New World Bank-OECD 214 publication.
Making Innovation Policy Work: Learning from Experimentation
This book explores emerging topics in
innovation policy for more inclusive and sustainable growth, building on concrete examples. It develops the notion of experimental innovation policy – which integrates monitoring and feedback at the policy design stage, and occurs continuously to improve impact and implementation. This approach should help improve the quality and efficiency of public expenditures supporting innovation policy.
Special mention to the chapter 8 (by Eric Oldsman):
Making evaluations count: Toward more informed policy: Read online
The chapter explores the role and the difference of monitoring and evaluation and its influence on policy design.
Recognising the importance of innovation, governments around the world have launched policies aimed at accelerating the development and application of technology. In many instances, the allocation of resources has been accompanied by calls for meaningful measurement of results and greater accountability. This is particularly true in an era of tight budgets and fiscal austerity.
Organisations are therefore placing greater emphasis on trying to measure their performance. Reciting the mantra –
“what gets measured gets done” – more and more organisations are picking particular aspects of performance to measure and then devote significant resources to collecting data and reporting results. However, there is evidence that much of this effort may be wasted. To be useful, the right things need to be measured in the right way.
As importantly, data need to be turned into information, information into insights, and insights into action. This implies that performance measurement should be embedded in a broader evaluation system, which fosters critical thinking and continuous improvement as part of a policy cycle.
Organisations need to make sure to count what is important and count it correctly. However, while necessary, organisations need to go well beyond simply measuring performance. They need to focus attention on determining the factors that underlie performance, diagnosing the root cause of any identified deficiencies, in order to take appropriate corrective action. They also need to consider a broad range of issues that do not lend themselves easily to measurement. More generally, critical thinking – an ability to state questions clearly, marshal valid and reliable information, weigh evidence, assess the strength of arguments, recognise implicit assumptions and values, and draw reasoned conclusions – needs to be encouraged throughout the organisation.
Formative evalutions are critically important. They provide an opportunity for organisations to examine accepted truths, questioning the justification for specific claims and calling attention to unstated assumptions.
Clearly, organisations need to establish the technical capacity to undertake evaluations successfully. As importantly, to realise the full promise of using evaluations to inform policy, senior managers must actively support the process and cultivate a culture of learning.
photo: NASA
After launching on March 3, 1969, the crew of Apollo 9 spent 10 days in low Earth orbit. On the fifth day of mission, Jim McDivitt and Russell Schweickart separated the Lunar Module from the command ship and flew it for the first time — 145 miles over the Atlantic Ocean.
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