Learning and Results in World Bank Operations : Toward a New Learning Strategy, Evaluation 2
This report is the second in a program of evaluations that the independent evaluation group (IEG) is conducting on the learning that takes place through World Bank projects. Learning and knowledge are treated as parts of a whole and are presumed to...
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| Format: | Report |
| Language: | English en_US |
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World Bank, Washington, DC
2015
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| Online Access: | http://documents.worldbank.org/curated/en/2015/08/24952899/learning-results-world-bank-operations-toward-new-learning-strategy-evaluation-two http://hdl.handle.net/10986/22818 |
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okr-10986-22818 |
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oai_dc |
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Digital Repository |
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Foreign Institution |
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Digital Repositories |
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World Bank Open Knowledge Repository |
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World Bank |
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English en_US |
| topic |
SKILLS FOCUS GROUPS GOOD PRACTICE DISCUSSION COMMUNITIES RETURNS ON INVESTMENT MENTORING AWARENESS ORGANIZATIONAL LEARNING FEEDBACK KNOWLEDGE SHARING CAREER DEVELOPMENT INFORMATION TECHNOLOGY FACE-TO-FACE MEETINGS GLOBAL KNOWLEDGE KNOWLEDGE MANAGER KNOWLEDGE TRANSFER BEHAVIORS TRAITS EXTERNAL KNOWLEDGE BRAIN INTELLIGENCE DATA COLLECTION INFORMATION TEAM LEARNING GUARDIANS KNOWLEDGE CONVERSION CAPACITY BUILDING DISTANCE LEARNING INFORMATION MANAGEMENT ORGANIZATIONAL NETWORK CONTENT KNOWLEDGE BROKER THINKING LEADING DECISIONS ACADEMIC RESEARCH EXPERIMENTATION ORGANIZATIONAL CULTURE INFORMATION SYSTEMS REWARD SYSTEM TYPE OF KNOWLEDGE IDEA COLLABORATION KNOWLEDGE COMMUNITY MEMBERS COMPLEX SYSTEM COMMUNICATIONS INFORMAL KNOWLEDGE DIFFUSION OF KNOWLEDGE COMPLEXITY DATA CRITICAL THINKING WORKPLACE IMAGINATION INFORMAL LEARNING SOCIAL NETWORK ANALYSIS IDENTITY PARTNERSHIPS DOCUMENT EXPERTS GLOBALIZATION IDEAS DOCUMENTS COMPETENCIES SOCIAL LEARNING LEARNING INSTITUTIONAL MEMORY PROCESS PRACTICE TYPES OF KNOWLEDGE INSIGHTS PROBLEM SOLVING EFFICIENCY WORK…TEAMS BELIEFS MENTAL MODELS TACIT KNOWLEDGE KNOWLEDGE MANAGEMENT WISDOM COMPETENCY PROFESSIONAL TRAINING INTERNAL KNOWLEDGE DISCUSSIONS EXIT INTERVIEWS EXPLORATION LEARNING CONCEPTS GROUP LEARNING BEST PRACTICES PARTICIPATION KNOWLEDGE BASE BOUNDARIES HEURISTICS COMMUNITIES OF PRACTICE PROCESSES KNOWLEDGE FOR DEVELOPMENT ORGANIZATIONAL KNOWLEDGE CREATION BRAINSTORMING BEST PRACTICE DECISION-MAKING SOCIAL NETWORKS ORGANIZATIONAL STRUCTURE DECISION MAKING INTELLECTUAL CAPITAL ORGANIZATIONAL KNOWLEDGE LOGIC CORE COMPETENCIES STORIES CONCEPTUAL FRAMEWORK WORK GROUP NETWORK ANALYSIS KNOWLEDGE STRATEGY ASSUMPTIONS KNOWLEDGE FLOWS CREATION OF KNOWLEDGE MOVEMENT OF STAFF COMMUNITY OF PRACTICE EXPLICIT KNOWLEDGE KNOWLEDGE CREATION UNDERSTANDING TEAM WORK HUMAN RESOURCES ABSORPTIVE CAPACITY INTEGRATION RETENTION COMPETITIVE ADVANTAGE DECENTRALIZATION INNOVATION CONTINUOUS LEARNING CHANGE PROCESS PRACTITIONERS COMMUNICATION RULES OF THUMB AUDIT SOURCES OF KNOWLEDGE ACTION REVIEW OPERATIONAL KNOWLEDGE KNOWLEDGE FLOW CONCEPTS VARIETY MEMORY DATABASE DECISION-MAKING AUTHORITY COMMON INTEREST TACIT DIMENSION CONTAMINATION COMPETITION |
| spellingShingle |
SKILLS FOCUS GROUPS GOOD PRACTICE DISCUSSION COMMUNITIES RETURNS ON INVESTMENT MENTORING AWARENESS ORGANIZATIONAL LEARNING FEEDBACK KNOWLEDGE SHARING CAREER DEVELOPMENT INFORMATION TECHNOLOGY FACE-TO-FACE MEETINGS GLOBAL KNOWLEDGE KNOWLEDGE MANAGER KNOWLEDGE TRANSFER BEHAVIORS TRAITS EXTERNAL KNOWLEDGE BRAIN INTELLIGENCE DATA COLLECTION INFORMATION TEAM LEARNING GUARDIANS KNOWLEDGE CONVERSION CAPACITY BUILDING DISTANCE LEARNING INFORMATION MANAGEMENT ORGANIZATIONAL NETWORK CONTENT KNOWLEDGE BROKER THINKING LEADING DECISIONS ACADEMIC RESEARCH EXPERIMENTATION ORGANIZATIONAL CULTURE INFORMATION SYSTEMS REWARD SYSTEM TYPE OF KNOWLEDGE IDEA COLLABORATION KNOWLEDGE COMMUNITY MEMBERS COMPLEX SYSTEM COMMUNICATIONS INFORMAL KNOWLEDGE DIFFUSION OF KNOWLEDGE COMPLEXITY DATA CRITICAL THINKING WORKPLACE IMAGINATION INFORMAL LEARNING SOCIAL NETWORK ANALYSIS IDENTITY PARTNERSHIPS DOCUMENT EXPERTS GLOBALIZATION IDEAS DOCUMENTS COMPETENCIES SOCIAL LEARNING LEARNING INSTITUTIONAL MEMORY PROCESS PRACTICE TYPES OF KNOWLEDGE INSIGHTS PROBLEM SOLVING EFFICIENCY WORK…TEAMS BELIEFS MENTAL MODELS TACIT KNOWLEDGE KNOWLEDGE MANAGEMENT WISDOM COMPETENCY PROFESSIONAL TRAINING INTERNAL KNOWLEDGE DISCUSSIONS EXIT INTERVIEWS EXPLORATION LEARNING CONCEPTS GROUP LEARNING BEST PRACTICES PARTICIPATION KNOWLEDGE BASE BOUNDARIES HEURISTICS COMMUNITIES OF PRACTICE PROCESSES KNOWLEDGE FOR DEVELOPMENT ORGANIZATIONAL KNOWLEDGE CREATION BRAINSTORMING BEST PRACTICE DECISION-MAKING SOCIAL NETWORKS ORGANIZATIONAL STRUCTURE DECISION MAKING INTELLECTUAL CAPITAL ORGANIZATIONAL KNOWLEDGE LOGIC CORE COMPETENCIES STORIES CONCEPTUAL FRAMEWORK WORK GROUP NETWORK ANALYSIS KNOWLEDGE STRATEGY ASSUMPTIONS KNOWLEDGE FLOWS CREATION OF KNOWLEDGE MOVEMENT OF STAFF COMMUNITY OF PRACTICE EXPLICIT KNOWLEDGE KNOWLEDGE CREATION UNDERSTANDING TEAM WORK HUMAN RESOURCES ABSORPTIVE CAPACITY INTEGRATION RETENTION COMPETITIVE ADVANTAGE DECENTRALIZATION INNOVATION CONTINUOUS LEARNING CHANGE PROCESS PRACTITIONERS COMMUNICATION RULES OF THUMB AUDIT SOURCES OF KNOWLEDGE ACTION REVIEW OPERATIONAL KNOWLEDGE KNOWLEDGE FLOW CONCEPTS VARIETY MEMORY DATABASE DECISION-MAKING AUTHORITY COMMON INTEREST TACIT DIMENSION CONTAMINATION COMPETITION Independent Evaluation Group Learning and Results in World Bank Operations : Toward a New Learning Strategy, Evaluation 2 |
| description |
This report is the second in a program
of evaluations that the independent evaluation group (IEG)
is conducting on the learning that takes place through World
Bank projects. Learning and knowledge are treated as parts
of a whole and are presumed to be mutually reinforcing. The
evaluation program addresses the following overarching
questions: how well has the World Bank learned in its
lending operations?; and what is the scope for improving how
it generates, accesses, and uses learning and knowledge in
these operations? Evaluation two includes findings from
seven country case studies and interviews with Bank staff
about their early experience of working within the Bank’s
new global practices structure, which became operational on
July 1, 2014. The aim is to assess the pre-FY2015 evidence
in light of the new structure and roles, and to ask how
long-term trends are likely to be modified as reforms
evolve. Surveys and interviews reveal that, when it comes to
managing projects, Bank staff rely first and foremost on a
process of informal learning, leading to a gradual
accumulation of tacit knowledge. Informal learning and tacit
knowledge are built on the behaviors that flow from mindsets
and from the characteristics and operating rules of the
groups that individuals belong to. These behavioral
underpinnings are mediated by incentives that institutions
like the Bank provide to staff. The Bank has launched
several important learning initiatives, such as the
operational core curriculum. Chapter one presents approach.
Chapter two mines the academic and management literature to
examine the behavioral underpinnings of informal learning
and tacit knowledge. Chapter three examines how individual
and team behavior is mediated by the incentives that the
Bank offers staff. Chapters four, five, and six examine
three operational orientations of particular relevance to
the new Bank: balancing of global and local focus,
adaptiveness, and results focus. Chapter seven presents recommendations. |
| format |
Report |
| author |
Independent Evaluation Group |
| author_facet |
Independent Evaluation Group |
| author_sort |
Independent Evaluation Group |
| title |
Learning and Results in World Bank Operations : Toward a New Learning Strategy, Evaluation 2 |
| title_short |
Learning and Results in World Bank Operations : Toward a New Learning Strategy, Evaluation 2 |
| title_full |
Learning and Results in World Bank Operations : Toward a New Learning Strategy, Evaluation 2 |
| title_fullStr |
Learning and Results in World Bank Operations : Toward a New Learning Strategy, Evaluation 2 |
| title_full_unstemmed |
Learning and Results in World Bank Operations : Toward a New Learning Strategy, Evaluation 2 |
| title_sort |
learning and results in world bank operations : toward a new learning strategy, evaluation 2 |
| publisher |
World Bank, Washington, DC |
| publishDate |
2015 |
| url |
http://documents.worldbank.org/curated/en/2015/08/24952899/learning-results-world-bank-operations-toward-new-learning-strategy-evaluation-two http://hdl.handle.net/10986/22818 |
| _version_ |
1764451876757045248 |
| spelling |
okr-10986-228182021-04-23T14:04:10Z Learning and Results in World Bank Operations : Toward a New Learning Strategy, Evaluation 2 Independent Evaluation Group SKILLS FOCUS GROUPS GOOD PRACTICE DISCUSSION COMMUNITIES RETURNS ON INVESTMENT MENTORING AWARENESS ORGANIZATIONAL LEARNING FEEDBACK KNOWLEDGE SHARING CAREER DEVELOPMENT INFORMATION TECHNOLOGY FACE-TO-FACE MEETINGS GLOBAL KNOWLEDGE KNOWLEDGE MANAGER KNOWLEDGE TRANSFER BEHAVIORS TRAITS EXTERNAL KNOWLEDGE BRAIN INTELLIGENCE DATA COLLECTION INFORMATION TEAM LEARNING GUARDIANS KNOWLEDGE CONVERSION CAPACITY BUILDING DISTANCE LEARNING INFORMATION MANAGEMENT ORGANIZATIONAL NETWORK CONTENT KNOWLEDGE BROKER THINKING LEADING DECISIONS ACADEMIC RESEARCH EXPERIMENTATION ORGANIZATIONAL CULTURE INFORMATION SYSTEMS REWARD SYSTEM TYPE OF KNOWLEDGE IDEA COLLABORATION KNOWLEDGE COMMUNITY MEMBERS COMPLEX SYSTEM COMMUNICATIONS INFORMAL KNOWLEDGE DIFFUSION OF KNOWLEDGE COMPLEXITY DATA CRITICAL THINKING WORKPLACE IMAGINATION INFORMAL LEARNING SOCIAL NETWORK ANALYSIS IDENTITY PARTNERSHIPS DOCUMENT EXPERTS GLOBALIZATION IDEAS DOCUMENTS COMPETENCIES SOCIAL LEARNING LEARNING INSTITUTIONAL MEMORY PROCESS PRACTICE TYPES OF KNOWLEDGE INSIGHTS PROBLEM SOLVING EFFICIENCY WORK…TEAMS BELIEFS MENTAL MODELS TACIT KNOWLEDGE KNOWLEDGE MANAGEMENT WISDOM COMPETENCY PROFESSIONAL TRAINING INTERNAL KNOWLEDGE DISCUSSIONS EXIT INTERVIEWS EXPLORATION LEARNING CONCEPTS GROUP LEARNING BEST PRACTICES PARTICIPATION KNOWLEDGE BASE BOUNDARIES HEURISTICS COMMUNITIES OF PRACTICE PROCESSES KNOWLEDGE FOR DEVELOPMENT ORGANIZATIONAL KNOWLEDGE CREATION BRAINSTORMING BEST PRACTICE DECISION-MAKING SOCIAL NETWORKS ORGANIZATIONAL STRUCTURE DECISION MAKING INTELLECTUAL CAPITAL ORGANIZATIONAL KNOWLEDGE LOGIC CORE COMPETENCIES STORIES CONCEPTUAL FRAMEWORK WORK GROUP NETWORK ANALYSIS KNOWLEDGE STRATEGY ASSUMPTIONS KNOWLEDGE FLOWS CREATION OF KNOWLEDGE MOVEMENT OF STAFF COMMUNITY OF PRACTICE EXPLICIT KNOWLEDGE KNOWLEDGE CREATION UNDERSTANDING TEAM WORK HUMAN RESOURCES ABSORPTIVE CAPACITY INTEGRATION RETENTION COMPETITIVE ADVANTAGE DECENTRALIZATION INNOVATION CONTINUOUS LEARNING CHANGE PROCESS PRACTITIONERS COMMUNICATION RULES OF THUMB AUDIT SOURCES OF KNOWLEDGE ACTION REVIEW OPERATIONAL KNOWLEDGE KNOWLEDGE FLOW CONCEPTS VARIETY MEMORY DATABASE DECISION-MAKING AUTHORITY COMMON INTEREST TACIT DIMENSION CONTAMINATION COMPETITION This report is the second in a program of evaluations that the independent evaluation group (IEG) is conducting on the learning that takes place through World Bank projects. Learning and knowledge are treated as parts of a whole and are presumed to be mutually reinforcing. The evaluation program addresses the following overarching questions: how well has the World Bank learned in its lending operations?; and what is the scope for improving how it generates, accesses, and uses learning and knowledge in these operations? Evaluation two includes findings from seven country case studies and interviews with Bank staff about their early experience of working within the Bank’s new global practices structure, which became operational on July 1, 2014. The aim is to assess the pre-FY2015 evidence in light of the new structure and roles, and to ask how long-term trends are likely to be modified as reforms evolve. Surveys and interviews reveal that, when it comes to managing projects, Bank staff rely first and foremost on a process of informal learning, leading to a gradual accumulation of tacit knowledge. Informal learning and tacit knowledge are built on the behaviors that flow from mindsets and from the characteristics and operating rules of the groups that individuals belong to. These behavioral underpinnings are mediated by incentives that institutions like the Bank provide to staff. The Bank has launched several important learning initiatives, such as the operational core curriculum. Chapter one presents approach. Chapter two mines the academic and management literature to examine the behavioral underpinnings of informal learning and tacit knowledge. Chapter three examines how individual and team behavior is mediated by the incentives that the Bank offers staff. Chapters four, five, and six examine three operational orientations of particular relevance to the new Bank: balancing of global and local focus, adaptiveness, and results focus. Chapter seven presents recommendations. 2015-11-03T18:41:32Z 2015-11-03T18:41:32Z 2015-01 Report http://documents.worldbank.org/curated/en/2015/08/24952899/learning-results-world-bank-operations-toward-new-learning-strategy-evaluation-two http://hdl.handle.net/10986/22818 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Working Paper |