ILAC Briefs

Permanent URI for this collectionhttps://hdl.handle.net/10568/69556

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Follow-up action by the Rethinking Impact Workshop participants and organizers
(Brief, 2008) CGIAR Institutional Learning and Change Initiative; CGIAR Systemwide Program on Participatory Research and Gender Analysis for Technology Development and Institutional Innovation; International Livestock Research Institute
The Rethinking Impact Workshop (RIW): Understanding the complexity of poverty and change was held in Cali, Colombia, March 26–28, 2008. The workshop discussed (1) how agricultural and natural-resources research can be more effective in contributing to solutions for poverty alleviation and improving gender, social inclusion and equity; (2) how its impact can be assessed; and (3) how such research and impact assessment can be brought into the mainstream. An open-space session was held on the third and fi nal day of the workshop to enable participants to organize themselves into groups for action-planning purposes. Nine action-planning groups were: Principles and standards; Networking and community of practice; Methodologies guidelines (including ‘soft’); Institutionalization; Ex-ante impact assessment, priority-setting and planning; Organizing framework; Capacity-building; Communications; and, Histories and political economy of agricultural and natural-resources science and technology. This Brief reports some of the follow-up actions that the participants and organizers (ILAC Initiative, PRGA Program and ILRI’s Innovation Works) committed themselves to undertaking.
Suggested actions for CGIAR leaders
(Brief, 2008) CGIAR Institutional Learning and Change Initiative; CGIAR Systemwide Program on Participatory Research and Gender Analysis for Technology Development and Institutional Innovation; International Livestock Research Institute
This Brief provides practical, concrete action options for CGIAR management to address the key issues raised at the Rethinking Impact Workshop (RIW): Understanding the complexity of poverty and change.
Rethinking Impact Workshop: key issues
(Brief, 2008) International Livestock Research Institute; CGIAR Systemwide Program on Participatory Research and Gender Analysis for Technology Development and Institutional Innovation; CGIAR Institutional Learning and Change Initiative
Six key issues emerged from the Rethinking Impact Workshop (RIW): Understanding the complexity of poverty and change held in Cali, Colombia, March 26–28, 2008. The workshop discussed (1) how agricultural and natural-resources research can be more effective in contributing to solutions for poverty alleviation and improving gender, social inclusion and equity; (2) how its impact can be assessed; and (3) how such research and impact assessment can be brought into the mainstream.
Monitoring the composition and evolution of the research networks of the CGIAR Research Program on Roots, Tubers and Bananas (RTB)
(Brief, 2013-07) Ekboir, Javier M.; Blundo Canto, Genowefa M.; Sette, Cristina
Several tools have been developed in the last three decades to manage not-for-profit research activities. Most of these tools have focused on research outputs or outcomes, while few have analysed the processes of research and innovation to identify emerging problems and opportunities during the course of a project. This brief presents a cost-effective methodology that can be used to monitor changes in research networks. Since these networks change as the research projects mature (Kratzer, Gemuenden and Lettl, 2008), tracking the network structure provides information on the nature and evolution of research activities.
Making causal claims
(Brief, 2012-10) Mayne, J.
An ongoing challenge in evaluation is the need to make credible causal claims linking observed results to the actions of interventions. In the very common situation where the intervention is only one of a number of causal factors at play, the problem is compounded – no one factor 'caused' the result. The intervention on its own is neither necessary nor sufficient to bring about the result. The Brief argues the need for a different perspective on causality. One can still speak of the intervention making a difference in the sense that the intervention was a necessary element of a package of causal factors that together were sufficient to bring about the results. It was a contributory cause. The Brief further argues that theories of change are models showing how an intervention operates as a contributory cause. Using theories of change, approaches such as contribution analysis can be used to demonstrate that the intervention made a difference – that it was a contributory cause – and to explain how and why.
Perspectives on partnership: Highlights of a literature review
(Brief, 2010-04) Horton, D.; Prain, Gordon; Thiele, Graham
Working in partnership has become central in efforts to address complex environmental, socio-economic, and technological problems. The terms partner or partnership appear more than 100 times in the Paris Declaration on Aid Effectiveness and more than 200 times in the version of the CGIAR's new Strategy and Results Framework presented at the recent Global Conference on Agricultural Research for Development. It is promoted as an effective means to mobilise the resources and capacities needed to generate knowledge, stimulate innovation and influence decision-making. Nevertheless, partnering is often experienced as timeconsuming and frustrating, and it has proved difficult to demonstrate its 'value added'. To improve partnering at the International Potato Center (CIP), we reviewed publications, evaluations and reports dealing with partnership. Rather than a single 'partnership literature' we found several different literatures that approach the subject from different perspectives. Several themes – relating to partnering processes vs. partnership structures, partnership dynamics, types of partnership, incentives for partnering, the key role of trust, power and equity issues, success factors and evaluation – cut across the distinct literatures. This ILAC Brief presents findings in each of these areas, notes some prominent knowledge gaps and identifies areas for future study.
An accountability framework for technological innovation
(Brief, 2010-02) Whitty, B.
Technological innovation in agricultural science forms an important element in the effort to reduce poverty. In this Brief, we offer recommendations to help an organization conducting technological research and design (R&D) to become more accountable. These recommendations are based on four principles developed by the One World Trust which capture the dimensions of accountability.
Working in virtual environments: Three practical collaborative web tools
(Brief, 2009-11) Staiger Rivas, Simone; Shelton, P.; Kosina, Petr; White, N.
In our work as researchers and development workers, we are tasked with producing more and more information, even though we complain about information overload. Collaboration is increasingly complex but is fundamental to achieving our goal of reducing poverty and hunger through high-quality international agricultural research, partnership and leadership. Recent developments in information and communications technology (ICT) can make data, information and knowledge more available, accessible and applicable (CGIAR ICT-KM Program, 2008), which should contribute significantly to the effectiveness of our collaborative work. This Brief describes three web tools that can enhance participation and collaboration in geographically distributed teams: wikis, blogs, and social bookmarking. Each tool is briefly explained, examples of use are provided and analyzed, and some useful practices are suggested. It is our assumption that by making it easy to produce and share information, we can empower our staff, engage more effectively with our partners, and reach a wider audience of end users.
Learning alliances: An approach for building multistakeholder innovation systems
(Brief, 2005-08) Lundy, Mark M.; Gottret, María Verónica; Ashby, Jacqueline A.
Millions of dollars are spent each year on research and development (R&D) initiatives in an attempt to improve rural livelihoods in the developing world, but rural poverty remains an intractable problem in many places. There are many reasons for this; one being the limited collective learning that occurs between researchers, development workers, donors, policymakers and private enterprise. As a result, useful research results do not reach the poor, lessons learned do not influence research, and donor and policy agendas are less relevant than they could be. This Brief describes how the Rural Agroenterprise Development Project of the International Center for Tropical Agriculture (CIAT) is addressing the problem. Through building learning alliances that engage multiple stakeholders in processes of innovation, the initiative is enhancing learning and improving effectiveness in rural enterprise development.
The Institutional Learning and Change Initiative: an introduction
(Brief, 2005-07) CGIAR Institutional Learning and Change Initiative
At a time of rapid environmental, social and technological change, the Institutional Learning and Change (ILAC) Initiative promotes critical reflection and improved ways of working within the Consultative Group on International Agricultural Research (CGIAR). The goal is to enhance the contribution of agricultural research to sustainable poverty reduction. The ILAC Initiative draws on the expanding body of knowledge encompassing complex adaptive systems, innovation processes, organizational learning and program evaluation, and promotes the examination of research paradigms, institutional norms, management practices and professional behaviours. The Initiative aims to improve agricultural research and development efforts in four key areas: a) developing the capacity of researchers and managers to lead their own learning and change efforts; b) promoting the development of management systems and practices that support continuous learning and change; c) supporting an organizational culture of learning and change; and d) fostering donor and system-level support for learning and change initiatives in CGIAR centres and programs. This Brief outlines the rationale for ILAC within the CGIAR, highlights the main features of the Initiative and briefly describes the expected results and benefits for the CGIAR.
Innovation systems: Implications for agricultural policy and practice
(Brief, 2005-07) Hall, A.; Mytelka, L.; Oyeyinka, B.
Farmers and businesses need to adapt constantly if they are to survive and compete in the rapidly evolving environment associated with the contemporary agricultural sector. Rethinking agricultural research as part of a dynamic system of innovation could help to design ways of creating and sustaining conditions that will support the process of adaptation and innovation. This approach involves developing the working styles and practices of individuals and organizations and the incentives, support structures and policy environments that encourage innovation. Previous efforts to support agricultural sector innovation largely targeted agricultural policy and research organizations. The systems approach recognizes that innovation takes place through the interaction of a broader set of organizations and activities. These patterns of interaction and working styles and practices – or institutions as they are referred to by social scientists – need to adapt continuously if they are to meet the changing demands of the evolving agricultural sector. Institutional learning is central to this process and will ensure research organizations remain relevant and continue to introduce innovations that impact positively on the livelihoods of the poor.
Learning-oriented evaluation: A tool for promoting institutional learning and program improvement
(Brief, 2005-07) Watts, J.
Evaluation processes of all types, including monitoring, review and impact assessment, offer unique opportunities for learning and provide useful feedback on what works and what doesn’t, and the reasons for success or failure. Involving staff members, partners and beneficiaries in the evaluation process allows them to reflect on their work, revisit their understanding of the project’s goals and activities, assess their effectiveness and take ownership of the evaluation findings. The knowledge created and the lessons learned through evaluation subsequently provide a basis for better project planning and implementation. This Brief outlines an evaluation approach that promotes learning and program improvement; it contrasts this approach with accountability-focused evaluation and it provides an example of learning-oriented evaluation from within the Consultative Group on International Agricultural Research (CGIAR).
Collaborative agreements: A ‘how to’ guide
(Brief, 2005-07) Henson-Apollonio, V.
Partnerships can be an extremely effective way to harness additional skills and resources and minimize costs. Collaboration allows scientists (and other partners) to access a broad range of expertise and fosters a multi-disciplinary approach, both of which are often required when tackling complex research issues. However, it may be difficult to make the most of collaborative agreements, since different partners may have different objectives and approaches and misunderstandings can occur.
Innovation histories: A method from learning from experience
(Brief, 2005-07) Douthwaite, Boru; Ashby, Jacqueline A.
Preparing an ‘innovation history’ is a method for recording and reflecting on an innovation process. People who have been involved in the innovation jointly construct a detailed written account (sometimes referred to as a ‘learning history’) based on their recollections and on available documents. The process of preparing this history stimulates discussion, reflection and learning amongst stakeholders. Subsequent planning can build on the lessons learned, formulate a shared vision and act as a catalyst for change. Based on the initial detailed account of the innovation process, more concise informational products can be prepared that summarize the innovation process for wider dissemination of findings. These may include public awareness materials, policy briefs or articles in professional journals.
Appreciative inquiry: An approach for learning and change based on our own best practices
(Brief, 2005-07) Acosta, A.S.; Douthwaite, Boru
Since it was conceptualized in the late 1980s as a research methodology and change paradigm, the technique of ‘appreciative inquiry’ (AI) has proved to be highly effective for capturing the positive features of an organization or social system and energizing the members to strive for higher levels of performance. This Brief outlines the basic principles and methods of AI, describes various domains in which it has been undertaken and provides a recent example of its use in a centre affiliated with the Consultative Group on International Agricultural Research (CGIAR).
Outcome mapping: A method for tracking behavioural changes in development programs
(Brief, 2005-08) Smutylo, T.
Outcome mapping is a methodology for planning, monitoring and evaluating development initiatives that aim to bring about social change. The process of outcome mapping helps a project team or program to be specific about the actors it targets, the changes it expects to see and the strategies it employs. Results are measured in terms of the changes in behaviour, actions or relationships that can be influenced by the team or program. The methodology is comprised of several tools, which can be adapted to different contexts. It enhances team and program understanding of change processes, improves the efficiency of achieving results and promotes realistic and accountable reporting.
The Sub-Saharan Africa Challenge Program: An experiment in mainstreaming institutional learning and change
(Brief, 2005-08) Acosta, A.S.; Jones, M.; Kaufmann, Ralph R. von
The Sub-Saharan Africa Challenge Program (SSA CP) shows how the principles of institutional learning and change (ILAC) can be applied. This Brief outlines the basic components of the SSA CP and highlights various ILAC features of the Program. These include an innovation systems orientation; an approach to ‘thinking globally and acting locally’; the location of research within a broader context of policy, market and institutional change; and an emphasis on collaboration and learning among program participants and with other agencies involved in agricultural research and development in Africa.
Making the most of meetings: An entry point for knowledge sharing
(Brief, 2005-08) Staiger Rivas, Simone; Russell, N.; Hewlitt, A.
More effective sharing of the knowledge generated by agricultural research and development (R&D) will enhance global efforts to reduce poverty, hunger and environmental degradation. Major meetings provide a useful opportunity for introducing knowledge sharing (KS) attitudes, methods and tools to R&D organizations. Such events can promote awareness of new types of collegial relationships and foster more creative scientific collaboration. If they are to successfully perform these functions, however, the meeting organizers must plan carefully, identifying the KS techniques that are most appropriate to the defined objectives. Feedback mechanisms (before, during and after the event) are also required. While major meetings can be an entry point for KS into an organization, they will not necessarily lead to mainstreaming of the concept. It is important to incorporate KS into the whole information continuum; a process that includes internal and external communication channels and involves all the organization’s stakeholders. For KS to lead to organizational change and sustainable improvements in performance, top-level management must be committed and meeting results must be followed through.
Human resources management, knowledge sharing and organizational learning
(Brief, 2005-08) Baldini, K.K.
This Brief reports the results of a study that explored the role of human resources policies and practices in fostering knowledge sharing and organizational learning. The study examined six centres of the Consultative Group on International Agricultural Research (CGIAR) and six organizations that are considered to be leaders in the field of knowledge sharing and organizational learning. Five of these were public or non-governmental and the sixth was a private corporation. All the organizations studied (including the CGIAR centres) are promoting knowledge sharing and organizational learning to some extent, generally in the context of broader organizational change. Some have comprehensive, integrated approaches to organizational change, but most efforts tend to be small-scale, even ad hoc. It is sometimes assumed that CGIAR centres are behind other research and development organizations in knowledge sharing and organizational learning, but our findings indicate that, while most of the centres in the study lack comprehensive strategies, some are actively pursuing promising initiatives from which others can learn.
Linking diversity to organizational effectiveness: Lessons from a culture study at CIAT
(Brief, 2006-11) Amariles, F.; Peralta, G.; Johnson, Nancy L.
This Brief describes a ‘culture study’ carried out to explore how different staff groups perceive the culture of an international research centre and how the management of staff diversity issues affects the work environment and organizational performance. The perceptions of various staff groups were analysed in relation to five aspects of organizational culture: institutional climate; global competitiveness; empowerment and group motivation; work–life balance; and equity in gender and diversity. The study identified what staff believed to be the key strengths and weaknesses in the organization’s culture and detected four strategic areas for improvement: internal organizational communications; re-design of job positions and responsibilities; multi-cultural competencies; and gender awareness in the workplace. The diagnostic process is described, as well as the follow-up actions taken to improve the management of gender and diversity in the centre.

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