What does it really mean to be a “Learning Organization”?
Peter Senge did a lot of work through the late 1980’s and early 90’s considering the concept of the learning organization. In two seminal books* that have stood the test of time, he defined and honed in on five “learning disciplines” that are common in learning organizations:
- Personal Mastery
- Mental Modes
- Shared Vision
- Team Learning
- Systems Thinking
I don’t want to rehash his work here, just point out that the concept of the learning organization has been around for quite some time. Clearly valuing the contributions of all employees and finding ways to capitalize on and communicate the depth of organizational knowledge that they have are the benefits of operating in an environment that considers itself a learning one.
What I think is important to consider is the changes that having taken place on the technological front since Senge penned his theories. Consider that the widespread use of computers and all that means for learning (e.g. e-learning, online learning, LMS’s, Wiki’s, blogs, etc.), just didn’t exist in the late 80’s and early 90’s; the learning landscape has changed significantly, but the fundamentals are still the fundamentals.
A question that I would like to throw out there is:
What role do you feel that technology has played in enhancing (or not) learning organizations?
* Senge, P. (1990). The fifth discipline: The art & practice of the learning organization. New York: Currency Doubleday.
* Senge, P. (1994). The fifth discipline fieldbook. New York: Currency Doubleday.
Picture: The Company
“P”icture: Look at the big picture; the context; the overarching objectives; the who’s who in the company, trainer, learner triumvirate
When you look at your organization, what do you see? Do you see a culture where the leaders not only talk high principles but also live them? Do you see people who make noises about their teams needing certain skill sets and leadership philosophies not drinking from the same cup? In short, do you see an organization that walks the talk? Having and demonstrating a learning culture means that organizational leaders walk the talk, clearly value their people, and demonstrate this through investing in them, and consequently in the future success of the organization.
Knowing the history of the organization is important also. Where the organization has come from and understanding the challenges that it has faced and overcome will help you to develop an appreciation for the culture that exists today. Are the company’s mission, vision, and values congruent with where the organization has been, where it is, and where it wants to go? As a developer of training, being clear about the organization’s raison d’être will be a key component of any program. The company’s cultural milieu should be integral to every training initiative developed internally (and should be customized into any external or off-the-shelf initiatives brought inside).
If these key pieces (mission, vision, values) are not readily apparent, or even if they are, being clear about who’s who in the organization is also necessary. Reviewing the org-chart will help any developer to identify the structure and resources available, and if necessary, to develop a picture of any constraints that you may be working with.
The Medium Really is the Message
Marshall McLuhan coined the phrase, “the medium is the message.” It’s as applicable in its original context (media) as it is in others, namely how we choose to communicate important events or concepts to others.
In the world of training and development, the kind of support offered to learners within an organization is frequently as important, if not more, that the actual training that is offered. And how that support is communicated will determine how learners will perceive it. Do it in an offhanded way and you can expect offhanded results; read: little to none. Do it in a respectful way intended to connect with the learner, and place value on the experience and outcome, and you can expect a much greater shot at success. In today’s world of scarce resources, every dollar invested in training must yield results at least equal, but preferably greater, than the dollars invested. Taking every opportunity to ensure that communication is effective and precise will ensure that outcomes are not skewed, and that results are quantifiable, accurate, and most definitely yield a positive return on investment. It’s more than just offering a course to your staff, it’s providing valuable learning opportunities, communicating effectively, and together, having the learner and the organization, benefit from the outcome.
Value. Really?
Perceptions of value received from training programs are viewed differently by the different parties involved: learner, instructor, and organization. Whereas a learner may feel that exceptional value was received for the time invested, the instructor or organization may not agree. The question to ask is “what is value?” Was the learner entertained? Did the learner come away with new skills? Just how does the learner measure value?
How about the instructor? How does he or she measure value? Certainly a good smiley sheet goes a long way to potentially stroking the ego of the instructor, even if it only focuses on the surface elements of the delivery. But what about the more foundational elements of learning? Was a connection made? Did the instructor successfully deliver on the promised objectives? Did the learner “get it”?
And what of the organization? How do they measure value? Is it all about the money spent or is it about resources invested? What will the learners be taking back to the job?
Clearly all three parties at this dance we call training have different expectations and perceptions of value. So how do we align all of the expectations? How do we ensure that all parties achieve the results that they are looking for?
I know, I know, yet more questions being asked. And I’ll be asking a lot more. Please feel free to offer your own insight. Training is more than plopping people in a classroom, teaching them something, sending them back to work, and then congratulating all parties involved for a successful event. When I hear about training sessions where the learners couldn’t wait to leave so they could “beat the traffic”, it’s clear that something in the process has not connected. Our task is to identify those issues and explore ways to facilitate making those connections.
