ACCELERATED

© Debbie Craig & Kerryn Kohl

Creating a Learning Culture Debbie Craig & Kerryn Kohl

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The BookPART 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

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

Topics

Elements and benefits of 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

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?

We are born to learn

What no longer works

THUD FACTOR – HEAVY TEXT

ONLY ONE “EXPERT”

DEATH BY POWERPOINT

BORING LONG CLASSROOM SESSIONS

New world of workWork/life

Boundaries blurring,

24/7 Connected

Global,

mobile, hyper-

connected

50 % millennials

different expectations

multiple generations

Power balance

Employees = customer

or partnerVirtual Fluid

Talent & TeamsGlobal, virtual, part-

time, contract roles - integration

Disruptive technologies reengineering work,

job redesign

Social mediaJob hunting, transparency

Skills shortageEducation &

unemployment crisisAging workforce

Continuous change (VUCA)

Economic uncertainty, mechanization,

political instability

New breed of learner

Hyperlinked, social, visual, self-directed, JIT, multiple roles

“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

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

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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

• “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

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Dialogue is the cornerstone

• 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.

• 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

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Reasons To Build A 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

Source: The Fifth Discipline Field book, Peter Senge

“The litmus test of a learning organization is that it seldom makes the same mistake twice.” Garvin

Organisations with a strong learning culture outperform their peers

Sources: Bersin & Associates, High Impact Learning Culture: The 40 Best Practices for Creating an Empowered Enterprise

“The ability to learn 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

New breed of learner

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

neuroplasticity

Learning organisation

MPPP - UCLA

15One of the biggest shifts we are seeing is a move toward Accelerated Learning

Sugata Mitra: school in the cloud

“Education as we know it is obsolete” Sugatra Mitra (School in the cloud)

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Building Blocks of a learning organisation

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

Example companies

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Craig & Kohl: Elements of a Learning Culture

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 SupportOrganisational Learning SupportTechnology Learning Support

Clear PurposeLeadership BrandLeadership LearningBuilding culture is a core focus

Embrace ChangeCollaboration Knowledge Management & InnovationTalent Centric

EnculturationClear expectationsPerformance& growth dialogueLeadership and Learning

Team developmentTeam facilitation TechniquesTeam DialogueCross boundary collaboration

Engage stakeholdersCommunity DialogueLearn from CompetitorsEngaged Employee Communities

Clear Learning StrategySystemic and strategic thinkingLearning Structure Long term investment

KnowledgeWhat the change looks like

Journey map

AbilityKnowledge, skills, behaviours, mind-sets

Process alignment

DesireVisible Leadership commitmentDesire for change by Employees

Change Journey example

AwarenessWhy important to change

ReinforceMeasure, 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

Step 2Alignment

Step 1Diagnostics

Step 3Strategy

Step 5Talent

Step 4Leadership

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

CULTURE TRANSFORMATION JOURNEY 2007–2015

2007 Strategic & 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 featuresStrategic planning & reviews

BHAG rewardsGlobal work-groupsHead of Innovation

Team toolsFacilitators

Team alignment sessionsValues and Team Pyramid (100% accountability)

Meetings – think T and BAARs Performance and talent tool

360 feedbackFast Track experiential learning

CoachingDecision making

Results

• China • The COP 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

ACCELERATED

© Debbie Craig & Kerryn Kohl

THANKSCONTACT US

Catalyst ConsultingEmail debbie@catalystconsulting.co.zaWeb www.catalystconsulting.co.za

Catalyst Consulting Pty Ltd

@CatalystSA

Catalyst Consulting South Africa

The Coaching HouseEmail Kerryn@thecoachinghouse.co.za

Web www.thecoachinghouse.co.za

The Coaching House

@Coachinghouse

Kerryn Kohl

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Strategic and systemic thinking

Clear Learning Strategy L&D Score card

Aligned to HR Strategy Continually reviewed

Supported by learning policiesPromote a LC

Systemic and strategic thinkingChief 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 resourcesInfrastructure, systems and tools

(LMS, Mobile platforms etc.)

Long term investment Adequate budget for strategic

and operational learning activitiesLearning is prioritized

Adequate time allocated

Learning is made visible, accessible and

encouraged

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Leaders driving the culture

Clear PurposeMeaningful, inspirational, people centric

Aligned to HR Strategy Values and Behaviour clearly defined

Leadership Brand Clearly defined and drives a culture of learningDialogue 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 LCCoaching 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 LCCulture Surveys are conducted annually and

feedback is acted upon

Leaders drive the LC

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Organisational learning

Embrace Change Change management is a core competence

Change resilience is a core competenceClear flow of effective communication LC

Collaboration Collaborative decision making

Leaders support and enable collaborationEmbrace 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 readinessEmployees are seen as Insight workers

converting data to information to knowledge to decisions

Accelerated Learning

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Individual learning

Enculturation Individuals participate in onboarding activities

Individuals learn about the culture of the Organisation “the way we do things around

here””

Clear expectationsUpdated 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 DialogueRegular performance dialogues and feedback

at least 4x per yearIndividuals play an active role in the

performance process

Leadership and Learning Leadership understands:

3 key motivators: autonomy; mastery; purposewhole brain, whole person, whole systems

approach to learningCan plan – repeat, revise, recall, reinforce.

Leaders support the learning process

Personal Mastery

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Team learning

Team development Team alignment 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 TechniquesLeaders 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 DialogueTeams have sessions to raise and address

crucial team conversations that may be standing in the way of high performance and

learningTeams 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

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Community learning

StakeholdersClear understanding of community impact Detailed Stakeholder Management plan

Programmes to identify high-potential learners from local learning institutions and offer them

bursaries, internships or experience

Community DialogueRegular 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 CompetitorsCreate opportunities for sharing and learning

from non-competing organisations Observing competitors to see how they do

things

Engaged Employee CommunitiesStaff participate in CSI projects

Strong Alumni including retired employees Families of employees participate in learning

Community Networks

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Supporting learning

People Based Learning Support Personal Board of Directors Manager – closest observer

Coach or mentor – helps with goals, reflection, insight, perspectives, accountability

Organisational Learning Support Learning departmentHR 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 SupportLMS systems to plan, schedule and manage

learning activitiesUse technology to track, assess and measure

learningUse gamification to increase engagement and

encourage progress and achievement

Supported Learning Process

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Learning organisation surveySupportive Learning Environment Rate

Psychological SafetyIn 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 DifferencesDifferences in opinion are welcome in this unitUnless 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 IdeasIn 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 ReflectionPeople 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.*

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Learning organisation surveyConcrete learning processes RateExperimentationThis 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 CollectionThis unit systematically collects information on• Competitors / Customers / Economic and social trends / Technological trendsThis unit frequently compares its performance with that of• Competitors / best-in-class organizations

AnalysisThis 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 TrainingNewly 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 launchedIn this unit, training is valued.In this unit, time is made available for education and training activities.

Information TransferThis unit has forums for meeting with and learning from• experts from other departments, teams, or divisions / experts from outside the organization / customers and clients / suppliersThis 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.

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Learning organisation surveyLeadership that 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

• Visit learning.tools.hbr.org for a short version of this survey • For the complete interactive tool, including scoring, go to los.hbs.edu