Culture of Learning

Summary

This article applies the concept of the "transformer Chief Learning Officer", a new type of CLO, that are changing the way companies approach learning by introducing innovations such as setting aside learning time on calendars, using mobile apps for leadership questions, offering games and simulations, and exploring the use of artificial intelligence to recommend tailored learning activities. They are also optimizing the inventory of learning resources and experimenting with the right mix of face-to-face and digital learning. Transformer CLOs are driving three principal types of change in their enterprises: transforming learning goals, learning methods, and learning departments. To achieve these transformations, CLOs should act as curators and cocreators of learning content, develop a learning culture, and embed learning into the workflow. By embracing the role of transformer CLO, companies can turn learning into a competitive advantage and help their employees thrive in a rapidly changing business environment. Below I present a toolkit for such processes to be successful, and provide some core concepts for such CLOs.

The CLO function can be seen similar to the primary role I take as a consultant: My coaching philosophy is based on the idea that leadership is being an expert in learning, and facilitating learning. My own Master thesis at INSEAD was concerned with the transmission of tacit knowledge, which constitutes around 60% of the knowledge in organizations. Being able to co-create this knowledge in real relationships is crucial for success.

Further, I also view continous learning as essential for individuals and organizations to stay current, adapt to change, and improve their skills and knowledge. A culture of learning is crucial for organizations to stay competitive in today's rapidly changing world, and it can be beneficial in several ways such as attracting and retaining top talent, improving employee's performance, and gaining a competitive advantage. To develop a culture of learning, organizations can invest in time and effort to prioritize learning, create learning initiatives that align with business goals, and hold leaders accountable for championing the value of learning. Building a culture of learning is not a one-time action but a continuous effort.

I take a scientific approach to my work (defining meditation, and ancient wisdom/perennial philosophy as science). Amy Edmondson, a professor at Harvard Business School, believes that the scientific method can be a useful framework for leaders to approach problem-solving and decision-making in the workplace. The scientific method is a systematic process for gathering and analyzing evidence to answer questions or solve problems. It involves formulating a hypothesis, collecting data, analyzing the data, and drawing conclusions based on the evidence. This approach is often used in the fields of science and engineering, but Edmondson argues that it can also be applied to business and leadership. Leaders who adopt a scientific mindset can be more effective in their roles because they are more open to questioning assumptions, seeking evidence, and testing hypotheses. This approach can help leaders to avoid making decisions based on entrenched beliefs and assumptions, and instead, make decisions based on evidence and data.

The importance of creating a culture of learning

Continuous learning is essential for individuals and organizations to stay current, adapt to change, and improve their skills and knowledge. It is especially important in today's rapidly changing world, where new information and technologies are constantly emerging. Engraved misconceptions can be harmful if they go unchallenged, as they can lead to flawed decision-making and hinder progress. By actively seeking out new information and perspectives, and being open to learning and questioning our own assumptions and beliefs, we can avoid getting stuck in entrenched ways of thinking and acting. Continuous learning can help organizations and individuals stay flexible, adaptable, and innovative, which is crucial for success in today's dynamic environment.

To stay competitive in this constantly evolving landscape, it is crucial for individuals and organizations to embrace a culture of learning. This means valuing and encouraging learning as a key component of success, providing resources and opportunities for employees to learn new skills, aligning learning initiatives with business goals, and prioritizing learning for leadership. By investing in a culture of learning, businesses can tap into employees' innate drive to learn, create a positive work environment, attract and retain top talent, and gain a competitive advantage.

A culture of learning refers to an organizational environment in which learning is valued and actively promoted. This type of culture can be beneficial for organizations in several ways.

First, a culture of learning can be an attractive factor for job seekers, as it indicates a commitment to employee development and growth. Research has shown that organizations with a learning culture are more likely to attract and retain talent.

Second, a culture of learning can help employees do their best work by providing opportunities for continuous learning and personal development. This can lead to increased knowledge, skills, and motivation, which can ultimately improve organizational performance.

Third, a culture of learning can give an organization a competitive advantage by staying current with industry trends and adapting to changes in the business environment. This can be achieved through various learning initiatives and resources that align with business goals and priorities.

To develop a culture of learning, organizations can invest in time and effort to prioritize learning, create learning initiatives that align with business goals, and hold leaders accountable for championing the value of learning. It is important to note that building a culture of learning is not a one-time action, but rather a continuous effort to keep learning top of mind within the organization.

Some research suggests that the average person spends around 90,000 hours at work over their lifetime, which could potentially be a significant amount of time for learning and development. However, it is important to note that not all of this time may be dedicated specifically to learning, as it may also include other work-related activities such as meetings, tasks, and breaks.

Today's leaders must learn to think like scientists

Amy Edmondson, a professor at Harvard Business School and a leading expert on teamwork and organizational learning, wrote "Today's leaders must learn to think like scientists" because she believes that the scientific method can be a useful framework for leaders to approach problem-solving and decision-making in the workplace.

The scientific method is a systematic process for gathering and analyzing evidence to answer questions or solve problems. It involves formulating a hypothesis, collecting data, analyzing the data, and drawing conclusions based on the evidence. This approach is often used in the fields of science and engineering, but Edmondson argues that it can also be applied to business and leadership.

Edmondson believes that leaders who adopt a scientific mindset can be more effective in their roles because they are more open to questioning assumptions, gathering and analyzing data, and being willing to adapt and change course based on the evidence. This approach can help leaders make more informed decisions, increase organizational learning, and foster a culture of continuous improvement.

The Times Are A-changin

Did you know that 85% of the jobs that will exist in 2030 haven't even been invented yet (source: https://www.linkedin.com/learning/creating-a-culture-of-learning-2020)? This is because the rapid advancement of technology is changing the world at an unprecedented rate. The rise of the internet and the increasing importance of data analytics have led to the creation of new job roles in fields such as web design, data science, and digital marketing. However, the current progress of blockchain, AI, IoT, and quantum computing, combined with the environmental crisis and globalization, will significantly transform our reality. Adapting is crucial for survival, and learning is at the core of adapting. This includes learning new information, unlearning old information that is no longer accurate, and discovering what is unknown (information that we need to investigate further). For example, consider our understanding of electricity. Most of us assume that electrons carry potential energy around a complete conducting loop, transferring their energy to the load (e.g., electrical current must move in a wire). However, this is incorrect. If it were true, findings like the ones reported in this article about wireless power powered by MIT scientists would be impossible. Therefore, it is important to challenge our common misconceptions and continually learn and adapt. This brilliant movie helms the battle on such fixed ideas (spoiler alert: electricity flows in the space around the wires):

Such examples of engraved (cultural) misconceptions highlight the importance of continuous learning, especially in organizations. A culture of learning is an organizational culture that values and encourages learning as a key component of success. This can take many forms, such as providing resources and opportunities for employees to learn new skills, aligning learning initiatives with business goals, and making learning a top priority for leadership. There are several reasons why having a culture of learning is important. First, humans have an innate drive to learn and satisfy their curiosity, and businesses that prioritize learning can tap into this drive to improve employee performance and engagement. Second, since people spend a significant portion of their lives at work, it is important to create an environment that is conducive to learning and personal growth. Third, a culture of learning is beneficial for attracting and retaining top talent, as employees are increasingly looking for organizations that prioritize learning and development. Finally, a culture of learning can give organizations a competitive advantage by helping them adapt to changing markets and technologies. Building a culture of learning requires an ongoing investment of time and effort, but the potential benefits for both employees and the organization make it well worth the effort.

Wireless electricty was one of Tesla's interests, and recently a topic for researchers at MIT.

This task is typically taken on by a Chief Learning Officer, or CLO, who is a senior executive responsible for overseeing all learning and employee development programs within a company. The CLO's role is to create learning strategies, oversee their execution, and ensure that all educational programs align with the company's goals. They typically report to the head of HR or directly to the CEO.

A Strategic CLO takes this role one step further by integrating learning and development into every aspect of the company and irrevocably tying L&D functions to the company's overall strategy. This helps to attract and retain top talent and promotes employee growth and development.

To be an effective CLO, it's important to have buy-in from leadership and to address common challenges such as misalignment between business and learning strategy, resource shortages, and a lack of commitment to learning activities. By tackling these challenges and embracing new technologies, the CLO can transform their department into a valuable strategic partner for the company's growth.

One of my professors at MIT, George Westerman, has written about the importance of having managers or coaches whose mission is to help their companies and their employees thrive, even as technologies, business practices, and whole industries undergo rapid change. In his article "The Transformer CLO" (https://hbr.org/2020/01/the-transformer-clo), Westerman concludes that "Learning is no longer just an HR function, it's a core part of your business." This aligns with my belief, as reflected in my coaching philosophy, that learning is at the core of leadership. I agree with Professor Westerman's assertion that learning is also at the core of the business itself.

According to HBR article, the role of chief learning officer isn’t just about training anymore. Transformer CLOs are changing the way companies approach learning by introducing innovations such as setting aside learning time on people's calendars, using mobile apps to pose leadership questions to managers, offering games and simulations, and even exploring the use of artificial intelligence to recommend tailored learning activities to employees. They are also optimizing the inventory of learning resources by using analytics to study courses taken by employees and root out those that are not effective. In addition, transformer CLOs are experimenting with the right mix of face-to-face and digital learning, using digital platforms and tools but also recognizing the importance of face-to-face learning through methods such as connecting classrooms and creating immersive, experiential programs. Lastly, transformer CLOs are transforming their learning departments by making them leaner, more agile, and more strategic. They are also using analytics to track and measure the effectiveness of their learning programs and using that data to drive continuous improvement.

Transformer CLOs are driving three principal types of change in their enterprises:

Transforming their organizations’ learning goals - shifting the focus from the development of skills to the development of mindsets and capabilities that will help workers perform well now and adapt smoothly in the future.
Transforming their organizations’ learning methods - making them more experiential and immediate, and atomizing content for delivery when and where it’s needed.
Transforming their organizations’ learning departments - making them leaner, more agile, and more strategic.

To achieve these transformations, CLOs need to reshape leadership development, optimize the inventory of learning resources, balance face-to-face and digital learning, and adopt a continuous learning model that includes instruction, immersion, and introspection.

In addition, CLOs should act as curators and cocreators of learning content, develop a learning culture, and embed learning into the workflow.

By embracing the role of transformer CLO, companies can turn learning into a competitive advantage and help their employees thrive in a rapidly changing business environment.

"Leaders at DBS Bank launched a number of programs to find out what would inspire curiosity among their employees. One notable success is GANDALF Scholars, in which employees can apply to receive grants of $1,000 toward training on any work-related topic, as long as they agree to teach what they learn to at least 10 other people.

In today's business environment, it is important for organizations to prioritize learning and development in order to remain competitive and adaptable. This is particularly true as technologies, business practices, and industries undergo rapid change. As a result, the traditional role of the chief learning officer (CLO) is evolving, and many CLOs are now taking on the role of transformer CLOs. These leaders are responsible for transforming the learning goals, methods, and departments of their organizations in order to help employees thrive in the face of change.

To transform learning goals, CLOs should focus on developing the mindsets and capabilities of employees, rather than just their skills. They can do this by reshaping leadership development, democratizing learning, and cultivating a culture of continuous learning. To transform learning methods, CLOs should make learning more experiential, immediate, and tailored to the needs of individual employees. This can be achieved through the use of various media and technologies, such as mobile apps and artificial intelligence, as well as through face-to-face and digital learning. To transform learning departments, CLOs should redesign their departments to be smaller, nimbler, and more strategic. This can involve hiring new types of talent, such as learning strategists and experience designers, and adopting agile and lean start-up principles.

Overall, the role of the transformer CLO is to make learning central to the strategy and culture of the organization, and to help employees develop the mindsets and capabilities they need to thrive in a rapidly changing business environment.

The transformer CLO: a key player in shaping a more effective workforce

As a Chief Learning Officer (CLO), your role is to oversee all learning and employee development programs within your organization. This includes creating learning strategies, overseeing their execution, and ensuring that all educational programs align with the larger goals of the company. You may also be called a Chief Knowledge Officer or Director of Learning and Development, and you may report to the head of HR or directly to the CEO.

To be a successful CLO, it is important to evolve your role from a simple training manager to a key player in shaping a more effective workforce. This may involve transforming the learning goals of your organization, shifting the focus from the development of specific skills to the development of mindsets and capabilities that will help employees perform well now and adapt smoothly in the future. You should also transform the learning methods used in your organization, making them more experiential and immediate, and atomizing content for delivery when and where it is needed. Finally, you should transform your learning department, making it leaner, more agile, and more strategic.

To achieve these transformations, the CLO may need to hire learning strategists, experience designers, curators, and software developers, and work with employees to become peer teachers, guides, and coaches. You should also apply agile and lean start-up principles to your learning programs, and consider using microlearning and other innovative approaches to training. By embracing these changes, you can transform your L&D department from a supporting player to a key strategic partner in the growth of your organization.

The role of a CLO has evolved from simply managing training programs to becoming a strategic partner in an organization's growth and development. A CLO works to align learning and development with company goals and initiatives and helps to create a growth mindset in employees. To be successful, CLOs must address common challenges such as misalignment between business and learning strategies, lack of resources and skills, and reluctance from leadership and employees to invest time in learning. CLOs can also work to create a culture of continuous learning, embrace new technologies, and use data to make informed decisions about learning programs. By transforming L&D into a strategic partner, CLOs can play a vital role in the success of an organization.

A curious CLO is someone who is always seeking new knowledge and ways to improve employee learning and development within an organization. They are not satisfied with simply providing traditional training programs, but instead are constantly seeking out innovative and effective ways to improve the learning experience for employees.

A innovative CLO is open to trying new approaches and technologies, and is not afraid to take risks in order to drive change and improvement within the learning and development function. They are also proactive in seeking out feedback from employees and stakeholders to understand what is and isn't working, and use this information to continuously adapt and improve their strategies.

Overall, an efficient CLO is a valuable asset to any organization, as their dedication to continuously improving and adapting employee learning and development efforts helps to drive business growth and success.

Fear of brain drain

In a BCG survey, it was found that most companies have common strengths and weaknesses in their approach to learning and development. These companies tend to be good at describing their mission, presenting their learning content in attractive formats, and delivering learning programs through various methods such as classroom or online. However, they are often not as effective at measuring the outcomes of their learning initiatives, integrating learning into daily workflows, and recognizing the personal achievements of employees through a system of credentials and certifications. Another shared weakness is the failure to align their learning agenda with the overall business strategy. While many chief learning officers believe that learning should be a top priority, only a small percentage believe that it is a core part of their company's strategy. This discrepancy may be due to the fear that investing in employee learning and development could lead to a "brain drain" of talented employees who leave the company after receiving expensive training. However, not investing in a comprehensive learning ecosystem can also have negative consequences, such as the loss of top employees to companies that do invest in development and a stagnant workforce that is not motivated to learn and grow. Therefore, leaders must weigh the benefits and risks of investing in the development of a skilled and adaptable workforce.

Three Steps to Turn Your Company into a Learning Powerhouse

As a CLO, it is important to have a strong understanding of learning and development strategies and how to align them with the overall goals of the organization. It is also important to have strong leadership and management skills in order to oversee and coordinate the learning and development efforts of the organization. In addition, it is helpful to have experience in the field of education, training, or HR, as well as strong communication and interpersonal skills.

To develop a world-class corporate learning capability, it is important for a company to have a clear purpose and strategy for learning and to embed it into the core of its business strategy. According to a recent publication by BCG, the company should also foster a learning culture among its employees, with the senior executives promoting a growth mindset. It should also have the necessary infrastructure and tools to support and continuously improve the learning ecosystem, and take advantage of the full learning landscape, including external networks and partners. Additionally, it is important for the company to assess and address individual and collective learning needs, and offer personalized learning journeys for employees to upskill, reskill, and cross-skill. To assess and improve its learning capability, a company can use a three-step maturity assessment diagnostic and roadmap to benchmark itself against the best learning companies in the world and introduce strategic interventions to transform itself into a learning powerhouse.

To transform a company into a world-class learning organization, the CEO should first assess the current state of the company's learning ecosystem using a framework called the Learning Ecosystem Maturity Assessment (LEMA). The LEMA framework consists of five core components, or domains, of a successful learning ecosystem: strategy, organization, offering, enablers, and learnscape integration. Within each domain, there are 18 dimensions that the company should measure and benchmark against the best learning companies in the world. Based on the assessment results, the CEO can create a learning ecosystem roadmap, which is a plan for implementing strategic interventions to improve the company's learning capabilities. The roadmap should be tailored to the specific needs and growth path of the company, and may include interventions such as integrating learning into the company's overall business strategy, incorporating learning activities into the daily workflow, and offering learning credentials and certifications to employees. It is important for the CEO to communicate the importance of learning to the rest of the organization and to provide the necessary resources and support for employees to continually learn and develop their skills.

The three steps outlined in the article for developing a world-class corporate learning capability are:

Assess the current state of the company's learning ecosystem using the Learning Ecosystem Maturity Assessment (LEMA) framework. The LEMA consists of five core components, or domains, of a successful learning ecosystem: strategy, organization, offering, enablers, and learnscape integration. Within each domain, there are 18 dimensions that the company should measure and benchmark against the best learning companies in the world.
Benchmark the company's learning capabilities against the best learning companies in the world. Based on the assessment results, the company can be classified into one of four categories: starter companies, adopter companies, performer companies, or leader companies.
Create a learning ecosystem roadmap based on the assessment results and benchmarking. The roadmap is a plan for implementing strategic interventions to improve the company's learning capabilities. It should be tailored to the specific needs and growth path of the company, and may include interventions such as integrating learning into the company's overall business strategy, incorporating learning activities into the daily workflow, and offering learning credentials and certifications to employees. The CEO should communicate the importance of learning to the rest of the organization and provide the necessary resources and support for employees to continually learn and develop their skills.

After you have read the article (https://www.bcg.com/publications/2020/turn-your-company-into-a-learning-powerhouse), you may wish to challenge yourself with the following questions:

Quiz 1

What is the purpose of the Learning Ecosystem Maturity Assessment (LEMA) framework?

A. To assess the current state of a company's learning ecosystem
B. To create a roadmap for improving a company's learning capabilities
C. To benchmark a company's learning capabilities against the best learning companies in the world
D. All of the above

What are the five core components of a successful learning ecosystem, according to the LEMA framework?

A. Strategy, organization, offering, enablers, and learnscape integration
B. Culture, resources, technology, content, and outcomes
C. Leadership, learning methods, skills development, performance measurement, and employee engagement
D. Employee satisfaction, retention, turnover, skills gap, and career development

How does the LEMA framework help a company assess its learning ecosystem?

A. By measuring the company's performance across five core components, or domains
B. By benchmarking the company's learning capabilities against the best learning companies in the world
C. By creating a learning ecosystem roadmap based on the assessment results and benchmarking
D. All of the above

What are the four categories of companies based on their learning capabilities, according to the LEMA framework?

A. Leader, performer, adopter, and starter
B. Advanced, intermediate, beginner, and expert
C. Excellent, good, average, and poor
D. Proactive, reactive, neutral, and passive

How can a CEO create a learning ecosystem roadmap based on the assessment results and benchmarking?

A. By setting the company's destination and following a set of instructions in the form of strategic interventions
B. By using a library of best practices to identify the company's strengths and weaknesses
C. By tailoring the roadmap to the specific needs and growth path of the company
D. All of the above

Why is it important for a company to have a clear purpose and strategy for learning, and to embed it into the core of its business strategy?

A. To attract and retain top talent
B. To foster a learning culture among employees
C. To take advantage of the full learning landscape, including external networks and partners
D. To ensure that the company is constantly learning, adapting, and acquiring the skills it needs to compete in the workplace

What role do senior executives play in promoting a learning culture within a company?

A. They serve as tutors or coaches for employees
B. They provide the necessary resources and support for employees to learn and develop their skills
C. They foster a growth mindset among employees
D. All of the above

What are some common strengths and weaknesses shared by leading learning companies, according to the article?

A. Strengths: describing the company's mission, packaging learning content in compelling formats, delivering learning programs through various channels
B. Weaknesses: integrating learning into the day-to-day workflow, measuring outcomes, offering learning credentials and certifications
C. Strengths: fostering a learning culture, offering personalized learning journeys, assessing and addressing learning needs
D. Weaknesses: having a clear purpose and strategy for learning, integrating learning into the company's overall business strategy

Another shared weakness—one that many chief learning officers acknowledge—is companies’ failure to integrate their learning agenda into their corporate strategy. In belief audits that we conducted with L&D leaders from various industries, we found that while 95% of them believed that learning should be a top-three priority, only 15% of them believed that learning constituted a core part of their company’s overall business strategy.

True
False

How can a company integrate its learning agenda into its corporate strategy and avoid a potential brain drain of talented employees?

A. By investing heavily in employee learning and development and offering certification courses that have real value in the wider labor market
B. By hiring talented employees from rival companies
C. By offering learning opportunities only to select employees
D. By not investing in employee learning and development

My approach to creating a learning culture

Espen Folmo at the border between Bahrain and Saudi Arabia in 2017.

To succeed as a change agent, I focus on creating a culture of learning within the organization. This means encouraging, empowering, and equipping employees to do their best work, and embedding learning as a key component of the organization's culture. I also ensure that learning initiatives are aligned with business priorities and reinforce what is trending within the organization. I do this by developing programs, events, and resources that support the company's goals and priorities, and by prioritizing the learning function's core work and projects to fully enable employees. I also focus on creating a supportive and inclusive learning environment where employees feel valued and motivated to learn. This may include providing access to digital learning platforms, holding regular development and performance conversations with employees, and promoting a culture of continuous learning and development. Overall, I prioritize creating a culture of learning that supports the company's business objectives and helps employees reach their full potential.

As an expert in facilitating learning and co-creation of knowledge as a leader, I conducted research on the topic of transferring tacit knowledge in organizations and its relationship to psychotherapy. This research was the focus of my Master's Thesis at INSEAD (Transference of tacit knowledge in organizations - lessons from psychotherapy). Tacit knowledge is a type of knowledge that is difficult to transfer or express in words. It is often gained through experience and is difficult to codify or document. In organizations, the transfer of tacit knowledge is a complex and dynamic process that involves creating an environment that promotes learning and co-creation of knowledge. It requires the development of effective communication and listening skills, as well as the ability to facilitate interactions and co-construct knowledge. The role of the leader or mentor is crucial in this process, as they have the ability to create a culture that promotes learning and encourages open communication and the sharing of knowledge. The use of methods from pedagogy and psychotherapy, such as the development of a working alliance and empathetic listening, can be helpful in facilitating the transfer of tacit knowledge. Ultimately, the success of the transfer of tacit knowledge depends on the willingness of all parties involved to engage in an open and honest dialogue and to co-create new knowledge together.

Below are some tools (concepts) I typically apply; such as the concept of growth mindset, the 70-20-10 rule for learning and development, Theory U, and deliberate practice. I also discuss how these concepts can be integrated through the use of the three I's (instruction, introspection, and immersion). I highlight the importance of psychological safety in creating a positive learning environment, and the role of empathy in leadership and learning.

Importance of documenting effect

It is important for a Chief Learning Officer (CLO) to be strategic in their approach to learning and development in an organization. This means integrating learning and development into every aspect of the company and aligning it with the company's overall strategy. This can help to attract and retain top talent and promote employee growth and development. To be an effective CLO, it is important to have buy-in from leadership and to address common challenges such as misalignment between business and learning strategy, resource shortages, and a lack of commitment to learning activities. Hence, it is important for the CLO to measure and document the progress and effectiveness of learning programs in order to create evidence of their value and impact. This can be done through a variety of methods, such as assessments, surveys, and evaluations, to gather data on the effectiveness of the learning programs and the impact they have on employees and the organization. Gathered data can then be analyzed and used to inform the development and improvement of future learning programs. By creating evidence and measuring progress, the CLO can demonstrate the value of learning and development programs to the organization, identify areas for improvement, and drive continuous improvement in the company's learning and development efforts.

As we learned from the BCG article, assessing the current state of the company's learning ecosystem using the Learning Ecosystem Maturity Assessment (LEMA) framework is crucial. My background as head of Quality Lab for Psychotherapy, which specifically documentet the quality an evidence-based psychotherapy provides me with a unique toolkit to assess and document learning. This can involve using various methods to track and measure the impact of learning initiatives, such as analyzing data on employee performance and retention, surveying employees to gather feedback on learning experiences, and using analytics to study courses taken by employees and identify those that are not effective.

Presencing

Otto Scharmer is a professor at the Massachusetts Institute of Technology (MIT) and a leading expert on leadership, innovation, and organizational change. In his work on "presencing," Scharmer identifies four levels of listening that can be used to increase results and drive organizational change:

Downloading: This is the most basic level of listening, where we simply receive and process information without engaging with it.
Factual listening: At this level, we listen actively and attentively to gather information and understand the facts being presented.
Empathic listening: This level involves not only understanding the facts, but also trying to understand the other person's perspective, feelings, and emotions.
Generative listening: This is the highest level of listening, where we seek to deeply understand the other person's perspective, and use that understanding to co-create new solutions and possibilities.

These levels of listening can be applied in leadership development and organizational psychology to increase results by helping leaders and organizations to:

Develop better communication and collaboration skills
Enhance problem-solving and decision-making capabilities
Foster greater innovation and creativity
Improve team dynamics and cohesion
Promote a culture of openness, trust, and respect.

By using these different levels of listening, leaders and organizations can create a more open and collaborative environment that is better equipped to adapt and respond to changing circumstances and needs.

Growth Mindset

Growth mindset refers to the belief that one's abilities and intelligence can be developed through effort and learning, rather than being fixed traits. Research has shown that individuals with a growth mindset are more likely to embrace challenges, learn from setbacks, and persist in the face of difficulties, which can lead to better performance and personal growth.

Learning from mistakes

As a CLO, it is important to recognize that mistakes and errors are a natural part of the learning and development process. In fact, they can be a valuable asset for an organization as long as they are used as opportunities for growth and improvement. By embracing a culture of learning from mistakes, an organization can continuously improve processes, identify areas for development, and ultimately become more effective and efficient. This can be achieved by encouraging open communication, conducting root cause analysis to identify the underlying causes of errors, and implementing corrective actions to prevent similar mistakes from occurring in the future. By leveraging mistakes as a source of learning, organizations can foster a culture of continuous improvement and drive long-term success.

There are several ways that an organization can learn from mistakes:

Establish a culture of learning: Encourage employees to speak up about mistakes and to share what they have learned from them. This can help to create an environment where it is safe to admit mistakes and where learning is valued.
Analyze the root cause of mistakes: It's important to understand the root cause of mistakes in order to prevent them from happening again. This can involve conducting root cause analysis or other forms of problem-solving to identify the underlying issues that led to the mistake.
Implement corrective actions: Once the root cause of a mistake has been identified, it's important to put measures in place to prevent it from happening again. This may involve making changes to processes, training, or other areas of the organization.
Share lessons learned: Sharing the lessons learned from mistakes with others in the organization can help to ensure that the same mistakes are not made again. This can be done through training, presentations, or other forms of communication.
Review and update policies and procedures: Reviewing and updating policies and procedures can help to ensure that they are effective in preventing mistakes. This may involve reviewing existing policies and procedures, as well as creating new ones where necessary.

By following these steps, organizations can learn from their mistakes and improve their processes and practices over time.

Cultural knowledge can be transmitted among chimpanzees

Cultural knowledge can be transmitted among chimpanzees. An important study to understand the transission of culture was conducted by researchers at Emory University and published in the journal Science. The study involved a group of chimpanzees who were trained to use boxes to obtain a reward of a banana. The chimpanzees were then divided into two groups and one group was allowed to use the boxes while the other group was not. The group that was not allowed to use the boxes was later allowed to observe the other group using the boxes. The researchers found that the chimpanzees who were not initially allowed to use the boxes were able to learn how to use the boxes by observing the other group, suggesting that cultural knowledge can be transmitted among chimpanzees. The study also found that the chimpanzees who were not initially allowed to use the boxes were more successful at obtaining the reward when they were allowed to observe the other group using the boxes, suggesting that social learning can facilitate the acquisition of cultural knowledge.

Chimpanzees have been shown to be able to transmit cultural knowledge through social learning, such as observation and imitation, as demonstrated in several studies. This suggests that cultural knowledge is not unique to humans and that chimpanzees are able to learn and transmit cultural knowledge in a similar way. There have been several studies that have identified cultural variants among chimpanzees, including behaviors related to subsistence, tool use, communication, and grooming patterns. It also challenges previous assumptions about the limited cultural capabilities of non-human primates and provides new insights into the cultural practices of chimpanzees: "Following the first long-term field studies of chimpanzees in the 1960s, researchers began to suspect that chimpanzees from different African populations varied in their behavior, and that some of these variations were transmitted through social learning, thus suggesting culture. Additional reports of chimpanzee culture have since accumulated, which involve an increasing amount of behavioral variation that has no obvious ecological or genetic explanation. To date, close to 50 cultural variants have been reported, including subsistence behavior, tool-use, communication signals, and grooming patterns." (Source: https://www.sciencedirect.com/science/article/pii/S0079612309178019?via%3Dihub)

It is also worth noting that the transmission of cultural knowledge among chimpanzees is not simply conformity, but involves the passing along of behavior and traditions from one individual to another. This finding has implications for our understanding of how cultural knowledge is transmitted and how it can be successfully promoted in organizations. Such findings lend support to my own research indicating that tacit knowledge must be co-created (with)in a real relationship: "Transferring knowledge through a chain of generations is a behavior not exclusive to humans, according to new findings by researchers at the Yerkes National Primate Research Center of Emory University and the University of St. Andrews, Scotland. For the first time, researchers have shown chimpanzees exhibit generational learning behavior similar to that in humans. Unlike previous findings that indicated chimpanzees simply conform to the social norms of the group, this study shows behavior and traditions can be passed along a chain of individual chimpanzees." (Source: https://www.sciencedaily.com/releases/2006/08/060830075548.htm)

Such insights may be partiularily pronounced when faced with new tasks: "Our results indicate that, when genetic and environmental factors are controlled, wild chimpanzees rely on their cultural knowledge to solve a novel task". (Source: https://www.sciencedirect.com/science/article/pii/S0960982209017746?via%3Dihub)

Hence, cultural knowledge seems essential for innovation, which is at core of business success. This article is a study conducted by researchers at Emory University on the transmission of cultural knowledge among chimpanzees. The study found that chimpanzees are able to learn and transmit cultural knowledge through social learning, such as observation and imitation. This suggests that cultural knowledge is not unique to humans and that chimpanzees possess similar capabilities. The study also found that the chimpanzees who were allowed to observe the other group using the boxes were more successful at obtaining the reward, suggesting that social learning can facilitate the acquisition of cultural knowledge.

This has important implications for organizational learning, as it suggests that the transmission of cultural knowledge and behavior in organizations can be successfully promoted through observation and imitation, rather than solely relying on conformity. It also highlights the importance of co-creating tacit knowledge in real relationships, as seen in the transmission of cultural knowledge among chimpanzees. Such insights may be particularly useful for CLOs when faced with new tasks and challenges in the organization.

One practical result of such results is that somewhat exlains why my coaching coaching philosophy is based on the idea that leadership is being an expert in learning, and facilitating learning.

Similar studies by Frans de Waal highlight the importance of fair processes in organizations:

Ray Dalio's idea of radical transparency

Ray Dalio's idea of radical transparency at Bridgewater Associates, a hedge fund company he founded, involves the idea that open and honest communication, including the airing of disagreements, is essential for effective decision-making and personal growth. This involves creating a culture in which employees feel comfortable sharing their thoughts and ideas, and where feedback is given openly and constructively.

In the context of the text above, the focus on creating a culture of learning and development, and the emphasis on psychological safety and empathy as important factors in this process, align with the principles of radical transparency. Encouraging employees to embrace challenges, learn from setbacks, and persist in the face of difficulties, as well as providing them with opportunities for formal instruction, introspection, and immersion, can help foster a culture of open and honest communication and promote personal growth. Providing access to digital learning platforms and holding regular development and performance conversations with employees can also support this process. Overall, the emphasis on continuous learning and development, and the tools and concepts described in the text, can be seen as supportive of the principles of radical transparency and effective decision-making.

The 70-20-10 Rule

The 70-20-10 rule is a guideline for how to allocate time and resources for learning and development in organizations. It suggests that 70% of learning should come from on-the-job experiences, 20% should come from interactions with others, and 10% should come from formal courses or instruction. This approach to learning and development can foster a growth mindset by providing individuals with opportunities to take on new challenges, receive feedback and guidance, and learn new skills and knowledge through a variety of sources.

Deliberate practice

Deliberate practice is a structured, focused form of practice that is designed to improve specific skills or knowledge. It involves setting specific, challenging goals, receiving immediate feedback, and making adjustments based on that feedback. Research has shown that deliberate practice is a key factor in the development of expertise in various fields, and is more effective at improving performance than unstructured or casual practice. Research has shown that deliberate practice is a key factor in the development of expertise in various fields, and is more effective at improving performance than unstructured or casual practice. In order to be effective, deliberate practice must be done regularly, consistently, and with focused attention. It requires effort and discipline, and is often challenging, as it involves pushing oneself beyond one's current abilities in order to improve.

Deliberate practice is not something done once in a while, but rather is an ongoing process that is integrated into the work experience. Hence, when combined with a growth mindset, and the 70-20-10 rule, we see that deliberate practice is a powerful tool for learning and development, and can be a key factor in achieving expertise and improving performance in various fields. By integrating deliberate practice into the ongoing work experience, individuals and organizations can continually improve their skills and knowledge, and achieve their full potential.

In the context of organizational learning, deliberate practice can be an effective way for individuals and teams to develop new skills and knowledge, and can be incorporated into various learning and development activities, such as training sessions, project work, and on-the-job experiences.

The Three I's: Instruction, Introspection, and Immersion

As a integrative coach I normally use this rule to organize organizational learning around the three I's of instruction, introspection, and immersion as follows:

Instruction: Allocate 10% of learning time and resources towards formal instruction, such as workshops, training sessions, and online courses. This could include courses on topics related to the three I's, such as instructional design for effective training, mindfulness practices for introspection, and cross-cultural communication for immersion in diverse environments.
Introspection: Allocate 20% of learning time and resources towards introspection, such as self-reflection, coaching, and mentorship. This could include activities such as journaling, debriefing sessions, and one-on-one coaching sessions to help individuals reflect on their experiences and identify areas for growth.
Immersion: Allocate the remaining 70% of learning time and resources towards immersion, such as on-the-job experiences, project work, and networking. This could include opportunities for individuals to work on real-world projects, collaborate with diverse teams, and network with professionals in their field.

By organizing learning around the three I's in this way, we can help ensure that individuals are getting a balanced mix of formal instruction, introspection, and immersion, which can support their ongoing learning and development.

The 70-20-10 rule for learning and development can foster a growth mindset in several ways:

On-the-job experiences: By allocating 70% of learning time and resources towards on-the-job experiences, individuals can have the opportunity to take on new challenges, make mistakes, and learn from them in a supportive environment. This can help them develop a growth mindset, as they learn that their abilities and knowledge are not fixed, but can grow and develop through effort and learning.
Interactions with others: By allocating 20% of learning time and resources towards interactions with others, such as coaching and mentorship, individuals can receive feedback and guidance that can help them identify areas for growth and improvement. This can support a growth mindset, as they learn that they have the capacity to learn and improve with the right support.
Formal instruction: By allocating 10% of learning time and resources towards formal instruction, individuals can learn new skills and concepts that can help them expand their knowledge and abilities. This can also foster a growth mindset, as they learn that they have the capacity to learn new things and take on new challenges.

Hence, the 70-20-10 rule can help create a learning environment that supports continuous learning and development, which can foster a growth mindset by encouraging individuals to embrace challenges and embrace opportunities for learning and growth.

Psychological Safety

Amy Edmondson is a professor of leadership and management at the Harvard Business School and a leading expert on learning in organizations. In her work, Edmondson focuses on how organizations can create conditions that support learning, innovation, and adaptability. One key concept that she has studied is psychological safety, which she defines as "a shared belief that the team is safe for interpersonal risk-taking." Psychological safety is important because it allows team members to feel comfortable taking risks, sharing their ideas, and asking questions without fear of retribution or negative consequences. This can foster a culture of learning and innovation, as team members are more likely to speak up, share their thoughts, and contribute their knowledge and perspectives. This can lead to more effective learning and problem-solving. Edmondson has identified several factors that contribute to the development of psychological safety in teams and organizations, including supportive and collaborative leadership, open and transparent communication, a focus on team goals rather than individual performance, and a willingness to challenge assumptions and take risks.

Edmondson has identified several key characteristics of a "learning organization," which are organizations that are able to continuously adapt and improve through learning. These characteristics include:

A willingness to experiment and try new things: A learning organization is open to taking risks, trying out new ideas, and learning from the results, even if they don't always succeed. This helps foster a culture of innovation and adaptability.
An open and transparent communication style: A learning organization encourages open, honest, and transparent communication, which can help facilitate the sharing of ideas and knowledge, as well as the identification and resolution of problems.
A focus on team goals: A learning organization emphasizes the importance of working together as a team and aligning individual efforts with the goals of the organization. This helps foster a sense of shared purpose and can support collaboration and learning.
Psychological diversity: A learning organization values and actively seeks out diverse perspectives and experiences, as this can foster creativity and innovation. Edmondson refers to this as "cognitive diversity."

Teaming

Edmondson has also identified "teaming" as a key characteristic of a learning organization. Teaming refers to the process of actively seeking out diverse perspectives and experiences in order to foster innovation and creativity. It involves behaviors such as:

A willingness to challenge assumptions and take risks: Teaming involves being open to questioning assumptions and taking calculated risks in order to explore new ideas and approaches.
A willingness to share knowledge and resources: Teaming involves being open to sharing knowledge, expertise, and resources with others in order to support learning and collaboration.
An open and transparent communication style: Teams that are open and transparent in their communication are more likely to develop trust and respect, which can facilitate the sharing of diverse perspectives and experiences.
A focus on team goals rather than individual goals: By focusing on team goals, rather than individual goals, teams are more likely to work together effectively and foster a culture of learning and innovation.

Edmondson's work highlights the importance of creating conditions that support learning, innovation, and adaptability in organizations. By fostering a growth mindset, using the 70-20-10 rule to allocate learning time and resources, and creating a culture of psychological safety, organizations can support continuous learning and development, which can ultimately lead to better performance and success.

Theory U

Theory U is a framework developed by management theorist Otto Scharmer that describes the process of organizational learning and change. It suggests that organizations can move through a series of stages, starting with a focus on observing and sensing current reality (U1), then moving towards a stage of reflecting on and questioning assumptions and mental models (U2), followed by a stage of co-creating and prototyping new solutions and possibilities (U3), and finally a stage of aligning and integrating those solutions into the organization (U4).

One key aspect of Theory U is the idea that organizations need to create space for "presencing," or being fully present and aware in the present moment, in order to facilitate learning and change. This can be achieved through practices such as mindfulness, dialogue, and other forms of reflection.

Theory U is a framework developed by Otto Scharmer that describes a process for leading and facilitating change in organizations. It proposes that effective change begins with a deep understanding of the current reality, and involves moving through three stages: sensing, presencing, and realizing.

At the sensing stage, individuals are encouraged to engage with the world around them and connect with their inner selves in order to gain a deeper understanding of the current reality. Edmondson's work on psychological safety can be seen as related to this stage, as it emphasizes the importance of creating an environment that allows individuals to feel safe speaking up, sharing ideas, and asking questions. This can support the development of a deep understanding of the current reality, as individuals are able to share their insights, observations, and experiences openly and honestly.

At the presencing stage, individuals are encouraged to engage in dialogue and collaboration with others in order to co-create new possibilities. Edmondson's work on diversity and inclusivity can be seen as related to this stage, as it emphasizes the importance of creating a culture that is open to different perspectives and experiences. By fostering a sense of inclusivity and respect for diverse viewpoints, organizations can create an environment that supports innovation and the co-creation of new possibilities.

At the realizing stage, individuals are encouraged to put their new insights into action. Edmondson's work on psychological safety and diversity can be seen as related to this stage, as it emphasizes the importance of creating a culture that supports learning, experimentation, and adaptability. By creating an environment that allows individuals to take risks, learn from their mistakes, and adapt to change, organizations can create the conditions needed to realize their full potential and achieve their goals.

Edmondson's work on psychological safety and learning in organizations can be seen as supporting the stages of Theory U, as it emphasizes the importance of creating an open and inclusive environment that fosters learning, innovation, and adaptability.

Theory U emphasizes the importance of creating an open and inclusive environment that supports learning, innovation, and adaptability. It suggests that individuals and organizations can tap into their full potential and achieve their goals by moving through the three stages of sensing, presencing, and realizing in a way that is aligned with their values and purpose.

The 70-20-10 rule for learning and development can be related to theory U in that it emphasizes the importance of experiential learning and immersion as a key component of effective change. The 70% emphasis on on-the-job experiences and immersion aligns with the sensing and presencing stages of theory U, in which individuals are encouraged to engage with the world around them and connect with their inner selves in order to gain a deeper understanding of the current reality and identify potential opportunities for change. The 20% emphasis on interactions with others aligns with the presencing stage, in which individuals are encouraged to engage in dialogue and collaboration with others in order to co-create new possibilities. The 10% emphasis on formal instruction aligns with the realizing stage, in which individuals can gain the knowledge and skills needed to put their new insights into action.

The 70-20-10 rule can be seen as a way to support individuals and organizations in moving through the stages of theory U, as they seek to understand the current reality, identify opportunities for change, and develop the skills and knowledge needed to realize their full potential.

Amy Edmondson's work on psychological safety and learning in organizations is related to Theory U in that both emphasize the importance of creating an open and inclusive environment that supports learning and innovation. Theory U proposes a process for leading and facilitating change that begins with a deep understanding of the current reality and involves moving through three stages: sensing, presencing, and realizing.

Theory U can be related to deliberate practice in that both emphasize the importance of structured, focused learning and development. Theory U proposes a process for leading and facilitating change that involves moving through three stages: sensing, presencing, and realizing. Each of these stages involves setting specific goals, receiving feedback, and making adjustments based on that feedback. This aligns with the key principles of deliberate practice, which involve setting specific, challenging goals, receiving immediate feedback, and making adjustments based on that feedback.

Overall, Theory U and deliberate practice can be seen as complementary approaches to learning and development, as both emphasize the importance of structured, focused practice in order to improve skills and knowledge. By moving through the stages of Theory U and engaging in deliberate practice, individuals and organizations can develop the skills and knowledge needed to achieve their goals and realize their full potential.

Kegan's theory of adult human development

Kegan's theory of adult human development proposes that individuals go through several stages of development as they mature and grow. Each stage involves a shift in how individuals understand and make sense of the world around them. According to Kegan, there are five stages of development that individuals may go through, starting with a focus on meeting basic needs and safety (stage 1), and progressing through stages of increasing complexity and autonomy, culminating in a stage of interdependence and collaboration (stage 5):

The socialized mind: At this stage, individuals rely on external authorities and social norms to guide their behavior and make sense of the world.
The self-authoring mind: At this stage, individuals begin to develop their own beliefs, values, and principles, and are able to make decisions based on their own internal guidance.
The self-transforming mind: At this stage, individuals become more flexible and adaptable, and are able to see and challenge their own assumptions and beliefs.
The self-authoring, self-transforming mind: At this stage, individuals are able to both author their own beliefs and principles and transform them when necessary.
The self-transcending mind: At this stage, individuals are able to see and understand the interconnections between themselves, others, and the larger systems in which they operate.

Kegan's theory suggests that individuals go through these stages of development in a specific order, and that each stage involves a shift in how they understand and make sense of the world around them. It also suggests that individuals can continue to grow and develop throughout their lives, as they move through these stages and continue to evolve their understanding of the world around them.

Kegan's theory can be useful for understanding how individuals and teams may be at different stages of development, and how organizations can create learning experiences that are appropriate and supportive for individuals at different stages. For example, individuals at lower stages of development may benefit from more structured and supportive learning experiences, while those at higher stages may be more capable of taking on more complex and autonomous learning challenges.

The various topics discussed above (such as the 70-20-10 rule, Theory U, and deliberate practice) can be related to Kegan's theory of adult human development in that they all emphasize the importance of learning and development in supporting personal growth and maturation. Kegan's theory proposes that individuals go through several stages of development as they mature and grow, and that each stage involves a shift in how they understand and make sense of the world around them. The 70-20-10 rule, Theory U, and deliberate practice can all support this process of development by providing structured, focused opportunities for learning and development.

For example, the 70-20-10 rule suggests that individuals should allocate 70% of their learning time and resources towards on-the-job experiences, 20% towards interactions with others, and 10% towards formal instruction. This can support personal growth and development by providing a balanced mix of experiential learning, interaction with others, and formal instruction, which can help individuals gain new skills and insights and expand their understanding of the world around them.

Theory U and deliberate practice can also support personal growth and development by providing structured, focused opportunities for learning and development. Theory U proposes a process for leading and facilitating change that involves moving through three stages: sensing, presencing, and realizing. Each of these stages involves setting specific goals, receiving feedback, and making adjustments based on that feedback, which can support personal growth and development by helping individuals learn and adapt in response to new challenges and opportunities. Deliberate practice, which involves setting specific, challenging goals, receiving immediate feedback, and making adjustments based on that feedback, can also support personal growth and development by helping individuals improve specific skills and knowledge.

Overall, the various topics discussed above can be related to Kegan's theory of adult human development in that they all emphasize the importance of learning and development in supporting personal growth and maturation. By providing structured, focused opportunities for learning and development, individuals and organizations can support the process of personal growth and development described by Kegan.

Similar theories on adult development

Otto Scharmer and Robert Kegan have very interesting, and similar theories. Scharmer's and Kegan's theories both outline different stages of adult development, with Scharmer's theory consisting of five levels and Kegan's consisting of five levels. Scharmer's theory emphasizes the evolution of an individual's perspective, with levels ranging from egocentric to kosmocentric, while Kegan's theory focuses on the development of an individual's self-awareness and ability to hold multiple perspectives, with levels ranging from the impulsive level to the interindividual level.

Scharmer's theory of adult development outlines five levels of development that individuals go through as they grow and evolve. These levels are:

Egocentric: At this level, individuals are primarily focused on their own needs and desires. They may struggle to take others' perspectives into account and may prioritize their own interests over those of the group.
Ethnocentric: At this level, individuals begin to recognize the importance of their own culture and the values and beliefs of their group. They may become more aware of other cultures, but may view their own culture as superior.
Worldcentric: At this level, individuals become more open-minded and accepting of diversity. They are able to see the value in different cultures and perspectives, and may be more inclined to work towards global solutions to problems.
Kosmocentric: At this level, individuals begin to see the interconnectedness of all things and recognize that their actions have an impact on the world as a whole. They may become more focused on sustainability and the common good.
Integrated: At this level, individuals have achieved a deep understanding of their place in the world and are able to integrate their understanding of self, others, and the world into a cohesive whole. They may have a strong sense of purpose and be able to act in a way that aligns with their values and beliefs.

Kegan developed a theory of adult development that consists of five levels. These levels are:

The Impulsive Level: At this level, individuals are focused on meeting their immediate needs and desires, and they have little awareness of their own internal states or the perspectives of others.
The Imperialistic Level: At this level, individuals are more aware of their own thoughts and feelings, but they are still primarily focused on their own needs and desires. They may be more responsive to the needs of others, but only to the extent that it serves their own interests.
The Interpersonal Level: At this level, individuals are more aware of the needs and perspectives of others, and they begin to value relationships and connections with others. They may prioritize maintaining harmony in their relationships, even at the expense of their own needs.
The Institutional Level: At this level, individuals become more aware of the larger social and cultural systems that shape their lives and the lives of others. They may be more focused on creating positive change in these systems and may be more willing to challenge the status quo.
The Interindividual Level: At this level, individuals are able to see themselves and others as part of a larger, interconnected whole. They are able to hold multiple perspectives simultaneously and are able to see the world from multiple angles. They are able to think about complex issues in an integrative and holistic way.

At the self-authoring level, individuals are able to take a more objective, self-reflective stance towards their own thoughts, feelings, and behaviors. They are able to consider multiple perspectives and to change their own beliefs and behaviors in the light of new information or experiences. This allows them to be more autonomous and self-directed, and to take more ownership of their own lives.

According to Kegan, the development of the self-authoring mind is characterized by a shift from a focus on social roles and relationships to a focus on individual identity and purpose. Individuals at this stage are able to take a more critical and reflective stance towards their own beliefs and values, and to consider how these shape their actions and decisions. They are also able to form and maintain more complex and nuanced relationships with others, and to engage in more open-ended and flexible forms of communication.

One key difference between the two theories is the focus on cultural influences. Scharmer's theory includes a level specifically focused on cultural influences, with individuals at the ethnocentric level becoming more aware of their own culture and the values and beliefs of their group. Kegan's theory does not explicitly address cultural influences, instead focusing on the development of the individual's self-awareness and ability to hold multiple perspectives.

Both theories have been influential in the field of psychology and have been applied in a variety of settings, including education and leadership development. Kegan's theory, in particular, has gained widespread recognition and has been used to understand and promote personal and professional development in individuals.

Other central theories in organizational learning

Additionally, there are several other central theories in organizational learning that I find important. Some examples include:

Action learning: This approach to learning emphasizes the importance of actively applying new knowledge and skills in real-world situations, and using the resulting experiences as a source of learning.
Communities of practice: This concept suggests that learning and knowledge can be developed and shared through ongoing participation in communities of individuals who share a common profession or interest.
Constructivist learning: This approach to learning emphasizes the importance of individuals actively constructing their own understanding of the world through their experiences and interactions with others.
Experiential learning: This approach to learning emphasizes the importance of hands-on, real-world experiences in the learning process.
Problem-based learning: This approach to learning involves learning through the process of solving real-world problems.
Self-directed learning: This approach to learning emphasizes the importance of individuals taking an active role in their own learning, and setting their own goals and objectives.
Social learning: This approach to learning emphasizes the importance of interactions and relationships in the learning process.
Transformative learning: This approach to learning involves significant shifts in an individual's perspective or way of understanding the world.

Quiz 2:

What is a culture of learning?
a. A culture that values and encourages learning as a key component of success.
b. A culture that values and encourages socialization as a key component of success.
c. A culture that values and encourages competition as a key component of success.
d. A culture that values and encourages conformity as a key component of success.
Why are successful organizations more likely to have a learning culture?
a. Because they prioritize socialization and conformity.
b. Because they prioritize competition and conformity.
c. Because they prioritize learning and personal growth.
d. Because they prioritize conformity and socialization.
How does a learning culture benefit an organization's ability to attract and retain top talent?
a. By promoting competition and conformity.
b. By promoting socialization and conformity.
c. By promoting learning and personal growth.
d. By promoting conformity and competition.
Why is it important to create a culture of learning in the workplace?
a. Because it helps employees satisfy their innate drive to learn and their curiosity.
b. Because it helps employees conform to the expectations of the organization.
c. Because it helps employees compete with one another.
d. Because it helps employees socialize with their colleagues.
What are some ways to build a culture of learning in an organization?
a. Providing resources and opportunities for employees to learn new skills, aligning learning initiatives with business goals, and making learning a top priority for leadership.
b. Encouraging competition and conformity among employees, aligning learning initiatives with socialization goals, and making conformity a top priority for leadership.
c. Encouraging socialization and conformity among employees, aligning learning initiatives with socialization goals, and making conformity a top priority for leadership.
d. Encouraging competition and conformity among employees, aligning learning initiatives with competition goals, and making conformity a top priority for leadership.
How can a culture of learning give an organization a competitive advantage?
a. By helping employees conform to the expectations of the organization.
b. By helping employees compete with one another.
c. By helping the organization adapt to changing markets and technologies.
d. By helping employees socialize with their colleagues.
What is the average amount of time people spend at work in their lives?
a. Approximately 5,000 hours.
b. Approximately 50,000 hours.
c. Approximately 90,000 hours.
d. Approximately 150,000 hours.
What is one key characteristic of an organization with a learning culture?
a. Learning is embedded in the fabric of the organization and every employee is encouraged, empowered, and equipped to do their best work.
b. Learning is not a priority in the organization and employees are not encouraged to learn or grow.
c. Learning is only valued for top leadership and not for lower-level employees.
d. Learning is only promoted through event-based initiatives and not integrated into daily work.
Why is it important to hold leaders accountable for championing the value of learning?
a. Because it helps employees conform to the expectations of the organization.
b. Because it helps employees compete with one another.
c. Because it helps the organization adapt to changing markets and technologies.
d. Because it helps to ensure that learning is a top priority for the organization and its leadership.
What is the role of learning initiatives in a learning culture?
a. To reinforce what is trending within the organization and align with business priorities.
b. To distract from business priorities and focus on unrelated topics.
c. To prioritize learning for top leadership only.
d. To discourage learning and personal growth for employees.

Quiz 3

What does the term “growth mindset” refer to?
A) The belief that intelligence is fixed
B) The belief that abilities and intelligence can be developed through effort and learning
C) The belief that one's intelligence is determined by their environment
D) The belief that intelligence is innate and cannot be changed
How is the 70-20-10 rule for learning and development intended to be used?
A) As a guideline for how much time and resources should be allocated towards each type of learning
B) As a way to measure the effectiveness of different learning methods
C) As a tool for evaluating the intelligence of employees
D) As a way to identify areas for improvement in an organization's learning and development programs
How is the concept of psychological safety related to the idea of a growth mindset?
A) A growth mindset is necessary for creating a culture of psychological safety
B) Psychological safety is not related to a growth mindset
C) A culture of psychological safety can foster a growth mindset
D) A growth mindset can hinder the creation of a culture of psychological safety
What is one way that the concept of “deliberate practice” can be applied to learning and development in organizations?
A) By providing employees with opportunities to take on new challenges and make mistakes in a supportive environment
B) By providing employees with a structured, step-by-step guide to learning new skills
C) By providing employees with a set of predetermined goals to work towards
D) By providing employees with a checklist of activities to complete in order to learn new skills
What is one way that the concept of “theory U” can be applied to learning and development in organizations?
A) By encouraging employees to focus on the present and not think about the future
B) By encouraging employees to take a top-down approach to problem-solving and decision-making
C) By encouraging employees to listen deeply and take a co-creative approach to problem-solving and decision-making
D) By encouraging employees to rely on their intuition and not think critically about problems and decisions
What is one way that the concept of “the growth mindset” can be applied to learning and development in organizations?
A) By providing employees with a set of predetermined goals to work towards
B) By encouraging employees to embrace challenges and learn from setbacks
C) By providing employees with a structured, step-by-step guide to learning new skills
D) By encouraging employees to rely on their intuition and not think critically about problems and decisions
What is one way that the concept of “psychological safety” can be applied to learning and development in organizations?
A) By creating a culture in which employees feel comfortable sharing their thoughts and ideas
B) By providing employees with a set of predetermined goals to work towards
C) By encouraging employees to rely on their intuition and not think critically about problems and decisions
D) By providing employees with a structured, step-by-step guide to learning new skills
What is one way that the concept of “empathy” can be applied to learning and development in organizations?
A) By encouraging employees to focus on their own needs and not consider the needs of others
B) By encouraging employees to listen deeply and understand the perspectives of others
C) By encouraging employees to take a top-down approach to problem-solving and decision-making
D) By encouraging employees to rely on their intuition and not think critically about problems and decisions
How is the concept of “journaling” related to the idea of introspection?
A) Journaling is a way to practice introspection
B) Introspection is not related to journaling
C) A culture of journaling can hinder the development of introspection in an organization
D) A culture of introspection can hinder the practice of journaling
What is one way that the concept of “the three I's” can be applied to learning and development in organizations?
A) By allocating 70% of learning time and resources towards on-the-job experiences
B) By allocating 10% of learning time and resources towards formal instruction
C) By allocating 20% of learning time and resources towards introspection
D) All of the above
How is the concept of “debriefing sessions” related to the idea of introspection?
A) Debriefing sessions are a way to practice introspection
B) Introspection is not related to debriefing sessions
C) A culture of debriefing sessions can hinder the development of intro
D) A culture of introspection can hinder the practice of debriefing sessions
How is the concept of “Theory U” related to the idea of co-creation?
A) Theory U is a framework for co-creating solutions and strategies
B) Co-creation is not related to Theory U
C) A culture of co-creation can hinder the implementation of Theory U
D) Theory U can hinder the development of a culture of co-creation
How is the concept of “continuous learning and development” related to the idea of a growth mindset?
A) A growth mindset is necessary for continuous learning and development
B) Continuous learning and development is not related to a growth mindset
C) A growth mindset can hinder continuous learning and development
D) A culture of continuous learning and development can foster a growth mindset
How is the concept of “the 70-20-10 rule” related to the idea of psychological safety?
A) The 70-20-10 rule is necessary for creating a culture of psychological safety
B) Psychological safety is not related to the 70-20-10 rule
C) A culture of psychological safety can support the implementation of the 70-20-10 rule
D) The 70-20-10 rule can hinder the creation of a culture of psychological safety
How is the concept of “empathy” related to the idea of psychological safety?
A) Empathy is necessary for creating a culture of psychological safety
B) Psychological safety is not related to empathy
C) A culture of empathy can support the creation of a culture of psychological safety
D) A culture of psychological safety can hinder the development of empathy in an organization.

ANSWERS TO ALL THREE QUIZZES

Here are the correct answers to the BCG article "Three Steps to Turn Your Company into a Learning Powerhouse" (first quiz):

A. To assess the current state of a company's learning ecosystem
A. Strategy, organization, offering, enablers, and learnscape integration
A. By measuring the company's performance across five core components, or domains
A. Leader, performer, adopter, and starter
D. All of the above
D. To ensure that the company is constantly learning, adapting, and acquiring the skills it needs to compete in the workplace
C. They foster a growth mindset among employees
A. Strengths: describing the company's mission, packaging learning content in compelling formats, delivering learning programs through various channels; Weaknesses: integrating learning into the day-to-day workflow, measuring outcomes, offering learning credentials and certifications
True
A. By investing heavily in employee learning and development and offering certification courses that have real value in the wider labor market

Here are the correct answers to the questions about learning culture (the second quiz):

A culture that values and encourages learning as a key component of success.
Because they prioritize learning and personal growth.
By promoting learning and personal growth.
Because it helps employees satisfy their innate drive to learn and their curiosity.
Providing resources and opportunities for employees to learn new skills, aligning learning initiatives with business goals, and making learning a top priority for leadership.
By helping the organization adapt to changing markets and technologies.
Approximately 90,000 hours.
Learning is embedded in the fabric of the organization and every employee is encouraged, empowered, and equipped to do their best work.
Because it helps to ensure that learning is a top priority for the organization and its leadership.
To reinforce what is trending within the organization and align with business priorities.

Here are the answers to the third quiz:

B) The belief that abilities and intelligence can be developed through effort and learning
A) As a guideline for how much time and resources should be allocated towards each type of learning
C) A culture of psychological safety can foster a growth mindset
A) By providing employees with opportunities to take on new challenges and make mistakes in a supportive environment
C) By encouraging employees to listen deeply and take a co-creative approach to problem-solving and decision-making
B) By encouraging employees to embrace challenges and learn from setbacks
A) By creating a culture in which employees feel comfortable sharing their thoughts and ideas
B) By encouraging employees to listen deeply and understand the perspectives of others
A) Journaling is a way to practice introspection
D) All of the above
A) Debriefing sessions are a way to practice introspection
A) Theory U is a framework for co-creating solutions and strategies
D) A culture of continuous learning and development can foster a growth mindset
C) A culture of psychological safety can support the implementation of the 70-20-10 rule
C) A culture of empathy can support the creation of a culture of psychological safet