Why is creating a learning philosophy so important for organisations?

So here’s the challenge - if you asked everyone in an organisation to think about a car you
would have many different views about that make, size, colour and features. In a similar
way, if you asked everyone in an organisation to define what learning meant, you would get
an equally diverse view. Some think of classroom-based sessions, some using technology,
others may think about experiential learning and others about coaching, and if you ask
where learning takes place the list of the endless. In our fast changing, competitive world,
learning is key to ensuring organisations are effective. With so many ways to learn it’s crucial
that everyone shares a common vision for the nature of an organisation’s learning provision;
that where creating a learning philosophy plays a vital part.
So, what is a learning philosophy?
It’s an inspirational statement which defines key characteristics about vision for learning in
an organisation. It states why learning is vital. It highlights what learning is essential and
desirable. It explains who is responsible in the learning process and it defines when and
where learning can be undertaken and how it is designed and facilitated. By providing
answers to these foundational questions, everyone can share a common understanding, an
expectation, of how learning will transform both themselves and the organisation.
Developing a learning philosophy is a key step in driving an organisation’s learning provision
to where it needs to be. It’s crucial to think beyond the current learning approach.
Firstly, it’s important to define why learning is essential for the organisation. We must
highlight learning’s key role in driving strategy, goals, performance, innovation and
competitive advantage. Also, why does an organisation believe it must invest in staff
development and why it’s a vital part of staff engagement?
Next, we should define what key things the organisation learning aims to achieve. For
example ensuring key competencies, skills, behaviours or audit requirements. In what ways
does learning focus on the existing and future needs of the organisation and what things
informed the learning priorities?
Thirdly, who is learning for?
Is the organisation’s vision for everyone to engage in development? Do some roles have
particular needs and priorities and who has what responsibilities in the learning process? For
example, the learner, managers, senior leaders and Learning and Development team.
Next, when should staff expect to engage in learning? Is part of a lifelong learning process
promoted by the organisation? Are there particular times when development is important, for
example, at induction, on promotion to management roles, or during organisational change?
Do staff only undertake learning during work hours or can they access learning in their own
time if desired?
Fifthly, where does the organisation recognise learning takes place? For example in face-to-
face settings, in the flow of work, or using technology? Does it value the importance of both
formal and informal learning, such as workshops and naturally-occurring coaching
discussions?
CIPD promotes 12 key things that underpin how effective learning is decided and facilitated.
These are founded on evidence-based insights. Learning needs are informed by relevant
insights data and metrics. Learning design must consider unique learner needs that
increases motivation and impact in the learners’ context.
Line effectiveness reviews must be embedded throughout the learning design, delivery and
review cycle. Learning impact is demonstrated through quantitative and qualitative feedback.
Learning must be capable of being designed and deployed rapidly to meet learner needs
and is improved through a iterative feedback process. Learning must be accessible anytime,
anyplace, with the planned use of synchronous and asynchronous activities, technology
resources and support. Learning design and delivery must provide room for pre-thinking,
participation, experimentation and reflection.
Learning designers and facilitators must create engaging multimedia environments that
increase learning interest and effectiveness. Learning designers and facilitators must apply
findings from behavioural science for effective learning transfer. Learning designers and
facilitators must foster an environment of flow where learners become interested, immersed
and free from anxiety or boredom.
Learning designers and facilitators must encourage self direction in learning. Learners
should be encouraged to explore things that will make a difference in their contexts as part
of a lifelong learning process. Learning communities and conversations must be encouraged
and facilitated through face-to-face and online networking. Learning must support the
development of personal resilience and promote well-being as learning application often
involves challenges.
Learning is the heart of organisations that will remain effective in a fast-changing world. For
that to be a reality, everyone must have a shared vision, commitment and expectation about
the nature of learning and development. Organisations that create a learning philosophy
define a clear inspirational road map with answers to the key questions about the why, what,
who, when, where and have its learning provision. A learning philosophy supports and
motivates everyone to engage in learning which will transform both themselves and the
organisation. So, is it time that your organisation reap the benefits of creating an inspirational
learning philosophy?