Another version of this article originally appeared on Learnlight Insights.
As nice as it may sound, why would anyone want to have a learning culture? There are reasons that won’t suffice: HR needing a pet project, the company looking for good PR, or even an edict from above. All these lack meaningfulness for the ones who must carry it out—everyone else.
“What for?” should be answered by combining vision, business objectives and the need for new capabilities when solutions are unknown and conditions are ever changing. It then becomes clear that the only way a company could succeed is to learn. Now that’s something people can get behind.
In The Fifth Discipline, Peter Senge defines a learning organization as one “that is continually expanding its capacity to create its future.” While every company must grapple with what’s to come, the ones that learn have the ability to do much more.
Besides that, to have a corporate learning culture means that learning is in the company’s DNA--not compartmentalized into a particular aspect of the culture, or within a certain department or functional area. All learning organizations have a corporate learning culture, and all corporate learning cultures lead to learning organizations.
What does a learning organization do?
Published by The Leadership Quarterly, Gary Yukl describes the essential processes of a learning organization as:
“the discovery of relevant new knowledge, diffusion of this knowledge to people in the organization who need it, and application of the knowledge to improve internal processes and external adaptation.”
This goes far beyond training programs. This is why so many L&D departments follow the Center for Creative Leadership’s 70-20-10 guideline (on-the-job/relationships/training). For learning to occur on a large scale, culture--with its power to influence behavior, perceptions, and interactions--must drive it.
As professors Victoria Marsick and Karen Watkins write in a forthcoming publication:
“Research and practice suggest that organizations focus…on cultivating a learning culture and environment that, in turn, motivates and incentivizes integrated work and learning architectures. This trend is consistent with a view of learning organizations that emphasizes the learning culture as key to strategic goal achievement… there is a significant relationship between a learning culture and organizational performance.”
People look to their leaders when culture change is imminent. Employees want to know where leadership stands and how they will lead. Leaders’ responsibilities don’t end there. They must actually follow through in guiding the organization before, during, and after these changes. They do this by:
1. Setting the vision. As the decision makers of the organization, leaders initiate change by communicating the vision for the future. According to Jim Collins and Jerry Porras’ classic Harvard Business Review article, vision is made up of core ideology (values and purpose) and the envisioned future (a vivid description of Big Hairy Audacious Goals). Setting the vision happens while building the case for a corporate learning culture, but needs consistent reiteration and communication.
2. Empowering employees through co-design. Leaders may have started the transformation towards a learning organization, but their people finish it. Forcing change from top-down has proven problematic time and again. Involving people as equal partners in co-designing a future they are expected to deliver shows greater promise for change adoption.
This is not about leaders bestowing an act of benevolence. It is about recognizing the limitations of one’s own perspective and utilizing talents and capabilities of the whole, à la Appreciative Inquiry’s Wholeness Principle, as described by the Center for Appreciative Inquiry:
“Wholeness brings out the best in people and organizations. Bringing all stakeholders together…stimulates creativity and builds collective capacity.”
Using a co-design framework that emphasizes learning, such as Design of Work Experience in Culture Your Culture: Innovating Experiences @Work, will provide the guidance and discipline for productive co-design of the learning culture.
3. Deploying resources. Leadership must understand that sufficient access to necessary resources will set the conditions for success. Resources can come in the form of budgetary support, talent, technology, space (physical, virtual, or psychological), and their own time and attention. The organization must scale resources collectively identified (and thus properly vetted) during co-design.
4. Demonstrating leadership. An organization pursuing transformation requires visible and demonstrated leadership. True leadership doesn’t come from a job title. It is granted by people on a continuous basis. They want leaders who role model the changes and behaviors with consistency throughout the transformation and beyond. Doing so gives them the credibility to set expectations, recognize and reward success, and ensure accountability. Anything contradictory erodes trust.
The job doesn’t end there. According to Yukl in the same Leadership Quarterly article, leaders can directly influence collective learning by:
“…encouraging the use of procedures that increase creative ideas, nurturing promising ideas that are initially vague or controversial, obtaining resources needed to develop new ideas, encouraging members to experiment with new approaches to assess their utility, using after-activity reviews to analyze team processes, and monitoring external events that are relevant to innovative activities by the team.”
Notice how much partnership, facilitation, and empowerment of others is embedded among these day-to-day behaviors.
5. Learning with Agility. It stands to reason that a learning organization requires leaders who learn, especially agile learners. Learning agility is about learning from experience with speed and flexibility, as evidenced by research from Columbia University’s Dr. Warner Burke that resulted in the Burke Learning Agility Inventory (BLAI).
The capability reveals itself in enabling behaviors identified in the BLAI, such as: seeking feedback and information, performance and interpersonal risk taking, collaborating, experimenting, reflecting—and of course, speed and flexibility. As the most visible learners, leaders must demonstrate these behaviors to an observable degree everyday.
So if a corporate learning culture is truly desirable, leaders (and the HR and L&D professionals supporting them) should look to fulfill these five responsibilities—or, more boldly, obligations—to ensure that they play a pivotal role in creating learning organizations out of their companies. Combined with vision and culture, learning is unstoppable.
I spent yesterday reconnecting with the community of Columbia University’s Teacher’s College, and it was delightful! We gathered at Google’s Tech Corners in Sunnyvale to honor Dr. W. Warner Burke and his latest work on learning agility. He’s the chair of my Master’s program and a beloved professor to many. It’s no surprise that his visit to the West Coast was a huge draw for us alums, given his influence on students and the field of organizational psychology.
In his signature lighthearted style, he shared with us a new multi-rater instrument to measure and aid in the development of learning agility and its behaviors, providing evidence to support the conceptual definitions presented by DeRue, Ashford, and Myers from University of Michigan in 2012.
Burke presented the two components of learning agility. The first is skill. In his words, it’s “what you do when you don’t know what to do.” I interpret that as ability-- the application of knowledge and learning. The other is motivation, the “willingness to take risk in novel situations”. To me, willingness is the key. Anyone can take risk, it’s whether they ultimately take action that makes the difference. When it comes to learning agility, both skill and motivation are equally important.
Together with his doctoral students, Burke identified nine “clusters” associated with learning agility:
Prof. Burke pointed out that the last two, speed and flexibility, are the most powerful--meaning that they have predictive ability and relate most to other parts of the assessment. Learn more about Burke's work on learning agility here.
What’s this have to do with Design of Work Experience (DOWE)? To begin with, learning and the development/use of capability is a key theme of the DESIGN and CHANGE phases of the process. All of these behaviors that demonstrate learning agility are required for the successful practice of DOWE. Doing DOWE as a methodology is a chance to practice behaviors associated with learning agility in an experiential setting. Chalk this one up to yet another benefit: DOWE develops and increases learning agility. Stay tuned—I look forward to share more about this in the future.
“You have to have a certain amount of ability to learn in order to be agile at it.”
“The more defensive one is, the less agile one is going to be about learning.”
“You cannot be an agile learner if you are passive. Learning agility is an active process.”
So true. Learning this lesson (again) serves as a great reminder. As much as people want to see and know where things are going, there is no way to appreciate certain journeys until you've experienced them first-hand. There is no denying that learning by doing is profound. As I quoted one of my clients in the book, "I don't think any amount of preparation ahead of time would have made a difference. We couldn't know how deep it was going to go until we got there."
Here's an article that came out today on Why Leaders Should Use Social Media http://bit.ly/1t8V1wD This list is a good start: Show More Character, Making Connections, Engage in Conversations, Create Your Own Content, Create Communities, Promote Collaboration --my only addition is TO LEARN. Leaders oftentimes don't do enough to expand their knowledge base or connect with worlds outside their own. IMHO, they are missing opportunities this way. Just because "you made it" doesn't mean you should stop striving to develop. I may have mentioned a question I posed at a conference to some top corporate leaders, about the "what now?" when they "got there." Their answers told me they didn't put much thought into this question. Social media is an easy way to get access to tons of information. In fact, it almost finds you if you let it. My experience with writing a book has shown me that it takes a lot of work to do research. I've also been lucky to find some really great leads by following Twitter or LinkedIn feeds. These are gifts that I happily accept, and you should too.
Did you know? Psychological Fact #37: Dopamine Makes You Addicted To Seeking Information is a great article in general, but I was especially interested in Fact #37 and how knowing this might help us to apply this concept in developing learning programs in the workplace. How do we tap into this biological need in way that stimulates motivation for learning? How can companies set up learning communities that foster developmental growth through seeking? I’ll be experimenting with this to see.
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