Environmental Engineering Reference
In-Depth Information
• Participatory Impact Pathway Analysis and later then reduced to the Outcome Logic Models (OLMs)
• Baselines with Outcome Target Indicator Plans/Baselines (OTIP/B)
• Reports and review process
• Most significant change stories (MSC)
• Knowledge-Attitude-Skills (and Practice) (KASP) survey
• Basis liaison persons (in Management Team)
• Adaptive Management
Monitoring
• International Forum Series
• Annual reflection meetings
• Study Tours
• Basin Leaders meeting/Learning to Innovate topic working group
• Annual Peer Assist meetings
• Institutional Histories
• Innovation Funds
Reflexive
spaces and
activities
• Generation of content
• Repackaging
• Communication tools and social media strategy: Yammer, Wikis, E-newsletter, Blogs, Website
• Messaging process (Phase 1: retrospectively and Phase 2: explicitly in the project cycle life time)
• Topic Working Groups
• Institutional histories
Knowledge
Sharing
Figure 3.3 The three broad areas of the CPWF's learning system.
Source: Authors.
activities by partners. The reporting and documenting mechanisms were
good tools to stimulate reflection.
Respondents were more positive in face-to-face interviews on topics
related to near-term project activities. This was consistent with some
projects resisting cross-project integration.
Knowledge-sharing tools were used less than expected and many of them
were thought cumbersome and untested.
Responses were less favorable to questions on theoretical or less com-
fortable topics. People were uncomfortable thinking about important
long-term strategies to integrate outputs across projects or to translate
outputs to outcomes.
Some Phase 2 concepts were difficult to implement because of the abbre-
viated time frame. It is hard to focus on learning when there is little time
to apply what was learned.
Capacity building
The CPWF used a number of approaches in capacity building. In addition to
Masters and PhD students, an innovative approach involved changing the
attitudes and behaviors of researchers to implement R4D. This concerned a
range of learning and investment in building capacity and competencies across
the CPWF and its partners.
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