Publication: The Matrix System at Work : An Evaluation of the World Bank's Organizational Effectiveness
Loading...
Published
2012-04
ISSN
Date
2013-01-31
Author(s)
Editor(s)
Abstract
The 1997 Bank reforms that introduced the matrix management concept aimed to adapt the organization to changing circumstances and address concerns among external stakeholders about the role of aid in development. The reforms were motivated largely by widespread recognition that the Bank's development programs were excessively driven by a culture of lending, with insufficient attention to client needs and the quality of results, which are crucial to development effectiveness. A previous round of reforms in 1987 had strengthened the country focus, but quality remained a concern. Furthermore, access of developing countries to development finance from the private sector had increased significantly, leading to a decreasing share of official development aid, including Bank financing, in total flows to developing countries. This trend has continued after slight interruption by the Asian financial crisis. In 1987, World Bank lending represented 15 percent of all external financing for developing countries. By 2002 Bank lending had declined to 4 percent of external financing (organizational effectiveness task force: final report, 2005). Changes in the external environment indicate that the matrix system is even more relevant today than when it was introduced. Client needs have diversified, with greater differentiation among countries, even within the regions; the growth of global public goods and corporate priorities is creating tensions and has given rise to new challenges which need to be reconciled with the country model; demand for cutting-edge knowledge is growing, both to enhance quality of lending and as a business line for policy and program advice to clients; and new global practices have emerged to meet needs such as information, communication and technology, and disaster management. The Bank's ability to renew itself and function as a truly global Bank is critical to its success.
Link to Data Set
Citation
“Independent Evaluation Group. Dani, Anis, editors. 2012. The Matrix System at Work : An Evaluation of the World Bank's Organizational Effectiveness. © World Bank. http://hdl.handle.net/10986/12230 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Learning and Results in World Bank Operations(World Bank, Washington, DC, 2015-01)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.Publication Towards Open Knowledge : The State of World Bank Knowledge Services(Washington, DC, 2011-07-18)This first World Bank Knowledge Report launches what is intended as a series of World Bank Knowledge Reports. Although knowledge is a fundamental to the Bank s overall mission, and informs all of the Bank s development activities, it has not received the same degree of attention from management that has been accorded to its lending activities. By paying attention to knowledge work as a distinct service, the Bank and our stakeholders will be able to better understand the results of that work. This will lead to better management of the knowledge production process, more strategic partnerships with other knowledge institutions, and greater operational and policy impact. As the first in the series, this report spends some time surveying the horizon describing what kind of knowledge activities the World Bank undertakes and what its experience with this type of work has been. Consultations within the Bank and with external reviewers and partners during preparation of the report have enabled the institution to speak more clearly about the full range of these activities, and how they are evolving in response to changing conditions in the world and the changing demands of clients. In terms of the way forward, this first Knowledge Report makes some specific recommendations for measuring results and opening many of the Bank s processes to more external inputs. The report also identifies important issues that will become part of ongoing conversations, both within the Bank and with clients and external partners. This volume is a synthesis of inputs from a variety of studies and units across the Bank. These are covered in significantly greater detail in a Background Report, which may be of greatest interest to Bank staff and managers who want a more in-depth understanding.Publication Learning and Results in World Bank Operations : How the Bank Learns, Evaluation 1(World Bank Group, Washington, DC, 2014-07)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.Publication Knowledge Sharing : A Review of the Literature(World Bank, Washington, DC, 2003)A successful knowledge-sharing effort requires a focus on more than simply the transfer of the specific knowledge. Instead, many of the activities to be undertaken need to focus on structuring and implementing the arrangement in a way that bridges both existing and potential relationship issues, and examining the form and location of the knowledge to ensure its complete transfer. In other words, while the activities used to share knowledge, such as document exchanges, presentations, job rotations, etc., are important, overcoming the factors that can impede, complicate and even harm knowledge internalization are equally important in determining the ultimate results of a knowledge-sharing effort. Accordingly, any evaluations of the Bank s knowledge-sharing efforts need to incorporate assessments of its use of activities related to understanding the form and embedded knowledge, establishing and managing appropriate administrative structures, and facilitating the transfer of the knowledge.Publication Adding Value to Evaluations : Applying the Governmental Learning Spiral for Evaluation-Based Learning(World Bank, Washington, DC, 2013-10)Governmental learning has a multidisciplinary research tradition and a plethora of literature exists on organizational as well as policy learning. Different concepts for structured learning from evaluation results on the governmental level exist. It is common to all that they depend on a careful selection of participants and that the political, cultural, and institutional environment is key to the ultimate success of many governmental learning activities. Policy learning can be fostered by various types of organized activities, which range from peer review frameworks often focused on accountability to international learning processes based on concepts like the governmental learning spiral. This paper discusses and analyzes four examples of evaluation-based governmental learning organized in the framework of the World Bank. This contribution will reflect on different streams of learning theories for the governmental level, as they represent assumptions and motivations for organized learning in governments. The governmental learning spiral, an eight-stage approach to learning from evaluation, is presented, including in the case studies. This article will conclude by reflecting on the concept of the governmental learning spiral and its relation to different levels of learning. This paper is organized as follows: chapter one is introduction; chapter two gives learning theories for the governmental level; chapter three presents concept of the governmental learning spiral; chapter four gives four case studies; chapter five presents lessons; and chapter six presents outlook.
Users also downloaded
Showing related downloaded files
Publication Global Economic Prospects, January 2025(Washington, DC: World Bank, 2025-01-16)Global growth is expected to hold steady at 2.7 percent in 2025-26. However, the global economy appears to be settling at a low growth rate that will be insufficient to foster sustained economic development—with the possibility of further headwinds from heightened policy uncertainty and adverse trade policy shifts, geopolitical tensions, persistent inflation, and climate-related natural disasters. Against this backdrop, emerging market and developing economies are set to enter the second quarter of the twenty-first century with per capita incomes on a trajectory that implies substantially slower catch-up toward advanced-economy living standards than they previously experienced. Without course corrections, most low-income countries are unlikely to graduate to middle-income status by the middle of the century. Policy action at both global and national levels is needed to foster a more favorable external environment, enhance macroeconomic stability, reduce structural constraints, address the effects of climate change, and thus accelerate long-term growth and development.Publication Environmental, Social, and Governance Investing(World Bank, Washington, DC, 2021-03-01)This primer responds to central banks’ growing demand for knowledge on social, governance, and environmental considerations (ESG) in the investment process. This area has gained traction in the last two decades. More recently, central banks’ interest in ESG has increased, but much of the information available is aimed at investors with different investment objectives and broadly diversified portfolios. The authors fill that information gap by reviewing the definitions of ESG and the main ESG investment approaches, including their applicability to asset classes. The authors then examine how foreign reserve managers can apply ESG investing in their reserve management operations. The authors find limited scope for implementing ESG strategies in reserve management, given that most central banks still invest primarily in sovereign bonds of major economies. Yet, the authors also identify opportunities and critical considerations for central banks interested in implementing ESG investing in their reserve management operations.Publication Digital Progress and Trends Report 2023(Washington, DC: World Bank, 2024-03-05)Digitalization is the transformational opportunity of our time. The digital sector has become a powerhouse of innovation, economic growth, and job creation. Value added in the IT services sector grew at 8 percent annually during 2000–22, nearly twice as fast as the global economy. Employment growth in IT services reached 7 percent annually, six times higher than total employment growth. The diffusion and adoption of digital technologies are just as critical as their invention. Digital uptake has accelerated since the COVID-19 pandemic, with 1.5 billion new internet users added from 2018 to 2022. The share of firms investing in digital solutions around the world has more than doubled from 2020 to 2022. Low-income countries, vulnerable populations, and small firms, however, have been falling behind, while transformative digital innovations such as artificial intelligence (AI) have been accelerating in higher-income countries. Although more than 90 percent of the population in high-income countries was online in 2022, only one in four people in low-income countries used the internet, and the speed of their connection was typically only a small fraction of that in wealthier countries. As businesses in technologically advanced countries integrate generative AI into their products and services, less than half of the businesses in many low- and middle-income countries have an internet connection. The growing digital divide is exacerbating the poverty and productivity gaps between richer and poorer economies. The Digital Progress and Trends Report series will track global digitalization progress and highlight policy trends, debates, and implications for low- and middle-income countries. The series adds to the global efforts to study the progress and trends of digitalization in two main ways: · By compiling, curating, and analyzing data from diverse sources to present a comprehensive picture of digitalization in low- and middle-income countries, including in-depth analyses on understudied topics. · By developing insights on policy opportunities, challenges, and debates and reflecting the perspectives of various stakeholders and the World Bank’s operational experiences. This report, the first in the series, aims to inform evidence-based policy making and motivate action among internal and external audiences and stakeholders. The report will bring global attention to high-performing countries that have valuable experience to share as well as to areas where efforts will need to be redoubled.Publication Empowerment in Practice : From Analysis to Implementation(Washington, DC: World Bank, 2006)This book represents an effort to present an easily accessible framework to readers, especially those for whom empowerment remains a puzzling development concern, conceptually and in application. The book is divided into two parts. Part 1 explains how the empowerment framework can be used for understanding, measuring, monitoring, and operationalizing empowerment policy and practice. Part 2 presents summaries of each of the five country studies, using them to discuss how the empowerment framework can be applied in very different country and sector contexts and what lessons can be learned from these test cases. While this book can offer only a limited empirical basis for the positive association between empowerment and development outcomes, it does add to the body of work supporting the existence of such a relationship. Perhaps more importantly, it also provides a framework for future research to test the association and to prioritize practical interventions seeking to empower individuals and groups.Publication Corporate Governance of State-Owned Enterprises : A Toolkit(Washington, DC, 2014-10-04)This Toolkit provides an overall framework with practical tools and information to help policymakers design and implement corporate governance reforms for state-owned enterprises. It covers the key elements of corporate governance, including legal and regulatory framework, state ownership arrangements, performance management systems, financial and fiscal discipline, boards of directors, transparency and disclosure, and protection of shareholders in mixed ownership companies. Experience shows that no one approach is universally applicable and the choice of measures depends on country and enterprise circumstances. The Toolkit thus provides a range of frameworks, concepts, case examples, checklists, and model documents that together aim to help government officials make the appropriate choices for their circumstances. The Toolkit concludes with guidance on managing the reform process, in particular how to prioritize and sequence reforms, build capacity, and engage with stakeholders.