Bridging the Innovation Divide: An Agenda for Disseminating Technology Innovations within the Nonprofit Sector

Examines technology practices -- such as neighborhood information systems, electronic advocacy, Internet-based micro enterprise support, and digital inclusion initiatives -- that strengthen the capacity of nonprofits and community organizations

Evaluation of the Community Leadership Project 2.0: Midpoint Report

The Community Leadership Project (CLP) is a collaborative effort between the David and Lucile Packard Foundation, the James Irvine Foundation, and the William and Flora Hewlett Foundation to build the capacity of small, community-based organizations (community grantees) serving lowincome people and communities of color in the San Francisco Bay Area, the Central Coast, and the San Joaquin Valley regions of California. Now in its second phase, CLP 2.0 is specifically investing in increasing the sustainability of nearly 60 community-based organizations by focusing on common outcomes in three areas: resilient leadership, adaptive capacity, and financial stability. CLP 2.0 is characterized by integrated and intensive support for community grantees in the form of multi-year general operating support, selfdirected capacity building, coaching and mentoring, and a structured menu of leadership development and technical assistance options. These supports and opportunities are provided through partnerships with five regranting intermediaries and five technical assistance (TA)/leadership intermediaries

Building Citywide Systems for Quality: A Guide and Case Studies for Afterschool Leaders

This guide is intended to help cities strengthen and sustain quality afterschool programs by using an emerging practice known as a quality improvement system (QIS). The guide explains how to start building a QIS or how to further develop existing efforts and features case studies of six communities' QIS

Evaluation of the Community Leadership Project 2.0

Social Policy Research Associates (SPR), the contracted evaluator for CLP, began work partway through the first phase of CLP and has continued its role for CLP 2.0. SPR's overall goals for the evaluation are to: (1) inform improvements in CLP 2.0 implementation; (2) share lessons with the philanthropic field on effective capacity-building strategies for small organizations working in low-income communities and communities of color; and (3) assess the impact of CLP 2.0 on community grantees. This report focuses specifically on the launching of CLP 2.0 and on community grantees' characteristics and capacity levels at baseline

Building a Disciplinary, World-Wide Data Infrastructure

Sharing scientific data, with the objective of making it fully discoverable, accessible, assessable, intelligible, usable, and interoperable, requires work at the disciplinary level to define in particular how the data should be formatted and described. Each discipline has its own organization and history as a starting point, and this paper explores the way a range of disciplines, namely materials science, crystallography, astronomy, earth sciences, humanities and linguistics get organized at the international level to tackle this question. In each case, the disciplinary culture with respect to data sharing, science drivers, organization and lessons learnt are briefly described, as well as the elements of the specific data infrastructure which are or could be shared with others. Commonalities and differences are assessed. Common key elements for success are identified: data sharing should be science driven; defining the disciplinary part of the interdisciplinary standards is mandatory but challenging; sharing of applications should accompany data sharing. Incentives such as journal and funding agency requirements are also similar. For all, it also appears that social aspects are more challenging than technological ones. Governance is more diverse, and linked to the discipline organization. CODATA, the RDA and the WDS can facilitate the establishment of disciplinary interoperability frameworks. Being problem-driven is also a key factor of success for building bridges to enable interdisciplinary research.Comment: Proceedings of the session "Building a disciplinary, world-wide data infrastructure" of SciDataCon 2016, held in Denver, CO, USA, 12-14 September 2016, to be published in ICSU CODATA Data Science Journal in 201

Continuous Improvement in Education

In recent years, 'continuous improvement' has become a popular catchphrase in the field of education. However, while continuous improvement has become commonplace and well-documented in other industries, such as healthcare and manufacturing, little is known about how this work has manifested itself in education.This white paper attempts to map the landscape of this terrain by identifying and describing organizations engaged in continuous improvement, and by highlighting commonalities and differences among them. The findings classify three types of organizations engaged in continuous improvement: those focused on instructional improvement at the classroom level; those concentrating on system-wide improvement; and those addressing collective impact. Each type is described in turn and illustrated by an organizational case study. Through the analysis, six common themes that characterize all three types of organizations (e.g., leadership and strategy, communication and engagement, organizational infrastructure, methodology, data collection and analysis, and building capacity) are enumerated. This white paper makes four concluding observations. First, the three case studies provide evidence of organizations conducting continuous improvement work in the field of education, albeit at different levels and in different ways. Second, entry points to continuous improvement work are not mutually exclusive, but are nested and, hence, mutually informative and comparative. Third, continuous improvement is not synonymous with improving all organizational processes simultaneously; rather, research and learning cycles are iterative and gradual in nature. Fourth, despite being both iterative and gradual, it is imperative that improvement work is planned and undertaken in a rigorous, thoughtful, and transparent fashion

Knowledge Management As an Economic Development Strategy

The United States is shifting to an information economy. Productive capability is no longer completely dependent on capital and equipment; information and knowledge assets are increasingly important. The result is a new challenge to the practice of local economic development. In this information economy, success comes from harnessing the information and knowledge assets of a community and from helping local businesses succeed in the new environment. Knowledge Management (KM) can provide the tools to help economic development practitioners accomplish that task. KM is a set of techniques and tools to uncover and utilize information and knowledge assets -- especially tacit knowledge. Economic development organizations can use KM tools to enhance external communications of local companies including marketing and to promote internal communications within local businesses and help companies capture tacit knowledge. More importantly, they can use those tools to uncover and develop local intellectual assets, including helping develop information products, and helping identify entrepreneurial and business opportunities. KM tools are also useful in developing local economic clusters. Finally, these tools can be used to enhance external knowledge sharing among the economic development community and to capture and share tacit knowledge within an economic development organization

HealthCare Partners: Building on a Foundation of Global Risk Management to Achieve Accountable Care

Describes the progress of a medical group and independent practice association in forming an accountable care organization by working with insurers as part of the Brookings-Dartmouth ACO Pilot Program. Lists lessons learned and elements of success

The role of organisational culture during the implementation of internal succession planning within Malaysian research universities

Succession planning is not new to academia and many institutions have supported these programs for years. Few, however, have adopted formal succession planning strategies that are both strategic and deliberate and encompass the full spectrum of succession planning activities. However, less is understood about the role of culture on succession planning within public universities in Malaysia. Nevertheless; there is an absence of a comprehensive conceptual model of the culture-succession relationship in the literature that includes the impact of moderators such as national culture. A mixed mode design was adopted by the study where qualitative data was first collected, analyzed and then used to develop a survey instrument for the quantitative phase of the study. The study surveyed 375 academic staff of the five research universities in Malaysia, and the results were analyzed using the IBM SPSS for Windows and PLS-SEM. A structural model was built to identify the relationship between the organisational culture and succession planning and the moderating effect of the national culture in public research universities. The study's findings showed that succession planning is still new to public universities in Malaysia and training and development are still unstructured. Although there was a positive and significant relationship between organisational culture and succession planning, whereas, findings suggested national culture showed a moderating effect on the relationship of organisational culture and succession planning. The model can help to analyze organisational culture in order to change the Malaysian public universities’ strategy to implement succession planning