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Learning and Results in World Bank Operations : How the Bank Learns, Evaluation 1

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  • Independent Evaluation Group

Abstract

Knowledge, learning, and innovation are one of eight objectives that will be monitored in the Bank's new strategy. The independent evaluation group (IEG) is conducting a program of learning and results evaluations to promote a better understanding of how the World Bank acquires, captures, and transfers knowledge and learning in its lending operations, and what scope there is for improving. The objective of the program is to delineate attributes of effective learning in World Bank lending. These attributes refer to learning into lending (inputs into project design); learning while lending (feedback and modifications of design and implementation while the project is underway); and learning from lending (lessons from the project that were transmitted to other projects). The evaluation program will assess how the Bank can become better at generating, accessing, and using learning and knowledge in its lending operations. It acknowledges the importance of the feedback from knowledge to learning and from learning back to enhanced knowledge. The report is organized as follows: chapter one gives approach and context. Chapter two explores two essential aspects of learning - knowledge exploitation and knowledge exploration and the factors influencing them. Chapter three examines the contribution of mentoring. Chapter four addresses the extent to which incentives, leadership, and culture are aligned to promote learning in lending. Chapter five considers the implications of the report's findings, for the Bank's change process, for IEG, and for the design of the second evaluation in IEG's learning and results series.

Suggested Citation

  • Independent Evaluation Group, 2014. "Learning and Results in World Bank Operations : How the Bank Learns, Evaluation 1," World Bank Publications - Books, The World Bank Group, number 19982.
  • Handle: RePEc:wbk:wbpubs:19982
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    References listed on IDEAS

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    1. Raymond Van Wijk & Justin J. P. Jansen & Marjorie A. Lyles, 2008. "Inter‐ and Intra‐Organizational Knowledge Transfer: A Meta‐Analytic Review and Assessment of its Antecedents and Consequences," Journal of Management Studies, Wiley Blackwell, vol. 45(4), pages 830-853, June.
    2. Svenja C. Sommer & Christoph H. Loch, 2004. "Selectionism and Learning in Projects with Complexity and Unforeseeable Uncertainty," Management Science, INFORMS, vol. 50(10), pages 1334-1347, October.
    3. World Bank, 2011. "World Bank for Results 2011," World Bank Publications - Books, The World Bank Group, number 15792.
    4. Frans A. J. Van den Bosch & Henk W. Volberda & Michiel de Boer, 1999. "Coevolution of Firm Absorptive Capacity and Knowledge Environment: Organizational Forms and Combinative Capabilities," Organization Science, INFORMS, vol. 10(5), pages 551-568, October.
    5. Yakhlef, Ali, 2010. "The three facets of knowledge: A critique of the practice-based learning theory," Research Policy, Elsevier, vol. 39(1), pages 39-46, February.
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