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Creating a learning culture - Knowledge Integration Web Conference
The document provides an overview of elements needed to create a learning culture within an organization. It discusses the need for paradigm shifts in learning approaches and emphasizes taking a whole brain, whole person approach. Key elements of a learning culture discussed include: supporting learning at the individual, team, and organizational levels; leadership that reinforces learning; embracing change and collaboration; knowledge management; and community learning. The document also provides examples of companies that have built strong learning cultures and outlines a sample culture transformation journey framework.
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Creating a learning culture - Knowledge Integration Web Conference
- 1. ACCELERATED © Debbie Craig& Kerryn Kohl Creating a Learning Culture Debbie Craig & Kerryn Kohl
- 2. The Book PART 1:Paradigm shift for Accelerated Learning • The need for accelerated learning • Paradigm shifts in learning PART 2: Whole brain, whole person approach to learning • Unique learning profiles • Neuroscience of Learning PART 3: Creating a Learning Culture • Creating a learning culture • Learning through coaching • Learning through authentic conversations PART 4: Designing Accelerated Learning Programs • Learning architecture • Learning design • Gamification of learning • Learning assessment PART 5: Making it real – case studies on talent, change and leadership 2 What’s new: inviting readers to engage, accelerated learning through gamification mechanics and brain-break activities. Rabbit- hole of resources, tools, status, rewards, social media, forums
- 3. Topics Elements and benefitsof a learning organization Paradigm shift required for a learning culture journey Dynamics of accelerated learning Key activities required to build a learning culture Critical success factors and key learnings www.catalystconsulting.co.za @CatalystSA
- 4. ACCELERATED © Debbie Craig& Kerryn Kohl CHANGE CHALLENGE 25% success rate on harnessing value of change why can’t we harness our natural learning ability to change? LEADERSHIP CRISIS Leaders continue to make poor decisions why can’t we learn to make better decisions? TALENT GAP Global talent crisis – top 3 why can’t we match learning pathways to strategic challenges?
- 5. What no longerworks THUD FACTOR HEAVY TEXT ONLY ONE “EXPERT” DEATH BY POWERPOINT BORING LONG CLASSROOM SESSIONS
- 6. New world ofwork Skills shortage Education & unemployment crisis Aging workforce Continuous change (VUCA) Economic uncertainty, mechanization, political instability New breed of learner Hyperlinked, social, visual, self-directed, JIT, multiple roles
- 7. “With tougher competition,technology advances, and shifting customer preferences, it’s more crucial than ever that companies become learning organizations. In a learning organization, employees continually create, acquire, and transfer knowledge—helping their company adapt to the unpredictable faster than rivals can” Garvin
- 8. Learning Culture Definition:Senge “Learning organisations are organisations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free and where people are continually learning how to learn together” Peter Senge, Fifth Discipline1 5 Dimensions distinguish the Learning Organisation innovate learning organizations. They are: • Systems thinking – don’t only focus on the “close by’ solutions – small actions tend to snowball resembling compound interest • Personal mastery – lifelong extension of your vision not just your competence • Mental models – examine and explicate your internal picture of the world and open it up to a “learningful conversation” • Building shared vision – the capacity to hold a shard picture of what we want to create. This not only uplifts but encourages experimentation and innovation • Team learning – requires personal mastery and a shared vision to develop the capacity of the team to create the results they desire – it is based on dialogue amongst members of the team
- 9. Learning Culture Definition:Garvin Activities of a learning organisation • Systematic problem solving: • thinking with systems theory; insisting on data rather than assumptions; using statistical tools • 2. Experimentation with new approaches: • ensure steady flow of new ideas; incentives for risk taking; demonstration projects • 3. Learning from their own experiences and past history: • recognition of the value of productive failure instead of unproductive success • 4. Learning from the experiences and best practices of others: • enthusiastic borrowing • 5. Transferring knowledge quickly and efficiently throughout the organization: • reports, tours, personnel, rotation programs, training programs 9 • “A leaning organization as "an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behaviour to reflect new knowledge and insights”. David Garvin Source: "Building a Learning Organization", David Garvin, Harvard Business Review, Aug. 1993
- 10. Dialogue is thecornerstone • The word "dialogue" comes from the Greek "dialogos". • "Logos" meaning "the meaning of the word" and • "Dia" meaning "through". • In a learning organization, our purpose for dialogue is to let the meaning of our words permeate through the group, or, to develop fully-shared, even synergistic understanding of important information, experiences, goals, etc. among all the people involved. 10 • Dialogue is not merely a set of techniques for improving organizations, enhancing communications, building consensus, or solving problems. It is based on the principle that conception and implementation are intimately linked, with a core of common meaning. During the dialogue process, people learn how to think together-not just in the sense of analyzing a shared problem or creating new pieces of shared knowledge, but in the sense of occupying a collective sensibility, in which the thoughts, emotions, and resulting actions belong not to one individual, but to all of them together." Issacs, William, The Fifth Discipline Fieldbook
- 11. Reasons To BuildA Learning Organization 1. Because we want superior performance 2. To improve quality 3. For customers 4. For competitive advantage 5. For an energized, committed workforce 6. To manage change 7. For the truth 8. Because the times demand it 9. Because we recognize our interdependence 10. Because we want it 11Source: The Fifth Discipline Field book, Peter Senge “The litmus test of a learning organization is that it seldom makes the same mistake twice.” Garvin
- 12. Organisations with astrong learning culture outperform their peers Sources: Bersin & Associates, High Impact Learning Culture: The 40 Best Practices for Creating an Empowered Enterprise
- 13. “The ability tolearn faster than your competitors may be the only sustainable competitive advantage.” Arie De Geus “Fire yourself on a Friday and re-employ yourself on a Monday.” Andrea Jung
- 14. New breed oflearner hyperlinked multi-taskers visual experiential short attention spans very social different roles “just in time” learners immediate feedback independent - teach themselves construct own learning Digital native Connected 24/7 via PC/ mobile device - highly engaged user of a broad range of social media tools on a frequent (daily) basis. Reader/ partici- pant/ creator
- 15. neuroplasticity Learning organisation MPPP -UCLA 15One of the biggest shifts we are seeing is a move toward Accelerated Learning
- 16. Sugata Mitra: schoolin the cloud “Education as we know it is obsolete” Sugatra Mitra (School in the cloud)
- 17. Building Blocks ofa learning organisation 17 Supportive learning environment Employees: • Feel safe disagreeing with others, asking naive questions, owning up to mistakes, and presenting minority viewpoints • Recognize the value of opposing ideas • Take risks and explore the unknown • Take time to review organizational processes Concrete learning processes A team or company has formal processes for: • Generating, collecting, interpreting, and disseminating information • Experimenting with new offerings • Gathering intelligence on competitors, customers, and technological trends • Identifying and solving problems • Developing employees’ skills Leadership that reinforces learning The organization’s leaders: • Demonstrate willingness to entertain alternative viewpoints • Signal the importance of spending time on problem identification, knowledge transfer, and reflection • Engage in active questioning and listening
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- 20. Craig & Kohl:Elements of a Learning Culture 20 LEARNING CULTURE Supporting learning Strategic & Systemic Thinking Leaders diving the culture Organisation learning Individual learning Team learning Community learning Start with why: Business Case Measurement Individual Learning Support Organisational Learning Support Technology Learning Support Clear Purpose Leadership Brand Leadership Learning Building culture is a core focus Embrace Change Collaboration Knowledge Management & Innovation Talent Centric Enculturation Clear expectations Performance& growth dialogue Leadership and Learning Team development Team facilitation Techniques Team Dialogue Cross boundary collaboration Engage stakeholders Community Dialogue Learn from Competitors Engaged Employee Communities Clear Learning Strategy Systemic and strategic thinking Learning Structure Long term investment
- 21. Knowledge What the changelooks like Journey map Ability Knowledge, skills, behaviours, mind-sets Process alignment Desire Visible Leadership commitment Desire for change by Employees Change Journey example Awareness Why important to change Reinforce Measure, monitor, manage • Awareness of the need to change • Desire to participate and support the change • Knowledge of how to change (and what the change looks like) • Ability to implement the change on a day-to- day basis • Reinforcement to keep the change in place Communication sessions - Town hall sessions - Culture pulse survey - Manager’s feedback - Newsletters, etc Engagement sessions - World Café values activation session to build desire and get input - Leadership session with next level leaders to get input on LS behaviours Team alignment sessions - Exco team alignment session - role in leading the culture journey - Divisional team alignment sessions - share and discuss values - what does it mean to our team, what needs to change and our plan to hold each other accountable (including which processes, rituals or symbols need to change) Learning sessions - Lead Others and above: Leadership development session and coaching on LS behaviours - Lead self: Self-leadership and how to align with & live the values - Process alignment of HR & business processes & rituals Monitoring - Leadership 360 - Manager’s feedback at talent forums - Culture/values survey - Feedback & action
- 22. Step 2 Alignment Step 1 Diagnostics Step3 Strategy Step 5 Talent Step 4 Leadership Understand the business Where are we? Where are we going and how? What leadership behaviour will get us there? Who will take us there? Strategic Projects & Change journey Good to Great Journey - example
- 23. CULTURE TRANSFORMATION JOURNEY 2007–2015 2007Strategic & leadership alignment Diagnostic interviews Senior Leadership capacity building 2008 2009 2010 Innovation session to inform strategic options Talent management capacity building Change management capacity building Self- leadership Capacity building 2011 2012 2013 2014 2015 Coaching capacity building Collaborative Decision making - TTT I am Talent personal and career empowerment Strategic reviews Strategic projects capacity building Strategy score-carding & cascading Next level Leadership capacity building Innovation capacity building - TTT Strategic reviews Strategic projects - continue Strategy on a page – purpose, vision, strategic intents, values Strategic projects - continue Leadership dev - TTT Strategic & Leadership Renewal – 7Ss of strategy, 3Es of leadership LEAN tools & coaching i,.e 5S Strategic reviews BHAG’s met!! New Strategic projects Bold talent decisions Strategic reviews Strategic reviews Strategic reviews Strategic reviews cont BHAG’s met!! Other features Strategic planning & reviews BHAG rewards Global work-groups Head of Innovation Team tools Facilitators Team alignment sessions Values and Team Pyramid (100% accountability) Meetings – think T and BAARs Performance and talent tool 360 feedback Fast Track experiential learning Coaching Decision making
- 24. Results • China • TheCOP for 2010 is USD11M • 33% over an above BHAG • Sales US$47M (50% up from 2008) • COP US$11M (163% up from 2008), • SE Asia • The COP for 2010 is USD7.038M • 45% over and above the BHAG target by USD2.182M
- 25. ACCELERATED © Debbie Craig& Kerryn Kohl THANKS CONTACT US Catalyst Consulting Email debbie@catalystconsulting.co.za Web www.catalystconsulting.co.za Catalyst Consulting Pty Ltd @CatalystSA Catalyst Consulting South Africa The Coaching House Email Kerryn@thecoachinghouse.co.za Web www.thecoachinghouse.co.za The Coaching House @Coachinghouse Kerryn Kohl
- 26. Strategic and systemicthinking Clear Learning Strategy L&D Score card Aligned to HR Strategy Continually reviewed Supported by learning policies Promote a LC Systemic and strategic thinking Chief Learning Officer/Head of Learning Executive Support Systemic and strategic thinking are core competencies of senior leaders Learning built into every system Learning Structure Supports strategy Specialist resources Infrastructure, systems and tools (LMS, Mobile platforms etc.) Long term investment Adequate budget for strategic and operational learning activities Learning is prioritized Adequate time allocated Learning is made visible, accessible and encouraged 26
- 27. Leaders driving theculture 27 Clear Purpose Meaningful, inspirational, people centric Aligned to HR Strategy Values and Behaviour clearly defined Leadership Brand Clearly defined and drives a culture of learning Dialogue to challenge beliefs and status quo around learning Multi-rater feedback is encouraged Safe to fail environment Leadership Learning Leadership and coaching programs encouraged Build capacity to create a LC Coaching style of leadership is encouraged Leaders held accountable for behaviour that is counter to the LC Building culture is a core focus Culture Champions identified and used to drive and embed a LC Culture Surveys are conducted annually and feedback is acted upon Leaders drive the LC
- 28. Organisational learning 28 Embrace Change Changemanagement is a core competence Change resilience is a core competence Clear flow of effective communication LC Collaboration Collaborative decision making Leaders support and enable collaboration Embrace social collaborative learning Communities of practice are encouraged Knowledge Management & Innovation Supported by an actively used system Culture of knowledge sharing Cultivate an Innovation culture fostered by knowledge sharing, collaboration and feedback People Centric Talent forums are seen as strategically important events Cultivation of talent is s key focus and robust conversations are held to assess readiness and paths to readiness Employees are seen as Insight workers converting data to information to knowledge to decisions Accelerated Learning
- 29. Individual learning 29 Enculturation Individuals participatein onboarding activities Individuals learn about the culture of the Organisation “the way we do things around here”” Clear expectations Updated user friendly role profiles with clear performance standards and competencies Individuals have access to career development information Individuals are expected to drive their own career Performance Dialogue Regular performance dialogues and feedback at least 4x per year Individuals play an active role in the performance process Leadership and Learning Leadership understands: 3 key motivators: autonomy; mastery; purpose whole brain, whole person, whole systems approach to learning Can plan – repeat, revise, recall, reinforce. Leaders support the learning process Personal Mastery
- 30. Team learning 30 Team development Teamalignment is a core focus Understanding of team members strengths etc.is seen as strategically important Team members give each other feedback and suggestions to improve individual and team performance and behaviour Team facilitation Techniques Leaders are skilled in team facilitation techniques Leaders understand the power of teams There are trained facilitators available to design and facilitate or co-facilitate team sessions. Team Dialogue Teams have sessions to raise and address crucial team conversations that may be standing in the way of high performance and learning Teams have regular team-sharing sessions to share projects, new approaches, information gathered and lessons learnt. Collaboration Cross-functional team sessions are encouraged to share issues and learnings across boundaries. Teams continually ask who else they could consult with or collaborate with for superior results. Cross-functional learning projects are a regular feature of accelerated learning programmes. Aligned & Directed Teams
- 31. Community learning 31 Stakeholders Clear understandingof community impact Detailed Stakeholder Management plan Programmes to identify high-potential learners from local learning institutions and offer them bursaries, internships or experience Community Dialogue Regular dialogue an interaction with communities for a mutual learning experience. Employment programmes in the local community. Company facilities used for community projects during non-work hours. Learn from Competitors Create opportunities for sharing and learning from non-competing organisations Observing competitors to see how they do things Engaged Employee Communities Staff participate in CSI projects Strong Alumni including retired employees Families of employees participate in learning Community Networks
- 32. Supporting learning 32 People BasedLearning Support Personal Board of Directors Manager – closest observer Coach or mentor – helps with goals, reflection, insight, perspectives, accountability Organisational Learning Support Learning department HR business partner External Learning Support Family member - feedback Suppliers and consultants – useful models, summaries, tools and tips to help you accelerate your learning. Technology Learning Support LMS systems to plan, schedule and manage learning activities Use technology to track, assess and measure learning Use gamification to increase engagement and encourage progress and achievement Supported Learning Process
- 33. Learning organisation survey SupportiveLearning Environment Rate Psychological Safety In this unit, it is easy to speak up about what is on your mind. If you make a mistake in this unit, it is often held against you.* People in this unit are usually comfortable talking about problems and disagreements. People in this unit are eager to share information about what does and doesn’t work. Keeping your cards close to your vest is the best way to get ahead in this unit.* Appreciation of Differences Differences in opinion are welcome in this unit Unless an opinion is consistent with what most people in this unit believe, it won’t be valued.* This unit tends to handle differences of opinion privately or off-line, rather than addressing them directly with the group.* In this unit, people are open to alternative ways of getting work done. Openness to New Ideas In this unit, people value new ideas. Unless an idea has been around for a long time, no one in this unit wants to hear it.* In this unit, people are interested in better ways of doing things. In this unit, people often resist untried approaches.* Time for Reflection People in this unit are overly stressed.* Despite the workload, people in this unit find time to review how the work is going. In this unit, schedule pressure gets in the way of doing a good job.* In this unit, people are too busy to invest time in improvement.* There is simply no time for reflection in this unit.* 33
- 34. Learning organisation survey Concretelearning processes Rate Experimentation This unit experiments frequently with new ways of working. This unit experiments frequently with new product or service offerings. This unit has a formal process for conducting and evaluating experiments or new ideas. This unit frequently employs prototypes or simulations when trying out new ideas. Information Collection This unit systematically collects information on • Competitors / Customers / Economic and social trends / Technological trends This unit frequently compares its performance with that of • Competitors / best-in-class organizations Analysis This unit engages in productive conflict and debate during discussions. This unit seeks out dissenting views during discussions. This unit never revisits well-established perspectives during discussions.* This unit frequently identifies and discusses underlying assumptions that might affect key decisions. This unit never pays attention to different views during discussions.* Education and Training Newly hired employees in this unit receive adequate training. Experienced employees in this unit receive • periodic training and training updates • training when switching to a new position • training when new initiatives are launched In this unit, training is valued. In this unit, time is made available for education and training activities. Information Transfer This unit has forums for meeting with and learning from • experts from other departments, teams, or divisions / experts from outside the organization / customers and clients / suppliers This unit regularly shares information with networks of experts within the organization. This unit regularly shares information with networks of experts outside the organization. This unit quickly and accurately communicates new knowledge to key decision makers. This unit regularly conducts post-audits and after-action reviews. 34
- 35. Learning organisation survey Leadershipthat reinforces learning Rate My managers invite input from others in discussions. My managers acknowledge their own limitations with respect to knowledge, information, or expertise. My managers ask probing questions. My managers listen attentively. My managers encourage multiple points of view. My managers provide time, resources, and venues for identifying problems and organizational challenges. My managers provide time, resources, and venues for reflecting and improving on past performance. My managers criticize views different from their own.* *Reverse-scored items 35 • Visit learning.tools.hbr.org for a short version of this survey • For the complete interactive tool, including scoring, go to los.hbs.edu