A four step tool for managing the systematic transfer organizational knowledge
Techniques for achieving results and tracking progress in the fluid and rapidly changing operating environment of authoritarian-ruled Belarus.
CLA and Developmental Evaluations
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...
The primary objective of this KM assessment is to identify the most effective ways to reach key audiences of food security enabling environment topics and foster the exchange of information and knowledge to inform the design of a KM implementation plan for the project.
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...
Peer assists were one way that GROOVE Learning Network members supported each other within the network. Throughout the course of the grant, GROOVE members participated in a number of formalized peer assists to gather feedback on specific issues or questions.
As part of the GROOVE Learning Network, members submitted regular progress reports including program highlights, program progress, participation in learning network activities, and upcoming activities.
This guidance provides information on conducting an After Action Review (AAR), including goals, assumptions/requirements, how tos, lessons learned/best practice, and resources.
This is an in depth facilitators guide to knowledge sharing methods and tools, which includes workshop structures, logisitics, and planning/preparation timelines.