Knowledge Management for Development Journal
Vol 10, No 3 (2014)
http://journal.km4dev.org/journal/index.php/km4dj/index

Learning 3.0: collaborating for impact in large development organizations
Nancy White, Rachel Cardone, Aldo de Moor
Abstract
This discussion paper builds on the body of research and practice about technology stewardship originally explored in Digital Habitats, and on the findings from an initial probe into the experiences of five development agencies using collaboration platform technologies. The probe was conducted from September 2013 through February 2014. We propose a framework for looking at productive practices in selecting, configuring and supporting use of collaboration technologies in international development organizations by focusing on the opportunities that exist in the boundaries between different parts of a development organization and different kinds of interactions that lead to learning and development impact. We suggest that there is a very useful opportunity to expand this initial probe using collaboration pattern language and a complexity lens to develop a useful repertoire of technology stewarding practices for collaboration in international development with the goal of supporting greater impact of development work.

Collaborative learning for fostering change in complex social-ecological systems: a transdisciplinary perspective on food and farming systems
Maria J. Restrepo, Margareta A. Lelea, Anja Christinck, Christian Hülsebusch, Brigitte A. Kaufmann
Abstract
This paper aims to conceptualize collaborative learning methodologies used in transdisciplinary research projects dealing with change in complex situations, such as farming and food systems of developing countries. For this purpose we propose a framework for understanding collaborative learning approaches based on theoretical considerations and 18 selected case studies. The cases were assessed that have a clear focus on collaborative learning in the context of farming and food systems of developing countries. We suggest that a ‘collaborative learning’ process includes four steps: (A) establishing a cooperation, (B) dialogue, (C) discovery, and (D) application of new knowledge. The necessity of making the process of actor identification more explicit is highlighted. Furthermore, many projects did not fully conceptualize application of knowledge as part of the research. Trust among the participants was a key to promoting knowledge exchange and mature reflection, and results from a carefully designed and facilitated process. If this was the case, participants perceived that they gained something meaningful, such as new relationships, or new knowledge and skills. Awareness of their role in the process of change was strengthened.

Navigating complexity: adaptive management and organizational learning in a development project in Northern Uganda
Amir Allana, Timothy Sparkman
Abstract
Adaptive management is a management paradigm for intervening in complex, unpredictable systems where continual learning and adaptation is vital for success. This management approach requires a fundamentally different set of tools, processes, and most importantly, staff behaviors and organizational culture than ‘traditional’ management. A facilitative approach to development, where the goal is creating systemic change that spreads in networks of local businesses, government, and civil society organizations, necessitates an adaptive approach. Mercy Corps Uganda’s Northern Karamoja Growth, Health, and Governance Program (GHG) has been an ongoing experiment in applying the principles of adaptive management and facilitation. This article details two examples from GHG where adaptation has occurred, and provides an analysis of the tools, processes, and organizational culture that exists. Three salient takeaways for effective facilitation are elaborated on: the importance of staff behaviors and underlying beliefs, particularly with regards to ‘failure’, flexibility to experiment, dissent & debate, and curiosity with the subject matter of their work; importance of consistent messaging from senior management with regards to the same; and tools and processes playing a support function to these behaviours, rather than being their source. Lessons and implications are drawn out from the GHG experience for funders and implementing organizations wanting to apply adaptive management in the context of development programming. These include building flexibility into budgeting and contracts, rethinking the structure and content of reports, and utilizing alternative hiring criteria to attract senior managers who are more likely to succeed at adaptive management.