LEAP 3 An Update for SOCCER March 2014

LEAP 3 Update: Outline Recommended process for LEAP 3 application LEAP 3 Action Learning plans Update on LEAP 3 guidance & tool development Opportunities for SOs to engage

Technical Programme Designs Recommended process for effective LEAP 3 application Effective DPA Clear Strategy Technical Approaches Technical Programme Designs Area Programme Plans LEAP2 LEAP3 Quality Markers Area Programme plans: Provide relevant information for AP managers to plan and manage activities across the AP Communicate the community visions and priorities Show how relevant TPs are being adapted and applied Include all shared project plans Contain a monitoring plan that can be community owned, providing useful information for local decision makers and NO strategy reporting. Tools Area Programme plan guidance and template This tool will be available from May 2014 on WV Central

Technical Programme Designs Recommended process for effective LEAP 3 application Empowering Child focused Most vulnerable Effective partnering Integrated sponsorship Effective DPA + PE self review tool Partnering self review tool Clear Strategy Technical Approaches Technical Programme Designs Area Programme Plans LEAP2 LEAP3 Quality Markers Area Programme plans: Provide relevant information for AP managers to plan and manage activities across the AP Communicate the community visions and priorities Show how relevant TPs are being adapted and applied Include all shared project plans Contain a monitoring plan that can be community owned, providing useful information for local decision makers and NO strategy reporting. Tools Area Programme plan guidance and template This tool will be available from May 2014 on WV Central Focused on CWB Clear objectives Realistic, resourced plans Mapping of consistency between strategy and programming informed by programming Mutli-stakeholder Good practice Pathway of change Mutually supportive Advocacy, most vulnerable, gender, sustainability standardised indicators Programme logic WV & partner roles Implementation plan Standards & adaptation National impact Budget and resources Integrated Community vision and priorities Shared project plans Adapted TPs Community led monitoring Tools: Guiding Questions: Strategic Objectives NO annual child well-being reports TA guidelines and template TP Design guidance and template Good Practices guide AP Plan guidance and template

LEAP 3 Action Learning

The Objectives of the LEAP 3 Action Learning Process Produce lessons and recommendations that can be used to: Improve the LEAP 3rd Edition guidance doc Tools and templates Improve process flows for LEAP3 adoption Produce a summary of important lessons learned during FY14

LEAP 3 Action Learning National Offices Albania Ethiopia Senegal Cambodia Nepal Philippines Swaziland Honduras

FY14 Technical Approaches by NO:   Nepal Philippines Cambodia Albania Ethiopia Senegal Swaziland Honduras Education  Nutrition FY15 Youth Empowerment Health & Nutrition Livelihoods & Economic Development WASH Empowered Local Leadership

The process of learning in each region Each NO will: Participate in Regional integrated change events, March - June Conduct two LEAP3 fishbowl WebEx sessions Purpose – share innovation & challenges; solve problems Two scheduled this week: March 26th, Albania & March 28th, Cambodia Write a 2 page learning summary every 8 weeks Shared through PE CoP Stimulate regional dialogue and learning

How Support Offices can engage with Action Learning PE CoP DME Interest Group Fishbowls Albania 26th March, Cambodia 28th March Others to be announced Blog on wvcentral link http://goo.gl/FZ2Q2Y Tools: SO input to draft tools Support: SO & RO support to NOs developing TAs & TPs

Capacity Building

Vision Our vision is a DME system for the WV Partnership that is flexible enough to encourage learning for good decision making at all levels, and sufficiently standardised to meet organisational needs and accountabilities.

The LEAP 3 Capacity Building Framework Principles for LEAP 3 Capacity Building: Apply the partnership guidelines on “Enabling staff learning and development” Strengthen organisational systems, structures and processes for DME and focus on staff competencies Be responsive to the different competency needs of staff in different roles and functions in the NO Draw on ICD DME competencies Use a 70:20:10 approach Be responsive to lessons learnt from LEAP 3 implementation Principles for LEAP 3 Capacity Building Capacity building towards LEAP 3 should apply the partnership guidelines on “Enabling staff learning and development”. Specifically for Capacity Building towards LEAP 3, resources will: Support the strengthening of organisational systems, structures and processes for DME as well as staff competencies, enabling and fostering greater coordination and consistency in DME practices and competency development Be responsive to the different competency needs of staff in different roles and functions in the NO Draw on ICD DME competencies to guide and strengthen people management and development Building and strengthen DME competencies while developing other relevant core supporting competencies (facilitation, reflection, working with children) Use a 70 20 10 approach-70% on the job training/coaching; 20% face to face application learning (ie learning labs); and 10% non-face to face instruction (ie elearning modules, web-based live training, etc) Be responsive to lessons learnt from LEAP 3 implementation Building capacity for LEAP 3 requires that we continue to build capacity for DME more generally

Components of LEAP 3 CB Framework LEAP 3 Framework Process Structure People The LEAP 3 CB Framework will support NOs to build capacity and make the changes required to implement LEAP 3. Components of the system include: Process Structure People Processes are focussed, lean, efficient and enable quality data selection and collection, analysis and use at every level in the NO and beyond it. (Key areas: Business processes and workflows optimised, adaption and use of Horizon, indicator selection and rationalisation.) Systems and structures (including P&C, Staffing, Finance, Sponsorship and Programming): Systems and structures work together to support processes and staff DME functions are located at appropriate levels within the NO so that decisions can be made effectively at every stage of the process Systems and structures reward exploration, dialogue and learning which leads to action Staff have the competencies they need to play their part in the DME system (Key areas: Competency based performance management and planning (ICD implementation), integration P&C operations and MQ) Staff feel free to question, explore, understand and learn; to talk openly about what is working and what is not Staff are passionate about evidence, inquisitive learners and agile thinkers and so make wise choices

Competency Based Framework for LEAP 3 Staffing structures, JDs, competency profiles, recruitment & selection Staff development Competency assessments Planning at individual, team and national office level Informing curriculum design Coaching Identify Plan Performance management COMPETENCIES Support & monitor Example of how to use the framework in case you feel it will be useful to highlight: The ICD job-specific competency framework can act as the ‘glue’ that holds together and helps integrate P&C practices in support of organizational changes for LEAP 3. The competencies can be used in multiple ways according to the needs and preferences of the NO. They can also be contextualized as needed by NOs. The competencies can underpin all staff development practices to promote greater coherency, consistency and robustness. Evaluate Career development and succession planning

National Office and team level The Framework in Action Behaviour Self-Assessment Staff development plans Individual Development Plans National Office and team level Analysing and learning from data Sharing & using data in reflection, discussion and planning activities Validation Conversation Revise JDs, design competency profiles This ‘process’ (or variation of this) is being applied in many NOs already. The process outlined above reflects plans between the GC CB team and WVUS Programme Transitions Team to integrate our approaches and tools into one ‘toolkit’ which NOs can use to facilitate (with RO, GC, SO support as needed) activities designed to strengthen the ‘People’ component/dimension of the envisioned DME system etc. This ‘process’ fits into the overall ‘DME capacity review and strengthening journey’ which also includes addressing the Process and Structure dimensions (see Darin’s steps/journey diagram he’s revising). Knowledge Assessment Knowledge and Skills Self-Review 17

Applying LEAP 3 CB Framework for DME Review performance management system (JDs, retention, training process, etc.) Review current DME product quality Step 2 # of Positions Step 4 Develop LEAP 3 DME process flows Review org. structure & division of positions by levels of DME competency Step 3 Step 1 Priority levels Knowledge Assessment ICD Competency Assessment Step 8 Step 7 Step 5 Monitoring and evaluation of DME capacity building Prioritization & Capacity building plan development Behavior and competence self-assessment Gap analysis & reflection Training Assignment/ matching Step 6