Embedded Files
Capacity building / Operational Skills
Capacity building / Operational Skills
Organisation Culture
Organisation Culture
Learning from Formal Reflection - CIMS / processes
Learning from Formal Reflection - CIMS / processes
Why is this important?
Formal reflections (such as evaluations, reviews or audits) are more than just a data collection exercise. To be meaningful, they must be used to draw conclusions, to identify recommendations for future action and to inform the design of new projects, programmes or strategies – in other words, to learn and improve. Whilst many organisations complete formal reflections to demonstrate accountability to donors, it is vitally important that the purpose for conducting these include programme/project and organisational improvement; otherwise, organisations run the risk of repeating mistakes or missing key opportunities to improve.
Desired Outcomes (linked to the Assessment Tool)
Desired Outcomes (linked to the Assessment Tool)
The organisation has a KM framework/strategy/improvement plan, which is:
Formal reflections (e.g. evaluations, audits, reviews) take place.
Formal reflections (e.g. evaluations, audits, reviews, feedback and complaints) are analysed for learning purposes (CIMS 2.8.1).
Formal reflections (e.g. evaluations, [financial] audits, reviews, feedback and complaints) are shared with relevant stakeholders (CIMS 2.8.1).
Formal reflections receive a structured response from management.
Management’s actions in response to the reflection are monitored and reported on in a structured way.
Analysis of formal reflections informs strategies
Examples of actions/practices you can implement within your organisation to learn from formal reflections
Examples of actions/practices you can implement within your organisation to learn from formal reflections
Ensure your organisation has an approved Evaluation Policy in place, which is regularly reviewed.
Develop a standard management response template and process.
Establish a database that records previous and upcoming evaluations.
Conduct periodic reviews which synthesise findings from all evaluations conducted within a set period of time.
Ongoing Training and and Reflection for Leaders
Ongoing Training and and Reflection for Leaders
Formal reflections such as evaluations represent critical opportunities to learn and improve. They usually occur at defined moments in a project or programme cycle. Waiting for these formal milestones to run and be completed before adapting to evident, emerging feedback from interventions limits your project or programme scope to respond effectively. Thus, it is important that organisations plan, support and document structured reflection processes regularly – and that staff are familiar with pathways for approval and operational guidance for adapting interventions within the programme/project cycle.
Desired Outcomes (linked to the Assessment Tool)
Desired Outcomes (linked to the Assessment Tool)
The organisation has clearly defined how ongoing learning and reflection should inform strategies / objectives / programming.
Planned and structured reflection processes routinely take place for key areas of work – so that feedback is heard and can be acted on.
Staff are familiar with pathways for approval and operational guidance for adapting interventions within the programme/project cycle (e.g. recommended sources of information, templates for reflection and data capture, timelines, budget reallocations).
There is a clear organisational approach to documenting change for individual projects/programme
There are established practices or mechanisms for synthesising learning across multiple projects/programmes and for sharing this information consistently.
The organisation can demonstrate that learning is applied consistently.
Examples of actions/practices you can implement within your organisation to ensure on-going learning and reflection for management
Examples of actions/practices you can implement within your organisation to ensure on-going learning and reflection for management
Review your organisation’s programme/project cycle management guide to see what opportunities for learning and reflection are already expected and consult with staff to assess their effectiveness.
Develop a template for rapid reflection – pilot, test and refine.
Conduct a scenario-based survey amongst programme staff that probes their knowledge of operational guidance on adjusting programmes and willingness to adapt interventions.
Normalise ‘failure’ by documenting lessons and including examples in internal communications.
Promote key messages on feedback and reflection (e.g. both formal and informal feedback takes place and is acted upon continuously in a healthy organisation).
Create opportunities to develop listening skills.
Support example sharing of adaptations made as a result reflection.
Guidance, Tools and Case Studies from Member Organisations
After Activity Review – AAR template
Caritas Europa Senior Management Team – reflections on the Signs of the Times
Links to further guidance, tools and examples
Links to further guidance, tools and examples
Individual Skills
Individual Skills
Taking minutes
Planning Events
Taking Minutes
Taking minutes:
Taking minutes:
"Taking minutes in a meeting" means actively recording key details of a discussion during a meeting, including decisions made, action items assigned, key points raised, and who said what, to create an official record of the meeting for future reference; essentially acting as a note-taker to document the important aspects of the conversation.
Key points to include when taking minutes:
Meeting details: Date, time, location, attendees, and who is chairing the meeting.
Agenda items: List each topic discussed in the order of the meeting agenda.
Key discussions: Summarize the main points of each topic, including different perspectives and arguments.
Decisions made: Clearly state the final decisions reached on each topic, including any votes taken.
Action items: List specific tasks assigned to individuals, with clear deadlines.
Next steps: Outline any follow-up actions or meetings required.
Important considerations when taking minutes:
Active listening: Pay close attention to what is being said to capture accurate information.
Concise writing: Focus on capturing the essential points without unnecessary details.
Neutrality: Avoid personal opinions or biases when recording discussions.
Clarification: Ask questions if needed to fully understand a point before recording it.
Distribution: After the meeting, review and finalize the minutes, then distribute them to attendees promptly.
In this video we go over a few important minutes "Do's and Don'ts"!
And, as promised, here is the complete list of meeting minutes "Do's and Don'ts" for you...
Professional speaker and coach Susan Leahy MA CSP from www.RobertsRulesMadeSimple.com hopes that you find these DO'S and DONT'S for meeting minutes helpful. Susan is available to provide training for your board!
DO'S:
1. DO use the agenda as a guide;
2. DO record the kind of meeting, date, time, and location;
3. DO record the presiding officer's and the minute taker's complete name;
4. DO record the presence of a quorum if announced by the presiding officer;
5. DO write the full name of the maker of every motion;
6. DO include the totals from the treasurer's report for previous balance, receipts,
disbursements, and current balance;
7. DO record the full names of officers and committee chairs who presented a
report;
8. DO file complete signed reports of all written reports attached to the minutes as
exhibits;
9. DO enter motions and amendments in the exact wording as stated by the
presiding officer and as finally adopted;
10. DO show the exact action taken on every motion (e.g., adopted, defeated,
postponed, referred, laid on the table, etc.);
11. DO record all counted votes, for and against;
12. DO record all Notices, Points of Order, Appeals (including the reason for the
chair's ruling and the outcome of the appeal);
13. DO include the category of business;
14. DO list the names of members elected or appointed to special committees, the
name of each committee, and its purpose;
15. DO include important announcements pertaining to the whole society.
DON'TS:
1. DON'T forget to check past minutes for agenda items;
2. DON'T include the names of the seconders;
3. DON'T include every detail from a report;
4. DON'T include any content of the debate unless ordered to do so;
5. DON'T include any motion withdrawn before the presiding officer stated it;
6. DON'T include personal opinions or descriptive phrases;
7. DON'T include words of praise or criticism from anyone;
8. DON'T forget to include the time of adjournment;
9. DON'T close with "Respectfully submitted,";
10. DON'T forget to date and sign the minutes with your title, adding whether the minutes were later adopted with or without corrections.
Planning Events
Planning Events
Capacity Building
Capacity Building
-Active Listening Online workshop presented by Befrienders Malaysia
-Active Listening Online workshop presented by Befrienders Malaysia
21 May 2022 Download Video Recording (Click here.)
For those who could not attend the online session, these are the recordings:
Video Part 1
Video Part 2
Capacity Building -operations -USING GOOGLE DOCS
Capacity Building -operations -USING GOOGLE DOCS
Online meetings
Creating Online event posters and websites
Online Forms
Collaborative documents, meeting minutes, organise events.....
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