Your search
Results 27 resources
-
USAID’s Bureau for Policy, Planning and Learning (PPL) and its support mechanism, LEARN, have developed a Collaborating, Learning, and Adapting (CLA) Framework and Maturity tool to help USAID missions think more deliberately about how to plan for and implement CLA approaches that fit the mission’s context and assist them in achieving their development objectives. While the tool is intended primarily for USAID audiences to be used in participatory self-assessment workshops, the CLA Framework...
-
USAID’s Bureau for Policy, Planning and Learning (PPL) and its support mechanism, LEARN, have developed a Collaborating, Learning, and Adapting (CLA) Framework and Maturity tool to help USAID missions think more deliberately about how to plan for and implement CLA approaches that fit the mission’s context and assist them in achieving their development objectives. While the tool is intended primarily for USAID audiences to be used in participatory self-assessment workshops, the CLA Framework...
-
Although collaborating, learning, and adapting (CLA) are not new to USAID and its implementing partners, they often do not happen regularly or systematically and are not intentionally resourced. The CLA Framework above identifies components and subcomponents to help you think more deliberately about what approach to CLA might be best tailored to your organizational or project context. The framework recognizes the diversity of what CLA can look like in various organizations and projects while...
-
The Maturity Matrix is not a standalone tool. It is one of the three major components of the KRT Model. The Maturity Matrix is meant to be used in conjunction with the KRT Toolkit and Implementation Plan.
-
What problem is the KRT model trying to solve? For workforces that experience continuous staff turnover, the lack of systematic knowledge transfer can often lead to: - Loss of programmatic momentum, - Duplication of efforts and frustration, and - Wasted time and resources. The Knowledge Retention and Transfer (KRT) model provides tools, processes, and practices to individuals, teams, offices, and organizations to improve knowledge handover, which in turn improves efficiency and programmatic and operational learning.
-
This document is relevant for any position or hiring mechanism. While this document does not explicitly address what happens when someone arrives into a newly-created position, which has its own set of challenges, many of the principles, actions, and resources can be applied in that context. Section 1 offers guidance for how to set up and implement systems at Mission/OU or office to ensure that all staff help preserve institutional memory and enable continuity of relationships. This section...
-
This Discussion Note complements ADS 201.3.1.2 Program Cycle Principles by elaborating on Principle 2: Manage Adaptively through Continuous Learning. This Discussion Note is intended for USAID staff interested in learning about recent and promising practices in adaptive management across the Program Cycle.
-
This Discussion Note complements ADS 201.3.1.2 Program Cycle Principles by elaborating on Principle 2: Manage Adaptively through Continuous Learning. This Discussion Note is intended for USAID staff interested in learning about recent and promising practices in adaptive management across the Program Cycle.
-
This Discussion Note complements ADS 201.3.1.2 Program Cycle Principles by elaborating on Principle 2: Manage Adaptively through Continuous Learning. This Discussion Note is intended for USAID staff interested in learning about recent and promising practices in adaptive management across the Program Cycle.
-
If you are involved in hiring, this tool can help you increase your chances of selecting staff members skilled in adaptive management. It will help answer the questions: Which competencies should I recruit for in order to hire more adaptive employees? Which desired qualifications should I incorporate into position descriptions to attract adaptive employees? Which interview questions should I ask to screen for adaptive employee competencies? You should use this tool when you decide to hire a...
-
While over time theories of change have become synonymous with simple if/then statements, a strong theory of change should actually be a much more detailed, context-specific articulation of how we *theorize* change will happen under a program.
-
Thinking and Working Politically (TWP) through Applied Political Economy Analysis (PEA). A guide for practitioners Have you ever done everything right in a development program — followed every technical best practice — but still missed the mark? When this happens, it often relates to factors in the context beyond any external development actor’s ability to control.
-
LEARN and USAID/PPL are managing an area of work known as Evidence Base for Collaborating, Learning, and Adapting (EB4CLA). The purpose of this work is to answer key learning questions:
-
LEARN and USAID/PPL are managing an area of work known as Evidence Base for Collaborating, Learning, and Adapting (EB4CLA). The purpose of this work is to answer key learning questions:
-
The LEARN contract and the United States Agency for International Development/Bureau of Policy, Planning, and Learning (USAID/PPL) are managing an area of work known as the Evidence Base for Collaborating, Learning, and Adapting (EB4CLA). The purpose of this work is to answer the following key learning questions: ● Does an intentional, systematic, and resourced approach to collaborating, learning, and adapting (CLA) contribute to organizational effectiveness and/or development outcomes? ●...
Explore
Theme
- Adaptive Approaches [+]
-
Development Actors Perspectives
(6)
- USAID (6)
-
MEL4 Adaptive Management
(9)
- Institutional Histories (1)
- Knowledge Management (3)
- Portfolio Management (1)
- Rubrics (1)
- TOC (Theory of Change) (1)
- Networks and Communities of Practice (1)
- Practical (9)
-
Sectors [+]
(3)
- Locally driven development (1)
- NGOs (1)
- Organizational Change (1)
Resource type
Publication year
- Between 2000 and 2024 (27)