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By: Horace McCormick
Program Director
UNC Executive Development
About the Author:
Horace McCormick, Jr. serves as a Program Director of UNC Executive Development at the University
of North Carolina Kenan-Flagler Business School. Horace has 15+ years executive human resources
and talent management experience in global fortune 200 organizations. He has designed executive
development and learning strategies at all organizational levels and has developed senior leaders in
Europe, Asia, North and Central America.
If you'd like to talk to the author of this paper or to any member of the UNC Executive Development
team about your talent development needs, call 1-800-UNC-EXEC or email [email protected].
All Content © UNC Executive Development 2016
Website: www.execdev.unc.edu |Phone: 1.800.862.3932 |Email: [email protected]
7 Steps to Creating a
Lasting Learning Culture
7 Steps to Creating a Lasting Learning Culture
All Content © UNC Executive Development 2016 2 | P a g e
Introduction
lobalization, technological advances, demographic shifts, and rapid business changes make
creating a learning culture in organizations more critical than ever. These shifts are also
requiring more transformative approaches to learning as leaders struggle with ambiguity, uncertainty,
and demands for greater transparency and knowledge. According to Edward Hess, author of Learn or
Die (Columbia Business School Publishing, 2014), organizations that learn fastest adapt well to
changing environments and perform better over time. Organizations and individuals must be
continuously learning, adapting, and improving or they risk professional obsolescence. A learning
culture is a systematic approach to establishing a personal and organization growth mindset.
In a report released this year by Deloitte, 84 percent of the executives surveyed said that learning was
an important or very important issue in their organizations (Haims and Pelster, n.d.). In fact, learning
was so important that U.S. companies spent an estimated $70.6 billion on training in 2015 according
to Training Magazine (Dillon, 2016). Yet only 31 percent of the executives responding to the Deloitte
survey said their organizations had a learning culture (Dillon, 2016). Those same respondents also
said their organizations were not developing skills fast enough or leaders deeply enough (Haims and
Pelster, n.d.).
This white paper:
Defines what a learning culture is;
Discusses why creating a learning culture is so critical for today’s organizations;
Provides an overview of the benefits learning cultures have for organizations;
Describes 4 biases that act as barriers to creating a culture of learning;
Offers 7 steps on how to create a learning culture, and;
Spotlights organizations that have successfully built a learning culture.
What is a learning culture?
learning culture is a culture of inquiry (Linders, 2014). Organizations with learning cultures
encourage employees to constantly add knowledge and develop competence (Nabong, 2015).
Research by the online salary, compensation, and benefits information company PayScale found that a
learning organization is one that intentionally collects information, reflects on that information, and
shares the findings with all employees to improve organizational performance. It is this intentional
collection and dissemination of information that allows learning organizations to adapt quickly and
consequently perform better than their non-learning culture peers (Florentine, 2014). Organizations
with learning cultures encourage employees to have open minds and an independent quest for know-
ledge and shared learning because these qualities help achieve organizational goals (Grossman, 2015).
Even though less than a third of executives responding to the Deloitte survey said their organizations
fostered a learning culture, the survey found that employees at all levels and from all generations
want—and expect—dynamic, self-directed, and continuous learning opportunities from their
employers (Haims and Pelster, n.d. and Grossman, 2015).
G
A
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Why learning cultures are so critical for
today’s organizations
rganizations with learning cultures learn faster and, as Hess has found, adapt better to changing
business environments, thereby performing better over time. Hess also notes that advances in
technology and automation have completely eliminated some jobs and created new ones that require
quick thinking, creativity, and high social and emotional intelligence, making the ability to learn more
important than ever (Grossman, 2015). And, as writer Polly Traylor (2016) notes, the half-life of
knowledge is shrinking as the economy continues to go digital, requiring employers to develop
organizational cultures that encourage employees to stay up-to-date.
If outside forces like technology, automation, and digital disruption are pushing employers to develop
learning cultures, inside forces—their employees—are also pulling them. Employees want to
continuously learn because they understand that the “the learning curve is the earning curve,” and they
expect their employers to provide them the opportunities to learn (Haims and Pelster, n.d.). A 2014
CEB study on learning confirms employees’ expectations when it found that respondents said they
spent nearly 40 percent of their total work time learning (Grossman, 2015).
O
Google’s Learning Culture
Everyone, it seems, wants to work for Google. Google is known as an employer of choice for many reasons, one of which is because of its careful cultivation of a learning culture. To ensure that its learning culture thrives, Google takes care to provide information in ways that will stick. Information is distributed in ways that make sense on the job, and in a push/pull style. Information is “pushed” down at the right time and in places where the learner will use it. It is also “pulled” back by creating an archive of information and ensuring that employees can easily access it in applications like Dropbox and Wikis.
Google also creates a learning atmosphere where employees feel safe to ask questions and to talk about their ideas. Knowledge is shared vertically, laterally, and among different groups or even organizations. Forms of knowledge sharing include asking for feedback, asking for help, and keeping people up-to-date on projects.
Google also takes pains to celebrate failures. They have formalized informal and continuous learning through coaching, offering support tools, and training that can be requested at any time.
Source: Gutierrez, 2016.
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How employees learn is changing too. That same CEB study found that nearly 80 percent of
respondents said their work-related learning came from sources outside of the learning and
development function, an 11 percent increase from 2012 (Grossman, 2015). And employees are
tapping into their mobile devices to learn anywhere and anytime. (For more information on emerging
L&D technologies see the UNC Executive Development white paper Wired to Learn: How New
Technologies Are Changing L&D Delivery.) Today, employees can access courses online, view a
YouTube tutorial, download an app, or take a webinar, making their learning more personalized. This
preference to experience more self-directed learning environments is not just a Millennial thing; a
study by Bersin by Deloitte found that this preference for independent learning cuts across
generations—from Millennials to Baby Boomers (Grossman, 2015).
The benefits of learning cultures
rganizations known for their learning cultures—like SAP, Apple, American Express, Southwest
Airlines, MasterCard, and Google—consistently outperform their peers in productivity and
profit, but there are numerous other benefits that result when organizations create a truly learning
culture (Nabong, 2015). Organizations find that when they commit to learning and make it a core
business value, they make an organization-wide commitment to continuous improvement, and this
translates into faster time-to-market and improved organizational agility (Florentine, 2014).
Leaders and talent management professionals will see other benefits as an outcome of an organization
known to have a learning culture. Learning cultures improve employee engagement, lower turnover,
improve employee satisfaction, encourage problem solving among employees, and increase employee
retention (Nabong, 2015 and Casey, 2015). Organizations with a reputation of having a learning
culture are also able to attract top talent (Gutierrez, 2016) and can better develop leaders at all levels,
which comes in handy in succession planning. Organizations with learning cultures also develop
employees who more readily embrace and adapt to change (Blackwood, 2014).
Barriers to creating a learning culture
y all accounts, learning cultures improve an organization’s profits, improve employee morale
which in turn improves retention, and can be used to attract and retain top talent. Business
leaders are also “sold” on learning because they know it keeps them competitive. Yet organizations
find that creating a learning culture seems to elude them. So what are the barriers organizations face
when trying to create a culture of learning?
Francesca Gino, a professor at Harvard University, and Bradley Staats, an associate professor at the
University of North Carolina Kenan-Flagler Business School, spent a decade exploring that question.
Their research concluded that organizations find it hard to become or remain learning organizations
because of a:
O
B
7 Steps to Creating a Lasting Learning Culture
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Bias toward success;
Bias toward action;
Bias toward fitting in, and;
Bias toward experts (Gino and Staats, 2015).
Bias toward success
No one goes into business to fail, but it is this sole focus on success that stymies failures, which, as
Gino and Staats write, are the root of learning. The bias toward success also leads employees to a
fixed (rather than open) mindset, which hinders learning. This bias can produce an overreliance on
past performance—also a learning killer—that affects current employees, as well as attracting new
talent.
Bias toward action
When faced with a challenge or problem, people tend to put all their time and energy toward fixing
that challenge or problem, often rushing in to do something, even if that something is counter-
productive or ultimately detrimental. This, writes Gino and Staats, often leads to exhaustion because
of increased work hours and a lack of reflection. To stimulate learning and help employees slow down
and reflect on the challenge, employers should deliberately build breaks into schedules and encourage
reflection after every action.
Bias toward fitting in
The human need to feel that we fit in can prohibit learning in organizations because it stops people
from applying their strengths. To counter this bias, employers should encourage people to not conform
to what they believe is the norm and encourage them to bring their strengths to the table. This will not
only nurture their learning, but the learning of others.
Bias toward experts
The bias toward experts, Gino and Staats say, started in the early 20th century with the scientific
management movement that tried to quantify how successful organizations operate. The process of
studying organizations so closely led to the idea that employers should turn to experts for the best
ideas and suggestions. And hence, the proliferation of the consultant industry. This tendency,
however, can staunch learning because it doesn’t take into consideration the value of a “non-expert’s”
time and practice on a job. To counter this bias, Gino and Staats suggest that employers encourage
workers at all levels to “own” the problems that affect them and to use their work experience to fix
them rather than instantly turning to an expert.
How to create a learning culture
dentifying the barriers and biases that prevent organizations from creating a learning culture can be
useful in determining the steps leaders and talent management professionals can take to create a I
7 Steps to Creating a Lasting Learning Culture
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lasting learning culture in their workplaces. To create a learning culture consider taking the following
steps:
1. Rethink the traditional learning and development approach (Haims and Pelster, n.d.).
2. Broaden your organization’s definition and understanding of intelligence.
3. Leverage discoveries in neuroscience that explain how we learn and how unconscious bias
interferes with learning.
4. Obtain senior executive buy-in and encourage active executive engagement in learning
experiences.
5. Encourage the rapid sharing of knowledge and learning.
6. Celebrate failures and understand that a learning mindset is a growth mindset (Gino and
Staats, 2015).
7. Allow for feedback and reflection (Gino and Staats, 2015).
Rethink the traditional learning and development approach
It is time for leaders and talent management professionals to realize that the way employees want to
learn today—through mobile learning applications and other readily accessible online lectures,
TEDTalks, webinars, and podcasts—has
permanently changed the traditional
learning and development process.
Employees increasingly want more
control of their own learning, making
learning a continuous process, not only
classroom style events. There is no
substitute for the bonding and peer
relationships that stimulate learning in
formal classroom development;
however, organizations must integrate
mobile learning applications and other
learning-on-demand resources before,
during, and after formal learning events
to keep the attention of participants who
have decided this is the way they want to
learn.
Additionally, formal classroom learning
must bring real organizational problems
into the room. Participants are
increasingly demanding more relevance,
application, and sustainment of learning.
There is no more appetite for theoretical
frameworks without usable tools,
immediate, practical application, and an
opportunity to measure the impact. To
support a true learning culture,
MasterCard Migrates Learning to
an Employee-Centric
Platform
MasterCard’s transition from a traditional payment processing company into a tech organization caused them to take a hard look at their workforce—now more than 40 percent Generation Y. They realized that the changes in their business strategy required changes to their traditional learning and development approach. To that end, they shifted away from periodic learning programs owned by learning and development professionals toward self-directed learning owned by individual employees. An examination of their employee learning preferences also caused them to offer learning in new formats like mobile learning apps, massive open online courses (MOOCs), on-demand micro-learning and online learning communities.
Source: Haims and Pelster, n.d.
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classroom learning must feel more like laboratories and practice fields by integrating technology,
simulation, emotion, and other creative ways to ignite participant insights.
Amazon has created a culture of learning that uses relentless and continuous peer feedback as its
cornerstone. Peer-to-peer feedback can become toxic, however, if not handled carefully. How an
organization structures and models peer feedback will have a big impact on the company’s culture.
Peer-to-peer feedback must lean more toward positive reinforcement with high doses of authenticity
and support to avoid the pitfalls of a highly competitive internal culture. Sherryl Dimitry, director of
talent development for Skanska USA, also advocates peer-to-peer feedback as a key component of a
learning culture. In addition, Dimitry suggests integrating leader-led development and real
organizational challenges into the classroom, particularly when developing emerging senior leaders.
Leaders and talent management professionals must ensure that employees:
Are provided with relevant topics that connect with job challenges, career interests, and the
business strategy in ways that inspire people to learn and grow;
Have access to credible sources from which to learn (not all YouTube tutorials are created
equal);
Can access self-assessments and other tools that help them understand themselves and their
own thinking;
Are provided learning platforms they can access easily;
Are able to connect with and create learning communities within the organization, and;
Are given time at work to learn through playful creativity and experimentation with
technology that may benefit the organization.
Broaden your organization’s definition and understanding of
intelligence
A true learning culture must have a view of intelligence that goes beyond cognitive skills. Leaders and
talent management professionals must expand their organizations’ intelligence perspective beyond
cognitive capabilities to keep pace with the competitive demands of a complex global economy. A
deeper understanding of emotional and cultural intelligence is revolutionizing our thinking about
global competence and interpersonal effectiveness. Women, for example, score higher than men in
emotional intelligence, and Asian executives score higher than American executives. Also, the higher
executives ascend in the organization, the lower their emotional intelligence scores. Emotional
intelligence is a better predictor of professional success and continues to receive more recognition as
the differentiator for high potential leaders. As Edward Hess noted, new emerging jobs are requiring
employees to be more creative and have high levels of social and emotional intelligence. These
broader skill sets should also change how learning is defined. Learning is no longer merely book
knowledge; it includes helping employees develop social, emotional, and cultural intelligence.
In a recent study by UNC Kenan-Flagler Business School, multicultural sensitivity was identified as
the number one barrier to global effectiveness. Cultural and emotional intelligence assessments
continue to improve and find their way into the best executive development programs in the world.
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As organizations broaden their definition and understanding of intelligence, it is critical that they
provide employees and leaders the necessary skills to manage and value differences in thinking,
working, and problem-solving. Leaders must deliberately provide emotionally safe environments for
people who are easily labeled as “different.” This is the most fundamental responsibility of an
inclusive organization that wants to retain talent. Employers must develop diverse talent or they will
lose these individuals at rates much higher than other talent.
Leverage recent discoveries in neuroscience to remove barriers to
creating a learning culture
Neuroscience is the study of the brain and how it works. It helps us understand why we unconsciously
develop deep-seated beliefs, behaviors, and biases that become barriers to learning. Neuroscience can
explain why we resist the changes we seek through learning. It can also explain why we are more
receptive to trusting and learning from people who seem more like us, and why we are skeptics of
ideas from people who are different. Through recent developments in neuroimaging, we can see what
is physically happening within the brain when we learn.
Even though old habits are hard to break, brains can establish new circuits as a result of learning. This
allows us to make different choices, to embrace change, and to choose curiosity over fear. This
happens as we learn how to engage our brains “braking” mechanisms that allow us to exercise more
self-control and self-awareness and gain deeper insights during learning experiences. Leaders and
employees can learn the skills required to be aware of their own brain’s thinking errors and escape the
autopilot we call unconscious bias. We have known for decades that unconscious bias is real. It thrives
in our education systems, talent systems, organizational policies, and benefits and rewards systems.
Our unconscious bias is so dominant that it can contradict and over-ride our conscious beliefs and
values. (For more information on the effects of unconscious bias in the workplace, see the UNC
Executive Development white paper The Real Effects of Unconscious Bias in the Workplace.)
With deeper understanding of neuroscience and learning, biases can be systematically interrupted and
filtered from our thinking and our approach to creating a learning culture. For more understanding of
how our brains work and learn, see David Rock’s book Your Brain at Work: Strategies for
Overcoming Distraction Regaining Focus, and Working Smarter All Day Long (HarperBusiness,
2009) or Michael J. Mauboussin’s Think Twice: Harnessing the Power of Counterintuition (Harvard
Business Review Press, 2012).
Obtain senior executive buy-in and encourage their active
participation in learning
Buy-in is not just a decision. It’s a behavior. Senior leaders must actively participate in the formal
development of their teams. At Owens Corning, CEO Mike Thaman and CHRO Dan Smith “walk the
talk” when it comes to C-suite engagement and establishing a culture of learning. They participate in
every session of their general management development program designed in collaboration with UNC
Executive Development and Root Learning. The program consists of four two-day sessions delivered
over a two-year period, and Thaman and Smith don’t miss a session. The Owens Corning program
was highlighted in SHRM Magazine in an article written by Owens Corning VP of Human Resources,
7 Steps to Creating a Lasting Learning Culture
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Robert Paxton. “The support we provided to our leaders was key to our transformation. Our
chairman/CEO and senior vice president of HR provided valuable feedback and mentoring, which
framed participants’ perspectives and opened up lines of communication that extended beyond the
classroom. Finally, and perhaps most important, the cohorts provide one another with tremendous
support through facilitated calls, work assignments and discussions between sessions. Their shared
experiences have brought members of our management team closer together and have generated more
spontaneous interaction and sharing across the organization.” Paxton also added that Owens Corning
senior-leader succession depth and quality metrics improved because they were able to better coach,
mentor, and manage key talent through increased interaction as a result of senior executive
engagement in the program. The results according to Paxton: better business plans, more game-
changing innovations, improved financial indicators and performance, and faster execution of strategic
decisions.
Senior leaders must be committed to learning if a learning culture is to succeed. Leaders can help
create a learning culture and demonstrate their support by:
Being consistent. All leaders should support ongoing employee learning.
Recognizing employees who learn new skills. They deserve the recognition, and the
recognition will motivate other employee to also acquire new skills.
Making sure that clear learning expectations are set in their units.
Making their own learning a top priority, demonstrating to employees that they are “walking
the talk.” (Landrum, 2016).
Encourage the rapid sharing and application of knowledge and
learning
Technology in the learning and development industry has developed rapidly over the past few years,
and there is certainly no shortage of learning management systems (LMS) available to leaders and
talent management professionals that not only help the employee-centric learning movement, but also
facilitate the sharing of knowledge and learning. (For more information about the array of learning
technology available, see the UNC Executive Development white paper Wired to Learn: How New
Technologies Are Changing L&D Delivery.)
But there are also the good old-fashioned, lower-cost standbys; debriefing, mentoring, and coaching.
Coaching and mentoring are excellent ways to share and foster the application of learning, skills, and
knowledge and to communicate organizational values and strategies. Mentoring also improves
teamwork (Rokos, 2015) and can build trust within an organization. (To learn more about how to
build a mentoring program, see the UNC Executive Development white paper How to Build a
Successful Mentoring Program.) Another way to share knowledge and learning is to regularly debrief
projects, identify key learning, and create platforms to share these discoveries throughout the
organization.
Coaching is key to making learning stick. This “stickiness” factor is crucial to ensure there is a return
on investment from learning initiatives. Coaches meet with learners pre- and post-learning and help
them transform learning into results and impact. Companies that include high-impact coaching
throughout the organization as a component of a learning culture outperform their peers. High-impact
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coaching can be defined as leveraging external coaches, a cadre of trained internal coaches, and
leaders as coaches to accelerate learning and development. According to a recent study conducted by
the Human Capital Institute (HCI) and the International Coaching Federation (ICF), organizations
with strong coaching cultures continue to report higher employee engagement and stronger financial
performance.
Celebrate failures and encourage a growth mindset
Thomas Edison once said, “I have not failed. I’ve just found 10,000 ways that won’t work.” Failure
spurs learning, but only if an organization allows it. In their Harvard Business Review article, “Why
Organizations Don’t Learn,” Gino and Staats urge leaders to constantly emphasize to employees that
mistakes are merely learning opportunities. One way to encourage risk-taking is to find employees
who are change agents in their organizations and give them permission to experiment and push
boundaries without fear of retribution (Big Think Editors).
Gino and Staats also encourage employers to embrace and teach a growth—or open—mindset.
Studies have found that employees with growth mindsets are more likely to seek opportunities for
self-improvement, are more willing to embrace change, and are more likely to persist when they
confront obstacles than employees with fixed mindsets. Employees with growth mindsets, then, are
faster, more avid learners.
Allow for feedback and reflection
This step counters the bias toward action, giving employees time to think about challenges before
they act. Some employers build this time into work schedules—Tommy Hilfiger, for example, has
meeting-free Fridays. Others allow for feedback by holding after-action meetings at the conclusion of
a project. Another way to allow for reflection is to encourage employees to take 20 to 30 minutes
each morning to plan for their day or 20 to 30 minutes at the end of the day to reflect on how the day
went (Gino and Staats, 2015). Taking this time not only helps employees better meet challenges and
make better decisions, it also reduces stress and burnout.
Conclusion
rganizations with learning cultures realize that building capability is like building muscle. Real
development requires preparation, conditioning, and repeated trips to the gym over time.
Organizations reap the benefits through sustainable individual and organizational capability. As a
result, performance and engagement systematically improve over time. Learning cultures, when
integrated with coaching, reflection, mentoring, technology, and an understanding of how our brains
work, can exponentially accelerate development, bench-strength, and organizational speed and agility.
Learning cultures retain talent, boost creativity, and attract more top talent. Studies have found that
prospective and current employees across all generations increasingly expect employers to provide
plenty of opportunities for learning and development. If organizations are to survive, succeed, and win
in the war for the best talent, they must develop learning cultures.
O
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About UNC Executive Development
Our approach to program design and delivery draws upon the power of real-world, applicable
experiences from our faculty and staff, integrated with the knowledge our client partners share about
the challenges they face.
We combine traditional with experiential and unique learning to ensure that all individuals gain
relevant new skills that they can easily implement within their own organizations. Through action
learning and business simulation activities, we challenge participants to think, reflect and make
decisions differently.
Our Approach: The Partnership
Our team customizes each leadership program through a highly collaborative process that involves our
clients, program directors, faculty and program managers. We are dedicated to following-up with our
clients and individual participants to ensure that their learning experiences have been meaningful and
impactful. This integrated approach consistently drives strong outcomes.
Our Approach: The Results
Our executive education programs are designed with results in mind, and we are focused on
successfully meeting our clients' business and academic expectations. Below are a few examples of
the results our client partners have achieved:
Big data analytics
Leadership refocused with new
strategy and cohesive vision
Strategic plans created for the global
marketplace
Supply chains streamlined
Products redefined
New markets targeted
Cost-saving measures developed
Silos leveled
Teams aligned
Participants leave empowered to bring in new ideas, present different ways to grow business and
tackle challenges. The result is stronger individuals leading stronger teams and organizations.
Contact Us
Website: www.execdev.unc.edu | Phone: 1.800.862.3932 | Email: [email protected]
7 Steps to Creating a Lasting Learning Culture
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