Making Knowledge Count Maximising the value of Research for Development

1. Making Knowledge Count Maximising the value of Research for Development John Young: ODI, London j.young@odi.org.uk

2. Programme 1. Policy Mapping / Planning 1.1 Policy Process Mapping 1.2 Outcome Mapping Lunch • Communications & KM 2.1 Communication 2.2 Knowledge Management and Learning

3. Workshop Session 1.1 Policy Process Mapping

4. Mapping Political Contexts • Civil Society Index (CIVICUS) • Country Policy & Institutional Assessment (World Bank) • Democracy and Governance Assessment (USAID) • Drivers of Change (DFID) • Governance Questionnaire (GTZ) • Governance Matters (World Bank Institute) • Power Analysis (Sida) • World Governance Assessment

5. Merilee Grindle’s Approach • Identify the policy reform – the decision to be made • Political Interests Map – the actors and “politics” • Institutional Contexts Map – the organisations and processes involved • Circle of influence graphic – supporters and opponents and their power • Policy process Matrix – what needs to be done when • Communications Strategy

6. The RAPID Approach • Identify the policy issue • Identify the key actors (individuals) & produce an influence map • Identify the key actors (organisations) and processes & produce a policy process map • Identify the key individuals in key processes & what they need to make a decision • Identify the research/evidence that is needed

7. SMEPOL Project Egypt

8. An Exercise • Identify 1 or 2 Policy Issues • Identify the key actors (individuals) & produce an influence map • Identify the key actors (organisations) and processes & produce a policy process map • Identify the key individuals in key processes & what they need to make a decision • Identify the research/evidence that is needed

9. Workshop Session 1.2 Outcome Mapping

10. What is it? • an integrated PM&E tool • a system to think holistically & strategically about how we intend to achieve result • an approach that focuses on changes in the behaviour, relationships or actions of partners (as outcomes) • a methodology that characterizes and assesses the program’s contributions to the achievement of outcomes • an approach for designing in relation to the broader development context but assessing within your sphere of influence

11. Focus - Behaviour Change

12. Terminology • Outcomes: changes in behaviours, relationships, activities and/or actions of the people, groups and organisations with whom we work • Vision: the broad human, social and environmental betterment we desire • Mission: how we intend to contribute towards the achievement of the vision • Boundary partners: individuals, groups and organisations with whom we interact directly to effect change • Outcome challenges: changes behaviours of the boundary partners as identified by the vision

13. The Three Stages

14. OUTCOME MAPPING:Building Learning and Reflection into Development ProgramsSarah Earl, Fred Carden, and Terry Smutylo http://www.idrc.ca/en/ev-9330-201-1-DO_TOPIC.html Main Elements

15. Exercise • Identify Vision (changed behaviour) • Identify key actors and boundary partners • What are they doing now? • How does it need to change? • What are the steps? • What can be done to help them make the changes? • How will you measure the change?

16. Workshop Session 2.1 Communication

17. Why communicate? • To disseminate our research results • To provide information • To aid our research process • To engage with specific groups • To facilitate (public) discussion • To lead to change

18. But… more communication ≠ more change

19. Communications Toolkit • Planning Tools • Packaging Tools • Targeting Tools • Monitoring Tools

20. Communications Toolkit • Planning Tools • Stakeholder Analysis • Social Network Analysis • Problem Tree Analysis • Force Field Analysis • National Systems of Innovation (NSI) • How to Write a Communications Strategy • Packaging Tools • Targeting Tools • Monitoring Tools Key skill:to understand

21. What does to understand mean? UNAIDS (1999): • Government • Socio-economic status • Culture • Gender • Spirituality

22. Communications Toolkit • Planning Tools • Packaging Tools • Visioning Scenarios: Show the Future • Tell a Story • Provide a Solution • Use Surprise • Be Persuasive • Targeting Tools • Monitoring Tools Key skill:to inspire

23. What does to inspire mean? Dagron (2001): “We have come to appreciate the true power of face-to-face and voice-to-voice communication. Every meaningful lesson or belief I’ve garnered in life came from someone I valueexplaining the issue to me and involving me in the process of figuring out the solution.” (Preface by Gray-Felder)

24. Communications Toolkit • Planning Tools • Packaging Tools • Targeting Tools • Writing Policy Papers • Building a CoP • Lobbying • Using Email • Websites • Blogging • Media Engagement • Radio • Monitoring Tools Key skill:to inform

25. What does it mean to inform? • HCP (2003): Most young people in Windhoek believe that ‘abstinence’ means ‘to be absent’ • Lambert (2001): Among a group of women in India, sex could only be discussed in whispers • Senior policymaker: “I don’t have time to learn”

26. Communications Toolkit • Planning Tools • Packaging Tools • Targeting Tools • Monitoring Tools • Most Significant Change (MSC) • Outcome Mapping • Researcher Checklist • CFSC Integrated Mode Key skill:to learn

27. What does it mean to learn? What are the indicators of success? • Access • Reception • Response • Understanding • Uptake • Change in policy • Change in practice

28. In conclusion… More communication ≠ more change • But better communication can lead to change. Key skills: • to understand, • to inspire, • to inform, and • to learn.

29. Exercise • Who is your key Audience? • How do they like to learn? • What forms of communication do you use now? • What other forms of communication might be more effective?

30. Workshop Session 2.2 KM & Learning

31. KM & Learning for Policy Impact ODI work on KM: • Literature review • Developing KM in ODI • Review of KM in Development Agencies • Advisory work • KM Toolkit

32. Learn during Learn after Learn before What is KM & Learning? “… keeping track of people who ‘know the recipe’…. “…every time we do something again we should do it better than the last time…” Goals Activities Results External networks; Colleagues; Information assets; Own knowledge

33. Different learning styles… Activist Reflector Theorist Pragmatist

34. Different forms of knowledge Implicit Y Has it been articulated? Can it been articulated? Start N Y N Explicit Tacit

35. …and different processes…

36. Too much information…

37. Tools for different processes • Different tools are good for different processes: • Creation of knowledge • Mapping and identifying knowledge • Sharing knowledge • Managing and storing knowledge • Learning

38. KM Toolkit • Strategy Development • Management Techniques • Collaboration Mechanisms • Knowledge Sharing and Learning Processes • Knowledge Capture and Storage

39. KM Toolkit • Strategy Development • The Five Competencies Framework • Knowledge Audit • Social Network Analysis • Most Significant Change • Outcome Mapping • Scenario Testing and Visioning • Management Techniques • Collaboration Mechanisms • Knowledge Sharing and Learning Processes • Knowledge Capture and Storage

40. KM Toolkit • Strategy Development • Management Techniques • The SECI Approach • Blame vs Gain Behaviours • Force Field Analysis • Activity-based Knowledge Mapping • Structured Innovation • Reframing Matrix • Collaboration Mechanisms • Knowledge Sharing and Learning Processes • Knowledge Capture and Storage

41. KM Toolkit • Strategy Development • Management Techniques • Collaboration Mechanisms • Teams: Virtual and Face-to-Face • Communities of Practice • Action Learning Sets • Six Thinking Hats • Mind Maps • Social Technologies • Knowledge Sharing and Learning Processes • Knowledge Capture and Storage

42. KM Toolkit • Strategy Development • Management Techniques • Collaboration Mechanisms • Knowledge Sharing and Learning Processes • Stories • Peer Assists • Challenge Sessions • After Action Reviews and Retrospects • Intranet Strategies • Email Guidelines • Knowledge Capture and Storage

43. KM Toolkit • Strategy Development • Management Techniques • Collaboration Mechanisms • Knowledge Sharing and Learning Processes • Knowledge Capture and Storage • Taxonomies for Documents and Folders • Exit Interviews • How To Guides • Staff Profile Pages • Blogs • Shared Network Drives

44. Learning before: Peer Assist Starts with the attitude that someone has probably already done what I am about to do. I wonder who?”

45. Peer Assist A peer assist is a meeting or workshop where people are invited from other groups and organisations to share their experience, insights and knowledge with a team who have requested some help early on in a piece of work • targets a specific technical or commercial challenge; • gains assistance and insights from people outside the team; • identifies possible approaches and new lines of inquiry; • promotes sharing of learning with each other; and • develops strong networks amongst people involved

46. Peer Assist Action Multiplying Knowledge What’s possible? What you know in your context "...the politics accompanying hierarchies hampers the free exchange of knowledge. People are much more open with their peers. They are much more willing to share and to listen” What weboth know What I know in my context

47. Learning During: Stories Stories of change 1. Situation 2. A change or challenge 3. Action 4. Result 5. Lesson

48. Learning after: AAR An after action review asks 4 simple questions: • What was supposed to happen? • What actually happened? • Why was there a difference? • What can we learn from it? 15 minute team debrief, conducted in a “rank-free” environment.

49. Knowledge Audit • What are the core tasks? • What do the people doing them need to know? • How is the knowledge generated? • How is it stored and accessed? • Any problems? • What are the relationships between producers and users? • How could it be improved? • Any leadership issues? • Any incentive problems?

50. Exercise 1 – An AAR