A “learning culture” is a community of workers continuously and collectively seeking performance improvement through new knowledge, new skills, and new applications of knowledge and skills to achieve the goals of the organization.
Research shows that interests powerfully influence our academic and professional choices. When we're interested in a task, we work harder and persist longer, bringing more of our self-regulatory skills into play.
Last week I wrote a post about Connected Learning and how it offers a semi-directed, semi-structured approach to workplace learning that fits between the directed, structured knowledge sharing (aka training or e-learning) that has been the way that L&D has traditionally operated, and the unstructured, self-directed knowledge sharing that happens in work teams and groups in the flow of work.
"Not every organisational context is the same, therefore not every Knowledge Management solution is the same. That's a fact of life, and it even applies to such tried-and-tested KM components as the Community of Practice.
The standard view of the Community of Practice is that of a network of people who collectively act as a mutual knowledge resource. Within the Community is a wide range of experience - from highly-experienced old-timers, to relative newcomers - experts and newbies sharing the same community. Through asking and answering questions, they provide each other with useful knowledge that helps each practitioner to perform their work better. Often the answers to questions come from the more experienced staff, but this is not always the case, as I explain in my blog post about the Long Tail of Knowledge.
Do you know all the non-task-oriented skills and abilities of the people on your team? Does someone in accounting have an undergraduate degree in English? Is your administrative assistant fluent in French and Spanish?
One of the concerns that worry training and learning professionals most about leading culture change in their organizations is that managers will say that they don’t have time to facilitate and support employee development.
"Inside of your organization, valuable knowledge is not being accessed. More importantly, it’s not being used to improve employee development, increase organizational performance, or advance bottom line growth.
In fact, arguably the most valuable form of knowledge in an organization—an individual’s tacit knowledge—rarely is accessible to others. What if you did have access to that knowledge—that information that would allow you to reach conclusions faster or facilitate strategic management decisions? It is possible if you use the right methods"
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