DEC Cyclone Idai Response Meta-Synthesis Report
Key findings
CHS Commitment 7 / Learning
CHS Commitment 7 / Learning
This study considers (together, as there is overlap in some findings) the CHS questions for monitoring under this commitment: a) Are evaluations and reviews of responses of similar crises consulted and incorporated as relevant in programme design? b) Are monitoring, evaluation, feedback and complaints-handling processes
leading to changes and/or innovations in programme design and implementation? c) Is learning systematically documented? d) Are specific systems used to share learning with relevant stakeholders, including affected people and partners?
Good practice It is arguable that there were more internallycommissioned reviews and evaluations than necessary (due to lack of inter-agency coordination). Despite this, field teams reported that they appreciated the chance to participate in evaluation activities. In focus group discussions, staff in Country Offices said that these evaluations, as well as the DEC reporting format and process, provided useful opportunities for reflection.
to ‘lift one’s head’ and gain a broader perspective on the response. All focus group participants - HQ and field teams - were able to list specific learning points from this response. These covered everything from donor management to the development of new community-led recovery planning models, and from the adaptation of feedback mechanisms to a new understanding of the importance of clarity when formulating project outcomes.
This is not unusual in a context where work is so intensive that there are few opportunities Challenges The risk, however, is that these learning points will remain with each individual, and will not be embedded at organisational level. The British Red Cross and the DEC described new active learning processes, which involve documenting each learning point from evaluations, assigning them to a specific team or teams, and following up on their implementation.
Apart from a widespread lack of systemisation, one of the key barriers to learning is the high level of staff turnover, in both HQ and Country Office settings. This was also noted in the Indonesia Tsunami Appeal Response meta-synthesis, which highlighted the impact of staff turnover on coordination as well as learning: ‘Staff turnover at Plan created knowledge gaps in 24
