During our workshop last week we explored how Water Sanitation and Hygiene (WASH) Resource Centre Networks support learning in their WASH sectors and what change has resulted from their work so far.
One of the ways we did this was by collecting, sharing and reflecting on change stories. During the 1st day of the workshop each country coordinator told a story of change to an IRC colleague and together they refined and wrote down the story. The next day coordinators shared these stories alongs with change stories that had been prepared before the workshop. This had been done through an iterative process, first identifying potential stories through the monitoring reports, then further documenting them through email exchange and Skype discussions between the network coordinator, an external learning consultant and several IRC staff. We used a simple format with the following elements:
- The change: Describe in detail what the change is, with whom, when, where. Is it change at sector learning level (see instructions), and/or about improved governance and service delivery? Write it in a chronological way, and write as if you are writing a novel, provide evidence and examples.
- Contribution of the network: How did the activities of the RCN contribute to this change? Tell chronologically what happened and how the activities contributed. Be detailed, and write it as if you were writing a novel. Give evidence and examples.
- Relation to the Theory of Change: What is the position/relation of the story to the Theory of Change, if any? This is a piece of information that can be put in brackets, no need to be poetic about this part.
- References and links: Where can we find background info on the story?
We also provided each story with a title, a description of the kind of change it describes (changes in insights/knowledge, changes in practices & behaviour, organisational or sector-wide changes) and the key words.
Exploring links between RCN learning and service delivery
Emerging lessons
After listening to the change stories the group discussed lessons learned that surpass country level. There were several stories that showed a link between activities that RCNs had undertaken (for example research, producing information products, documenting important sector events or facilitating them) and the demand for these services. There is a gradual increase in demand for short and attractive documents that give key messages and conclusions from sector events, there is appreciation for facilitation methods and the ‘learning events’ that RCNs provide. Participants reflected on what makes RCN initiatives successful in facilitating sector learning. Common lessons in the country stories of change included the following:
- There is increased recognition by WASH sector stakeholders that learning is a valuable activity for understanding and addressing recurring problems and gaps in the sector.
- RCNs are catalysing learning by providing relevant and timely information products and facilitating physical and internet-based platforms that enable people to share and make sense of information and experience.
- The products and services are also an important way for the RCNs to gain recognition from sector stakeholders and help establish a niche for further work of the RCN, both are critical issues regarding the sustainability of the RCN.
- Documentation, sharing and joint analysis as well as agreed actions are critical elements of the learning interventions facilitated by the RCNs
- Change takes time and a critical mass of activities, contact moments and relationship building. Over a period of three years change is becomming apparent. Change that is becoming visible now emerges from a much longer partnership between IRC and the RC host organisations.
- A window of opportunity can suddenly provide an urgency and felt relevance for coordination and learning, when before it was not taken up by sector stakeholders. In other words, RCNs need persistence but also need to be strategic and grab opportunities when they arise.
- It has taken a lot of hard work, energy and commitment on the part of the coordinators. Their confidence and experience has grown considerably.
Overall, we found that storytelling was an inspiring and useful activity. It helped us understand better what each RCN has been doing and helped us explore the links between our work and changes in the sector. To make the story come alive, you really need the practical knowledge of the process and examples. To ensure the story is convincing to others it needs to be backed by evidence. Adding quotes from sector stakeholders could further strengthen the stories.
