This document discusses how to create a learning organization. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new patterns of thinking that are nurtured in a collective, learning environment. Key aspects include having a culture that nurtures learning and innovation, encouraging interaction across boundaries, and using tools that promote individual and group learning. Practices like systems thinking, reviewing results, producing and sharing knowledge, and ensuring learning is relevant, can help turn an organization into a learning one.

1. H o w to B e c o me a
L e a r n in g O r g a n is a t io n
Uday Thakkar
Red Ochre

2. L e a r n in g in r e la t io n t o
o r g a n is a t io n s
• Learning is about transforming
experience into knowledge accessible to
the whole organisation
• Learning is the only sustainable
advantage (long term)

3. R e le v a n c e
• Costs and risks related to loss of learning
• Repetition/ replication
• Reinventing wheel
• Poor understanding of risk
• Lack of strategic momentum (cannot adapt to
changing external environment)
• Decline

4. T h e L e a r n in g
O r g a n is a t io n
• Peter Sange – early champion
• “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 to learn together”

5. T h e L e a r n in g O r g a n is a t io n
F tu tre d
e v n e t/
u re n s
n iro m n
E te a
x rn l
Free Flow of Ideas
Commitment to learning
Knowledge
Knowledge Application/
History & Creation Creating Change &
Experience Innovation
Safe environment
Valuing people
O a isa n l
rg n tio a
In iv u l &
T in g
d id a
ra in

6. C r e a t in g t h e L e a r n in g
O r g a n is a t io n
• “..Organisational success is never strategy,
structure, culture, or systems. The core of the
matter is always about changing the behaviour of
people and organisations” – John Kotter
• NOT
Lots more training, policies or procedures
• NEVER
IT based learning systems

7. C h a r a c t e r is t ic s
• Culture – that nurtures learning innovation
• Interaction processes encouraged – across
boundaries
(infrastructure/development/management) not
business process
• Tools & techniques – that encourage individual
and group learning (e.g. creative & problem
solving techniques)

8. I n p r a c t i c e ( 1)
• S y s t e m s t h in k in g
• Do you continuously test your beliefs and
experiences?
• Challenge sacred cows when things are going
well as well as badly
• Having structures in place to allow this
• “Safe” to be able to challenge
• Mechanism to act on the learning

9. In p r a c t ic e ( 2 )
• R e v ie w r e s u lt s
• Outcomes and processes that led to them are reviewed
• Review all action in a systematic way to create positive change
(virtuous cycle)
• Analyse events and activities without seeking to attribute blame or
praise (more likely to confess actions than be defensive)
• Use techniques such as “ A f t e r A c t i o n R e v i e w s ”
- What was supposed to happen?
- What actually happened?
- What were the positive and negative factors here?
- What have we learned?
- Do you continuously test your beliefs and experiences?

10. In p r a c t ic e ( 3 )
• A r e y o u p r o d u c in g k n o w le d g e ?
• Ability to turn data into effective action
• Both implicit (in your head) and explicit (publicly
expressed)
• System to change mental models
- Sight Savers – efficiencies and standardisation through
studying McDonalds
- Lepra using core competencies to tackle TB and other
infectious diseases (understood its fundamental transferable
ability)
- GOS operating teams observed F! pit stop engineers to
improve efficiency and team co-ordination

11. In p r a c t ic e ( 4 )
• Is k n o w le d g e s h a r e d ?
• Is learning accessible to all staff?
• Where are all the old reports and processes?
• UNICEF uses story telling to as a core
technique to share ideas and principles
• Remember that you need to have these
processes to build and share your vision
and collective strategic momentum

12. In p r a c t ic e ( 5 )
• Is le a r n in g r e le v a n t ?
• Can you justify the investment?
• Is the learning aimed at developing or defining how people
can contribute to your organisation’s core purpose?
• Can people use it – if not now in the future?
• Will it help deliver mission?
• George House Trust continuously changes what it does
through beneficiary feedback this is checked for relevance
with volunteers who then take responsibility for training other
volunteers with the changes

13. G e t t in g s t a r t e d
• Start at the top – championing and impetus
• Create a vision and a narrative that is understandable and
participative
• Start with a chronic problem/ an initiative where there is energy
– gives immediate context
• Create responsibility – individual or task force
• Undertake an Organisational Diagnosis
• Identify “capability” gaps through systems and process review
• Initiate new product development
Creates an opportunity to innovate – the process requires a lot of
“boundary” crossing

14. In h ib it o r s
• No time to think strategically – fire fighting
preoccupation
• Too focussed on systems and process
• Reluctance to invest in strategic training
and change
• Too many hidden personal agendas
• Lack of empowerment – top down
dominance/ over tight supervision