Throughout 2011 we will be publishing extracts from The New Learning Architect. We move on to the eighth and final part of chapter 6:
To summarise, these are the conditions for success with bottom-up learning:
- Bottom-up learning is not relied upon to meet needs that are critical or common to large numbers of employees.
- The appropriate tools are put in place to support bottom-up learning.
- Where necessary, employees are provided with the right training to help them to use these tools.
- Employees have sufficient discretionary time to devote to bottom-up learning.
- Employees are provided with the authority to engage in bottom-up learning activities.
- Workspaces are designed to encourage informal communication and to maximise the opportunities for novices to observe experts at work.
- Managers and respected peers model effective bottom-up learning behaviour.
- The performance management policy encourages bottom-up learning.
- Employees are recognised for taking the initiative in meeting their own learning needs and in helping peers to meet their needs.
When the culture is not supportive right at the top, then chances are diminished but not destroyed. Cultures can differ in divisions or departments, under strong leadership. A learning and development department may influence the culture, through the programmes that it offers (including leadership development programmes and executive coaching), but does not have the mandate to unilaterally change a culture. This must come from the organisation’s leadership.
Coming next is chapter 7: Formal learning
Obtain your copy of The New Learning Architect