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THE ART OF

KNOWLEDGE

EXCHANGE

A Results-Focused Planning Guide ForDevelopment Practitioners

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Are you

looking toCec clients to new inormation and opportunities across

countries and regions?

Ecrae innovation and the sharing o practical eperience?

Iire collaboration between countries?

He development practitioners get results out o theirknowledge echange?

Faciiae new methods o capacity development?

Be a rerce or others who want to do developmentdierently?

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the PlAnning guide WhAts inside?

Designing and implementing knowledge echange initiatives can be a

big undertaking. This guide takes the guesswork out o the process by

breaking it down into simple steps and providing tools to help you play

a more eective role as knowledge connector and learning acilitator.

it Will helP you:

Ideif & Aecapacity development needs

Dei & Dee an appropriate knowledge echange initiativethat responds to those needs

Imemethe knowledgeechange initiative

Meare & Rerthe results

Authors: Shobha Kumar and Aaron Leonard, WBI Knowledge Echange

Creative Director: Vladimir Herrera (Independent Consultant)

Editor: Dan Kulpinski (Independent Consultant)

For any questions, please contact:

Shobha Kumar: [email protected] or Aaron Leonard: [email protected]

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tAble oContents

introduCtionIllustrative Case Study: Got Milk? How Tanzania Learned rom India ...................... 0

Knowledge Echange Can Lead to Results ............................................................... I

Figure 1. Five Steps to a Successul Knowledge Echange ....................... ............... II

steP 1. AnChor the knoWledge exChAnge .................... 1

1.1. Identiy the Development Goal (and How to Achieve It) ... ......................... ........... 2

1.2. Identiy the Institutional Capacity Challenge(s) ....................... ........................ ....... 2

Table 1. Institutional Capacity Challenges & Characteristics ......................... ........... 3

1.3. Consider the Capacity-development Objective(s) ...................... ........................ ... 5

steP 2. deine the knoWledge exChAnge ....................... 7

2.1. Identiy the Ideal Participant Proles ....... ........................ ......................... ............... 8

Table 2. Selecting Participants ....................... ........................ ......................... ........... 9

2.2. Consider the Desired Capacity Outcomes .............................................................. 10

Table 3. Capacity Outcomes & Change Types .......................................................... 11

Table 4. Identiying Desired Change Types ........... ......................... ........................ ... 12

2.3. Identiy the Most Appropriate Knowledge Providers ............................................ 13

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steP 3. design And develoP the

knoWledge exChAnge ..............................................................17

Figure 2: Designing and Developing the Knowledge Echange Initiative ...... 18

3.1. Select the Participants ................................................................................................ 19

3.2. Agree on the Capacity Objective and Outcomes ................................................... 20

3.3. Assemble the Knowledge Echange Initiative ......................... ........................ ........ 21

Figure 3. Assembling the Knowledge Echange Initiative ........................ ........ 21A. Consider the Operating Constraints ................................................................... 23

Table 5. Knowledge Echange InstrumentsA Brie Overview ....................... 24

B. Select the Knowledge Echange Instrument(s) ......................... ........................ 25

1. Community O Practice ................................................................................... 26

2. Conerences And Fora ..................................................................................... 28

3. Dialogues ........... ......................... ........................ ......................... .................... 30

4. Epert Visits ...................................................................................................... 32

5. Peer Consultation ....... ........................ ......................... ........................ ............ 34

6. Study Tours ....................................................................................................... 36

7. Twinning Arrangements ..................... ......................... ........................ ............ 38

Table 6. Knowledge Echange ActivitiesA Brie Overview ......................... ... 40

C. Select and Sequence the Activities ..................................................................... 42

1. Action Planning ................................................................................................. 44

2. Brainstorming .................................................................................................... 46

3. Demonstration .................................................................................................. 48

4. E-discussion ....................................................................................................... 50

5. Group Discussion .............................................................................................. 52

6. Panel o Eperts ................................................................................................ 54

7. Presentation ...................................................................................................... 56

8. Role Play ............................................................................................................ 58

9. Simulation ......................................................................................................... 60

10. Survey .............................................................................................................. 62

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Figure 4. Sequencing o a Study Tour ..................... ......................... ................... 64

D. Design the Activities ............................................................................................. 65

E. Activity Delivery Modes ........................................................................................ 66

3.4. Plan the Results Measurement ..... ........................ ......................... ........................ ... 67

Table 7. Eamples o Indicators or Capacity Outcomes................................... 68

Table 8. The Basics o Measuring Results ........................................................... 69

steP 4. imPlement the knoWledge exChAnge ...............71

steP 5. rePort the results ..................................................73

CAse studies

Bolivia:Brazil, Indonesia, and Meico Convergeto Help Bolivia With Etreme Poverty ..............................................................................74

Haiti:Learning to Deal With Devastation ...................................................................................76

Cambodia:A lesson rom China: Dont put all your clothes in one basket .......................................78

the World bAnk And knoWledge ....................................81

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Although Tanzanias child mortality rate has been alling steadily in recentdecades, it remains 77 percent above the world average, at 108 deaths per1,000 children. In order to address this problem, the Tanzanian governmentsought to improve nutrition and incomes in rural areas by restructuring itsagriculture sector, particularly the struggling dairy industry.

Tanzania wanted to ollow the best model and learn how India carried out itsrenowned white revolution, during which it increased its milk productionby a actor o fve to become the worlds largest single milk producer.

Last year, the World Bank unded a Knowledge Exchange between the twonations, aimed at improving the perormance o Tanzanias dairy sectorby promoting avorable policies, incentives and efcient dairy supplychains, as well as improving the operational efciency o the National DairyDevelopment Board (NDDB) and the Ministry o Agriculture (MoA).

The initiative involved a number o Knowledge Exchange Instruments andactivities and was highly successul. A working group rom Tanzania andIndia met in a series o videoconerences to plan the exchange, which was

anchored by a 10-day expert visit to Tanzania by six ofcials rom the IndianNational Development Dairy Board and the Gujarat Federation. Then asmall delegation o 14 Tanzanian ofcials, chosen rom the MoA, NDDB,dairy producers, processors, and distributors, visited India on a study tourto see frst-hand how India had transormed its dairy industry. The exchangeparticipants held a ollow-up videoconerence and developed a brochure andvideos summarizing the lessons learned.

The outcomes included:

Enhanced knowledge and skills

Improved consensus and teamwork

New implementation know-how

Using their new insights, Tanzanian dairy ofcials have not only developedpolicies based on the Indian model, they have also successully implementeddairy reorms and built consensus among stakeholder groups or a blueprinto urther reorms. The NDDB has implemented the rapid results approachlearned rom India to scale up the reorms across the country.

Even though Tanzania may not see its milk production quintuple in the nearuture, it has started to make progress in revamping and improving its agriculture

sector. Boosting nutrition and incomes in rural areas cannot be ar behind.

ExAMplEs FRoM tHEtAnzAnIAn stoRy ARE

usED tHRougHout tHIstoolkIt to sHow you

How to wRItE EACH stEpoF youR knowlEDgE

ExCHAngE DEsIgn. wHIlEBAsED on A tRuE CAsE,

tHE tAnzAnIAn stoRy AsREpREsEntED HEREIn HAs

BEEn MoDIFIED FoR tHEpuRposE oF lEARnIng

AnD sHoulD not BEConsIDERED FACtuAl.

FoR MoRE InFoRMAtIonABout tHE ACtuAl

ExCHAngE, plEAsE vIsItHttp://wBI.woRlDBAnk.

oRg/sskE.

got milk? hoW tAnzAniA leArnedrom indiAs White revolution

IllustRAtIvE CAsE stuDy

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i

Introduction

knoWledgeexChAnge

And results

Knowledge echange, or peer-to-peer learning, is a powerul way to

share, replicate, and scale up what works in development. Develop-

ment practitioners want to learn rom the practical eperience o oth-

ers who have gone through, or are going through, similar problems.

They want to be connected to each other and have ready access to

knowledge and solutions.

This guide emphasizes empowering local agents through eperiential

learning with peers rom their own and other countries, by ollowing

a strategic, results-oriented approach to learning based on the World

Bank Institutes Capacity Development and Results Framework.

this APProACh helPs you to:

Consider knowledge echange within a broader programmatic anddevelopment contet

Ensure your initiative is stakeholder-owned and demand-driven

Determine capacity challenges impeding the achievement o aspecic development goal

Refect on the change processes needed to achieve a development objective

Identiy individuals or groups who can play eective roles inbringing about these changes

Choose the right mi o knowledge echange instruments andactivities needed to help your participants to learn, grow, and act

Measure the results o your knowledge echange initiative

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ii

Introduction

1. sp a scc kw eca

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iii

Introduction

AnChor it

deine it

design And develoP it

imPlement it

rePort the results

- Identiy the development goal (and how it will be reached)- Identiy the institutional capacity challenge(s)

- Consider the capacity-development objective(s)

- Identiy the ideal participant profles- Consider the desired capacity outcomes- Identiy the most appropriate knowledge providers

- Select the participants- Agree on the capacity objective and outcomes- Assemble the knowledge exchange initiative (consider the operating constraints, select

the knowledge exchange instrument(s), and select, sequence and design the activities)- Plan the results measurement

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1

Anchor theKnowledge

Exchange

AnChor the

knoWledgeexChAngeKnowledge echange can be used as part o a change process to

powerul eect. But like any good capacity building approach, it

should be anchored in the broader development contet and your

clients needs should drive the agenda. Beore committing to a ull-

fedged knowledge echange initiative, ask yoursel these questions:

What is the development goal and how will this initiative contributetowards its achievement?

What are the major constraints limiting your clients achievement othis goal?

What will change as a result o this knowledge echange? How isthis change going to happen?

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2

Anchor theKnowledge

Exchange

1.1. identiy the develoPment goAl (And hoW to

AChieve it)

The Development Goal ocuses on the major objective your clients

hope to achieve. It derives rom a long-term regional, national, or lo-

cal development strategy. The knowledge echange initiative should

bring your clients closer to realizing this goal, by targeting the institu-

tional constraints preventing its achievement. The development goal

thereore guides the design o your knowledge echange.

An eective development goal is locally owned and provides cleareconomic and social value to targeted beneciaries. Its important torecognize that a knowledge echange initiative will not result in thedevelopment goal, but should contribute to it. In some instances,knowledge echange can be used to build group consensus on a de-velopment goal itsel.

1.2. identiy the institutionAl CAPACity ChAllenge(s)

Three main actors oten block the way to realizing the development goal.

1. Weak stakeholder ownership2. Inecient policy instruments3. Ineective organizational arrangements

It helps to break down the institutional capacity challenges into sets o

characteristics. (See Table 1). Work with your clients and other stake-

holders to identiy the most important capacity challenges. Doing

this will help you design a knowledge echange initiative that yields

meaningul results.

taaa dp gaThe development goal in Tanzania was to improve nutrition and income in Tanzanias

rural areas and increase economic growth by restructuring its agricultural sector.

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3

Anchor theKnowledge

Exchange

ta 1. ia Capac Ca & Caacc1

Capacity Challenge Defnition o Terms Characteristics

Wa awp

Stakeholder ownership reers tothe political and social orces thatdetermine the priority government,civil society, and the private sectorgive to a development goal.

Lack o commitment romleaders

Incompatibility o social normsand values

Lack o stakeholder participationin setting priorities

Lack o inormation transparency

Insucient stakeholder demandor accountability

ifcc pc

Policy instruments reer tothe administrative rules, laws,regulations, standards, and otherormal incentives that a society usesto guide stakeholder actions toachieve development goals.

Ambiguity in dening rights andresponsibilities o stakeholders

Inconsistency

Lack o legitimacy

Lack o incentives or compliance

Diculty o administration/implementation

Failure to minimize unintendednegative impacts

Insucient fexibility

Susceptibility to corruption

ic aaa

aa

Organizational arrangementsare the systems, rules o action,processes, personnel, and otherresources that state or non-statestakeholders bring together withina specifc organization to achieve adevelopment goal.

Ambiguity o mission

Failure to achieve outcomes

Operational ineciency

Lack o nancial viability & probity

Lack o stakeholdercommunications and support

Lack o adaptability to anticipateand respond to change

1.3. Consider the CAPACity-develoPment objeCtive(s)

The capacity-development objective is the institutional change your clients and partici-pants seek to realize in society. It should describe the desired results to which the

1From The Capacity Development Results Framework: A Strategic and Results-Oriented Approach toLearning for Capacity Development, World Bank Institute, Washington D.C. (See http://wbi.worldbank.org/wbi/about/capacity-and-results.)

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4

Anchor theKnowledge

Exchange

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5

Anchor theKnowledge

Exchange

knowledge echange initiative will contribute and how these changeswill address the key institutional capacity challenge(s). Indicating thecontributing characteristics targeted or improvement will make thecapacity development objective more specic. In the event that theknowledge echange is part o a broader development program, thecapacity development objective should complement your programobjective. While you and your clients should have a airly clear idea

o this rom the beginning, it will be important to revisit the objectivewith allthe participants once they have been determined.

tAnzAniAs CAPACity develoPment objeCtiveThe knowledge exchange initiative ocused on improving the perormance o

Tanzanias dairy sector by: Promoting avorable policies and incentives and the ecient organization o dairy

supply chains

Improving the operational eciency o the National Dairy Board and the Ministry oAgriculture

tAnzAniAs CAPACity ChAllengesThis exchange sought to address two interrelated capacity challenges aced byTanzania:

ifc pc : Policies implemented by Tanzanias National DairyDevelopment Board (NDDB) and stakeholders had been unsuccessul at establishingeective dairy cooperatives and supply chains.

ic aaa aa: The operational eciency o the NDDBand the Ministry o Agriculture were weak due to poorly ocused missions, weak

extension services, and insucient technical knowledge.

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7

Dene theKnowledge

Exchange

deine the

knoWledgeexChAnge

in steP 2 you Will:

Identiy the groups o people who can achieve the capacity objective

Consider the specic outcomes participants will seek rom the

echange Identiy groups and individuals with relevant and transerable

knowledge and eperience to share

in steP 1 you AnChored your knoWledge exChAnge

initiAtive by:

Tying it to the development goal Identiying the constraints to reaching the development goal

And considering the capacity development objective with yourclients

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8

Dene theKnowledge

Exchange

steP 2.1. identiy the ideAl PArtiCiPAnt Proiles

Wc pp/p a a ca

app?

W a pac ?

The success o this knowledge echange initiative depends on having

the right kinds o people involved. Consider those who can and

willinitiate and manage the changes needed to reach the capacity

development objective. These change agentscan be either a

homogenous or diverse mi o individuals, groups, and institutions.Most likely one or more o your clients will be involved. But who else

should participate?

When considering participants, dont just think about how they mightbehave or what they can contribute as individuals. Also consider howand what they add to the group dynamic. Putting dierent kinds opeople together with diverse backgrounds and perspectives can resultin a powerul learning eperience.

Selecting the participants is a juggling act. The list o knowledge exchangeparticipants will change again and again as you move deeper into planning.This is a natural part o the process, so dont get discouraged. Tailoring theexchange to the capacity needs o the participants is what is most important. Atthe same time, be careul not to lose sight o the objective.

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9

Dene theKnowledge

Exchange

ta 2: sc Pacpa

ta c w c pacpa(a a p): Who will champion the cause and make the envisioned changes happen?

Will the knowledge they gain enable them to act or behave in a new way? Willthis help them realize the capacity development objective?

How does the persons role or status help him/her contribute to the exchangeand its atermath?

Does this person or group have prior experience in the topic?

Can the inclusion o this person or group improve the likelihood o realizingthe capacity development objective?

Are dierent change agents needed to achieve dierent outcomes?

Does this person bring a new or dierent perspective to the group?Sometimes a diverse mix o people can achieve what others with a similarbackground, role, or status cannot.

Are the prospective participants operating in an environment that lets themact on the knowledge and experience they receive?

What incentives do they have to apply their learning as expected?

taaa Pacpa Pfia p pp c:

rpa taaa naa da ba a m

Ac:These institutions are responsible or dairy policies and sectoroversight and are uniquely suited to improve the operational efciency o dairysupply chains.

la a pc, pc, a : These are the peoplewho can help push or greater reorms and will eventually beneft rom having abetter system.

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10

Dene theKnowledge

Exchange

steP 2.2. Consider the desired CAPACity outComes

Wa pcfc, aa ca a ?

W ca p a p wa capacp c?

In se 1 you considered the contet or this echange, including thedevelopment goal and the institutional capacity challenges preventing

its achievement. You also discussed the capacity development objective

with your clientswhat will change in society as a result o the knowl-edge gained through this initiative. While the capacity objective could

be reached through a single knowledge echange initiative, it is not

very likely. However, progress towards the capacity objective is measur-

able. These intermediate steps, or capacity outcomes, are what we e-

pect to see, measure and report ater a knowledge echange initiative.

The capacity outcomes refect the specic changes the participants are

looking to achieve at the individual and group levelwhat they want to

learn and how they want to change. Si general capacity outcomes orm

the basis o all change processes. The capacity outcomes will vary de-

pending on the challenges your clients and participants aim to address,how they want to address them, and who is involved. Getting the capac-

ity outcomes right is really importantthe outcomes are how we dene

and measure progress toward the capacity development objectives.

Again, while you and your clients should establish the capacity out-

comes at the beginning, it will be important to revisit them with all the

participants once they have been determined. At that time, you will ask

them, What do you want to learn? and How do you hope to grow?

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11

Dene theKnowledge

Exchange

ta 3. Capac oc & Ca tp3

Capac oc df Ca tp

ra awa A p ac because o animproved understanding, attitude, or motivation.

Action andbehavioralchange

eac w a

A p capa ac because o

what (s)he has learned or how (s)he has applied newknowledge or skills.

ip c aaw

A p w a c a a ac ca caa ,i.e. there is greater agreement, coordination,communication or cohesion--or because groupmembers make better contributions.

Alteredprocesses andrelationships

s ca A p w c a cac aa a acca caa ,i.e.

there isgreater agreement and trust among members,increased commitment to the agenda, or membersare better at leveraging their diverse strengths.

eac w A p w a c aac aa a acca caa , i.e. there arebetter processes, stronger incentives to participate,or members communicate more or are more active.

ica paw-w

A p p a a p pa, a pc ca a- pc

New productsand services

3From The Capacity Development Results Framework: A Strategic and Results-Oriented Approach toLearning for Capacity Development, World Bank Institute, Washington D.C. (See http://wbi.worldbank.org/wbi/about/capacity-and-results.)

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12

Dene theKnowledge

Exchange

Use the table below to help participants identiy their desired capac-

ity outcomes. A NO indicates a possible learning gap. Consider

whether this is something that the knowledge echange should ad-

dress in order to achieve the capacity development objective.

ta 4. i d Ca tp4

n ca a p a ap Ca tp

Is it clear how the capacity-development objective ties intothe overall development goal?

Are roles well dened and are you clear on what you need todo to address the capacity challenge?

Do you have the knowledge and/or skills to achieve thecapacity-development objective?

Action and behavioral change

Is your work situation conducive to collaboration?

Is working together important or you and your colleagues?

I you belong to a network, are you connected to othermembers in a way that promotes collaboration?

Altered processes and relationships

Is there a policy or strategy already in place that supports

the envisioned changes related to the capacity-developmentobjective?

Has the policy, strategy, or plan been implemented?

New implementation know-how

4Ibid.

Capac oc s taaa

eac kw a s: Ofcials in the Ministry o Agriculture (MOA), National DairyDevelopment Board (NDDB), dairy producers, processors, and distributors will have a betterunderstanding o the constraints acing Tanzanias dairy sector and be better equipped to develop

eective policies to improve perormance.ip C: Exchange participants will reach agreement on a blueprint o potential dairysector reorms appropriate in Tanzania.

ica ipa kw-w: NDDB participants gain frst-hand experience attemptingreorms through a rapid results approach. This helps them identiy constraints and challenges beorerolling out reorms on a larger scale.

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13

Dene theKnowledge

Exchange

steP 2.3. identiy the most APProPriAte knoWledge

Providers

Wc a p a a aaa w a pc a?

d a c a capac a ?

Having the right knowledge providers is key to a successul knowledge

echange. Knowledge providers can be individuals, groups, or institutions

hailing rom the private, public, or civil sectors. Knowledge providers can

come rom the same country or region, or rom somewhere completely

dierent. In many instances, the roles o knowledge providers and knowl-

edge recipients are not very distinct. Some knowledge echange instru-

ments are designed specically or this mutual learning and knowledge

sharing. This is addressed in greater detail in Step 3.

When selecting knowledge providers, consider whether they can claim

the ollowing:

Demonstrated success in eectively addressing similar developmentchallenges

Relevant eperience in providing this knowledge, receivingdelegations, and applying the proposed knowledge echangemethods (See Step 3)

Available resources that the proposed institution(s) can mobilize to planand implement the knowledge echange in the proposed timerame

Readiness to deliver, as evidenced by conrmed commitment and aclear distribution o responsibilities

Prior relationships between proposed delegations in the knowledge-provider and knowledge-receiving institutions, groups, or individuals

Understanding o potential logistical issues and risks, such as how toaddress language issues, potential travel challenges, and so on

As in participant selection, try to nd a good mi o knowledge provid-

ers that can share dierent perspectives on the issue. You want to epose

participants to many points o view, to allow them to see how something

has worked at all levels, including operational, social, and political.

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14

Dene theKnowledge

Exchange

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Dene theKnowledge

Exchange

The knowledge provider(s) may change or any number o reasons as planningprogresses. This is a natural part o the process, so dont get discouraged.Finding the right match or your clients and participants is what counts. The idealknowledge provider must both be available and willing to share the details otheir development experience.

taaa kw Pia naa da dp ba: This preeminent oversight agency wasinstrumental in catalyzing the countrys White Revolution, which led to an increase inIndias milk production rom 20 to 100 million metric tons in only 40 years . The NDDB

is interested in sharing its experiences in analyzing constraints and restructuring dairyoperations, and brings a proven track record in undertaking exchanges worldwide.

t gaa Cpa m ma a: Can provide direct linkagesto a cooperative that dramatically scaled up its operations, especially through itsglobal brand, AMUL.

Both organizations have confrmed resources to deliver all exchange activities withinthe noted timerame.

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17

Design and Develop theKnowledge Exchange

design And

develoP theknoWledgeexChAnge

This is when the initiative starts to take shape. In designing and devel-

oping the knowledge echange, you will tighten up your participant

list, work with your key stakeholders to determine the capacity objec-tive and epected outcomes, assemble your echange, and plan how

to measure the results o your echange.

I you eel you are ready or designing and developing without

having thought through the development contet and dening keycomponents o your knowledge echange, hd ! taea fe mie a se 1 ad 2. Getting the beginningright will dramatically increase the chances that the time and eort

rom you, your clients, the participants, and the knowledge provid-

ers is well spent

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seleCt the PArtiCiPAnts

veriy the desired CAPACity outComes

Assemble your knoWledge exChAnge initiAtive

PlAn your results meAsurement

a) Consider the operating constraintsb) Select the Knowledge Exchange Instrument(s)c) Select and sequence the activities (building blocks o the

knowledge exchange instrument)d) Design the Activities

2: d a dp kw eca

ia

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steP 3.1. seleCt the PArtiCiPAnts

Wc a a pac f w

ca a ac wa a?

When considering who to invite (and who not), work with your clients

and any participants already identied. Your knowledge echange

participants should be well positioned to leverage the learning and

eperience they will gain. Seek the championsthose who are open

to reorm and who will drive the desired change. Ask yoursel the

question, Who rom my target participant groups is best placed tobenet rom the knowledge exchange and act on what is learned?

Consult Table 2 (Page 9)again or help in selecting participants.

Once you have the perect list, know that it may still change! As plans

rm up, some participants wont be available, some will drop out,

and others will want to join. Dont get discouraged. This is part o the

process. The important thing is to maintain the momentum and regu-

larly involve your participants in the planning. By the time its ready to

launch, you and your participants will have ormed a strong sense o

the knowledge echange objectives and epected outcomes. I a new

participant can help to achieve these or even epand the outcomes,he or she will be a good addition to the team.

Pacpa taaa naa da baa m AcThese individuals are responsible or dairy policies and sector oversight and areuniquely suited to improve the operational efciency o dairy supply chains. Theyare proven champions o reorm and were selected because o their desire toapply learning and share it with others.

J.M. Gray, Director o Operations, Ministry o Agriculture

E. Mulholland, Secretary General, Ministry o AgricultureD. Kuyeri, Program Manager, National Dairy BoardA. Maranatha, Operations Specialist, National Dairy BoardM. Williams, Deputy Director o Engineering, National Dairy Board

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steP 3.2. Agree on the CAPACity objeCtive

And outComes

Wa pacpa wa a?

hw p w?

Now that you have identied the participants (or at least many o them),veriy that you and your clients assumptions regarding the develop-ment goal, institutional challenges, and capacity objective are accurate.I not, work with your participants and clients to determine these beore

tackling the capacity outcomes.

The capacity outcomes are the specic changes clients and participantsseek to realize as a result o the knowledge echange. It is thereorecritical that your participants be involved in determining them. The suc-cess o the echange depends on having participants own the results.

Determining the epected capacity outcomes can be done in a numbero ways, including:

Meeting ace-to-ace or virtually with all the participants, or arepresentative sample, to discuss and produce a drat list.

Circulating the proposed capacity outcomes, drated by you andyour clients, or inputs rom the participants. I taking this approach,encourage your clients to own the outcomes by writing new ones inecessary. The capacity outcomes should be theirs, or it is doubtulthe knowledge echange will result in anything substantial. Pleasereer to the eample on Capacity Outcomes( Page 11)

It is important to check in with the knowledge provider(s) during thistime. What they know and are able to share can help shape the capac-ity outcomes. These conversations may also highlight the need or anadditional knowledge provider or a replacement o the original(s).

1. Raised awareess

2. Eaced kwedge ad

skis

3. Imprved csesus ad

teamwrk

4. Stregteed caitis

5. Eaced etwrks

6. Icreased impemetati

kw-w

6 Capac oc (m a pa 11)

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steP 3.3. Assemble the knoWledge exChAnge initiAtive

Every knowledge echange initiative consists o an integrated blend o

instruments, activities, and delivery modes. Selecting the right mi o

these will help participants realize their capacity development outcomes.

When assembling your initiative ollow the steps in gure 4 below.

3. A kw eca ia

a) C pa

ca

) sc w

ca

c) sc ac

ac

) d ac

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22


ap, w pa a ep v, pcw :

ba through videoconerence to meet and agree on thescope o the mission

-dc to prepare a concept

note

Ac Pa session in personand online to develop blueprint osector reorms

gp dc, in person, withvisiting experts, local governmentand implementing agencies

Pa eps, in person andwebcast with visiting experts,government ocials, implementingagencies, civil and private sectorrepresentatives

da, in person, withvisiting experts and implementingagencies

-

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3.3A. Consider the oPerAting ConstrAints

Wa a a, a, a, a

ca w ca a?

Among the rst things to consider at an early design stage are the

operating constraints. Think about:

The time available to plan and complete the echange

Is this a longer-term learning initiative? Or do the participants

have an immediate learning need?

The participants and their availability and ability to contribute to theinitiative

Can the Vice Minister o Finance take a ull week o rom her

regular duties?

Are etra preparation sessions needed to get the results your

participants seek?

The number o people participating

Is 80 really the right number? Can you be more selective?

The operating environment

Are your participants located in a confict-aected area?

I technology is needed, is it accessible?

Your budget

Can you aord to fy 80 people across the world? Is there a more

cost-ecient way to get the same result?

What other trade-os will be needed to make the most ecient

use o budgetary and human resources?

taaa opa Ca

Time available 9 months

Participants Mix o decision makers and operational level peoplerom government, private sector, and civil society

OperatingEnvironment

The operating environment in both Tanzania and Indiais conducive to this knowledge exchange.

Number o people 14

Budget $75,000

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ta 5. kw eca iA b ow

A prcess tat pairs a

rgaizatia etity i a devepig

cutry wit a simiar but mre

mature etity i ater cutry.

A cmmuity practice is a grup

pepe w iteract reguary

a cmm tpic sared iterest

wit te ga earig rm e

ater. A CP ca be rma, wit a

detaied missi, structure, udig,

arragemet, etc.r irma,

drive by peer-t-peer ecage

kwedge ad irmati.

Tese evets are pprtuities r

a arge umber stakeders

t egage a specifc tpic wit

a ig eve iteracti amg

participats.

A eprati participats

kwedge a cmm subject

rm wic ew r strger

uderstadig, meaig, ad

pssibiities ca emerge. Diagues

raise awareess, supprt csesus

buidig, ad ecurage irmed

acti.

A subject matter epert (r grup)

ges t a requestig cutry, city, r

rgaizati t impart kwedge

i teir area epertise. Te visits

aw r i-dept csiderati

a issue r prbem ad te

caizati practica kwedge

ad eperiece t address it.

A prcess by wic peers wrk

tgeter i sma grups r mutua

beeft prvidig critica, yet

supprtive, eedback.

Visits by a idividua r a grup

t e r mre cutries/areas r

kwedge ecage. Study turs

prvide a pprtuity r key

stakeders t ear reevat, gd

devepmet practice rm teir

peers.

Community o PrACtiCe ConerenCes And orA

exPert visits Peer ConsultAtion study tours

tWinning ArrAngements

diAlogues

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3.3b. seleCt the knoWledge exChAnge instrument(s)

Wc () w w w pa ca

a p pacpa ac capac c?

Most knowledge echange initiatives consist o one or more instru-

ments. They can be used alone or in combination. Each instrument

has its own strengths and limitations, with some more suitable or

particular types o learning than others. The choice o instrument

will also be aected by participant prole, group size, time, logistical

constraints, and the resources available. Each knowledge echangeinstrument should be designed in a way that helps achieve the capac-

ity outcomes the group has set out or itsel.

Selecting an instrument or mi o instruments or your participants is

like considering what menu to prepare or a group o important din-

ner guests. Knowing these people, you should have a airly good idea

o what will be appreciated, and what will not (especially since youve

already met and discussed epectations in Step 3.2). Suppose you de-

cide on a hearty soupit would be enough by itsel, but by comple-

menting it with good bread you make a meal. Similarly, you may nd

that one knowledge echange instrument will meet your participantsbasic needs, but by miing it with another instrument you can leave

them ully satised.

taaa sc kw eca iA working group rom Tanzania and India planned the exchange together. Itwas anchored by a 10-day expert visit to Tanzania by six ofcials rom the IndianNational Development Dairy Board and the Gujarat Federation. Then a small

delegation o 14 Tanzanian ofcials rom the Ministry o Agriculture, NationalDevelopment Dairy Board, dairy producers, processors, and distributors visitedIndia on a study tour to see frst-hand how the Indians had implemented theserecommendations in their own countryand the results o their work.

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KNOWLEDGEExCHANGEINSTRUMENT

26

CoMMunItyoF pRACtICE

A cmmi f racice (CoP) is a group o people whointeract regularly on a shared topic with the goal o learn-

ing rom one another. A CoP can be ormal, with a detailedmission, structure, unding arrangement, etc.or inormal,driven by peer echange o knowledge and inormation.

For a given KE initiative, consider developing a CoP ithe group sees a need or ongoing, participant-drivenknowledge echange over the medium-to-long term.

Although a CoP requires planning at the inception, itsongoing success depends on the participants commit-ment or mutual learning and on a dedicated person(s)to manage/encourage group interaction. A key strengtho CoPs is the peer networks that are ormed (and grown)through the sharing o knowledge, eperiences, and

epertise. It is important that members recognize thebenet o their participation, and that the interactioncontinues to support members learning needs.

There is a need or ongoing, participant-drivenknowledge echange over the medium-to-long term

Participants are committed to mutual learning

Participants recognize the benets o theirparticipation

Participants have an opportunity to meet (physically

or virtually) at the beginning

In-depth, ace-to-ace or virtual echanges (bothsynchronous and asynchronous) among peers.

Adaptable in terms o delivery platorms andorganization (ormal, inormal).

Continuous learning.

Network building and epansion.

Relationship building.

Allows mobilization o new ideas.

Increases visibility or issues o common concern.

Whenshould i use

A Communityo PrACtiCe?

WhAt is ACommunity

o PrACtiCe?

Why shouldi use ACommunityo PrACtiCe?

things toConsider

How will you ensure that the participants arecommitted to the ongoing interaction necessary or avibrant CoP?

Have you set aside resources to hire a communitymanager to manage/encourage group interactions?

Is the CoP component an integral part o your overallprogram design?

3.3.B.1

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Design and Develop theKnowledge ExchangeHow do you plan to involve the participants in planning

sessions beore the launch o the CoP? (Please considerthe echanges capacity-development objective andICOs as you plan its activities.)

The ollowing questions may help you ne-tune yourplanning o KE activities under a CoP:

What types o communication technologies anddelivery tools will you use or the activities (beore,during, and ater)?

Will the CoP include both ace-to-ace and virtualinteraction?

Will there be a need or translation services either

during a ace-to-ace activity or online? How do you plan to monitor and assess the learning

outcomes o KE activities throughout the durationo the CoP and ater (please include quantiableindicators whenever possible)?

Is there a beginning and an end to the CoP?

Is the CoP working toward a time-sensitivedeliverable/output?

How will you assess the results o the CoP?

How do you plan to capture the tacit knowledgethat is echanged in the CoP?

What opportunities will there be to adjust the CoPdesign, i the desired outcomes are not beingachieved?

Miri Mehd:

Participant questionnaire.

Online discussions/Q&A.

Participation rates as measured by overallmembership, daily visits, length o stay, click-thru rates,site activity, etc.

things toConsider

Internet access needed or electronic knowledgeechanges.

Cost (depending on structure o CoP implemented).

Time-intensive.

Commitment (depending on the goals o the CoP,commitment may need to be at multiple levels:individual, institutional, national, etc.).

There is a risk o lack o participation.

otherACtors toConsider

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ConFEREnCEsAnD lARgE

oR HIgH-lEvElEvEnts

Conerences* are an opportunity or key stakeholders to en-gage in knowledge echange activities that urther locally

driven institutional change and meet broader developmentagendas. Conerences provide a high level o interactionamong stakeholders around specic topics. The reasonsor hosting large events may include launching a globalinitiative, or communicating program impact or changes instrategy. Depending on their structure, conerences may in-clude one or more Knowledge Echange activities: plenarysessions, dialogues, parallel workshops and sessions, worldcas, and eld visits.

Conerences require in-depth planning, in terms o not onlythe selected venue and logistics, but also o the engage-ment with partners beore and during the conerence. For

a successul conerence, a participatory approach should beconsidered during the planning o the event, with adequatelead time; this will ensure that all activities and logistical ar-rangements get the necessary support or timely completion.

There is a need or global high visibility and impact othe selected topic(s).

Outreach to large or high-level audiences is neededor awareness and consultation purposes.

There is a need or in-depth interaction amongparticipants.

In-depth, ace-to-ace echanges.

Immersion in select topics.

Network building.

High potential or media attraction.

Broad dissemination o ideas and knowledge.

Builds commitment o key stakeholder groups.

When shouldi use AConerenCe?

WhAt AreConerenCes?

Why shouldi use AConerenCe?

things toConsider

When

PlAnning Andmonitoring

How do you plan to involve internal and eternalpartners in the planning sessions beore theconerence? Consider the ollowing:

Keep in mind the capacity development goal as youplan the various KE activities.

Keep in mind the ICOs being supported by the KEactivities.

Do you need private investors (sponsors), andwould that create an institutional confict?

*Conerence is broadly dened here to include any orm o large and/or high-level event such asorum, symposium, summit, or congress.3.3.B.2

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How will you operationalize the various KE activities or the

conerence instrument? Consider the ollowing: What type o audience are you seeking?

Host country: know the country protocol, proessionallevel o your contact in government, your local partnerinstitutions, etc.

Type o venue, room capacity or various activities/typeso participants (plenary, break-out or workshop rooms,secretariat, media/interview room, high-tech room, etc.).

Conerence capacitytotal number o participants(including sta) needed or logistics and budgeting.

Resource mobilization: who pays or what?

Session ormat: plenary, presentation, acilitated dialogue,panel discussion, talk show, working sessions, networkingsessions, etc.

High-tech needs: audiovisual setup, videoconerencing,video recording, interviews, Internet, special delivery tools.

Will you need simultaneous interpretation during theevent? How many languages?

Will you need to arrange or any on-site protocol with thepresence o high-level ocials?

What human resources are available in your unit to workon content preparation and logistics?

How do you plan to gauge the learning that occurs during the

various conerence activities and document the eperiences?How will you monitor progress in achieving the targetedICO(s)?

What opportunities will there be to adjust the program designi the desired outcomes are not being achieved?

How will you assess/evaluate the results o the conerence?

things toConsider

WhenPlAnning Andmonitoring

High nancial costs; resources must be availableBEFORE the preparation stage.

Need or human resources to support contentpreparation and logistics coordination.

Timeline sensitive.

Host country/institutional constraints (inrastructure,policies/protocol, including procurement, visa issuance).

Can you attract/retain high-level participants/speakers?

Are there competing conerences on the same issue(s),in the same year, same region?

Risk o the host country protocol/host institutionpolicies limiting participation o participants romcertain nationalities or organizations.

WhAt otherACtors doi need toConsider

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DIAloguEs

Dialogues engage participants in an eploration o theirown knowledge toward a shared eperience, rom which

new or stronger relationships, meanings, and possibilitiescan emerge. Dialogues promote respect and equality anddeepen understanding. Ultimately, a dialogue is meant toencourage action that is inormed and linked to the valueso those engaged in it. Because dialogues allow or a disci-plined conversation among development practitioners orpolicymakers on a specic topic, those involved learn romeach other on a technical as well as a policy level. Considerusing dialogues when the echange could lead to a com-mon position on global, regional, or in-country issues.

At the core o the dialogues instrument is the linkage odiverse sources o knowledge, which can be acilitated

through both ace-to-ace and virtual echanges. Par-ticipants may use videoconerencing (up to si connec-tions recommended), social networking sites, discussionorums, and other online environments to support thisknowledge echange. To ensure a rich dialogue, careulconsideration must be given to the number o partici-pants and/or countries involved.

The topic/issue under discussion requires multipleperspectives to either raise awareness or reachconsensus.

Many people possess epertise on the topic/issue,

and by sharing their epertise they can enhance theknowledge and skills o all.

Strong interactivity

Spontaneous conversations

Just-in-time peer echanges (synchronous)

Cost-eective

Can be recorded and reused later

Can reach a globally spread audience synchronously

When shouldi use AdiAlogue?

WhAt is AdiAlogue?

Why shouldi use AdiAlogue?

things toConsider

WhenPlAnning

Andmonitoring

How do you identiy the right audience and the rightspeaker/s?

How will you design the session to ensure the Dialoguewill be interactive and benecial to all stakeholders?

Who should moderate? Should you have a moderator/acilitator at each location?

I the dialogue is held using videoconerencing, how manysites will you be connecting to? What kinds o acilities/ AVsetup do you need given the ormat o your event?

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Who contacts the speakers/participants?

What are the ollow-up actions?

In terms o logistics:

Contact and test the sites / visit physical location

Consider i interpretation is needed

Establish budget

Drat running order

Miri Mehd:

Participant questionnaire

Facilitator evaluation

Summary o key points

things to

ConsiderWhenPlAnning

Andmonitoring

Both virtual and ace-to-ace dialogues can requiresignicant planning and coordination

Can rely heavily on technology: availability oequipment and connectivity

Need or strict/disciplined moderation

Limited in scope and depth in the absence o ollow-up

Ri icde: Equipment ailure, quality oconnection (including interruption), dialoguecan become chaotic without a good moderator,

participants not amiliar with engagement methods,and can become overly political; dialogue is replacedwith prepared speeches.


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ExpERt vIsIts

An epert visit is just like it sounds: When a subject matterepert (or group) goes to a requesting country, city, orga-

nization, etc. to impart knowledge in the area o epertise.Epert visits can be used to help recipient institutionsthink through a particular development challenge. Epertvisits allow or in-depth consideration o an issue or prob-lem and or the localization o practical knowledge andeperience to address it.

Visiting eperts have a strong educational and proessionalbackground in the relevant issue area, and the echange isabout determining ways to solve a problem.

In-depth interaction among small groups is needed.

Epert-to-epert interaction is desirable.

The topic requires diagnosis and analysis throughproblem solving.

An epert is needed to help address a problem or issue.

An eternal opinion or recommendation is needed.

Strong interactivity.

Garners high level o respect/ prestige.

Spontaneous conversations.

Immediate and timely peer echanges.

Can be cost-eective (especially when used in place o astudy tour to achieve similar outcomes).

Can be documented and re-used later to supporturther refection.

When should

i use AnexPert visit?

WhAt is AnexPert visit?

Why should iuse An exPertvisit?

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things toConsider

WhenPlAnning

Andmonitoring

How will you ensure a productive echange?

What is your plan or the preparatory sessions beore theactual visit?

The ollowing questions may help you ne-tune yourplanning o KE activities under epert visits:

What types o communication technologies anddelivery tools will you use or the activities?

Will the visit include both ace-to-ace andvideoconerence-based interaction?

Will there be a need or translation services duringeither type o discussion?

Is the visit working on a time-sensitive deliverable/output?

How will you assess the results o the visit?

How do you plan to document and disseminate thelearning o the epert visit among those driving changein the recipient countries (i.e., change agents, keystakeholders) and/or other audiences?

Cost can be prohibitive (depending on the cost o theepert).

Can be time consuming.

Ri icde: Not enough advance planning andpreparation; the right epert is not identied; the rightaudience is not identied; the duration o the epertvisit is not sucient to yield results; there is inadequateollow-up to help with implementation.


When

AssemblingAn exPertvisit?

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pEERConsultAtIon

Peer consultation is a process by which peers work togetherin small groups or mutual benet, providing critical, yet

supportive, eedback. The peer consultation process sup-ports the diagnosis and analysis o a subject through refec-tive echanges and practice. The key advantage o peerconsultation is the contetual relevance and application othe eedback sought rom peers.

Peer consultation can be organized in a ace-to-ace modeor via videoconerence or an online discussion orum. Withvideoconerencing, participants should careully considerthe number o sites to be connected or a live echange:more than ve or si could be hard to manage and gener-ate the desired interaction. For greater eectiveness, peerconsultation sessions can be preceded by an echange

o e-mails or a series o regional ace-to-ace peer discus-sions and ollowed up by additional asynchronous modeso echange such as online discussions. This type obeore-and-ater echange allows or a deeper contetualrefection.

In-depth interaction among small groups is needed.

The interaction is meant to be that o a peer supportgroup.

The issue under study requires diagnosis and analysisthrough refective echanges and practice.

Condentiality o the discussion is ensured, acilitatingtrust and open conversation.

To epose participants to new perspectives, dierentideas, increase access to additional resources/practitioners to consult

Use o peers as role models

Strong interactivity

Spontaneous conversations

Immediate and timely peer echanges

Cost-eective (i online tools used)

Can be recorded and reused later to support urtherrefection

Can reach a global audience

When shouldi use PeerConsultAtion?

WhAt is PeerConsultAtion?

Why shouldi use PeerConsultAtion?

things toConsider

WhenPlAnning

Andmonitoring

How will you ensure that the participants are committedto, or have motivation or, the ongoing interactionnecessary or a vibrant peer consultation?

How do you plan to involve the participants in local/regional ace-to-ace discussions beore the peerconsultation?

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The ollowing questions may help you ne-tune your

planning o KE activities under peer consultations: Have participants claried their epectations? Is there

an agreement on the rules o engagement?

Do you have an eperienced acilitator/moderator?

What types o communication technologies anddelivery tools will you use or the activities (beore,during, and ater)?

Will the peer consultation include both ace-to-aceand videoconerence-based interaction?

Will either type o discussion require translationservices?

Is the consultation working toward a time-sensitivedeliverable/output?

How will you assess the results o the consultation?

How do you plan to document and disseminate thelearning o the consultation (keeping in mind the trust andcondentiality issues) among those driving change in therecipient countries (i.e., change agents, key stakeholders)and/or other audiences?

Miri Mehd:


Producer evaluation

Formative techniques or generating ollow-up actions

things toConsider

WhenPlAnning

Andmonitoring

Videoconerence-based peer consultations relyheavily on technology: availability o equipment andconnectivity

Face-to-ace peer consultations are costly

Need or strict/disciplined moderation and rules oengagement

Risks include: Equipment ailure; connectivityinterruption; quality o connectivity; poor moderation/wrong mi o participants; participants may not be open

to suggestions rom peers; breach o condentialityreduces trust in peers/ acilitator; supportive eedbackmust be emphasized while deemphasizing the tendencyto evaluate.


WhenAssemblingA PeerConsultAtion?

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stuDy touR

A study tour is a visit by an individual or group to one ormore countries/areas or knowledge echange. Study toursprovide an opportunity or key stakeholders to learn rel-

evant, good development practice rom their peers. Studytours allow or a high level o interaction among partici-pants and eposure to the topic o study. Consider usinga study tour i you are looking or a personal and in-depthlearning eperience.

Study tours require in-depth planning, not only in termso the venue and logistics, but also in terms o the overallassembly o activities and participant engagement beorethe actual visit. For a study tour to be successul, it is best toinvolve all participants (hosts and visitors) in the planning,in order to understand the epectations o both knowledgerecipients and providers, and reach consensus on the ob-

jectives o the echange. This requires sucient lead timeas well as appropriate activities that support the identiedcapacity development goal.

There is a need or in-depth interaction amongparticipants.

Decision-makers need to see rst-hand what ispossible.

Technical people need to learn rst-hand how to dosomething.

In-depth, ace-to-ace echanges with peers First-hand eperience

Immersion in a topic

Builds networks

Builds commitment/ecitement

When shouldi use A studytour?

WhAt is Astudy tour?

Why shouldi use A studytour?

things toConsider

WhenPlAnning

Andmonitoring

How will you ensure that the participants rom theknowledge-receiving and knowledge-providingcountries are the right leaders, coalitions, or institutionsto achieve the echanges capacity developmentobjective and infuence its overall development goal?

How do you plan to make sure that the design othe study tour will meet participants epectations?(Please consider the echanges capacity developmentobjective and intermediate capacity outcomes as youplan its activities.)

The ollowing questions may help you ne-tune yourplanning o KE activities under study tours:

Have you included at least one planning session tonalize your study tour design and preparations?

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Have you considered introducing knowledge providers

and recipients beore the actual echange? (This can bedone via videoconerence or online social networking siteslike Facebook or LinkedIn.)

What type o communication technologies and deliverytools will you use or the planning sessions? Will you havesimultaneous translation during the events?

Will you need to arrange visas or your participants?

How do you plan to document and disseminate the learningrom the study tour among those driving change in therecipient countries (i.e., change agents, key stakeholders) and/or other audiences?

What opportunities will there be to adjust the program design

i the desired outcomes are not being achieved?How will you monitor and assess the results o the study tour?

Miri Mehd:


Participant interviews / testimonials (pre- and post-visit)

things to


Andmonitoring

Cost intensive

Time intensive (or preparation and actual visit)

Requires intensive coordination and logistical support

Requires high degree o planning and coordination Language barriers; translation oten needed

Scheduling is dicult

Ri Icde: Participant mi not optimal; drop-outs may signicantly aect achieving the goals o thestudy tour; visit ails to meet participant epectations/considered a waste o time; knowledge/ideas get lostin translation; no ollow-up actions taken


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twInnIng

The World Bank denes twinning as a process that pairs anorganizational entity in a developing country with a similarbut more mature entity in another country. Twinning is most

eective when it is used to transer operational knowledgebetween two organizations similar in unction and structure,and complemented with other capacity-development initiativessuch as ormal training and technical assistance. Twinning cantake the orm o secondment o eperts rom one organiza-tion to the other; participation in a ormal or inormal networkor association; direct interaction and collaboration o sta romthe twinning organizations; echange o specic inormation orresources; mentoring and knowledge sharing rom the matureorganization to the learning organization; echange o sta toimprove knowledge and skills; and collaboration on a particularproject/task, with each organization capitalizing on its compara-tive advantages and strengths.

Twinning arrangements are typically characterized by (a) aninstitution-to-institution relationship; (b) achievement o sustain-able organizational capacity building; (c) long-term cooperationthat continues ater project completion; (d) a high degree ofeibility; (e) use o diverse modes o activity to ensure sustain-ability; and () a notion o learning.

Key issues to consider when developing a twinning arrange-ment are the selection o appropriate partners and the de-sign o the arrangement and relationship. Factors promotingsuccess include (a) strong commitment o the parties; (b) highcompetence and feibility o the provider; (c) high easibility odesignated tasks; (d) periodic ollow-ups ater project comple-tion; and (e) positive work relationships.

For an institution-to institution relationship, based on apartnership between two organizations

For sustainable organizational capacity building;

For long-term cooperation that continues ater projectcompletion;

For a high degree o feibility;

With diverse modes o activity to ensure sustainability

Strategically integrates training and technical assistance

Oers feible work plans and long-term cooperation

Engaging a provider through competitive bidding canlower costs and/or result in higher quality o oers

Promotes immediate engagement o the provider andrecipients

Catalyzes positive impacts and benets because o thedepth o interaction between provider and recipient

Provides rst-hand eperience and engages keystakeholders

Whenshould i usetWinning?

WhAt istWinning?

Why shouldi use AtWinning?

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Need to adapt the content to the eact needs o the

recipient. Need or strong commitment at all levels.

Twinning should be an investment in a long-termrelationship.

Organization should acilitate inormal and interpersonalcontacts beyond the ormal contract.

Find the right scale: is the receiving institution readyto move at ull speed? Does it have sucient humanresources?

Communication, feibility, and trust are crucial.

Twinning is a joint project and a partnership, not a one-

way delivery o technical assistance. Actors must ollow the structure o the project.

The Task Team Leader (TTL) has a crucial supervising role,especially in supporting and monitoring the program andapproving changes.

Provider must dedicate key sta to the twinning, andnancial and operational impacts must be clear andaccepted by all parties.

The planning and design o the twinning arrangementshould take into consideration in early phases anyarrangements that might be needed to assist therecipient institution in retaining newly trained employees.

things to


Andmonitoring

Both virtual and ace-to-ace dialogues can requiresignicant planning and coordination

Can rely heavily on technology: availability o equipmentand connectivity

Need or strict/disciplined moderation

Limited in scope and depth in the absence o ollow-up

Ri icde: Equipment ailure, quality o connection(including interruption), dialogue can become chaoticwithout a good moderator, participants not amiliar with

engagement methods, and can become overly political;dialogue is replaced with prepared speeches.


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ta 6. 10 kw eca AcA b ow

Tis is a ie diague i wic

pepe discuss a tpic i a

pe settig. E-discussis are

asycrus; cmmuicati des

t ave t ccur at te same time,

s participats ca egage we it

is cveiet r tem. E-discussis

are maaged ie trug a

discussi rum r simiar t.

Braistrmig is a grup prbem

svig tecique used r

geeratig may ideas abuta specifc tpic r issue. A

braistrmig sessi sud tap

it te wisdm peers, ecurage

vety, ad be de at te iitia

stages a prject r prcess.

Tey ca be very irma t

igy structured ad caegig

cversatis as part earig ad

kwedge-sarig evets. Grup

discussis icude tpic-based

discussis, case-based discussis,

r discussis were te bjective is

t sve a prbem, make a decisi

r create smetig tgeter.

I a demstrati activity, a epert

r preseter sws participats w

t perrm a activity r prcedure ritrduces a ew prcess r ivati.

Utimatey, earers sud be abe t

perrm te demstrated task

teir w ad appy it i teir specifc

wrk evirmet. Tis activity is

requety wed by a discussi.

A pae eperts is a grup

pepe wit speciaized kwedge

w are ivited t discuss a tpic/

issue bere a audiece. It requires

a crdiatr ad mderatr.

A acti pa describes w

participats wi impemet te

kwedge gaied durig teecage. Its a rad map r w-

up actis. Usuay, a aciitatr eps

te participats create te acti pa.

ACtion PlAnning brAinstorming demonstrAtion

e-disCussion grouP disCussion PAnel o exPerts

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A survey is a way t gater

irmati rm participats.

Surveys ca be used t prmpt

discussis, surace areas r

csesus r stakeder wersip,

ad priritize imprtat et steps

rm kwedge-ecage activities.

A presetati is a ra reprt

irmati i wic te patter cmmuicati is maiy a e-way

trasmissi rm te preseter

t participats. Te preseters

cmmuicati ad deivery skis

ad te presetati rmat are

imprtat actrs i esurig te

audiece stays egaged.

A igy iteractive activity i wic

participats act ut situatis ad

prbems ad te aayze tesituati wit te ep ter

participats ad bservers. Re-pay

requires a eperieced aciitatr.

A simuati eercise presets a

reaistic situati ad ivites earers

t iteract i tat settig witbjects ad/r pepe (i.e., trug

re-pay, buidig mdes, ad

cmputer games). May simuatis

are i te rm games; te mst

successu e is te rea-estate game

Mpy.

PresentAtion role PlAy simulAtion

survey

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3.3C. seleCt And sequenCe ACtivities

Wc ac w p pacpa ac

capac c?

Wa c ac?

Knowledge echange activities are the actions through which learn-

ing takes place. Common activities are presentations, group discus-

sions, brainstorms, and action planning sessions. Each activity should

contribute to the participants desired capacity outcomes. Like the

instruments, each activity has its own strengths and limitations, withsome more suitable or particular types o learning than others. Activ-

ity choice will also be aected by participant prole, group size, time,

logistical constraints, and the resources available.

Going back to our cooking analogy, the activities are like the special

ingredients that make up your soup. These ingredients can be added

to the knowledge echange instrument in dierent orders. This se-

quencing, or deciding when to use one activity in relation to another, is

another actor to consider when selecting activities. Some activities are

more suitable in the knowledge echange planning phase, while oth-

ers are more eective in delivery and ollow-up.

Well-designed activities will allow participants to:

Eperience something new

Internalize the signicance o the new eperience

Engage in observations, ask questions, share refections, andcontribute their own eperience

Have opportunities or substantive interaction/dialogue witheperts, other participants, and new learning materials

Create a new collective understanding based on knowledge

echange Translate the knowledge into action plans

Summarize newly created knowledge in written documents,transcripts, and audiovisual materials and make them available asreerences or both participants and broader groups o stakeholders.

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Activities should be considered or each phase o the knowledge

echange instrument

1. Pa

2. d

3. w-p

exAmPle: sc kw eca Ac taaa s t iaPa:

To plan or the second phase o their knowledge exchange initiative, the study tour,Tanzania and India organized a preliminary brainstorm through videoconerence todefne the scope o the visit and an e-discussion to prepare a concept note or thevisit.

d:

The study tour included presentations and feld visits aimed at learning aboutIndias dairy revolution and how it was implemented, rom both a political andpractical standpoint. In addition, group discussions were arranged with Indianbusiness leaders to promote uture partnerships or improving Tanzanias dairysector.

w p:

A series o presentations to colleagues and decision makers back home providedan opportunity or the Tanzanians to share lessons learned and propose a wayorward.

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KNOWLEDGEExCHANGEACTIVITY

44

ACtIon plAnnIng

WhAt is ACtion PlAnning?

An action plan is a personal or group agenda that describes how a participant, or participants,will implement the knowledge gained in a given knowledge echange activity. A participant orgroup usually creates an action plan with the assistance o a acilitator. An action plan providesparticipants with a tangible output and road map or ollow-up actions.

Following up on the knowledge echange initiativei.e. when planning netsteps

The learning objective is to apply knowledge

Supporting the transer o learning to workplace environment

Localizing knowledge to a participants setting

Encouraging ownership by the learner

The acilitators role is to support the learner(s) in creating an action plan. Theacilitator should:

Provide guidelines to participants about how to create an action plan.

Guide the participants in writing a realistic action plan.

Dene what you hope to accomplish.

Assign roles and responsibilities.

Identiy resources and key stakeholders.

Prioritize.

Break down activities into discrete steps that are measurable

Estimate costs.

Decide what is easible.

Create a timeline with major milestones.

Refect on the actions that need to be completed to achieve a goal.

Write the actions as discrete tasks that are realistic and attainable.

Identiy who is responsible or completing various tasks.

Identiy resources needed to complete tasks.

Create a timeline or completing tasks.

Discuss the action plan with key stakeholders who are a part o the enablingenvironment to successully implement the action plan.

Whenshould iuse ACtionPlAnning?

WhAt is theACilitAtorsrole?

hoW do iCreAte AneeCtive

ACtionPlAnning

ACtivity?

WhAt is theleArnersrole?

3.3.C.1

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WhiCh knoWledge exChAnge instruments utilize ACtion PlAnning?

study visits/tours

Communitieso PrACtiCe

PeerConsultAtions

ConerenCes

ACTION PLAN

Learner: Date:

Specic ocus o the action plan:

Areas o opportunity as well as challenges:

Detailed specic actions Responsibleperson(s)

Resources required Date/time

Step 1.

Step 2.

Step 3.

WhAt does An ACtion PlAn look like?

Many ormats can be used to create an action plan. For a learning setting, an action plan mayinclude the ollowing categories:1

1This ormat is adapted rom Johns Hopkins University: www.reproline.jhu.edu/English/6read/6training/tol/pd/actionplan_c.pd

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BRAInstoRMIng

WhAT IS BRAInSToRMInG?Brainstorming is a powerul knowledge-echange activity that can be used or generating ideasor solutions about a specic topic, or or problem-solving, team-building, and creative processes.A brainstorming session should tap into the wisdom o peers; encourage novel, out-o-the-boideas; and be done at the initial stages o a project or process.

The key goal o brainstorming sessions is to generate as many ideas as possible romparticipantsoriginal ideas or ideas that build rom each other. Quantity is what counts at thisstage, not quality. For this reason it is important that participants be aware that no idea is a badidea. Participants should rerain rom judging ideas as they are shared. A successul brainstormshould result in many bold and unique ideas that can then be analyzed, prioritized, and applied in

relevant contets.

pai your knowledge echange initiative i.e., in thinking aboutcapacity challenges, objectives, or outcomes

Imemei your knowledge echange initiative i.e., when thinkingabout how to address problems based on whats been learned

Fi i.e., when thinking about how to apply whats been learned

Facilitating consensus and teamwork, and raising awareness around aspecic area o interest

Generating new ideas or working toward operationalizing something (i.e.,coming up with tasks)

Engaging participants to come up with ideas to solve a specic problem Motivating participants to get them to invest in an idea or solution

Have a dedicated acilitator or the brainstorming session.

Select a brainstorming topic that is relevant to participantssomething onwhich participants will have an opinion. This will result in a more appropriateand useul output.

Organize the session well: Make sure the brainstorm questions andguidelines are clear and that all participants understand the question andprocess.

Dont judge suggested ideas and solutions, either directly or indirectly,through body language. Judging stifes creative thinking and inhibits theullest possible contributions.

Encourage solutions rom all participants; one or two people should notdominate the conversation.

Write down every suggestion and in participants own words. I needed, haveparticipant clariy meaning. Always check that the idea is correctly refected.

Whenshould i usebrAinstorming?

hoW do iCreAte AneeCtivebrAinstorming

ACtivity?

3.3.C.2

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WhiCh knoWledge exChAnge instruments utilize brAinstorming?

Communitieso PrACtiCe

ConerenCes diAlogues study tours PeerConsultAtions

Introduce the topic or problem acing the group.

Manage the process by establishing ground rules: Suggest solutions in rapidsuccession, share ideas as they come to mind, and respect others ideas.

Appoint a person to record all suggestions

Establish a time limit.

Assist group to broaden the scope o responses, i necessary.

Ater the initial idea-sharing phase, provide a method or organizing andevaluating suggested ideas and solutions.

Provide an approach or how suggested ideas and solutions can best be put

into eect ater the brainstorm session.

Think creatively.

State ideas that come to mind, regardless o how ridiculous they seem.

Rerain rom epressing an opinion on other participants ideas and solutionsduring the idea-sharing phase.

Assist in evaluating the solutions ater the initial idea-sharing phase.

Determine how best to use the inormation.

Help evaluate the groups learning eperience.


WhAt is theleArnersrole?

tWinningArrAngements

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WhAt is A demonstrAtion?

In a demonstration activity, an epert or presenter shows participants how to perorm an activityor procedure or introduces a new process or innovation. Ultimately, learners should be able toperorm the demonstrated task on their own and apply it in their specic work environment. Thisactivity is requently ollowed by a discussion.

Implementingi.e., when a knowledge provider wants to show participantsa new technology, method, etc.

Knowledge is codied and can be presented in a standardized ormat.

Addressing learning objectives that are geared toward applying knowledgeor mastering a process.

Sharing practical eperience or process steps with the objective otranserring epertise or good practices.

Sharing an innovation.

Transorming theoretical concepts into practice.

Demonstrations oten require substantive preparation time. The eperts orpresenters role is to:

Prepare or the demonstration in advance.

Help the audience understand the contet o the demonstration and how itrelates to them.

It generally helps to have two people or a demonstration activityone torun the demonstration and the other to present.

Every presentation should be as customized as possible.

The demonstration should be ollowed by a brie question-and-answer session.

Each member o the group must be given an opportunity to practice process steps. The technique works best in smaller groups (5 to 20 people).

Individual guidance during the practice session is important.

The epert should have good pedagogical skills and should adapt thedemonstration or the needs o the audience.

Sucient time should be made available or all the steps, includingdiscussion ater practice.

Follow-up perormance support should be made available to help with thepractical application in the participants contets.

When shouldi use AdemonstrAtion?


hoW do i CreAteAn eeCtivedemonstrAtion?

DEMonstRAtIon

3.3.C.3

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WhiCh knoWledge exChAnge instruments utilize A demonstrAtion?

study tours exPert visits Communitieso PrACtiCe

ConerenCes tWinningArrAngements

Be condent in his/her ability to perorm the task.

Present the solution to address the problems, showing only the eatures,benets, and capabilities that relate to those issues.

Describe the steps o the process as it is being demonstrated.

Proceed slowly and methodically so all can understand.

Lead the discussion ater the demonstration.

Embrace questions and concerns, delve deeper to clariy, ask the rest o theaudience how they see the issue.

Provide ollow-up perormance-support tools and options.

Are the epected outputs o the demonstration session clear?

Have you decided how to run the demonstration session?Did you establish the ground rules or the session?

Have you considered the logistical, resource, and equipment needs or thissession?


other key

ConsiderAtions:

Good demonstrations should have a high level o participant involvement.Participants need to:

Understand the purpose o the demonstration.

Listen actively and watch careully.

Ask questions when the inormation or process is not clear.

Practice the process steps.

Decide how to best adapt or apply the new knowledge in their own contet.

WhAt is thePArtiCiPAntsrole?

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E-DIsCussIons

WhAt is An e-disCussion?

An e-discussion is a knowledge echange activity that permits the participants to consider aquestion or topic online in an open setting, ormal or inormal. E-discussions are asynchronousthat is, communication does not have to occur at the same time. E-discussions are managedonline through a discussion orum environment or tool. This kind o knowledge echange isfeible, as participants do not need to be available at a ed time to discuss something, but canengage when available within the established parameters o the e-discussion.

Pai.e., planning the introductory sessions

ipi.e., eamining topics in depth or carrying out long-term

collaboration independent o location w pi.e., discussing what was learned, coaching / mentoring as

teams try to apply knowledge gained

Choose and invite additional e-discussion moderators as needed.

Clariy the topics and procedures with participants.

Answer questions directed to you within the allotted timerame.

Keep the discussion on topic.

Provide moderator and participants with how-to documentation on the use othe e-discussion tool/ environment.

Develop and provide guidelines or participation.

Provide clear instructions on when participants can post and when they canepect replies.

Dene clear epectations as to the outcomes o discussion.

Follow guidelines and instructions.

Read and respond to postings by moderator and peers in a thoughtul way.

Share inormation, resources, opinions, and eamples, and pose questions.

When shouldi use Ane-disCussion?


hoW do iCreAte AneeCtivee-disCussion?

WhAt is thePArtiCiPAntsrole?

3.3.C.4

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WhiCh knoWledge exChAnge instruments utilize An e-disCussion?

diAlogues Communitieso PrACtiCe

exPert visits

Are the epected outputs o the e-discussion clear?

Have you decided how to conduct the e-discussion session?

How involved should the moderator be in the e-discussion?

Is this going to be an open-ended, ree-fow discussion? Or are specicoutcomes epected?

How have you ensured that all participants can access the e-discussion?

Will the selected tool accommodate the number o participants wanting toparticipate?

How will you capture the results o the e-discussion session?

other keyConsiderAtions:

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gRoup DIsCussIons

WhAt is A grouP disCussion?

Group discussions occur in many dierent ormats rom very inormal ones to highly structuredand challenging discussions included as an integral part o learning and knowledge-sharingevents. Some eamples o group discussions include topic-based discussions, case-baseddiscussions where inormation about the situation is given to the group and they are asked asa group to resolve the situation, or discussions where the objective is to solve a problem, makea decision or create something together. Group acilitation is highly recommended to managegroup dynamics and get the most out o the discussions. The ormat o acilitation will dependupon the size o the group and how you plan to structure the group report.

Pai

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