Has the learning organisation become essential to remaining agile and attractive? How can we promote continuous learning without overburdening organisations? What role can the training manager actually play in this transformation? From new teaching methods to knowledge sharing and staff engagement, discover the practices that are helping organisations evolve towards a sustainable learning culture. An overview with Philippe Argouges, an expert in training design and needs analysis.
The concept of a learning organisation is nothing new. Four or five years ago, it would even have been described as rather has been. Some even go so far as to call it a management myth. Yet this concept is making a comeback. But what exactly are we talking about?
A learning organisation: what is the definition?
First developed in the early 1990s, the concept of the learning organisation is based on Peter Senge’s book: The fifth discipline. To put it simply, the principle is to set up within the company practices that enable the organisation to evolve continuously. This is to ensure it remains in step with its environment.
This requires a number of prerequisites. For instance, staff must be aware of their skills and their ability to acquire new ones. Furthermore, the organisation’s internal processes must facilitate continuous learning – particularly team-based learning – whilst encouraging innovation.
The 5 pillars of the learning organisation
Since those initial approaches, various models have emerged, but they all revolve around these five pillars:
- Corporate culture
- Organisation and processes
- Management practices
- The role and attitude of learners
- Apprenticeship opportunities
Whilst these ideas were met with enthusiasm, it has since become clear that putting them into practice is not quite so straightforward. Changing mindsets within a company takes time, particularly when it comes to management practices.
In the end, we used the term learning organisation to describe all kinds of organisations that promote the development of employees’ skills.
Technology in the service of lifelong learning
Today, the concept is back in vogue and companies have a more mature approach to the subject. Technology makes it much easier to implement continuous learning.
As a result, AI tools are now widely used in most organisations. They are increasingly offering their staff tailored and secure tools that enable them to develop their own learning. NotebookLM, for example, enables users to easily create summaries, videos or mind maps from a substantial selection of source material.
For example:
Leroy Merlin is rolling out a learning programme based on MOOCs, microlearning and blended learning pathways. Furthermore, it is the company’s own staff who deliver these courses.
Those in charge of this programme consider the results to be positive. First and foremost, they are characterised by greater staff engagement, as measured by a fall in absenteeism. At the same time, the organisation has seen an increase in turnover for the products covered by these training courses.
In a learning organisation, what role does the training manager play?
One of the criticisms sometimes levelled at learning organisations is that their structure is vague and lacks a clear framework. To be adaptable, they are said to need to do away with processes and streamline their structures. A dedicated training department would therefore not be necessary, since any activity can provide an opportunity for learning…
Recognising staff skills
That is not the case. On the contrary, in a learning organisation, the role of the training manager is crucial. It is the recognition of staff members’ skills – particularly those they acquire through less traditional means – that boosts their motivation. The training manager must therefore be able to record these skills so that they can be taken into account.
Educational support
The training manager also plays a role in providing educational support. For example: suggesting methods for developing training programmes or an internal process for developing training programmes.
He must also promote all learning methods and oversee synchronous and asynchronous learning programmes. Another of his key responsibilities is to encourage peer-to-peer learning.
[Practical examples]
Some organisations, such as the Banque de France and the Luxembourg Railways, rely on internal certification schemes. Staff who wish to do so can take part in a train-the-trainer programme. On completion of this programme, they can sit an internal trainer examination to obtain a certification. This certification recognises their teaching skills.
These companies then find that internal training is viewed more favourably, as measured by the quality of the services provided.
Communication
Anything that helps to promote learning, in all its forms, is crucial in a learning organisation. This is why the training manager plays a key role in communicating about training. They must constantly maintain staff’s enthusiasm and excitement about developing their skills.
[The expert’s view]
I regularly run training courses for training managers, whether they are new to the role or experienced. These sessions provide ample opportunity for discussion and the sharing of experiences. Communication is a recurring theme, centred on very practical issues. How can we demonstrate the value of training to both managers and staff? How can we encourage staff to undertake training? And also, how can we communicate more effectively about training and get others talking about it?
To this end, the training manager has a number of tools at their disposal.
- A quarterly newsletter is a good way of reminding everyone of the importance of training.
- Regular updates on projects that stand out from the norm and their benefits highlight positive initiatives.
- Regular events, such as in-house seminars, encourage staff to get involved.
How can a company become a learning organisation?
Here are a few examples of good practice implemented in learning organisations.
In-house asynchronous training courses
In the past, creating an asynchronous training course was a complex and time-consuming process. Today, there are simple tools such as Genially for creating interactive training modules and fun quizzes. These tools are available to all staff members.
This is the case with a provider of solutions for the construction industry, which offers training courses developed by its staff. These practical training courses are aimed at both clients and partners.
Learning Festival
Every year, a manufacturing company organises a Learning Festival. It provides an opportunity for any employee who wishes to do so to share their expertise on a topic of their choice. The programme includes the sharing of best practice and stimulating discussions amongst colleagues.
Training development kit
At a major French bank, the in-house training department offers staff traditional training courses. Alongside this, it has developed a training development kit intended for all staff. This kit is accompanied by a methodology based on agile project management. It enables business experts to develop their own training modules based on their areas of expertise.
AFEST and training
At Danone, a range of training methods are used depending on the situation. These include AFEST, which enables experienced staff to share their expertise with newly recruited colleagues. This requires support from the training department. In particular, coaches need to be trained and given the tools to apply best teaching practices.
Self-assessment test: is your organisation a learning organisation?
Here are ten questions to assess your organisation’s level of maturity as a learning organisation.
Corporate culture
- Does your company encourage learning in all its forms?
- Does your company encourage individual initiatives?
Management practices
- Are the managers in your company actively involved in developing their staff’s skills?
- Do managers always offer training courses after discussing them with staff and reaching an agreement?
Organisation and processes
- Are there processes in place to learn from projects and develop staff skills?
- Can staff members themselves easily create training courses to share their expertise?
The role and attitude of learners
- Are staff aware of the importance of training and the benefits it brings them?
- Are in-house trainers recognised by their peers?
Apprenticeship opportunities
- Are asynchronous or blended learning programmes recognised by everyone in the same way as synchronous programmes?
- Are staff members who create training courses able to make use of all the available tools?
How should you interpret your results?
Count 1 point whenever you answer ‘yes’.
- 0 to 3 points : your organisation continues to be based on a traditional approach to training.
- 4 to 6 marks : certain learning practices do exist, but they are still sporadic or not very well structured.
- 7 to 8 points : your organisation is fostering a genuine culture of continuous learning.
- 9 to 10 marks : your organisation demonstrates a certain level of maturity as a learning organisation.
Please note: A learning organisation cannot be built in just a few months. The key is to set in motion a gradual process of continuous improvement.
In a global environment characterised by political and economic uncertainty, the development and retention of skills have never been more crucial. It is vital for organisations to demonstrate flexibility and adaptability. This is what makes the concept of the ‘learning organisation’ so appealing today. Lifelong learning, promoting training, utilising all forms of training… these fundamentals are proving to be particularly relevant. It is therefore up to the training manager to do everything possible to promote training, whatever the approach envisaged. The learning organisation and the values it embodies are therefore more relevant than ever.
