Tools for integrating learning and knowledge practice into non-profits Rahel Cascioli, World Vision International Pauline Wilson, MPH, MS Emails on last slide AEA conference, Nov 2009

Definition used by facilitators Peter Senge’s definition of ‘learning’ is to take in new information and skills and then use or apply that knowledge.1 Knowledge as defined by the Oxford Dictionary = information and skills gained through experience or education. There are many other definitions of knowledge. For the purpose of this skills building session on knowledge and learning practice in non-profits these two definitions will be used. 1. The fifth discipline, p. 13 AEA conference, Nov 2009

A Learning Event (after action review )is designed to answer a question. It provides you with the opportunity to: Identify strengths and Weaknesses …and strategic gaps and priority areas. Take advantage of diverse knowledge Reflect on the work so far and learn from experience Develop a plan of action to address weaknesses, fill gaps, build on strengths Apply the ORID approach It is a tool itself which uses many other tools AEA conference, Nov 2009

What is ORID. O: Objective = the facts. R: Reflective = feelings. I : What is ORID ? O: Objective = the facts R: Reflective = feelings I : Interpretative = analysis D: Decisional = solutions The ORID method also called the Conversation Method follows a natural thinking process that is based on the way the mind functions, moving from sensory stimuli to action. It takes participates through four stages. Orid attempts to depersonalise and encourage solutions and have conversations that are forward focused. The tools we will use to enforce ORID are: O : Objective: Focus attention on a shared experience/common experience and to obtain data R : Reflective: To identify and express individuals’ reaction to the data. I : Interpretive: To consider and make meaning of the subject D : Decisional: To convert reflection and Interpretation into action AEA conference, Nov 2009

Goals of Today’s Session Share learning on tools and their application Have some fun Demonstrate use of 4 tools to address this question: What must happen to ensure that the AEA annual conference is a great learning experience for its members? AEA conference, Nov 2009

True for you (game) Purpose To understand facts To enable participants to share/communicate their views objectively To help the group to develop rapport Question: Who you are and how do you learn? Source: unknown AEA conference, Nov 2009

True for you - procedure Participants sit in a circle . One person stands in the middle and says something that is true for them in relationship to the question. If it is true for others they must find a new seat. The person left with no seat stands in the middle and states a fact from their perspective .This continues until all facts are out. Facts are summarized. AEA conference, Nov 2009

Other tools to elicit facts What other tools have you used to elicit facts (e.g. timelines)? What other experiences of getting p participants to share facts and be objective? AEA conference, Nov 2009

Group Contribution to elicit facts Other Tools: - Comparing stories Sticky notes to list facts (1 idea per note) Case studies to look at facts Experiential act/Role play Timeline Other experiences: - Teaching and see what engages people - Hands on learning AEA conference, Nov 2009

35 (game) Purpose To generate and rank views To share feelings in relationship to a question Source: www.thiagi.com Question: How do you feel about the learning from past AEA conferences? AEA conference, Nov 2009

35 procedure Step 1: Introduce the question to be explored. Step 2: Invite each participant to make a statement on the back of an index card Step 3: Explain the voting procedure – in pairs they will swap cards and give the card a score of 1 to 7 (no halves) with seven being the highest score for agreeing with the statement Step 4: Call out swap at a fast pace with people swapping cards and scoring them Step 5: After 30 seconds or so ring the bells and form random pairs. Compare the statements on the two cards and add up the scores. Step 6: Start swapping again and continue for a number of rounds depending on the size of the group (between 10-60 people) Step 7: At end read out the statements beginning with the card that has the highest score. AEA conference, Nov 2009

Other tools for eliciting feelings What other tools have you used to elicit feelings? What other experiences have you had with such tools? AEA conference, Nov 2009

Group ideas to elicit feelings Other Tools: - Grab bag (individual ideas in bag) - Visual explorer (photo, see center for leadership) Other experiences: When doing the 35 look at all the cards from those that got highest to lowest numbers Before choosing which tool to use make sure you know the physical capacity of your audience. AEA conference, Nov 2009

World Café Lite (analysis) Purpose To understand and analysis facts and feelings expressed To promote dialogue between participants Question: What is done well to promote learning at AEA annual conferences and what must improve? Source: Viv McWaters AEA conference, Nov 2009

World Café procedure Organize people into small groups Ensure all are with and understand the discussion question. Ask each group to select a host/group facilitator . Depending on the size of the group and time available have each discussion round for Have 3 discussion rounds with the host staying in place and everyone else in the group moving to join a different host during round two. Host briefs newcomers. Newcomers add their thinking and views either from their previous group or new ideas Round 3 everyone goes home (original group) and agrees the major points they want to share in plenary. They put these ideas on cards (one idea per card) Final plenary to share carded ideas and summarise. AEA conference, Nov 2009

Other World Café type tools What other analytic tools have you used? What other experiences have you had with using World Café? AEA conference, Nov 2009

Group ideas for analysis Other tools - Fish Bowl - Expert interview - Looking at data and posing reflective questions - Synthesising info and then using dotmocracy - Appreciative inquiry - Different question on sheets and get people to write new ideas and then discuss them. - Presentation from various backgrounds: sceptics, supporters, … AEA conference, Nov 2009

To clarify who is responsible Action planning Purpose To agree solutions To clarify who is responsible Question: What one or two recommendations do you want the AEA conference organizers to implement so that learning from these conferences improves? AEA conference, Nov 2009

Action planning procedure Ask each participant to write one card with a clearly stated recommendation in relationship to the question (1minutes) Ask participants to pair off and share their recommendations and agree on one – ensuring it is clear and doable by the organization/person expected to implement it (2minutes) Ask pairs to join another pair. Compare recommendations and agree on one that is clear, doable (1minute) Continue combining groups of people who need to negotiate with one another and agree one recommendation. Timings for each round may change depending on the complexity of the issue and the difficult of reaching agreement. The facilitator needs to be sensitive to the group and the issue it is trying to address. Source: Pauline Wilson AEA conference, Nov 2009

Other action planning tools What other action planning tools have you used to support groups in agreeing and prioritizing action? What other experiences have you had with action planning? AEA conference, Nov 2009

Thank You !!! Email us at … Pauline Wilson- paulenewilson@btinternet.com Rahel Cascioli- rahel_cascioli@wvi.org Pauline and Rahel AEA conference, Nov 2009