Annex 7 Presentation Bart Romijn Knowledge Learning Networking Innovation


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  • 15
    Critical issue: balanced through-flux : assess + improve = harnessing knowledge
    Example: M&E describe four domains, up to application (accountability, learning, outreach, strategizing, positioning).
    Ask participants to provide (3?) examples of systems or activities for each component on yellow stickers. 4 minutes thinking and writing. Meanwhile: four flip over on wall. Stick yellow stickers on flip overs.
    Anything lacking?
    Where are we strong, where are we weak?
    Conclusions. Give examples of other organisations: Dynamic content generation examples. Knowledge maps.
  • Styles that are important to take into account at individual and group level.
    Approaches, e.g.
    Courses, online courses
    Brown back lunches
    coaching, intervision, action learning, skills sharing, learning by doing.
    Scenario writing
    Interactive cases
    Communities of Practice
    Skills sharing
    Question: what is the most powerful moment or mechanism for your learning?
    Could you describe a moment of steep learning curve? Appreciative inquiry
  • 5 minutes. Consequences for team.
    Individual (and team) should pursue balance. E.g. theorist should strengthen pragmatic part. Activist should strengthen reflective part (by learning or by team mate).
  • 10 minutes
    If one of these five components constraint, than inefficiency.
    Ask suggestions for Vision about learning. Future: RAIN is a learning organisation because of: …..
    Are resources adequate and evenly distributed. Ask for examples. And ask for constraints. One constraint: 100 % logframe planning and accountability versus major donor; typical for development sector.
    What about incentives: existing, needs.
    What are current learning actions?
  • 10 minutes
    Knowledge mgt and learning relates to all aspect of the organisation.
    Exercise: about 5 minutes: For your own work, what are the key constraints for knowledge mgt/learning, key needs / priorities? Report to group. Can we identify clusters of constraints, needs, priorities: conclusions and recommendations.
  • 5 – 10 minutes
    Why knowledge needed with overload of Internet? How to find your way in this overload?
    New didactics: student = teacher = interactive learners
    What do we know about the learning needs of target groups? Also reference for monitoring and evaluation, client satisfaction.
    What / how much would you expect if you have a website, and ask them to upload their info?
    Web site is not enough. For assess knowledge needs, problems and demand, make target group owners – co-organisers
    First describe the vision, objectives, critical success factors, main components and modalities, then design modalities, infrastructure and facilities.
    Think of interconnected chain of change.
  • Annex 7 Presentation Bart Romijn Knowledge Learning Networking Innovation

    1. 1. Nurturing and Harnessing the potential of Rainwater Harvesting Partners How to jointly further upscale rainwater harvesting by knowledge management, learning and networking RAIN Partner Exchange Meeting Bart Romijn, Warner Strategy & Fundraising 10 December 2013
    2. 2. Knowledge; So what? Knowledge is information (explicit) + skills + attitude + experience (tacit or implicit), competency • Content (e.g. About rainwater harvesting, legislation, organisation, market/client) • Carriers (people, databases, internet based and other systems, networks) • Processes (e.g. analyses, transfer)
    3. 3. Knowledge management Balanced & Efficient Process of • Acquainting/influx • Storing/sharing, • Upgrading/creating/ synthesis • Applying Compare 3R and MUS Current processes and systems? Weak links? New ways?
    4. 4. Learning; So what? Learning = • Improve knowledge, skills, competencies • Change attitude • Enhance capacity to cope with change (agility, resilience, innovation) • Enhance capacity to learn (learn to learn) Level: individual, team/organisation, interorganisational/global
    5. 5. Learning cycles & styles Joint action doing Business models deciding dreaming Creative ideas thinking New information • Plan, Do, Check, Act • Annual planning cycle, strategic cycle. • Quality mgt systems, BSC • Different styles for each individual and group • Relevant for personal development and for team composition: excellency • Open to and active search for relevant learning curves • Unlearning
    6. 6. Knowledge –Learning –Networks Synergies K N L • Knowledge needs learning (short shelf life) & networks (cases) • Learning needs knowledge (basis) and networks (peers, confronting views, joint creation) • Network needs knowledge (motivation) and learning (incentives)
    7. 7. Where to Start? • • • • • • Mission Strategic approaches (Strategic) partners (Distinctive) core competencies Policies, organisation, resources, processes Tasks, skills
    8. 8. Enabling conditions • Vision • Skills • Resources (€,time, systems, partners and processes) • Incentives (leadership, culture, feed back, exposure, rewards) • Actions
    9. 9. Integration of knowledge, learning and networking K,L,N Knowledge, learning and networking relate to many domains; upscaling and acceleration, innovation, evidence based advocacy, organisational devt, quality mgt, HRM, CRM, ICT, marketing, fundraising, communication, etc
    10. 10. From hierarchies to complex multiple networks Challenges Overload of information Mutuality in stead of centralised sender –receiver Balance technology and social interaction Bottom line: added value of knowledge & learning for target groups’ capacity, effectiveness, efficiency, and positioning.
    11. 11. Action-based joint learning Continuous process: • Scan • Sparring / peer • Approach / plan • Action • Learning by doing • Joint reflection • Document and adapt • Share / disseminate
    12. 12. Knowledge –Learning –Networks Synergies • So Now?!