Revised triple s-narrative1_learning_process_cognitiveedgeremix05
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Triple-S is a six-year learning initiative focused on sustainable rural water services at scale across multiple countries. The goal is to facilitate learning within the water sector and enable a shift to sustainable service delivery. Triple-S acts as a catalyst for stakeholders and aims to centralize learning. It employs monthly and annual planning/review cycles to capture environmental factors and document progress toward objectives of influencing sector change. The learning strategy focuses on narratives of change toward sustainability and the enabling process, with different learning needs addressed through regular learning retreats and documentation of lessons captured.
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Revised triple s-narrative1_learning_process_cognitiveedgeremix05
- 1. 1Triple-S LEARNING The Cognetive Edge Remix
- 2. WHAT IS TRIPLE-S ABOUT? “Sustainable Rural Water Services at Scale”
- 6. Learning sector
- 7. Shift from water supply to service delivery
- 8. Harmonization and alignment of Sector stakeholders
- 9. Multi-country initiative: (Ghana, Uganda, Burkina Faso and International)
- 10. Learning central to initiativeROLE of LEARNING in TRIPLE-S Facilitates learning process in the Outcomes-Based Work Streams
- 11. Internal and external (WASH sector) learning
- 12. Internally does program logic lead to the desired change? (incl. Principals Framework, Outcome based management, Learning Alliances/networks)
- 13. Externally: can an enabling environment be created in which people are willing and contributing to learning to obtain the desired change?
- 14. 4 monthly and Annual planning and review cycles
- 15. Capture the environment in which change takes place (replicable ?)
- 16. Objectives are out of the zone of control but within zone of influence4LEARNING STRATEGYLearning to improve performance2 learning areas => narratives Change towards sustainability The enabling process towards changeDifferent learning needsCentral to planning and review cycle
- 17. LEARNING TO IMPROVE ...ExperiencingImprovingGathering/SharingLearningSense MakingELF5
- 18. DOMAINS OF CHANGENarrative 1: Sustainable Water Services DeliveryNarrative 2: The Triple-S approach (external view point)
- 19. LEARNING PROCESSARaP4m8m12M4 monthly learning retreat with the External Learning Facilitator ARaP4m8m12MARaP4m8m12MSummary Narrative Annual press release &
- 20. Stockholm presentation4 monthly narrative Website
- 21. Newsletters
- 22. Other in country publicationARaP= Annual Report and Planning Meeting
- 24. LEARNING NARRATIVE 1Principles FrameworkInternationalCountryOutcomes FrameworkOutcomes PlanProgramme LogicDocumentation & indicators4 monthlyyearly
- 26. Uganda Country
- 28. International
- 29. Research and Learning
- 30. Programme Management
- 31. Acquisition and partnership
- 32. Communication Bringing it all togetherUgandaGhanaInternat.MozambiqueBurkina F.
- 33. QuestionsWhere can SenseMaker fit to show changes in:
- 34. discourse / policy / practice / ideas;
- 35. Relevance / Responsiveness / legacy / leverage?
- 36. Which information needs can be covered ?
- 37. Which cannot be covered and how to get it!
- 38. Data collection needed for SenseMaker?
- 39. Analysis needed?QuestionsWhat are the practical consequences of SenseMaker in terms of:
- 40. Our actions in NL, Ghana, Uganda & Burkina Faso
- 41. Resources:
- 42. Time
- 43. Skill/Capacity
- 44. Finances
- 45. Roles?
- 46. Planning / way forward =>ENDor rather the beginning!!
Editor's Notes
- #2: 2010HighlightsDisappointmentsChallengesManagement issuesHi Deirdre, Before all this my comments as I try to present the essence of this in 10 min for the Kampala meeting. Below are some of my reflections on this version of the TS learning frame work and while I know you can not take them into account I write them down as I would tell them to my students. In writing I would be thinking more about how to say it, so do not take them personally I mean well ;-)As promised I only added slides and did not deleted or changed any but too me sure I would suggest to import the slide you like in your own version to be sure!!!Slide 2 Lacks some structure and our (not so clear logic) had a try to clarify by adding structure in Slide 3 (copy of slide 2) but not sure that worked.Slide 4 You worked so hard on this and you’re name is not even mentioned on this slides so if it stays please add you name!Slide 5 has too much text so tried in slide 6 to simplify itSlide 7 Not sure if these are principles at all. I think the University Associates graph has some parallels but would find it better if the second step would not be publishing but sharing. I would be happy to make the graph again to adapt it and we can always refer to it as adapted from University Associates. Can ‘t belief they have copyrighted this , Honestly? I ‘m sure that if we redo it we do not need official permission of the copyright holder.Slide 8 Too much text should be in the presenters comments, Maybe we should explain how to set up your computer so you can seethe slide on the projector and have the text on the computer.Slide 9I’m not sure why this refers to the theory of change, it is confusing to me and was to the people I presented to.Slide 17 Seems to be incomplete and I was not sure what to be done to finish it
- #4: The last point might fit better as a second point although it is just to highlight that we are very awre of it
- #6: Learning to improve impact in the (country) Outcome based Work Streams Implementers are not leading & facilitating the learning Reflection is organized, with ELF’s who conduct the operational aspects of the learning workExternal Learning Facilitator:Facilitate team to conduct analysis and sense making on WHY something is a sign of progress or change Formal reporting of ELF every 4 months on ES data + data other organisations useSummaries of interviews conducted (narrative 2)Reports from learning retreats
- #8: The Year is planned in 4 month sections. After each 4 months there is time given for reflection and improve/plan activities for the next 4 months. This work is facilitated by an external learning facilitator who helps
- #9: Row are strategic areas,Coat hanger, seed, the princible the basis, vision, Hypothesis
- #10: This diagram depicts the steps between articulating the programme logic and outcomes. We capture change and progress on the Major outcomes selected from Principles Framework through Outcomes frame work and on the intermediate outcomes articulated in the programme logic.
- #12: Part of the process that informs the Principles Framework each year.