This brief explores the issues and learning related to work the USAID/Honduras Transforming Market Systems (TMS) Activity has been leading to support both public- and private-sector stakeholders to generate and use metrics and data for decision-making, setting economic growth agendas, building alliances, and adapt to changing circumstances.
Compiled in partnership between the U.S. Global Development Lab’s Office of Evaluation and Impact Assessment (Lab/EIA) and the USAID LEARN contract, Learning (in the) Lab: A Utilization-Focused Learning Playbook is designed to share with our colleagues the tools and resources we’ve used to design, develop, implement, and iterate upon a bureau-wide, utilization-focused learning agenda called the Lab Evaluation, Research, and Learning (ERL) Plan.
This resource describes how to conduct at least one portfolio review per year that focuses on progress toward strategy-level results.
Successful collaboration requires a facilitative leader. Facilitative leadership, if executed well, can increase effectiveness by harnessing the resources of many, can increase efficiency by avoiding duplication and conflict, and can be a powerful leveraging mechanism to achieve high level development goals.
This content is currently under revision to align with the recently updated ADS 201.For guidance and support associated with revisions to ADS 201, please see the Program Cycle overview page. This document, an ADS 201 Additional Help resource, provides direction on how to develop a...
This resource describes how to prepare and maintain an Activity Monitoring, Evaluation, and Learning Plan.
As part of the Learning About Learning (L-squared) initiative, this one-pager describes lessons learned on the importance and role of learning networks as a core KM and Learning service from the KDMD experience including a definition, value proposition, implementation process and recommendations, and a mini-case study.
This guidance brief provides information on requirements for webinar production, how-tos, lessons learned, and resources.
This document provides guidance on the role of the online facilitator, his/her skills and responsibilities, how-tos, best practices and resources.
The GROOVE learning network utilized learning journals in a number of ways. In addition to providing an opportunity to reflect on their own, network members used the journals as a group resource to learn about other’s experiences and raise questions for discussion. To support this practice, GROOVE facilitators often...