- Encourage adaptiveness in project design and implementation by heightening senior management's focus on the main lessons learned from past experiences--both successes and failuresat key stages of the project cycle.
- Make it easier and more attractive for teams to restructure their projects (including by considering bold solutions such as making restructuring the default and putting the onus of explaining why a project was not restructured on the Practice Manager under whom the project falls).
- Develop pilot approaches for possible future replication that incorporate fast feedback loops, for example, rapid results or other such approaches.
Lessons learned in the course of managing projects can spur course corrections in the life of a single project and design evolution over the course of a series of projects.
One adaptiveness shortfall is the resistance to early, Level 1 restructuring of poorly performing projects. The introduction of the split-outcome rating in 2005 did not increase the frequency or the timeliness of restructuring, even though the evidence also shows little support for the common staff perception that restructuring necessarily leads to a downgrade of the Outcome rating by IEG.
WB: Partially Agree. While Management agrees with the critical importance of promoting adaptiveness, there are a number of issues in the proposed specific actions.
Senior Management already considers lessons from past experiences, including at Corporate project reviews and regular portfolio meetings. More broadly, Management is taking many important steps to ensure that lessons from successes and failures are taken into account. The creation of the role of Global Leads and the new ToRs for the peer review process are two such steps.
Level 2 restructuring allows for significant modifications to a project within the given PDO, and has been an important and versatile tool for project adaptability. Rather than making restructuring the "default" and entering into a project expecting to restructure it soon, Management believes that building maximum flexibility in the original project design and minimizing the need to amend legal agreements is an approach that is more conducive to learning, course-correction and adaptability.
Action 5: Promote adaptiveness, by systematically learning from implementation and delivery
Indicator: In the context of the Global Delivery Initiative, develop and publish case studies on adaptive implementation
Baseline: 0 case studies published
Target: 20 case studies in 5 GPs
IEG notes that the Global Delivery Initiative (GDI) has published 23 case studies and that GDI is also developing a learning program that will emphasize case-writing skills and adaptive learning approaches for practitioners. A self-assessment by the Bank that shows that staff effectively incorporate lessons from past experience (their own and others) at relevant stages of the project cycle so that past mistakes are avoided, past successes are replicated with appropriate customization, and outcomes of Bank projects improve, and that project adaptation and restructuring (Level One and Two) are undertaken as necessary and in a timely way would be helpful.
GDI has finalized and published 23 case studies, which were prepared with 8 GPs. GDI is also developing a learning program that will emphasize case-writing skills and adaptive learning approaches for practitioners.