Publication: Capturing Solutions for Learning and Scaling Up: Documenting Operational Experiences for Organizational Learning and Knowledge Sharing
Loading...
Files in English
7,536 downloads
Date
2017-07-19
ISSN
Published
2017-07-19
Author(s)
Editor(s)
Abstract
Is your organization missing important lessons from its operational experiences? This step-by-step guide shows you how to systematically capture such knowledge and use it to inform decision making, support professional learning, and scale up successes. The captured lessons--knowledge assets, the central element needed for learning--are consistently formatted documents that use operational experience to answer a specific question or challenge. The guide describes how to create and use knowledge assets in five steps: (1) identify important lessons learned by participants, (2) capture those lessons with text or multimedia documents, (3) confirm their validity, (4) prepare them for dissemination, and (5) use them for sharing, replication, and scaling up. Included tools, templates, and checklists help you accomplish each step.
Link to Data Set
Citation
āJanus, Steffen Soulejman. 2017. Capturing Solutions for Learning and Scaling Up: Documenting Operational Experiences for Organizational Learning and Knowledge Sharing. Ā© World Bank. http://hdl.handle.net/10986/27570 License: CC BY 3.0 IGO.ā
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Becoming a Knowledge-Sharing Organization(World Bank, Washington, DC, 2016-11-02)This volume offers a simple, systematic guide to creating a knowledge sharing practice in your organization. It shows how to build the enabling environment and develop the skills needed to capture and share knowledge gained from operational experiences to improve performance and scale-up successes. Its recommendations are grounded on the insights gained from the past seven years of collaboration between the World Bank and its clients around the worldāministries and national agencies operating in various sectorsāwho are working to strengthen their operations through robust knowledge sharing. While informed by the academic literature on knowledge management and organizational learning, this handbookās operational background and many real-world examples and tips provide a missing, practical foundation for public sector officials in developing countries and for development practitioners. However, though written with a public sector audience in mind, the overall concepts and approaches will also hold true for most organizations in the private sector and the developed world.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 Making South-South Happen : Ten Years of Knowledge Exchange through the Global Development Learning Network(2010-10)"As businesswomen, we want to find how we can network cost effectively. We have a better future, because when you network, you get markets, you get experience, you get success stories from different places." These were the comments made by Dina Bina, a small flower shop owner in Dar es Salaam and the Chair of the Tanzania Womenļæ½s Chamber of Commerce.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 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 Bankās 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.
Users also downloaded
Showing related downloaded files
Publication World Bank Annual Report 2024(Washington, DC: World Bank, 2024-10-25)This annual report, which covers the period from July 1, 2023, to June 30, 2024, has been prepared by the Executive Directors of both the International Bank for Reconstruction and Development (IBRD) and the International Development Association (IDA)ācollectively known as the World Bankāin accordance with the respective bylaws of the two institutions. Ajay Banga, President of the World Bank Group and Chairman of the Board of Executive Directors, has submitted this report, together with the accompanying administrative budgets and audited financial statements, to the Board of Governors.Publication World Development Report 2006(Washington, DC, 2005)This yearās Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a personās chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The reportās main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005ā¹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure studentsā literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication Argentina Country Climate and Development Report(World Bank, Washington, DC, 2022-11)The Argentina Country Climate and Development Report (CCDR) explores opportunities and identifies trade-offs for aligning Argentinaās growth and poverty reduction policies with its commitments on, and its ability to withstand, climate change. It assesses how the country can: reduce its vulnerability to climate shocks through targeted public and private investments and adequation of social protection. The report also shows how Argentina can seize the benefits of a global decarbonization path to sustain a more robust economic growth through further development of Argentinaās potential for renewable energy, energy efficiency actions, the lithium value chain, as well as climate-smart agriculture (and land use) options. Given Argentinaās context, this CCDR focuses on win-win policies and investments, which have large co-benefits or can contribute to raising the countryās growth while helping to adapt the economy, also considering how human capital actions can accompany a just transition.Publication Vietnam(World Bank, Hanoi, 2020-05-01)Following from Vietnamās ratification of the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP) in late 2018 and its effectiveness from January 2019, and the European Parliamentās recent approval of the European Union-Vietnam Free Trade Agreement (EVFTA) and its subsequent planned ratification by the National Assembly in May 2020, Vietnam has further demonstrated its determination to be a modern, competitive, open economy. As the COVID-19 (Coronavirus) crisis has clearly shown, diversified markets and supply chains will be key in the future global context to managing the risk of disruptions in trade and in supply chains due to changing trade relationships, climate change, natural disasters, and disease outbreaks. In those regards, Vietnam is in a stronger position than most countries in the region. The benefits of globalization are increasingly being debated and questioned. However, in the case of Vietnam, the benefits have been clear in terms of high and consistent economic growth and a large reduction in poverty levels. As Vietnam moves to ratify and implement a new generation of free trade agreements (FTAs), such as the CPTPP and EVFTA, it is important to clearly demonstrate, in a transparent manner, the economic gains and distributional impacts (such as sectoral and poverty) from joining these FTAs. In the meantime, it is crucial to highlight the legal gaps that must be addressed to ensure that national laws and regulations are in compliance with Vietnamās obligations under these FTAs. Readiness to implement this new generation of FTAs at both the national and subnational level is important to ensure that the country maximizes the full economic benefits in terms of trade and investment. This report explores the issues of globalization and the integration of Vietnam into the global economy, particularly through implementation of the EVFTA.