Description: Learning and Results in World Bank Operations : Toward a New Learning Strategy, Evaluation 2

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...

Full description

Bibliographic Details
Main Author:	Independent Evaluation Group
Language:	English en_US
Published:	World Bank, Washington, DC 2015
Subjects:	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
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

Description
Summary:	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.

Learning and Results in World Bank Operations : Toward a New Learning Strategy, Evaluation 2

Similar Items