Download the free augmented reality app Blippar, then point your device at the front of the book to access our interactive content, including a digital copy of: “The Art of Knowledge Exchange”. © 2015 International Bank for Reconstruction and Development / The World Bank, 1818 H Street NW, Washington, DC 20433 Telephone: 202-473-1000 Internet: www.worldbank.org governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. Rights and Permissions The material in this work is subject to copyright. Because The World Bank encourages dissemination of its knowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as full attribution to this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to World Bank Publications, The World Bank Group, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2625; e-mail: pubrights@worldbank.org. I Connect clients to new information and opportunities across countries and regions? Catalyze innovative thinking and generate better development solutions? Inspire collaboration between individuals, institutions, cities, countries, or regions? Accelerate decision-making and reform? Overcome bottlenecks and enhance project impact? Customize, replicate, and scale up development solutions? II ACKNOWLEDGMENTS The preparation of this guidebook was led by Shobha Kumar from the World Bank Group’s Knowledge Exchange Practice. The co-authors and core team included Aaron Leonard, Ryan Watkins, Yianna Vovides, and Brigitte Kerby. Thanks and deep appreciation is due to all the colleagues who have helped enhance its quality with their thoughtful contributions and guidance. The team would like to thank Laurent Besançon and Sevi Simavi for their leadership and thoughtful guidance throughout the process. Jessica Poppele provided valuable contributions of Dawn Roberts and Cristina Ling Chard on the results framework. A special recognition goes to Han Fraeters under whose The team is grateful for contributions to stories, resources and the Toolbox from Sarah Loh, Enrique Pantoja, Michael Wong, Nicolas Meyer, Lalia Semmoune-Gallo, Ese Emerhi,Alejandro Alcantara, Elisabete Urrea Cuena, Santanu Lahiri, Mark Ellery, Mei Xie, Ivan Jacques, Colleen Harkin, Kate Pugh, Veronique Kabongo, Norma Garza, Jason McKay and Larry Ekin. The full draft was peer reviewed by a number of colleagues. The team would especially like to thank Ilari Lindy, Yolande Coombes, Kene Ezemanari, Juan Blazquez, Phil Karp, Dominick Egan, Om Prakash Agarwal, Susana Carrillo, and Charlie Fields for their time and thoughtful commentary; the Guidebook is richer because of their input. making the Guidebook happen. Susan Buechler, as Copy Editor, not only helped sharpen the message, but also brought incredible speed, wisdom and wit at a critical stage of the process. Vladimir Herrera, as Creative Director, contributed much more than graphic design and his communication insights have helped enhance the Guidebook. Connect with us at http://wbi.worldbank.org/sske/ or follow us at: https://www.facebook.com/artofke and https://twitter.com/ArtofKE Connect with us http://wbi.worldbank.org/sske/ III ABOUT THIS GUIDE Welcome to the second edition of The Art of Knowledge Exchange. This planning guide is for anyone who wishes to design, implement, and measure a results-oriented knowledge exchange initiative. While it can be used by anyone, it is written for those who broker knowledge exchange by connecting and facilitating engagements between knowledge seekers and providers. This guide follows a strategic approach to learning by breaking down the knowledge exchange process into five simple steps and providing tools to help you play a more effective role as a knowledge broker. This approach will help you to »» consider knowledge exchange within a broader programmatic and development context. »» ensure your initiative is 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 your participants learn, grow, and act. »» implement in an adaptive and learning-focused manner. »» measure and report the results of your knowledge exchange initiative. This edition contains a full revision of the original Art of Knowledge Exchange as well as new chapters on implementation and results. It draws lessons from over 100 exchanges financed by the World Bank South-South Facility, analytical work conducted by the World Bank Institute and the Task Team for South-South Cooperation, and reflects the experiences of dozens of World Bank Group staff, learning professionals, government officials, and other international development practitioners who have brokered and participated in South-South knowledge exchange activities. IV ANCHOR 1 End one journey, begin the next. MEASURE DEFINE 2 5 & REPORT THE RESULTS 3 4 DESIGN & IMPLEMENT DEVELOP V TABLE OF CONTENTS INTRODUCTION VI ANCHOR 7 1.1 Identify the development goal ............................................................................. 8 1.2 Define the institutional challenge(s) ..................................................................... 8 1.3 Determine the change objective(s)..................................................................... 10 DEFINE 13 2.1 Identify the ideal participant profiles.................................................................. 14 2.2 Determine intermediate outcomes..................................................................... 18 2.3 Identify the most appropriate knowledge providers.......................................... 25 DESIGN & DEVELOP 29 3.1 Select the participants......................................................................................... 30 3.2 Verify the objective and outcomes...................................................................... 32 3.3 Organize the design anddelivery team............................................................... 32 3.4 Assemble the knowledge exchange .................................................................. 34 IMPLEMENT 55 4.1 Guide the participants......................................................................................... 56 4.2 Orchestrate engagement and build relationships.............................................. 59 4.3 Document implementation and track results...................................................... 61 MEASURE & REPORT THE RESULTS 65 5.1 Synthesize implementation data ........................................................................ 66 5.2 Measure results................................................................................................... 68 5.3 Report results...................................................................................................... 76 GLOSSARY 81 ART OF KNOWLEDGE EXCHANGE TOOLBOX 83 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 what works in development. Development practitioners want to learn from the practical experience of others who have gone through, or are going through, similar challenges. They want to be connected to each other and have ready access to practical knowledge and solutions. When done right, knowledge exchange can build the capacity, confidence, and conviction of individuals and groups to act. Examples of these direct results or intermediate outcomes from a knowledge exchange include »» technical water specialists in several sub-districts of Bangladesh learn new skills to replicate good practices (shared by their peers) for building and maintaining a safe water supply. »» dairy sector and ministry of agriculture officials in Tanzania reach agreement on a blueprint of potential dairy sector reforms because of a new shared understanding and improved collaboration. »» farmers in Kenya adopt an innovative rice growing methodology — System of Rice Intensification (SRI) — to increase the yield from their land after learn- ing from the experience of countries that pioneered this methodology. These 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 exchanges are empowered and motivated to make things happen. They will 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, »» with their enhanced proficiency and successful replication of good prac- tices, the technical water-specialists in Bangladesh contributed to a re- duction in water-borne diseases. »» the improved consensus on reforms among the key stakeholders in the Tanzania dairy sector led to a reduction in regulations and a more effi- cient dairy sector. »» encouraged by the initial results of SRI methodology adopted by the pio- neer Kenyan farmers, the Kenya government, academia, and the private sector supported the scale-up of SRI in several regions through a range of initiatives. Some examples: the Kenyan national irrigation board organized national workshops and farmer field days to encourage knowledge sharing, universities allocated funds to support doctoral research on SRI, and the private sector made local weeders for farmers using SRI methodology. 1 Introduction Figure 1. The Direct Results and Influence Achieved from Knowledge Exchange Change Agents Stakeholders INDIVIDUAL AND GROUP LEVEL INSTITUTIONAL LEVEL SYSTEMIC LEVEL “While visiting Chowgacha I discovered a unique solution to arsenic con- tamination. After coming back [from this knowledge exchange] we adapted and replicated this approach in our own context. This has now spread to the entire upazila and beyond.”~ Ranihati Union Parishad Chairman, Chapai Nawabganj Sadar Upazila, Bangladesh “I got eleven bags of paddy from my quarter acre trial, compared to the usual eight bags for that plot. But what’s amazing was that each bag weighed 95kg for the SRI paddy but only 80kg for the conventional method. In the following year, I converted all my two acres to practice the SRI method.” ~ Moses Kareithi, pioneer SRI farmer, Kenya 2 Case Example HOW TANZANIA LEARNED FROM INDIA’S “WHITE REVOLUTION” In this knowledge exchange, Tanzania GAINED NEW KNOWLEDGE ENHANCED SKILL IMPROVED CONSENSUS INITIATED NEW AND IMPROVED ACTIONS Although Tanzania’s child mortality rate has been falling steadily in recent de- cades, it remains above the world average. In 2008, as part of its commitment to maternal and child health the Tanzanian Government sought to improve nutrition and incomes in rural areas by restructuring its agriculture sector, par- ticularly the struggling dairy industry. In Tanzania, the dairy industry is hampered by excessive regulation and an unfavorable tax regime. To address these issues, the Tanzanian Government wanted to follow the best model and learn how India carried out its renowned “white revolution,” during which it increased its milk production by 500 percent to become the world’s largest single milk producer. The World Bank funded a knowledge exchange between the two countries, aimed at improving the regulatory environment of Tanzania’s dairy sector as well as the operational efficiency of its supply chains, the National Dairy Development Board (NDDB) and the Ministry of Agriculture (MoA). 3 Case Example “If an illiterate African woman can be given a goat or a cow, she will become an entrepreneur the next day, and she’ll become a business woman with one precondition, that she should be able to connect herself to a cooperative which will provide market access.” ~ B.M. Vyas, Managing Director, The Gujarat Cooperative Milk Marketing Federation A working group from Tanzania and India planned the exchange together. It began with a multi-stakeholder dialogue in Tanzania to build consensus on the next steps for dairy reform, followed by a 10-day expert visit to Tanzania by six officials from the Indian National Dairy Development Board and The Gujarat Cooperative Milk Marketing Federation to understand firsthand the challenges being faced by Tanzania and raise broader awareness among Tanzanian stakeholders on the results from the dairy reforms in India. The expert visits also had a strong needs assessment component. Next, a delegation of 14 Tanzanian officials from the Ministry of Agriculture, National Dairy Development Board, dairy producers, processors, and distrib- utors visited India on a study tour to witness India’s milk revolution firsthand. The study tour was complemented by ongoing multi-stakeholder dialogues and consultations, and return visits with the experts in India to support the new skills and implementation know–how of Tanzanian dairy producers and tech- nical specialists from the National Dairy Development Board. The exchange participants also developed a brochure and videos summarizing the lessons learned. Tanzanian dairy officials used their new knowledge and skills to develop policies and approaches based on the Indian model. Tanzania has effectively implemented dairy reforms, built consensus among stakeholder groups to anticipate next steps, and applied India’s rapid results approach to scale up successful reforms across the country. It is clear that Tanzania is well on its way to boosting nutrition and incomes in rural areas. “The challenges are working through the value chain. If you only support one area of the chain, it won’t be successful. If you support throughout the chain from the farmer to the consumer, it’s going to work.” ~ Devangura Mmari, Managing Director, Tan Dairies Ltd. Knowledge Broker: Michael Wong, Lead Private Sector Development Specialist, The World Bank 4 Case Example STRENGTHENING THE RECOGNITION OF INDIGENOUS LAND RIGHTS IN HONDURAS In this knowledge exchange, Honduras GAINED NEW KNOWLEDGE ENHANCED SKILLS IMPROVED CONSENSUS IMPROVED ACTIONS La Mosquita is located in Honduras on the Caribbean coast. It is a natural and cultural haven and home to a large indigenous community—the Miskito. In 2004, the Honduran Government approved a new property law that recognized the collective property of indigenous people. But implementation was tense and complex. A deep-seated and long-standing mistrust between the Miskito and the Honduran Government resulted in government authorities bypassing the Miskito community’s claims to their land titles. “We want to receive recognition for our land rights. This is a fundamental right that must be applied.” ~ Norvin Goff Salinas, MASTA President 5 Case Example To address these issues, the Miskito community, the Honduran Government and members of the World Bank identified Nicaragua and Colombia as prime examples of success. Both countries had achieved substantial progress in recognizing indigenous peoples’ land rights and shared a common history with Honduras. The World Bank funded a knowledge exchange among the three nations with the aim of building consensus and introducing new policies and programs to improve governance. A planning workshop introduced participants from all three countries to each other and long-distance multi-stakeholder dialogues/consultations helped prepare them to take part in upcoming study tours to Nicaragua and Colombia. Hondurans then visited Nicaragua to learn the process of demarcation and titling of indigenous territories. In Colombia, Hondurans also took part in a conference following the study tour, which gave them an overview of relevant legal and policy frameworks as well as Colombia’s implementation challenges. Next came three policy dialogues, and then the exchange ended with a closing workshop with key Honduran stakeholders to establish clear procedures for land titling in Honduras. “One of the goals of this exchange was to understand what had been accom- plished in other countries. What has been done in other countries can be done here in Honduras.” ~ Mr. Salinas Following the knowledge exchange, Honduran participants improved their knowledge of legal frameworks, stakeholder roles, consultation procedures, and governance for communal lands. With this new knowledge, stakeholders drafted action plans that reflect improved consensus and a strategy document on demarcation and titling of Miskito communal lands. Most importantly, the Miskito peoples’ indigenous territory was demarcated and titled. “The South-South Exchange allowed the government to have a better under- standing of what was possible. We demonstrated throughout the process that nothing is impossible.” ~ Mr. Salinas Knowledge Broker: Enrique Pantoja, Senior Land Administration Specialist, The World Bank 6 IN STEP 1 YOU WILL 1.1 Identify the development goal and tie it to the knowledge exchange initiative 1.2 Define the institutional challenges to reaching the development goal 1.3 Determine the change objective with your counterparts 7 Anchor the Knowledge Exchange ANCHOR THE KNOWLEDGE EXCHANGE Knowledge exchange initiatives can be used as part of a change process to powerful effect. At its best, knowledge exchange generates relevant knowl- edge and timely insights for designing, developing, and implementing inno- vative development initiatives. But for knowledge exchange to work well, it should be anchored in the larger development context and driven by stake- holder priorities. Before committing to an exchange initiative, work with your clients and project counterparts to »» agree on the development goal that the knowledge exchange will support. »» identify the major challenges limiting achievement of this goal. »» consider what will change as a result of the knowledge exchange initiative. 8 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 program that targets a specific development goal. Sometimes an exchange can be used to build group consensus on the development goal itself. Either way, it is important to recognize that a knowledge exchange initiative on its own will not achieve the development goal, but will contribute to it. Tanzania and India Exchange — Development Goal The development goal in Tanzania was to improve nutrition and income in rural areas and CASE EXAMPLES increase economic growth. Honduras, Nicaragua, and Colombia Exchange — Development Goal The development goal in Honduras was to promote the sustainable development of indigenous communities while respecting their social and cultural vision. 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 overlapping, 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 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, standards, and other formal incentives that guide action towards a development goal »» Ineffective organizational arrangements: characterized by inadequate systems, financing, staffing, incentives, and other resources for achieving a development goal Use 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? The following questions can guide your assessment. 9 Anchor the Knowledge Exchange Assessing the Environment for Change »» Do all stakeholders agree on the challenge? On a possible solution? »» Is there a mechanism for stakeholders to voice their opinions? »» Is there evidence that a solution exists? Has the solution been tried 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 (e.g., Parliament, Ministry) or a mechanism that can support efforts and formally guide the new approach? »» Are new policies and regulatory mechanisms consistent with existing ones? »» 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? Will they comply with new ones? »» Is there sufficient technical and administrative capacity to implement the policy? »» Do new policies adequately consider the risks (e.g., unintended negative effects)? »» Can the policy instrument accommodate revisions if needed? »» Do new policies and regulations minimize opportunities for corruption? Assessing Organizational Arrangements »» Can existing institutions realize the development goal? Do new institutions need to be developed? »» Do existing institutions have to be reformed? »» Does the institution have ›› a legal mandate (e.g., vision and mission) to implement the new approach? ›› a viable business plan with clear objectives? ›› a defined set of activities accompanied by a budget, timeline, and assigned personnel? ›› a robust monitoring and evaluation system? ›› the funds to sustain its operating costs? ›› adequate financial systems in place? ›› sound leadership? ›› a governing board or system to oversee management? ›› adequate staffing with technical and administrative skills to meet business needs? 10 Anchor the Knowledge Exchange »» And does it ›› report regularly on progress? ›› issue annual income and expenditure reports? ›› find ways to regularly improve its processes? ›› adapt to changing circumstances? Tanzania and India Exchange — This Exchange Sought to Address Two Interrelated Challenges »» Inefficient policy instruments: Policies implemented by Tanzania’s National Dairy Development Board (NDDB) and others did not produce effective dairy cooperatives and supply chains. »» Ineffective organizational arrangements: The NDDB and the Ministry of Agriculture had CASE EXAMPLES poorly focused missions, weak extension services, and insufficient technical knowledge to achieve development goals. Honduras, Nicaragua, and Colombia Exchange — This Exchange Also Tackled Two Challenges »» Weak environment for change: Mistrust among stakeholders hindered effective dialogue and consensus building. »» Inefficient policy instruments: Lack of coherence in land tenure and titling policies including contradictions in the legislation weakened the enforcement of indigenous land rights. 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 question “How will we know when we have achieved the desired change? 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. »» a good match with their social norms and values. 11 Anchor the Knowledge Exchange Common Trap »» Deciding to conduct a knowledge exchange initiative that may include, for instance, a study tour or a conference before anchoring the exchange can waste money and effort. ­ Change Objective in Light of Institutional Challenge Tanzania and India Exchange — Institutional Challenge Change Objective Policies have not resulted in Reduce number of regulations, effective dairy cooperatives and improve efficacy of and supply chains. regulatory processes. The operational efficiency of Reduce time for dairy the NDDB and the Ministry of cooperatives to meet regulatory Agriculture are weak. requirements of the NDDB and the Ministry of Agriculture. CASE EXAMPLES Honduras, Nicaragua, and Colombia Exchange — Change Objective in Light of Institutional Challenge InsƟtuƟonal Challenge Change ObjecƟve Lack of trust among Foster dialogue among stakeholders. stakeholders to build coaliƟons and consensus for change. Contradictory legal and Introduce consistent treatment regulatory framework. of indigenous land rights in land tenure and Ɵtling policies. 12 KE STORY Define the ( placeholder) Knowledge Exchange KNOWLEDGE EXCHANGE SOCIAL SECURITY REFORM OR BUSINESS PROCESS STORY ENGINEERING? üü The Challenge shared their thoughts and takeaways as development and application The government of Vietnam (GOV) after each trip through back-to-office of ICT,” says Nga Nguyet Nguyen, wanted to reform its inadequate reports. who helped broker this exchange. and inefficient social security Vietnam also learned how each SSA After the study tours, Vietnamese had managed human resources and administration in favor of a modern, officials held a workshop for VSS learned procedures for overseeing fair, and transparent system. staff from all related technical and managing social insurance Although the government had departments as well as a wider reserves. Perhaps most important, outlined a strategy, it felt that its audience, including the Ministry the GOV acquired the analytical institutional capacity was limited. of Labor and Social Affairs and the tools to strengthen its administrative üü The Solution – Who Did Ministry of Finance, representatives management capacity. It improved What? from civil society, and think tank its understanding and capacity to The GOV requested World Bank personnel. At the workshop Latvian, document, analyze and develop a support in learning how Latvia, Turkish, and Bulgarian officials vision for re-engineering Vietnam’s Turkey, and Bulgaria had modernized presented on their successes social security business processes. their systems of old age pensions and best practices in project management and VSS officials spoke As an immediate policy outcome of and health insurance. Before the about lessons learned from the study the exchange, the GOV is assessing exchange, World Bank staff in tours. Participants also viewed videos whether to integrate tax and social each participant country worked on other countries and other social security revenue collection. together to identify the right sources security systems that could provide of knowledge. After reaching a üü Instruments consensus, country representatives more insight. Workshop shared information and key üü Results documents by e-mail to prepare Vietnam learned how Latvia’s, Study Tours participants for a study tour. Turkey’s, and Bulgaria’s Social Multi-stakeholder Dialogue and Security Agencies (SSA) managed Staff from Vietnam’s Social Security Consultations business process re-engineering and (VSS) headquarters and from three provincial offices then visited implemented ICT upgrades. “It was üü Knowledge Broker interesting that lessons could also be Nga Nguyet Nguyen, Senior Latvia, Turkey, and Bulgaria to learned from mistakes.… [This was] Economist, The World Bank learn about their social security the first time [Vietnamese] officials reform experiences. The World learned about the importance of Bank distributed a report on business processes re-engineering. lessons learned from each visit and Before the trip, [they] always recommendations for Vietnam. The thought of social security reform Vietnamese government team also 13 Define the Knowledge Exchange DEFINE THE KNOWLEDGE EXCHANGE IN STEP 1 YOU ANCHORED YOUR KNOWLEDGE EXCHANGE INITIATIVE BY üü tying it to the development goal. üü defining the challenges to reaching the development goal. üü determining the change objective with your counterparts. IN STEP 2 YOU WILL 2.1 Identify the groups of people who are needed to achieve the change 2.2 Determine the intermediate outcomes participants will seek from the exchange 2.3 Identify groups and individuals with relevant and transferable knowledge and experience to share 14 Define the Knowledge Exchange STEP 2.1 IDENTIFYING PARTICIPANTS Which people/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. These change agents can belong to different stakeholder groups (government, civil society, private sector, academia) and be at the executive, managerial, 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 possible groups of people who are needed to achieve change. Ask: Who will Lead? üüWho will champion the cause and make the envisioned changes happen? üüWho can give momentum and enthusiasm to the knowledge exchange? Who will Influence? üüWho are opinion leaders on the topic? üüWho has a broad professional network across the various stakeholders? Who will Convene? üüWho has the capacity to bring people together to discuss the topic? Who will Act? üüWho is in a position to apply what they learn? And will this help realize the change objective? 15 Define the Knowledge Exchange Putting people with diverse backgrounds and perspectives together can result in a powerful learning experi- ence as well as inspire networks that continue long after the knowledge exchange initiative has ended. 16 Define the Knowledge Exchange Table 1. Profiles of Potential Change Agents Executive Level Managerial Level Technical/ Professional Level Government Agency Ministers Managers Technical specialists National Vice ministers Program leaders Team leaders Regional/Provincial Agency heads Program staff Directors Governing Body/ Elected officials/ Senior aides Analysts Parliament/Congress Parliamentarians Senior Office Staff commitee staff Civil Society Groups/ CEO/ President Managers Technical specialists NGOs Directors Program leaders Team leaders Board members Program staff Private Sector CEO/President Managers Team leaders Businesses Vice Presidents/ Program leaders Staff Directors Associations Board members Media Chief editor Section editors Journalists News director Producers Academia President Program leaders Professors Directors Department heads Students Board members 17 Define the Knowledge Exchange The following example highlights the role of change agents and the direct result of a knowledge exchange initiative. ROLE OF A CHANGE AGENT Energy efficiency had always been the poor and neglected child of energy policy in Chile. The common thinking was, “If it is economical, then the market will take care of it.” The result? Few private initiatives, an insignificant public budget, and the occasional project financed with international cooperation. In the mid-2000s things started to change when the Minister of the National Energy Commission appointed a small team to work on energy efficiency. When a new Minister came on board, the team’s challenge was to garner his political support to continue and scale up the good work that had been initiated by his predecessor. They devised a knowledge exchange strategy where the Minister would go on a study tour to California to see for himself the importance of energy efficiency. During the study tour he met with government officials and utility experts in charge of designing and implementing energy frameworks, incentives, and programs. The result? The Minister became a champion of energy efficiency, making it a key pillar of Chile’s energy policy and dedicating the majority of the Commission’s budget to support it. With this support, Chile’s Energy Efficiency Program rose to win the International Energy Efficiency Visionaries Award from the Alliance to Save Energy in 2010. Story contributed by Ivan Jaques, Senior Energy Specialist, Energy Sector Management Assistance Program (SEGES), The World Bank. 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 discouraged. 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. 18 Define the Knowledge Exchange Tanzania and India Exchange — ­ Participant Profiles »» Representatives from Tanzania’s National Dairy Board and the Ministry of Agriculture. These institutions are responsible for dairy policies and sector oversight and are uniquely suited to improve the operational efficiency of dairy supply chains. »» Leading dairy producers, processors, and distributors, who were the people who could CASE EXAMPLES push for greater reforms and would eventually benefit from having a better system. Honduras, Nicaragua, and Colombia Exchange — ­ Participant Profiles »» Representatives of key public agencies in the land titling and land regulatory framework, which would be responsible for implementation. »» Representatives of public agencies involved in the recognition and protection of indigenous rights. Participants from these agencies are crucial in maintaining consistency in the national policy towards indigenous people. »» Representatives of the Miskito community, who would have the opportunity to learn about other models, network internationally with other indigenous federations, participate directly in the drafting of policy affecting their rights, and build a working relationship with their government counterparts. 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 towards the change objective? At this point, your knowledge exchange initiative should be anchored in the development goal and a change objective. 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 towards 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. 19 Define the Knowledge Exchange Knowledge exchange can result in five (sometimes overlapping) intermediate outcomes (results). The first four outcomes can also individually or cumulatively lead to the last outcome of “new and improved actions”: New knowledge: A person is more likely to act because of a change in awareness, attitude, or understanding. Enhanced  skill: A person is more capable of acting because of a new or developed proficiency. Improved 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. Enhanced connectivity: A group is more likely or able to act because of new or improved relationships, greater affinity, improved trust and reduced isolation. New and improved actions: A person or group initiates or modifies its activity because of what was learned, practiced, realized and/or as a result of shared understanding and improved relationships. Think of intermediate outcomes as stepping stones leading to the change objective. 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 towards the change objective. Perhaps participants are not sure about how to address a challenge. Or it 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. 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. 20 Define the Knowledge Exchange Table 2: Sample Intermediate Outcomes and Indicators The table illustrates the following process for developing results indicators for knowledge exchange: 1. Consider whether the change you and your participants seek is at the group or individual level. 2. Then think about the ideal changes participants seek from the exchange—what they want to learn and how they want to grow. These are the intermediate outcomes. 3. Next look at the types of progress that can be made towards the outcome. Types of progress are further illustrated using example indicators. 4. Lastly, develop indicators based on the type of progress the exchange seeks to generate. These can then be used as evidence to demonstrate the achievement of results. Intermediate Type of Example Indicators of Success Outcome Progress New Knowledge Raised awareness At the end of the exchange, at least 70% of participants indicate they discovered new mortgage options for those A person is more without documented income. likely to act because of a change in awareness, 25% of city government planners will be aware of the attitude, or community mapping applications for Dar es Salaam after understanding. the exchange. Improved Six weeks after the exchange, 80% of participants will have motivation/ taken at least two concrete steps toward a multi-institutional attitude agreement on educational standards. Greater confidence Nine of ten participants self-report that following the exchange they have increased belief in their ability to bring about desired changes within their Ministries of Health. Increased At the end of the exchange, all participants describe the understanding value of private- public partnerships (PPP) to strengthen health service delivery in their countries. Acquisition of At least 90% of participants can, at the end of the exchange, knowledge identify eight key characteristics of sustainable fisheries projects in their region. Enhanced Skills Application of The percentage of correctly entered micro-finance knowledge applications will increase from 45% to 95% within three A person is more months of the workshop. capable of acting because of a new or developed proficiency. After the exchange, 75% of the farmers will be able to use the new high - yield rice growing methodology to increase their production. 21 Define the Knowledge Exchange Intermediate Type of Outcome Progress Example Indicators of Success Improved Consensus Improved The percentage of team members sharing and articulating communication their views during meetings will increase from 20% to 80% A group with within three months of the exchange. a common interest or agenda is more likely or Stronger By the end of the exchange, there will be agreement on the able to act because of coordination roles and responsibilities of key Project Delivery Team new knowledge, members drawn from the various ministries and agencies . changed attitudes, shared understanding, and improved Increased cohesion After the exchange, all participants are unified in the need to collaboration. more actively engage Afro-descendent slum dwellers as part of their national safety - net programs and agree to work together on developing a common approach. Stronger Within one month of the exchange, the partners will have agreement agreed upon a blueprint for a national land administration program that covers both rural and urban land and outlines key roles of federal and regional levels. Increased Following the exchange, absenteeism from group meetings commitment to will decrease from 50% to less than 10%. agenda/group Enhanced Connectivity Increased One year after the exchange there is 50% growth in the membership number of government institutions that report receiving help A group is or advice through the Network on Migration and more likely or able to Remittances. act because of new or improved relationships, Increased network The number of current network members who support one greater affinity, density another in the area of social inclusion programming will improved trust, and double within six months of the exchange. reduced isolation. Increased sense of The numbers of members who invite others to join the group belonging will double (from 20 to 40) within one month of the exchange. Improved trust The percentage of network members that 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 forum will communication be answered satisfactorily in an average of three days (down from eight). Fewer isolated In the next quarterly member survey at least 75% of members members will report having contacted at least one other member(e.g., by phone, email, or meeting) . 22 Define the Knowledge Exchange Intermediate Type of Example Indicators of Success Outcome Progress New and Preparation for At the end of the exchange, the utility and ministry partners Improved Actions action will have agreed upon an action plan for implementing new tariff policies. A person or group initiates or Local Governments allocate a budget to replicate the good modifies his/hers or its practices of other local governments observed during a activity/actions because knowledge exchange. of what was learned, practiced, realized and/or as a result of Change in routine/ Following the exchange, the project team will begin improved collaboration working in new ways collecting beneficiary feedback for the first time. and relationships. Maintenance of Within three months of the exchange, the ministry will change produce an operational manual for implementation of the new policy and form a community of practice for regulators. Adapted from The Capacity Development Results Framework: A Strategic and Results-Oriented Approach to Learning for Capacity Development, World Bank Institute, Washington DC. (See http://wbi.worldbank.org/w- bi/about/capacity-and-results.) Knowledge exchange design and implementation is 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 something will happen once everyone goes 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. 23 Define the Knowledge Exchange 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 them to weigh in on decisions and make sure every engagement contributes to the intended change. Ask them, “How will this empower you to lead, convene, influence, or act?” 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. 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 exactly what 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 its accuracy? Attainable: »» Are the results realistic, considering the scope of the exchange? »» Are data available at reasonable cost and effort? »» Is baseline data available for comparison? Relevant: »» Is the measurement relevant (i.e., 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. 24 Define the Knowledge Exchange Table 3. Poor and SMART Results Indicators Examples of poor indicators Why the poor examples Examples of SMART indicators are inadequate Ministry of Health staff will Engage is not specific enough to The Vice Minister of Health engage with community-nutrition measure progress, and measuring attends three of the four programs after the study tour. engagement among all ministry quarterly meetings of the staff is not realistic. community-nutrition coalition in the year following the study tour. Workshop participants will learn The number of staff learning to use Within six months of the work- to use macro-economic forecast- macro-economic forecasting tools is shop, 80% of all medium-term ing tools. not relevant to stakeholders, who budget plans will be developed are mostly interested in how the using macro-economic forecast- tools are actually applied. ing tools (up from 5 today). Field visit participants gained a Understanding is vague and After the field visit, all partici- clear understanding of the value difficult to measure. The indicator pants will identify at least three of plastic latrine foundations. is not time-bound. value propositions of using plastic latrine foundations within their country context. Tanzania and India Exchange — Intermediate Outcomes »» New Knowledge: Tanzanian officials in the Ministry of Agriculture (MOA), National Dairy Development Board (NDDB), dairy producers, processors, and distributors will have a better understanding of the constraints facing Tanzania’s dairy sector and have an increased belief in their ability to develop effective policies to improve its performance. »» Enhanced Skills: Officials will improve their skills to systematically collect and analyze informa- tion all along the dairy supply chain in Tanzania. »» Improved Consensus: Exchange participants will reach agreement on a blueprint of potential dairy sector reforms appropriate in Tanzania. »» New and Improved Actions: NDDB participants develop an action plan to implement changes CASE EXAMPLES via a rapid results approach. They begin by setting very tight timelines (three months versus a year) to pilot changes. Honduras, Nicaragua, and Colombia Exchange — Intermediate Outcomes »» New Knowledge: Baseline and follow-up surveys with Honduran stakeholders will reveal improved knowledge of legal frameworks, stakeholder roles, consultation procedures, and governance of communal lands. »» Enhanced Skills: Representatives of key public agencies responsible for implementing land titling and land regulation will develop proficiency in the process of demarcation and titling of indigenous territories. »» Improved Consensus: There is greater agreement and trust between the Miskito people and the Honduran government (the deep seated distrust is dismantled) leading to drafting of the action plan to address contentious land issues. »» New and Improved Actions: Honduran government establishes clear procedures for demarcation and titling of Miskito communal lands. 25 Define the Knowledge Exchange STEP 2.3 IDENTIFY THE MOST APPROPRIATE KNOWLEDGE PROVIDERS Which individuals or groups have the most relevant and transferable knowledge, development experience, or a potential solution? Do they have the resources and capacity to share it? A knowledge provider has a proven solution 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 very 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 to 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 timeframe. »» readiness to deliver, shown by confirmed commitment and understanding of responsibilities. »» any prior relationship with the knowledge-receiving institutions, groups, or individuals. »» understanding of potential logistical complications and risks, such as language issues or travel challenges. As you did when selecting potential participants, try to find a good mix of knowledge providers who can share different perspectives 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. You may not – in fact, you probably won’t – get it right the first time. Don’t get discouraged. You and your participants will explore a range of possibilities before finding a truly fitting match. Listen to your clients, know when their needs have evolved, and adjust your plan accordingly. Remember, it is more important to find a provider with relevant experience than opt for one using the “best practices.” 26 Define the Knowledge Exchange Tanzania and India Exchange — Knowledge Providers »» India’s National Dairy Development Board: This preeminent oversight agency was instrumental in catalyzing the country’s “White Revolution,” which led to an increase in India’s milk production from 20 to 100 million metric tons in only 40 years. The NDDB is interested in sharing its experiences in analyzing constraints and restructuring dairy operations, and brings a proven track record in undertaking exchanges worldwide. »» The Gujarat Cooperative Milk Marketing Federation: Can provide direct linkages to a cooperative that dramatically scaled up its operations, especially through its global brand, AMUL. CASE EXAMPLES »» Both organizations have confirmed resources to deliver all exchange activities within the noted timeframe. Honduras, Nicaragua, and Colombia Exchange — Knowledge Providers »» The Miskito communities, the Honduran Government, and the World Bank identified Nicaragua and Colombia as ideal knowledge providers because both countries had achieved substantial progress in the recognition of indigenous peoples’ land and territorial rights and shared a common cultural and linguistic history with Honduras. »» Nicaragua was one of the countries in Latin America with the most advanced legal framework for recognizing indigenous land and territorial rights, and Colombia had given unprecedented recognition to the land rights of indigenous peoples with about 30 percent of the country’s territories being titled on behalf of indigenous and Afro-descendent communities. 27 Define the Knowledge Exchange The Power of Connecting to Relevant Experience Over a decade of civil war and conflict nearly destroyed Liberia’s public administration. Qualified civil servants in procurement, accounting, auditing, and other administrative areas fled as salaries and working conditions worsened. Despite the efforts of the government and international partners, including the World Bank, institutions providing training for government workers, such as the Liberia Institute of Public Administration (LIPA), still lack the capacity to perform efficiently. At the same time, the Kenya Institute of Administration (KIA) has become renowned for its success in supporting reforms in Kenya’s public sector and promoting transparency and accountability. A knowledge exchange supported by the World Bank connected senior LIPA staff to their Kenyan peers to learn from their experiences in designing and implementing training programs for public servants, as well as in improving management skills. “The exchange has enabled us to streamline and document major operational policies to include human resources, training, research, consultancy, procurement, finance, library services, among others,” said Harris Tarnue, LIPA’s Deputy Director General for Research and Consultancy and Team Leader. “Application of marketing strategies and other skills acquired have increased the number of Civil Servants and private clients now accessing LIPA services.” They have also established an executive board for LIPA (it had been operating without one since its inception in 1969) and prepared a list of board members for approval by the President of Liberia. As a follow up to the initial exchange, LIPA and KIA agreed on a memorandum of understanding that included continued guidance, and support of Liberia’s reform efforts. Knowledge Broker: Raymond Muhula, Public Sector Specialist, The World Bank. A knowledge exchange benefits immensely from a strong, well-networked 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. 28 Design and Develop the Knowledge Exchange KNOWLEDGE EXCHANGE SPREADING THE WEALTH: LOCAL LEARNING STORY BROUGHT TO SCALE üü The Challenge replication running open budget meetings and Bangladesh has a wealth of excellent 6. Allocate resources through open union information service centers development projects, but many budget planning benefited 0.55 million people. of them remain isolated when they The total number of beneficiaries Support peers in replicating 7. of HLP good practice sharing is should be shared and brought projects to scale. In order to address this, steadily increasing; in FY13, the the Horizontal Learning Program Collectively inform policy changes 8. projected number of beneficiaries is (HLP) fosters collective learning These learning initiatives recognize approximately 5 million people. and accountability amongst local that expertise lies in experience, not “While visiting Chowgacha I government institutions, enhancing in income level or schooling. They discovered a unique solution to local capacity to scale-up and sustain prioritize building on local practices arsenic contamination. After coming good practices. and knowledge, and help increase back [from this knowledge exchange] üü The Solution – Who Did What? networking and communication we adapted and replicated this across social and cultural divides. approach in our own context. This has In Bangladesh, the Ministry of Local The HLP also monitors and evaluates now spread to the entire upazila and Government, Rural Development good practice replications, budget beyond.” and Cooperatives facilitates the HLP commitments and the number with support from 32 Developing of people reached through each - Ranihati Union Parishad Chairman, Partners. The HLP offers a filter exchange. Chapai Nawabganj Sadar Upazila for policymakers to view what can be replicated at scale with local üü Results üü Instruments knowledge and resources. It focuses From 2007 to 2012, 303 union Community of Practice on a broad range of good practices parishads in Bangladesh allocated related to good governance and 6 million dollars for the replication Workshop improved service delivery. Local of 17 good practices learned from stakeholders decide what, how and Study Tours their peers. These allocations yielded when to learn through knowledge amazing results. In FY12 alone, 3.6 Multi-stakeholder Dialogue and exchange. Together they million people benefited from the Consultations 1. Identify their own good practices replication of good practices through HLP. Scaling-up good practices in üü Knowledge Brokers with concrete and measurable indicators total-sanitation eco-friendly villages Santanu Lahiri and Mark Ellery, Water aided 1.37 million people. Sharing and Sanitation Program, Bangladesh, 2. Share good practices with peers success tactics for building and The World Bank 3. Select what they want to learn maintaining a safe water supply 4. Choose what they want to replicate helped 1.67 million people. And 5. Commit their own budget for disseminating lessons learned for 29 Design and Develop the Knowledge Exchange DESIGN & DEVELOP THE KNOWLEDGE EXCHANGE IN STEP 2 YOU DEFINED THE KNOWLEDGE EXCHANGE BY üü identifying the types of people needed to achieve the change objective. üü considering the desired intermediate outcomes. üü identifying 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 and 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 as you must balance upfront 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 to tackle the problems are often distributed across actors and no one actor is in full control of progress towards an objective. For example, interactions during multi-stakeholder dialogues, 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 specifically who will join you in the knowledge exchange 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. Consult Table 1 again (Step 1) for help in selecting participants. 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 knowing who your exchange must include for it to be productive and orchestrating 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 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 and Develop the Knowledge Exchange Find ways to engage with participants early on, so that by the time the knowledge exchange starts, everyone has a strong sense of the objectives and expected outcomes. If a new participant can help achieve, or even expand these, he or she will be a good addition to the team. Tanzania and India Exchange — Selected Participants »» Participants from Tanzania included leaders and key actors responsible for dairy policies and sector oversight and who were uniquely suited to improve the operational efficiency of dairy supply chains. Proven champions of reform, they were also influencers and conveners, having a keen interest not only in applying their learning but also sharing it with others. »» More specifically, besides leading dairy producers, processors, and distributors, the Tanzanian participants included the Director of Operations and the Secretary General from the Ministry of Agriculture, as well as the Program Manager, Deputy Director of Engineering, CASE EXAMPLES and an Operations Specialist from the National Dairy Board. Honduras, Nicaragua, and Colombia Exchange — Selected Participants Participants from Honduras included Miskito organizations and communities in the Department (region) of Gracias a Dios as well as government agencies involved with policy concerning indigenous people’s land and territorial rights: »» Ten indigenous leaders from various Miskito municipalities such as Suhi Rio Coco, Morcorn, Tanzin, Puerto Lempira, Yahurabila, Kaukira, Brus Laguna, and Belen; »» Eight representatives from the Property Institute, including the President and Executive Secretary of the Executive Counsel, the Director General of Cadastre and Geography, the Director General of Property Tax Adjustment, the National Coordinator, the Cadastre and Regularization Coordinator, the Institutional Strengthening Coordinator, and the Social Community Developer; »» Two representatives of the National Agrarian Institute, including the legal counsel and technical advisor for the ethnic division; the Coordinator of the Inalienable Forest Heritage Catalogue of Honduras; and »» the Director of the Department of Social Development in the Ministry of Indigenous and Afro-Hondurans (SEDINAFROH). Consider including influential media personnel when the knowledge exchange is supporting public reform efforts. To eliminate “junket junkies,” let participants know they will be expected to complete pre- and post-knowledge exchange activities. 32 Design and Develop the Knowledge Exchange 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 the participants, or some of them, 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 with regards to these. If not, work with your counterparts and participants to clarify 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. 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). 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. 33 Design and Develop the Knowledge Exchange Table 4: Design and Delivery Team Roles # Role Typical Responsibilities Related Process Steps 1. Instructional Designer • Alignment and results orientation • Anchor • Participant identification and • Define preparation • Design • Knowledge provider preparation • Participatory planning approaches • Instrument and activity selection, sequencing, and design 2. (Local) Delivery • Logistics and administrative • Define Partner(s) support • Design • Identification of key contacts • Implement • Preparation of knowledge • Report providers • Facilitation • Translation • Results capture 3. Professional Facilitator • Knowledge of the participants, • Implement their goals, 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 4. Project Leader • Knowledge exchange design, • All five steps planning, and 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! 5. Communications • Plans for communicating among • All five steps Coordinator the delivery 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 34 Design and Develop the Knowledge Exchange Once you have your core team on board, you will define targets, set priorities, and create an implementation plan focused on participant priorities. As a knowledge broker, avoid centralizing 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 implementation, consider hiring a facilitator and outsourcing event planning to local partners. Honduras, Nicaragua, and Colombia Exchange — The Design and Delivery Team The design and delivery team included (i) an anthropologist, specialized in the Miskito culture, CASE EXAMPLE who was hired to document (systematize) the whole exchange. He prepared background notes, facilitated brainstorming meetings during the preparation stages, and participated in the two visits (Colombia and Nicaragua) to provide advice on the dialogue with Miskito participants; (ii) an expert facilitator, specialized in the design and management of knowledge exchanges, who organized the sessions and applied different methodologies taking into account the cultural aspect of the exchange; and (iii) representatives of the main Miskito organization MASTA. STEP 3.4 ASSEMBLE THE KNOWLEDGE EXCHANGE What blend of instruments, activities, and delivery modes will help achieve the desired intermediate outcomes? Every knowledge exchange initiative is a blend of instruments, activities, and delivery modes. 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.  35 Design and Develop the Knowledge Exchange Figure 2. Assembling the Knowledge Exchange Initiative CONSIDER OPERATING CONSTRAINTS & OPPORTUNITIES SELECT THE KNOWLEDGE EXCHANGE INSTRUMENT(S) SELECT AND SEQUENCE THE KNOWLEDGE EXCHANGE ACTIVITIES DESIGN THE ACTIVITIES 36 Design and Develop the Knowledge Exchange Step 3.4A CONSIDER THE OPERATING CONSTRAINTS & 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 and guidance tools, and context. In each case, however, you can often turn constraints into opportunities. Budget Knowledge exchange costs vary dramatically depending upon scope (number of countries, institutions, activities), duration, and choice of instrument. A series of virtual dialogues can cost a few thousand dollars, whereas an elaborate study tour involving participants from many countries can easily cost over $100,000. Opportunities to Consider »» Look for cost-efficient ways to achieve the same results. For instance, bring people together virtually instead of flying them across the world. »» Build knowledge exchange into larger operations. You might include it in the capacity building component of a new loan or grant, for example. »» Seek funding from multiple sources to ensure sustained and in-depth exchanges. »» Find partners to help finance the exchange. »» Ask knowledge providers or participant institutions to provide in-kind support. For example, the Bolivian government provided hosting services and facilities to support a community of practice it was involved in. »» For Web-based work, use available technologies instead of building customized solutions. People People can include anyone involved in the exchange: participants, knowledge providers, brokers, implementation partners, team members, etc. 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. »» Convene participants on their terms. For example, ministers tend to prefer to meet in person or in a private video-conference. »» Make preparation a requirement of participation. »» Ask partners and sector/country experts to help identify the right people. »» Keep cultural and social norms around rank, hierarchy, and gender in mind when selecting participants. 37 Design and Develop the Knowledge Exchange Providers »» Work with recommended providers or those with whom you are familiar. »» Work with partners or firms to document and package knowledge ahead of the exchange. »» Encourage providers to share learning materials early on to ensure readiness and quality. »» As a broker, look to build longer-term relationships with knowledge providers and between the knowledge receiving and providing countries. »» Think about ways to reward knowledge providers through public recognition (for example, awards, certificates, news releases/interviews with media outlets). »» Ask knowledge providers to share their challenges and failures as well as their successes to provide a realistic view of real world issues. Brokers »» Explain to your partners the importance of the knowledge exchange and how it can influence change. »» Seek support from local delivery partners. Gaining Insight on Potential Challenges The Government of Ghana wished to introduce Public Private Partnerships (PPPs) to improve the financing and management of irrigation projects, but lacked exposure to existing programs. Brazil’s experience in designing and implementing the Pontal Irrigation Scheme was a rich source of learning. Through a World Bank facilitated knowledge exchange, Ghanaian officials not only learned about Brazil’s successes, but also its failures. A realistic and balanced view of what Ghana may encounter in implementing PPP irrigation schemes heightened the participants’ abilities to handle risks, negotiate contracts, and build up pertinent government institutions. Knowledge Broker: Christopher Paul Jackson, Lead Economist/Cluster Leader for Agriculture and Rural Development, The World Bank Engage early on with the knowledge providers and prepare them for their role. 38 Design and Develop the Knowledge Exchange Time People always underestimate the time it takes to plan and complete a knowledge exchange. The knowledge exchange Toolbox lists typical duration of the instruments and activities, as it is impossible to give a precise time frame for an exchange. There are just too many variables, including the level of complexity and the nature of the outcomes sought. For example, raising awareness is often easier to achieve than building consensus. Opportunities to Consider »» Divide tasks (design, logistics, facilitation, etc.) 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. See the Social Media Guide in Figure 3. Technology and Planning Resources Technology and guidance 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 »» Use the exchange to increase participant ability with a technology that facilitates the knowledge exchange. »» Meet participants where they are. Start with technologies and communication methods they use most often. »» Develop contingency plans in case technology fails. »» Facilitate the use of well-tested knowledge exchange guidance tools, planning resources, templates, and roadmaps. http://wbi.worldbank.org/sske/ »» Use the Global Development Learning Network (GDLN) http://wbi.worldbank.org/sske/ for activities that require distance learning tools and get support from local partners to implement the knowledge exchange. »» Use social media, as appropriate. 39 Design and Develop the Knowledge Exchange Figure 3. A Quick Look at Social Media 5. MEASURE Learn by doing: Learn and adapt Hootsuite every day by tracking, analyzing Spredfast and measuring data in realƟme, cross data for new perspecƟves Sysomos and insights. 1. CONNECT SOCIAL MEDIA ANALYTICS Measure, manage and understand the behavior and SOCIAL impact of your social media ia Facebook NETWORKS presence using social media analyƟcs tools. Let you interact Google Plus constantly with your audience (wriƩen LinkedIn content, images, video and links); connect any 4. RECORD Ɵme and from anywhere via desktops, smart phones, tablets or social media. VIDEO SHARING YouTube Convey complex ideas, start conversaƟons and Vine engage audiences Over 1 billion users worldwide, by sharing your content, most on mobile (ITU*) tesƟmonials, and Vimeo short interviews onli nli Share them online. social via soc wo or networks netwo MICRO- microb- rob microb BLOGGING s logs. Increases your client's realƟme exposure and interacƟon with your key 2. UPDATE content and ideas through sound bytes. You should synchronize your microblog- PICTURE ging tool to your other SHARING TwiƩer social media tools. Use images to spark interest r in your content/key inter Blogger ideas and increase your target ge audience engagement. targe Share them via social networks et net or microblogs. Synchronize for greater engagement: Content from video and picture sharing sites can be shared on your social Pinterest network and microblogging sites. Content from social networks and microblogs can be linked to content on video Flickr and picture sharing sites. Instagram Picaza 3. ILLUSTRATE THE PROS THE CONS + Facilitates the development and sustainability of professional networks across – Corporate structures may allow limited use of social networks countries, sectors and economic levels – May require negoƟaƟon with stakeholders + Available almost in every country of the planet – Differences in digital literacy levels may impact viability /usability + Most oŌen free to use – Access and cost of internet services may vary between and + Most stable, safe virtual environments within countries + Desktop, mobile, tablet, SMS accessible – Technological infrastructure may limit how social media is used + User friendly, short learning curve – Some corporate cultures do not accept/embrace social media or + DemocraƟzes knowledge creaƟon, collaboraƟon, and disseminaƟon have appropriate digital strategies + Widely recognized as a key element in professional pracƟce – In some contexts use may be discouraged as content is held by + Provides easy access to success stories and lessons learned third parƟes + Facilitates access to knowledge, those that produce it and those who wish to use it * hƩp://www.itu.int/ 40 Design and 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 audio-visual components. Try not to interpret through multiple language levels (for example, from Lao to English, then English to Russian). 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. 41 Design and Develop the Knowledge Exchange Honduras, Nicaragua, and Colombia Exchange — Operating Environment The financing for this knowledge exchange came from multiple sources: »» Funds from a larger Bank operation with a budget of $35,000,000 »» Funds from a Multi Donor Trust Fund for the South-South experience exchange between practitioners - $144,100 Participants »» Government agencies involved with land and territorial rights for indigenous people, and »» Representatives of the Miskito communities Providers »» Nicaragua and Colombia mirrored participants from Honduras Brokers »» The World Bank acted as a broker for the exchange Two years CASE EXAMPLE The planning process started early to allow enough time to mobilize indigenous people and arrange for them to travel from their remote communities to other countries. A series of video-conferences were organized throughout the process to plan for the various workshops and study tours. A video case study was prepared to harvest and share the experience from the exchange. There were a series of contextual constraints and opportunities to consider: »» Political context. There was a change in government between the first and second phase of the project and trust had to be rebuilt between the Miskito communities and the new government. »» Social and cultural context. Planners paid particular attention to the social and cultural context. They... ›› hired an anthropologist with expertise in the social organization, history, and culture of the Miskito people to ensure respect for their customs and traditions; ›› invited a local religious leader or respected community authority to open the main event with traditional prayers; ›› incorporated cultural events into the program (singing, dancing, or other cultural exchange); ›› provided interpreters in the local language; and ›› worked closely with regional and local authorities to ensure their full support and facilitation of the event. 42 Design and 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 (Table 5) and they move the participants closer to realizing their change objectives. Their strength is fueled by the knowledge exchange activities (Table 8), which form the building blocks of instruments. These instruments (e.g., study tours, knowledge fairs, and multi-stakeholder dialogues) can be used alone or in combination. Each instrument has its own strengths and limitations, with some more suitable for particular types of intermediate outcomes than others (Table 6). 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/less intense degree of individual engagement (Table 7). The knowledge exchange Toolbox (page 83) 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. 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. »» The same instrument used in a different project or program phase can yield different out- comes. 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 bot- tlenecks and build skills through coaching and hands-on support. »» 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 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. 43 Design and Develop the Knowledge Exchange Table 5: Knowledge Exchange Instruments COMMUNITY OF COMPETITION/ CONFERENCE EXPERT VISIT KNOWLEDGE FAIR PRACTICE (COP) CHALLENGE A formal event in Sending a practi- A face-to-face A group of people A contest aimed at which a large num- tioner or technical knowledge sharing that interacts regu- finding and support- ber of participants specialist from a event designed to larly on a common ing new ideas and come together to knowledge provid- showcase partici- topic to learn from accelerating innova- share knowledge er country/region/ pants’ experiences, one another. tions, usually culmi- and their experi- organization to a achievements, and nating in a showcase ences on a specific knowledge seeker innovations and event to recognize topic/theme. country/region/or- market new pro- the competitors and ganization to assess grams to donors and winner(s). current circumstanc- potential partners. es and/or provide guidance on a specific challenge. KNOWLEDGE JAM MULTI- STUDY TOUR TWINNING WORKSHOP A facilitated con- STAKEHOLDER The visit or series of The pairing of one A structured event versation between DIALOGUE AND visits by an individual institution with a sim- focused on having knowers and doers CONSULTATION or group to one or ilar, but usually more participants solve (change agents) to A facilitated series more countries or mature institution for problems by work- surface hidden know- of conversations within a country or a mutually beneficial ing together on a how around targeted among stakeholders/ sites with a specific partnership. common issue, be it topics and channel peers to gain multi- learning goal and to a problem or a task. insights into action or ple perspectives and experience firsthand a concrete deliver- deeper understand- how something was able. ing, reach consensus, or is being imple- or encourage action. mented. 44 Design and Develop the Knowledge Exchange Keep in mind that the choice and blend of instruments will also be influenced by »» the nature of the challenge (straightforward »» time. or complex). »» logistical constraints. »» participant profile. »» resource availability. »» group size. Table 6: Strength of Knowledge Exchange Instruments for Intermediate Outcomes Intermediate Outcomes Stronger Weaker study tour, knowledge multi-stakeholder dialogue and fair, conference, community of consultation , knowledge jam, twinning practice, competition/challenge, expert visit, workshop New Knowledge workshop, expert visit, twinning, knowledge fair, conference, study tour, knowledge jam multi-stakeholder dialogue and consultation, community of practice, Enhanced Skills competition/challenge multi-stakeholder dialogue and community of practice, consultation, study tour, expert visit competition/challenge, conference, workshop knowledge fair, knowledge jam, Improved Consensus twinning community of practice, conference, competition/challenge, expert knowledge fair/marketplace, multi- visit, knowledge jam stakeholder dialogue/consultation, Enhanced Connectivity study tour, workshop, twinning expert visit, workshop, study tour, conference, knowledge fair, knowledge jam, community of practice competition/challenge, New and Improved Actions multi-stakeholder dialogue and consultation, twinning 45 Design and 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 based on participant profiles, group size, time and logistical constraints. Degree of Individual Engagement Low High Long-term Length of Engagement Short-term 46 Design and Develop the Knowledge Exchange Tanzania and India Exchange — ­ Instrument Selection and Sequencing A working group from Tanzania and India planned the exchange together. It began with a multi- stakeholder dialogue in Tanzania to build consensus on the next steps for dairy reform, followed by a 10-day expert visit to Tanzania by six officials from the Indian National Dairy Development Board and the Gujarat Cooperative Milk Marketing Federation. The Indian officials gained firsthand understanding of the challenges faced by Tanzania and the Tanzanian stakeholders raised their awareness of the results of the dairy reforms in India. The expert visits also included a strong needs assessment component. Next, a delegation of 14 Tanzanian officials from the Ministry of Agriculture, National Dairy Development Board, dairy producers, processors, and distributors visited India on a study tour to witness India’s milk revolution first hand. The study tour was complemented by ongoing multi- stakeholder dialogues and consultations and return visits with the experts in India to support the new skills and implementation know–how of Tanzanian dairy producers and technical specialists from the National Development Dairy Board. The exchange participants also developed a CASE EXAMPLES brochure and videos summarizing the lessons learned. Honduras, Nicaragua, and Colombia Exchange — ­ Instrument Selection and Sequencing The knowledge exchange started with a series of multi-stakeholder dialogues and consultations with key stakeholders in Honduras to improve consensus on actions needed to address disputed land issues. Then, to prepare for the upcoming study tours, government officials from Honduras, Miskito leaders, and experts on indigenous law from Nicaragua and Colombia participated in a planning workshop in Puerto Lempira. Twenty-two participants from Honduras participated in the study tour to the North Atlantic Autonomous Region of Nicaragua to gain new knowledge about issues surrounding the recognition of indigenous land rights and how Nicaragua had handled the process of demarcation and titling of indigenous territories. Another study tour in the North Atlantic Autonomous Region of Colombia provided Honduran participants with new knowledge about the overall picture of the legal and policy framework in Colombia and an increased understanding of the challenges in its implementation. These study tours were followed by a conference in Colombia to enhance connectivity and greater agreement and trust among key stakeholders. The exchange ended with three policy dialogues and a closing workshop with key Honduran stakeholders to establish clear procedures for land titling in Honduras. 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 (Table 8). 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 is more important than the activity 47 Design and Develop the Knowledge Exchange 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. 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. 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: presentation, discussion, experiential and analytical. Each category emphasizes different types of communication and interaction among participants. Presentation activities primarily consist of a one-way flow of information and also require use of creative techniques to engage and involve the audiences. These activities include demonstration, expert panel, lightning talks, poster session, and storytelling. Discussion activities consist of multi-directional knowledge sharing, require group participation, and are often used after presentation-type activities. These activities include brainstorm, buzz session, e-discussion, knowledge café, peer assist, and anecdote circle. Experiential Activities move the participants 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, field visit, fishbowl, role play, secondment, simulation.. 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 review, focus group, interview, self-assessment, survey, SWOT analysis. Well-designed activities should allow participants to »» experience something new. »» internalize the significance of the new experience. »» observe, question, reflect, and contribute their experience. »» interact with experts and other participants, and consider new ideas. »» develop a collective understanding based on shared experience. »» translate the knowledge into action plans. »» summarize new knowledge in written and audiovisual formats and make these available for other stakeholders. 48 Design and Develop the Knowledge Exchange Table 8: Knowledge Exchange Activities PresentaƟon AcƟviƟes Discussion AcƟviƟes DemonstraƟon Anecdote Circle An expert showing how to use a product or An exercise that involves the use of story themes perform a procedure; also used to showcase a new and story-eliciƟng quesƟoning to engage a group in product or process in order to market and spread sharing their experiences. innovaƟons. Brainstorming Expert Panel The generaƟon of ideas or soluƟons about a A moderated set of presentaƟons on the same specific topic by tapping into the wisdom of peers topic addressed from various angles by a group of and encouraging them to think of novel ideas. people with specialized knowledge. Buzz Session Lightning Talks A very short discussion on a narrow topic that involves simultaneous small group-work (usually in A series of short presentaƟons on the same or pairs) and sƟmulates contribuƟon from each diverse topics by different speakers lasƟng a few member of the parƟcipant group. minutes each as part of a single session. e-Discussion Poster Session A discussion that takes place online either synchro- A presentaƟon in a poster format, usually combin- nously or asynchronously. ing text and graphics, that engages presenters and parƟcipants in a conversaƟon around the content Knowledge Café of the poster. Open, creaƟve, facilitator-led conversaƟons to surface collecƟve knowledge, share ideas, and Report encourage collaboraƟve dialogue in a relaxed, An oral or wriƩen presentaƟon that summarizes café-type environment. and highlights topic- or theme-based key points (concepts, data, processes, lessons learned, etc.). Peer Assist A facilitated event where peers with relevant Storytelling experience share their knowledge and experience, A purposeful use of narraƟve that describes a usually in the form of best pracƟces and lessons pracƟcal outcome and is meant as a trigger for learned, with a team that has requested help on a individuals, communiƟes, or organizaƟons to specific problem, project, or acƟvity. consider future acƟon. Liberating Structures! In addition to the activities above, also explore the use of Liberating Structures. A set of 33 knowledge exchange activities to include and unleash everyone’s ideas http://www.liberatingstructures.com/ 49 Design and Develop the Knowledge Exchange ExperienƟal AcƟviƟes AnalyƟcal AcƟviƟes AcƟon Planning AŌer-AcƟon Review (AAR) A strategic exercise that results in a personal or A structured review process for project teams to group roadmap or Ɵmetable describing the analyze what happened, why it happened, and specific steps that need to be taken to achieve a what can be done beƩer or differently in the single or mulƟple objecƟves. future. Book Sprint Focus Group A facilitated process that brings together a group A structured discussion protocol that brings of people to collaboraƟvely produce a book in together a group of people, typically unfamiliar three to five days. with each other but with a common interest, to give their opinions on a parƟcular topic or area. Field Visit Physically going to a locaƟon that enables parƟci- Interview pants to experience project realiƟes directly and A quesƟon-and-answer session with an individual/- meet with implementaƟon teams and beneficiaries. expert about a specific topic, usually following a pre-determined set of quesƟons. Fishbowl A small group conversaƟon or a dialogue process Self-Assessment held in a seƫng which includes a larger group of A survey technique to gather informaƟon on how observers/listeners. an individual rates him/herself on a specific set of competencies, behaviors, and/or aƫtudes. Role Play Survey An interacƟve exercise in a contrived environment that allows parƟcipants to experience the situaƟon The gathering of data or opinions from parƟcipants from another’s point of view, apply or develop skills using a structured set of quesƟons. to handle a conflict or a problem, and analyze the experience with the help of observers. SWOT Analysis A structured examinaƟon to idenƟfy a program or Secondment organizaƟon’s internal strengths and weaknesses The temporary assignment of a person to another as well as any external/internal opportuniƟes and department or organizaƟon. threats (Strength, Weakness, Opportunity, Threat Analysis). SimulaƟon A realisƟc, structured situaƟon designed to engage parƟcipants in various interacƟons within a parƟcular seƫng. 50 Design and Develop the Knowledge Exchange Tanzania and India Exchange — Activity Selection and Sequencing »» Brainstorm through video-conference to define the scope of the visit »» E-Discussion to prepare a concept note for the visit »» Field visits to learn about how it was implemented from both a political and practical standpoint »» Demonstration to show the different process steps in the milk supply-chain »» Brainstorming with Indian business leaders to come up with ideas to promote future business partnership between India and Tanzania’s dairy sectors »» Presentations to colleagues and decision makers in Tanzania to share lessons learned and propose a way forward CASE EXAMPLES Honduras, Nicaragua, and Colombia Exchange — Activity Selection and Sequencing »» Brainstorming through audio/video-conference, with key stakeholders from Honduras, Nicaragua, and Colombia to agree on scope of workshop »» Expert panel with specialists from Nicaragua and Colombia to develop an in-depth understanding of the issues around land- titling for indigenous people »» Storytelling by indigenous people during a round-table discussion to understand their point of view and have improved communication between different stakeholders »» Poster session highlighting main takeaways of round-table discussion »» Action plan to define next steps To further enrich the exchange, social and cultural activities such as singing, dancing, and traditional prayers were incorporated throughout the workshop. »» Survey to assess lessons learned and gauge usefulness of exchange 51 Design and Develop the Knowledge Exchange Knowledge Exchange Activities for a Study Tour Enhancing Community Driven Development (CDD) Models In 2011 Lao People’s Democratic Republic and Cambodia engaged in a knowledge exchange with Bangladesh, India, and Sri Lanka to find new ways to mobilize the rural poor and connect people to commercial banks and microfinance institutions. Audience The exchange targeted high level government officials from both countries (including the Vice Minister of the Lao PDR Prime Minister’s office, the Executive Director of the Lao PDR Poverty Reduction Fund, and the Project Director of Cambodia’s Livelihood Enhancement and Association of the Poor), representatives from the Ministries of Planning, Rural Development, Interior, Agriculture, as well as provincial government departments. »» Survey to help prioritize learning needs »» Group brainstorming discussions to help the South Asian knowledge providers target their delivery and develop appropriate learning materials »» Series of video-conference-based dialogues involving all parties prior to the study tour to build trust and familiarity among participants and further prepare everyone for the visit »» Field visits and meetings with project teams, local government officials, and beneficiary groups to understand first-hand the application of CDD models in these countries »» Action-planning and reflection session to document the experience and help participants think through how to act on what they have learned »» Focus group discussions to present lessons learned to other decision makers and get input on the proposed action plans Knowledge Broker: Janmejay Singh, Senior Strategy and Operations Officer, Middle East and North Africa Operational Core Services, The World Bank 52 Design and Develop the Knowledge Exchange 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. For example, when designing an action planning session, 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, etc.). »» agree on a tangible output from the exercise. »» prepare the agenda and a list of materials needed. »» create a timeline with major milestones. »» 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 in which the activities will be delivered: in real time or staggered, in person or virtually. Some methods are better for building trust and consensus, others promote greater participation and deeper reflection. Some are cheap, others expensive. 53 Design and Develop the Knowledge Exchange STEP 3.4E ACTIVITY DELIVERY MODES What is the best way for participants to interact? How knowledge exchange participants interact with one another or with learning content is called the delivery mode, and it can be either synchronous (occurring at the same time) or asynchronous (occurring at different times). Synchronous knowledge exchange formats include face-to-face, audio, online chat, and videoconferencing. Synchronous delivery modes are useful for encouraging dialogue and for building trust and consensus. Asynchronous knowledge exchange formats include e-learning, online discussion forums, online social networking, and e-mail. These methods are increasingly being blended with face-to-face delivery, as they provide participants with greater flexibility in access and participation, allow for sustained interaction in a cost-effective way, and encourage deeper reflection. You will need to consider these factors when choosing your delivery mode. »» Cost: Face-to-face and videoconferencing behave similarly in terms of cost. Cost per par- ticipant 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 it is ready it is the cheapest delivery mode. »» Access to technology: Videoconferencing, e-learning and other online activities require connectivity and technology. Many good communication platforms are free to use, or cost very little. Videoconferencing requires special equipment and facilities. »» 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, while 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 interpre- tation is easier for presentations and more structured activities. Asynchronous activities allow time for translation. »» Cultural background and individual learning styles: 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 unrests/conflicts can affect the possibility of travel, convening, or access to technology. 54 Implement the Knowledge Exchange IDENTIFYING WAYS TO DEVELOP RURAL AREAS KNOWLEDGE EXCHANGE IN SOUTH AFRICA STORY üü The Challenge China’s policies and programs, knowledge to develop a “Green To address economic inequalities especially related to land reform, Paper” that summarized key findings in rural areas, South Africa sought rural industrialization, job creation, of the visit, especially related to rural to strengthen its rural development and China’s system for monitoring industrialization and agro-village initiatives but lacked both the and evaluating rural development development. capacity to scale-up programs and initiatives. In Jiangsu, delegates met with Chinese counterparts to According to Gugile Nkwinti, the consensus on priorities. learn about strategies for village Minister of the DRDLR, the visit üü The Solution – Who Did development, household farming, exceeded his expectations and What? community services delivery, “was an eye-opener for many [South South Africa’s Department of Rural and integrating rural and urban African] officials . . . the lessons we Development and Land Reform development programs. garnered from this trip are numerous (DRDLR) requested the World Bank . . . the lessons paved the way to arrange a study tour to China, üü Results for future collaborative learning which had a strong track record The visit enhanced the knowledge exchanges with China.” creating and implementing land and and skills of the South African üü Instruments rural development programs over delegates in rural development, Study Tour three decades. while helping the DRDLR to avoid mistakes, strengthen consensus on üü Knowledge Broker Eleven high-level delegates visited reforms, and foster links for further Guo Li, Senior Agriculture Beijing and Jiangsu Province for South-South cooperation with China. Economist, The World Bank eight days in April 2010. They DRDLR officials applied their new discussed and distilled lessons from 55 Implement the Knowledge Exchange IMPLEMENT THE KNOWLEDGE EXCHANGE IN STEP 3 YOU DESIGNED THE KNOWLEDGE EXCHANGE BY üü selecting the participants üü verifying the change objective and desired outcomes. üü organizing your delivery team. üü assembling 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 4.3 Systematically document your implementation and track results 56 Implement the Knowledge Exchange 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 advantage 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. 57 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 (page 83) 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 is a great enabler. 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. “We interviewed participants immediately after the working sessions in Colombia, Nicaragua and in their own town in Honduras to capture their reflections/thinking and new knowledge. As a result, we collected hours of video recordings that were very useful to understand evolving participants’ concerns, emergence of ideas and proposals for action.” ~ Enrique Pantoja, Senior Land Administration Specialist, The World Bank »» 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 the day’s or event’s 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 post-it 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 (page 13). 58 Implement the Knowledge Exchange 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 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. »» 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 roadmap of next steps for individual participants to creating a group action plan with multiple stakeholders. “We thought we needed large herds of high-quality cows. But now we’ve seen it can work if a lot of people bring in a little milk each.” ~ D. K. Mmari from Tanzania. Mr. Mmari now plans to start producing enough milk in his own dairy to supply the fast-growing city of Dar es Salaam. “A key to successful action planning for us was to have the stakeholders meet in mixed groups— not only government-indigenous people, but also with different kind of experts. An interesting result for me was to see how the government lawyers started to see the importance of social and cultural issues related to land beyond the legal framework or requirements to provide titles to indigenous territories. On the other hand, indigenous peoples progressively understood better the legal requirements and technical procedures needed for the process.” ~ Enrique Pantoja, Senior Land Administration Specialist, The World Bank 59 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, 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? 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 are some tips 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. üüEscalate and resolve doubts, and deal with entrenched and non- cooperative 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 towards the change objective. As a broker, look to strengthen relationships with knowledge providers and between knowledge seekers and providers. Most importantly, help participants build relationships among each other. They will gain big dividends later in terms of collaboration and ongoing learning and support. “The South-South exchange was enormously helpful. This exchange brought the position of the government and the position of indigenous organizations closer together because we participated together.” ~ Roman Alvarez, National Coordinator of 2nd Land Administration Project 60 Implement the Knowledge Exchange Building relationships with and among participants üüBe personable. Get to know everyone, know their work, be cognizant of their primary learning objectives, and ask them to share their experiences with the group. üüBuild in ample time for participant networking, socializing, and group collaboration. These networks may endure and perhaps become the most significant driver of change in the longer term. üüEncourage participants to work, talk, meet, 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, it also helps them build a richer set of relationships to tap into. üüOpenly recognize and commend participants for taking 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. A Forum spurs long-term connections In Latin America and the Caribbean (LAC), practitioners who help resettle and restore the livelihoods of displaced populations generally do so ad-hoc and have little access to best practices or other professional contacts. If managed poorly, displaced populations can experience severe impoverishment and degradation of living conditions. Between 2004 and 2005, the World Bank held a videoconference-based knowledge exchange program to help connect resettlement staff and source and disseminate best practices. Demand for the knowledge exchange was overwhelming. In response, the World Bank and the Global Development Learning Network (GDLN) orchestrated a three-day forum in Bogota, Colombia in May 2005. Hercillia Obregon, a Peruvian freelance resettlement professional, said that the Forum allowed her to “gather experiences of other realities, which have allowed [her] to innovate and improve processes … [as well as to] clarify questions that arise in daily practice.” The forum included a strong networking component and participants sought to stay connected. They used multiple videoconferences and established an online forum that is still active today. “The Network has been very helpful for my professional work on several projects here in my country…. Through the [COP-brokered] ‘library’ and resulting discussions, I have been able to share in many of the experiences of colleagues in Latin America,” said Tagle Jose Soto, an independent resettlement consultant in Peru. ~ Knowledge Broker: Elena Correa, LAC Region, The World Bank 61 Implement the Knowledge Exchange Remember that building relationships is an incremental process, so 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!), anticipate challenges, and steer participants to their desired destination. 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). So 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 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 based on 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. 62 Implement the Knowledge Exchange »» 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. (See the Social Media Figure 3 on page 39 for more ideas.) »» Include a documented after-action review process. (See Toolbox on page 83.) »» 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. Implementation is a 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. Tanzania and India Exchange — Documenting the Implementation Journey The implementation journey was documented through »» journal notes. »» participant interviews. »» expert interviews. »» videos. »» reports. »» participant feedback sessions. CASE EXAMPLES »» a final survey. Honduras, Nicaragua, and Colombia Exchange — Documenting the Implementation Journey The implementation journey was documented through »» a baseline survey. »» notes. »» interviews. »» quotes from participants. »» pictures. »» videos. »» posters. »» reports. »» a final survey. 63 KE STORY ( placeholder) Implement the Knowledge Exchange KNOWLEDGE EXCHANGE LEARNERS BECOME TEACHERS: MULTIPLYING STORY THE IMPACT OF BREAKTHROUGHS THROUGH KNOWLEDGE EXCHANGE üü The Challenge through GDLN in September 2009, organized by WBI to track SRI In 2008 and 2009, Kenya suffered linking Kenya with India, where results, provide timely knowledge, severe droughts leading to water and SRI practices were already seeing and facilitate peer support for food shortages. The government was success at scale; with Rwanda, where practitioners and researchers. As a looking for ways to address these farmers in International Fund for follow up to the knowledge exchange problems. Agricultural Development (IFAD) over the GDLN, WBI facilitated SRI projects have achieved tangible expert visits from India and Japan üü The Solution – Who Did results; and with Madagascar, where to Kenya, to give hands-on field What? SRI was first developed. For many training. The WBI and IFAD also In 2008, the World Bank Institute participants, especially farmers, it organized a study tour for Kenyans (WBI) produced a learning toolkit, was the first time they ever met their to visit India. As a result, the number based on experience in Asia, on peers from another continent. Some of SRI farmers in Kenya increased a new method of rice cultivation, claimed it “an eye opening event,” steadily into the thousands. called System of Rice Intensification and “such an encouragement,” (SRI). This set of innovative rice boosting their morale. üü Results growing practices required less water Witnessing solid farmer field results and fewer seeds, and yet brought That year, two farmers in Mwea, from SRI for two to three seasons, higher yields. It is a good example Kenya’s most important rice growing the Kenyan national irrigation board of climate-smart agriculture that can region, obtained the WBI learning organized national workshops build farmers’ resilience to climate toolkit and became the first farmers and farmer field days to share change. in Kenya to try SRI techniques. “I got experiences; universities allocated eleven bags of paddy from my quarter funds to support PhD students to In 2009, at the request of the acre trial, compared to the usual eight research SRI; the private sector made World Bank Nairobi Office and bags for that plot. But what’s amazing local weeders for farmers as demand local researchers, the WBI team was that each bag weighed 95kg for rose; innovative farmers developed designed and organized a series of the SRI paddy but only 80kg for the new tools to adapt the practices South-South knowledge exchange conventional method. In the following to their local soil and climate initiatives on SRI. These initiatives year, I converted all my two acres to conditions, and some even started included video-conference based practice the SRI method,” said Moses biochar and organic composting multi-stakeholder dialogues, peer Kareithi, pioneer SRI farmer, Kenya. in SRI fields. The government consultations, and discussions Encouraged by the initial results, engaged Jomo Kenyatta University organized through the Global Kenya researchers and government of Agriculture and allocated funds to Development and Learning Network decided to scale up SRI in several facilitate farmer-to-farmer learning (GDLN), as well as expert visits regions. Over the years, three and cross-region learning. and national workshops. The first knowledge exchange was launched more knowledge exchanges were By 2012, over 3,000 farmers were 64 Measure & Report the Results adopting SRI methods in Mwea became proud knowledge providers, The goal is that within a short alone, and more farmers followed in sharing their first-hand experience time, participants can observe three other regions. Over the years, with about 50 Malawians. This the results and impact. This will the farmers who adopted SRI have knowledge exchange also engaged encourage up-scaling. reported consistent increases in practitioners from India, who were »» Go beyond just spreading yields, more crop resilience during happy to see Kenya’s progress knowledge, to create new droughts, and reduction in farm and the new interest from Malawi. “teachers” to increase learning input, such as labor, seeds, and water. Recently, Norway has launched a new impact. Farmers noted less conflict over program to support scaling up SRI in water during water shortages due to Malawi and other Africa countries. üü Instruments much lower demand for water under Multi-stakeholder Dialogue and SRI. Pumping was subsequently üü Lessons Learned Consultation reduced, saving energy and »» Identify/target the right group of stakeholders for a Expert Visit minimizing carbon emissions, both from fuel and from paddy fields. sustained period of time, for the Workshop knowledge to take root. Hearing about this success, the »» Ensure that the change agents Study Tour Malawi Ministry of Agriculture in 2012 asked the Bank to help it learn include a critical mass of multi- üü Knowledge Broker from Kenya’s SRI application. The stakeholders. This helps build Mei Xie, Senior Water Resources World Bank team responded quickly local ownership of the new Specialist, The World Bank Institute organizing a knowledge exchange in knowledge and a community of October 2012 that connected Malawi practice. with Kenya over the GDLN. This »» Keep the knowledge practical, time Kenyan farmers and researchers aided by visual learning tools. 65 Measure & Report the Results MEASURE & REPORT THE RESULTS IN STEP 4 YOU IMPLEMENTED THE KNOWLEDGE EXCHANGE BY üü guiding the participants along their learning journey. üü orchestrating engagement and building relationships. üü systematically documenting your implementation and tracking results. IN STEP 5 YOU WILL 5.1 Synthesize implementation data 5.2 Measure effectiveness across expected and unexpected results 5.3 Report results 66 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. üüLastly, you used knowledge exchange instruments and activities to help participants gain experiences they needed to tackle the institutional 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 the exchange moved participants farther along toward the desired change. Reporting on Long-term Exchange Initiatives Large knowledge exchange efforts (i.e., those involving various instruments and spanning years) 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 benefited 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. 67 Measure & Report the Results In many cases you will have to supplement the data you collected during an exchange with additional information to tell the full story. 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 who said she would 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. 7. Consider ways to fill information gaps. You may, for instance, interview the participants 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. Try outcome and associated points to sticky notes of a different configurations. indicator/s on a sticky note different color (synthesize You’ll most likely see some and place these on a wall similar ideas into one note) data points don’t fit your in a horizontal line like and place them where you expected outcomes. Separate headers in a table. think they best fit. these from the rest and see if you can come up with an appropriate heading. 68 Measure & Report the Results STEP 5.2 MEASURE RESULTS A well-designed and implemented knowledge exchange initiative achieves many results. Some can be directly attributable to participants’ experiences with the knowledge exchange instruments and activities. Some results occur only after everyone goes home (literally or figuratively) and apply 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 the template 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 parƟcipants expected to …? To what extent was this How do you know? * achieved? Gain new knowledge: ParƟcipants are more likely to act because of changed Small Large aƫtude, improved understanding, or learning. Enhance skill: ParƟcipants are more capable of acƟng because of what they have learned Small Large or how they have applied new knowledge or skills. Improve consensus: ParƟcipants with a common interest or agenda are more likely or able to act because of new knowledge, Small Large changed aƫtudes, shared understanding, and improved collaboraƟon. Enhance connecƟvity: ParƟcipants are more likely or able to act because of new or improved relaƟonships, greater affinity, Small Large improved trust, and reduced isolaƟon. IniƟate new and improved acƟons: ParƟcipants or groups of parƟcipants modify their acƟvity because of what was learned, Small Large pracƟced, or realized. * Link to the measurable indicators you established in Step 2. 69 Measure & Report the Results Table 9. Ways to Gather Information on Results Intermediate Outcomes Sample Ways to Measure Results New knowledge • E-mail parƟcipant survey 6 weeks aŌer the exchange. • Interview parƟcipants in person at the end of the exchange. • Ask parƟcipants to give presentaƟons on the last day of the exchange. • Use a knowledge-based pre-test and post-test with exchange parƟcipants. Enhanced skill • Review monthly applicaƟon of skills (e.g., error logs, number of reports) at 1, 2, and 3 months aŌer the exchange. • Use a skills-based pre-test and post-test of exchange parƟcipants. • Survey parƟcipants about the applicaƟon of skills 9 months aŌer the exchange. • Directly observe parƟcipant performance 6 months aŌer the exchange. Improved consensus • AƩend weekly team meeƟngs to observe collaboraƟon. • Review meeƟng minutes to determine if the group has been able to reach consensus on key issues. • Follow-up with group members to assess progress toward change objecƟve. • Send email survey to team members at 3, 6, and 9 months aŌer the exchange to self -assess effecƟveness of collaboraƟons. Enhanced connecƟvity • Review documentaƟon of group to determine if it is growing (e.g., more individuals, strategic partners, member organizaƟons) at 3, 6, and 9 months aŌer the exchange. • Interview members about their experience with group (e.g., numbers of conversaƟons with other members, trust in peers, saƟsfacƟon with peer responses) before and then again 6 months aŌer the exchange . • Track data from quarterly surveys of group member acƟvity (e.g., conversaƟons with group members), saƟsfacƟon (e.g., useful guidance), and results (e.g., what came from conversaƟons). New and • Document parƟcipants’ agreement on an acƟon plan at the end of the improved acƟons exchange. • Call (or e-mail) parƟcipants 3 months aŌer the exchange to learn if they have started new (or improved) processes within their organizaƟons. 70 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 particular improvement. If you lack evidence of results at this stage, Table 9 suggests how to obtain additional input from your participants. Tanzania and India Exchange — Intermediate Outcomes and Results »» New knowledge: The exchange enabled the Tanzanian participants to identify key constraints to milk production in their country. »» Enhanced skill: Officials improved their skills to systematically collect and analyze information all along the dairy supply chain in Tanzania. »» Improved consensus: The Tanzanian Ministry of Agriculture and NDDB coordinated the drafting of their comprehensive sector-development strategies. »» New and improved actions: Piloted a program to strengthen the milk production value chain CASE EXAMPLES and increase output in one region, so lessons could be learned before scaling up. Honduras, Nicaragua, and Colombia Exchange — Intermediate Outcomes and Results »» New knowledge: Baseline and follow-up surveys indicated that more than 50 percent of participants improved their awareness of the legal framework, roles of the various stakeholders, consultation procedures, and governance for communal lands. »» Enhanced skill: The Nicaragua exchange resulted in Honduran participants being able to better apply their own legal framework. »» Improved consensus: Three policy dialogues resulted in drafted action plans reflecting consensus among all stakeholders on actions needed to address contentious land issues. »» New and improved actions: Strategy document on demarcation and titling of Miskito communal lands was drafted and disseminated. 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. 71 Measure & Report the Results 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. 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 the following template 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 it was achieved, including measuring the effectiveness of what happened. Template 2: Assessing Progress Toward Change Objectives Which category(ies) of change objecƟves did Was it influenced? How do you know?* you expect the knowledge exchange to influence? Weak environment for change: characterized Yes by weak stakeholder ownership, lack of consensus on a development approach, or Somewhat failure to conceptualize or consider a beƩer No approach Inefficient policy instruments: characterized Yes by weak administraƟve rules, laws, regulaƟons, standards, and other formal Somewhat incenƟves that a society uses to guide acƟons No towards a development goal IneffecƟve organizaƟonal arrangements: Yes characterized by inadequate systems, financing, staffing, incenƟves, and other Somewhat resources that insƟtuƟons use to achieve a No development goal * Strong intermediate outcomes can oŌen indicate success or progress towards a change objecƟve. Systematically look for unexpected results. If you do not purposefully look for them, they will not likely surface. 72 Measure & Report the Results 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? üüWhen were they able to do it? üüWhy are the changes important (i.e., 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. Quantitative techniques, with their various analytical tools, may be limited 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, on the other hand, can help you build rich portraits of a people or place, and map relationships among people, places, cultures, and institutions.* “I find it very impressive. I find it very revealing. I find it very informative. You are there and people are telling you what they are doing practically and you are able to see for yourself.” ~ Bakary Jallow, Director, National Nutrition Agency, Gambia * Based on Design Research for Media Development, published by Internews and available for free online at http://www.internews.org/ 73 Measure & Report the Results Tanzania and India Exchange — Direct Results and Influence Achieved in Tanzania Knowledge Direct Results (i.e., intermediate Influenced Results (i.e., influences Exchange outcomes) on insƟtuƟonal challenges) Instrument Expected Results: Expected Results: » Tanzanian officials gained a beƩer » Reduced the number of regula- understanding of the constraints Ɵons, and improved efficacy of facing Tanzania’s dairy sector and regulatory processes. an increased belief in their ability to develop effecƟve policies to » Reduced the Ɵme for dairy improve its performance. cooperaƟves to meet regulatory requirements of the NDDB and » Exchange parƟcipants reached the Ministry of Agriculture. agreement on a blueprint of potenƟal dairy sector reforms » Standardized farm dairy technolo- CASE EXAMPLE appropriate in Tanzania. gy and equipment for hygienic producƟon and preservaƟon of » NDDB parƟcipants developed an milk at village collecƟon centers. acƟon plan to implement changes via a rapid results approach. Unexpected Results: Unexpected Results: » Increased the stability of member- ship in milk cooperaƟves. » Tanzanian private sector invest- ment in appropriate technologies and new milk collecƟon points. » CreaƟon of a formal network of NDDB officials, farmers, and milk producƟon experts in India and Tanzania to idenƟfy and discuss ongoing challenges and soluƟons as Tanzania implements its reforms. 74 Measure & Report the Results Honduras, Nicaragua, and Colombia Exchange — Direct Results and Influence Achieved in Honduras Knowledge Direct Results (i.e., intermediate Influenced Results (i.e., influences Exchange outcomes) on insƟtuƟonal challenges) Instrument Expected Results: Expected Results: » Stakeholders increased their » Simplified property law implemen- understanding of legal frameworks, taƟon processes recognizing the stakeholder roles, consultaƟon collecƟve property of indigenous procedures, and governance of people. CASE EXAMPLE communal lands. » Developed consistent treatment of » RepresentaƟves of key public indigenous land rights in tenure agencies developed proficiency in and Ɵtling policies. the demarcaƟon and Ɵtling of » Government recognized the indigenous territories. Miskito community’s claim to their » Greater agreement and trust led to land Ɵtles. the draŌing of an acƟon plan to » A territory of the Miskito people address contenƟous land issues. was demarcated and Ɵtled for the » Honduran government clarified first Ɵme in Honduras. procedures for demarcaƟon and Ɵtling of Miskito communal lands. Unexpected Results: » Increased moƟvaƟon among policy makers to use the simplified policy framework as a model for other indigenous groups. STEP 5.2C ASSESS DESIGN AND IMPLEMENTATION Now that you have measured results, take time to reflect on the factors that contributed to the suc- cesses (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 follow- ing questions related to each step will help you uncover what made your exchange successful (or not). Anchor »» Was the exchange focused on a high priority issue for key stakeholders? »» Was the exchange initiated and completed in a desirable timeframe for building capacity? Define »» Were the right people and institutions (providers, seekers, broker) involved? »» Was the exchange prepared by both the knowledge provider and seekers? 75 Measure & Report the Results Design »» 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.)? Implement »» Did the exchange have adequate attendance and participation? »» Were you and participants able to adapt to changing circumstances as necessary? Knowing what did not work and why is another form of success! Results from Other Knowledge Exchanges Knowledge Direct Results (i.e., intermediate Influenced Results (i.e., influences Exchange outcomes) on insƟtuƟonal challenges) Instrument An effecƟve knowledge sharing Increased advocacy for policies network created that supports that offer small-scale rural training and research related to farmers government-backed policy implicaƟons of climate financing to address the impacts change on small-scale rural farming. of climate change on their yields. Program staff at the Ministry of Increased the number of Health learned and used new programs administered by the project management techniques to Ministry of Health that achieved improve the effecƟveness of their annual budgetary and perfor- programs. mance objecƟves. Roles and responsibiliƟes clearly Strengthened stakeholder defined among the different ownership in implemenƟng an government agencies involved in effecƟve e-government strategy. the maintenance of a new e-govern- ment portal. 76 Measure & Report the Results 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 (e.g., set up a listserv, provide a list with contact information, set up 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 they can include in a presentation to peers)? 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? STEP 5.3 REPORT RESULTS Now it is time to pull everything together. The approach and format you use for reporting results depends on the audience you are trying to reach as well as your goal(s). First, identify the audience. Typical audiences include management, sponsors of the exchange, exchange participants, decision makers (e.g., parliamentarians, policy makers), civil society groups, and others interested in learning more about knowledge exchanges. Next, define goals. What do you want to communicate to your target group(s)? For example, your aim might be to raise awareness of the outcomes achieved, influence behavior mid-level 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. Again, the right plan depends on your audience and goals. Determine what each audience would need to know to meet the goal(s) for that group, and how often they should be updated. 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, etc.) at both six months and one year after the exchange. 77 Measure & Report the Results Pick a reporting format. For your audiences, determine what reporting format(s) will most effectively achieve your goals. (See Table 10.) Lastly, 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. Sharing your own experiences will give you insights for 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. You can post them at (a) the South-South Opportunity (www.southsouth.info), (b) the Knowledge Management for Development community (www.km4dev.org), (c) the Knowledge Hubs Community of Practice (www. knowledgehubs.org), email them to your colleagues and also share your results with the team that prepared this guide at http://wbi.worldbank.org/sske/. Tanzania and India Exchange — Reporting Results The World Bank helped produce a booklet and two videos in English and Swahili summarizing key highlights and lessons learned from the exchange. These materials were distributed to farmers, dairy producers and other stakeholders in Tanzania. The team also prepared a brief results story to disseminate more widely to different stakeholder groups- including management and sponsors of the exchange. CASE EXAMPLES Honduras, Nicaragua, and Colombia Exchange — Reporting Results The results from each stage of the exchange were captured in a “systematization” document developed by an anthropologist who specialized in the history of the Miskitos. The document captured, and then summarized, the results of the exchanges and the lessons learned throughout the journey. This document was shared with the key stakeholders involved in the exchange. The team also prepared a brief results story to disseminate to a wider stakeholder group - including management and sponsors of the exchange. When it comes to communicating results to most audiences, less is more. 78 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 only require limited informaƟon and have limited Ɵme Final Report inform audiences who want to understand the exchange process and get detailed results (for example, others that might undertake similar exchanges, funding organizaƟons, academics) Results Story communicate to a broad audience, including those less familiar with the topic area Other short convey key informaƟon on the exchange process and results to audiences wriƩen formats who only require an overview, especially useful when reporƟng on results such as: during implementaƟon synopses memos press releases PresentaƟon, have two-way communicaƟons with audiences who require brief briefing, or summaries of results and are oriented toward decisive acƟon (e.g., webinar execuƟves, management staff), or when you want to customize informaƟon for several different audiences Periodic update those involved with the exchange, especially stakeholders such as informal internal audiences or partners, to build rapport around the goal and foster meeƟngs, on-going relaƟonships Facebook page update, or blog posƟngs Internet-based communicate to the general public and other audiences quickly and at resources: relaƟvely low cost. Can allow audiences to customize content, so they get Web page only the results they want. This method should generally be used in e-mail combinaƟon with others to accommodate audience biases due to differing blog paƩerns of technology use. Facebook page 79 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 in 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 (page 159). After designing, implementing, and reporting on a knowledge exchange initiative, take a moment to reflect (both on your own and with your team) on what went well, what did not work out and could be done differently next time. Review your assessment of the design and implementation from section 5.2C Also consider the following: 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? Define »» Did stakeholders agree on practical results that participants could actually achieve during or after the exchange? Design and Develop »» Were the right people part of the design and delivery team? Could you improve how the design process was managed? Implement »» What should you have been watching for more closely? Did you wait too long or act too quickly? Measure and Report Results »» Does the data adequately illustrate what the exchange achieved? 80 81 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 individuals or groups with whom you engage in relation to a project or program and/or whom you identify as your clients. 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 partic- ipants. »» Development goal. The result or achievement that would address a prob- lem of ultimate concern to your stakeholders. »» Indicators. Evidence of the achievement of intended intermediate out- comes from your knowledge exchange that is specific, measurable, attain- able, relevant, and time-bound (otherwise known as SMART indicators). »» Institutional challenges. Problems in three areas that limit the realization of the development goal. These include the environment for change, pol- icies for change and organizational arrangements for change. »» Intermediate outcomes. New knowledge, enhanced skill, improved con- sensus, increased connectivity, and new and improved actions; these are results at the individual and group levels and are stepping stones towards the change objective. »» Knowledge exchange broker. An intermediary organization or person that facilitates the exchange of knowledge through the creation of linkag- es between knowledge seekers and providers. »» Knowledge provider. A knowledge provider is someone who has a proven solution or development experience to share. »» Knowledge seeker. A knowledge seeker is an individual or institution who would like to explore solutions to a challenge. »» Participant. A participant is an individual who is taking part in the knowl- edge exchange initiative. Participants may be knowledge providers or seekers. »» Stakeholder. A stakeholder is an individual and/or institution that has a stake in the success of a knowledge exchange initiative. 82 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX 83 ART OF KNOWLEDGE EXCHANGE TOOLBOX 84 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX 85 TABLE OF CONTENTS Introduction 86 SECTION I. INSTRUMENTS 87 SECTION II. ACTIVITIES 135 1. Short-term Engagement 1. Presentation 1.1 Conference 89 1.1 Demonstration 137 1.2 Expert Visit 93 1.2 Expert Panel 138 1.3 Knowledge Fair 97 1.3 Lightning Talks 139 1.4 Study Tour 101 1.4 Poster Session 140 1.5 Workshop 105 1.5 Report 141 2. Medium-term Engagement 1.6 Storytelling 142 2.1 Competition/Challenge 111 2. Discussion 2.2 Knowledge Jam 115 2.1 Anecdote Circle 144 2.3 Multi-stakeholder Dialogue/ 2.2 Brainstorming 145 Consultation 119 2.3 Buzz Session 146 3. Long-term Engagement 2.4 E-Discussion 147 3.1 Community of Practice 125 2.5 Knowledge Café 148 3.2 Twinning 129 2.6 Peer Assist 149 3. Experimental 3.1 Action Planning 151 3.2 Book Sprint 152 3.3 Field Visit 153 3.4 Fishbowl 154 3.5 Role Play 155 3.6 Secondment 156 3.7 Simulation 157 4. Analytical 4.1 After-action Review 159 4.2 Focus Group 160 4.3 Interview 161 4.4 Self-assessment 162 4.5 Survey 163 4.6 SWOT Analysis 164 86 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 provide a detailed description of each instrument (vehicles for knowledge exchange), when and how to use it, and case examples. Section 2: Activities provide detailed description of each activity (building blocks of instruments) when and how to use it, and case examples. 87 INSTRUMENTS The role of instruments can vary; some instruments require shorter term and more intense individual engagement while others require a longer term and less intense degree of individual engagement. SHORT-TERM ENGAGEMENT MEDIUM-TERM ENGAGEMENT LONG-TERM ENGAGEMENT 88 THE ART OF KNOWLEDGE EXCHANGE TOOLBOX INSTRUMENTS SHORT-TERM ENGAGEMENT 89 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 90 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 (TORs) »» 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 91 ILLUSTRATIVE EXAMPLE — SEQUENCING ACTIVITIES FOR YOUR CONFERENCE Brainstorming and action planning meeting to agree on key change objectives PLANNING e-Discussion to identify participants, key speakers, and partners and to decide on implementation team Expert panel to discuss trends and challenges, followed DELIVERY by a Q & A session Buzz session on the challenges presented by experts Report on key findings and proposed possible solutions 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 CAN HAVE MORE IMPACT WITH FIELD VISITS Reclamation projects in China’s Loess Plateau provide a powerful example of how environmental conservation can be integrated with poverty reduction and sustainable agriculture. To learn from the Loess Plateau experience, 24 watershed officials from ten African countries attended a two-day conference in Beijing, and visited reforestation and watershed programs in Shaanxi and Gansu Provinces. The delegates learned about ecosystem rehabilitation, the Community Driven Development approaches to watershed/soil management, and ways to design, finance, and monitor watershed projects. The knowledge and skills they gained helped improve the confidence and motivation of African delegates to implement successful water and soil conservation efforts. “The challenge is to bring all the concerned parties together to have one integrated watershed management approach,” said John Philip Olum, CEO of the National Water Resources Authority in Kenya. “I now see that multi-sector collaboration is possible, because I have seen it [in China].” Tanzania has since applied new knowledge to improve irrigation practices, Ghana to help implement new watershed programs, and Malawi to incorporate local knowledge into an integrated watershed management project. Source: The World Bank, Improving Water and Soil Conservation in Africa to Enhance Sustainable Agriculture and Poverty Reduction Efforts, http://wbi.worldbank.org/sske/result-story/2123 92 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 over-schedule 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 »» Tweeting or microblogging tools, such as Twitter: Attendees frequently use these to report out 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. »» 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. 93 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 94 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 3+ MONTHS before event: »» Prepare concept note »» Identify experts: ›› prepare TORs ›› 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 video-conference 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 (vendors) »» Organize follow-up activities (face-to-face or via video-conference) »» Consider return expert visit or study tour »» Close out finances 95 ILLUSTRATIVE EXAMPLE — SEQUENCING ACTIVITIES FOR YOUR EXPERT VISIT Brainstorming through video-conference 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 DELIVERY 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 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 roadmap 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. By 2009 financial experts could see that banks in Nepal were dangerously overexposed to inflated real estate and equity markets. 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, http://wbi.worldbank.org/sske/result-story/1720Planning 96 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 »» Tweeting or microblogging using tools such as Twitter allows you to broadcast interesting findings or reports from the expert visit and engage a wider stakeholder group. »» Blogs available through Google+, WordPress, and other sites can be used to document expert visit progress, gather feedback, and build a community around the topic. 97 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 98 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, 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 »» Support participants with travel and accommodation arrangements »» Finalize list of participants »» 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 99 ILLUSTRATIVE EXAMPLE — SEQUENCING ACTIVITIES FOR YOUR KNOWLEDGE FAIR Discussion, face-to-face or virtual, among organizers to agree on PLANNING scope of knowledge fair Knowledge café to enable creative sharing of ideas around common interests among those in attendance DELIVERY Peer assist to draw lessons from practitioners’ experience 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 — A KNOWLEDGE FAIR CAN HELP GIVE VISIBILITY TO BEST PRACTICES The Regional Caribbean Initiative on Keeping Boys Out of Risk was showcased in a knowledge fair at the World Bank’s Annual Meetings in 2010. The objective was to provide an opportunity to share innovative ideas, experiences, and best practices that target at-risk youth. The Fair highlighted and promoted successful replicable activities that prevent youth from engaging in risky behavior. It also showcased the finalists of the Caribbean Contest, Keeping Boys Out of Risk, who shared their activities for keeping at-risk youth engaged. Source: The World Bank, Regional Caribbean Initiative on Keeping Boys Out of Risk, http://go.worldbank.org/Z6LCE8JI0 100 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 »» Tweeting or microblogging tools such as Twitter can be an effective way to engage your audience on the topic of your knowledge fair by sharing photos and stimulating real-time conversations. »» Networking tools 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. 101 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 102 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE DELIVERY PHASE 4+ MONTHS before event: »» Coordinate with local event manager on all logistics, including hotel, participants, »» Prepare concept note with dedicated catering, transportation, technical support, budget etc. »» Confirm participants »» Disburse per diem as needed »» Get formal agreement with host countries »» Monitor participants’ attendance or knowledge providers »» Debrief daily with implementation team »» Identify implementation team and prepare for next day »» Develop tentative agenda to help plan for logistics »» Prepare TORs for facilitator FOLLOW-UP PHASE »» Start coordination of logistics: security clearance, medical requirements »» Document process and lessons learned (vaccination, etc.) flights, visas, hotel, local and share with participants transportation; translator if needed »» Conduct complete assessment of »» Contract vendors exchange »» Evaluate each partner (vendor) 2+ MONTHS before event: »» Process participants’ expenses »» Close out finances »» Share draft agenda with host country/ knowledge provider »» Ask host to provide background materials »» Decide how to document study tour and contract resources (photographer, cameraman, 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 103 ILLUSTRATIVE EXAMPLE — SEQUENCING ACTIVITIES FOR YOUR STUDY TOUR Action planning with participants and host/s to prepare a roadmap 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 DELIVERY Field visits to see firsthand what is possible and interact with project implementers and beneficiaries Peer assist sessions to gain input on specific challenges 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 FOLLOW-UP Surveys and interviews to gain feedback from participants Action planning sessions to define how to adapt findings in own context CASE EXAMPLE — A STUDY TOUR CAN HELP BUILD NEW PARTNERSHIPS The Government of Morocco was looking for ways to improve the performance of its Tertiary Education system, in particular the tools and approaches for monitoring performance. Colombia, with its advanced experience in the field of Tertiary Education evaluation, was an ideal learning partner for Morocco. In March 2011, a Moroccan delegation of higher education policy makers and university leaders visited Colombia to learn how Colombia’s Higher Education Information System was set up and its key role in monitoring performance overall. Through this exposure and hands- on learning, the Moroccan delegation built consensus on an approach to implementing a Quality Assurance System for their own higher education system. In addition, the initiative fomented a partnership between Colombian and Moroccan universities to conduct student and teacher exchange programs; another outcome of the partnership may be joint research programs. Source: The World Bank, Improving Skills to Manage Higher Education Systems in Morocco, http://wbi.worldbank.org/sske/result-story/1721 104 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. »» Tweeting/microblogging 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 are a great way to share photos taken during the study tour. »» Blogging platforms such as WordPress can be used to document progress and gather related materials. 105 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 levels. ›› 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 106 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 107 ILLUSTRATIVE EXAMPLE — SEQUENCING ACTIVITIES FOR YOUR WORKSHOP Action planning, face-to-face and virtual, with key stakeholders to define scope of workshop, agree on participants, and select facilitator PLANNING Buzz session to engage every member of the audience group early in the workshop (can also be used as an effective ice- breaker) DELIVERY Expert panel to get multiple perspectives on a topic of focus Presentation to communicate key concepts 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 video-conference to keep up momentum from the workshop FOLLOW-UP Report to share learning from the workshop with a wider stakeholder group Book sprint to further develop and engage the workshop participants as an ongoing community of practice CASE EXAMPLE — WORKSHOPS CAN BUILD STRONG PARTNERSHIPS Unemployment among youth in the Middle East is the highest in the world, averaging more than 25 percent. Many of these individuals are relatively well-educated, first-time job seekers. To address youth unemployment, participants from Algeria, Egypt, Kuwait, Morocco, Qatar, Saudi Arabia, and Tunisia attended a workshop in Alexandria, Egypt to exchange ideas and experiences and put together national plans for making the transition to knowledge economies. Results of the workshop were highlighted at a high-level conference in Tunisia. Countries presented case examples and their approaches to becoming part of the global knowledge economy. The conference led to the adoption of the Tunis Declaration on Building Knowledge Economies, which calls for continued efforts at regional collaboration and a network of experts and technical officials who regularly share experiences and expertise. Source: The World Bank, Building 21st Century Knowledge Economies for Job Growth and Competitiveness in the Middle East, http://go.worldbank.org/0R2V9YA0I0 108 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 audio-visual 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 »» Tweeting or microblogging with tools such as Twitter 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. 109 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 110 KNOWLEDGE EXCHANGE INSTRUMENTS INSTRUMENTS MEDIUM-TERM ENGAGEMENT 111 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 112 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 113 ILLUSTRATIVE EXAMPLE — SEQUENCING ACTIVITIES FOR THE COMPETITION AND AWARD CEREMONY 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 winners and runners-up Poster session where each winner presents their idea visually DELIVERY Lightning talks for contestants to very briefly and convincingly market their idea Interview of winner(s) Survey to document lessons learned FOLLOW-UP After-action review to determine what needs to be adjusted for future competitions CASE EXAMPLE — A COMPETITION/CHALLENGE CAN LEAD TO ACTION St. Lucian program managers and technical staff in the Ministries of Youth, Education, and Labor and some NGOs visited Brazil, Honduras, Panama, Jamaica, and Costa Rica to learn best practices used in programs for reducing crime among boys and promoting tourism. After the visits, the St. Lucian delegation supported a regional competition to identify best practices in school, school-to-work, and community-based programs for at-risk boys. Competition winners received funding to attend a conference in Jamaica and produce and disseminate brochures about their winning proposals. Subsequently, each country team participating in the conference drafted an action plan for promoting and developing at-risk youth programs in their country. Before this initiative there was no evidence-based approach available in St. Lucia; now successful case stories are available online to assist the entire region. Source: The World Bank, St. Lucia and the Caribbean Collaborate to Support “At-Risk” Boys, http://wbi.worldbank.org/sske/result-story/2592 114 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 tools such as Twitter generate buzz and build 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. »» Use photo sharing tools such as Instagram to visually document your event and invite audience members to submit photos using a designated hash tag. This will drive traffic back to your site. »» If you need to market your competition and generate buzz before the event, use a social networking site such as Facebook to share the logistics and rules of the competition, engage your champions, and prompt conversations. 115 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. 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. It is a five-step process and the primary elicitation process takes approximately 90 minutes. »» channeling knowledge into action by explicitly propelling the group towards 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 116 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: e.g., 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 117 ILLUSTRATIVE EXAMPLE — SEQUENCING ACTIVITIES FOR YOUR 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 (e.g., 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 Solutions Services 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  118 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 using social media: ›› Collaborative tools are great for knowledge jams: Google docs for sharing and editing documents concurrently, Google Hangouts for video conferencing, YouTube for sharing video, and a photo sharing app to create a photo album of the knowledge jam (if participants agree). 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 timeframe. 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. 119 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 120 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 121 ILLUSTRATIVE EXAMPLE — SEQUENCING ACTIVITIES FOR YOUR MULTI-STAKEHOLDER DIALOGUE/CONSULTATION Brainstorming meeting, face-to-face or through video- conference, with organizing team to agree on modality PLANNING Focus groups with key stakeholders to agree on scope, speakers, and participants Interview of some participants to gauge interest Expert panel to open session and report out DELIVERY Peer assists to transfer tacit knowledge from one group of peers to another Knowledge café to surface collective knowledge Anecdote circle to engage the group in sharing their experiences Survey to gather feedback and assess lessons learned FOLLOW-UP Action planning describing how participant(s) will apply the learning gained e-Discussions between practitioners to continue conversation CASE EXAMPLE — DEVELOPING A PARTICIPATORY PROCESS THROUGH A SERIES OF CONSULTATIONS Following protests against all the oil and gas operators on Sakhalin island, the Sakhalin Energy Investment Company (SEIC) developed a plan to comply with policy requirements of potential lenders, and initiated a consultative and participatory process to improve its relationship with indigenous people on the island. The objectives were to (i) mitigate project impact on indigenous peoples, and (ii) provide a framework for the delivery of socio-economic benefits to indigenous communities. The process included »» a first round of consultation events with community leaders, members of the indigenous communities, and other stakeholders involved in the oil and gas industry to agree on the plan’s objective; »» guidance and feedback to the company team preparing the plan from a Working Group of company staff and consultants, as well as representatives of the Sakhalin Indigenous Minorities Peoples Council; »» a second round of consultations and a report for stakeholders with a tentative outline of the project components; followed by »» a third round of consultations (which lasted three months) to assess the proposed mitigation measures and social program benefits that had been developed based on previous rounds of consultations. Source: The World Bank Extractive Industries Sourcebook, Stakeholder Consultation, page 53 122 KNOWLEDGE EXCHANGE INSTRUMENTS TIPS FROM THE FIELD Planning »» Consider using dialogues or consultations when the challenge is weak stakeholder 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 towards 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 and Google+ can be used to identify experts and engage with them. »» Online conferencing tools such as Google+ Hangouts for one-to-many exchanges. »» Twitter chats with a designated hash tag are good for curating content and topics. CASE EXAMPLE —MULTI-STAKEHOLDER DIALOGUES HELP NATION BUILDING In a society afflicted by 25 years of insurrection and civil strife, dialogues are proving an effective nation-building tool. In South Sudan, dialogues teach citizens about interacting with the world’s newest government, and help appointed and elected officials address their constituents’ needs. »» In the northwest city of Wau, youth engaged with six elected state and national legislators on issues that included improved education and jobs, among other concerns. »» In the capital city of Juba, physically disabled persons challenged elected representatives and appointed officials to pay greater attention to their needs and support greater participation of the physically disabled in all levels of government. »» In the northern city of Malakal, citizens petitioned their elected representatives to help provide clean water wells so they would not have to draw water from the Nile River. Many other dialogues (sometimes referred to as community issue forums or constituency dialogues) took place in numerous communities across the nation. They all shared these features: »» Rigorous preparations preceded the dialogues; trained facilitators engaged community leaders and built trust. »» Multiple focused small group discussions in convenient locations maximized opportunities for community participation in defining problems and identified people who were capable and willing to speak for the community. »» Ground rules were clearly established and reinforced at every opportunity. »» Organizers emphasized seeking solutions and defining common strategies rather than merely airing grievances or complaints. »» Moderators and other volunteers received training to carry out their roles in the dialogues. The dialogues’ success depended on well-designed preparation along with a commitment from civil society, legislators, and officials to follow up. In this way participating communities saw that even if there were no immediate results, their concerns were heeded-- these dialogues are meaningful and not cosmetic exercises. Source: Larry Ekin, Communications Consultant, National Democratic Institute 123 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 124 KNOWLEDGE EXCHANGE INSTRUMENTS INSTRUMENTS LONG-TERM ENGAGEMENT 125 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 126 KNOWLEDGE EXCHANGE INSTRUMENTS HOW TO USE IT PLANNING PHASE 4+ MONTHS before event: »» Prepare concept note, identify target members, 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 127 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 DELIVERY Interviews, surveys, e-discussions, anecdote circle, and 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 FOR CONTINUOUS KNOWLEDGE SHARING At the conclusion of a November 2012 virtual global consultation roundtable that brought together more than 150 participants from multiple countries and sectors on the topic of Incubating Innovation for Off-Grid Electrification, attendees expressed a clear need for a common platform where dialogue could be continued. As a result, the Telecom- Energy Initiative’s Online Collaborative Platform was launched in December 2012. This online community of practice brought together a coalition of key energy, telecom, financial and non-profit sector stakeholders seeking to harness energy demand from the telecom sector infrastructure to spur energy supply to the 1.2 billion people remaining without energy access throughout the developing world. It has provided a virtual space where knowledge, ideas and opportunities can be shared and created through interactions among a wide range of stakeholders representing over 60 countries and 300 organizations. Source: The World Bank, Telecom-Energy Community of Practice, http://wbi.worldbank.org/wbi/stories/innovations-rural-electrification-building-stakeholder-coalitions 128 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 (i.e., those who contribute actively to the community). Consider Social Media »» Web 2.0 tools to facilitate collaboration and connections. »» Social Networking tools such as Facebook to increase awareness and generate buzz about the community. »» Google Apps for 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. »» Twitter for increasing engagement within your community. Use it 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 Institute brought together seventeen 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 allows 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 importantly, 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 129 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 130 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; i.e., 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 RFP 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 131 ILLUSTRATIVE EXAMPLE — SEQUENCING ACTIVITIES FOR YOUR TWINNING ARRANGEMENT Series of e-discussions between to two institutions Action planning to lay out objectives and key capacity outcomes PLANNING and settle on a project team Focus groups to monitor project implementation and brainstorm on possible solutions to challenges DELIVERY Secondment arrangements to effectively share knowledge and build capacity A series of peer assists, organized by each of the secondees from the partnership, allowed staff to share experience, exchange best practices, and strengthen the coalition Exit interviews of secondees FOLLOW-UP Survey to determine and evaluate the final results Action planning session to implement lessons learned CASE EXAMPLE — A TWINNING ARRANGEMENT CAN ENHANCE PRODUCTIVITY In 2009, the World Bank asked the Center for Tropical Agricultural Research and Teaching (CATIE), which had developed various silvopastoral techniques to rehabilitate landscapes degraded from livestock production, to provide technical assistance to Tugi village in the Gutah Hills of the North West Region of Cameroon, where the ecological conditions are similar to those in the highlands of Central America. Under a twinning arrangement, CATIE advised and supported the Akwi Memorial Foundation (an NGO devoted to alleviating poverty in West Cameroon) in implementing the Tugi Silvopastoral Project (TUSIP). With consistent support, TUSIP’s innovations and approaches are helping to improve the productivity and environmental sustainability of small-scale crop and livestock production in Tugi village. Source: The World Bank,Trading Knowledge about Sustainable Agro-Pastoral Techniques, http://wbi.worldbank.org/sske/result-story/2161 132 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 »» Use tools such as WordPress and Tumblr to create blogs for documenting progress and lessons learned from the twinning. 133 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 134 KNOWLEDGE EXCHANGE ACTIVITIES PRESENTATION ACTIVITIES DISCUSSION ACTIVITIES Demonstration Expert Panel Anecdote Circle Brainstorming Lightning Talks Poster Session Buzz Session e-Discussion Report Storytelling Knowledge Café Peer Assist 135 ACTIVITIES The activities are organized under four categories: presentation, discussion, experiential and analytical. Each category emphasizes different types of communication and interaction among participants. EXPERIENTIAL ACTIVITIES ANALYTICAL ACTIVITIES Action Planning Book Sprint After Action Focus Group Review Field Visit Fishbowl Interview Self-Assessment Role Play Secondment Survey SWOT Analysis Simulation Liberating Structures! In addition to the activities above, also explore the use of Liberating Structures. A set of 33 knowledge exchange activities to include and unleash everyone’s ideas http://www.liberatingstructures.com/ 136 KNOWLEDGE EXCHANGE ACTIVITIES ACTIVITIES PRESENTATION ACTIVITIES Demonstration Expert Panel Lightning Talks Poster Session Report Storytelling 137 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 BE HOW TO USE IT ORGANIZED »» Ensure that the expert has good »» at the implementation stages of a project. pedagogical skills and adapts the demonstration for the needs of the »» for smaller groups (5 to 20 people). audience. USE IT TO »» Make follow-up discussion, practice and/ or performance support available to help »» apply knowledge or master a process. with practical application in the participant »» have a high level of 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) to own context. 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. 138 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 relevance of the topic area for them. »» provide multiple perspectives on a topic. »» Hold a briefing (virtual or face-to-face) »» raise awareness about a topic or an issue. with panelists at least two weeks before »» lend credibility to a topic by providing an the event to familiarize the moderator and expert perspective. all the panelists with the content of the »» enable knowledge sharing. presentations. »» 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. 139 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 IT »» virtually or face-to-face. »» Organize lightning talks like “speed »» as a moderated activity with each talk dates.” The idea is that participants can lasting five minutes. experience many different ideas in a short amount of time. »» with experienced practitioners. »» Advance preparation is key to a successful USE IT TO outcome. Have presenters work with a coach or facilitator to prepare for the talk. »» raise awareness about one or more topics in a short amount of time. »» Ask each presenter to do a dry run of their presentation to ensure that all goes as »» report on project or group results and expected. good practices. »» Give presenters a checklist that addresses »» enhance individual or group capacity to what they are expected to do during prepare succinct reports or presentations. the session to stay on track, and what to »» offer new perspectives. 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. 140 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 creation, display, and engagement, such »» a specific time-frame—posters are as available only during certain times. ›› the dimension of the poster. »» an open time-frame—posters remain available for perusal at any time during an ›› the type of poster (print, virtual). event. ›› when and how posters are showcased. »» face-to-face delivery »» Include opportunities for presenter- ›› tend to be displayed in one location, participant interaction and provide clear usually in a large room or designated instructions as to how such interactions space that may be part of an exhibit take place. hall. »» Organize a Best Poster award, if ›› may include a reception to emphasize appropriate. the informal tone of the poster session. »» Include the e-version of the posters on »» virtual delivery your website as follow up. ›› synchronous. »» Increase visibility and follow up by interviewing poster presenters. ›› asynchronous. »» Include the presenter contact information ›› both synchronous and asynchronous. on the poster itself for those who want to USE IT TO have a follow-up conversation. »» Create an informal and relaxed »» encourage continued reflection/interaction atmosphere during the poster session. on a topic. The whole idea is to get presenters and »» showcase results/innovations or increase participants talking about their projects at visibility of a topic or theme. their leisure. »» accommodate a large number of »» Consider it as an alternative to a participants. presentation or sequencing it with a »» support network building and informal presentation, especially if you are trying to knowledge sharing. get participants to become aware of and increase the visibility of the overall results. 141 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 ACTIVITY MAY BE HOW TO USE IT ORGANIZED »» Prepare a reporting tip sheet for the presenters. Consider sharing the following »» virtually or face-to-face (oral). tips: »» as a moderated activity (oral). ›› Develop one overarching theme or key »» for large audiences (either oral or written). message and support that with no more »» to structure/standardize the core message than two or three secondary points. (either oral or written). ›› If you are doing an oral presentation, »» at any stage of a project. keep it to 20 minutes; shorter oral presentations tend to be more effective. USE IT TO ›› If you use PowerPoint or other software, »» share results from a project/survey/ highlight main points by simply showing assessment or to provide an update. a headline or a few key words. This »» raise awareness, especially on topics technique will keep the audience where information is difficult to obtain. focused on what you have to say and not what is on the screen. »» stimulate new perspectives. »» Use illustrations, examples, and stories »» capture and reuse tacit knowledge. that contextualize the information for »» enable knowledge sharing. the audience for both oral and written reporting. »» End a report activity by summarizing or highlighting key messages. 142 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 are being re-told. sharing a story to capture the audience’s »» context to set the scene. attention. »» people involved. »» Create a solid narrative, with beginning, middle, and end. Keep in mind that the »» challenge that triggered the intervention/ beginning and the end are critical -- they action. are what tend to stay with the audience. »» description of intervention/action. »» Make sure the key message or inspiration »» results and lessons learned. for action comes through. »» images and objects. »» Use true stories and keep the story simple so that you don’t overwhelm the audience. USE IT TO »» share and capture tacit knowledge. »» 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. 143 ACTIVITIES DISCUSSION ACTIVITIES Anecdote Circle Brainstorming Buzz Session e-Discussion Knowledge Café Peer Assist 144 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. ANECDOTE CIRCLE MAY BE ORGANIZED HOW TO USE IT »» around themes using anecdote-eliciting »» Consider recording what is being said during questions. the anecdote circle. This way you can harvest »» for settings with a group of 4 to 12 stories from the transcript. participants »» Make sure that you engage a facilitator who is ›› often the participants are peers. experienced in guiding and not leading. The group members should be sharing with each ›› often the participants have worked on the other, not telling their stories to the facilitator. same project. »» with participants sitting in a circle or at a round table. »» with a facilitator experienced in ›› anecdote-eliciting questioning techniques. ›› blending with the group. USE IT TO »» support process change such as ›› team and relationship building. ›› conflict resolution. »» collect stories to evaluate complex projects. »» enable knowledge sharing. 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 – the results emerge as experiences are shared rather than expecting to identify a correct answer. 145 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 BE HOW TO USE IT ORGANIZED »» Since the key goal of brainstorming is to generate as many ideas as possible— »» as a facilitated activity that motivates original ideas or ideas that build from each participants to contribute ideas or other—select a brainstorming topic that is solutions. relevant to participants. »» at the initial stages of a project or process. »» Quantity is what counts during »» virtually or face-to-face. brainstorming, not quality. It is important that participants be aware that “no idea is USE IT TO a bad idea.” »» generate new and creative ideas. »» Organize the session well: Make sure the »» generate lists/checklists. brainstorm questions and guidelines are »» facilitate problem solving, consensus clear and that all participants understand building, and teamwork. the question and the process. »» motivate participants to invest in an idea »» Encourage solutions from all participants; or solution. one or two people should not dominate the conversation. »» enable knowledge sharing. »» 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. 146 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 some conference. examples of how to use a buzz session »» with an experienced facilitator who is able effectively: to easily adjust the flow of the activities, if ›› Follow a presentation with a buzz needed. session. Ask audience members to talk for five to ten minutes to the person USE IT TO next to them about how key points in »» tap into the knowledge and experience of the presentation relate to their own each participant. experiences. This dialogue will bring out new perspectives and may also reduce »» energize the group or as an icebreaker. questions, or lead to more informed »» identify needs/solicit quick feedback on a questions, from the audience. narrow topic. ›› Structure a buzz session so that »» support generation of a large number of two to three participants take turns ideas. interviewing each other. The facilitator(s) »» generate group-level questions for may instruct participants to allow each speakers. to talk for three to five minutes without »» re-focus on core issues. 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. 147 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 be USE IT TO available at a fixed time to discuss a topic; they may engage at their convenience »» engage members of a community of within the established parameters of the practice. e-discussion. »» examine topics in depth and allow for »» Also consider the following questions as deeper reflection. you plan an e-discussion: »» support coaching/mentoring. ›› Are the expected outputs of the »» enable planning and collaboration at any e-discussion clear? stage of a project or program -- especially ›› Have you decided how to conduct the among geographically dispersed teams. e-discussion session? »» plan agendas with several participants and ›› How involved should the moderator be sustain learning and engagement among in the e-discussion? workshop and conference participants. ›› Is this going to be an open-ended, 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. 148 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 environment to enable open dialogue »» virtually or face-to-face. through conversations. Rules might »» as a part of large conferences, workshops, include listening carefully, taking turns in and knowledge fairs. the conversation, and contributing your thinking. USE IT TO »» Use good questions to drive the »» provide multiple perspectives on a topic. conversation. Keep the following in mind »» surface and collect tacit knowledge 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. 149 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 outcomes »» for groups of no more than 15 or 20 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 members team sharing knowledge and insights). bring recent experience and practical »» either as a short session (90 minutes) or knowledge to share on the topic. You long session spread over several days. The don’t have to bring in the most senior length depends upon people. ›› the complexity of the challenge. »» Select an experienced facilitator who can ›› the geographic range participants are maintain a balance between telling and coming from. listening and prioritize action ideas and recommendations. USE IT TO »» Keep the following core process steps in »» solve a specific business challenge -- mind: generally more useful for solving adaptive ›› Ensure resource team participants challenges. clearly understand the context »» enable knowledge transfer among peers. (including past efforts) and challenges. »» support collective learning, cross-linkages, ›› The resource team should ask questions and networking. and have a dialogue with the host team to develop a good understanding of »» stimulate new perspectives and new lines the issues (background materials can be of inquiry. sent ahead of time to resource team). »» increase willingness to learn from one ›› After the resource team has discussed another—establish an open culture of the challenge and possible solutions, learning in an organization. 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. 150 KNOWLEDGE EXCHANGE ACTIVITIES ACTIVITIES EXPERIENTIAL ACTIVITIES Action Planning Book Sprint Field Visit Fishbowl Role Play Secondment Simulation 151 ACTION PLANNING WHAT IS ACTION PLANNING? A strategic exercise that results in a personal or group roadmap or timetable describing the specific steps that need to be taken to achieve a single or multiple objectives. ACTION PLANNING MAY BE HOW TO USE IT ORGANIZED »» The facilitator of the action planning activity should provide clear guidelines to »» as a facilitated activity that guides participants about how to create an action participants through action planning. plan; most importantly, the facilitator »» at the national, regional, community, should guide the participants in writing a institutional, and/or individual levels. realistic plan. USE IT TO »» For an effective action planning activity, participants should consider using the »» apply and/or localize knowledge. following steps: »» create a tangible output and road map for ›› Define what needs to be accomplished. follow-up action. ›› Assign roles and responsibilities. Also »» encourage ownership of follow-up actions. identify key stakeholders, as successful »» enable knowledge transfer. 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. 152 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 or key »» codify knowledge, practitioners’ stakeholders together to collaboratively experiences, and lessons learned. write a book. »» exchange knowledge and results. »» The facilitator will guide participants through the different steps of collectively »» create a tangible product – produce a producing a book: concept mapping, book. structuring, writing, composing, and »» build, further develop, or engage a publishing the book. community of practitioners or team. For an effective book sprint, consider using the »» encourage ownership of follow-up actions. following sequence: »» enable knowledge transfer. »» Define what you hope to accomplish and write a short concept note. »» Identify who will coordinate the book sprint and assign team member roles and responsibilities. »» Identify resources. »» Prepare TOR 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. 153 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; is »» Since many field visits include a team the point of contact during the visit. of visitors, it is important to make sure that all team members are prepared. ›› visitors, who contribute to field visit Depending on the purpose and formality conversations and report based on their of the visit, it may be important to expertise. prepare a visitors guide that outlines ›› observers, who participate in field roles and responsibilities and includes visit but do not have any reporting all relevant background information and responsibilities. documentation. USE IT TO »» Schedule a pre-brief for the field visit team to review documents, clarify any questions, »» gain new knowledge and/or learn directly and also agree on the desired outcomes from a project or program. from the visit. »» establish direct contact with beneficiaries, »» Consider providing a reporting template community members, and/or key for participants to record their reflections. stakeholders. »» Consider having a daily debrief for the »» identify good practices. field visit team to share and capture key »» build networks and partnerships. 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. 154 FISHBOWL WHAT IS A FISHBOWL? A small group conversation or a dialogue process held in a setting which 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 coach who, in addition to good coaching skills, is »» Open fishbowls allow anyone in the knowledgeable about the subject matter. audience to join the fishbowl during the discussion. »» Identify and work with the coach to decide on the structure of the activity. »» Closed fishbowls engage the participants in the fishbowl as intact groups, joining ›› Is it going to be an open or closed and leaving the fishbowl as one. fishbowl? ›› How much time will you allow for the USE IT TO interaction within the fishbowl? »» increase understanding of difficult or ›› How many fishbowl rounds are there controversial topics. going to be? »» support multiple perspectives and debate. ›› Do you need a facilitator in addition to »» support problem-solving, especially for the coach to ensure a smooth transition complex problems with no single-answer as members of the audience enter and solutions. leave the fishbowl? »» encourage active listening and reflection. ›› Can the selected venue be set up for a fishbowl conversation that also offers »» enable knowledge transfer. good visibility for those observing? »» Based on your expected results, prepare the observers’ checklist. What should observers 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. 155 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 BE for the scenario and establish the ORGANIZED characteristics of each role. ›› Cast the roles, either by soliciting »» as a combination of virtual and face-to- volunteers or suggesting individuals to face interactions. play particular roles. »» at any stage of a project. ›› Provide participants with a synopsis of »» with decision-makers and practitioners. the role they are to play. ›› Advise remaining participants what they USE IT TO should look for and note as 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 point unscripted and allow spontaneous action of view. and conversations among the participants. »» strengthen consensus among multiple In the discussion and analysis phase stakeholders. ›› ask the role players to comment first on »» develop skills to handle a conflict or make the enactment to set the tone of the difficult decisions. discussion. ›› ask observers to HOW TO USE IT ‹‹ discuss what took place during the »» Provide guidance for those participating in role play. the role play. Participants need a set time ‹‹ offer their own related experience and limit and clear objectives. knowledge, not just their opinions. »» Do not underestimate the importance of ‹‹ discuss how the role play situation or the facilitator in a role play. problem relates to their work. »» Use the following checklist to prepare and ‹‹ suggest how the situation could have conduct a role play. been addressed differently or more ›› Identify an overall objective for the role quickly. play. ›› Define the problem and establish a real-life scenario that is relevant to participants. ›› Determine which roles are needed 156 SECONDMENT WHAT IS A SECONDMENT? The temporary assignment of a person to another department or organization. A SECONDMENT ACTIVITY MAY BE HOW TO USE IT ORGANIZED »» Make sure to have a formal agreement and terms of reference for a secondment. »» across departments within a single Consider including the following in that organization. agreement: »» across organizations – from home ›› exact duration, with start and end dates organization to host organization. ›› payment responsibilities »» with a formal agreement (Memorandum of Understanding). ›› duties to be performed »» for a specific duration. ›› performance supervision and evaluation responsibilities, including leave USE IT TO ›› notice period for changes to the »» develop new proficiencies or enhance agreement, especially if the agreement skills and expertise. allows for extension »» enable knowledge transfer. ›› contacts for home and host organizations and departments »» support transparency and openness. ›› approval signatures »» encourage different or new behavior. »» Through a secondment, participants are »» support deep understanding of a subject able to contribute as well as gain new area. 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. 157 SIMULATION WHAT IS A SIMULATION? A realistic, structured situation designed to engage participants in various interactions within a particular setting. A SIMULATION ACTIVITY MAY BE HOW TO USE IT ORGANIZED »» Developing a simulation is time and resource-intensive. It requires detailed »» virtually and/or face-to-face. planning and expertise. »» to last for a few hours or days, depending »» In the planning phase, you need to on its complexity. ›› identify the purpose of simulation: »» with the involvement of an experienced education, research, training, decision facilitator and/or team of facilitators and making, planning, socialization, resource people. communication or other. »» for decision-makers and practitioners. ›› decide on the nature of the interaction »» at any stage of a project. among players and between players and the game. USE IT TO ›› decide on the media in which the »» practice new skills in a realistic, “real- simulation will be represented and world” environment. played. Examples include cardboard, »» develop proficiency in handling a complex paper, or plastic playing pieces in role or specific equipment. board games; metal figures and »» enable knowledge transfer. model buildings in tabletop games; and virtual worlds and figures in a »» analyze a given situation in depth. computer game. For digital games, »» support deep understanding of a subject media technology includes all kinds of area. 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. 158 KNOWLEDGE EXCHANGE ACTIVITIES ACTIVITIES ANALYTICAL ACTIVITIES After-action Focus Group Review (AAR) Interview Self-Assessment Survey SWOT Analysis 159 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 the team leader and are facilitating an AAR: »» What were the anticipated results? ›› Remain unbiased. »» What were the actual results? ›› Do not permit personal attacks among »» What produced the actual results? team members. »» What will the team sustain or enhance? ›› Engage all team members in providing »» What are some future opportunities to feedback and solutions. apply what was learned? »» Within a knowledge exchange initiative, AAR MAY BE ORGANIZED AARs can be conducted at various times: after an event, activity, task, etc. »» as a formal or informal review process. »» Create and maintain an open and trusting »» with an external facilitator or with the team environment during an AAR so that lead as facilitator. participants may speak freely. This is important to achieve best results. USE IT TO »» capture best practices and identify lessons to be learned from implementation experience. »» capture multiple perspectives of what happened and why. »» encourage feedback for improved performance. »» enable knowledge transfer. 160 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 IS ORGANIZED ›› draw people into conversations in a »» generally for groups of six to eight. group environment. »» with a facilitator experienced in focus-group ›› foster an atmosphere that enables processes. information sharing. »» as a facilitated interview-based interaction »» Prepare an introduction script that that also allows for group discussion. ›› explains the purpose. »» to be brief; however, it should last at least ›› explains how the focus group will be one hour. conducted. »» to record the discussion and its outcomes. ›› describes the facilitator’s role. USE IT TO »» Make sure you explain to participants how you will capture their opinions. »» test assumptions for improved decision- »» Consider using consent forms, especially making. if the focus group is to be audio or video »» test target audience response/reaction to recorded. products/services/campaigns before they »» Select a room that is conducive to are launched. discussion. »» support development of a strategic focus. »» Prepare minutes or a summary document in »» encourage participants to build on each a timely fashion (within three to five days after other’s perspectives. the focus group session is completed); review carefully before making decisions about next HOW TO USE IT steps. »» Find an experienced facilitator who can ›› be objective. ›› listen well. FOCUS GROUP VS QUESTIONNAIRE FOCUS GROUP VS INTERVIEW Focus groups can capture more qualitative A key difference between focus groups and information than a questionnaire because interviews is that focus groups include multiple discussion is organized around an interview participants, which allows a discussion with approach. Questionnaires, however, are better several perspectives about a project or a for reaching a much larger audience; you don’t topic. Unlike interviews, focus groups allow have to schedule face time (virtual or face-to- participants to build upon one another’s face). responses and come up with ideas they may not have thought of on their own. 161 INTERVIEW WHAT IS AN INTERVIEW? A question-and-answer engagement with an individual about a specific topic, usually following a pre-determined set of questions. AN INTERVIEW ACTIVITY MAY BE HOW TO USE IT ORGANIZED »» Before conducting the interview, prepare your questions and a clear protocol. Share »» with well-known experts and practitioners. these with the interviewee ahead of time. »» following a formal, semi-formal, or informal »» Be ready to dig deeper into the topic with protocol. follow up and clarification questions. »» in real-time, virtually, or face-to-face. »» Make sure you capture the interview in »» to be captured and shared. print, or as an audio or video recording. USE IT TO »» Decide how you plan to promote and share the interview. »» raise awareness about a topic, issue, or ›› Depending on your audience, you may cause. select one or more ways to disseminate »» capture tacit knowledge. the interview: print, radio/podcast, and/ »» lend credibility to a topic by providing an or video/TV. expert perspective. ›› If you plan to broadcast the interview, »» share practical experience. consider if it is going to be live or pre- »» enable knowledge sharing. recorded and edited. »» replace a presentation. 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 the interviewer to establish rapport with the »» express their perspectives on a topic or celebrity being interviewed. theme. »» contribute to the mass appeal of a development initiative. »» give visibility to social causes. 162 SELF-ASSESSMENT WHAT IS A SELF-ASSESSMENT? An evaluation of how an individual rates him/herself on a specific set of competencies, behaviors, or attitudes. A SELF-ASSESSMENT MAY BE HOW TO USE IT ORGANIZED »» Prepare a self-assessment plan that includes »» using online or paper surveys. ›› the goal of self-assessment. »» as an in-person interview. ›› when to begin the assessment. »» at the beginning or end of a project. ›› how often to assess. USE IT TO ›› who will complete the assessment. »» learn what participants need from the »» Create self-assessment instrument. knowledge exchange. »» Compare results of self-assessments to at »» gauge changes in participant least one of the following: competencies, behaviors, or attitudes after ›› actual performance data the exchange. ›› manager assessments ›› industry standards »» Draw lessons learned. 163 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 ambiguous, or leading. »» virtually and/or face-to-face. ›› Follow good practice in designing the response options. »» in real-time with immediate feedback. »» Use close-ended questions when »» over a set period of time. appropriate and if you plan to aggregate »» at any stage of a project. responses. Developing the right questions is more time-consuming up front, but makes USE IT TO analysis of results simpler. »» monitor progress. »» Use open-ended questions when you »» evaluate results. require a narrative response, and limit the »» capture participants’ perspectives and number of response options. Carefully opinions or surface areas of consensus. consider your capacity to process open- ended responses and how you will use them; »» conduct a needs assessment or prioritize narrative responses require more intensive areas of action. data analysis for interpreting the results. »» enable knowledge sharing. »» Use balanced rating scales and label HOW TO USE IT each option on the scale to increase the likelihood that respondents understand the »» Use surveys before, during, or after a scale. knowledge exchange to make learning ›› Provide space for additional explanation more relevant, interactive, and useful for the or comments at the end of your survey. participants. »» Pretest your survey before distribution— »» Surveys are effective polling tools to prompt ideally, with individuals similar to your discussions, surface areas for consensus respondents. or stakeholder ownership, and prioritize important next steps or action items and outputs from knowledge exchanges. »» Make sure you are asking the right questions. Once you determine the 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. ›› Check that the questions are not general, 164 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 ‹‹ What opportunities are open to you? »» conducted by a facilitator. ‹‹ What trends could you take advantage of? »» done individually by participants or in groups. ‹‹ How can you turn your strengths into opportunities? »» face-to-face or virtual. ›› Threats USE IT TO ‹‹ What threats could harm you? »» manage and eliminate weaknesses. ‹‹ What is your competition doing? »» help increase awareness and as a prelude ‹‹ What threats do your weaknesses to strategy formation. expose you to? »» stimulate new ideas and uncover »» Ask participants to identify the relative opportunities. importance of strengths, weaknesses, »» enable knowledge transfer. opportunities and threats in relation to the knowledge exchange context. HOW TO USE IT »» Determine how you will analyze the »» Create a worksheet to help participants answers and debrief with participants. document their answers to these key ›› Consider creating a SWOT chart that questions: shows the results visually. ›› Strengths ›› Consider how you will involve the ‹‹ What do you do well? participants in consensus building. ‹‹ What unique resources can you draw ›› Consider using the final SWOT analysis on? matrix to identify additional knowledge exchange needs or build a road map of ‹‹ What do others see as your strengths? next steps. ›› Weaknesses ‹‹ What could you improve? ‹‹ Where do you have fewer resources than others? ‹‹ What are others likely to see as weaknesses? ›› Opportunities * A SWOT analysis is sometimes referred to as an internal-external analysis.