Screen 1 of 11 Communication and Advocacy Techniques for improving collaborative work LEARNING OBJECTIVES Understand techniques for analyzing needs, relationships

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Communication and Advocacy

Techniques for improving collaborative work

LEARNING OBJECTIVES

• Understand techniques for analyzing needs, relationships and knowledge flows between individuals and groups.

• Understand the techniques for facilitating and improving group work.

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INTRODUCTION

This presentation deals with improved collaboration, knowledge sharing and learning.

It focuses on tools and techniques which can be used to facilitate improved knowledge and learning in the development and humanitarian sectors.

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Frequently, there is not enough attention paid to facilitating effective collaborative practices and establishing dialogue.

When working together with others, the whole of efforts often proves to be less than the sum of

the parts.

Why?

INTRODUCTION

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The tools we are going to present can be used to:

INTRODUCTION

• reflect on the multi- stakeholder nature of food security information systems and programmes

• help strengthen group work, shared thinking and learning

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KNOWLEDGE MANAGEMENT AND ORGANIZATIONAL LEARNING

What do we mean by Knowledge Management (KM) and Organizational Learning (OL)?

KM usually implies managerial and administrative techniques to support the transformation of data into information and knowledge.

OL is often taken to mean a cyclical process of self assessment and critical analysis.

Activities

Learnduring

Learnafter

Learnbefore

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In recent years, the improved application of KM and OL has become a means for improving development and humanitarian work.

These two approaches are increasingly being combined by agencies. The adjacent diagram shows an “ideal” picture. DATADATA

INFORMATIONINFORMATION

KNOWLEDGEKNOWLEDGE

Activities

LearnduringLearnduring

LearnafterLearnafter

LearnbeforeLearnbefore

external organizations and stakeholders, networks, colleagues, information assets, own knowledge

external organizations and stakeholders, networks, colleagues, information assets, own knowledge

DATADATA

INFORMATIONINFORMATION

KNOWLEDGEKNOWLEDGE

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The adoption of learning and knowledge-based strategies is becoming increasingly important within

food security efforts.

Information and KM based initiatives are becoming key in regional interventions for food sustenance and disaster preparedness in southern Africa.

EXAMPLES

• The SADC Regional Early Warning System (REWS)• The Famine Early Warning System Network (FEWS NET)


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How can the adoption of learning and knowledge-based strategies help food security information

systems?

Clear strategies for generating actionable recommendations are developed

An enabling environment is developed

Collaboration is fostered

Knowledge sharing and learning is promoted

Knowledge is captured

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TOOLS AND TECHNIQUES FOR IMPROVING COLLABORATIVE WORK

The following are tools and techniques to help strengthen help strengthen group work, shared thinking and learning:

Stakeholder AnalysisSocial Network AnalysisGroup developmentCommunities of practiceAction Learning setsSix Thinking HatsMind Maps

Challenge sessionsStorytellingOnline strategiesE-mail guidelinesPeer AssistsAfter Action Reviews and Retrospects

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Stakeholder Analysis and Social Network Analysis can be used to assess existing actors, their relevant knowledge and experiences, differing attitudes and existing patterns of interactions and relationships between them.


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Group Development, Communities of Practice (CoPs) and Action Learning Sets can be used to develop shared visions, assess and improve ways of working together.


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Six Thinking Hats, Mind Maps and Challenge Sessions can be applied to improve group thinking processes including sharing ideas, solving problems, and establishing consensus.


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Storytelling, developing good online strategies and using e-mail guidelines can be used to improved the flow of knowledge across different stakeholders.


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Group-based learning techniques such as Peer Assists, After Action Reviews and Retrospects can be used before, during and after key activities and events to establish a continuous process of shared learning and a shared commitment to critical self-evaluation.


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IF YOU WANT TO KNOW MORE...

This presentation is based on the Overseas Development Institute's (ODI) Research and Policy in Development (RAPID) Programme publication entitled “Tools for Knowledge and Learning: A guide for development and humanitarian organisations”, by Ben Ramalingam, July 2006. To access the online version of the publication, as well as other titles in the RAPID Toolkit series visit: www.odi.org.uk/RAPID/Tools/Toolkits

Additional Reading

Documents

Screen 1 of 11 Communication and Advocacy Techniques for improving collaborative work LEARNING OBJECTIVES Understand techniques for analyzing needs, relationships