USAID's Collaborating, Learning, and Adapting principles and approaches help staff and partners to work more effectively with local actors, country partners...
Applying Evidence: What Works? A Rapid Literature Review
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.
Collaborating, learning and adapting (CLA) is USAID's approach to becoming a more effective development organization by becoming a more effective learning organization. This fact sheet provides an overview of CLA at the Agency, capacity building resources, and ways to engage.
This document, an ADS 201 Additional Help resource, provides direction on how to develop a Collaborating, Learning and Adapting (CLA) plan for a Mission's Performance Monitoring Plan (PMP).It outlines the information to include in a CLA plan, describes the processes Missions can use to understand their current CLA...
Collaborating, Learning and Adapting Framework and Maturity Tool documents
Recently, the DRG Center presented the findings from six DRG Integration Case Studies (Ethiopia, Indonesia, Rwanda, Guatemala, Malawi and Nepal) to 50 representatives of key USAID offices, universities, and implementing partners. Now we present our Synthesis Report, which gathers all of the evidence and synthesizes lessons for the entire agency. Also included are Tip Sheets for Integrating DRG in the Field and Two-Pagers on each of the six Case Studies.
The Open Contracting Partnership is driven by two goals, as articulated in its 2015-2018 strategy: building global norms and demand for open contracting; and strengthening implementation of open contracting on the ground. The pursuit of both goals hinges on learning and evidence.While the strategy describes these...
This paper provides an overview of the facilitation approach with information drawn from its use in market systems development.
Practitioners working in nutrition must start thinking about the effect food, health, and education systems have on nutrition practices and outcomes. “Systems thinking” means paying attention to the unpredictable interactions among actors, sectors, disciplines, and determinants of nutrition. That thinking results in new ways of approaching, analyzing, and solving challenges, which must be applied through policy development, program design, implementation, and research. SPRING approaches systems in two ways – by articulating and promoting systems thinking for nutrition and by strengthening specific components of those systems. This paper makes the case for why systems thinking is important for nutrition and proposes several approaches to strengthening systems for nutrition.