WATER AND SANITATION PROGRAM: WORKING PAPER 56951 Global Scaling Up Handwashing Project Global Learning Strategy By Christiane Frischmuth September 2008 The Water and Sanitation Program is a multi-donor partnership administered by the World Bank to support poor people in obtaining affordable, safe, and sustainable access to water and sanitation services. By Christiane Frischmuth Water and Sanitation Program This learning strategy was created in collaboration with the entire Global Scaling Up Handwashing team. It evolved through a series of team and individual conversations, was validated at a global team meeting and further edited through inputs by DC and country based team members. The team members involved include: Doris Alfaro, Yolande Coombes, Jacqueline Devine, Ousseynou Diop, Rocio Florez, Lene Jensen, Seydou Koita, Jack Molyneaux, Carlos Augusto Claux Mora, Abdul Badru, Minh Thi Hien Nguyen, Nga Kim Nguyen, Nat Paynter, Eduardo Perez, Hnin Hnin Pyne, and Alex Orsola Vidal. Global Scaling Up Handwashing is a Water and Sanitation Program (WSP) project focused on learning how to apply innovative promotional approaches to behavior change to generate widespread and sustained improvements in handwashing with soap at scale among women of reproductive age (ages 15­49) and primary school-aged children (ages 5­9). The project is being implemented by local and national governments with technical support from WSP. For more information, please visit www.wsp.org/scalinguphandwashing. This Working Paper is one in a series of knowledge products designed to showcase project findings, assessments, and lessons learned in the Global Scaling Up Handwashing Project. This paper is conceived as a work in progress to encourage the exchange of ideas about development issues. For more information please email Christiane Frischmuth at wsp@worldbank.org or visit our website at www.wsp.org. WSP is a multi-donor partnership created in 1978 and administered by the World Bank to support poor people in obtaining affordable, safe, and sustainable access to water and sanitation services. WSP's donors include Australia, Austria, Canada, Denmark, Finland, France, the Bill & Melinda Gates Foundation, Ireland, Luxembourg, Netherlands, Norway, Sweden, Switzerland, United Kingdom, United States, and the World Bank. WSP reports are published to communicate the results of WSP's work to the development community. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of the World Bank Group concerning the legal status of any territory or the endorsement or acceptance of such boundaries. © 2010 Water and Sanitation Program (WSP) Table of Contents I. Purpose and Road Map ............................................................ 1 II. Project Background................................................................... 2 Project Goals and Objectives .................................................. 2 Steps for Achieving Success .................................................. 3 III. Learning Goals and Principles .................................................. 5 Goals ....................................................................................... 5 Principles................................................................................. 5 IV. Learning Culture, Tools, and Platforms .................................... 6 Creating a Culture of Learning ................................................ 6 Relationship Building ........................................................... 7 Learning Tools ......................................................................... 8 Emergent Learning Maps ..................................................... 8 After Action Reviews............................................................ 9 Learning Platforms for Sharing and Collaboration .................. 9 V. Learning Processes ................................................................. 11 Learning Cycle ...................................................................... 11 The Learning Cycle ............................................................... 11 Generating Learning .......................................................... 11 Sharing Knowledge ........................................................... 12 Developing Knowledge Products ....................................... 12 Capturing Knowledge ........................................................ 15 Disseminating Knowledge.................................................. 15 VI. Organizational Aspects of Learning ....................................... 16 Roles and Responsibilities .................................................... 16 DC Technical Team ........................................................... 16 Country Teams .................................................................. 16 Connecting Teams ................................................................ 17 Connecting Country to Global Level ................................... 17 Connecting Country to Country.......................................... 18 Connecting to Global PPPHW............................................ 18 Connecting External Resources to DC and Country Level ... 18 Connecting DC/Country Teams to World Bank/WSP .......... 18 Recognition of Learners ........................................................ 18 List of Boxes 1: Project Objectives ............................................................... 3 2: Global Learning Principles .................................................. 5 3: Team Charter ....................................................................... 7 www.wsp.org iii Global Learning Strategy Table of Contents 4: Emergent Learning Map Process ........................................ 8 5: Learning Cycle .................................................................. 11 6: Summary of Global Processes to Generate Knowledge... 12 7: Summary of Activities to Share Knowledge ...................... 13 8: Global Processes for Capturing Knowledge ..................... 15 9: Proposed Learning Opportunities ..................................... 17 List of Appendixes A: Global Learning Goals ...................................................... 20 B: Template for Capturing Lessons from an Emergent Learning Map ...................................... 21 C: Template for Capturing Lessons from an After Action Review (AAR) ................................... 22 iv Global Scaling Up Handwashing I. KEY POINT Purpose and Road Map · A learning strategy develops a structured process for generating, sharing, capturing, and disseminating knowledge. The purpose of this learning strategy is to develop a structured process for gener- We are undertaking this ating, sharing, capturing, and disseminating knowledge about what works in scal- ing up and sustaining handwashing programs. We are undertaking this learning learning process in order process to enable policy-makers to make evidence-based decisions and to enable the implementation of large-scale programs. Key outcomes of the learning will be to enable evidence-based knowledge products that can be used both for advocacy and for putting into ac- decisions by policy-makers tion cost-effective approaches and tools to ease replication. The learning in this project will benefit not only current stakeholders but also future stakeholders in- and implementation of large- terested in and committed to promoting effective handwashing behavior-change programs. scale programs. This strategy applies to the entire global team of the Global Scaling Up Hand- washing Project, that is, teams based in Peru, Senegal, Tanzania, and Vietnam, as well as Washington, DC. It encompasses global learning goals that provide a framework for working and learning together. Only as a team of learners can this project be successful. The remainder of this strategy paper is divided into five sections: Project Back- ground; Learning Goals and Principles; Learning Culture, Tools, and Platforms; Learning Processes; and Organizational Aspects of Learning. The strategy will form the basis for Action Plans to be developed for each country program and the DC Technical Team. Key outputs of the learning are knowledge products that can be used for advocacy as well as for creating operationally effective approaches and tools to facilitate sustainability and replication. www.wsp.org 1 KEY POINTS II. Project Background · The Global Scaling Up Handwashing Project will test new approaches to effectively promoting handwashing behavior change at scale. · A learning strategy has been developed to ensure that thoughtful and analytical learning and effective knowledge dissemination and global advocacy all take place. Project Goals and Objectives In December 2006, the Water and Sanitation Program (WSP) started implemen- tation of a four-year project, the Global Scaling Up Handwashing Project, with funding from the Bill & Melinda Gates Foundation. In 2009, the project re- ceived a one-year, no-cost extension. Handwashing with soap at critical times (such as after contact with feces and before handling food) has been shown to reduce the incidence of diarrhea sub- stantially. It maximizes the health benefits of investments in water supply and sanitation infrastructure and, as a stand-alone public health intervention, reduces health risks even when families do not have access to basic sanitation and water- supply service. Despite these benefits, rates of handwashing with soap at critical times are very low throughout the developing world. The project's goals are to reduce the risk of diarrhea and therefore increase house- hold productivity by stimulating and sustaining the behavior of handwashing (HW) with soap at critical times in 5.4 million people in four diverse countries, Vietnam, Peru, Tanzania, and Senegal. This will mean averaging over one million people per country. The project will test whether this HW behavior can be generated among the poor and vulnerable using innovative promotional approaches. In addition, it will un- dertake a structured learning and dissemination process to develop the evidence, practical knowledge, and tools needed to effectively replicate and scale-up future handwashing programs. WSP's vision of success is that at the end of project we will have demonstrated that HW with soap, at scale, is one of the most successful and cost-effective inter- ventions to improve and protect the health of poor rural and urban families, es- pecially children under age five. Moreover, we envision the effort to develop the evidence, practical knowledge, and tools for effective replication and scaling-up of future HW programs, potentially reaching more than 250 million people in more than 20 countries by 2020. Project activities will test state of the art approaches at scale and have four main objectives (See Box 1). 2 Global Scaling Up Handwashing Global Learning Strategy Project Background A learning strategy has been BOX 1: PROJECT OBJECTIVES 1. To design and support the implementation of innovative large- developed to ensure that scale sustainable HW programs in four diverse countries (Vietnam, Peru, Tanzania, and Senegal), thoughtful and analytical 2. To document and learn about the impact and sustainability of learning and effective innovative large-scale HW programs, 3. To learn about the most effective and sustainable approaches to knowledge dissemination and triggering, scaling up, and sustaining HW behaviors, and 4. To promote and enable the adoption of effective HW programs global advocacy all take place. in other countries and position HW as a global public health priority through the translation of results and lessons learned into effective advocacy and applied knowledge and communication products. Steps for Achieving Success The project aims to complement, expand, and improve existing hygiene behavior- change and HW approaches and enhance them with innovative approaches. The key to success in this effort is to use and scale up innovative methods--including commercial marketing to deliver HW messages, broad and inclusive partnerships, and a strong focus on sustainability and monitoring and evaluation. The key steps for achieving success include: · Using communication and commercial/social marketing techniques that have been proven effective at large scale · Creating and building broad partnerships among stakeholders with com- mon goals · Focusing on sustainability · Rigorous monitoring and impact evaluation · Thoughtful and analytical learning, and · Effective knowledge dissemination and global advocacy. As reflected in the project objectives (Box 1), learning is critical to the project's suc- cess. A learning strategy has been developed to ensure that thoughtful and analytical learning and effective knowledge dissemination and global advocacy all take place. Key elements of the learning strategy include: · Thoughtful and Analytical Learning: This project is global in nature, being carried out in four diverse countries. These countries vary in size, economy, institutional environment, culture, geography, HW habits, level of urbanization, level of education, and reach of the formal media. In each of the countries, the project follows the same basic principles (such as use www.wsp.org 3 Global Learning Strategy Project Background of innovative promotional approaches) but at the same time adapts it- self to the findings from consumer research that capture the differences in cultures and in political, economic, and social conditions. The four coun- try programs have a differing mix of messages, media, and partners. This rich variety in the application of the same basic principles will contribute greatly to the learning achieved in the project. · Effective Knowledge Dissemination and Global Advocacy: A key to the project's success in generating, sharing, and effectively disseminating knowl- edge is WSP's close collaboration with the global Private-Public Partnership for Handwashing (PPPHW). The project will generate and share learning together with this partnership, and in turn will be continuingly strengthened by the knowledge created by the partnership, which is based on learning from HW projects in many other countries. To date, PPPHW, along with its members, has served as a productive "think tank" for cutting-edge knowledge in HW, as an effective disseminator of that knowledge through its newsletter and its capacity-building efforts, and as a successful promoter of large-scale HW programs in many countries. At both the global and the country level, the partnership is broad and inclusive. Its members include the key multilateral and bilateral agencies involved in HW, as well as governments, academic institutions, civil society, international private-sector soap companies, and private research and technical assistance agencies involved in behavior change. WSP's management of the Partnership's Secretariat facilitates the collaboration and learning between this proj- ect and PPPHW. During initial years of implementation, During the initial years of implementation, the learning strategy and action plan the learning strategy and action plan will focus on embedding learning practices in the global team. During subse- will focus on embedding learning quent years, the focus will shift to developing and sharing knowledge with stake- practices in the global team. holders and ensuring replication. This shift will require dissemination strategies that focus on integrating learning into other program designs, raising questions for others to test and building the capacity of other stakeholders beyond those currently being interacted with. This strategy is continuously evolving, particularly the learning goals. Since the development of the learning strategy, tools, templates and processes have been updated and revised as we are learn about learning and receive feedback from partners. Additional support staff has been hired to capture learning and guide the learning processes in the countries, and to capture and disseminate learning globally. In the country teams, innovative ways for capturing and reflecting have been experimented with and shared both within the teams and with their clients­ reinforcing sustainability and replication. 4 Global Scaling Up Handwashing III. KEY POINT Learning Goals and · Specific learning goals are designed as a set of Principles questions to be answered over the course of the project. Goals The global learning goals (See Appendix A), which establish the basis of the learning strategy, are outlined in the form of questions. At the country level, interventions are designed to test and learn about these questions, as well as questions specific to country context. Country-level learnings will be consolidated by the DC Technical Team and translated into a cohesive and coherent story to be disseminated and applied globally. Principles A set of global learning principles has been developed to guide choices as learning tools, platforms, and processes are developed (See Box 2). BOX 2: GLOBAL LEARNING PRINCIPLES Learning should: · Guide implementers (practitioners) in "how to do"--with a focus on tool kits, scenarios, and case studies · Move the practice forward (hence, the learning must be shared with practitioners and fellow learners in the field and provide in- novative, tested approaches) · Provide just-in-time insights on implementation challenges and lessons learnt that are made available to the person needing the information within a short time-frame · Be evidence-based, which means that all learning must show a link with data (ground truth) · Be field-tested or applied; that is, any hypothesis should be veri- fied by implementing the agreed-on action steps with the identified stakeholders, especially before developing a knowledge product · Reflect findings from the impact evaluation and the monitoring system · Build on learning from other sectors · Be embedded in the way people do work, with the focus on learning-by-doing and on becoming an integral part of the work plan · Strike a good balance of doing, reflecting, and sharing, and · Address geographic and temporal differences; learning conver- sations must be scheduled to balance time zones and access to internet and phone. www.wsp.org 5 KEY POINTS IV. Learning Culture, Tools, and Platforms · Developing a learning culture within the project team and partners is key to the success of the project. · Establishing this culture is a function of tools such as Emergent Learning Maps and After Action Reviews, alongside technical tools such as a Web based communications and sharing tools. Creating a Culture of Learning In order to achieve the learning goals, we must create a learning culture within and across teams. Learning takes place through iterative cycles of doing, reflecting, and making meaning, hypothesizing what to do differently and planning for the next round of doing­doing which is the testing of the hypotheses. Learning therefore hap- pens before, during, and after doing. The process of making assumptions and hypotheses has to be made explicit during the reflection process so that testing Effective learning is forward looking, so and probing can occur. Effective learning is forward looking, so that the applica- that the application of lessons learned tion of lessons learned and insights gained is already specified and the intent is and insights gained is already specified clear. This learning process is referred to either as action-learning or as emergent and the intent is clear. learning. In addition, this process not only shortens the time between learning and application, making the learning appropriate and timely, but also reduces feelings of fear over sharing what did not work and competitiveness over who is succeeding most. Rather, learning is employed in the service of improving future opportunities and of helping the team improve as a whole. The most effective learning, revealing, and sharing of knowledge takes place in a team or Community of Practice (CoP). The Global Scaling Up Handwashing Project team is a CoP within a larger one represented by the Global PPPHW and the HW Global Practice Team (GPT). It also comprises smaller communities of practice such as country teams. Beside the global CoP, and the country CoPs, various communities of practice might also exist around learning goals and stake- holder groups. Some communities of practice might be time-bound, and some might exist throughout the life of the project. A learning culture must be built on trusting relationships, a continuous practice of facilitated conversations, sharing of learning, and a chance to engage in action- learning. Both mentoring and being open to any question are essential parts of learning. The practitioners are the ones who also reflect and share. It is critical for members of the community of practice to perceive learning as a key identity and a focus of the entire team and to understand that no one team member and no one sub-team can succeed on its own. In addition, it is important for all team members to recognize that learning takes place in both successful and unsuccess- ful interventions. Cases of failure offer many lessons. A tool for building a learning culture is the team charter (See Box 3). The team charter specifies the tenets of team learning. It reflects the values and 6 Global Scaling Up Handwashing Global Learning Strategy Learning Culture, Tools, and Platforms Experience shows that a BOX 3: TEAM CHARTER The Global Scaling Up Handwashing Project team agrees to: virtual team cannot function · Commit to positively reinforce those who share information · See each other as a member of a learning team effectively over time without · Take time to help colleagues learn coming together in person at · Commit to sharing information and tools (Knowledge Products) and to positively reinforce those who share it key moments. · Encourage open and continuous dialog with the goal of being productive · Promote trust, respect, and friendship · Commit to personal learning to remain cutting edge (such as looking outside, our disciplines in search of ideas, concepts, and approaches) · Feel free to challenge assumptions · Learn from other, similar initiatives, both with our stakeholders and in other fields. norms the team agrees to and reinforces the team and holds it accountable as a CoP. As undertaken in DC and during the global meeting in 2008, this chartering process will also take place within each country team and will become the foun- dation for country Action Plans. Relationship Building As a globally distributed CoP that primarily learns together virtually rather than in person, regular relationship- and trust-building is paramount. Experience shows that a virtual team cannot function effectively over time without coming together in person at key moments. The annual global team meetings serve this purpose. New relationships can be built, existing relationships can be reinforced, agreements of sharing and mentoring can be made, team norms and joint pur- pose (that is, team identity) can be strengthened, and collaboration can be prac- ticed. The meetings will be designed to make use of the global team's learning processes and tools will be based on the principles of self-management and local/ global ownership. Other relationship-building activities include the following: · Joint learning at conferences · Technical assistance provided between countries (peer consultation) and DC and countries · Acknowledgement of support and sharing of information, and · Site visits and face-to-face peer consultation. www.wsp.org 7 Global Learning Strategy Learning Culture, Tools, and Platforms Learning Tools The project will employ Emergent Learning Maps and After Action Reviews to assist project learning. Emergent Learning Maps will be most relevant for when reflection takes place in longer cycles, such as bi-annually or annually. After Action Reviews are useful at very short intervals for continuous improvement. Emergent Learning Maps The DC Technical Team is responsible for tracking learning and evidence for specific learning questions and goals. They use the Emergent Learning Map pro- cess (See Box 4) to track and check hypotheses and suggest activities on a global level and for country teams. Emergent Learning Maps are tools Emergent Learning Maps (EL Maps) are tools for generating, capturing and for generating, capturing and tracking tracking learning. EL Maps will be used to organize learning and determine learning. global and national patterns. They have been described as a "blank canvas" on which learning can take place. In HWWS, EL Maps will be based on the learning goals and adjusted over time. Framing questions will take the form of, "What will it take . . .?" or "How will we . . .?" to focus the activity. BOX 4: EMERGENT LEARNING MAP PROCESS C D Insights Hypotheses E Action steps B A Ground truths Opportunities Key: A Focus on one or more concrete events that will take place in the near future related to a framing question (Opportunities) B Look back at similar, past events (Ground Truths) C Reflect on insights gained from past events such as results and rea- sons for results (Insights) D Formulate hypotheses (a shared theory of success) about what can be done to ensure that upcoming events are successful (Hypotheses) E Match hypotheses with upcoming events to create robust and test- able actions (Action Steps). Source: © 2007, Signet Research & Consulting, LLC 8 Global Scaling Up Handwashing Global Learning Strategy Learning Culture, Tools, and Platforms An EL Map is built around two axes. The horizontal axis is a timeline. Everything to the left of center refers to the past and everything to the right of center refers to the future. Equal weight is given to past and future, which helps groups avoid getting stuck in painful "post-mortem" analyses of the past. The vertical axis makes a distinction between the world of experience and our thinking about it. Everything below center refers to facts and concrete events and everything above center refers to thinking about these events. This helps groups develop their skills in balancing inquiry and advocacy. As the team continuously circles through an EL Map, today's hypotheses become tomorrow's ground truths. Once a lesson has been learned, EL Maps offer a good transitional device for sharing emerging knowledge. A template has been devel- oped to capture lessons from EL Maps (See Appendix B). After Action Reviews After Action Reviews (AAR) are useful to examine repeated events and processes After Action Reviews (AAR) are useful such as workshops, meetings, training, media events, or learning processes them- to examine repeated events and selves. The AAR is the basis for regular team reviews of ongoing activities and processes insights into process improvement such as knowledge sharing processes and meeting management. AARs ask the following questions: · What was supposed to happen? What actually happened? Why the difference? · What worked? What did not work? Why? · What would we do differently next time? A sample template to capture learnings from an AAR is found in Appendix C. Learning Platforms for Sharing and Collaboration While we will continue to rely on traditional modes of communication and col- laboration such as emails, telephone/audio-video conferences, and face-to-face workshops and meetings, the Global HW project team will also use virtual modes such as Wiki and other platforms. Given the learning principles and time and geographical challenges, only a virtual platform will guarantee that knowledge sharing and capturing take place. The project team will have a primary internal virtual platform to which external members will only have selective access, for example to a specific concept paper that is being written collaboratively. This will ensure that members feel free to share draft knowledge products, questions, and initial thoughts, to reveal chal- lenges and what does not work, and to collaborate with each other. The use of external platforms will ensure dissemination of knowledge products and access- ing expertise. www.wsp.org 9 Global Learning Strategy Learning Culture, Tools, and Platforms The purpose of internal virtual platforms, such as Share- · Post learning (cutting edge knowledge from books, Point and Wiki, are to facilitate the following: events, etc.). · Building a depository of knowledge · Ongoing collection of learning that is tracked, sum- This platform can be used by the project teams and by marized, and fed back for further conversation and individuals from the community at large, who have been testing provided access. · On-line conversations about new insights, chal- lenges, and possible solutions The purpose of external virtual platforms are: · Tracking and link to ongoing development of knowl- · Sharing products of a higher quality, edge products · Increasing visibility of the team and various topics, · Sharing of learning about each country with regard · Engaging other practitioners in finding solutions, to the key learning questions and · Emergent learning maps for key questions (learning · Networking. goals) · Information about team members External platforms can be Blogs (a virtual journal), and · Questions and Answers (turn-around time of 24 to websites (collaborative, storage and dissemination tools), 28 hours) such as the WSP and PPPHW websites. 10 Global Scaling Up Handwashing V. KEY POINTS Learning Processes · The learning process is a cycle with four distinct steps; (1) generate, (2) share, (3) capture, and (4) disseminate learning. · The learning process will take place in each of the country offices and Washington DC. Learning Cycle continuous probing and inquiry. Story-telling is particu- The Learning Cycle captures the process through which the larly effective in that it captures the emotions, context, and HW team will 1) generate, 2) share, 3) capture, and 4) dis- thought process and makes the learning particularly memo- seminate learning (See Box 5). While a continuous, disci- rable. Stories are retold long after a PowerPoint presentation plined practice of learning must be embedded into the way or article has been forgotten. Usually, the practitioner is not the global team works, the Learning Cycle must be adapted to aware of the knowledge s/he has. Explicit knowledge can be fit the resources of time and skill available in each country. more readily captured and disseminated, as the practitioner is aware of having the knowledge. Therefore, the emphasis In addition to processes, behaviors required for the learning is on recording the knowledge and ensuring the quality and process will only become established practices--a way of the fit for the audience. doing business--in a team when: · Learning and sharing take place in the service of a Generating Learning team and for an agreed-upon goal The global processes for generating knowledge include the · The message is reinforced that there are no repercus- following three areas (See Box 6): sions for failing Review of Learning Goals · Supporting colleagues in learning, reflecting, and The global team members from DC and the four countries sharing is as important as the individual country who are responsible for the particular learning goal will implementation and success, and come together (virtually, face to face, or by audio confer- · Reflecting and learning are as important as doing. ence) every three to six months to apply an EL Map and The Learning Cycle capture the learning. The learning process will take into account, reveal, and cap- Review of Learning Across the Four Countries ture both explicit and tacit knowledge. Tacit knowledge is Every three months the DC team (and country team mem- revealed during story-telling, interviewing, dialogue, and bers if they desire) will reflect on the following questions: · What is emerging from the learning reviews in all BOX 5: LEARNING CYCLE countries with respect to the learning goals we identified? Disseminating · Is the same learning taking place? If yes, can we gener- knowledge alize? Do we have enough evidence? If yes--publish. If Putting knowledge Sharing no--what do we need to do to generate more evidence? to practice knowledge · If different learning takes place, why? and what is different in the context? What do we want to probe more and where? What is our hypothesis? How do we Generating Capturing want to generate more evidence for our hypotheses? learning knowledge Review of Learning Process The global team members from DC and the four countries will meet once every three months to reflect on and adjust Source: David Gray, The World Bank the following areas: knowledge product development, EL Map process, knowledge collection and sharing through www.wsp.org 11 Global Learning Strategy Learning Processes The key to making this BOX 6: SUMMARY OF GLOBAL PROCESSES TO GENERATE KNOWLEDGE work is that there is joint In addition to the outlined processes and times, any team member can, at any time, initiate any process. responsibility for sharing and Actions Participants Frequency Platforms responding to requests for Review of DC Technical Once every Audio- learning. learning goals Team; Country three to six conference, face- Teams; Exter- months or to-face meetings, nal experts annually (de- workshops, pending on the Wiki/Sharepoint- learning goal) supported online discussions Review of DC Technical Quarterly Face-to-face learning Team; Country team meeting across the Team; mem- four countries bers, if desired Review of DC Technical Quarterly Email, Wiki or learning Team; Country other virtual process Teams platform Wiki, knowledge collection and sharing between the Global Scaling Up Sanita- tion Project (TSSM) and HWWS teams, knowledge sharing through interper- sonal interactions, and technical assistance. Sharing Knowledge Knowledge sharing includes (1) conversations during which insights and evi- dence are exchanged and the results of testing of hypotheses are reported back, (2) conversations during which new questions arise and new learning emerges, and (3) conversations during which concrete tips for implementation are exchanged. Knowledge sharing also includes sharing of tools and designs of interventions. The goal is that as the conversations happen, whether virtually or in person, the learning is recorded and accessible to the entire community. Various modes of accomplishing this include email, important phone calls that are transcribed, and conversations that are summarized and shared in writing and virtual platforms. The key to making this work is that there is joint responsibility for sharing and responding to requests for learning; the facilitator keeps the conversation going, reminds team members of their accountability, and tracks the use and postings of the virtual platforms (See Box 7). Developing Knowledge Products The project will deliver a series of print, electronic, and direct capacity-building knowledge and communication products. All main products will be repurposed 12 Global Scaling Up Handwashing Global Learning Strategy Learning Processes BOX 7: SUMMARY OF ACTIVITIES TO SHARE KNOWLEDGE In addition to the outlined processes and times, any team member can, at any time, initiate any process. Actions How Often By Whom Platforms Post knowledge products to be As needed DC Technical Team; Wiki or other vir- commented on or developed on (minimum once a Country Teams; tual platform the Wiki or other virtual platforms week) External experts Develop knowledge products As needed DC Technical Team; Wiki or other vir- jointly--both globally and adapted (minimum once a Country Teams; tual platform to country context week) External experts Ask questions; Ask for tips and As needed Country Team Task Manager; Email, Wiki, phone support; Share insights DC Technical Team; calls External experts Share information that comes from As needed (mini- DC Technical Team Emails, Wiki, attending conferences, events, mum, request to or other virtual and reading to keep the project add information platform teams cutting-edge every two months) Connect people with knowledge to As needed DC Technical Team; Country Emails, face-to- people seeking knowledge Teams; External experts face meetings Review learning and community Annually DC Technical Team and Face-to-face building Country Teams meeting (global meeting) to reach all target audiences. Both DC and country teams the field forward on sanitation programming as well will have knowledge product lists that will be continuously as understanding of the impact of sanitation, and 3) updated and be context and audience specific. In the case of be highly analytical. These products are written in a DC, the focus will be on maintaining a knowledge product technical language and will go through rigorous qual- list that will be continuously updated, developing global ity review and editing prior to publication. Flagship knowledge products, and ensuring the quality of knowledge reports will be high-quality publications. They will products to be shared with a global audience. be available in print and electronic format. Primary target audiences for these products include WSS and The development of knowledge products can be done col- health sector professionals World Bank task team laboratively with or without the assistance of consultants leaders, and sanitation programmers. Primary target (researchers, writers) and media experts (i.e., for videos, sto- audiences for repurposed products include high- ries, press kits). While countries suggest knowledge prod- level policy and decision makers and high-level staff ucts and identify needs for further research, it is everyone's in bilateral and multilateral donor agencies. responsibility to participate and contribute, it is the pri- · Academic Publications: Publications in peer reviewed mary responsibility of the DC team to continuously harvest health and WSS sector journals (e.g., The Lancet) are the learning from all. a key knowledge product, which will lend credibil- ity to the project and its results/findings. The articles Potential knowledge products include: will be developed from the original research carried · Flagship Reports: Flagship reports are expected to 1) out by the project and submitted for publication in present original research or major product, 2) move highly visible and credible sector publications. They www.wsp.org 13 Global Learning Strategy Learning Processes are expected to 1) present original research, 2) move all stages of a sanitation program cycle (planning, the field forward on sanitation programming as well design, implementation, monitoring, and evalua- as effectiveness, and 3) be of high analytical quality. tion). All guides and tools will have been tested by Articles in peer reviewed sector journals will form the project as part of their development. They should an important component of the project's advocacy be written in a clear language with minimal use of strategy by lending credibility and visibility to the technical jargon. Guidance documents will typically research results as well as the approach per se. The be published electronically, but may in some cases be project team will have less control over the publica- printed. Primary target audiences for these products tion process and timing of this specific product line. include sanitation programmers and their national Primary target audiences include academics/expert counterparts. WSS and health sector professionals community, WSS and health sector professionals, and World Bank task team leaders, who are inter- and World Bank Task Team Leaders. Primary target ested in engaging in sanitation, comprise a secondary audiences for repurposed products include high- target audience. level policy and decision makers, and high-level staff · Project Web site: The WSP Web site (www.wsp.org) in bilateral and multilateral donor agencies. will include a section to communicate news about · Field Notes: This product features evidence-based the Global Scaling Up Sanitation Project and dis- best practices, lessons learned, and case studies in seminate project outputs. This section will follow scaling up sanitation springing from the project. the look and feel of the WSP website. It should be Field notes tell the story of the project and its find- designed to allow for timely updates about project ings in an easily accessible and appealing manner. activities with minimal staff time requirements. They are written in a non-technical language and · Direct Capacity Building and Promotional Activi- include a large number of visual elements: photo- ties: New programming and lessons learned can be graphs, tables, graphs, charts, figures, etc. They will disseminated through direct capacity building and be available in print and electronic format. Primary promotional activities such as workshops. Materi- target audiences include WSS and health sector pro- als for the workshops can be repurposed into digital fessionals, World Bank task team leaders, national learning modules which can be archived and shared. counterparts, and sanitation programmers. Learning modules might consist of a recorded work- · Working Papers: Working papers are longer (30­60 shop session, PowerPoint presentations, and recom- page) publications that showcase work in progress, mended readings and resources. project findings, and lessons learned to date in spe- cific topic and/or geographic areas (e.g., enabling Quality Assurance Process environment assessments). In the majority of cases, A process will be put in place to ensure that the knowledge working papers will be (a) consultant reports that products are accurate and of high quality. All products in have been reworked (re-written and copy-edited as the knowledge product pipeline will undergo review prior needed) to be brought up to a publishable level, or to publication and dissemination. Quality assurance steps (b) syntheses the findings of multiple consultant re- should include: ports. Primary target audiences include WSS and · Development of a concept note health sector professionals and sanitation program- · Concept note peer review and revisions mers. Primary target audiences for repurposed prod- · Concept note approval by Task Team Leader and ucts include high-level policy and decision makers, Technical Specialist high-level staff in bilateral and multilateral donor · Drafting of product agencies, and World Bank task team leaders. · Internal and external peer review and revisions · Guidance Documents: Guidance documents will · Editing provide implementers of sanitation programs with · Desk top publishing, and resources to guide and strengthen their efforts in · Dissemination. 14 Global Scaling Up Handwashing Global Learning Strategy Learning Processes Capturing Knowledge Disseminating Knowledge Capturing knowledge means turning the emerging insights Each knowledge product that needs dissemination will fol- and evidence-based learning into products that are available to low a plan that considers appropriate channels for reaching a wider audience and appropriate for specific target audiences. the target audience selected during the development of the Knowledge products will be identified through stakeholder knowledge product. Before disseminating to an external au- reviews and needs expressed during interactions with stake- dience, all knowledge products will go through a quality holders. Learning sessions using Emergent Learning Maps assurance. In disseminating knowledge products, the global and participation in conferences, as well as virtual communi- team will also rely on external experts (namely, members of ties of practice, will also identify new products, which can be the PPPHW, GPT, as well as knowledge and learning man- adapted from existing products or are newly developed. agers in other organizations). For example, within the World Bank, regional learning coordinators are critical for Both DC and country teams will have knowledge product disseminating knowledge products and arranging learning lists that will be continuously updated and be context- and conversations. Within countries, country managers or di- audience-specific. In the case of DC, the focus will be on rectors can be a good resource for sharing knowledge. maintaining a knowledge product list that will be continu- ously updated, developing global knowledge products, and All knowledge products need to be considered as global prod- ensuring quality of knowledge products to be shared with a ucts. That means that products developed in DC will also be global audience. The development of the knowledge prod- disseminated in each country ­ products developed in coun- ucts can be done collaboratively with or without the assis- tries are disseminated in other countries, in DC, and world- tance of consultants (researchers, writers) and media experts wide. Some of the global products will have to be adapted to (such as for videos, stories, and press kits). fit the cultural context and language of each country. The project team will have a virtual platform where emerging During the latter part of the project, the focus of learning will learning, ongoing conversations, and knowledge products shift to replication by others. Knowledge dissemination will under development will be housed. While it is everyone's re- then increasingly have elements of interpersonal sharing, sponsibility to participate and contribute, it is the primary mentoring, coaching, and integration of others into project responsibility of the DC team to continuously harvest the activities, such as study trips, joint learning workshops, and learning from all countries, suggest knowledge products, and input into the strategy workshops of other projects. identify needs for further research (See Box 8). BOX 8: GLOBAL PROCESSES FOR CAPTURING KNOWLEDGE Any process can be initiated by any team member at any time in addition to the processes and times suggested. Actions By Whom How Often Platforms Review of knowledge products: DC Technical Team; Quarterly Audio-conference, virtual What is under development? Country Teams platforms, Email, face-to- What is being disseminated? face meetings Any adaptations across countries possible? What has been dissemi-nated and impacts? Identification of new knowledge products DC Technical Team Quarterly Audio-conference, virtual Country Team platforms, Email, face-to- face meetings www.wsp.org 15 VI. KEY POINTS Organizational · Due to the global nature of the project, role clarity is Aspects of Learning highly important · Linkages to Washington DC, between the country offices, and to other organizations must be maintained. · Recognition, along with continuous mentoring and facilitation, is a key aspect Roles and Responsibilities The DC Technical Team will be assessing learning processes, In a globally dispersed team, it is easy to lose track of the facilitating global conversations and cross-country learning, wider team and focus on country-specific learning or on the bringing in relevant external knowledge, and determining and relationship with DC instead of sharing across countries providing capacity-building to country teams. In particular, ac- and with the wider community of practice (that is, with the tive participation, encouragement, and support using a virtual PPPHW). Role clarity is one of the most important aspects platform will be key to the success of using such a platform by of a well functioning team. As learning activities increase, so the entire global team. This includes ensuring that recognition will the amount of time spent on these activities. Therefore, of learners takes place, as was agreed upon by the global team. knowing the roles and responsibilities in detail will not only prevent confusion and conflict but also ensure that addi- Each DC-based technical team member has the responsibil- tional resources can be brought on board if the required ity to develop the global knowledge products within the time exceeds a particular person's capacity. learning goal they are accountable for, which includes man- aging tasks, tracking the quality assurance process, deter- DC Technical Team mining whether the knowledge product should be developed The role of the DC Technical Team will be as stewards of internally through collaboration (Wiki) or outsourced, and the overall learning process. This includes: developing and implementing the dissemination plan. · Identifying and developing global knowledge products, If it is collaboratively developed, the task manager of the · Harvesting the learning that is taking place, product facilitates this through use of Wiki technology. The · Providing and maintaining a tool for global knowl- task manager determines who from outside the team has edge sharing, access and at which times. · Supporting the development of country-specific knowledge products, such as peer reviewing and Responsibility for a particular learning goal also includes identification of peer reviewers (including tools and answering the following: guides relevant to countries), · What do we know with enough evidence to move · Providing translations for country products, to a knowledge product for a particular stakeholder · Ensuring quality control, group? What more do we need to move forward? · Developing global dissemination strategy and feed- · What do we know without enough evidence but back systems, want to share in order to solicit ideas or evidence that · Providing translations for country products, and we might not be aware of from a particular stake- · Capturing learning in a central location, accessible holder group? to all. Country Teams To ensure dissemination of knowledge products and recog- The role of the country teams is to nition of learners, the DC Technical Team will network · Learn by doing, both from and with their stakeholders, with other organizations and connect country teams to out- · Develop country-specific learning products, and side resources. They will also provide/broker ongoing tech- · Share learning with other countries and the technical nical support and technical assistance to the country teams. team in DC. 16 Global Scaling Up Handwashing Global Learning Strategy Organizational Aspects of Learning Some country team members might also take the lead for and administrative support and handle specific learning specific thematic areas, which might include actively facili- tools, such as Wiki and blogs. They will play a back-up tating conversations virtually, contributing to and develop- role to the country task managers and contribute propos- ing global knowledge products, and hosting workshops, als/initiatives and analytical thinking. conferences and site visits. Thankfully, all country teams provide rich learning venues for annual meetings and the WSP communication specialists will provide support in prod- logistics and organization for the annual global meetings, as uct development and dissemination and give advice on spe- was exemplified in Senegal and Peru. cific issues. Country task managers will provide time and attention to capture learning by doing with stakeholders, including Connecting Teams feedback from stakeholders. They will develop country- It is critical to ensure that connectivity exists among all specific learning products, document initial learning from members of the global team and also with the external com- country programs, including previous activities in Senegal munity of experts and practitioners. Opportunities to con- and Peru, and review global products. Country task man- nect the project team via email, audio-visual conferencing, agers will share learning (ideas, successes, failures, issues) virtual platforms, and face-to-face meetings include across countries and with the DC team and implement and monthly meetings, quarterly meetings, and global annual regularly review learning action plans. As managers, they meetings (See Box 9). will maintain and use the Management Information Sys- tem (MIS) to ensure successful implementation. Various types of connections and activities are proposed below. To their country team members, they will provide feedback to their work and technical leadership and provide clear di- Connecting Country to Global Level rection related to information and documentation. Opportunities to connect the project team via email, audio- visual conferencing, virtual platforms, and face-to-face Country team members will provide technical support meetings include monthly meetings, quarterly meetings, (gathering, processing, and consolidating information) and global annual meetings (See Box 9). BOX 9: PROPOSED LEARNING OPPORTUNITIES Opportunities Participants Agenda Learning Process Monthly meetings DC and Coun- Updates Sharing knowledge try Teams Emerging concerns and insights Request technical assistance Quarterly Learning DC and Coun- Review learning across the four countries; Generating and cap- Meetings try Teams learning process; knowledge products turing knowledge under development and new knowledge products Ongoing Meetings with DC, GPT, TG To review current learnings and activities Generating and shar- WSP Sanitation GPT and members and seek opportunities for synergy ing knowledge the WB Sanitation TG Annual Global Team DC, Country Review of learning goals Generating and shar- Meetings Teams ing knowledge www.wsp.org 17 Global Learning Strategy Organizational Aspects of Learning In addition to one-on-one phone calls on specific topics, a brown-bag lunches, or use of the virtual platform, by mak- monthly meeting will be available to the entire community ing personal networks available or attending conferences, (through use of a bridge line, same number/same time every and by sharing the results and resources from those confer- month). The purpose of the meeting will be to focus on ences with the global team. concerns and insights, to flag new learning, and to request support. Connecting DC/Country Teams to World Bank/WSP The objective of connecting DC/country teams to the Bank In addition, the global team meetings will take place annu- is to ensure that the sector is being moved forward, cross- ally. The purpose of these meetings is to build community, fertilization of ideas and products is occurring, and learners learn from one another, and discuss emerging issues and are being recognized. Possible ways of connecting include: challenges. · Dissemination strategies for knowledge products, · Invitations to Emergent Learning Map sessions, Connecting Country to Country · Invitations to collaborate on the development of a As a parallel process, countries will share learning with each knowledge product, other. The conversations and posting of products will be · Invitations to events, such as workshops and brown- facilitated either by DC or through a country-based team bag lunches (DC can organize brown-bag lunches member who is interested in a particular learning goal. Vari- during which country team members may join or ous platforms for sharing and capturing learning have been make presentations; country teams can organize outlined above. The intent is for the learning process to be Brown Bag Lunches (BBLs) during which DC may both facilitated and self-managed by the entire team. join or make presentations), · Personal networking, Connecting to Global PPPHW · Close links with the regional learning coordinators The global PPPHW is a central learning community within in the World Bank, the area of handwashing. The DC team and country teams · Study tours, and will work to ground truth hypotheses and share lessons · Incorporation of knowledge products into regional learned with PPPHW members. Platforms for sharing and media and newsletters. discussing lessons learned with PPPHW members include external access to select Wiki discussions, quarterly telecon- Recognition of Learners ferences with PPPHW members, annual meetings, and the Recognition, as well as continuous mentoring and facilita- University of Handwashing. In addition, DC technical staff tion, is a key aspect in establishing learning behaviors within will share and discuss lessons learned with the PPPHW's a team. Recognition can take place through formal systems, three technical working groups (Handwashing Behavior such as acknowledgement in the Overall Performance Eval- Change, Handwashing in Schools, and Monitoring and uation (OPE) process. "Learning" can be designed to be a Evaluation). The Communication GPT should be invited part of the task team leader's and task manager's results to join the Handwashing GPT and vice versa to ensure that agreement in order to create a performance incentive. Pro- knowledge products are developed and disseminated viding awards in recognition of learning and building trust through the PPPHW. Articles and stories can be published among team members is another possibility. The process for in WSP's electronic newsletter, ACCESS, and an "open line" determining the awards needs to be one in which the team phone conversation with the HW coordinator will be acces- community of practice determines the criteria and makes sible once per month to the global team. decisions. Connecting External Resources to DC Recognition can also be done informally, through feedback and Country Level and publicly. Possibilities include featuring "the best knowl- It is the responsibility of all team members to bring in exter- edge sharer" on the virtual platform and making visits to nal knowledge. This can be done through workshops, conferences. 18 Global Scaling Up Handwashing Global Learning Strategy Organizational Aspects of Learning Another important factor in ensuring participation in learning and sharing is the Recognition, along with participation of senior managers in the learning processes, such as by posting comments, sharing learning from the international community and acknowledg- continuous mentoring and ing the work the team is doing. Senior managers can also provide links to external experts, thus promoting networking. When team members are connected with an facilitation, is a key aspect external community of practice the international or national recognition, which in establishing learning goes beyond the entire project team, is often motivating and can benefit the team members in their professional careers (for example by participating in the Univer- behaviors within a team. sity of Handwashing, sponsored by PPPHW). These two principles for recognizing one another as learners were agreed upon by the global team: · Recognition can be peer to peer or vertical and recognizes all members (including support staff). · Standard criteria for a good learner can be found in the Team Charter. The following mechanisms for recognizing one another as learners were agreed upon by the global team: · Exploring the new VP team award ­ become one of the learning teams recognized · Leveraging good learners through study tours, international forums, and technical assistance opportunities · Enabling and encouraging training opportunities · Ensuring the acknowledgment of contributions (by authors, reviewers, feedback-givers, and posters of information) · Using knowledge products · Using Wiki · Encouraging networking (such as by joining professional associations) · Creating a space in meeting agendas for recognizing learning and learn- ers within the project, within the country, within the region, and globally within the wider expert community · Using Results Agreements (RA) or Overall Performance Evaluation (OPE) (where applicable) process · Recognizing a Learner of the Month, and · Post profile on website, soapbox www.wsp.org 19 Global Learning Strategy Appendix A: Global Learning Goals Appendix A: Global Learning Goals 1. What is the impact of large-scale HW with soap programs on the poor? · What are the health impacts of achieving scaled-up handwashing behavior change? · What are the economic benefits of handwashing behavior change? · What are the educational and social benefits of handwashing behavior change? · What are the child development effects of handwashing behavior change? · Is handwashing more cost effective with regards to impact on child health as compared to other documented health interventions? 2. What is needed to bring about and sustain HW with soap behavior change? · How do we define and measure HW? · What are the primary determinants of HW behavior change (for example, opportunity, ability, motivation)? · What are the primary factors that may contribute to sustaining HW behavior (that is, to making it a habit)? · What is the availability of the various enabling technologies for HW (such as tippy taps and water supply) and how important are they in facilitating sustained behavior change? What is their potential and what has limited their massive uptake and use? · How can a program effectively work with children as agents of HW behavior change in their schools, families, and communities? (this learning goal is exclusively addressed in Peru and Vietnam) 3. How do we design at-scale handwashing programs? · What is the cost-effective mix of interventions implemented under the project to increase HW with soap at scale? · What are the primary factors to consider when determining an effective mix of interventions/channels? 4. What enabling environment (programmatic and institutional conditions) is needed to scale up and sustain large-scale HW with soap programs? The following list of questions is illustrative of the nine enabling environment dimensions, which will have to be validated and prioritized at the country level: · Policy, strategy, and direction: What does it take to develop a national policy and strategy on HW? · Partnership: How do we build broad-based, effective partnerships for HW? · Institutional arrangement: What are effective strategies and practices in integrating HW into other programs (for example into health, water and sanitation programs)? · Implementation capacity: What does it take to build ownership and capacity at the local level (such as with local authorities and NGOs) to coordinate and implement HW programs? · Cost-effective implementation: How can systems be set up to track costs associated with project activities and outputs? · Financing: What will it take to finance a scaled-up, sustainable HW program? · Monitoring and evaluation: What does it take to put in place a well-defined M&E system and to use the M&E data for policy and program decisions? · Program methodology: How do we gain widespread acceptance and adoption of the project's behavior change approach/ methodology among government and NGO actors? 20 Global Scaling Up Handwashing Global Learning Strategy Appendix B: Template for Capturing Lessons from an Emergent Learning Map Appendix B: Template for Capturing Lessons from an Emergent Learning Map · The situation and challenge we faced was: [describe what led to the need to learn together] · Therefore, the Framing Question we asked was: · What we have learned so far is: [describe key insights from successes and failures] · Based on this, our current hypothesis about what it will take to succeed is: · Opportunities to apply and further test this hypothesis are: [describe situations to which this might apply] · Our own plan to continue to test this hypothesis includes: [describe the team's action plan based on its own upcoming opportunities] Source: © 2007, Signet Research & Consulting, LLC www.wsp.org 21 Global Learning Strategy Appendix C: Template for Capturing Lessons from an After Action Review (AAR) Appendix C: Template for Capturing Lessons from an After Action Review (AAR) · Name of event: · Date of event: · One or two sentences giving the background/scope to the experience: · Key player (individual(s) who called the AAR): · Key story (maximum of 10 words per story that would enable future users to re-find this learning): · Key AAR participants: · Specific actionable recommendations (SARs): Quotes: · Storing/Sharing of this AAR: · This AAR was shared with (indicate website, email list sent to, name of person sent to): · Stored where and under which title: · Any knowledge product you see emerging? 22 Global Scaling Up Handwashing