success factors for good learning events

Longer-term learning processes have more impact than one-off events. Photo: Oxfam Novib

The evaluation confirms that the KIC projects, meant to bring Oxfam’s counterparts together on a structural basis, are appreciated by partners and have supported them to improve their technical, service delivery and logistical tasks. It also indicates that Oxfam Novib could make even better use of the lessons that emerge from the learning projects and close the so-called learning loop. This will be addressed in the near future in our Capacity Development policy and new intervention strategy Knowledge and Innovation Management.

successful learning interventions

The evaluators, Joitske Hulsebosch and Sibrenne Wagenaar, used the five-steps model for assessing capacity and performance of the European Centre for Development Policy Management, and reviewed KIC by interviewing staff and partners and reviewing reports.
The evaluators were able to identify the factors that make the learning interventions of partners successful. We would like to share some of their findings with you:

• The quality of planning and designing ahead of a workshop, training or exchange visit. Investment in this phase of the process will pay off later. A good design is half the work. It helps when the designers have a thorough understanding of the sector and context.
• The selection and identification of partner organisations. Organisations should have similar conditions and dilemmas and be motivated to invest.
• The length of the processes. Longer-term learning processes have more impact than one-off events.
• The link between the learning activity and work related questions. When the content is strongly related with organisational questions at stake, participants are more eager continuously to translate the learning material to their work practice.
• The role and quality of the consultant’s expertise. When talking about expertise, we do not necessarily refer to thematic expertise, but also to the expertise to facilitate interaction, dialogue, transfer activities: the ability to deepen conversations, bring focus, and invite people really to participate, share experiences, ask ‘real’ questions, create a learning environment or facilitate a learning process during an exchange visit.
• Clarity about the designed learning process or programme, which is necessary to make sure participants have a clear image of what the learning activity might bring them. This helps in creating focus, and stimulates more active participation. People can take responsibility for the content and the direction of the learning activity when they are familiar with the aims and what (not to) expect.

Interested in the complete evaluation report of four years of KIC work in the Horn and West Africa? Then email saskia.verhagen@oxfamnovib.nl