve colleagues from host country. Consider Social Media »» Social networking tools such as LinkedIn, Facebook, and Google+ can help spread the word and create a buzz in advance of the study tour. Social networking also enables participants and knowledge providers to connect early. »» Microblog tools such as Twitter or Tumblr provide a unique opportunity for participants to report out activities and engage a wider global audience. »» Photo sharing tools such as Flickr and Instagram are a great ways to share photos taken during the study tour. »» Blogs available through Google+, WordPress, and other sites can be used to document progress and gather related materials. 137 WHAT IS A WORKSHOP? A structured event focused on having participants work together to solve a common problem or perform a task. BEST USED FOR »» Enhancing skills or developing a new proficiency »» Addressing specific knowledge and learning needs that require a structured learning environment ›› At a global, regional, country, community, and/or institutional level ›› For a small number of people (maximum 35) ›› In multiple modes (face to face or virtual) »» Writing reports, documenting opinions and suggestions, or creating collaboratively developed plans on a specific issue »» Building networks and skills to help launch new initiatives KNOWLEDGE EXCHANGE INSTRUMENTS 138 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 3+ MONTHS before event: »» Prepare concept note. »» Identify and select location. »» Identify and select facilitator, speakers, and other resource people. 2+ MONTHS before event: »» Create an agenda. »» If possible, visit location in advance to determine if it fits objectives of the workshop: space, technology, catering, etc. »» Select, invite, and register participants. »» Consider travel arrangements for sponsored participants and speakers, including accommodation, travel, per diem, visas, etc. 1 MONTH before event: »» Finalize all content and materials, including facilitation materials (flip charts, note pads, name tags, etc.). »» Arrange and finalize all technology equipment needed (laptops, projectors, microphones, recording instruments, etc.). DELIVERY PHASE »» Prepare all facilitation materials before the start of the workshop (pens, copies, flip charts, etc.). »» Review objectives for the day with participants, including agenda and methodology. »» Summarize results of the day and go over next steps. »» Conduct evaluation. FOLLOW-UP PHASE »» Close out all finances: invoices, travel reimbursements, expenditures. »» Prepare a completion report and report the results of evaluations. »» Document the process and share lessons learned with key stakeholders. 139 KNOWLEDGE EXCHANGE INSTRUMENTS ILLUSTRATIVE EXAMPLE: SEQUENCING ACTIVITIES FOR YOUR WORKSHOP Action planning, face to face and virtual, with key stakeholders to define scope of workshop, agree on PLANNING participants, and select facilitator Buzz session to engage every member of the audience group early in the workshop (can also be used as an effective ice-breaker) Expert panel to get multiple perspectives on a topic of focus Presentation to communicate key concepts DELIVERY Role play to apply newly learned proficiency/skills and practice key concepts Action planning to determine next steps and how to implement them e-Discussions via videoconference to keep up momentum from the workshop Report to share learning from the workshop with a wider stakeholder group FOLLOW-UP Book sprint to further develop and engage the workshop participants as an ongoing community of practice CASE EXAMPLE: WORKSHOPS AS USEFUL INSTRUMENTS FOR SHARING TECHNICAL KNOWLEDGE AND ON-SITE WORK FOR CAPACITY BUILDING In 2016, the government of Tonga hosted a four-day regional workshop on Pilot Program for Climate Resilience (PPCR) Results Monitoring, Reporting and Stakeholder Engagement covering the Pacific region countries. Participants exchanged lessons learned, discussed progress, and examined options for improved monitoring and reporting on the Pacific regional PPCR for the next reporting cycles. This first Climate Investment Funds’ workshop in the Pacific created enthusiasm among the participants and provided an opportunity for representatives of the three PPCR Pacific countries to exchange knowledge, know-how, and lessons learned during the implementation of their respective Strategic Programs for Climate Resilience. The knowledge gained enabled all the participants to be fully prepared for the PPCR reporting cycles. Source: Kouassi Emmanuel Kouadio, Monitoring and Evaluation Specialist, Climate Investment Funds 140 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD Planning »» Have clear and concise objectives so participants are aware of the expected outcomes. »» Determine your team’s existing expertise to plan, conduct, and follow up. Pay particular attention to content and facilitation expertise. »» Make sure you test any audiovisual systems ahead of time. »» Ensure location is large enough for participants to separate into small groups. Delivery »» Create a detailed workshop agenda, taking time to list exactly which activities will occur. »» Include activities that allow participants to apply learning in their own context. »» Reinforce key concepts you want participants to apply. »» Consider whether to implement the workshop synchronously, asynchronously, or both, depending on whether the participants are scattered geographically and on the size of your travel budget. Consider Social Media »» Microblogging using tools such as Twitter or Tumbler provides a unique platform for attendees to report out workshop activities, as well as engaging other attendees using a designated workshop hash tag. »» Social networking sites such as Facebook, Google+, Tumblr, and others allow you to promote the event easily. They can also serve as a repository from which participants can access all materials and sessions/activities during and after the workshop. Many of these sites have tools for conducting online surveys to gather feedback, as well. »» Photo sharing tools such as Flickr and Instagram are a great way to share photos taken during the workshop using a hash tag. Those unable to attend can access workshop content through these tools. THREE COMMON TYPES OF WORKSHOPS Boot camp. A multiple-day workshop that offers an intensive technical training program designed to engage participants in learning by undertaking projects directly related to their actual work. Participants carry out hands- on exercises and work with peers in a highly interactive but structured environment so they can implement the lessons from the program in their own settings. Design studio. A workshop ranging from a few hours to one or multiple days. It starts with ideation activities combined with iterative feedback, which then lead to prioritization of ideas and actions. Participants work in groups to explore both divergent and convergent thinking in facilitated activities to prepare them for committing to a shared vision for moving forward. Master class. A highly interactive workshop that ranges from a few hours to one or multiple days. The interactive format allows the subject-matter expert or “master” to communicate experiential know-how that exists almost exclusively in tacit knowledge and reflects past experiences, while also placing participants in the driver’s seat. Participants should be well versed in the topic and contribute toward gaining from each other’s diverse perspectives and experiences. 141 One instrument can help achieve multiple intermediate outcomes. For example, study tours expose participants to new ways of doing things and offer opportunities to share tacit knowledge, which may help clients recognize new opportunities, build networks, and build consensus—three distinct potential intermediate outcomes. You may design with this in mind, and remember that you may discover some unexpected outcomes as well. KNOWLEDGE EXCHANGE INSTRUMENTS 142 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX INSTRUMENTS MEDIUM-TERM ENGAGEMENT 143 WHAT IS A COMPETITION/CHALLENGE? A contest aimed at finding and supporting new ideas and accelerating innovations, usually culminating in a showcase event to recognize the competitors and winner(s). BEST USED FOR »» Gaining new knowledge »» Providing recognition and rewards for innovative ideas ›› At a global, regional, country, local, or institutional level ›› In multiple modes (face to face or virtual) ›› With jury of experts ›› According to a set of guidelines »» Helping launch new initiatives »» Showcasing quality work »» Generating new ideas KNOWLEDGE EXCHANGE INSTRUMENTS 144 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 6+ MONTHS before event: » Prepare concept note. » Identify organizing committee. » Identify facilitator. » Set meeting with organizing committee, facilitator, and key players to define scope of competition, nature of awards, and juror profile, and assign roles and responsibilities. 2+ MONTHS before event: » Identify and set a date for competition or deadline for receiving proposals. » Identify and select the tools for launching the competition and define the process for the competition. » Solicit proposals or market and promote competition. » Set meeting with organizing committee, facilitator, and key players to go over the selection and award process. 1+ MONTH before event: » Appoint award committee. » Depending upon how you plan to announce the awards, arrange for logistics of the award ceremony. » You may also decide to announce the winners online and then later honor the awardees in a knowledge fair. 1 WEEK before event: » Review and finalize all logistical aspects. DELIVERY PHASE » Register participants/competition winner(s). » Document award ceremony with video, photographs. » Conduct interviews with competition winner(s). » Hold networking and knowledge-sharing activities. FOLLOW-UP PHASE » Conduct evaluation. » Disseminate the results of the competition. » Close out finances. 145 KNOWLEDGE EXCHANGE INSTRUMENTS ILLUSTRATIVE EXAMPLE: SEQUENCING ACTIVITIES FOR THE COMPETITION/CHALLENGE e-Discussion with staff and consultants to create a set of criteria for judging submissions PLANNING Survey used by a team of judges to determine winner(s) and runners-up Poster session where each contestant presents his or her idea visually Lightning talks for contestants to very briefly and DELIVERY convincingly market their idea Interview of winner(s) Survey to document lessons learned After-action review to determine what needs to be FOLLOW-UP adjusted for future competitions CASE EXAMPLE: A CALL FOR PROPOSALS GENERATES NEW IDEAS Under the Climate Investment Funds (CIF) Evaluation and Learning Initiative, the Call for Proposals (CfP) is one way to contribute to building evidence on the priority learning topic of transformational change. The purpose of the CfP is to solicit ideas from the broad CIF stakeholder community for strategic, demand-driven evaluation and learning (E&L) activities, with a focus on further understanding and assessing transformational change in the CIF context. Two rounds of CfPs in 2016 and 2017 attracted 25 proposals from the CIF implementing institutions and stakeholder community. All proposals were reviewed for compliance with the criteria outlined in the guidance document by the senior E&L specialist and the E&L consultant and thematic experts in the CIF Administrative Unit, and the E&L Advisory group. Twenty-one collaborative and user-centric proposals were selected for funding, and since then have produced learning that is practical, relevant, grounded in evidence, and facilitates decision making and strategy development. The proposals leveraged the extensive expertise and insights of CIF implementing institutions and stakeholders to implement E&L activities that can contribute important learning to the wider CIF community and climate finance sector. Teams leading the selected proposals were invited to present their studies and findings at various platforms, including the Trust Fund Committee Meetings, Pilot Countries Meetings, Transformational Change Learning Partnership workshops, evaluation conferences, and knowledge fairs. Source: Evaluation and Learning Special Initiative FY18 Annual Report and FY19 Work Plan https://bit.ly/2DDmFOT 146 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD Planning »» Identify a set of criteria for jurors. »» Make sure you select experienced professionals as jurors. »» Identify and roll out a marketing plan for the competition. »» Consider pairing a competition with a knowledge fair. Delivery »» Maintain a transparent and fair process for selecting the finalists and winners of the competition. »» Determine what type and level of incentives you need to interest people in the competition. Consider Social Media »» Microblogging using tools such as Twitter or Tumbler generates buzz and builds awareness of the competition. Use them for open dialogue on the benefit of the competition and its rules and solicit feedback to help improve the competition’s overall implementation. »» Photo sharing tools such as Flickr and Instagram visually document your event and invite audience members to submit photos using a designated hash tag. This will drive traffic back to your site. »» Social networking sites such as LinkedIn, Google+, and Facebook can facilitate conference registration and engagement with the participants. These sites have tools to promote the event and manage event entry on-site, as well as extend networking opportunities beyond the conference. 147 WHAT IS A KNOWLEDGE JAM? A facilitated conversation between knowers and doers (change agents) to surface hidden know-how around targeted topics and to translate knowledge into action. It is a five-step process and the primary elicitation process takes approximately 90 minutes. BEST USED FOR »» Initiating new and improved actions »» Eliciting hidden know-how around targeted topics ›› With brokers (doers or change agents) who are driven to make sense of the ideas, as they are charged with the responsibility to act ›› In a systematic and efficient way »» Channeling knowledge into action by explicitly propelling the group toward a deliverable from the knowledge exchange »» Solving problems using a task force model: the brokers’ deliverables drive the agenda »» Surfacing facts, ideas, and insights that no one person could have on their own »» Inquiring safely into what did or could happen, capturing participants’ words, protecting anonymity KNOWLEDGE EXCHANGE INSTRUMENTS 148 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 3+ MONTHS before event: »» Prepare concept note stating where tacit knowledge of experts and teams could improve processes, accelerate innovation, or expand margins. »» Identify originators (knowers) and brokers. »» Set topic and scope of project. »» Identify facilitator. 2+ MONTHS before event: »» Conduct planning meeting with facilitator and representatives from originator and broker groups. »» Draft the agenda for the “discover-capture” step. The discover-capture step is the central piece of the five-step knowledge jam process and is where the tacit knowledge is elicited and captured. »» Choose virtual or in-person forum. »» Plan social media role. »» Identify champions in originators’ and brokers’ organizations. »» Have facilitator interview several participants. 1 MONTH before event: »» Prepare logistics for the discover-capture step, including templates and Web conference technology. »» Set up collaboration or social media tools. DELIVERY PHASE »» Set up space—physical or virtual (if physical, originators face brokers). »» Open discover-capture event by describing why it’s needed. »» Set ground rules: for example, use shared data, drive for clarity, offer anonymity, use a parking lot, demonstrate “common curiosity” (everyone must participate and help grow the shared insights). »» Use scaffolding to capture participants’ words. »» Capture all comments for everyone to see using an overhead projector or a shared desktop tool, using the discover-capture template. FOLLOW-UP PHASE »» Finalize all notes from discover-capture event with the help of participants, who validate quotes, and guard appropriate anonymity. »» Draft executive summary and send to all participants. »» Facilitator assists brokers to extend insights to fit their organization’s issues. »» Brokers follow up with originators on open issues. »» Brokers translate discovery into action. »» Facilitator works with the brokers and originators to ensure action is taken, measured, and reported back to the sponsor. 149 KNOWLEDGE EXCHANGE INSTRUMENTS SEQUENCING ACTIVITIES FOR YOUR ILLUSTRATIVE EXAMPLE:  KNOWLEDGE JAM A knowledge jam involves a five-step process: 1. Select »» Brainstorm with sponsor, face to face or virtually, to select the topic. 2. Plan »» Interview participants to foster curiosity. »» Organize the knowledge jam, agree on role of each player, and prepare scaffolding (for example, an agenda). »» Conduct focus group with knowledge originator and broker to draw up a list of topics for discover-capture step. 3. Discover-capture »» Use scaffolding and good facilitation to engage the group in sharing experiences. »» Use conversation disciplines: poster of openness, pursuit of diversity, and practices of dialogue. 4. Broker »» Share collective knowledge draft with brokers and originators and refine with their input. Brokers can meld learning into methods, products, and solutions for their home organizations. »» Use e-discussions to follow up with brokers and originators regarding implementation. 5. Reuse »» Measure the use of the knowledge in practice and the return on investment. CASE EXAMPLE: KNOWLEDGE JAM CAN MAKE AN “IMPROVISED” SUCCESS REPEATABLE A team of engineers with Intel Solution Services did a proof of concept for the first Wifi installation on commuter trains in August 2006. Heralded in the local press, the team had overcome considerable obstacles within a tight time frame, and Intel wanted to streamline, codify, and potentially offer the process to other clients. The knowledge jam helped Intel designers (brokers) understand how the team of engineers (originators) met their design objectives, despite antennae deterioration issues, vibration issues, challenges of negotiating track time with rail operators, and insufficient poles to back haul the signal to a network operating center. During the knowledge jam the brokers were able to get a clear picture of the hidden costs and time requirements in such an effort and to begin to define the full construction strategy beyond this proof of concept. Source: Sharing Hidden Know-How. 2011, Jossey Bass/Wiley 150 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD »» Make sure that the brokers have the authority to act. Hold a planning meeting with representatives of the originator and broker groups to outline the agenda and determine what the participants will capture during the knowledge jam. »» The process can be accelerated to capture knowledge before it “walks out the door.” As knowledge jams are usually done virtually, do pre-interviews and get participants’ photos to improve trust. »» Edit the knowledge jam notes and send them to participants within 24 hours. Have them make corrections or share additional thoughts. »» Don’t let up—work with brokers to help them translate the knowledge into action. »» Sometimes you need multiple knowledge jams as topics need more attention, or you need to include another originator or broker. »» Use a template for capturing notes in real time with three columns: Topics (prepared ahead, with one row each), Discussion (to capture words of the speakers), and Summary (often filled in after the event). Consider Social Media »» Collaborative tools are great for knowledge jams: Google Apps allow participants to share and edit documents with Google docs. For more collaboration a knowledge jam can use online conferencing with Google+ Hangout. IDEA JAMS VS. KNOWLEDGE JAMS Idea jams (face to face or virtual) involve the "wisdom of the crowds" principle; in contrast, knowledge jams focus on a generative conversation among a smaller group of people. If virtual, an idea jam involves many people interacting in an online space during an allotted time frame. Online jams maintain the same principle of any online forum. Registered users add comments, respond to other users, and generate dialogue by interacting with other users from around the world in real time. The Jam methodology was designed by IBM and has been used since 2003 to promote virtual debate that is focused, involves asynchronous participation, and is held for a limited time. It is concerned with the exchange of ideas based on experience, knowledge, and lessons learned. 151 WHAT IS A MULTI-STAKEHOLDER DIALOGUE AND CONSULTATION? A facilitated series of conversations among stakeholders/peers to gain multiple perspectives and deeper understanding, reach consensus, or encourage action. BEST USED FOR »» Facilitating trust and communication among key stakeholders »» Enhancing commitment to agenda/group »» Sharing practical experience and diverse perspectives »» Strengthening multi-stakeholder coalitions »» Increasing access to resources and practitioners KNOWLEDGE EXCHANGE INSTRUMENTS 152 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 4+ MONTHS before event: »» Prepare concept note. »» Identify delivery/ implementation team. »» Determine budget and funding. »» Select dialogue/consultation format (face to face, virtual, or both). »» Identify possible venues. »» Develop an action plan. 2+ MONTHS before event: »» Select and confirm venues. »» Contract all vendors, including hotel/venue, event manager, catering, and interpretation. »» Draft terms of reference for moderator/facilitator. »» Prepare all materials. »» Organize consultation meetings. »» Send out invitations. »» Plan for monitoring and evaluation. 1+ MONTH before event: »» Prepare agenda. »» Send resource materials to participants. »» Contract moderator/facilitator. »» Confirm agenda with participants and resource people. »» Prepare survey. »» Plan for documenting implementation. DELIVERY PHASE »» Register participants. »» Review housekeeping information. »» Motivate and empower participants. »» Document exchange. »» If delivered virtually, ensure all sites participate equally, coordinate session management by checking on connections, Web streaming (if any), and interpretation (if any). FOLLOW-UP PHASE »» Conduct survey. »» Document process, lessons learned, and follow-up actions. »» Edit videotapes (if available) based on objectives and follow-up actions. »» Implement next steps. »» Report on results. 153 KNOWLEDGE EXCHANGE INSTRUMENTS ILLUSTRATIVE EXAMPLE: SEQUENCING ACTIVITIES FOR YOUR MULTI- STAKEHOLDER DIALOGUE/CONSULTATION Brainstorming meeting, face to face or through videoconference, with organizing team to agree on modality Focus groups with key stakeholders to agree on scope, PLANNING speakers, and participants Interview of some participants to gauge interest Expert panel to open session and report out Peer assists to transfer tacit knowledge from one group of peers to another DELIVERY Knowledge café to surface collective knowledge Anecdote circle to engage the group in sharing their experiences Survey to gather feedback and assess lessons learned Action planning describing how participant(s) will apply the FOLLOW-UP learning gained e-Discussions between practitioners to continue conversation CASE EXAMPLE: DIALOGUE IS A KEY MECHANISM FOR KNOWLEDGE EXCHANGE AND CO-CREATION OF KNOWLEDGE PRODUCTS Climate Investment Funds (CIF) commissioned Carbon Trust to undertake an analysis of the Clean Technology Fund (CTF) Energy Efficiency project portfolio and to organize two dialogues to promote an open exchange of information and lessons learned for participants from the CTF countries and multilateral development banks (MDBs) involved in implementing these projects, as well as other experts and stakeholders. The 2nd CTF Energy Efficiency Dialogue took place in 2017 in Mexico City, with more than 30 participants including country representatives from Brazil, Chile, Colombia, Mexico, and the Philippines, as well as officials and experts from the Inter-American Development Bank, KfW Bank, United Nations Industrial Development Organization, International Energy Association, and International Partnership for Energy Efficiency Cooperation. The aim of this dialogue was for experts to freely voice their opinions on lessons learned from financing energy efficiency projects and how to improve these programs in the future. This second dialogue focused on a range of financial mechanisms used to catalyze energy efficiency markets, with the goal of reaching a shared understanding on best practice recommendations to inform a CIF “check list” for appraising future programs. Carbon Trust published a final report in autumn 2017 that included this check list as well as inputs from participants and MDBs. Source: Zhihong Zhang, Senior Program Coordinator, Climate Investment Funds 154 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD Planning »» Consider using dialogues or consultations when the challenge is weak stake-holder ownership and the participants need to reach agreement on local, regional, or global issues. »» Include a strong planning component, including assessing support for the dialogues among key players. »» Determine what would be necessary to move toward this collaborative process. »» Make detailed background information available that can move stakeholders toward informed decisions. »» Invite people who will contribute to the dialogue or consultation and who will be affected by the outcome. Delivery »» Have a facilitator skilled in collaborative processes. »» Closely track and document any recommendations or agreements coming out of the process. Consider Social Media »» Social networking sites such as LinkedIn, Google+, and Facebook can be used to identify experts and engage with them. »» Online conferencing tools such as Google+ Hangouts are useful for one-to-many exchanges. »» Twitter chats with a designated hash tag are good for curating content and topics. CASE EXAMPLE: BUILDING TRUST CAN BE ACHIEVED THROUGH TRANSPARENT, ACCOUNTABLE, AND INCLUSIVE ENGAGEMENT When Indonesian civil society and indigenous peoples demanded more transparent, accountable, and inclusive stakeholder engagement from the Forest Investment Program (FIP) of Indonesia in September of 2013, Dr. Archana Godbole, the India-based regional FIP observer for Asia Pacific, quelled the discontent by expanding and deepening the level of multi-stakeholder engagement in the country. Civil society organizations and indigenous peoples staged protests against the FIP, wrote letters communicating their discontent to the World Bank and the Asian Development Bank (ADB), and had their displeasure featured in the Jakarta Post, the local newspaper. Through a series of consultations and dialogues to address concerns surrounding accountability, monitoring of climate financing, and the type of ecosystems being built in-country, as well as mediating with the government, Dr. Godbole facilitated a satisfactory resolution. By enhancing transparency, accountability, and inclusiveness in FIP practices, the process created an atmosphere of trust. Today, recommendations that come out of the consultation process have been implemented by the government and ADB and have helped to create cooperation among diverse stakeholders and attain the FIP’s project goals. Source: Fisseha Tessema Abissa, Senior Operations Officer, Climate Investment Funds 155 The same instrument used in a different project or program phase can yield different outcomes. For example, an expert visit can help raise awareness and build consensus at the project identification stage; in the project implementation phase, it can help overcome bottlenecks and build skills through coaching and hands-on support. KNOWLEDGE EXCHANGE INSTRUMENTS 156 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX INSTRUMENTS LONG-TERM ENGAGEMENT 157 WHAT IS A COMMUNITY OF PRACTICE? A group that interacts regularly on a common topic to learn from one another. BEST USED FOR »» Enhancing connectivity and strengthening relationships among peers »» Energizing professional networks ›› At global, regional, country, community, and institutional levels ›› In multiple modes (face-to-face and virtual activities) ›› As formal or informal arrangements ›› With a lead coordinator for management purposes »» Sharing experiences, lessons learned, and best practices »» Generating new ideas »» Capturing and sharing tacit knowledge KNOWLEDGE EXCHANGE INSTRUMENTS 158 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 4+ MONTHS before event: »» Prepare concept note, identify target members, and establish community value proposition. »» Determine human resource needs both within and outside your team. »» Hire community manager. 2+ MONTHS before event: »» Choose collaboration platform, confirm payment issues, and clear any security concerns. »» Prepare community launch plan/engagement plan: key activities and tasks to be performed and by whom, including a social media outreach strategy for recruiting members. 1+ MONTH before event: »» Arrange an online or offline event (soft launch) to begin engaging champion members »» Set up site analytics. »» Test and troubleshoot platform with initial members. 2+ WEEKS before event: »» Create content for the community: blogs, photos, videos, etc. »» Ask identified community champions to invite new members. »» Officially launch community. DELIVERY PHASE »» Execute community engagement plan: welcome new members, send newsletter updates, survey members, organize and advertise meetings, Webinars, conferences. »» Grow community: set membership growth and engagement targets. »» Measure community: use website analytics, track community membership and participation, create a list of benchmarks and indicators to track over time. »» Report progress monthly and annually. »» Check in with membership and partners regularly; make adjustments as needed. FOLLOW-UP PHASE »» If decision is made to terminate or transition community, prepare a transition or termination plan. »» Communicate the plan to community members regularly, and openly seek their input well in advance. »» Document the process and lessons learned. 159 KNOWLEDGE EXCHANGE INSTRUMENTS ILLUSTRATIVE EXAMPLE: SEQUENCING ACTIVITIES FOR YOUR COMMUNITY OF PRACTICE Action planning meeting to clarify target audience, value proposition, engagement plan, benchmarking, and implementation goals of the community PLANNING Focus groups of community members for feedback on platform features, content, design, and ease of use A series of peer assists with experts from the field to create regular content and activity for the community Interviews, surveys, e-discussions, anecdote circle, and DELIVERY various storytelling activities help develop and grow the community Poster session as part of a conference to increase awareness of the community FOLLOW-UP Survey to assess what worked and what didn’t CASE EXAMPLE: A COMMUNITY OF PRACTICE FACILITATES LONG-TERM KNOWLEDGE EXCHANGE AND COLLABORATION In 2018, the Pilot Program for Climate Resilience Community of Practice (PPCR CoP) working with the PPCR Learning Partner co-created several knowledge products under the Knowledge for Resilience series—country case studies, infographics, policy briefs, and key learnings on decentralized water resources management and on microfinance for climate adaptation. The series aims to share the observations of and lessons learned by countries implementing PPCR projects. Such lessons facilitate evidence-based learning to advance climate resilience goals, both in the PPCR and globally. The origin of the PPCR CoP can be traced back to the first meeting of the PPCR pilot countries at the end of October 2009 when the practitioners working with the Climate Investment Funds Administrative Unit (CIF AU) began to exchange experiences and to document good practices and early lessons. From its beginning, this CoP has focused on evolving with the changing needs of its members, and those members have been meeting regularly, in person and online, to share knowledge and learn from each other. A formal workshop CoP was initiated by the CIF AU in April 2014 to respond to pilot country requests for guidance on monitoring and reporting in the relatively new field of climate resilience, and to promote continued South–South learning through the sharing of country challenges, concerns, and successes while implementing the PPCR results framework. Comprising practitioners such as country focal points, monitoring and evaluation specialists, multilateral development bank focal points, consultants, and task team leaders, the CoP provides weekly guidance and tools that facilitate countries’ progress toward annual reporting rounds, as well as collected and shared questions, insights, and on-the-ground stories. The group now uses Facebook Groups as its online knowledge-sharing and exchange platform. Source: Sailas Nyareza, Senior Knowledge Management Officer, Climate Investment Funds; Loreta Rufo, Climate Change Specialist, Climate Investment Funds 160 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD Planning »» Consider recruiting topic experts who can provide cutting-edge knowledge and experience to community members as volunteers or additional staff for the community. »» Learn the unwritten rules of your target audience: how they behave both on- and offline, where they go to get information, what times of day they are more likely to be online, and what their interests are. »» Consider the value proposition when developing your community engagement plan: what will participants get from this community they cannot get elsewhere? »» Clarify expectations and include a detailed list of planned activities or events. Delivery »» Identify and encourage champion members (that is, those who contribute actively to the community). Consider Social Media »» Social networking sites such as LinkedIn, Google+, and Facebook increase awareness and generate buzz about the community. »» Google Apps allows seamless collaboration among community members through access to YouTube, Google maps, and online conferencing with Google+ Hangout. Participants can also share and edit documents with Google docs. »» Microblog using tools such as Twitter or Tumblr. Use them to broadcast events, report out recent activities, share photos, and host online events such as Twitter chats. A BOOK SPRINT CAN BRING OUT TACIT KNOWLEDGE IN A COMMUNITY OF PRACTICE Governments around the world spend an estimated US$9.5 trillion every year through contracts. Yet contracting information is often unavailable for public scrutiny. Adding to the problems stemming from lack of transparency, money spent through these contracts is often poorly managed or misappropriated. Open contracting, norms and practices for increased disclosure and participation in public contracting, can address these challenges. The World Bank Group Institute brought together 17 practitioners from the open contracting CoP, representing countries ranging from Brazil to Afghanistan, in a unique facilitated process called a book sprint—a race to collaboratively write and publish a ”how-to” guide to open contracting in five days. The richness of this process goes beyond the product itself to include the conversations that took place while producing the book. The book sprint allowed for the sharing and capturing of knowledge that often remains tacit and rarely gets codified. It helped establish a common language and understanding of open contracting. Most important, the community-building component created a sense of trust, ownership, and belonging. “It’s not really the book that truly matters, but the spirit of the collaboration to produce it.” ~ Open Contracting book sprint participant Source: Norma Garza, Knowledge Management, WBIOG Open Contracting Team 161 WHAT IS TWINNING? The pairing of one institution with a similar but usually more mature institution for a mutually beneficial partnership. BEST USED FOR »» Initiating new and/or improved actions »» Enabling long-term cooperation ›› At the institutional level as one-way or two-way twinning ›› To meet the needs of both institutions involved ›› As a formal or informal arrangement »» Sustainable cooperation that continues after project completion »» Enhancing organizational capacity »» Integrating training and technical assistance KNOWLEDGE EXCHANGE INSTRUMENTS 162 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 7+ MONTHS before event: »» Option 1: You are approached by an organization for a twinning arrangement. »» Option 2: You identify the need for a twinning arrangement; that is, you have identified your learning or skills gap. Prepare a project plan (based on option picked). »» Option 1: Clarify expectations and agree on objectives. »» Option 2: ›› Prepare request for proposals for twinning arrangement. ›› Collect proposals from knowledge providers. ›› Select twinning partner. 5+ MONTHS before event: »» Knowledge provider and recipient organization jointly ›› Prepare work plan. ›› Draw up twinning agreement/contract with detailed budget, project team, time frame, and key milestones. »» Develop a monitoring plan. »» Hire an auditor to review contract. 1 MONTH before event: »» Organize a meeting to agree on launch. DELIVERY PHASE 12+ MONTHS »» Have experts from recipient institution implement the activities as agreed in contract. »» Organize (virtual or face-to-face) monthly meetings to touch base, assess progress, and brief on new developments. »» Monitor progress of twinning arrangement through quarterly reports. FOLLOW-UP PHASE »» Conduct project review mission. »» Conduct evaluation of twinning arrangement. »» Prepare final report. »» Consider creating a community of practice to continue partnership and skill sharing to maintain momentum. »» Close out finances. 163 KNOWLEDGE EXCHANGE INSTRUMENTS ILLUSTRATIVE EXAMPLE: SEQUENCING ACTIVITIES FOR YOUR WINNING ARRANGEMENT Series of e-discussions between two institutions PLANNING Action planning to lay out objectives and key capacity outcomes and settle on a project team Focus groups to monitor project implementation and brainstorm on possible solutions to challenges Secondment arrangements to effectively share knowledge and build capacity DELIVERY A series of peer assists, organized by each of the secondees from the partnership, allowing staff to share experience, exchange best practices, and strengthen the coalition Exit interviews of secondees Survey to determine and evaluate the final results FOLLOW-UP Action planning session to implement lessons learned CASE EXAMPLE: TWINNING ARRANGEMENTS FOSTER PARTNERSHIP AND SHARING OF KNOWLEDGE With years of experience in addressing challenges similar to those currently facing southern African countries, Brazil is well suited to share its knowledge and lessons learned. To that effect, Brazil and Mozambique signed a memorandum of understanding (MoU) in 2017, which spans issues ranging from land management and biodiversity to climate change mitigation and adaptation. This MoU is intended to strengthen the relationship and twinning arrangement of the two countries, which share many similar challenges and opportunities: they are both internationally recognized for their natural resources, ecological richness, and biodiversity hotspots; and both grapple with resource exploitation challenges. With experience in supporting natural resource– dependent communities and managing large forest ecosystems, Brazil offers capacity in areas relevant to Mozambique’s efforts to enhance the living conditions of its rural population and promote sustainable natural resource management. Source: Collaborating Across Continents: Mozambique, Brazil and the World Bank Deepen South-South Cooperation on Sustainable Rural Development, https://bit.ly/2zQ2gSp 164 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD Planning »» Allocate enough time to develop the twinning project; make sure you identify the appropriate partner. »» Plan, plan, plan, and then plan some more, especially for formal twinning arrangements. »» Attain commitment and understanding at all levels of both organizations. »» Ensure financial and operational impacts are clear and accepted by all parties. Delivery »» For long-term sustainability, make sure that both your organization and your selected partners have the organizational maturity to handle the in-depth commitment that twinning entails. Consider Social Media »» Social networking sites such as LinkedIn, Google+, and Facebook can be used to create blogs for documenting progress and lessons learned from the twinning. »» Blogs available through Google+, WordPress, and other sites can be used to document experiences during the twinning. 165 A combination (blend) of instruments is very effective, especially when there are entrenched development issues or complex challenges, such as those requiring political buy-in or the transfer of substantial technical know-how. You might start a knowledge exchange initiative, for example, with a conference to raise awareness of new development options, then form a community of practice to enhance networking and sustain learning, and follow up with study tours to build trust and client ownership of new reforms. KNOWLEDGE EXCHANGE INSTRUMENTS 166 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX ACTIVITIES The activities are organized under four categories: presentation, discussion, experiential and analytical. Each category emphasizes different types of communication and interaction among participants. PRESENTATION ACTIVITIES DISCUSSION ACTIVITIES DEMONSTRATION EXPERT ANECDOTE BRAINSTORMING PANEL CIRCLE INTERACTIVE LIGHTNING BUZZ E-DISCUSSION PRESENTATION TALKS SESSION POSTER REPORT KNOWLEDGE PEER SESSION CAFÉ ASSIST STORYTELLING ROUND-TABLE DISCUSSION 167 KNOWLEDGE EXCHANGE ACTIVITIES ACTIVITIES EXPERIENTIAL ACTIVITIES ANALYTICAL ACTIVITIES ACTION BOOK AFTER-ACTION FOCUS PLANNING SPRINT REVIEW GROUP CLINIC FIELD GAP INTERVIEW VISIT ANALYSIS FISHBOWL ROLE REFLECTION SELF- PLAY CIRCLE ASSESSMENT SECONDMENT SIMULATION STOCKTAKING SURVEY SWOT ANALYSIS 168 KNOWLEDGE EXCHANGE ACTIVITIES ACTIVITIES PRESENTATION ACTIVITIES DEMONSTRATION EXPERT PANEL INTERACTIVE LIGHTNING PRESENTATION TALKS POSTER REPORT SESSION STORYTELLING 169 DEMONSTRATION WHAT IS A DEMONSTRATION? An expert showing how to use a product or perform a procedure; also used to showcase a new product or process in order to market and spread innovations. A DEMONSTRATION ACTIVITY MAY HOW TO USE IT BE ORGANIZED »» Ensure that the expert has good »» At the implementation stages of a pedagogical skills and adapts the project demonstration for the needs of the »» For smaller groups (5 to 20 people) audience. »» Make follow-up discussion, practice, USE IT TO and/or performance support available »» Apply knowledge or master a process. to help with practical application in the »» Have a high level of participant participant context. involvement. »» It helps to have two people running a »» Share practical experience or process demonstration activity—one to run the steps. demonstration and the other to speak »» Share innovations and good practice. about what is being demonstrated. »» Enable knowledge transfer within one’s »» Encourage the expert(s)/presenter(s) own context. to embrace questions and concerns, delve deeper to clarify, and involve the rest of the participants in answering questions. »» Make sure that each participant has an opportunity to practice what was demonstrated. 170 EXPERT PANEL* WHAT IS AN EXPERT PANEL? A moderated set of presentations on the same topic addressed from various angles by a group of people with specialized knowledge. AN EXPERT PANEL MAY BE ORGANIZED HOW TO USE IT »» Virtually or face to face »» Choose panelists for their knowledge, »» As a moderated activity communication skills, and effectiveness as speakers. »» At the delivery stage of a project »» Provide panelists with background USE IT TO information about participants and the »» Provide multiple perspectives on relevance of the topic area for them. a topic. »» Hold a briefing (virtual or face to face) »» Raise awareness about a topic or an with panelists a t least two weeks issue. before the event to familiarize the »» Lend credibility to a topic by providing moderator and all the panelists with an expert perspective. the content of the presentations. »» Enable knowledge-sharing. »» Encourage participants to learn about the topic before the event; provide or suggest appropriate background documents. This communication can be done virtually. »» Good moderation is critical to the success of an expert panel. »» When planning the activity, consider what you will do if ›› You are running out of time. ›› There are too many participants, or not enough. ›› Your desired panelists require compensation—do you have an adequate budget? ›› You can’t get enough panelists to participate. ›› One or more panelists can’t participate at the last minute. ›› The equipment malfunctions. Keep in mind that an expert panel is not useful by itself when the learning * objective is to apply, analyze, or integrate knowledge, or to create information. 171 INTERACTIVE PRESENTATION WHAT IS AN INTERACTIVE PRESENTATION? An individual, usually a keynote or expert, sharing information by involving/engaging the audience through audiovisual means with clearly allocated time for participant reflections, micro-activities, and questions and answers, either interspersed throughout or immediately following the presentation. AN INTERACTIVE PRESENTATION MAY HOW TO USE IT BE ORGANIZED The design and delivery team members »» At planning, delivery, or follow-up ensure that: stages of a knowledge exchange »» The appropriate moderator is selected initiative to moderate the activity »» As a moderated activity to reach large »» The keynote/expert is in groups communication with the moderator »» Either virtually of face to face »» The design, especially the audiovisual »» With audiovisual and other technology needs and other technologies, is support pilot tested »» As a part of action learning events, »» Participants are engaged in micro- conferences, pilot countries meetings, activities that encourage reflection and and workshops deepen understanding »» Micro-activities are interspersed USE IT TO throughout the activity, especially »» Share pertinent knowledge and know- when the duration of the interactive how with large groups of people. presentation is over 30 minutes »» Introduce topics, and highlight issues The keynote/expert is responsible for: and priorities. »» Sharing his/her presentation with »» Detail real-world cases. the moderator ahead of time and »» Share, engage, and interact with expert discussing the format of the activity knowledge. »» Preparing the final presentation slides »» Trigger individual and group reflection. and sharing with the moderator and »» Generate focused discourse. other support team members The moderator is responsible for: »» Being in communication with the keynote and other team members to ensure that all are on the same page »» Doing a practice run »» During delivery, taking the lead in ›› Explaining the format of the activity ›› Introducing the speaker ›› Facilitating the developing discourse by paraphrasing, summarizing, and/ or asking questions ›› Describing any follow-up 172 LIGHTNING TALKS WHAT ARE LIGHTNING TALKS? A series of short presentations on the same or diverse topics by different speakers lasting a few minutes each as part of a single session. LIGHTNING TALKS MAY OCCUR HOW TO USE THEM »» Virtually or face to face »» Organize lightning talks like “speed »» As a moderated activity with each talk dates.” The idea is that participants lasting five minutes can experience many different ideas in a short amount of time. »» With experienced practitioners »» Advance preparation is key to a USE THEM TO successful outcome. Have presenters »» Raise awareness about one or more work with a coach or facilitator to topics in a short amount of time. prepare for the talk. »» Report on project or group results and »» Ask each presenter to do a dry run of good practices. their presentation to ensure that all »» Enhance individual or group capacity goes as expected. to prepare succinct reports or »» Give presenters a checklist that presentations. addresses what they are expected to »» Offer new perspectives. do during the session to stay on track, and what to expect after they are done. »» Sequence the lightning talks so the audience can make sense of the issues being presented. Consider the overall message of the talks. 173 POSTER SESSION WHAT IS A POSTER SESSION? A presentation in a poster format, usually combining text and graphics, that engages presenters and participants in a conversation around the content of the poster. A POSTER SESSION MAY BE HOW TO USE IT ORGANIZED FOR »» Provide clear guidelines for poster »» A specific time frame—posters are creation, display, and engagement, available only during certain times such as »» An open time frame—posters remain ›› The dimension of the poster, available for perusal at any time during ›› The type of poster (print, virtual), and an event ›› When and how posters are »» Face-to-face delivery showcased. ›› Tend to be displayed in one »» Include opportunities for presenter- location, usually in a large room or participant interaction and provide designated space that may be part clear instructions as to how such of an exhibit hall interactions take place. ›› May include a reception to emphasize »» Organize a Best Poster award, if the informal tone of the poster session appropriate. »» Virtual delivery »» Include the e-version of the posters on ›› Synchronous your website as follow-up. ›› Asynchronous »» Increase visibility and follow-up by ›› Both synchronous and asynchronous interviewing poster presenters. »» Include the presenter contact USE IT TO information on the poster itself for »» Encourage continued reflection/ those who want to have a follow-up interaction on a topic. conversation. »» Showcase results/innovations or »» Create an informal and relaxed increase visibility of a topic or theme. atmosphere during the poster session. »» Accommodate a large number of The whole idea is to get presenters and participants. participants talking about their projects »» Support network building and informal at their leisure. knowledge-sharing. »» Consider it as an alternative to a presentation or sequencing it with a presentation, especially if you are trying to get participants to become aware of and increase the visibility of the overall results. 174 REPORT WHAT IS A REPORT? An oral or written presentation that summarizes and highlights topic- or theme-based key points (concepts, data, processes, lessons learned, etc.). A REPORT MAY BE ORGANIZED HOW TO USE IT »» Virtually or face to face (oral) »» Prepare a reporting tip sheet for the »» As a moderated activity (oral) presenters. Consider sharing the following tips: »» For large audiences (either oral or written) ›› Develop one overarching theme or key message and support that with »» To structure/standardize the core no more than two or three secondary message (either oral or written) points. »» At any stage of a project ›› If you are doing an oral presentation, USE IT TO keep it to 20 minutes; shorter oral »» Share results from a project/survey/ presentations tend to be more assessment or to provide an update. effective. »» Raise awareness, especially on topics ›› If you use PowerPoint or other where information is difficult to obtain. software, highlight main points by simply showing a headline or a few »» Stimulate new perspectives. key words. This technique will keep »» Capture and reuse tacit knowledge. the audience focused on what you »» Enable knowledge-sharing. have to say and not what is on the screen. »» Use illustrations, examples, and stories that contextualize the information for the audience for both oral and written reporting. »» End a report activity by summarizing or highlighting key messages. 175 STORYTELLING* WHAT IS STORYTELLING? A purposeful use of narrative that describes a practical outcome and is meant as a trigger for individuals, communities, or organizations to consider future action. STORYTELLING MAY INCLUDE HOW TO USE IT »» Reference to original source, if story is »» Use relevant visual hooks when you being retold are sharing a story to capture the »» Context to set the scene audience’s attention. »» People involved »» Create a solid narrative, with beginning, middle, and end. Keep in »» Challenge that triggered the mind that the beginning and the end intervention/action are critical—they are what tend to stay »» Description of intervention/action with the audience. »» Results and lessons learned »» Make sure the key message or »» Images and objects inspiration for action comes through. USE IT TO »» Use true stories and keep the story simple so that you don’t overwhelm the »» Share and capture tacit knowledge. audience. »» Support deep understanding. »» Draw and focus attention on a topic. »» Enable knowledge-sharing. Storytelling is often sequenced with the anecdote circle activity when the * goal of the exchange is to elicit multiple experiences based on a theme. 176 KNOWLEDGE EXCHANGE ACTIVITIES ACTIVITIES DISCUSSION ACTIVITIES ANECDOTE BRAINSTORMING CIRCLE BUZZ E-DISCUSSION SESSION KNOWLEDGE PEER CAFÉ ASSIST ROUND-TABLE DISCUSSION 177 ANECDOTE CIRCLE WHAT IS AN ANECDOTE CIRCLE? An exercise that involves the use of story themes and story-eliciting questioning to engage a group in sharing their experiences. AN ANECDOTE CIRCLE MAY USE IT TO BE ORGANIZED »» Support process change such as »» Around themes using anecdote- ›› Team and relationship building, and eliciting questions ›› Conflict resolution. »» For settings with a group of 4 to 12 »» Collect stories to evaluate complex participants projects. ›› Who are often peers »» Enable knowledge-sharing. ›› Who have often worked on the same project HOW TO USE IT »» Consider recording what is being »» With participants sitting in a circle or at said during the anecdote circle. This a round table way you can harvest stories from the »» With a facilitator experienced in transcript. ›› Anecdote-eliciting questioning »» Make sure that you engage a facilitator techniques who is experienced in guiding and not ›› Blending with the group leading. The group members should be sharing with each other, not telling their stories to the facilitator. ANECDOTE CIRCLES VS. FOCUS GROUPS Anecdote circles differ from focus groups in the following ways: »» Thematic—eliciting experiences rather than opinions »» Exploratory—exploring themes rather than having a hypothesis in mind »» Neutral—with results emerging as experiences are shared rather than expecting to identify a correct answer. 178 BRAINSTORMING WHAT IS BRAINSTORMING? The generation of ideas or solutions about a specific topic by tapping into the wisdom of peers and encouraging them to think of novel ideas. A BRAINSTORMING ACTIVITY MAY HOW TO USE IT BE ORGANIZED »» Since the key goal of brainstorming »» As a facilitated activity that motivates is to generate as many ideas as participants to contribute ideas or possible—original ideas or ideas solutions that build from each other—select a brainstorming topic that is relevant to »» At the initial stages of a project or participants. process »» Quantity is what counts during »» Virtually or face to face brainstorming, not quality. It is USE IT TO important that participants be aware »» Generate new and creative ideas. that “no idea is a bad idea.” »» Generate lists/checklists. »» Organize the session well: make sure the brainstorm questions and »» Facilitate problem solving, consensus guidelines are clear and that all building, and teamwork. participants understand the question »» Motivate participants to invest in an and the process. idea or solution. »» Encourage solutions from all »» Enable knowledge-sharing. participants; one or two people should not dominate the conversation. »» A successful brainstorm should result in many bold and unique ideas that can then be analyzed, prioritized, and applied in relevant contexts. Q-STORMING VS. BRAINSTORMING Q-storming is very similar to brainstorming. Rather than seeking new answers and solutions, the goal of Q-storming practice is to generate as many new questions as possible around a specific topic. By doing so, you come up with open questions that could help you think through the challenge or problem that has to be resolved, or a difficult situation that has to be navigated. This method is particularly effective when the team is confronted by a problem for which the solution has to be fully owned and implemented by the people involved in the Q-storming exercise, and the solution has to come from within. 179 BUZZ SESSION WHAT IS A BUZZ SESSION? A very short discussion on a narrow topic that involves simultaneous small group work (usually in pairs) and stimulates contribution from each member of the participant group. A BUZZ SESSION MAY BE ORGANIZED HOW TO USE IT »» With a large number of participants »» Carefully consider the outcomes you and as an activity within a workshop or seek from a buzz session. Here are conference some examples of how to use a buzz »» With an experienced facilitator who session effectively: is able to easily adjust the flow of the ›› Follow a presentation with a buzz activities, if needed session. Ask audience members to talk for five to ten minutes to the USE IT TO person next to them about how key »» Tap into the knowledge and experience points in the presentation relate to of each participant. their own experiences. This dialogue »» Energize the group or as an icebreaker. will bring out new perspectives and »» Identify needs/solicit quick feedback may also reduce questions, or lead on a narrow topic. to more informed questions, from »» Support generation of a large number the audience. of ideas. ›› Structure a buzz session so that two to three participants take »» Generate group-level questions for turns interviewing each other. The speakers. facilitator(s) may instruct participants »» Refocus on core issues. to allow each to talk for three to five minutes without interruption and then have a five minute discussion as a group. ›› Use a buzz session as an icebreaker at the start of a workshop with a brief one to two minute discussion on a narrow topic of common interest or expectation. 180 E-DISCUSSION WHAT IS AN E-DISCUSSION? A discussion that takes place online either synchronously or asynchronously. AN E-DISCUSSION MAY BE ORGANIZED HOW TO USE IT »» As an open informal discussion »» Consider using an asynchronous »» As a moderated discussion e-discussion when you need scheduling flexibility. Participants do not need to USE IT TO be available at a fixed time to discuss »» Engage members of a community of a topic; they may engage at their practice. convenience within the established »» Examine topics in depth and allow for parameters of the e-discussion. deeper reflection. »» Also consider the following questions »» Support coaching/mentoring. as you plan an e-discussion: »» Enable planning and collaboration at ›› Are the expected outputs of the any stage of a project or program— e-discussion clear? especially among geographically ›› Have you decided how to conduct dispersed teams. the e-discussion session? »» Plan agendas with several participants ›› How involved should the moderator and sustain learning and engagement be in the e-discussion? among workshop and conference ›› Is this going to be an open-ended, participants. free-flowing discussion? Or are specific outcomes expected? ›› How have you ensured that all participants can access the e-discussion? ›› Will the selected tool accommodate the number of people wanting to participate? ›› How will you capture the results of the e-discussion session? »» Provide moderator and participants with information on how to use the e-discussion tool/environment. »» Provide clear instructions on how participants can ask questions, provide feedback, etc. 181 KNOWLEDGE CAFÉ WHAT IS A KNOWLEDGE CAFÉ? Open, creative, facilitator-led conversations to surface collective knowledge, share ideas, and encourage collaborative dialogue in a relaxed, café-type environment. A KNOWLEDGE CAFÉ ACTIVITY HOW TO USE IT MAY BE ORGANIZED »» Establish the café etiquette and »» Virtually or face to face environment to enable open dialogue through conversations. Rules might »» As a part of large conferences, include listening carefully, taking turns workshops, and knowledge fairs in the conversation, and contributing USE IT TO your thinking. »» Provide multiple perspectives on a »» Use good questions to drive the topic. conversation. Keep the following in »» Surface and collect tacit knowledge mind when writing the questions: and experience from a large group of ›› Use open-ended questions (questions participants. that do not have a yes/no answer). »» Support collective learning and build ›› Use questions that encourage inquiry networks. instead of advocacy. »» Identify best practices. ›› Test the questions ahead of time with key individuals to ensure that they are easy to understand. »» Consider organizing your questions in idea/issue clusters for easier linking of conversation results to the core ideas/ issues. »» An experienced facilitator is key to the success of a knowledge café. Also consider including scribes and note- takers to harvest the knowledge being shared. 182 PEER ASSIST WHAT IS A PEER ASSIST? A facilitated event in which peers with relevant experience share their knowledge and experience, usually in the form of best practices and lessons learned, with a team that has requested help on a specific problem, project, or activity. PEER ASSISTS ARE ORGANIZED HOW TO USE IT »» As facilitated sessions »» The host team should have clear »» For groups of no more than 15 or 20 outcomes and deliverables in mind. people, which include the host team »» Timing is key—it should allow for the (asking for input/assistance) and the learning to feed into action. resource team (peers from outside the »» Ensure that the resource team team sharing knowledge and insights) members bring recent experience and »» Either as a short session (90 minutes) or practical knowledge to share on the long session spread over several days, topic. You don’t have to bring in the with length depending on most senior people. ›› The complexity of the challenge »» Select an experienced facilitator who ›› The geographic range participants can maintain a balance between telling are coming from and listening and prioritize action ideas and recommendations. USE IT TO »» Keep the following core process steps »» Solve a specific business challenge— in mind: generally more useful for solving ›› Ensure resource team participants adaptive challenges. clearly understand the context »» Enable knowledge transfer among (including past efforts) and peers. challenges. »» Support collective learning, cross- ›› The resource team should ask linkages, and networking. questions and have a dialogue »» Stimulate new perspectives and new with the host team to develop a lines of inquiry. good understanding of the issues »» Increase willingness to learn from one (background materials can be sent another—establish an open culture of ahead of time to the resource team). learning in an organization. ›› After the resource team has discussed the challenge and possible solutions, the host team needs to take the recommendations from the resource team without interrupting or defending past efforts and decisions. ›› Make sure to have a formal conclusion and feedback session at the end of the peer assist to summarize the outcomes. Generally someone from the host team will do this. 183 ROUND-TABLE DISCUSSION WHAT IS A ROUND-TABLE DISCUSSION? A small-group discussion, usually with participants seated at a round table, that allows for in-depth analysis of challenges, issues, and cases and for getting targeted feedback. A ROUND-TABLE DISCUSSION MAY order to be able to fully participate, BE ORGANIZED make that clear before the »» At the delivery stage of a knowledge discussion. exchange initiative »» The facilitator ensures that the room is set up in round-tables. »» Virtually or face to face ›› Depending on the number of »» With a facilitator discussions taking place in the same »» With a small number of participants space, signage may be needed so (up to 10) that participants know which table to »» As a part of action learning events, go to. communities of practice, expert ›› If the round-table discussion is taking visits, conferences, multi-stakeholder place virtually, ensure that each dialogues and consultations, pilot participant has video access so that countries meetings, and workshops all participants are visibly present. USE IT TO »» The facilitator introduces her/himself »» Give voice to every participant. and shares with the participants the objective of the round-table discussion »» Examine multiple perspectives in a and agenda. limited time. »» Each round-table participant »» Encourage deeper learning and introduces her/himself. knowledge-sharing. »» The facilitator then poses a question »» Engage in critical debate guided by and asks participants to share their questions or cases examining a key initial thoughts. theme/topic. ›› Depending on the desired »» Identify problems and potential intermediate outcome, the design of solutions. the round-table discussion may be HOW TO USE IT more or less structured. »» The facilitator contacts participants »» The facilitator ensures that the key prior to the round-table to share points/answers are recorded as part resources, the agenda, and other of the discussion and then shared necessary preparation. with the broader audience or with ›› If participants need to read or key stakeholders depending on the otherwise prepare ahead of time in purpose. VARIATION OF ROUND-TABLE DISCUSSION: DEEP DIVE DISCUSSION A small-group discussion that immerses a group of practitioners in in-depth discussions on specific challenges and themes to collectively generate practical solutions and actionable ideas. 184 KNOWLEDGE EXCHANGE ACTIVITIES ACTIVITIES EXPERIENTIAL ACTIVITIES ACTION BOOK PLANNING SPRINT CLINIC FIELD VISIT FISHBOWL ROLE PLAY SECONDMENT SIMULATION 185 ACTION PLANNING WHAT IS ACTION PLANNING? A strategic exercise that results in a personal or group road map or timetable describing the specific steps that need to be taken to achieve a single or multiple objectives. ACTION PLANNING MAY HOW TO USE IT BE ORGANIZED »» The facilitator of the action planning »» As a facilitated activity that guides activity should provide clear guidelines participants through action planning to participants about how to create an action plan; most important, the »» At the national, regional, community, facilitator should guide the participants institutional, and/or individual levels in writing a realistic plan. USE IT TO »» For an effective action planning activity, »» Apply and/or localize knowledge. participants should consider using the »» Create a tangible output and road map following steps: for follow-up action. ›› Define what needs to be »» Encourage ownership of follow-up accomplished. actions. ›› Assign roles and responsibilities. »» Enable knowledge transfer. Also identify key stakeholders, as successful implementation depends on buy-in from relevant stakeholders. ›› Prepare a list of activities, decide what is feasible (consider cost and resources), and prioritize. ›› Break activities into discrete, measurable steps. It helps to write the projected actions as separate tasks that are both realistic and attainable. Make sure to identify the individual and/or organization responsible for each task. ›› Create a timeline with major milestones. 186 BOOK SPRINT WHAT IS A BOOK SPRINT? A facilitated process that brings together a group of people to collaboratively produce a book in three to five days. USE IT TO HOW TO USE IT »» Capture tacit knowledge. »» Identify and bring practitioners »» Codify knowledge, practitioners’ or key stakeholders together to experiences, and lessons learned. collaboratively write a book. »» Exchange knowledge and results. »» The facilitator will guide participants through the different steps of »» Create a tangible product: produce collectively producing a book: a book. concept mapping, structuring, writing, »» Build, further develop, or engage a composing, and publishing the book. community of practitioners or team. For an effective book sprint, consider using »» Encourage ownership of follow-up the following sequence: actions. »» Define what you hope to accomplish »» Enable knowledge transfer. and write a short concept note. »» Identify who will coordinate the book sprint and assign team member roles and responsibilities. »» Identify resources. »» Prepare terms of reference and identify facilitator. »» Work with facilitator on book sprint planning. »» Finalize budget. »» Identify participants and invite them. »» Identify venue. »» Finalize logistics. »» Begin planning follow-up to the book sprint. »» Participate in book sprint. »» Immediately after sprint, publish book in e-book format, possibly hard copy version, and set up print-on-demand service. »» Disseminate book online, via social media, and in face-to-face events; invite people to provide input. »» Begin follow-up and use set-up process to incorporate feedback into later book versions. 187 CLINIC WHAT IS A CLINIC? A short hands-on session led by an expert for a small group of participants who are looking to solve or learn how to solve a specific challenge. A CLINIC MAY BE ORGANIZED HOW TO USE IT »» At the delivery stage of a knowledge »» The expert practitioner shares exchange initiative resources with the participants who »» Virtually or face to face plan to join the clinic activity. »» With experts and practitioners ›› These materials may be worksheets, checklists, and other supporting »» With a small number of participants documents that offer step-by-step looking to solve the same challenge guidance on the different facets »» As a part of action learning events, involved in problematizing the communities of practice, expert visits, challenge. pilot countries meetings, workshops, ›› These resources could be shared and twinning arrangements prior to the clinic or at the beginning USE IT TO of the clinic. »» Provide expert guidance to »» The expert practitioner reviews with the practitioners. participants the materials shared and »» Engage participants in hands-on asks each participant to succinctly state exercises related to solving their the challenge he/she wishes to solve. challenge: »» Through guided design thinking micro- ›› Practicing new skills in a safe activities (empathy mapping, client environment journey mapping), hands-on exercises, and practice, participants move toward ›› Identifying key components of the a solution. challenge to solve ›› Examining potential solutions 188 FIELD VISIT WHAT IS A FIELD VISIT? Physically going to a location that enables participants to experience project realities directly and meet with implementation teams and beneficiaries. A FIELD VISIT MAY BE ORGANIZED TO HOW TO USE IT »» Last for one or several days »» Assign a field visit lead from both the »» Include a team consisting of receiver and provider side to finalize the logistics for the visit. ›› A team lead, who works closely with organizers on the field visit program »» Since many field visits include a and is the point of contact during team of visitors, it is important to the visit make sure that all team members are prepared. Depending on the purpose ›› Visitors, who contribute to field visit and formality of the visit, it may be conversations and report based on important to prepare a visitors guide their expertise that outlines roles and responsibilities ›› Observers, who participate in field and includes all relevant background visit but do not have any reporting information and documentation. responsibilities »» Schedule a pre-brief for the field visit USE IT TO team to review documents, clarify »» Gain new knowledge and/or learn any questions, and also agree on the directly from a project or program. desired outcomes from the visit. »» Establish direct contact with »» Consider providing a reporting beneficiaries, community members, template for participants to record and/or key stakeholders. their reflections. »» Identify good practices. »» Consider having a daily debrief for the field visit team to share and capture »» Build networks and partnerships. key takeaways and reflections. »» Support decision making. »» Ensure that the field visit report (detailing the outcomes and next steps) is prepared and shared with relevant stakeholders in an interactive and engaging format/forum. 189 FISHBOWL WHAT IS A FISHBOWL? A small-group conversation or a dialogue process held in a setting that includes a larger group of observers/listeners. A fishbowl is an experiential exercise that enables active participation through discussion by those inside the “fishbowl” and active observation by those outside of the “fishbowl.” Think of the fishbowl as a center stage with observers sitting around it. A typical fishbowl setup has an inner circle of chairs for about five to eight people with more chairs for observers set around the inner circle. A FISHBOWL MAY BE ORGANIZED AS HOW TO USE IT AN OPEN OR CLOSED SESSION. »» Fishbowl requires an experienced »» Open fishbowls allow anyone in the coach who, in addition to good audience to join the fishbowl during coaching skills, is knowledgeable about the discussion. the subject matter. »» Closed fishbowls engage the »» Identify and work with the coach to participants in the fishbowl as intact decide on the structure of the activity. groups, joining and leaving the ›› Is it going to be an open or closed fishbowl as one. fishbowl? USE IT TO ›› How much time will you allow for the interaction within the fishbowl? »» Increase understanding of difficult or controversial topics. ›› How many fishbowl rounds are there going to be? »» Support multiple perspectives and debate. ›› Do you need a facilitator in addition to the coach to ensure a »» Support problem solving, especially smooth transition as members of for complex problems with no single- the audience enter and leave the answer solutions. fishbowl? »» Encourage active listening and ›› Can the selected venue be set up reflection. for a fishbowl conversation that »» Enable knowledge transfer. also offers good visibility for those observing? »» On the basis of your expected results, prepare the observers’ checklist. Determine whether observers should pay attention to ›› Content and/or ›› Process. »» At the end of each fishbowl, be sure to provide a summary of the key points, using the observer’s checklist as a guide. 190 ROLE PLAY WHAT IS A ROLE PLAY? An interactive exercise that allows participants to experience a situation from another’s point of view, apply or develop skills to handle a conflict or a problem, and analyze the experience with the help of observers. A ROLE PLAY ACTIVITY MAY ›› Cast the roles, either by soliciting BE ORGANIZED volunteers or suggesting individuals »» As a combination of virtual and face-to- to play particular roles. face interactions ›› Provide participants with a synopsis of »» At any stage of a project the role they are to play. »» With decision makers and practitioners ›› Advise remaining participants what they should look for and note as USE IT TO observers. »» Encourage different or new behavior. ›› Facilitate the discussion and analysis. »» Encourage exploration and discovery. »» To be effective, role plays should be »» Develop appreciation for another’s unscripted and allow spontaneous point of view. action and conversations among the »» Strengthen consensus among multiple participants. In the discussion and stakeholders. analysis phase, »» Develop skills to handle a conflict or ›› Ask the role players to comment first make difficult decisions. on the enactment to set the tone of HOW TO USE IT the discussion. »» Provide guidance for those participating ›› Ask observers to in the role play. Participants need a set ‹‹ Discuss what took place during the time limit and clear objectives. role play. »» Do not underestimate the importance ‹‹ Offer their own related experience of the facilitator in a role play. and knowledge, not just their »» Use the following checklist to prepare opinions. and conduct a role play. ‹‹ Discuss how the role play situation ›› Identify an overall objective for the or problem relates to their work. role play. ‹‹ Suggest how the situation could ›› Define the problem and establish a have been addressed differently or real-life scenario that is relevant to more quickly. participants. ›› Determine which roles are needed for the scenario and establish the characteristics of each role. 191 SECONDMENT WHAT IS A SECONDMENT? The temporary assignment of a person to another department or organization. A SECONDMENT ACTIVITY MAY HOW TO USE IT BE ORGANIZED »» Make sure to have a formal agreement »» Across departments within a single and terms of reference for a organization secondment. Consider including the following in that agreement: »» Across organizations—from home organization to host organization ›› Exact duration, with start and end dates »» With a formal agreement such as a memorandum of understanding ›› Payment responsibilities »» For a specific duration ›› Duties to be performed ›› Performance supervision and USE IT TO evaluation responsibilities, including »» Develop new proficiencies or enhance leave skills and expertise. ›› Notice period for changes to »» Enable knowledge transfer. the agreement, especially if the »» Support transparency and openness. agreement allows for extension »» Encourage different or new behavior. ›› Contacts for home and host »» Support deep understanding of a organizations and departments subject area. ›› Approval signatures »» Through a secondment, participants are able to contribute as well as gain new knowledge and skills. »» At the end of the secondment, the secondee takes new skills back to the home organization/department along with in-depth understanding of other contexts. 192 SIMULATION WHAT IS A SIMULATION? A realistic, structured situation designed to engage participants in various interactions within a particular setting. A SIMULATION ACTIVITY MAY HOW TO USE IT BE ORGANIZED »» Developing a simulation is time and »» Virtually and/or face to face resource intensive. It requires detailed planning and expertise. »» To last for a few hours or days, depending on its complexity »» In the planning phase, you need to »» With the involvement of an ›› Identify the purpose of simulation: experienced facilitator and/or team of education, research, training, decision facilitators and resource people making, planning, socialization, communication, or other. »» For decision makers and practitioners ›› Decide on the nature of the »» At any stage of a project interaction among players and USE IT TO between players and the game. »» Practice new skills in a realistic, ›› Decide on the media in which the “real-world” environment. simulation will be represented and »» Develop proficiency in handling a played. Examples include cardboard, complex role or specific equipment. paper, or plastic playing pieces in board games; metal figures and »» Enable knowledge transfer. model buildings in tabletop games; »» Analyze a given situation in depth. and virtual worlds and figures in a »» Support deep understanding of a computer game. For digital games, subject area. media technology includes all kinds of digital technologies, such as software programming, video technology, digital animation, and network languages. »» See if there is an existing simulation and/or game available that you can use before creating a simulation from scratch. »» Do a full run-through of the simulation and/or game before the learning event. Debrief and encourage the pilot-testing group to evaluate their experience. »» Capture the pilot group’s feedback to improve the simulation and/or game and better align it with learning objectives before the launch. 193 194 KNOWLEDGE EXCHANGE ACTIVITIES ACTIVITIES ANALYTICAL ACTIVITIES AFTER-ACTION FOCUS REVIEW GROUP GAP INTERVIEW ANALYSIS REFLECTION SELF- CIRCLE ASSESSMENT STOCKTAKING SURVEY SWOT ANALYSIS 195 AFTER-ACTION REVIEW WHAT IS AN AFTER-ACTION REVIEW (AAR)? A structured review process for project teams to analyze what happened, why it happened, and what can be done better or differently in the future. DURING AN AAR, THE PARTICIPANTS HOW TO USE IT ANSWER THE FOLLOWING QUESTIONS: »» Keep in mind the following if you are »» What were the anticipated results? the team leader and are facilitating an AAR: »» What were the actual results? ›› Remain unbiased. »» What produced the actual results? ›› Do not permit personal attacks »» What will the team sustain or enhance? among team members. »» What are some future opportunities to ›› Engage all team members in apply what was learned? providing feedback and solutions. AAR MAY BE ORGANIZED »» Within a knowledge exchange »» As a formal or informal review process. initiative, AARs can be conducted at »» With an external facilitator or with the various times: after an event, activity, team lead as facilitator. task, etc. »» Create and maintain an open and USE IT TO trusting environment during an AAR so »» Capture best practices and that participants may speak freely. This identify lessons to be learned from is important to achieve best results. implementation experience. »» Capture multiple perspectives of what happened and why. »» Encourage feedback for improved performance. »» Enable knowledge transfer. 196 FOCUS GROUP WHAT IS A FOCUS GROUP? A structured discussion protocol that brings together a group of people, typically unfamiliar with each other but with a common interest, to give their opinions on a particular topic or area. A FOCUS GROUP MAY BE ORGANIZED HOW TO USE IT »» Generally for groups of six to eight »» Find an experienced facilitator who can »» With a facilitator experienced in focus- ›› Be objective. group processes ›› Listen well. »» As a facilitated interview-based ›› Draw people into conversations in a interaction that also allows for group group environment. discussion ›› Foster an atmosphere that enables »» To be brief, but lasting at least one hour information sharing. »» To record the discussion and its »» Prepare an introduction script that outcomes ›› Explains the purpose, USE IT TO ›› Explains how the focus group will be »» Test assumptions for improved decision conducted, and making. ›› Describes the facilitator’s role. »» Test target audience response/reaction »» Make sure you explain to participants to products/services/campaigns before how you will capture their opinions. they are launched. »» Consider using consent forms, »» Support development of a strategic especially if the focus group is to be focus. audio or video recorded. »» Encourage participants to build on »» Select a room that is conducive to each other’s perspectives. discussion. »» Prepare minutes or a summary document in a timely fashion (within three to five days after the focus group session is completed); review carefully before making decisions about next steps. FOCUS GROUP VS. QUESTIONNAIRE FOCUS GROUP VS. INTERVIEW Focus groups can capture more qualitative A key difference between focus groups information than a questionnaire because and interviews is that focus groups include discussion is organized around an interview multiple participants, which allows a approach. Questionnaires, however, are discussion with several perspectives about better for reaching a much larger audience; a project or a topic. Unlike interviews, focus you don’t have to schedule face time (virtual groups allow participants to build upon one or face to face). another’s responses and come up with ideas they may not have thought of on their own. 197 GAP ANALYSIS WHAT IS A GAP ANALYSIS? An exercise that helps you identify the gap(s) between the present state and desired future state, along with the tasks needed to close the gap(s). A GAP ANALYSIS ACTIVITY HOW TO USE IT MAY BE ORGANIZED »» Determine the desired future state. »» At the planning stages of an ›› Consider the following indicator: exchange to 90 percent of project stakeholders ›› Identify the desired results. improve their knowledge of legal ›› Analyze the current situation. frameworks, stakeholder roles, consultation procedures, and ›› Propose ways to reach the desired governance for communal lands. results. This indicator represents the desired »» As a part of workshops, multi- future state. stakeholder dialogues and consultations, expert visits, »» Analyze the current state. communities of practice, and twinning ›› Through a series of analytical arrangements activities, such as surveys, focus groups, and structured interviews, USE IT TO gather and synthesize the information »» Assess organizational effectiveness. and analyze the current state. For example, the current state is that only »» Surface knowledge and skill gaps. 10 percent of participants have the »» Support collective learning and necessary functional knowledge to reflection on needs. implement the project successfully. »» Build consensus in relation to the »» Identify the gap(s). identified gaps. ›› In comparing the future state with »» Propose future action steps to the current state, determine the bridge gaps. difference between the two. This is the gap. For example, in this analysis, 80 percent of project stakeholders need to improve their functional knowledge of legal frameworks, stakeholder roles, consultation procedures, and governance for communal lands. »» Propose possible next steps to close the gap(s). ›› The proposed next steps depend on context. If the identified gap relates to learning, a learning intervention might be called for. To identify next steps, consider an action planning activity. 198 INTERVIEW WHAT IS AN INTERVIEW? A question-and-answer engagement with an individual about a specific topic, usually following a predetermined set of questions. AN INTERVIEW ACTIVITY MAY HOW TO USE IT BE ORGANIZED »» Before conducting the interview, »» With well-known experts and prepare your questions and a clear practitioners protocol. Share these with the interviewee ahead of time. »» Following a formal, semiformal, or informal protocol »» Be ready to dig deeper into the topic with follow-up and clarification »» In real-time, virtually, or face to face questions. »» To be captured and shared »» Make sure you capture the interview in USE IT TO print, or as an audio or video recording. »» Raise awareness about a topic, issue, or »» Decide how you plan to promote and cause. share the interview. »» Capture tacit knowledge. ›› Depending on your audience, you »» Lend credibility to a topic by providing may select one or more ways to an expert perspective. disseminate the interview: print, radio/podcast, and/or video/TV. »» Share practical experience. ›› If you plan to broadcast the interview, »» Enable knowledge-sharing. consider if it is going to be live or pre- »» Replace a presentation. recorded and edited. CELEBRITY INTERVIEW A celebrity interview allows high-profile Celebrity interviews can be conducted in a individuals to structured or informal way. It is important for »» Express their perspectives on a topic the interviewer to establish rapport with the or theme. celebrity being interviewed. »» Contribute to the mass appeal of a development initiative. »» Give visibility to social causes. 199 REFLECTION CIRCLE WHAT IS A REFLECTION CIRCLE? A facilitated process where participants have an opportunity to reflect on their experience and learning and share their thoughts with a larger group. A REFLECTION CIRCLE MAY HOW TO USE IT BE ORGANIZED »» The facilitator ensures that the room »» At planning, delivery, or follow-up is set up with chairs in a circle (no stages of a knowledge exchange table) and that he/she is seated with initiative participants in the circle. ›› As a facilitated face-to-face activity »» The facilitator poses a reflection with participants and facilitator question and encourages participants seated in a circle (virtual engagement to offer their responses. could be supported but more ›› The facilitator focuses on getting planning will be necessary to ensure full participation and enables an that all participants are participating) environment where participants feel ›› For small groups (up to 10–15) their responses/ideas are valued. »» As a part of action learning events, ›› The facilitator does not interject his/ conferences, multi-stakeholder her opinion so that participants do dialogues, pilot countries meetings, not feel discouraged if their ideas/ study tours, and workshops opinions differ. USE IT TO ›› The facilitator stays alert to group dynamics and uses paraphrasing »» Support intra- and inter-personal and summarizing opinions and ideas reflection. to ensure that understanding is »» Allow time for individual reflection and strengthened. deep thinking. »» Reflection questions may be identified »» Surface issues and priorities. ahead of time on the basis of a theme/ »» Generate new ideas and/or questions . issue being addressed and/or may flow »» Recognize individual contributions. out of the developing conversation among the participants. The approach »» Get individual feedback at the end of will depend on context and the a specific session or in the wrap-up participants involved. session of the knowledge exchange initiative. ›› Use open-ended questions. ›› Use follow-up questions that encourage participants to share specifics or examples. 200 SELF-ASSESSMENT WHAT IS A SELF-ASSESSMENT? An evaluation of how an individual rates him- or herself on a specific set of competencies, behaviors, or attitudes. A SELF-ASSESSMENT MAY HOW TO USE IT BE ORGANIZED »» Prepare a self-assessment plan that »» Using online or paper surveys includes »» As an in-person interview ›› The goal of self-assessment, »» At the beginning or end of a project ›› When to begin the assessment, ›› How often to assess, and USE IT TO ›› Who will complete the assessment. »» Learn what participants need from the knowledge exchange. »» Create self-assessment instrument. »» Gauge changes in participant »» Compare results of self-assessments to competencies, behaviors, or attitudes at least one of the following: after the exchange. ›› Actual performance data ›› Manager assessments ›› Industry standards »» Draw lessons learned. 201 STOCKTAKING WHAT IS STOCKTAKING? A structured process of collecting information, assessing and evaluating current state of things, or ascertaining the level of progress with an objective to inform future action or improvements. STOCKTAKING MAY BE ORGANIZED HOW TO USE IT »» At planning, delivery, or follow-up »» Confirm the purpose of the stocktaking stages of a knowledge exchange activity and key stakeholders. initiative »» Develop the methodology and »» As part of broader institutional and/or determine the scope. project priorities ›› Depending on the purpose and »» In collaboration with key stakeholders key stakeholders, the methodology »» As a part of workshops, expert visits, may be structured, semi-structured, communities of practice, action or exploratory. A more structured learning events, and pilot countries methodology tends to demand more meetings resource-intensive efforts. »» Once the methodology and scope are USE IT TO determined, detail the implementation »» Examine a body of information to procedures. Ask yourself the following support future direction. questions to help you identify the »» Assess project approach and strategy. stocktaking activity procedures: »» Summarize in a systematic way critical ›› What is the cumulative progress issues, results, and lessons learned. made to date? »» Identify cross-cutting themes. ›› What was learned during project/ »» Provide recommendations on next activity implementation? steps (e.g., improved toolkits or ›› Are there common lessons learned guidance documents). from the various implementation »» Generate a tangible knowledge contexts? product (report, repository, toolkit, ›› On the basis of the progress and guidelines, etc.). lessons learned, what adaptations should be made? 202 SURVEY WHAT IS A SURVEY? The gathering of data or opinions from participants using a structured set of questions. A SURVEY ACTIVITY MAY BE ORGANIZED ›› Check that the questions are not »» Virtually and/or face to face general, ambiguous, or leading. »» In real time with immediate feedback ›› Follow good practice in designing the »» Over a set period of time response options. »» At any stage of a project »» Use close-ended questions when appropriate and if you plan to USE IT TO aggregate responses. Developing the »» Monitor progress. right questions is more time-consuming »» Evaluate results. up front, but makes analysis of results simpler. »» Capture participants’ perspectives and opinions or surface areas of consensus. »» Use open-ended questions when you require a narrative response, and »» Conduct a needs assessment or limit the number of response options. prioritize areas of action. Carefully consider your capacity to »» Enable knowledge-sharing. process open-ended responses and HOW TO USE IT how you will use them; narrative responses require more intensive data »» Use surveys before, during, or after a analysis for interpreting the results. knowledge exchange to make learning more relevant, interactive, and useful »» Use balanced rating scales and label for the participants. each option on the scale to increase the likelihood that respondents »» Surveys are effective polling tools to understand the scale. prompt discussions, surface areas for consensus or stakeholder ownership, ›› Provide space for additional and prioritize important next steps explanation or comments at the end or action items and outputs from of your survey. knowledge exchanges. »» Pretest your survey before »» Make sure you are asking the right distribution—ideally, with individuals questions. Once you determine the similar to your respondents. right questions for your context, check that they are written clearly and concisely. Keep the following in mind: ›› Include simple instructions. ›› Use brief, tightly focused questions that cover one subject. 203 SWOT ANALYSIS* WHAT IS A SWOT ANALYSIS? A structured examination to identify a program or organization’s internal strengths and weaknesses as well as any external/internal opportunities and threats (strengths, weaknesses, opportunities, and threat analysis). A SWOT ANALYSIS MAY BE ›› Opportunities »» Conducted by a facilitator ‹‹ What opportunities are open to »» Done individually by participants or in you? groups ‹‹ What trends could you take »» Face to face or virtual advantage of? USE IT TO ‹‹ How can you turn your strengths into opportunities? »» Manage and eliminate weaknesses. ›› Threats »» Help increase awareness and as a prelude to strategy formation. ‹‹ What threats could harm you? »» Stimulate new ideas and uncover ‹‹ What is your competition doing? opportunities. ‹‹ What threats do your weaknesses »» Enable knowledge transfer. expose you to? »» Ask participants to identify the relative HOW TO USE IT importance of strengths, weaknesses, »» Create a worksheet to help participants opportunities, and threats in relation to document their answers to these key the knowledge exchange context. questions: »» Determine how you will analyze the ›› Strengths answers and debrief with participants. ‹‹ What do you do well? ›› Consider creating a SWOT chart that ‹‹ What unique resources can you shows the results visually. draw on? ›› Consider how you will involve the ‹‹ What do others see as your participants in consensus building. strengths? ›› Consider using the final SWOT ›› Weaknesses analysis matrix to identify additional ‹‹ What could you improve? knowledge exchange needs or build a road map of next steps. ‹‹ Where do you have fewer resources than others? ‹‹ What are others likely to see as weaknesses? * A SWOT analysis is sometimes referred to as an internal-external analysis. Photo Credits Page # Title/ topic of photo Credit due to VIII–IX Mini-grids - Myanmar, field visit to Myin Chi Naing’s solar array, distribution networks CIF & ESMAP/World Bank X Mini-grids - Kenya, field visit to Kamau Community CIF & ESMAP/World Bank XI Mini-grids - Kenya, field visit to Kamau Community CIF & ESMAP/World Bank XII–XIII PPCR Zambia-Cambodia Exchange - Cambodia, opening panel session Loreta Rufo XIV PPCR Zambia-Cambodia Exchange - Cambodia, field visit to Battambang region Carlos Lopez XV PPCR Zambia-Cambodia Exchange - Cambodia, field visit to Battambang region Carlos Lopez XVI–XVII FIP Pilot Country Mtg. - Lao, PDR, field visit Adri Berger/World Bank XVIII FIP Pilot Country Mtg. - Lao, PDR, field visit to Pha Tad Kae botanical garden Adri Berger/World Bank XIX FIP-FCPF Knowledge Management Session - Lao, PDR (upper left) Adri Berger/World Bank XIX FIP Pilot Country Mtg. - Lao, PDR, field visit to Kuang Xi Waterfall Forest Park (upper right) Adri Berger/World Bank FIP Pilot Country Mtg. - Lao, PDR, field visit to teak smallholder Forestry and Wood XIX Adri Berger/World Bank Products, Luan Prabang Province (bottom) XX Burkina Faso, truck carrying wood Loic Braune/CIF Action/Flickr 7 Transformational Change Learning Partnership session (left) CIF AU 7 Transformational Change Learning Partnership session (right) CIF AU 10 Zambia, village in Barotse sub-basin CIF Action/Flickr 12 Tajikistan, woman selling apples CIF Action/World Bank 19 Zambia, Barotse sub-basin CIF Action/Flickr 22 Zambia, using small lake boats for transporting CIF Action/Flickr 26 Ghana, cocoa beans CIF AU 27 Mozambique, Gurue-Nampula (left) Andre Aquino/World Bank Brazil, South-South Exchange, field visit to Protected Area of Guapi-Mirim and the 27 Andre Aquino/World Bank Guanabara Ecological Station (upper right) 27 Mozambique, coast line (lower right) Andre Aquino/World Bank 28 Brazil, FIP field visit (left) Renata Lukasiewicz 28 Brazil, FIP field visit (right) Renata Lukasiewicz 33 Mini-grids - Myanmar, villagers of Myin Chi Naing village CIF & ESMAP/World Bank 36 India, replacing traditional cooking methods with clean cookstoves Luke Metelerkamp/CIF Action/Flickr 42–43 Chile, geothermal power plant in Cerro Pabelon CIF Action/Flickr 44 FIP-FCPF Knowledge Management Session - Lao, PDR Adri Berger/World Bank 50 Philippines, green sprout Daisy Salgado/ CIF Action/Flickr 53 Morocco, Noor-Ouarzazate power complex CIF Action/Flicker UNPFII - New York, CIF side event on How to Enhance Indigenous Peoples Engagement 66 Kimie Velhagen/CIF Action/Flickr in Climate Investment Initiatives 67 3rd Geothermal Dialogue (left) CIF Action/Flickr 67 Chile, geothermal power plant in Cerro Pabelon (right) CIF Action/Flickr 75 Mini-grids - Nigeria, field visit to Bisanti community in Katcha Area, Niger State Renata Lukasiewicz 80 Thailand, Teppana Wind Farm CIF AU 81 DGM Asia Regional Exchange - Indonesia, field visit to Kijang community in South Sulavesi CIF AU/World Bank 81 Ghana, teak plantation in Berekum (bottom left) CIF Action/Flickr 81 Peru, indigenous women in banana field (right) CIF Action/Flickr 94 Zambia, building Kalonga canal in Barotse sub-basin CIF Action/Flickr 99 PPCR Caribbean Exchange - Grenada, field visit to Westerhall water tank CIF AU 103 PPCR Caribbean Exchange - Grenada, Westerhall water tank (upper left) CIF AU 103 PPCR Caribbean Exchange - Grenada (bottom left) CIF AU 103 PPCR Caribbean Exchange - Grenada, St. Lucia’s project presentation (right) CIF AU 105 PPCR Caribbean Exchange - Grenada, field visit to school affected by Hurricane Ivan in 2004 CIF AU 116 Nepal, mini-grids Luke Metelerkamp/CIF Action/Flickr 132 Peru, indigenous women CIF Action/Flickr 141 Ghana, cocoa tree CIF AU 155 Zambia, rehabilitated canals in Kafue basin Loreta Rufo 165 Rwanda, woman carrying wood Renata Lukasiewicz 193 Zambia, field visit to Kafue basin Loreta Rufo www.climateinvestmentfunds.org THE ART OF KNOWLEDGE EXCHANGE A Results-Focused Planning Guide for Climate Change Practitioners