1. LEAP 3 An Update for SOCCER March 2014

2. 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

3. 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

4. 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

5. LEAP 3 Action Learning

6. 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

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

8. 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

9. 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

11. 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
Tools: SO input to draft tools
Support: SO & RO support to NOs developing TAs & TPs

12. Capacity Building

13. 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.

14. 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 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

15. 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

16. 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

17. 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

18. 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