The Asian Project Management Support Programme (APMAS) CDD Report: Best Practices and Lessons Learned on Community Driven Development and Gender Mainstreaming from the APMAS training/workshops, Hanoi and Delhi, November/December 2010 (21 pages).
The Asian Project Management Support Programme (APMAS) aims to enhance capacity
of project managers in Vietnam, Cambodia, Laos and India to implement and effectively
manage gender sensitive, pro-poor rural development interventions, through training,
information access and innovation. Late 2010 MDF Indochina has implemented two 4-day
training programmes in Vietnam and India on Community Driven Development (CDD) and
Gender Mainstreaming, from which the below lessons were drawn. The report below is a
only a summary of highlights, as APMAS documented the events in full through pictures,
and also captured facts tools at its website.
GI Net 7 - Global mind, local act: The art of change leadershipHora Tjitra
Ā
Best practices on change leadership on Indonesian context, based on interview with 20+ Indonesian C - level executives. Materials presented during the 7th GI Net: on December 18, 2012, by Dr. Hana Panggabean
The document discusses the importance of collaboration for NASA's Program/Project Management Development (PPMD) program. It provides examples of how PPMD incorporated collaboration, including having participants from 5 NASA centers and input from over 50 organizations. Collaboration allowed for networking, learning from different perspectives, and relationship building. The document also profiles one PPMD participant, Anita Liang, and how her experience with mentoring and a work assignment through PPMD helped her transition from aeronautics to a leadership role in space flight.
This document outlines a study that aims to investigate whether the process of obtaining an individual budget could lead to empowerment for disabled people. It will examine if any collective mobilization results in a power shift between disabled people and welfare professionals, and any changes to practices, policies, and procedures. The study will use participatory action research methodology, with disabled people as active stakeholders throughout the process. Qualitative methods like line-by-line analysis of focus group minutes, narrative analysis of interviews, and descriptive analysis of participant journals will be used to analyze how the individual budget process impacts empowerment. Ethical considerations for working with vulnerable adults are also discussed.
The Project Management Process - Week 11 Contemporary IssuesCraig Brown
Ā
The document discusses current and future trends in project management. It covers topics like globalization, innovation, knowledge management, and shortened product life cycles as current trends. Future trends discussed include increased project scope, system integration, and a more disciplined approach. It also outlines principles for organizing projects, such as learning culture, process-centered approaches, use of communities and virtual teams, self-organizing structures, and distributed organizations. Challenges in project management include improving executive understanding of IT and increasing business knowledge among IT professionals. Career paths in project management are also briefly discussed.
Great changes are occurring throughout organizations worldwide. New and rapidly evolving web 2.0 networking technologies promise the next generation advances in information technology and business capabilities. An increase array of multimedia communications technologies such as virtual workspaces, social networking tools, web conferencing applications, text messaging, internet phone services, and as if you are there video meetings are creating new possibilities for organizations to more quickly and effectively connect people.
Leading the collaborative enterprise with script 11 jan 2015Brian Powers
Ā
This document discusses how organizations need to change to survive in the 21st century. It notes that business models are shifting from hierarchies and centralization to social networks and distributed models. Leadership must also change from giving answers to building systems and focusing on self-awareness. The document advocates for collaborative leadership and aligning business strategy, organizational structure, and talent management. This includes setting organizational direction, assessing needs, and developing people plans to ensure the right employees can execute the strategy.
Lessons for Large Scale Lean and Agile Product Development - Atlassian Summit...Atlassian
Ā
1. The document discusses lessons for large scale lean and agile product management from a presentation at the Atlassian Summit 2012.
2. It provides a 10 point plan for transitioning to agile and emphasizes embracing change, focusing on people over process, and maintaining a sustainable pace of work.
3. The document also discusses techniques for improving backlogs through envisioning, estimating at a large scale, and coordinating feature and component teams.
GI Net 7 - Global mind, local act: The art of change leadershipHora Tjitra
Ā
Best practices on change leadership on Indonesian context, based on interview with 20+ Indonesian C - level executives. Materials presented during the 7th GI Net: on December 18, 2012, by Dr. Hana Panggabean
The document discusses the importance of collaboration for NASA's Program/Project Management Development (PPMD) program. It provides examples of how PPMD incorporated collaboration, including having participants from 5 NASA centers and input from over 50 organizations. Collaboration allowed for networking, learning from different perspectives, and relationship building. The document also profiles one PPMD participant, Anita Liang, and how her experience with mentoring and a work assignment through PPMD helped her transition from aeronautics to a leadership role in space flight.
This document outlines a study that aims to investigate whether the process of obtaining an individual budget could lead to empowerment for disabled people. It will examine if any collective mobilization results in a power shift between disabled people and welfare professionals, and any changes to practices, policies, and procedures. The study will use participatory action research methodology, with disabled people as active stakeholders throughout the process. Qualitative methods like line-by-line analysis of focus group minutes, narrative analysis of interviews, and descriptive analysis of participant journals will be used to analyze how the individual budget process impacts empowerment. Ethical considerations for working with vulnerable adults are also discussed.
The Project Management Process - Week 11 Contemporary IssuesCraig Brown
Ā
The document discusses current and future trends in project management. It covers topics like globalization, innovation, knowledge management, and shortened product life cycles as current trends. Future trends discussed include increased project scope, system integration, and a more disciplined approach. It also outlines principles for organizing projects, such as learning culture, process-centered approaches, use of communities and virtual teams, self-organizing structures, and distributed organizations. Challenges in project management include improving executive understanding of IT and increasing business knowledge among IT professionals. Career paths in project management are also briefly discussed.
Great changes are occurring throughout organizations worldwide. New and rapidly evolving web 2.0 networking technologies promise the next generation advances in information technology and business capabilities. An increase array of multimedia communications technologies such as virtual workspaces, social networking tools, web conferencing applications, text messaging, internet phone services, and as if you are there video meetings are creating new possibilities for organizations to more quickly and effectively connect people.
Leading the collaborative enterprise with script 11 jan 2015Brian Powers
Ā
This document discusses how organizations need to change to survive in the 21st century. It notes that business models are shifting from hierarchies and centralization to social networks and distributed models. Leadership must also change from giving answers to building systems and focusing on self-awareness. The document advocates for collaborative leadership and aligning business strategy, organizational structure, and talent management. This includes setting organizational direction, assessing needs, and developing people plans to ensure the right employees can execute the strategy.
Lessons for Large Scale Lean and Agile Product Development - Atlassian Summit...Atlassian
Ā
1. The document discusses lessons for large scale lean and agile product management from a presentation at the Atlassian Summit 2012.
2. It provides a 10 point plan for transitioning to agile and emphasizes embracing change, focusing on people over process, and maintaining a sustainable pace of work.
3. The document also discusses techniques for improving backlogs through envisioning, estimating at a large scale, and coordinating feature and component teams.
The document discusses transforming virtual classroom delivery through webinars. It outlines common errors like returning to traditional lecturing or not allowing participant interaction. The author advocates for engaging participants every 3 minutes through polls, chats or other techniques. She provides five techniques for effective webinars, including limiting time between interactions and using diverse polls. The webinar aims to teach best practices for facilitating interactive online learning.
In the USA, many schools are building their reform efforts on a foundation of professional learning communities that engage participants in honest examination and refinement of their daily practice.
This session will discuss the characteristics of effective teacher and principal learning communities. We will examine a variety of models of gathering data and insights that can inform changes in individual and school practices, transforming the teaching profession and accelerating student achievement.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/buildingteachingpracticethatiscollaborativepublicandpowerfulthroughprofessionallearningcommunities.asp
This document summarizes an organization called Changefirst that provides change management consulting and training. It discusses Changefirst's People Centred Implementation methodology for helping organizations implement projects effectively by engaging people and building skills to adapt to changes. The methodology involves six critical success factors including shared change purpose, effective change leadership, powerful engagement processes, and sustained commitment. Changefirst trains over 12,000 people annually and provides tools and resources to close the "value gap" often seen between planned benefits and actual benefits realized in change initiatives.
The document provides an agenda for an Agile training session hosted by Alexandre Cuva. The agenda includes three sessions: a 45 minute presentation, a 1 hour and 30 minute hands-on session, and a 45 minute retrospective. It also provides biographical information about Alexandre Cuva and his background in Agile coaching and training.
This presentation gives an introduction to Rio Tinto\'s journey with its Community of Practice initiative, with lessons learned both from the initiative itself and other companies. It features a YouTube CoP success story - contact mark.bennett@learningcollaboration for further details.
The document discusses best practices for leading collaborative virtual teams. It provides an overview of a webinar on the topic presented by Cynthia Clay, an expert in virtual learning. The webinar objectives are to design a game plan around eight practices for leading virtual teams, bring attention and recognition to virtual team members, and build accountability among team members.
BMGI Automotive Industry Event - Executive SummaryBMGI India
Ā
Executive Summary of the event 'Lean as a Strategic Driver for Business Ecosystem' held by BMGI India on 23rd April 2012 at the Radisson, Pune. Speakers & Panelists Included:
1. Mr Kiran Bhojraj, Corporate Quality
Head from John Deere
2. Mr Shree Phadnis, Country Deployment Champion, Business Excellence, SKF
India
3. Mr S N Dilip, Head - Manufacturing, Apollo Tyres
4. Dr Christoph Graumann,
Director of Manufacturing, Volkswagen India
5. Mr Shailendra Jagtap, Director of Manufacturing, John Deere
6. Mr Suhas Kshirsagar, Corporate Quality
Head, VIP Bags
and the panel discussion on 'Lean for designing organizational DNA' was moderated by Mr. Naresh T. Raisinghani, Executive Director & CEO, BMGI India
The document discusses transforming classroom training to effective virtual delivery. It outlines techniques for interactive webinars including engaging participants every 3 minutes, using diverse polls, allowing participant chat and exchanges, creating problem-based learning experiences, and soliciting regular feedback. It also discusses avoiding common errors like lecturing, prohibiting chat, and boring slides. Finally, it provides tips for handling technology issues and recommends practicing beforehand.
Managing the Risk of Knowledge Loss Due to Workforce AttritionSIKM
Ā
Retaining and leveraging the critical and relevant knowledge of the government workforce - Presented on the 16-Jun-09 SIKM Leaders Community monthly call by Bill Kaplan, Chief Knowledge Officer, Acquisition Solutions
Acs Sept 2008 Leadership Prm Linked In Edited Versiontuffley
Ā
This document summarizes a presentation on leadership of integrated virtual teams. It defines leadership and discusses generic, integrated team, and virtual team leadership factors. It presents a process reference model that integrates these three categories of leadership factors. Preliminary validation efforts with four organizations found the model to accurately capture leadership processes and provide benefits like process improvement identification.
1) The document provides an overview of CollabNet's agile transformation strategy and services. It discusses CollabNet's background and industry recognition. It also outlines common challenges faced by clients before adopting agile and typical results achieved after engaging CollabNet for agile transformations.
2) The document covers CollabNet's approach to agile adoption, which includes identifying pilot projects, establishing communities of practice, formalizing processes, and scaling agile enterprise-wide. It also discusses key phases in the pathway to becoming an agile enterprise.
3) Case studies are presented on agile transformations achieved with clients such as Deutsche Post, DHL, Amdocs, Nokia, and Intel that resulted in
Center for Creative Leadership research report about new leadership demands that are changing from functional /technical expertise to working collaboratively, across functions, building teams.
Leadership Development in a Learning 2.0 World Tom Gram
Ā
The document discusses using Web 2.0 technologies and communities of practice to improve leadership development. It proposes that leadership skills are best developed through experience, reflection, and social learning. Web 2.0 allows for continuous, informal learning through collaboration and knowledge sharing. Specifically, it recommends creating an online community of practice where managers can interact, share expertise, and learn from each other's experiences. The community would be facilitated and provide both explicit knowledge resources as well as opportunities for productive discussion to develop tacit knowledge. Proper planning, design, facilitation and sustainment are needed to ensure the success of such leadership development communities of practice.
World class leaders.
As leaders, in particular, we are in the unique position to engage others in reflecting on and learning from our experiences, entering into deeper questions and generative dialogue, developing and practicing new behaviours and paradigms, and designing a more sustainable way forward. Yet, in coping with the demands of day-to-day life we often donāt find the time or create the space to fulfil this important leadership responsibility.
Presentation by Sam Chimbuya and Rahel Otieno from Khanya-African Institute for Community Driven Development, at the Sustainable Livelihoods Approaches seminar on 26th January 2011 at the Institute of Development Studies, Brighton
An API allows external programs to communicate with and access data from an internal software program. APIs enable data exchange between websites, applications, and organizations while keeping the underlying data in the same location. Applications created using APIs that combine and visualize data from different sources are commonly called "mashups." Some examples of mashups include ones related to transportation, crime, and food that make existing data more useful.
The document discusses transforming virtual classroom delivery through webinars. It outlines common errors like returning to traditional lecturing or not allowing participant interaction. The author advocates for engaging participants every 3 minutes through polls, chats or other techniques. She provides five techniques for effective webinars, including limiting time between interactions and using diverse polls. The webinar aims to teach best practices for facilitating interactive online learning.
In the USA, many schools are building their reform efforts on a foundation of professional learning communities that engage participants in honest examination and refinement of their daily practice.
This session will discuss the characteristics of effective teacher and principal learning communities. We will examine a variety of models of gathering data and insights that can inform changes in individual and school practices, transforming the teaching profession and accelerating student achievement.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/buildingteachingpracticethatiscollaborativepublicandpowerfulthroughprofessionallearningcommunities.asp
This document summarizes an organization called Changefirst that provides change management consulting and training. It discusses Changefirst's People Centred Implementation methodology for helping organizations implement projects effectively by engaging people and building skills to adapt to changes. The methodology involves six critical success factors including shared change purpose, effective change leadership, powerful engagement processes, and sustained commitment. Changefirst trains over 12,000 people annually and provides tools and resources to close the "value gap" often seen between planned benefits and actual benefits realized in change initiatives.
The document provides an agenda for an Agile training session hosted by Alexandre Cuva. The agenda includes three sessions: a 45 minute presentation, a 1 hour and 30 minute hands-on session, and a 45 minute retrospective. It also provides biographical information about Alexandre Cuva and his background in Agile coaching and training.
This presentation gives an introduction to Rio Tinto\'s journey with its Community of Practice initiative, with lessons learned both from the initiative itself and other companies. It features a YouTube CoP success story - contact mark.bennett@learningcollaboration for further details.
The document discusses best practices for leading collaborative virtual teams. It provides an overview of a webinar on the topic presented by Cynthia Clay, an expert in virtual learning. The webinar objectives are to design a game plan around eight practices for leading virtual teams, bring attention and recognition to virtual team members, and build accountability among team members.
BMGI Automotive Industry Event - Executive SummaryBMGI India
Ā
Executive Summary of the event 'Lean as a Strategic Driver for Business Ecosystem' held by BMGI India on 23rd April 2012 at the Radisson, Pune. Speakers & Panelists Included:
1. Mr Kiran Bhojraj, Corporate Quality
Head from John Deere
2. Mr Shree Phadnis, Country Deployment Champion, Business Excellence, SKF
India
3. Mr S N Dilip, Head - Manufacturing, Apollo Tyres
4. Dr Christoph Graumann,
Director of Manufacturing, Volkswagen India
5. Mr Shailendra Jagtap, Director of Manufacturing, John Deere
6. Mr Suhas Kshirsagar, Corporate Quality
Head, VIP Bags
and the panel discussion on 'Lean for designing organizational DNA' was moderated by Mr. Naresh T. Raisinghani, Executive Director & CEO, BMGI India
The document discusses transforming classroom training to effective virtual delivery. It outlines techniques for interactive webinars including engaging participants every 3 minutes, using diverse polls, allowing participant chat and exchanges, creating problem-based learning experiences, and soliciting regular feedback. It also discusses avoiding common errors like lecturing, prohibiting chat, and boring slides. Finally, it provides tips for handling technology issues and recommends practicing beforehand.
Managing the Risk of Knowledge Loss Due to Workforce AttritionSIKM
Ā
Retaining and leveraging the critical and relevant knowledge of the government workforce - Presented on the 16-Jun-09 SIKM Leaders Community monthly call by Bill Kaplan, Chief Knowledge Officer, Acquisition Solutions
Acs Sept 2008 Leadership Prm Linked In Edited Versiontuffley
Ā
This document summarizes a presentation on leadership of integrated virtual teams. It defines leadership and discusses generic, integrated team, and virtual team leadership factors. It presents a process reference model that integrates these three categories of leadership factors. Preliminary validation efforts with four organizations found the model to accurately capture leadership processes and provide benefits like process improvement identification.
1) The document provides an overview of CollabNet's agile transformation strategy and services. It discusses CollabNet's background and industry recognition. It also outlines common challenges faced by clients before adopting agile and typical results achieved after engaging CollabNet for agile transformations.
2) The document covers CollabNet's approach to agile adoption, which includes identifying pilot projects, establishing communities of practice, formalizing processes, and scaling agile enterprise-wide. It also discusses key phases in the pathway to becoming an agile enterprise.
3) Case studies are presented on agile transformations achieved with clients such as Deutsche Post, DHL, Amdocs, Nokia, and Intel that resulted in
Center for Creative Leadership research report about new leadership demands that are changing from functional /technical expertise to working collaboratively, across functions, building teams.
Leadership Development in a Learning 2.0 World Tom Gram
Ā
The document discusses using Web 2.0 technologies and communities of practice to improve leadership development. It proposes that leadership skills are best developed through experience, reflection, and social learning. Web 2.0 allows for continuous, informal learning through collaboration and knowledge sharing. Specifically, it recommends creating an online community of practice where managers can interact, share expertise, and learn from each other's experiences. The community would be facilitated and provide both explicit knowledge resources as well as opportunities for productive discussion to develop tacit knowledge. Proper planning, design, facilitation and sustainment are needed to ensure the success of such leadership development communities of practice.
World class leaders.
As leaders, in particular, we are in the unique position to engage others in reflecting on and learning from our experiences, entering into deeper questions and generative dialogue, developing and practicing new behaviours and paradigms, and designing a more sustainable way forward. Yet, in coping with the demands of day-to-day life we often donāt find the time or create the space to fulfil this important leadership responsibility.
Presentation by Sam Chimbuya and Rahel Otieno from Khanya-African Institute for Community Driven Development, at the Sustainable Livelihoods Approaches seminar on 26th January 2011 at the Institute of Development Studies, Brighton
An API allows external programs to communicate with and access data from an internal software program. APIs enable data exchange between websites, applications, and organizations while keeping the underlying data in the same location. Applications created using APIs that combine and visualize data from different sources are commonly called "mashups." Some examples of mashups include ones related to transportation, crime, and food that make existing data more useful.
Moodle Development Moodleposium 7th September 2009Martin Dougiamas
Ā
Moodle is an open-source learning management system used by over 37,000 sites in 202 countries. It has over 25 million users, 2.5 million courses, and 1.1 million teachers. The top countries using Moodle are the USA, Spain, UK, Brazil, and Germany. Moodle provides free and open software that users can download, use, modify, distribute, and help develop. Its development is driven by factors like administration, control, integration, usability, and pedagogy. Major upcoming changes in Moodle 2.0 include rewriting the underlying platform and adding new features around repositories, portfolios, conditional activities, and more.
This document discusses the need to rethink development models to focus on empowering communities and building from the bottom up. It argues that development happens through local, community-driven efforts, not through top-down approaches. Some key points made include: listening to communities systematically, allowing their voices to be heard; redesigning services and business models from the bottom-up rather than the top-down; providing supportive policies, services, and infrastructure to communities; trusting communities to drive their own development; and expanding local services using community-based models. Examples from other countries show how empowering communities through approaches like community-based planning and local funding can generate social capital and positive development outcomes.
Community-Driven Development And Local Governance In HaitiShereebennett
Ā
The document discusses a study examining how community-driven development (CDD) programs affect local governance in Haiti. CDD empowers community groups to control planning and resources for local projects. The study aims to determine the extent and ways CDD impacts local governments and under what conditions. It outlines Haiti's context, a CDD program called PRODEP, and a theoretical framework expecting local officials to compete, accommodate, or undermine CDD. The methodology matches CDD and non-CDD communities to estimate CDD's average effect. Insights from the field note local governments' limited capacity but respected authority.
Community development - a different way to think about local economiesJulian Dobson
Ā
This is a presentation given to the Local Government Information Unit's economic development learning network in London on 26 January 2010. I was asked to explore how community development and economic development are linked and the implications for economic development practitioners of a community development approach.
IDB PNPM Integrated Community Driven Development (ICDD) ProjectOswar Mungkasa
Ā
The document summarizes the Islamic Development Bank Group and its vision, mission, and activities. It discusses (1) IDB's establishment, capital, and AAA credit rating, (2) its vision to help transform development in the Muslim world by 2040 in key areas like poverty alleviation, health, and education, (3) its operational structure including departments, regional offices, and affiliated institutions, (4) its financing products and US$63.9 billion portfolio across development projects, technical assistance and trade, and (5) cooperation with other institutions to achieve its development goals.
As shared with TrainingIndustry.com by GP Strategies, in this busy world where the trainer is becoming curator, a study on leveraging user generated content.
http://www.weforum.org 26.07.2011
Programme of the Global Leadership Fellows Programme at the World Economic Forum. For more information go to http://www.weforum.org/glf
The document summarizes a Learning Leader Symposium that was part of the MACPA Innovation Summit. It provides an agenda and summaries of keynote presentations and panel discussions on trends in learning and talent management. Participants engaged in collaborative discussions to identify priorities and opportunities to advance learning effectiveness and create an ongoing learning community. Key topics included the increasing role of mobile learning, importance of practical applications, and need for leadership buy-in and metrics to link learning to business goals.
Report from Learning Leader Symposium in conjunction with the MACPA Innovation Summit. Featuring Learning Trends from Julie Duda @ Bersin, Vinay Nilakantan @ Meridian, Tom Hood @MACPA. Panel of CPA Firm Learning Leaders and a facilitated discussion by Pam Devine & Laura Dorsey-Shaner.
Describes the relationship between Human Performance Technology (HPT) and Knowledge Management (KM) and proposes a framework for successful KM/CoP implementation
BLF How to Build Strong Intergen Boardsynpnnational
Ā
This document discusses building strong, intergenerational nonprofit boards. It notes that young leaders bring passion, fresh perspectives, and access to new networks. However, barriers include assumptions and lack of a welcoming culture. Success factors include clear recruitment strategies, adequate resources, a learning culture, and mutual benefits. The document provides recommendations for onboarding emerging leaders, preparing boards for intergenerational work, and 5 steps organizations can take to engage young professionals through board service.
The document discusses knowledge management strategies for public health departments. It defines knowledge management as enabling organizations to systematically capture, create, store, share, and apply knowledge to better achieve objectives. Communities of practice are proposed as a way to strengthen capabilities for producing and applying relevant knowledge through direct engagement with stakeholders. Challenges include building trust among participants and ensuring political buy-in and adequate resources for knowledge management activities.
The document discusses knowledge management strategies for a public health department. It defines knowledge and knowledge management, and describes how communities of practice can be used to facilitate knowledge sharing and application. Key challenges include engaging the right stakeholders, building trust, allocating adequate resources, and selecting appropriate platforms and activities. Performance indicators that were proposed to evaluate knowledge management activities include the number of community members and interactions, as well as the generation of relevant research outputs.
India Backbone Implementation Network - Launch 19th April 2013NITI Aayog
Ā
The document discusses the need for an "India Backbone Implementation Network" (IBIN) to address implementation bottlenecks in India. In three sentences:
IBIN would catalyze collaboration and coordination across levels of government and sectors to improve implementation of policies and plans. It would develop a common language and toolkit for stakeholders to identify issues, design interventions, and manage implementation. The network would grow organically by making connections between nodes, knowledge repositories, and channels to enable projects through alignment of stakeholders.
The document provides details about a lesson plan for a session on community participation, including the objectives, overview, introduction, definition of key terms, advantages, stages, and techniques like Participatory Rural Appraisal. The introduction discusses the limitations of past development approaches in India that lacked community involvement. It emphasizes that participation is the key to building confidence and empowering people to take ownership of community initiatives.
Kaye Bowman - Riding The Waves, Cairns Nov07elearnala
Ā
The document summarizes the "Community Engagement Project" which aimed to create waves in community partnerships and sustainable e-learning. Over 1,000 learners participated across 14 pilot programs covering topics like business, youth work, and health and safety. Key factors for the project's success included shared commitment across organizations, a client-focused and expert support team, and partnership development through cultural scoping, capacity building, and collective work. The project was successful in engaging learners and the pilots' activities continued beyond initial funding. For the next cycle, regional networks and learner engagement guidelines could help attract new participants.
This document discusses fueling collaborative learning with social media. It provides an executive briefing on how collaborative social learning can improve performance and effective social learning models. It also discusses how NetSpeed Fast Tracks can simplify the move to social learning. The document highlights benefits of partnering with NetSpeed Learning Solutions such as creating innovative social learning solutions and offering customized learning programs.
The workplace is changing ā and itās largely due to the impact of social technologies. More and more individuals are using their own devices and tools to address their own learning and performance problems, and the emergence of social businesses means that collaboration and community skills are becoming the new workplace skills. L&D departments around the world are grappling with how to makes sense of all this and how they can support the new ways of learning in the social workplace.
This document discusses innovative platforms (IPs) and their role in supporting value chain development in Ghana and Burkina Faso. It provides an overview of IPs, comparing them to other multi-stakeholder platforms and outlining some of the challenges to implementing IPs. The document then discusses how action research can help position IPs within multi-stakeholder processes and ensure they facilitate dialogue, learning, and benefit for community stakeholders. Key questions are also posed around measuring IP performance and understanding how context influences their impact and outcomes.
Amber D. Evans-Marcu (Virginia Tech, rSmart) presents information obtained in her dissertation research regarding how awareness and adoption are often hindered by assumptions, misconceptions and a general lack of knowledge regarding any innovation. During her research, she unearthed a trove of adoption models specifically for use in higher education. In this session, she will explain how her experience and knowledge to apply a particular diffusion of innovation model, the Concerns Based Adoption Model (CBAM), came to fruition during the VT Transition from Blackboard to Sakai. She will also explain how other models can prove effective against significant resistance that can often arise across campuses from non-technical stakeholders, especially those unfamiliar with the open source ecosystem.
In this session, Evans-Marcu will explain:
* The importance of models
* Selecting a model
* Applying the CBAM model
* Pitfalls to avoid
DVG 2011 Jane Hart - social media in workplace learningdvg2011
Ā
The document discusses the impact of social media on workplace learning. It notes that social media is catalyzing change and that workers are increasingly using their own personal tools for both work and learning. It also notes that many workers are finding ways to use unsanctioned tools and technologies in their jobs. The document then discusses how learning and development (L&D) professionals can embrace these changes by supporting a broader approach to workplace learning that incorporates social media and helps workers build personal networks and learn from each other.
Crossing the Chasm to Valuable, Engaging Virtual FacilitationCynthia Clay
Ā
This document discusses techniques for creating engaging virtual facilitation. It outlines learning objectives around adopting tools to create engaging virtual experiences. It introduces the presenter Cynthia Clay and covers topics like what can go wrong in virtual events, adult learning principles, transforming the virtual classroom, and tools for interactivity like chat, polling, streaming video, annotation tools, and emoticons. The goal is to apply these techniques to improve an existing virtual program.
Similar to Community Driven Development and Gender Mainstreaming APMAS report (20)
Hanoi, 26 ā 28 September 2011. A training workshop titled Tools and Methodologies for Effective Knowledge Management, was co-organised by the International Fund for Agricultural Development (IFAD), the Rural Development Centre (RUDEC) and the Food and Agriculture Organisation (FAO) in Vietnam. Facilitated by Mr. Pham Vu Bang, a IFAD KM Officer from Mekong Deltaās Tra Vinh province, the workshop gathered Knowledge Management Officers from most of the IFAD-financed projects throughout Vietnam.
A short presentation given at a Knowledge Sharing workshop held in Hanoi, Vietnam, 26 ā 28 September 2011.
The KS Tools and Methodologies for Effective Knowledge Management training workshop was co-organised by the International Fund for Agricultural Development (IFAD), the Rural Development Centre (RUDEC) and the Food and Agriculture Organisation (FAO) in Vietnam.
Farmers organisations and quality chains in VietnamIFAD Vietnam
Ā
In all countries, demand for quality food is on the increase. Governments and multinationals are promulgating rules and standards regarding production conditions, inspections and certification. But smallholders often struggle to meet such conditions and to take advantage of these new opportunities.
Vietnam provides a good example of this issue. Demand for quality, safe and tasty food is rapidly increasing in domestic and international markets. Family farmers cultivating small areas ā the vast majority of producers ā cannot meet this demand adequately, despite active public policies in favour of quality. What can be done to remedy this situation?
Community Investment Funds - CIF Manual Cao BangIFAD Vietnam
Ā
Guideline on Implementing The Regulation on Decentralization and Management of Community Investment Funds (CIFs) in Cao Bang.
The āDeveloping Business with the Rural Poor (DBRP) in Cao Bangā project is designed to empower targeted communes and communities to propose their own socio-economic development plan in the light of āPeople know, People discuss, People do, People inspect and People benefitā. The government at all levels will provide support in procedures and finance, methods and experts for improving the local peopleās and communesā capacities. This creates the most fundamental element for sustainable development of rural economics and for poverty reduction as the projectās objectives.
Results Management System for IFAD supported country programmesIFAD Vietnam
Ā
International Fund For Agricultural Development (IFAD) Executive Board ā Eightieth Session, Rome, 17-18 December 2003. Framework for a Results Management System for IFAD-supported country programmes.
Guidelines for Smallholder Access to Value Chains in VietnamIFAD Vietnam
Ā
Guidelines for smallholder access to high quality value chains in Vietnam. A handbook based on the Superchain experience (an IFAD/Malica project). Edited by Paule Moustier, CIRAD and Dao The Anh, CASRAD, Hanoi, 2009.
Vietnam Law on Tendering - Number 61 2005-QH11IFAD Vietnam
Ā
NATIONAL ASSEMBLY SOCIALIST REPUBLIC OF VIETNAM
No. 61-2005-QH11
LAW ON TENDERING
National Assembly of the Socialist Republic of Vietnam Legislature XI, Session 8 (from 18 October until 29 November 2005)
Project Procurement Guidelines
A. Background
1. Article 7, section 2(j) of the Agreement Establishing IFAD provides that the
Executive Board will adopt suitable regulations for procuring goods and services to
be financed from the resources of the Fund. These revised Procurement Guidelines
will apply to all projects and programmes financed from IFADās resources, and to
financing provided from supplementary funds unless otherwise agreed. They
replace the Procurement Guidelines adopted by the Executive Board in December 2004.
Procurement Guidelines
ļ»æ1. These Guidelines are intended to assist PI staff in handling procurement of Goods, Work and Consultancy Services in the context of IFAD Direct Supervision. It is a compendium of instructions, forms and checklists extracted from IFADās Guidelines for Supervision and Implementation Support.
It also draws from information distributed to IFAD staff during the Direct Supervision TrainingProgramme held at Casa San Bernardo during 2007/08.
Purpose and Use of the Handbook
This handbook further elaborates on the Procurement guidelines to be followed in the
procurement of goods, works and services under IFAD financed loans and grants and aims
at the followings:
ā¢ give advice and assistance to IFAD staff to help them carry out their own
procurement responsibility and to help IFAD Borrower/recipients/Recipients on
how to handle procurement actions using IFAD financing;
ā¢ provide detailed guidance for assessing the procurement capacity of the
borrower/recipient as would be required to implement the provisions made in
applying the Borrower/recipientās procurement regulations, provided that they are
deemed to be consistent with IFADās guidelines as per the amendment of the
General Conditions in April 2009; and
ā¢ act as a principal reference in situations where it is deemed that
Borrower/recipientās procurement systems are not acceptable or consistent with
IFAD Procurement guidelines.
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Community Driven Development and Gender Mainstreaming APMAS report
1. APMAS CDD Report
Best Practices and Lessons Learned on
Community Driven Development and Gender Mainstreaming
from the APMAS training/workshops,
Hanoi and Delhi, November/December 2010
Contents
Background 2
Summary of lessons learned 2
Community Participation versus CDD 2
Women in Development versus Gender and Development 3
Intervention Logic and Responsibility 3
See-Do-Get ā Self-fulfilling management attitudes 4
Why and Challenges of Community Meetings 4
Adult Learning Cycle 4
Stakkeholder Analysis 5
ļ MDF Indochina copyright 2011
Key issues and lessons concerning PRA tools 6
Methods used in WB Watsan film Nepal 7
Comparison of some tools 7
Working with Cards 9
Notes on Wealth Ranking 9
Options Prioritisation Matrix (OPM) 10
Lessons on Visual Aids 11
Monitoring (versus supervision) 11
Examples of indicators in community self-monitoring 11
www.mdf.nl
Monitoring the effectiveness of your project community facilitators 12
Annex A: Participantsā Evaluations 13
Annex B: Participantsā Recommendations 18
Annex C: Trainersā Recommendations 20
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2. APMAS CDD Report
Background
The Asian Project Management Support Programme (APMAS) aims to enhance capacity
of project managers in Vietnam, Cambodia, Laos and India to implement and effectively
manage gender sensitive, pro-poor rural development interventions, through training,
information access and innovation. Late 2010 MDF Indochina has implemented two 4-day
training programmes in Vietnam and India on Community Driven Development (CDD) and
Gender Mainstreaming, from which the below lessons were drawn. The report below is a
only a summary of highlights, as APMAS documented the events in full through pictures,
and also captured facts tools at its website
http://apmasnetwork.org (particularly at the community driven development tab)
Further note that IFAD has published a kit with CDD decision tools which is available at
http://www.ifad.org/english/cdd/pub/decisiontools.pdf
Besides the summary of lessons, this report also contains:
ā¢ The participantsā evaluations of the two trainings (Annex A)
ā¢ The participantsā recommendations for further capacity development (Annex B)
ā¢ MDFās recommendations regarding further capacity development efforts (Annex C)
Summary of lessons learned
Community Participation versus CDD
Project Manager ļ MDF Indochina copyright 2011
Project Community
Participation
www.mdf.nl
Supporting Community
Driven Development
Page 2 (21)
3. APMAS CDD Report
Women in Development versus Gender and Development
WID: A gender GAD: A gender
unit organises unit ensures
separate mainstreaming
activities for of gender by all
women units
$
Intervention Logic and Responsibility
ļ MDF Indochina copyright 2011
www.mdf.nl
Page 3 (21)
4. APMAS CDD Report
See-Do-Get ā Self-fulfilling management attitudes
Traditional Modern
See Lazy employee Self-motivated employee
Wish to control Wish to stimulate
Focus on activities Focus on results
Do Forcing Listen and suggest
Setting deadlines Help think through
Keep-in-the-box Encourage out-of-the-box
Check time &money Delegate and empower
Get Just meet standards Innovation
Sight Smile
Changes in Doing (Skills), yields small gains. Changes in Seeing (Paradigm) allows for
quantum leaps. Project managers and community facilitators have to able and motivated
to get the best out of the projects. Managers moreovver need genuine convincing and
excellent lsitening skills if they are to lead their staff to different convictions and behavior.
Why and Challenges of Community Meetings
Why have Community Meetings?
ā¢ Get agreement with communities
ā¢ Democracy
ā¢ Community Consultation
ā¢ Seeking experiences and ideas from communities
ā¢ Planning with communities, need assessment, fund using
ā¢ Voting for the households, who can be beneficiries of project. Priority
ā¢ Conflict settelement
ā¢ Problem Analysis
ā¢ Information Dissemination
ā¢ Implementing activities
ā¢ Raising awareness
Challenges of Community Meetings
ā¢ Not fully participatory, not all communities give inputs
ā¢ It is difficult to gather all people, levels of knowledge are different
ļ MDF Indochina copyright 2011
ā¢ Participatory is not as the same levels
ā¢ Women are often shy and quiet
ā¢ Incline to be a small group discussions
ā¢ Diffirent in languages, diffirent interlecture and cultures
ā¢ Illustration tools are poor and out of date
ā¢ Old people are often dominated
ā¢ Not understanding local languages and customs
ā¢ Difficult to get agreement of every people.
www.mdf.nl
Page 4 (21)
5. APMAS CDD Report
Adult Learning Cycle
Kolbās Adult Learning Cycle (ALC) is a simple yet powerful concept a faclitator or trainer
can always keep in mind in structuring efffective workshoops, meetings and trainings.
1.EXPERIENCING
Doing / Seeing something
Double peopleās
awareness and
engagement
4.APPLYING 2.PROCESSING
Using the insights Reflecting / Analysing
Double the Double the depth of
impact by analysis: From
ensuring use symptoms to causes
3.GENERALISING
Abstracting from
experience to life
Stakeholder Analysis
This tool is to prevent that participation in participatory events is random, unbalanced and
unrepresentative.
1. Establish the objective of your stakeholder workshop/meeting
2. Identify āstakeholdersā: All who have an interest (think broadly)
3. Categorise the stakeholders and decide whom to involve how (and how many
representatives to invite), considering the below matrix
Importance High Protect Work together
Empower
Involve
Importance Low Ignore Advocate and
ļ MDF Indochina copyright 2011
ā¢ Collaborate and/or
ā¢ Oppose
Influence Low Influence High
In which importance is judged from the point of view of the programme or project: Whether
this group is the target group (poor, disadvantaged, women), while influence stands for
power from the stakeholder to the others.
www.mdf.nl
Note that in the last box, stakeholders of low importance but high influence (often
commercial companies), development thinking has evolved. Whether in the past such
stakeholders were often looked at as a threat to be excommunicated, nowadays they are
Page 5 (21)
6. APMAS CDD Report
equally seen as an opportunity, specially if they are sensitive or can be convinced to
benefit from adopting Corporate Social Responsibility (CSR).
Key issues and lessons concerning PRA tools
ā¢ Does this tool and your attitude encourage or undermine community leadership?
ā¢ On a very practical level: Consider alternatives to the situation in which the facilitator
stands and the community sits, looking up
ā¢ Is this tool really provide information needed by the community, or is it aimed to
extract data for the government/donor/NGO? What is the exact purpoose of using this
tool. Tailor the tool to that purpose, and skip it if not essential (e.g. Some projects
make 7-year plans. It is questionable whether communities need this)
ā¢ Go with ladies, if you want to meet with ladies (whether to meet separately or jointly
depends on the culture)
ā¢ Initial stage: Realise that you need several meetings to build rappport and trust
ā¢ Be patient and accept people as they are, also realising that you can learn from them
and their perspective
ā¢ Be aware of outsiders in the meeting, who may usefully or unduely influence
ā¢ Be prepared (with charts etc), so you can run āthe showā smoothly
ā¢ Check for balanced representation
ā¢ Attend to community conccerns (e.g. to get a loan), but do not commit what you (and
your project) cannot or do not want to commit
ā¢ Facilitate so that all speak ā espacially the high importance, low influence groups
ā¢ Explain at the start why you are there, and why you propose to discuss what. Explain
what the project can and cannot offer
ā¢ Consider stickering (lettting people express their view through anonymous votes),
because this quickly gives all participants a voice, while in discussions often some
dominate
ā¢ Match your explanations to the vocabulary and way of thinking and communication of
the participants
ā¢ Do not blindly assume everything should be decided democratically, and that that willl
be better (G.B. Shaw: Democracy is a system that ensures that government is not
better than the people deserve)
ā¢ Always reflect on who can best and permanently perform a function. The project can
temporarily provide e.g. a market-price information service, but this fucntion should at
least at the project end (if not from the start) be performed by other actors
ā¢ If community priorities and proposals need project/government approval: Establish
ļ MDF Indochina copyright 2011
and communicate crystal clearly the criteria, so that no surprises take place
ā¢ Balance problem-oriented and opportunity-oriented thinking. Asking communities for
what they see as their most pressing problems, may lead to less innovative and
viable plans then identifying opportunities with them, because the former sticks to an
old mindset (which brough the community where they are)
ā¢ A concrete action plan has at least the dimensions What, Who (responsible) and
When. But one may also add: Who helps, What rerources, Who monitors (and when)
and Who evaluates (and when)
www.mdf.nl
Page 6 (21)
7. APMAS CDD Report
Methods used in WB Watsan film Nepal
The following tools were recognised to be used in the Watsan project in Nepal (DVD):
ā¢ Filming (which can have a powerful self-reflection effect)
ā¢ Contract signing (community representative body, donor, support organisation in
social mobalisation ā contracts with contractors are to be signed between community
representative body and contractors. Likewise the project does not interact with
individual households, once it endorses that there is a true representative body)
ā¢ Physical mapping
ā¢ Social mappping (question: Is this really needed, from the community perspective?)
ā¢ 4 Phase approach (which informs the community of the sequence of steps of the
project)
ā¢ Planning cards, helping communities visualise and agree the sequence and timing of
steps
ā¢ Estimating and discussing time extenditure on water collection and hygiene gains, as
a realistic motivator how much laboour may be saved through the project and other
benefits (this is a tool where objective expert assessment is useful, rather than
subjective community views only)
ā¢ Management game (board game, inspired by āSnakes and laddersā), to prepare for
management issues and possible frictions
ā¢ Money contribution (this can be a key tool, requiring them to get their act together
rather than ātrainingā them in it, which tends to make them pasive recipients)
ā¢ Public displays of accounts to all
ā¢ Informed design choices (and service levels, notably public or in-house conections),
with price tags, made by the community
ā¢ Pocket chart, to depict and reflect on current sanitation practices
Comparison of some tools
In general: Use tools for prioritising and decision-making; not just for describing the
situation. And take into account:
ā¢ Communitty majority insights and priority
ā¢ Objective situation and opportunities (as you know and assess them)
āLead the contents through the processā: Whenever you believe the view expressed by the
community is not yet balanced, facilitate until they consider the issues you felt lacking (you
can bring in the knowledge, but have to await their accceptance, or accept their rejection).
ļ MDF Indochina copyright 2011
www.mdf.nl
Page 7 (21)
8. APMAS CDD Report
Comparison of some tools (continued)
Mapping Ven-diagram Pro-poor prioritising Paire-wise prioritising
What can it Express the develoment of See areas of common Transparent and Transparent and
do? community and project interest of upto three actors participatory prioritisation participatory prioritisation
between different options ā between different options ā
while doing justice to requiring agreement among
differing views participants
Before you It is useless to make maps Works best with three cicles First establish your focal Be clear whether the options
meet: (out of habit) if it is unrelated only group, then focus on their are all realistic. Else
Objective to decision-making needs/opportunities participants priopritise thin air
Before you Be aware of interest if you Decide on which sub-groups Consider giving votes per This assumes there is one
meet: Who to use it to plan and keep them unless group rather than individual community opinion (or you
involve genuienly convinced (so that women have more have to make people vote
otherwise vote, even if in minority) rather than agree)
Success factor Include (and agree) purpose Can use cards to assess the
at the start: of the exercise needs of each area
Overall
objective
Success factor Tell the purposes before
at the start: drawing ā else it seems only
Specific entertainment
objective
Process pitfall Guidance should be short Cannot define exactly the Takes long time and may Community must to get
and crisp needs in areas in general therefore be hard to keep agreement on voting majority
(heterogeneous) groups participants meaningfully
awake and aware
Pitfall in the What is the mapping activity Some people think that the Theoretically high validity, Quicker but less meaningful
conclusion for? area of shared activity is by but if math are ill understood than pro-poor prioritising
default the most important transparency is lost
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9. APMAS CDD Report
Working with Cards
The comments on what are āBadāand āGoodācards could be slightly different if this where in
a different context (e.g. solutions, brainstorming, or naming cluster, which are allowed to
be vague). The below notes apply to cards in a problem brainstorm.
Bad Card Good Card Reason (for Good and Bad)
ICIMOD has not been able to RMCās not convinced of KISS (Keep It Short and Simple)
show that its work is relevant to
the poverty reduction agendas of ICIMODās relevance to and KILL (Keep It Large and
the RMCs, and that its work adds poverty reduction Legible)
value and impact to these
Political instability and Political instability One problem per card
increase in infectious Increase in infectious
diseases diseases
Communication Staff does not know the No balloons (be specific)
problems company strategy
Not enough trucks Most vegetables not Fight āabsent solutionsā
timely transported to
market
Bad politicians Rural poor mistrust Accept views as views
politicians
Politicians accepted . or find facts
1,000,000 $ in bribes
Not enough money Leaking roof destroys Fight āabsent solutionsā (again,
stored produce because this happens so often)
Sme dev. org. sld lrn to Some development Those abbreviations! For info:
bcome PDQ organizations not quick PDQ = Pretty Damn Quick
enough
Steps in Conducting Wealth Ranking
1. Explain why and how you want to do this activity with the community
2. Set the critteria with the community (or beforehand). Preferably use objective criteria
such as:
a. Land size
b. Household status (...)
ļ MDF Indochina copyright 2011
c. Other property
d. Animals
e. Education
f. Health: E.g. underweight infants
3. Review the status of each household. For objectivve criteria: Establish the fact. For
subjective: Vote
4. Announce the outcomes and start your pro-poor targeting
Notes: Distinguish between nice to know and need to know information. Wonder who
www.mdf.nl
needs to know. If it is you rrather than the community, take care not to unddermine CDD.
Page 9 (21)
10. APMAS CDD Report
Options Prioritisation Matrix (OPM)
All too often decisions on what to do, and how to do it (e.g. whether to build a school or a
health unit, and on where to locate it) are determined by who speaks most, and who
pushes his/her view best from the start. Best decisions, that moreover unite and mobilise
maximum community support, however, separate the stages of identifying options, listing
criteria (why to prioritise which option), and then matching them.
ā¢ Brainstorm on options, not allowing āYes, butā and āNo, becauseā discussions at this
stage: Just list
ā¢ Brainstorm on criteria or reasons, again ensuring only listing
ā¢ Let all participants individually (or by group) āvoteā on the importance of the criteria
(giving important groups a higher weight than minor groups, even if they are
represented by an equal number of persons)
ā¢ Make a matrix and jointly assess (as this is more an objective fact than a subjective
value) to what degree the criterion is satisfied by the option (giving 3 for maximum
and 0 for not at all)
ā¢ Multiply importance of each criterion by the degree to which each option fulfills it
ā¢ Use the sum outcomes as input for final informed discussions and decision making ā
Do not allow āmechanical decision makingā (that is: Do not just look at the highest
outcome and ignore the rest. Take the outcome of the voting as the input for a good
final debate, which hopefully unites the people).
Options Between B&C In C Central+Bridge 3 Schools
Criteria or reasons
Importance
A B C=A*B D E=A*D F G=A*F H I=A*H
Harvest holiday 4 1 4 1 4 1 4 1 4
Girl safety 18 2 36 3 54 1 18 4 72
Conflict with village A 0 0 0 0
More kids in C 5 0 3 15 0 0
Not in village: kids would
leave 2 3 6 1 2 3 6 1 2
Free for girls 7 0 0 0 0
Construction cost 10 2 20 3 30 2 20 1 10
Other benefits 18 2 36 1 18 4 72 3 54
ļ MDF Indochina copyright 2011
102 123 120 142
Strength of OPM
ā¢ Can alllocate scarce resources optimally
ā¢ Enables to reach a wise and supported community decision, shaping the process
ā¢ Better way to come to concensus
ā¢ Facilitates to bring out in-depth issues, turning āYes, butā or āNo, becauseā fights into
āOK, andā mutual enrichment
ā¢ Completely participatory and transparent
www.mdf.nl
ā¢ Best example of āBy the the people, of the people and for the peopleā
Page 10 (21)
11. APMAS CDD Report
Limitations and challlenges of OPM
ā¢ Complicated for villagers to completely understand (needs excellent facilitation lest
the majority will disengage mentally). If ill understood, āGarbage in, garbage outā
applies. If stickering is done, correct understanding should first be tested (e.g. ask a
participant to explain what a sticker in a certain field would signify)
ā¢ Requires facilitator skills to help identify the best options and criteria ā not just what
surfaces immediately
ā¢ Time consuming and therefore difficult to apply in a llarger forum, where atttention will
drift
ā¢ If participants are not a balanced representation, the voting also is not (unless you
give corrective weights to different groups)
Suggestions on Visual Aids
ā¢ āLess is moreā ā leave out distracting details. E.g. in LogFrame generallly do not
display OVIās and MoV
ā¢ Be clear on your main message and target group bbefore design
ā¢ Pretest before publishing and accept the feedback without response and defense:
You canāt explain the poster, film or other means once it is āout thereā
ā¢ Use local language and symbols
ā¢ Text should moostly just confirm what the picture already conveys
Monitoring (versus supervision)
ā¢ Project and process-oriented (as opposed to control and people oriented, pinpointing
individual mistakes)
ā¢ Mostly in-house; mostly self-monitoring (rather than by superior and higher level)
ā¢ Learning and improvement oriented (at it least it should be!)
ā¢ Is about imporving more than proving (although transparency to donors is also a
function)
Examples of indicators in community self-monitoring
ā¢ Construction can be seen
ā¢ Committee can discuss invisible aspects
ā¢ Keep record of labour and display publicly
ļ MDF Indochina copyright 2011
ā¢ Disaggregate men and women in construction and benefit projections
ā¢ Income indicator: Festival dress
ā¢ Preference for single (non composite) objective indicators: Possibly dirty, but
undisputable
ā¢ Decrease in money lenders coming to the village
ā¢ Child drop-out rate
ā¢ Infant underweight percentage
ā¢ Repliccation of demoās
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12. APMAS CDD Report
Monitoring the effectiveness of your project community facilitators
ā¢ Increase IGA loans
ā¢ Impact in the village: Adaptation of technologies
ā¢ Record keeping and bank account management
ā¢ Friendly relationship wiith alll households
ā¢ High participation, even from non-ttarget groups
ā¢ Moore demand from village (for training and facilitation, rather than funding)
ā¢ Communities discuss social issues
ā¢ Communities question and discuss fund management and their banking
ā¢ Communities start social audit
ā¢ People are clear about the project objectives, possibilities and limitations
ā¢ How communities discuss priorotisation issues in groups ā whether all voicces are
heard and respected
ā¢ Selling processed produce collectively
ā¢ Note: The above is all based on field visits, looking at impact. Office discussions with
your staff on bottlenecks and developments, can also give you information, and you
can contribute to learning on effectiveness of your staff
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13. APMAS CDD Report
Annex A: Participantsā Evaluations
Title Managing Community-Driven Development Process
Date 30 Nov - 3 Dec 2010
Duration 4 days
Venue Fortuna Hotel, Ha Noi
Coverage Sub-Regional
Service MDF Indochina
Provider
Trainer(s) Diederik Prakke + Tran Thi Le Tho
Course Evaluation
Participants Total
No Aspects Average
1 2 3 4 5 6 7 Score
1 Achievement of training course objectives 4 4 3 4 3 3 4 25 3.57
2 Effectiveness of course delivery methodology 4 4 4 4 3 4 4 27 3.86
3 Facilitation skills for adult group 4 4 4 4 4 3 4 27 3.86
4 Quality of training course materials 4 4 4 4 3 3 3 25 3.57
5 Trainerās Knowledge of development project management 4 4 4 4 4 4 4 28 4.00
6 Relevance of case studies/examples used to development context 4 4 4 4 3 3 4 26 3.71
7 Applicability to my work 4 4 4 4 3 3 4 26 3.71
8 Overall outcome of the training course 4 4 4 4 4 3 4 27 3.86
9 Duration of the training course 4 4 4 4 4 3 4 27 3.86
10 Training facilities (classroom, equipments) 4 4 4 4 4 4 4 28 4.00
11 Administrative and Logistics Arrangement 4 4 4 4 4 3 4 27 3.86
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18. APMAS CDD Report
Annex B: Participantsā Recommendations
Note: The brainstorm on further development needs was requested by APMAS/AIT. From
MDF side a note of caution is that this is more of a wish-list, and often more-of-the-same,
than a list of strategic and farsighted priorities. Nevertheless it may be useful for
inspiration and to be informed of the current interest ā if APMAS/IFAD wish to set more
visionary priorities, they will have to ensure buy-in.
Vietnam
For Project Managers
Training
ā¢ Management skills
ā¢ Communications skills with community at the grassroot level, meeting organization
skills
ā¢ Work delegation for senior managers
ā¢ Leadership skills
ā¢ Llistening skills
ā¢ Result-based management
ā¢ Management skills for implementing activities in the field
For Community Facilitators/ Project Staff/Government and NGO counterparts
Training
ā¢ Community motivation
ā¢ Observation skills
ā¢ Skill development in working with the community
ā¢ Skill to use PRA tools
ā¢ Planning skills
ā¢ Organize meeting skills
ā¢ Training on M and E
ā¢ Community-driven development process training (as done in 2010)
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Workshop
ā¢ Experience sharing
ā¢ Availability of documents on M and E (local language)
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20. APMAS CDD Report
Annex C: Trainersā Recommendations
Background and Objectives
ā¢ APMAS aims to make an optimal Capacity Development (CD) contribution to IFAD
project staff and partners
ā¢ APMAS aims to balance working with CD providers on a case-to-case basis (best-
value-for-money) and a basis of long-term collaboration (trusted partners, who
understand the projects well)
ā¢ APMAS combines a vision-oriented (vision of IFAD) and demand-driven (of Project
Managers) approach to CD, which implies that CD is only implemented if there is
genuine buy-in from the projects. APMAS and IFAD may therefore take an
advocacy approach in promoting CD interventions that they assess as having the
best potential to boost development results, but which are not directly requested
Approach and Procedure
In order to match CD demand (by projects) and learning needs (as perceived by
APMAS/IFAD) MDF recommends the following procedure (Note that we have not received
the Professional Development Needs Assessment report at the time of drafting the below
ideas):
ā¢ APMAS develops a package of say 10 training modules of 2-days each, and each
described in a one-pagers (listing learning objectives and course contents) which
is distributed (in a brochure or web-page) to projects and partners. Besides these
standard modules, the brochure (web-page) also lists options of tailor made
training, mentoring and experience sharing
ā¢ The projects request any of the above services for themselves or their partners,
against a standard rate (e.g. 10$/pppd for national trainers/facilitators/mentors and
20$/pppd for international trainers/facilitators/mentors, besides travel and lodging)
ā¢ Projects submit their requests to APMAS, though APMAS/IFAD may try to
influence the demand through advocacy
ā¢ APMAS logiscally matches demands and decides about the order and location of
events (seeing which projects jointly have the critical mass for a certain event).
The projects pay upfront, and the money may be used to pay the provider, or as a
revolving fund for further CD
Contents of the Packages
Based on discussions with APMAS, IFAD, participants and own observations, MDF
recommends the following standard training modules
ā¢ Value Chains and Public and Private Partnerships. Part of the challenge here is to
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connect farmers to markets, seeing the private sector as a powerful partner in
development, though negotiations are required to ensure fair trade. The other part
of the challenge is to engage state and non-state actors beyond the project, so
that the linkage and market information services will continue to flourish after
project intervention
ā¢ Effective Mindset and Behavior for Empowerment and Awareness-raising.
Inadvertedly assistance to community risks to undermine rather than strengthen
community management. Where people were self-reliant in the past, ill-designed
project support makes them dependent. In the area of awareness-raising, an
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ineffective mindset will try to make communities accept solutions, without
convincing them of the symptoms, problems and options first.
ā¢ Facilitating Community Driven Development. Facilitating CDD not only requires a
good command of some basic community facilitation techniques, but especially the
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21. APMAS CDD Report
skills and insight of how to offer them in ways that strengtehen community
understanding and decision-making, rather than information extrtaction for
decision-making in the offices of burocrats
ā¢ Knowledge sharing methodologies, as already taken up by the FAO/IFAD project
and the IFAD India office
ā¢ Leadership and management skills
ā¢ Result-based planning and monitoring, using MS Project
ā¢ Introductory course to IFAD and its interventions, for new staffs, obviously
including gender
ā¢ Procedures and financial management of IFAD projects. This module may best be
conducted by local service providers, but MDF wishes to flag that it has extensive
expertise in making fun and efffective training packages on such rather dry issues
Mentoring modules could be:
ā¢ Personal coaching (4 persons per day)
ā¢ Assistance to training module development and mentoring (through a reflection
day after joint training implementation) of local training providers
Recomendations concerning the CCD/Gender training module
ā¢ We agree with the APMAS recommendation to integrate gender more throughout,
rather than only in some exercises duriung the first two days
ā¢ We also agree with the APMAS recommendation to refer more to the extensive
training file given to the participants during the training, so that they know more
what they have and where to find it
ā¢ Translation of this training material into Lao. Khmer and Vietnamese may be
considered
ā¢ As in many trainings, some participants asked for more background information,
whereas experiences shows that the more material is provided, the smaller the
percentage that is being studied. In this context participants from India seemed
more genuinely eager to read more, whereas their English was also good.
Therefore, in future courses in India, more background materials may be provided,
whereas in the other countries this may not be advisable
ā¢ Repeat this module for Laos and/or Cambodia
ā¢ If the above iis done, invite Vietamese partners who missed out, but then require
good English language proficiency from the Vietnamese
ā¢ Through timely invitation and āmassagingā that this information is communicated
through, future trainings may be more fully participated in. In this message, female
participation in the events may be specially encouraged
ā¢ The groups were fairly heterogeneous in level, which posed a challenge but also
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opportunities (in terms of facilitating communication between them ā which is key
to management effectiveness). Even so, if in future more heterogeneous groups
can be constituted, this may be an advantage
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