Report to ENRAP

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Report to ENRAP

• This presentation, drafted by Allison Hewlitt and
  Lucie Lamoureux, attempts to document the rich
  conversations and feedback generated during the
  meeting of KFs related to the development of KS
  Curriculum.

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Benvenuto!!KS Curriculum MeetingRome, Italy
Feb 7 8, 2010
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Introductions

• Who are you?
• Which KS workshop did you attend and/or APR?
• What one memory of the workshop stands out for
  you the most?

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The Spectrogram Exercise Strongly Agree -
Strongly Dis-Agree
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Statement 1I have been to Rome so many times,
I no longer feel like a tourist. Observations
There was a range across the spectrum but Chase
was clearly the official Rome go to person.
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Statement 2 Since the KS Training Workshop, I
have applied KS tools and methods on numerous
occasionsObservations Ankita strongly agreed
- saying that she has applied methods and tools
on every occasion. The scales were definitely
tipped in the direction of Strongly Agree with
only a couple of people disagreeing.
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Statement 3I need the KS Workshop curriculum
since I am planning to lead a KS Workshop in the
near future.Observations Surprisingly, the
ones who has originally requested the curriculum
(Lando, Sun, Anura) answered neutral. The rest
Agreed or Strongly Agreed. The few who didnt
agree that they needed them for a workshop said
that they wanted the curriculum so they could
introduce just the method and/or tool ie in a
workshop or meeting - not a training.
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Statement 4I feel that I can make a major
contribution to the development of the KS
Workshop curriculumObservations Most agreed
or strongly agreed with this statement. Those who
were more neutral thought that major was too
strong of a commitment
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Statement 5Italian food is the best in the
world. ObservationsMost didnt agreed and were
either neutral, disagreed or strongly disagreed.
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Meeting Objectives

• Enhance and further the development of the KS
  Workshop Curriculum by
• Soliciting feedback on the work done to date
• Ensuring its relevance by drawing out and
  incorporating KFs ideas, experiences and
  realities
• Identifying ways in which the KFs could continue
  to contribute post-meeting (and the kinds of
  support these require)
• Clarifying who is interested in doing what going
  forward

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Agenda - Sunday Aft

• Welcome
• Meeting Overview
• Introduction to the KS Workshop curriculum
• Overview of the curriculum
• KS Entry Points

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KS Workshop Curriculum Introduction

• Who is the KS Workshop guide for
• Purpose and assumptions for the KS curriculum
• Design of the guide
• How to use the guide

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Group Discussions

• What questions, concerns or new ideas do you have
  related to the content?
• Any specific and concrete recommendations for
  improvement?

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What happened?

• People were asked to have read the Introduction
  ahead of time
• Each small group exchanged their views and
  reported back in plenary
• A summary of the 6 key points emerging from the
  discussions is provided in the following slides

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Introduction - Key Point 1

• We are developing KS curriculum that can serve
  two purposes (that we are aware of)
• As a facilitator's guide to deliver a KS Training
  workshop and
• a "how-to" guide for introducing KS methods
  and/or tools an unrelated work process ie. gender
  workshop.
• The title needs to better reflect its dual
  purpose
• A KS facilitator's guide
• A KS Workshop Curriculum
• KS Curriculum
• Other??

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Introduction - Key Point 2

• Related to key point 1, the curriculum has been
  developed for
• facilitators who have responsibility for
  developing KS capacities
• KFs and others interested in introducing a tool
  or methods as an alternative way to expose
  colleagues, peers etc. to KS.
• The considerations section of the Overview needs
  to make this more explicit.

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Introduction - Key Point 3

• We assume that a facilitator might be challenged
  to effectively use the curriculum unless he or
  she has participated in a KS Training workshop.
• Exposure to a method or tool as well as its
  application would appear to be a necessary
  condition (though we would be happy if someone
  could prove otherwise).

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Introduction - Key Point 4

• We need to include more context into the
  introduction to situate the curriculum within
  IFAD's and ENRAP's broader KM and KS strategies
• Chase agreed to include the IFAD context

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Introduction - Key Point 5

• We should include who will benefit from the
  curriculum ie. what are potential benefits at
  each level (village, project staff, CPMT).
• Might want to consider scenarios or curriculum
  user archetypes

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Introduction - Key Point 6

• Train-the-trainers guide Lucie and Allison
  avoided calling this curriculum a train the
  trainers guide. We believe that most people
  wouldnt feel comfortable in training others in
  KS tools and methods if they have only been
  exposed to the tools and methods in a 3 or 4 day
  workshop.
• For most, we expect that facilitating the
  developing KS capacities would require some
  real-life application - outside the scope of a
  workshop.

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Agenda - Day Two

• Review key points emerging from the discussion on
  the curriculums Introduction
• Feedback on the Overview
• Entry Points
• Presentation of Pilot
• Walk through of session
• Further development of scenarios
• Whats next
• Expressions of interest

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Overview of the KS Workshop curriculum

• Training Considerations
• Training Needs Assessment
• Training Design
• Training Preparation
• Training Delivery
• It was noted that the KS curriculum was modeled
  on Gender curriculum

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Group Discussions

• What do you like?
• What needs to be modified?
• Whats missing?

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Feedback on Overview Paragraph

• Needs to explain that the curriculum is being
  developed for 2 types of typical users (1)
  Facilitators of KS Training Workshops and (2)
  Individuals who want to apply a tool or method
• Need to make explicit that the application of a
  tool or a method may result in future
  applications by those exposed to the tool or
  method but it cant be assumed even with the
  existence of a resource like Curriculum. More
  support would likely be required. What kind of
  support should be outlined in the curriculum
• Create a new title for this section to reflect
  that its sections are really only relevant for
  facilitators who are using the curriculum to
  deliver a KS Workshop

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Feedback on Training Considerations

• No changes suggested

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Feedback onTraining Needs Assessment

• Section is ok as is
• Could include some tips ie. what to do if only
  one or two people respond to the assessment.
  Suggest that the agenda be distributed for
  comments, include an expectations session at
  beginning of the workshop etc.
• The needs assessment questions are critical.
  Using the term KS could be problematic so one
  might consider including a brief description and
  orient any questions or feedback from
  participants to concretely reflect the processes
  they want to do better

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Feedback on Training Design

• Timing For Seth, ideal time for running workshop
  is in June. Incorporate in annual workplan, use
  outcome of the workshop. In December, people are
  very busy so not an ideal time
• Mix of Activities Ankitas experience suggests a
  need for balance within an India workshop
  context. For example, if participants find things
  too light, they wont show up on 2nd day. There
  is a felt need to go deep fairly quickly. Also,
  could include the suggestion that field visits
  are not only useful to promote learning but they
  also keep people interested - especially when
  they are scheduled at the end of a workshop
• Training Venue A campus area works best as it
  keeps people together
• Mix of people Need to acknowledge the power
  differentials in various contexts that require
  creative strategies to mix participants. For
  example, in India, according to Ankita, Junior
  POs in India, wont talk if Senior people are
  present so need to find ways to include them ie.
  small discussion groups organised according to
  hiearchies?
• Who should come Suggest ways to discourage
  participation because of a good venue or travel
  opportunity ie. Apus suggestion of changing a
  workshop venue from an urban to a rural location
  meant that Senior people who werent the target
  audience for the workshop but had control over
  who would attend, werent as interested. As
  suggested later by Shalini, this could also be
  linked to submitting training assessments or
  workshop preparation stuff

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Feedback on Training Preparation

• Need to give more alternatives when technology is
  not an option ie usually in the
  field/country-side. It would be good to work at a
  place which realistically resembles peoples
  work-places. As Shalini notes, it may also be
  important to find technology-enabled venues to
  ensure maximum benefit.
• Documentation strategy or plan
• Suggest that a plan is needed highlighting the
  important issues to document
• Options for documentation should take into
  consideration access to the internet and other
  technologies and provide options ie.. If online
  is not available, this is what you can do
• Documentation should capture (1) the method
  and, (2) the content of the discussion
• Approaches for engaging participants When
  preparing the list of participants, think about
  access to technologies in the context of how they
  will be engaged ie. if not online, pictures,
  paintings, film etc could be used as well as
  coconut wireless (Vikashs example) or long drums
  (Vincents example).
• Include information about when preparations
  should start ie. 5-6 months before?the workshop
• As suggested in the Training Delivery chapter,
  include a section that discusses culture/power
  differentials and how they could be addressed ie.
  in Svetlanas case, they had a women only
  workshop so women would feel more comfortable
  participation

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Feedback on Training Delivery

• Should include a section that addresses
  modifications to the delivery of training
  depending on the kind of audience ie. senior vs
  junior, diverse groups etc.
• Facilitators Roles
• Should include summarizing, paraphrasing etc
• Working in teams, one facilitator should act as
  the observer, following the process when not
  facilitating ie. an in action review. This might
  be helpful for learning purposes

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Feedback Other

• Add links to other KS resources and discussion
  groups/communities of practice in the resource
  section
• Include pictures in the curriculum to liven it up
  a bit
• KFs shared stories and experiences related to
  these sections. The individuals and their stories
  were tracked here KF Stories and Experiences

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KS Entry Points How can we

• Strengthen relationships and networks
• Capture and disseminating lessons learned, case
  studies and best practices
• Generate lessons learned, case studies and best
  practices
• Design and facilitate better meetings and
  workshops
• Session 1 Effective meetings World Cafe
  conversations
• Session 2 Meeting facilitation
• Session 3 Meeting design Generating ideas using
  the Peer Assist  
• Improving IFAD Business Processes and Operations

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Feedback on the KS Entry Points

• KFs validated the 4 of the 5 entry points. We
  didnt get the chance to discuss the 5th -
  Improving IFAD Business Processes and
  Operations
• KFs suggested the addition of an entry point on
  Planning effective field visits or learning
  exchanges. Need to consider if it should be a
  separate module or part of an existing one ie.
  Designing and Facilitating better meetings and
  workshops
• Additions were made directly to the wiki and
  included
• Other reasons why each entry point is relevant to
  the KFs works
• Challenges related to the entry points
• Questions that can help direct facilitators to
  appropriate tools and methods depending on their
  context (as opposed to those using the curriculum
  to deliver a KS Workshop)
• Identification of individuals who could
  contribute a story related to the entry point to
  help contextualise the curriculum. These were
  added to the wiki here KF Stories and Experiences

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Whats next?

• Summary of notes emerging from the meeting
  compiled and shared
• Information session with Chase on the KSSP
• Incorporate suggestions into current curriculum
  and continue its development
• Update the KFs on the progress of the work and
  continue to solicit input, ideas and stories from
  KFs based on expressions of interest
• Support the design and delivery of an in-country
  pilot workshop based on the curriculum
  (June/July)
• Modify the curriculum based on the pilot workshop

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Expressions of interest
I am interested in I am interested in
Providing advice and stories Ankita, Apu, Bashu, Miriam, Seth, Sun, Tung
Piloting the curriculum Ankita, Apu, Lando, Seth Soulivanh, Svetlana (maybe)
Being a section editor Bashu, Chase (on the intro), Sun
Providing feedback to improve the curriculum based on the application of tools and methods Anura, Lando, Uyanga
Thinking more before making a decision Vikash