Knowledge and Information Management

Knowledge and Information Management

Ben RamalingamRAPID Programme, [email protected]

Research and Policy in Development Programme

BOND-ODI Workshop London, 9th June 2005

mailto:[email protected]

2

RAPID Programme www.odi.org.uk/rapid

BOND and ODI, London, June, 2005

Why are we all here today?• Understand the organisational competencies required for

effective knowledge and learning• Gain exposure to a range of methods that can be used to

promote individual and organisational management of ‘explicit’ knowledge

• Describe experiences, methods and approaches that have worked for yourselves and your peers

• Receive peer support in thinking through how you might take forward knowledge and learning work within your own organisation

3



Agenda for today

• 10.00 Getting to know each other

• 10:20 Knowledge, learning and the benchmarking approach

• 10.35 Sharing through story telling

• 11.30: Coffee break

• 11.45: Review Knowledge assets & personal information

strategies

• 13.00: Lunch

• 14.00: Developing a knowledge asset

• 15.30: Coffee

• 15.45: Strategies, Tools and M&E

• 16.30: Action Plans

• 17.00: After action review / Evaluation

• 17.25: Wrap up and close by 17.30

4



The BOND-ODI approach

• Experiential mutual learning

• Balance of presenting and facilitating

• Relaxed, informal & fun

5



External networks; Colleagues;

Information assets

What are we talking about when we say “knowledge and learning”?

“…The idea is not to create an encyclopaedia of everything that everybody knows, but to keep track of people who ‘know the recipe’, and nurture the technology and culture that will get them talking…”

Goals ResultsUsingKnowledge

UsingKnowledge

Learnduring

Learnafter

Learnbefore

6



There are different forms of knowledge…

StartHas it been articulated?

Can it been articulated?

Explicit Tacit

Implicit

Y N

Y

N

7



…and different approaches to learning and influencing

8



Getting the environment right

• Shared beliefs and common values

• A willingness to ask for help

• Common technology which connects people

• Effective Peer Processes

• Rewarding and recognising learning

• Identifying and reinforcing the right leadership behaviours

9



Some quotes

"Practice provides the rails on which knowledge flows." John Seely-Brown

"When knowledge gained somewhere doesn't move elsewhere, that's not a learning organization; that's just a bunch of projects." Saratoga Institute

“It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change.” Charles Darwin

“Most activities or tasks are not one time events… our philosophy is fairly simple: every time we do something again we should do it better than the last time.” Lord Browne

10



ODI experience• Knowledge and learning are at the heart of the ODI

approach to bridge research, policy and practice

• ODI research groups and networks provide a substantial knowledge base – e.g. ALNAP and RAPID

• The ODI-DFID PPA has systematic learning as a core principle

11



ODI - research

12



ODI – a strategic framework for change

organisational contexts leadership approaches, governance structures, management processes, institutional pressures, funding cycles, historical evolution etc.

knowledge – forms and locations; processes – e.g.: creation, sharing, storage, use; key activities and tools; staff capacities; relevance, M&E

external factors knowledge of partners, donors, other external agencies; networks; national and global factors

links within and across the organisation boundaries – via communities and ICTs; to communications plans; to core functions and support functions, etc

13



ODI - a menu of tools

(more about this later…)

14



ODI – practical applications

15



Self Assessment

16



Results of the knowledge benchmarkingKM Assessment

1

2

3

4

5

Strate

gy

Lead

ersh

ip

Networ

king

Lear

ning

Captu

ring

Lev

els

17



Example of a river diagram…Team 4

1

2

3

4

5

Strate

gy

Lead

ing

Linkin

g

Lear

ning

Man

aging

Le

ve

l

18



Rosie Sharpe (Global Witness)

1

2

3

4

5

Strate

gy

Lead

ing

Linkin

g

Lear

ning

Man

aging

Le

ve

l

19



Heather Vallely (CAFOD)

1

2

3

4

5

Strate

gy

Lead

ing

Linkin

g

Lear

ning

Man

aging

Le

ve

l

20



Guillermo Rogel, War on Want

1

2

3

4

5

Strate

gy

Lead

ing

Linkin

g

Lear

ning

Man

aging

Le

ve

l

21



Antonia Dagliesh, BRC

1

2

3

4

5

Strate

gy

Lead

ing

Linkin

g

Lear

ning

Man

aging

Le

ve

l

22



Dan Smith, BOND

1

2

3

4

5

Strate

gy

Lead

ing

Linkin

g

Lear

ning

Man

aging

Le

ve

l

23



Lynsey Boother, Diana Memorial

1

2

3

4

5

Strate

gy

Lead

ing

Linkin

g

Lear

ning

Man

aging

Le

ve

l

Lots of divergence!

24



Example of a step diagram…

Gap between current and target level

Current level

ManagingknowledgeManagingknowledge

25



Other applications: AIDS CompetenceSelf-Assessment framework for AIDS competence

1 BASIC 2 3 4 5 HIGH

Acknowledgement and Recognition

We know the basic facts about HIV/ AIDS, how it spreads and

its effects.

We recognise that HIV/ AIDS is more than a health problem

alone.

We recognise that HIV/ AIDS is affecting us as a group/

community and we discuss it amongst ourselves. Some of us

get tested.

We acknowledge openly our concerns and challenges of

HIV/ AIDS. We seek others for mutual support and learning.

We go for testing consciously. We recognise our own strength

to deal with the challenges and anticipate a better future.

Inclusion We don’t involve those affected by the problem.

We co-operate with some people who are useful to resolve common issues.

We in our separate groups meet to resolve common issues (e.g. PLWA, youth,

women).

Separate groups share common goals and define each

member’s contribution.

Because we work together on HIV/ AIDS we can address and

resolve other challenges facing us.

Care and prevention

We relay externally provided messages about care and

prevention.

We look after those unable to care for themselves (sick,

orphans, elderly). We discuss the need to change

behaviours.

We take action because we need to and we have a process to care for others long term.

As a community we initiate care and prevention activities, and work in partnership with

external services.

Through care we see changes in behaviour which improve the quality of life for all.

Access to Treatment

Other than existing medicines, treatment is not available to

us.

Some of us get access to treatment.

We can get treatment for infections but not ARVs.

We know how and where to access ARVs.

ARV drugs are available to all who need them, are successful procured and effectively used.

Identify and address

vulnerability

We are aware of the general factors of vulnerability and

the risks affecting us.

We have identified our areas of vulnerability and risk. (e.g.

using mapping as a tool)

We have a clear approach to address vulnerability and risk,

and we have assessed the impact of the approach.

We implement our approach using accessible resources and

capacities.

We are addressing vulnerability in other aspects

of the life of our group.

Learning and transfer

We learn from our actions.

We share learning from our successes but not our

mistakes. We adopt good practice from outside.

We are willing to try out and adapt what works elsewhere. We share willingly with those

who ask.

We learn, share and apply what we learn regularly, and

seek people with relevant experience to help us.

We continuously learn how we can respond better to

HIV/ AIDS and share it with those we think will benefit.

Measuring change

We are changing because we believe it is the right thing to

do but do not measure the impact.

We begin consciously to self measure.

We occasionally measure our own group’s change and set targets for improvement.

We measure our change continuously and can

demonstrate measurable improvement.

We invite others ideas about how to measure change and share learning and results.

Adapting our Response

We see no need to adapt, because we are doing

something useful.

We are changing our response as a result of external influences and groups.

We are aware of the change around us and we take the

decision to adapt because we need to.

We recognise that we continually need to adapt.

We see implications for the future and adapt to meet

them.

Ways of working We wait for others to tell us what to do and provide the

resources to do so.

We work as individuals, attempting to control the

situation, even when we feel helpless.

We work as teams to solve problems as we recognise

them. If someone needs help we share what we can.

We find our own solutions and access help from others where

we can.

We believe in our own and others capacity to succeed.

We share ways of working that help others succeed.

Mobilising resources

We know what we want to achieve but don’t have the

means to do it.

We can demonstrate some progress by our own resources.

We have prepared project proposals and identified

sources of support.

We access resources to address the problems of our community, because others

want to support us.

We use our own resources, access other resources to achieve more and have planned for the future.

http://www.km4dev.org for retrospect on KM in AIDS project



What you know in your context

What I know in my context

Peer Assists

What weboth know

What’spossible?

27



1. Situation

2. A change or challenge

3. Action

4. Result

5. Lesson

Storytelling

28



Group Task 1 – As pairs then groups• Think of a specific change related to “managing knowledge” (OR one of the other competencies) in

one of your own projects or programmes, past or present– Reflect and recall the detail before, during and after. Write nothing down–1 minute`

• Find a stranger and take it in turns to listen to and tell a story–Please write nothing down.–4 minutes; 2 mins each

• Use templates to interview your partner and write each story up–Make sure your images and messages are clear. –10 minutes; 5 minutes each

• Find another pair and tell your partner’s story–12 minutes; 3 minutes each

• In your new groups of 4, ask – what are the 3-5 concrete lessons emerging from our stories? –10 minutes per group

• Walk around and highlight favourites from the sheets–Use green dots provided

29



Agenda for today






strategies

• 13.00: Lunch


• 15.30: Coffee

• 15.45: Strategies, Tools and Measurement




30



All participants

• What was it like to shape and tell the story?• What was it like to hear your story told by another?• What was it like to tell someone else’s story?• How else could you use this method?• What are its limitations?

10 minutes

31



Building and managing knowledge assets – key lessons• Specificity• Commitment • Incentives and rewards• Demand • Precision costs!• Focus on priority decisions• Build on existing systems and routines• Link to existing processes and incentives• Watch out for “losers”• Go for greatest impact

32



Key questions for developing knowledge assets• What do we think this knowledge asset is really about?• What users and uses might there be there for this knowledge

asset? What communities?• What types of information will be available on the asset?

– In what formats and structures? – How could useful existing material be incorporated?

• How to include people in the asset to build the social life of the asset?

• How should the asset be made available to users?• How to build two-way relationships?

– incentivise feedback from users – instil ownership in users

• How to measure impact?

Supply side!

33



An aside: communicating KM• What – are you communicating? (Content)

• Who – are you communicating to? (Audience)

• How – are you communicating it? (Channel)

• When – are you communicating it? (Freq/Timing)

• Why – are you communicating it? (Reason/Benefit)

34



A fundamental lesson for development agencies• Personal knowledge management skills are as important,

if not more, than technical tools!– Ways that people filter information overload

– Making sense of and analysing information

– Synthesising information

– Using information to communicate effectively with others

• Individual behaviours are essential for organisational strategies to work– Individual plans can help

Demand side!

35



Task 2 – “put yourself in their shoes”

• 1. What are your information needs?• 2. What are your key sources? Who are the knowledge brokers?• 3. What do you want supplied? What do you want on demand?• 4. How and when to process mission critical information?• 5. How do you want to file and save? What organisational guidelines are

there for this?• 6. What is an appropriate filing system for you? How could you document and

share this? • 7. How to refine and synthesise your information for use by you and others?• 8. How to review your information?

Pairs to work through these steps to fill out personal information managementframeworks for each other

20 minutes each (total of 40 minutes)

36



All participants

• What were some of the challenges there?• What could we change in our own approaches?

10 minutes

37



Task 3 – as groups after lunch• Work in groups of 4-5• You will be given a knowledge asset challenge for you to

respond to• Work through each of the questions with your group

– Appoint a recorder within each group– Appoint a reporter for each group– Brainstorm each asset and related questions for approx 60mins,

taking notes on flip chart paper (to be collected for workshop report – write clear!)

– Try to incorporate 2-3 concrete actions from the morning session

– Present back to the group (5 mins per groups)– Q&A and summary

38



Agenda for today






strategies

• 13.00: Lunch


• 15.30: Coffee

• 15.45: Strategies, Tools and Measurement




39



The Knowledge Strategies Framework

organisational contexts leadership approaches, governance structures, management processes, institutional pressures, funding cycles, historical evolution etc.

knowledge – forms and locations; processes – e.g.: creation, sharing, storage, use; key activities and tools; staff capacities; relevance, M&E

external factors knowledge of partners, donors, other external agencies; networks; national and global factors

links within and across the organisation boundaries – via communities and ICTs; to communications plans; to core functions and support functions, etc

40



The framework can be used to devise and revise strategies

• The external factors How does the knowledge and learning strategy address issues emerging from external relationships and factors?

• The context How do issues of institutional governance, politics and economics support or hinder the knowledge and learning strategy?

• Links How does knowledge and learning link to structures, functions, core activities, supporting activities and processes of a given organisation?

• The knowledge How is knowledge and learning understood and applied within each organisation? What tools are used, why and how?

41



And allows useful comparisons1. Ideal model

e.g. ??

KnowledgeLinks

Contexts

2. Islands model e.g. multilaterals

KnowledgeLinks

Contexts

3. Technocratic model e.g. donors

KnowledgeLinks

Contexts

4. Ivory Tower model e.g. Research institutes

Knowledge

Links

Contexts

42



Knowledge: processes and tools• There are a range of processes to consider

– Mapping and creation of knowledge

– Managing and storing knowledge

– Learning and sharing knowledge

– Use of knowledge

• The different processes and different forms of knowledge can be brought together…

43



Knowledge: a menu of tools

44



What is the M&E problem we face?

• The problem with attribution– Multiple actors and factors contribute – Unintended results are often ignored– Influence shifts overtime (indirect relation)– Impact of our interventions occurs further down

the development chain

• The problem with Accountability vs. Learning

45



The problem with attribution

Knowledge and Learning

Your organisation

Family

Gov

GRO

USAID

Church

CSOs

DFID

46



Why do we face these problems?• Because the responsibility for achieving

results ultimately depends on the actions of our partners as influenced by the contexts in which they work

• Focusing on downstream impact increases programming bureaucratisation and is inconsistent with our understanding of learning & development as complex processes

47



What is Outcome Mapping (OM)?• OM is a dynamic methodology useful in the

development of planning, monitoring and evaluation mechanism. OM:– Provides the tools to think holistically and strategically

about how it intends to achieve results– Focuses on outcomes instead of impacts– It deals with Contribution instead of attribution– Forces us to limit our planning and evaluation to our

sphere of influence– Deals with changes in the behaviours of our direct

partners

48



Low

High

ProgramBeneficiaries/Indigenous Actors

Influence over time and the focus of OM

Influ

ence

Time

Inputs Activities Outputs Outcomes Impacts

49



The 3 Stages of OM and what we can do today…• Intentional Design: the Why? Who? What? How?

– Vision– Mission– Boundary Partners– Outcome Challenges– Progress Markers– Strategy Maps– Organisational Practices

• Outcome and Performance Monitoring• Evaluation Planning

50



Boundary partners

= BPs

Knowledge & Learning Program

51



Boundary Partners• Individuals, groups and organisations with whom

the programme interacts directly to effect changes…

• Those that you are trying to encourage to change so that they can contribute to the vision…

• People with whom you will work directly

52



Task 4 – Outcome Mapping Lite …as individuals• Who are your program boundary partners?

• What KM-related changes are you trying to bring about in their practices?– Try to group similar partners according to the type of behavioural changes sought

• Why?

• What benefits would you expect?

53



Action Planning - KM• An Action Plan is a sequenced plan of specific

actions to deliver defined objectives.

• It involves thinking through a series of questions:– What are your change objectives for KM? Priorities?

– What are the major forces for & against this change ?

– Which forces can you engage with?

– Who are the key players? Who can you influence?

– What resources & tools do / could you apply?

– Are there any other issues?

– How will you engage with the key players and what will you do?

54



Task 5 – as individuals• Build on work you have already done today to

develop an action plan to deliver your KM change objectives

55



Task 6 - After Action Review

• What was supposed to happen today?

• What actually happened today?

• What was done well and what should be done differently?

• What specific actionable recommendations can be made as a result of these findings, to inform and improve future training sessions?

56



Evaluation forms

• To be filled out before you go

57



Some quotes

"Practice provides the rails on which knowledge flows." John Seely-Brown

"When knowledge gained somewhere doesn't move elsewhere, that's not a learning organization; that's just a bunch of projects." Saratoga Institute

“It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change.” Charles Darwin

“Most activities or tasks are not one time events… our philosophy is fairly simple: every time we do something again we should do it better than the last time.” Lord Browne

58



Our roles

• What you’re not:– “Knowledge doctor”– Senior Technocrat– Joan of Arc! (“crash

and burn”)

• What you are:– Spark Plug– Broker– Thomas Edison!

(“trial and error”…but looking for that popular ‘light bulb’ result!)

59



Making serendipity happen everyday…

60



Thank You!

Please keep in touch!

Ben Ramalingam – [email protected] Thomas – [email protected] RAPID ProgrammeOverseas Development Institute111 Westminster Bridge RoadLondon SE1 7JDTel: (+44) 0207 9220300Fax: (+44) )207 9220399

Documents

Knowledge and Information Management