Independent Evaluation Group2014-09-082014-09-082014-07https://hdl.handle.net/10986/19982Knowledge, 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.en-USCC BY 3.0 IGOACCOUNTABILITYACHIEVEMENTACTION REVIEWADBATTENTIONATTRIBUTIONBEHAVIORSBEST PRACTICESBOARDINGBOUNDARIESBUDGET CONSTRAINTSBUSINESS PROCESSESCHANGE IN BEHAVIORCHANGE PROCESSCOLLABORATIONCOLLABORATIVE WORKCOLLECTIVE EXPERIENCECOMMUNITIESCOMMUNITIES OF PRACTICECOMMUNITY OF PRACTICECOMPETENCECOMPETITIVE EDGECOMPLETION REPORTSCORE COMPETENCIESCULTURAL CHANGECURRICULUMDECENTRALIZATIONDESIGNING INTERVENTIONSDISCUSSIONSDOCUMENTSEFFECTIVE LEARNINGEXISTING KNOWLEDGEEXPERIMENTATIONEXPLORATIONEXTERNAL KNOWLEDGEFINANCIAL INSTITUTIONSFINANCIAL MANAGEMENTFOCUS GROUPSGENDERGLOBAL KNOWLEDGEGOOD PRACTICEGROUP LEARNINGHUMAN DEVELOPMENTHUMAN RESOURCESIDEASINDIVIDUAL PERFORMANCEINFORMAL KNOWLEDGEINFORMAL LEARNINGINFORMATION TECHNOLOGYINNOVATIONINNOVATIONSINTEGRATIONINTRANETKNOWLEDGE ACCESSKNOWLEDGE FLOWKNOWLEDGE FLOWSKNOWLEDGE FOR DEVELOPMENTKNOWLEDGE LEADERSHIPKNOWLEDGE MANAGEMENTKNOWLEDGE PLATFORMSKNOWLEDGE REPOSITORYKNOWLEDGE SHARINGKNOWLEDGE STRATEGYLEADINGLEARNINGLEARNING OPPORTUNITIESLEARNING ORGANIZATIONLEARNING PROCESSESLEARNING QUALITYLENDING OPERATIONSLOGICMANAGEMENT TOOLMENTORINGNETWORK ANALYSISOPERATIONAL KNOWLEDGEOPERATIONAL RISKORGANIZATIONAL LEARNINGORGANIZATIONAL NETWORKORGANIZATIONAL STRUCTUREPEER REVIEWPERCEPTIONPORTALSPROGRAMSPUBLIC EXPENDITUREQUALITY ASSURANCEQUALITY OF LEARNINGREADINGRECOGNITIONREORGANIZATIONRESEARCH METHODSROLE MODELINGSOCIAL DEVELOPMENTSOCIAL NETWORKSSOURCES OF KNOWLEDGESPEECHSUBSIDIARYTACIT KNOWLEDGETECHNICAL ASSISTANCETHINKINGTRAINING COURSESTRANSPORTTYPES OF KNOWLEDGEURBAN DEVELOPMENTUSE OF KNOWLEDGEWORK PROCESSESWORKPLACEYOUTH10.1596/19982