One of the aspects of change that are not emphasized enough is that of allowing sufficient time for
learning. In order to understand that time for learning creates impetus towards successful change,
we need to understand the cycle of learning and how to allow for the full impact of learning.
The learning cycle
A typical learning cycle can be expressed as follows:
Adapted from: The Dance of Change, Peter Senge et al
The learning cycle is based on the fundamental assumption that knowledge is gained in some form.
Over time the knowledge, as it is applied, and proves to be valid and true, will become part of the
experience of the person.
As the experience over time reinforces itself, the way that the world is seen changes. The
knowledge become part of the belief systems of the person and as such becomes a part of the
paradigm of the learner.
While learning takes place the learning process fuels another cycle. This cycle is known as the
personal development cycle and runs, more or less, in parallel with the learning cycle.
As a person learns, the knowledge is assessed, processed and assimilated. Over time the person
will reflect on the knowledge. As the knowledge is tested over time through the use of it, the skills
of the person is developed through the repeated application of the knowledge in practice.
As the knowledge is embedded in the person’s paradigms behaviour will change according to the
knowledge and skills acquired. The personal development cycle then reaches the point where the
person becomes ready to go through another cycle of learning and change.
In order to promote learning and maximise the cycle of learning the following may be considered:
Create an environment conducive to learning
Learning is a difficult discipline to create in the workplace. People tend to learn as much as they
need to perform the work they are allocated. This is not ideal.
The fundamental move towards innovation lies in continuous effective learning. People must have
the opportunity to learn and this involves acquiring knowledge, experimenting with it, gaining a
clear understanding of proper application and investigating the possibilities the learning presents.
There are realities that exist in most enterprises that stifle learning. They are:
- Time limitations – The pressure of operational tasks is such that people do not have the time to
research new disciplines relevant to their work and interests.
- Lack of assistance – There is not enough support, coaches and mentors to assist in the cycle of
personal development.
- Resistance to change – Not enough time is spent on managing the challenge of change,
understanding how change can focus the enterprise, and how learning would promote
successful change.
- Lack of commitment – The visible leaders and influence do not support learning as a core
capacity enhancement method by actively supporting and acting as examples.
- Inappropriate measurement – People are not encouraged to learn, since they are not
measured on the value that learning generates.
- Failure is not tolerated - Experimentation means that, in most cases, knowledge will be applied
in ways that will not work. These failures are traditionally frowned upon.
- Inadequate empowerment – Allowing people to learn means in most cases allowing them to
choose their own direction and disciplines. This is not always acceptable within the formal
structures of the enterprise.
- Lack of ownership – Within the formal and informal structures there is few willing to take
ownership of learning topics and coordinating learning.
- Lack of knowledge sharing – Knowledge are not shared, for a number of reasons, forcing
people to learn independently, without leveraging others’ learning.
- Lack of focus and purpose – The absence of leadership and frameworks within which learning
takes place leads to a lack of focus in learning efforts.
Giving time
In order for learning and personal development to take place, enough time must be allowed to the
individual to pursue learning. The primary reason for a lack of time is because the capacity does
not exist. There are not enough resources to allow individuals to spend time on learning. To
encourage learning, capacity has to be created, either by the addition of more resources or by
eliminating or streamlining time-wasting activities.
Learning assistance
To encourage individuals to learn, a support framework of management, coaches and mentors
need to be available. Support and encouragement from the formal structures, in the role of senior
management is imperative. As such, senior management must be convinced of the need to
promote learning in the context of the enterprise’s interests. They must also act according to the
principles of learning promoted.
The role of the mentors and coaches will be that of guidance and support. Mentoring and coaching
does not mean giving the answers, but assisting people to find the answers on their own.
Obstacles often hinder learning. These obstacles might be access to information, not knowing
where to find relevant information, not knowing how to apply methods, and others. The role of the
mentors and coaches are to remove these obstacles or give guidance on how these obstacles can
be avoided in the quest for learning.
Mentorship is a voluntary relationship, and as such is difficult to govern in the formal structures. To
force mentorship within an environment is difficult and may not succeed. The best approach is to
identify, from the ranks of the leaders and influencers, people who might be suitable to be mentors
and educate them in the principles and techniques of mentorship. This initiative can then be
communicated through the organizations. Learners will then be able to form their own relationships
with mentors selected by them.
Resistance to change
Introducing an environment for learning, in the enterprise, will have the same resistance that is
brought about by any change. As such the same process needs to be followed in implementing
learning as a change.
As learning forms the basis of successful change, a strong case for change can be made that
continuous learning will lay the foundation for continuous change. A learning mindset will allow
change to be more readily accepted in the enterprise.
Commitment to learning
Senior management’s commitment to learning initiatives must be supported by their actions. People
in the enterprise must see the senior managers practicing the principles of learning and enhancing
capacity to allow for learning.
Ultimately learning will also increase capacity, because of new techniques and approaches, and as
such learning should be core to the management style and approach.
Management’s support must also extend to making time and funds available for learning.
Appropriate measurement
The impact of learning in creating benefit for the enterprise must be recognised to the level where
performance measurement includes learning as a key indicator of performance. Although
measurement on its own will not promote learning, it will create incentives to develop learning
capabilities.
Tolerance for failure
It is important to create a culture where mistakes and failures are tolerated within the context of
learning. It can be argued that learning will not take place if mistakes are not made.
Experimentation carries with it the possibility that knowledge may not always be applied in an
appropriate manner. This may lead to outcomes that are not desirable.
By not tolerating failure, the knowledge gained in this manner may never come to light. Potentially
the same mistake may be made many times over by different persons because the failure was not
discussed and information shared.
In a learning environment, failure is acceptable, although negligence is not. Failing is not the same
as being negligent. Failure is an opportunity to learn and contribute to the experience and skills
levels.
Empowerment
Learning will not occur in environments where formal structures enforce autocracy. True learning is
guided within a framework and cannot be forced. For effective learning to take place people have
to be empowered to follow through on their visions and aspirations within the interest framework of
the enterprise.
True learning cannot be controlled and monitored since the process of learning is insubstantial by
nature. It does not adhere to specific timeframe or directions.
Empowerment of people to learn must happen within the guidance of the enterprise framework,
which establishes the enterprise interests and topics. People should be free to approach their
learning to the benefit of the enterprise within this framework.
Ownership
As learning is a core competence that should be inherent to every business worker, there still
needs to be ownership of learning topics. If ownership is not established, there is a real possibility
that learning may go out of control and lose focus.
A forum of like-minded learners interested in the same topics best establishes learning ownership.
This form can then channel the learning and focus on specific achievements of learning. The forum
may also develop formal deliverables and have formal strategies for knowledge sharing.
Knowledge sharing
The key focus of knowledge sharing is to leverage the knowledge gained and allow others to
shorten their learning curve. The learning cycle of others are shortened because of access to the
information and experience of someone who have been through the cycle already. It removes
duplication of effort in learning something.
Knowledge sharing is the responsibility of the owning forums. It may be accomplished in
communications like meetings, knowledge bases and informal discussion.
Focus and purpose
Without having focus and purpose learning is not effective in the enterprise. Learning, in order to
benefit the enterprise, needs to be aligned with the strategy of the enterprise.
This means that the vision, mission, values and strategy must be well documented, understood and
communicated. The strategic initiatives, operational environment and external forces acting upon
the enterprise should form the basis of the framework of enterprise interests.
References:
5. Leading Change, John P. Kotter, Harvard Business School Press, ISBN 0-87584-747-1 
