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Workshop4Learningbyaskingtherightquestions
Geneva,4November2016
Supportedbyourpartners:
Join with #chslearning
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CERAHEDITH FAVOREUDeputyDirector,CERAH
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Learning by asking the right questions, Learning with the CHS
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Learning…
• Who we are
• Our connections with the CHS
• How we use the CHS
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WHAT DOES CERAH STAND FOR?
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6
Joint centre, inter-faculties
Partnership with Humanitarian Organisations
Post-graduate: Middle managers
Professionalisation of the Humanitarian sector
9 diplomas: MAS-DAS- CAS
More than 15 Thematic Seminars
Accredited programme ( European credits transfer system ECTS)
Modularity- flexibility
Pluri and-or Interdisciplinary
Conceptual, Theoretical and Practical
Descriptive, Analytic, Comparative and Prospective
Interactive and Highly participatory
Transmissive, Reflexive, Collaborative and Constructive
Problem solving
Knowledge transfer into working situation
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CORE HUMANITARIAN STANDARD ON QUALITY AND
ACCOUNTABILITY-CHS-
CERAHValues and guiding principles
• Ensuring effectiveness and promote quality
• All activities undertaken by CERAH, whether in the realm of training, research or debate, are evidence-based, results-oriented and ultimately geared towards improving the humanitarian situation on the ground.
• CERAH thus has a duty to apply the highest quality standards to its activities and to ensure as much as possible that their impact is measurable and positive, while avoiding harm.
• Quality is central to the CERAH’s mission to improve the quality of humanitarian responses.
Connecting…
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PeoplecenteredHumanitarian
action
QualityaccountabilityEffectivness
Professionalisation CompetencesRecognition
Individual
organisational
Program.Project
activity level
Connecting…
Process
Behaviour
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- For our own quality process- In our program content- For the learning process- Dissemination process
Using…4 dimensions
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As part of the Humanitarian System
Commitment 7: (…) organisations learn fromexperience and reflection
Commitment 8: (…) competent and well-managed staff
Commitment 9. (…) organisations assisting them are managing resources effectively, efficiently and ethically.
Using…For our own quality process
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• Quality as a key stake and a transversal issue= Quality management
• Different components of quality and accountability ( specific courses on Do No Harm, participation and community engagement, etc.)
• Presentation of the CHS, Guidance notes, Spherestandards, Compas quality,
Using…In our program content
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• Reflexive analysis• Critical analysis• Contextualisation• Critiques and recommendations• Implementation
Using…For the learning process
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• Reflexive analysisLinking the CHS and our role as managers
• Did you manage to fullfill the commitment X in yourprevious experience? Why ? What were your major challenges?
• Do you consider that you have the capacities ( individual- organisational) to fullfill the commitment X ? Why/ Why not? Which knowledge, skills, soft skills youwould like to strengthen ?
Using…For the learning process
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• Critical analysisWhat are the challenges, issues, problems?
• …In terms of • process• content• use of concepts, terminology, • approaches• contextualisation
Using…For the learning process
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• Contextualisation
Using…
WHAT DOES IT MEAN….
Different or similarWhy?
What does it mean for us, as manager in ourown organisational and regional context?
Application in conflictsituations and other types of disaster
Application regardingdifferent crisis phases ( relief, recovery, developement)Application regardingdifferent approaches: humanitarian/ development
For the learning process
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CRITICS- Process: Minimal engagement of affected communities in the development of standards
- Content: § Humanitarian action = humanitarian assistance
Protection « left behind»§ Contextualisation but no distinction regarding the
types of crises, crisis phases, ….Commitment 1, 2, 3, 4, 5
Using…
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DESIRABLE CONNECTIONS For example: CHS and Humanitarian Qualification
FrameworkFramework: CHS related to Level 5-6-7-8 of the HQF
HQF can benefit from CHS: - Do no Harm- Participatory approach- Feedbacks and complaints mechanisms- Capitalisation of experience
CHS can benefit from HQF: - Autonomy and responsability in the decisionalprocess as an individual
Using…
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• CAS Designing strategies and projectsfor humanitarian action• Geneva: Analytical grid• Blended learning: Plan of Action design and
implementation in their working situation
Using…Implementation
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• Our students, Managers• Implementation in their own practice• Professional dissemination :Dialogue
with their :• Team members• Colleagues• Managers
Using…
Dissemination
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Thank you!
www.cerahgeneve.ch
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GROUPEURDVÉRONIQUE DE GEOFFROYDirectorofOperations
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TheCHS-COMPAS
Presentation oftheCHS-COMPASDashboard,0DraftNovember 2016
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Background:from theQualityCOMPAStotheCHS-COMPAS
• TheQuality COMPAS,developed byGroupeURD,was launched in2004.
• Thisquality assurancemethod was organised around aqualityreference framework,theCOMPASRose,madeof12qualitycriteria.
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Background:from theQualityCOMPAStotheCHS-COMPAS
In2014,GroupeURDwas invited toparticipate inthedevelopment oftheCHS…
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Background:from theQualityCOMPAStotheCHS-COMPAS
…anddecided tointegratetheQualityCOMPASreferenceframework into theCHS.
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Background:from theQualityCOMPAStotheCHS-COMPAS
TheCOMPASRosegot transformed into theCHSreference framework.
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TheCHS-COMPAS:theCOMPASmethod adapted totheCHS
TheCHS-COMPASiscomposedoftwomainparts:• aseriesofkeyquestions,warningandtips,derivedfromtheCHScriteriaandkeyactions,foreachstageoftheprojectcycletoensurethequalityoftheprogrammes.
• aframeworktoguidetheevaluationofprogrammes,basedonaseriesofindicatorsderivedfromthe9CHScriteria.
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TheCHS-COMPASDashboardThesetwocomponentsoftheCOMPASmethodareorganizedintheCHS-COMPASDashboard
Logicoftheintervention
Informationtocollect(M&E)
Indicators Quality criteria,CHS
commitments
Keyactions Phase 1ofthePCM
Phase 2ofthePCM
Planned Achieved Gapbetweenplannedandachieved
1. 1.1. ► Keyquestion
Necessary Comparisonbetweenplannedandnecessary
1.2. Tipsorwarning
1.3. Tips
2. 2.1. ► Keyquestion
2.2. Warning
ImplementationEvaluation
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Qualitycriteria Keyactions Diagnosis Programmedesign Designofthemonitoringsystem
Implementationandmonitoring
Programmeclosure
7.Communitiesandpeopleaffectedbycrisiscan
expectdeliveryofimprovedassistanceasorganisationslearnfrom
experienceandreflection.
7.1Drawonlessonslearntandpriorexperiencewhendesigningprogrammes.
Collectlessonslearntfromexperienceofprovidingaidinthiscontext.
Ensureyouintegratethelessonslearntfromotherprojectsortheexperienceofotherorganisationsintoyourprojectdesign(…)
Makesureyouintegratelessonslearntfrompreviousmonitoringmechanisms(typeofindicators,datacollectionmechanisms,etc.)andcontextspecificities(accesstoinformation,nationaldatabase,etc.)
7.2Learn,innovateandimplementchangesonthebasisofmonitoringandevaluation,andfeedbackandcomplaints.
► Howareyougoingtolearnlessonsfromthisprogramme(e.g.self-evaluation,groupfeedbackanddiscussion,externalevaluation,etc.)?
Incaseofinnovation,makesuretheappropriatemonitoringandlearningmechanismsareinplace.
►Whatchangeshavetobemadetotheprogramme,basedontheresultsoflearning?
►Whatarethemainlessonslearntfromthisexperienceandanyparticularinnovation?► Arethereinnovationsto
pilotinthisprogramme?Ifyes,whichones?
Makesuretosetasideaspecifictimeandbudgetforlearningandpilotinginnovation.
7.3Sharelearningandinnovationinternally,withcommunitiesandpeopleaffectedbycrisis,andwithotherstakeholders.
Makesureyousharelearninganddecisionsaboutchangestotherightpeopleandorganisations.
► Howdoyoudisseminatethelessonslearntfromyourprogrammeandtheinnovations?
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Logicoftheintervention
Informationtobecollected Indicators Qualitycriteria
Technicalandmethodologicalfoundationsoftheprogramme(guidelines,techniquesrecognisedwithinthesector,assumptions,localexperience,etc.)
Up-to-datetechniquesthathavebeenvalidatedbyexpertsinthesector
Gapbetweenproposedtechniques/methodology
andcurrentexpertisewithinthesector
7.Communitiesandpeople
affectedbycrisiscanexpectdeliveryofimproved
assistanceasorganisationslearnfrom
experienceandreflection.
Plannedprocessforimprovingtheprogrammeandlearningfromthisexperience(systemforrecordingprogrammeinformation,monitoringandevaluatingmethods,etc.)
Recurringproblemsregularlypointedoutbystakeholders
Problemspersist
Changesintroducedorlessonslearnt
Improvementsmadetotheprogrammeandlessons
learnt
Sentinelindicators
*Repeatofmistakesmadeinotherprogrammesortypicalmistakesofthesectorareregistered.*Programmeteam,partnersand/orpopulationdisplaysignsofdissatisfaction(weariness,despondency)ordistrustasaresultoffailuretorectifymistakesorofmistakescontinuallybeingrepeated.*Repeatedlossesinenergy,timeandmoneytorectifymistakesareregisteredseveraltimes.
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HowtousetheDashboard?
• TheDashboardis,firstofall,atool tomake explicitacoherent,structured andcomprehensive approachtoQuality managementincomplex andturbulentsituations.
• When finalised,keyquestions,warningandtips willbe organised byphaseofthePCMandpublished inabooklet tosupporttheimplementation oftheCHSatproject level.
• Thisbooklet will include anevaluation partwhichwill remain organised bycriterion andproposed asasupporttoprogramme’s evaluation.
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Proposalforchangen°1:
• CollectivelyfinalizeanddisseminatetheCHS- COMPAS asawaytosupporttheimplementationoftheCHSatfieldlevelthroughkeyquestionsateachstageoftheprojectcycleandaguidetoevaluateprogrammes’ qualityandaccountability.
Aworkinggroupwouldcommentthedraft0andthemethodwouldthenbemadeavailabletoallCHS-Alliancemembers.
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Proposalforactionn°2:
• PilottheuseofSigmah asaconcreteandpracticalwaytoimplementtheCHSwithinanorganization.Groupe URDisseekingorganisationswillingtotakepartinapilottoimplementtheCHSwiththeuseofSigmah.
• ThelearningwillbesharedwithintheCHS-Allianceandthesolution(opensourcesoftware+documentation)willlateron,bemadeavailableforallinterestedorganisations.
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HUMANITARIANLEADERSHIPACADEMYATISH GONSALVESGlobalLearningDirector
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A learning approach to the
Atish Gonsalves@atishgonsalves @AcademyHum
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Our mission is to enable people around the world to prepare for
and respond to crises in their own countries
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Where we work:
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Learning vision:Supporting the needs of individuals, organizations and communities by facilitating access to learning resources, platforms and tools that can enable locally relevant capacity-sharing and mutual learning
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What are our learning principles?
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Who are we trying to reach through learning?
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Who needs the learning?
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How can we truly democratize access?
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Learning pathways can include self-paced learning content, social
engagement with experts and other learners and localised in-person
training opportunities
How do we create learning that is scalable yet engaging?
Level 1 - Democratizing Access•Open & self-guided learning•Communities of Learning
Level 2 – Structured & SupportedLearning•Guided learning pathways•Peer feedback & coaching
Level 3 – Localised & In-Person Learning•Local learning experiences•Certification pathways
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Where is the CHS needed?
Working in a Humanitarian response
Humanitarian Essentials for Humanitarian professionals
Humanitarian Essentials for Volunteers
Managing Operations and Teams
Management Essentials
Project Management
Financial Management
Learning Tools
Learning Design and Facilitation
Coaching and Mentoring
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AudienceFor entry level or early career humanitarian professionals
AimDevelop the necessary knowledge and skills to work effectively and responsibly in humanitarian contexts
How is it delivered?Initially 15 hours self-directed online learning and an accompanying facilitation guide
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e.g. Essentials Pathway for Humanitarian Professionals
7 Themes
• Humanitarian principles/standards
• Humanitarian context• The International Legal
Framework• Age, gender, diversity• Safety and security• Communicating in
times of crisis• Maintaining Personal
wellbeing
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Self-Assessed Badges - Badges for completion
of learning pathways and programmes
How do we recognise learning?
ISO-standard compliant “micro-certifications”
that align with the Core Humanitarian
Competency Framework (CHCF):
• Off-the-shelf – PMD pro, FMD pro
• Bespoke certifications – PHAP credentialing • Understanding the humanitarian eco-
system• Applying humanitarian principles in
practice• Legal frameworks for humanitarian action
(Led by the Collaboration Centre for Recognition of Learning -Humanitarian Passport Initiative)
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• How is learning accessed -Online, Blended or In-Person ?
• How do we contextualise global learning effectively?
• How do we capture local learning?
• Can digital learning break barriers or does it become a barrier?
Is digital learning possible in our context?
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Aggregate first, build last
August 2016Academy learning slides
Co-develop with partners
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• Trainers use simulation exercises for “serious games”
• Organising simulation exercises is resource heavy – need actors, props, scheduling
• Can we make simulations more scalable?
Can we simulate real life through learning?
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Perhaps through gamified learning?
Knowledge Transfer
Skills Application
Team Coordination
Real-time feedback
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Share learning content across the sector
Proposal 1 – Collaborate on content
Co-develop and invest in new content
by bringing together:
• Subject matter experts
• Instructional designers
• Instructional technologists
• Translators
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Proposal 2 - Collaborate on democratizing learning
Co-develop and invest in sustainable &
scalable, localised learning experiences by
creating/bringing together:
• Local & global learning content
• Engagement opportunities – webinars,
training events, coaching & mentoring
• Local trainers, facilitators & coaches
• Academia
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Proposal 3 - Collaborate on recognition
Co-develop and invest in new badges
and certification programmes by
developing the:
• Required learning
• Body of knowledge
• Self-assessment
• Certification
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Thank you