projects Ecosystem approaches Health. Alain with the development of projects in management Takeuchi, 1999). and methodological

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1 Knowledge Management learning oriented approach and System tools in Ecohealth projects Alain Santandreu, Ruth Arroyo, Anita Lujan y José Valle ECOSAD / CoPEH-LAC 1 1. Ecosystem approaches and human healthh Ecosystem approaches have started to be used in resolution of problems linked to health, environment and development. Their evolution goes together with the development of the thought and the international agenda of health and environment. They are linked to other concepts such as Social Determinants of Health. Figure 1 Ecosystem approaches and human health Source: Self-elaboration 2. Knowledge Management approaches The theoretical-conceptual processes have been little reflected in action-research projects in and methodological aspects of the knowledge management health, environment and development. There are several ways of understanding knowledge management: Organizational Knowledge Management Approach focuses on the use of knowledge generated by businesses to improve their competitive eness (Argyris & Schön, 1978; Kolb, 1984; Navas & Guerras, 2004; Navas, 2001; Nonaka & Takeuchi, 1999). Knowledgee Management learning oriented Approach focuses on both the monitoring and assessment of learnings and social construction processes, and on the use of knowledge as a driver of change. 1 The current text is part of the conceptual and methodological reflection developed as part of the project Enhancing the use of research resultss through knowledge management, monitoring and evaluation in healthh and environment projects, coordinated by ECOSAD/CoPEH-LAC (Lima, Peru) and supported by IDRC (Canada).

2 Knowledge Management learning oriented approach and System tools in Ecohealth projects 3. Knowledge Management learning oriented Approach theoretical-conceptual and methodological approach The approach articulated: Systemic and complex thinking and transdisciplinary approach from which takes the notions of change points, uncertainty and transdisciplinarity developed, among others (Meadows, 1997; Morin, 2007; Nicolescu, 1996; Maturana & Varela, 2009). Constructive and qualitative Epistemology from which takes the notions of meaningful and collaborative learning zone sense, systematization of experiences and knowledge developed capitalization, among others (Jara, 2010, 2012; Rodriguez, 2004; De Sousa-Santos, 2011; González-Rey, 2007). Implicative methodologies from which takes more notions of participatory action research and collaborative research, socio-praxis and analysis of social networks developed, among others (Granda, 2009; Gudynas & Evia, 1990; Rodriguez-Villasante, 2006; Fals-Bordaand methodological approach The Knowledge Management learning oriented Approach has to be 2007; Hanneman & Ridlle, 2005). 4. The Conceptual understood as a theoretic/ /conceptual and methodological approach for addressing complex problems in a systemic and transdisciplinary way. It contributes to the construction of meaningful learnings for change as part of a collaborative continuous and systematic process of collection, processing and critical analysiss of relevant information and knowledge construction made individually and collectively. It also promotes the dialogue across the boundaries between the different actors and the knowledge systems (Santandreu, 2013). Figure 2 Processes are complex and uncertainn Source: Self-elaboration, inspiration Andres Sanchez (IDRC) The approach allows to tackle intervention processes that emphasizee the construction of learnings and the change assessment. It recognizes from the beginning the need of understanding and addressing using a systemic and complex approach the problems we seek to contribute to solve and the social contexts ( that include, political / administrative and economic cultural aspects) and the environmental issues. It also considers, the role that uncertainty and trial and error have as change generators that should guide also the planning of activities (Charron, 2012; Lebel, 2005). Santandreu, A., Arroyo, R., Lujan, A. and J. Valle / ECOSAD/CoPEH-LAC 2

3 Knowledge Management learning oriented approach and System tools in Ecohealth projects Considering that processes are complex and uncertain, it addresses interventions in a systematic and dialogic manner, promoting a complex overview of the contexts and problems we seek to resolve. The starting point is the definition of an intervention Change Strategy considering five components: The intentional strategy, analyzes what we planned. The deliberate strategy, analyzes what we could do. The unrealized strategy, analyzes what could not or did not do. The emerging strategy, analyzes the opportunities we could took advantage. The performed strategy, analyzes what we did and/or continue doing. Figure 3 Change Strategy Source: Self-elaboration based on Henrry Mintzberg The approach enables the identification of learnings and change points of a complex system by using a new notion of results and achievements (Meadows, 1997; Morin, 2007). The Results of the intervention have to be understood as complementary joint products and outcomes. Its aggregate analysis allows to explain and value the change quality (Santandreu, 2013). Then, Results include: Outputs understood as changes directly related to the intervention, objectively verifiable but not always tangible, measurable with indicators; Outcomes,, understood as subjective changes influenced by the intervention on key stakeholders behaviors, attitudes and practices, the knowledge, relations, policies and/or actions of the involved in the intervention for individuals, groups, communities or institutions (Earl, Carden, & Smutylo, 2002). Achievements, understood as changes resulting from the aggregate analysis of the activities performed and results achieved (outputs and outcomes). They allow to evaluate how close we come to meet the strategic goals originally planned in the intervention. They help to show the contributions of interventions to achieve major changes that use to be part of institutions or programs visions. Santandreu, A., Arroyo, R., Lujan, A. and J. Valle / ECOSAD/CoPEH-LAC 3

4 Knowledge Management learning oriented approach and System tools in Ecohealth projects The approach articulates the results of the intervention, the advocacy and research carried out in the intervention towards the results of the knowledge management system. It considers those results directly related and the ones influenced by the intervention, either expected or unexpected. The approach identifies and assessess three types of changes (outcomes) that the intervention influences on three groups of actors linked in different ways (Earl et al., 2002): What we expect to see, refers to changes in the boundary partners on which the intervention has a great potential to influence and who are located in the control area. For example, it refers to changes in knowledge, attitudes, practices or relationships of the technical and administrative teams that manage inter sectorial activities or spacess that go together with the intervention and are often hired or have direct technical responsibility policy or process decision making (see, monitoring and decision). What we like to see on the key stakeholders, refers to changes of key actors on whom the intervention has a high potential to influencee the change and who are located in the influence area.. For example, refers to changes in knowledge, behaviors or relations of technicians, academics, policy makers and community leaders that without being part of the management team accompany the intervention and participate in the activities because of their interest in achieving the results; and What we love to see, refers to changes of strategic stakeholders on which the intervention is limited to influence the change, who are located in the interest area. For example, refers to changes in knowledge, behavior, relations, actions or policies of decision makers in the public, private sector, academia and the community who know the intervention and have some interest in the results achievement. Santandreu, A., Arroyo, R., Lujan, A. and J. Valle / ECOSAD/CoPEH-LAC 4

5 Knowledge Management learning oriented approach and System tools in Ecohealth projects Figure 4 Circles of incidence for change Source: Self-elaboration 5. Knowledge Management learning oriented System The design and implementation of a Knowledge Management System contributes to operationalize the Knowledge management approach, and promotes the construction of reliable information for decision-making, monitoring, evaluation and assessment of the quality of changes, the systematization of learning and communication of results (Santandreu, 2013). In general, a Learning oriented Knowledge Management System should be: Systematic, has to plan and integrate all the activities and actions to be implemented by the intervention. Participatory, has to involve all actors that take part of the intervention, both into the design and the collection and interpretation of the data, information and knowledge socially constructed. Collaborative, has to provide participatory problem solving processes, considering the exchange and the search of common solutions agreed by the various key stakeholders involved in the intervention. Learning and change oriented, has to support the identification of change points, build and develop lessons learned and recommendations. Decision making oriented, has to increase the availability, access and quality of data, information and knowledge in order to improve the management and the results communication processes and contribute to make evident the change quality. The Knowledge Management System organizes tools that are used dialogical and systemic manner for: Monitoring and evaluation of change. Information and communication of results. Systematization of learnings. Santandreu, A., Arroyo, R., Lujan, A. and J. Valle / ECOSAD/CoPEH-LAC 5

6 Knowledge Management learning oriented approach and System tools in Ecohealth projects Figure 5 Circles of incidence for Change and tools Source: Self-elaboration 5.1 Monitoring and evaluation of the Changes Monitoring and evaluation of the Changes (M&E) is understood as both the process and the interrelated set of tools that enable valuation of the stakeholders that are key for the change, the measurement of results and the building and analysis of achievements as part of a Change Strategy. It also enable the planning of activities, the measurement of the performance as part of a management strategy and value the change quality. Monitoring is a continuous and systematic process of collection of information related to the implementation of the activities and achievement of results. Evaluation is the interpretation and value of the information gathered during monitoring that analyze the extent in which the implementation of the activities contributed to achieve the objectives in relation to the timeframe and the invested resources. Evaluation can be implemented periodically, at mid-term, at the end of the intervention or a period after the end. However, the knowledge management approach articulates the evaluation to the research and the systematization, as three joint faces of the same collaborative learning process (Jara, 2010, 2012). Four types of tools are articulated as part of the monitoring and evaluation of changes: Matrix of Strategic Outputs for monitoring and valuation of outputs. Outcome Journal and the Outcome Sheets for monitoring and evaluation of outcomes. Matrix of achievements for monitoring and valuation of achievements. Stakeholders Map and the Stakeholders Sheets for monitoring and assessing the change actors. Performance Strategy Journal for monitoring and value the activity progress in relation with the objectives achievement. Santandreu, A., Arroyo, R., Lujan, A. and J. Valle / ECOSAD/CoPEH-LAC 6

7 Knowledge Management learning oriented approach and System tools in Ecohealth projects Social Network Analyses contribute for monitoring and value the sustainability, up-scaling, leadership and audience construction. 5.2 Information and communication of results Information and communication of results means the interrelated set of tools that capture data and provide information to support management and decision-making functions and the activities that allow to interpret and make accessible the information and knowledge socially constructed as part of a process. It seeks to transform the data into reportable information (communication of results) for either decision-making or policy advocacy, helping to short the gap between the new knowledge and the action. There are three tools used for information and communication of the results: Databases for data documentation. Content management system/intranet for easy access to data, information and knowledge socially constructed. Communication Plan (internal and external) for the organization of communication products and communication protocols. 5.3 Systematization of learnings Systematization of learnings socially constructed is understood as both the process and the interrelated set of instruments to document the information available, analyze it critically to understand what has happened, identify significant learnings, develop lessons to build new knowledge and present the results achieved adequately to the needs and interests of the various actors that are part of the process. In this sense, systematization facilitates transforming knowledge and those learnings individually constructed into knowledge and learnings useful to others (Jara, 2010, 2012, De Zutter, 1997). There are three tools used for systematization of learnings: Activity Worksheets for documenting activities, outcomes and learnings. Timeline to get a general understanding of the process. Systematization Plan for construction of learnings, lessons learned and recommendations. 6 References Charron, D. (2012). Ecohealth research in Practice. Innovative Applications of an Ecosystem Approach to Health. (D. Charron, Ed.) (p. 282). Ottawa: Springer / International Development Research Centre. De Sousa-Santos, B. (2011). Epistemologías del Sur. Revista Internacional de Filosofia Iberoamericana Y Teoria Social, 54, Earl, S., Carden, F., & Smutylo, T. (2002). Mapeo de Alcances (p. 160). Cartago: LUR, IDRC. Retrieved from Manual.pdf Fals-Borda, O. (2007). La investigación acción en convergencias disciplinarias. LASA Forum, XXXVIII(4), Retrieved from Santandreu, A., Arroyo, R., Lujan, A. and J. Valle / ECOSAD/CoPEH-LAC 7

8 Knowledge Management learning oriented approach and System tools in Ecohealth projects González-Rey, F. (2007). Investigación cualitativa y subjetividad. Los procesos de construcción de la información (p. 155). Mexico D.F.: McGraw-Hill Interamericana Editores. Granda, E. (2009). El saber en salud pública en un ámbito de perdida de antropocentrismo y ante una visión de equilibrio ecológico. In La salud y la vida 1 (p ). Quito: Ministerio de Salud Pública de Ecuador, OPS/OMS, CONASA, Consejo Nacional de Educación Superior, Universidad de Cuenca, Universdad Nacioanl de Loja, ALAMES. Gudynas, E., & Evia, G. (1990). La praxis por la vida. Introducción a las metodologias de la ecologia social (Primera., p. 274). Montevideo: CIPFE, CLAES, Nordan. Hanneman, R., & Ridlle, M. (2005). Introduction to social network methods. Riverside. Retrieved from Jara, O. (2010). Dilemas y desafíos de la sistematización de experiencias. San José: CEP Centro de Estudios y Publicaciones Alforja. Jara, O. (2012). Sistematización de experiencias, investigación y evaluación : aproximaciones desde tres ángulos. Educacación Global Reserche, (February), Lebel, J. (2005). Salud: un enfoque ecosistémico (pp. 1 53). Bogotá: Alfaomega / Centro Internacional de Investigaciones para el Desarrollo. Maturana, H., & Varela, F. (2009). El árbol del conocimiento: las bases biológicas del entendimeinto humano (19th ed., p. 172). Santiago de Chile: Universitaria. Meadows, D. (1997). Lugares donde intervenir en un sistema. Retrieved from Morin, E. (2007). Introduccion al pensamiento complejo (Novena., p. 167). Barcelona: Editorial Gedisa. Nicolescu, B. (1996). La Transdisciplinariedad (p. 123). Paris: Ediciones Du Rocher. Rodriguez, L. (2004). La teoría del aprendizaje significativo. In J. Cañas, J. Novak, & F. González (Eds.), Concept Maps: Tehory, Methodology, Technology. Pamplona. Rodriguez-Villasante, T. (2006). La socio-praxis: un acoplamiento de metodologías implicativas. In M. Canales (Ed.), Metodologías de investigación social. Introducción a los oficios (primera., pp ). Santiago: LOM Ediciones. Santandreu, A. (2013). Gestión del Conocimiento orientada al aprendizaje en proyectos de investigación colaborativa. México, D.F.: Iniciativa de Liderazgo en Ecosalud para Enfermedades Transmitidas por Vectores en América Latina y el Caribe. Retrieved from Santandreu, A., Arroyo, R., Lujan, A. and J. Valle / ECOSAD/CoPEH-LAC 8