{"id":2610,"date":"2021-10-22T16:17:36","date_gmt":"2021-10-22T16:17:36","guid":{"rendered":"https:\/\/shipway-consulting.co.uk\/?p=2610"},"modified":"2023-03-06T11:29:31","modified_gmt":"2023-03-06T11:29:31","slug":"learning-sure-but-how","status":"publish","type":"post","link":"https:\/\/shipway-consulting.co.uk\/?p=2610","title":{"rendered":"Learning sure…. but how?"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text][\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column width=”2\/3″][vc_column_text]Learning Sure…. but how?<\/p>\n

\u201cLearning led\u201d.\u00a0 \u201cLearning centred\u201d.\u00a0 \u201cPlacing learning at the heart of our work\u201d.\u00a0 \u201cLearning as a core value\u201d.\u00a0 \u201cLearning as a way of working\u201d.\u00a0 \u201cLearning as a strategic goal\u201d.\u00a0 \u201cLearning as a strategic outcome\u201d.<\/p>\n

These are phrases and comments that we commonly hear and see in our work today. And in my view, as an ardent advocate of learning approaches, happily so. \u00a0That, in itself, gives cause to celebrate.<\/p>\n

Because recognising that learning is a powerful tool has been a real positive shift. It\u2019s visibility and prominence in visions, strategies, values and plans feels like a strong commitment – demonstrating a collective desire to better understand, to improve, to progress and move forward \u2013 obvious steps which bring us closer to realising our missions.<\/p>\n

Of course that doesn\u2019t mean that learning is new or news to us. It has, of course, been discussed since earliest recorded times within scriptures, through proverbs and famously Aristotle teachings as an early exponent of experiential learning (\u201cFor the things we have to learn before we can do them, we learn by doing them.\u201d).<\/p>\n

And as partnerships we have always learnt.<\/p>\n

We evaluate our work.\u00a0 We review our progress.\u00a0 We look back.\u00a0 We plan forward. And we shift thinking and what we do as a result \u2013 our narratives demonstrate that.<\/p>\n

We talk about understanding better that achievement of our ambitions requires multi-layered approaches where \u2018no single solution acts as a silver bullet answer\u2019. \u00a0That the last 18 months has accelerated our recognition that we need agile people who can adapt and respond to different and developing needs.<\/p>\n

That we appreciate that we need a common purpose which enables everyone involved to work towards shared ambitions; and how experience has taught us that bringing people together to explore what works, what doesn\u2019t and what to do next is time to be invested in. We\u2019ve shown progression in\u00a0 our thinking about data. That it becomes far more meaningful as a tool when its translated into insight.\u00a0 And insight becomes more purposeful when its translated into action. \u00a0And that our thinking has evolved around impact as a tool to evidence that change can produce better, ideally more sustainable outcomes.<\/p>\n

So we can confidently say we are learning led?<\/strong><\/p>\n

Certainly learning happens. There\u2019s no denying that. But still \u2013 there\u2019s a nagging concern that merely putting the word learning in all things without really exploring and articulating how<\/em> we will do it puts it into buzz-word territory.\u00a0 And the danger in keeping it at that superficial level is that learning becomes merely a concept – and we develop a tendency to talk about it in abstract terms.<\/p>\n

\u201cWe will learn by creating time and space\u201d being a common one.\u00a0 Of course its an important way to enable learning to happen.\u00a0 But it can make learning feel like something which hangs in the ether to be \u2018grappled\u2019 with.<\/p>\n

And many are subsequently grappling with it.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text][\/vc_column_text][vc_column_text]It raises more questions than gives us answers. What does \u2018creating time and space\u2019 mean?\u00a0 And look like? And if that\u2019s all learning is then does it really add value to our work? How do we show it\u2019s made a difference?\u00a0 Had impact?\u00a0 Contributed to an effective spend of investment?<\/p>\n

So, let\u2019s change our narrative.\u00a0 <\/strong><\/p>\n

We will learn.\u00a0 We all think.\u00a0 We reflect.\u00a0 But strategic learning which shifts mindsets, influences the conditions we work in and progresses our movements has got to be deliberate. Intentionally done. Planned. Observed and purposeful. And to do that we have to spend time exploring and stating how<\/em> we will do learn.<\/p>\n

Because \u2018creating time and space\u2019 cannot be the extent to the answer of how we have learnt.<\/p>\n

But then what is the answer? <\/strong><\/p>\n

As ever, there are no simple one size fits all solutions.<\/p>\n

For we are all, as systems, organisations, teams and individuals, distinct.<\/p>\n

Each unique to the political, social, economic and cultural dynamics of our local place. And of course, our systems, organisations and teams aren\u2019t a \u2018thing\u2019.\u00a0 They\u2019re made of people \u2013 it\u2019s people who build the system – people with their own individual learning styles, needs and approaches.<\/p>\n

And our progress \u2013 our \u2018journeys\u2019 \u2013 are happening at different paces because of it.\u00a0 It sounds dismissive, but is often honest to say, we are where we are. And our learning should therefore reflect what matters distinctly to us because of that.<\/p>\n

But that doesn\u2019t mean that we can\u2019t progress with some collective thinking.\u00a0 There is expertise to be shared.\u00a0 Ideas to be tested. Processes which can be put in place and structures which can be built.<\/p>\n

Learning can<\/em> be \u2018operationalised\u2019 and shifted from being abstract into more tangible actions.<\/p>\n

I often describe it by aligning it to something we can all associate with \u2013 being at school, college or university.\u00a0 Any educational institution.\u00a0 It wouldn\u2019t be enough to say \u2018I\u2019m learning\u2019 simply because I was stood on a university campus many years ago (and far too frequently I wasn\u2019t!).\u00a0 Learning doesn\u2019t just happen by being in a created space with time.\u00a0 It\u2019s constructed to happen.\u00a0 There are planned course programmes to ensure focus on the key areas to learn.\u00a0 Lectures and lessons are scheduled to transfer knowledge. Tutors are in place to help students make the connections of what they study.\u00a0 Essays and homework asked students to apply their learning with feedback showing where progress is being made. Workshops and field trips help see a context.\u00a0 Experiments can be set up to enable practical application of learning. Exams test understanding and rate performance.<\/p>\n

You get the point. Learning is structured and driven.\u00a0 It\u2019s then simply a choice to engage with it.<\/p>\n

But whilst there may not be a template which can be rolled out, there are practices which can be universally applied and although not a step-by-step blueprint, in my experience, following these proven principles can help tread what can feel like an unclear path.<\/p>\n

Principle 1 \u2013 Separate learning from measurement and evaluation.<\/strong><\/p>\n

As learning has risen on our agendas we often tag it onto the other seemingly unsolvable questions \u2013 how do we measure our impact?\u00a0 And how can we evaluate effectiveness?\u00a0 And in doing so those words become interchanged with one another.\u00a0 \u2018MEL\u2019 can be seen as all the same thing.\u00a0 But they aren\u2019t. They too are distinct and rightly add value in their own ways.<\/p>\n

Learning in my view hasn\u2019t usurped measurement \u2013 and doesn\u2019t preclude it from happening.<\/p>\n

Measurement maintains a strong and vital place in our work. \u00a0After all if our core purpose is to enable everybody to be active surely we still need to know how many people are inactive so we know what work remains to be done.<\/p>\n

Perhaps our learning though means we see it through a different lens.<\/p>\n

Rather than for example just collating participation numbers to meet checklist needs, we use them to critically indicate if we\u2019re targeting those experiencing the most inequalities in the areas we most want to reach. Great stories telling us people move more is good to hear and reinforces maybe why we exist.\u00a0 But it doesn\u2019t show the scale of impact and enormity of the task still ahead. Quantitative data which gives us stark facts arguably keeps us on point and focused on the big picture.<\/p>\n

In organisational development terms the M in MEL does not usually stand for measurement but monitoring \u2013 which may be a more useful way of describing its value in our work?<\/p>\n

Evaluation too naturally has its place.\u00a0 Assessing how well a project or activity has met its aims enables us to better understand our effectiveness.\u00a0 Its more subjective than monitoring, but more specifically focused than learning.<\/p>\n

A blended approach to using measurement (or monitoring), evaluation and learning purposefully, where and when each distinct function most adds value can help you, your partners, funders and communities show how what you are doing is addressing the challenges you are tackling.<\/p>\n

Principle 2 \u2013 Get clarity on what you mean by learning.<\/strong><\/p>\n

So if learning isn\u2019t just measurement or evaluation than what is it?\u00a0 This may sound obvious but the key principle here for me is that learning can have different meanings.\u00a0 And different meanings for different people.\u00a0 Being applied in different ways at different times.<\/p>\n

So have an early conversation in your strategic development articulating what does the word learning mean to us \u2013 as individuals and a whole organisation (and then wider).<\/p>\n

Look up any dictionary definition of learning and there is no catch-all sum up sentence.\u00a0 Its described as many things. As an act.\u00a0 A process. An experience.\u00a0 Its about knowledge.\u00a0 Its observing.\u00a0 Interacting.\u00a0 It can be a role. An action. An input\u2026 and an output.<\/p>\n

Taking time therefore to collectively explore what sits \u2018underneath\u2019 the term \u2018learning\u2019 can go a long way in helping frame how you\u2019re going to go about doing it.<\/p>\n

The same applies, in my view, to any learning values.\u00a0 We know there are values which help drive learning.\u00a0 Being adaptive. Open. Curious.\u00a0 But again, what they mean can interpreted in personal ways.<\/p>\n

What does being curious mean to you?\u00a0 To me it means asking questions to understand better. Its visible because I talk to lots of people and ask lots of questions \u2013 and hopefully listen well and respond effectively to the answers.\u00a0 To you it may mean wondering.\u00a0 Taking time to stop and reflect and ponder about connections. And that may be less visible to me.\u00a0 To someone else it may mean building knowledge.\u00a0 Which may result in them looking into things deeply.\u00a0 Analysing.\u00a0 Dissecting. Challenging people and processes.<\/p>\n

So curiosity can look and be different to different minds.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text]Again digging into this to collectively understand and agree the competencies, skills and behaviours for being curious can remove some of the mystique and turn it into tangibles which can be reviewed, and managed.<\/p>\n

Principle 3 \u2013 \u00a0Establish what you need to learn.<\/strong><\/p>\n

I\u2019ve highlighted already that learning is a constant in our lives.\u00a0 And if we follow the motto \u2018everyday is a school day\u2019 our learning happens daily and is vast. Where do we start?<\/p>\n

Understanding that learning can give us different things is a good starter for ten.\u00a0 As the picture demonstrates it can develop what we know, inform what we wil\"\"<\/a>l do and drive how we work culturally.\u00a0 The value of viewing learning as an iceberg means it reinforces that there are layers to learning \u2013 with some more visible than others.\u00a0 But none more important than the other, nor independent of each other.<\/p>\n

We can therefore use learning to build our knowledge. To shape our direction.\u00a0 And help create cultural change.\u00a0 But you need to know what you want to use it for and therefore what you want to learn.<\/p>\n

In doing so I believe you ensure your learning is addressing what really<\/em> matters.<\/p>\n

Questioning will this learning help you answer your important strategic questions, and if so how?\u00a0 What are you trying to shift? Or solve? And how does this learning help get you there? \u00a0\u00a0Answering these questions and then weaving it as the \u2018golden thread\u2019 through plans, theories of change, logic models etc means you can plot your learning intent at the start of anything you do.<\/p>\n

Visually creating learning destination or roadmaps can be highly effective in enabling you to be more specific and targeted with your planned learning – giving you a \u2018live\u2019 tool to monitor progress against as well as a framework to capture any unplanned learning and change.<\/p>\n

Placing your learning goals onto Board and team meeting agendas, recruitment activities and personal review sessions etc means you can hold yourselves to account for how closely you match yourselves against those goals.<\/p>\n

And evaluating them in impact reports and annual reviews means you can tangibly demonstrate progress against your intent.<\/p>\n

Make failure to achieve them an organisational risk.\u00a0 Reflect your commitment to them by including them on risk registers, balanced score cards or metric dashboards and be prepared to share progress even if you haven\u2019t yet reached a goal.\u00a0 Or missed it completely.\u00a0 If learning really is<\/em> the job, then use your learning goals to genuinely indicate your impact progress.<\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Principle 4 \u2013\u00a0 \u00a0Functionalise learning! <\/strong><\/p>\n

As noted earlier, for many organisations learning isn\u2019t just an action but a function.<\/p>\n

I\u2019m not advocating for dedicated learning roles to be bought into organisational structures \u2013 I think its everyone\u2019s job to create a strong learning environment. \u00a0But it\u2019s worth remembering that learning experts don\u2019t just focus on getting people to attend courses or training.\u00a0 Their primary focus is to support the delivery of the overall organisational strategy by building learning strategies, processes and a culture to bring them to life.<\/p>\n

The visual below gives some examples of how this can be functionalised into everyone\u2019s role, showing the different actions different layers can take to ensure learning is systematically collectively embedded through tangible processes, structures and behaviours.<\/p>\n

\"\"<\/a><\/strong><\/p>\n

And finally remember learning is a continual process.<\/strong>\u00a0 Strategies and plans don\u2019t have to be written in stone. They can and should be adapted as learning grows.\u00a0 Yes, keep ensuring you achieve what you intend, but also be flexible to re-shape what and how you want to learn as conditions change and your learning evolves.<\/p>\n

Keep honing it till you can unreservedly say that your learning-led approach really does place learning at the heart of everything you do, helping steer your strategic direction, develop your people\u2019s mind and skillsets and enable you to affect that difference you know you want to make.<\/p>\n

In conclusion I like the words, right, of the<\/p>\n

\"\"American author, Brian Herbert who ably reflected that learning is so much more than just thinking.\u00a0 It\u2019s a capacity matter.\u00a0 And not only requires us to be able to learn, but to choose<\/em> to do it.\u00a0 Finding the sweet spot for all three elements I believe, gives us permission to truly call ourselves effective learning organisations.<\/p>\n

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