I. The What
Analysis: Of contexts, drivers of conflict and capacities for peace, and what must be learned from what has been tried.
Research and research coordination: With an orientation towards participatory research & action research
Design: Of intervention strategies, often as multi-stakeholder processes requiring flexible and adaptive management
Assessment: Developing frameworks for the effective assessment of concept notes and programme proposals
Monitoring, reflective practice & periodic reviews: Learning-in-action for quick feedbacks and adaptive or responsive action; with attention to the conflict sensitivity practised.
Evaluation: Of the relevance and fit of strategies or particular actions-in-context, of their effectiveness and outcomes, of the quality of relationship between collaborating entities. As a utilisation and learning-oriented exercise.
II. The How: Working Together
Training: On different thematic aspects of conflict reduction and peace work, and governance improvement. I can design, develop and (co-) deliver an entire training or contribute to yours with particular sessions. Training design is based on adult learning principles and will – time permitting- provide some experiential learning.
Mentoring and coaching: Mentoring is an on-the-job accompaniment, of individuals or teams, to guide and support their learning-by-doing. This can be highly effective but is more time consuming. Unlike mentors, coaches typically do not provide guidance and do not demonstrate how something can be done: they help individuals or teams work through issues just by asking questions and creating the space for their discovery and decision.
Learning events & opportunities: Learning events can be designed in other formats than ‘training’ – the most common alternative being the ‘workshop’. But many events or tasks (participatory analysis, reviews, evaluations, partnership discussions etc.) can -and generally should- be turned into ‘learning opportunities’.
Organisational development support and advice: The overall performance of individuals and teams is dependent not just on their ‘capacities’ but on the wider organisational ‘atmosphere’ or ‘culture’ and strategic management in a rapidly changing world.
- Support with the design and facilitation of strategic foresight and planning processes and their consolidation in communication products.
- Support with the development of an active learning culture that goes beyond ‘knowledge management’, or with the consolidation and communication of particular areas of thematic and comparative learning.
Support with creative human resource management: cross-sectional communication and collaboration, effective teams, an enabling and motivating atmosphere and culture, positive leadership.
III. The How: Enabling Collaborative Action
Advice and practical support with the design and management of multi-stakeholder processes or key moments therein: This may involve related but also slightly different roles, such as ‘connector’, ‘process facilitator’, ‘event facilitator’, ‘reviewer’ or ‘evaluator’ of MSP processes;
Third Party Facilitation: Of multi-stakeholder processes or particular key moments or ‘events’. The role of a facilitator is to help a ‘group’ advance on what it wants to achieve – without making the group permanently dependent on the external facilitation.
Third Party Partnership Brokering: Partnership brokers help different organisations or organised interest groups, from within the same sector or across sectors, to explore and decide whether they can work together more as ‘partners’ rather than in purely contractual relationships. They can also accompany the partnership through its life cycle, particularly at important moments e.g. when new entities join the partnerships or original ones leave, when a certain level of frustration arises or when the partnership has fairly successfully achieved what it set out to do.