Integrating Learning and Working
Making learning an 'add-on' to regular work rather than integrating it into daily activities has been a major barrier to organizational learning initiatives, often leading to them being perceived as just another program.
THE IDEA
1. INTEGRATING LEARNING AND WORKING
Fragmentation, or making learning an “add-on” to people’s regular work, has probably limited more organizational learning initiatives than any other factor. Over the years, many people have translated the imperative to “become a learning organization” into new programs to train people in mental models or systems thinking. Unfortunately, there was usually little opportunity to apply these tools to daily work, and, even if managers had similar training, the work environment was hardly conducive to reflecting, thinking more deeply about problems, and building shared visions. It was even worse when initiatives were driven by CEOs giving speeches on becoming a learning organization. Indeed, given the common mindset that big cultural changes needed to be driven from the top, it took many years for people to learn that such speeches were usually not a very good idea. Gradually, they realized that it was like waving a large flag that said “fad,” “here we go again,” or, in the carefully chosen language of managers at SoL corporate member Harley-Davidson, “AFP” (translated in polite company as “another fine program”).
When to use it
Designing a new learning program that embeds practice and application into existing workflows rather than as separate training events.
Evaluating the effectiveness of past organizational learning initiatives by examining whether they were integrated with daily work.
Advising a CEO on how to communicate a learning organization vision without triggering a 'fad' perception.
Restructuring team meetings to include time for reflection and application of new concepts learned from training.
FROM THEORY TO EVERYDAY LIFE
In practice
Corporate Training as an Add-On
A company introduces a week-long training on systems thinking for all managers, but after the training, managers return to their usual routines with no structured time or support to apply the new skills to real problems. The training is soon forgotten, and the initiative is labeled 'another fine program.'
CEO-Driven Learning Initiative
The CEO of a large corporation gives a passionate speech about becoming a learning organization, launching a series of workshops on mental models. However, lower-level employees see it as a top-down mandate and a fad, and participation is minimal. The initiative fades within months.
A MOMENT TO REFLECT
Put it to work.
How can you identify whether learning in your organization is treated as an add-on or integrated into daily work?
What specific changes would make it easier for people to apply new mental models or tools to their everyday tasks?
Think of a time when a learning initiative was perceived as 'AFP' – what factors contributed to that perception, and how could it have been avoided?
CONTINUE THE CONVERSATION
Source texts
- The Fifth Discipline The Art Practice of the Learning Organization (Peter M. Senge)