实战手册：打造初创企业的敏捷学习文化+Building+Agile+Learning+Culture+for+Startups

CCACVenturesJuly2023

Playbook

BuildingAgile

LearningCultureforStartups

inpartnershipwithOHOgiity

www.acvvc

Jakarta:ProsperityTowerN37,District8,SCBDlot28,J.JendSudlirmankaving52-53.Jakarta(12190)IndonesiaShgapereTheereotRoomCentennalTower,3TemasekAVe#18.T-28Sngopore(039180)

Playbook-BuildingAgilelearningCultureforStartups

2

TableofContents

5

TheImportanceofAgilityandLearningAgility

TheAgileLearnersandWhatMakesThemDifferentthanTheRest

TheProfileofAgileLearners

JourneytoanAgileOrganization

FinalThoughts

References

Page3

Page5

Page7

Page13

Page18

Page19

scramblingtodissectinformation

afteradecade,agilityhasstillbeen

(andwillingness)tolearn,unlearn

Aspredicted,being'agile,

ACVentures

TheImportanceof

AgilityandLearningAgility

Overthepastfewyears,building

businessinthetechecosystemhas

becomeincreasinglymoredifficult,

andcomplicatedwhichconcealsa

hugeamountofvolatility,

uncertainty,complexityand

ambiguity(v.U.C.A.).Theerawhere

drivinggrowthisinfluencedby

manyfactorsthataredifficultto

predictandcontrol.Marketvolatility

necessitatesconstantadjustments

tobusinessstrategiesisneededin

competitive.Organizationsare

ordertoremainsuccessfuland

quicklyasthelevelofcomplexity

rises,whilethefogofambiguity

(suchastheunprecedented

COVID-19)frequentlyputsdecisions

onholdasleadersseekgreater

clarity.

Manyrespondentsbelievethatorganizations

havenewleadershipsneeds

Whatdoyoubelievearetheuniquerequirementsfor

21st-centuryleaders?Selectallthatapply.

Abilitytoleadthroughmorecomplexityandambiguity

81%

Abilitytoleadthroughinfluence

65%

Abilitytomanageonaremotebasis

50%

Abilitytomanageaworkforcewithacombinationof

humansandmachines

47%

Abilitytoleadmorequickly

44%

Source:GlobalHumanCapitalTrends(Deloitte,2019)

Morethan50yearsago,Alvin

futurists,predictedthatone'sability

Toffler,oneoftheworld'sleading

andrelearnnewknowledgeand

literacyofthe21stcentury.

skillswouldbethedefinitionof

innovative,havingtheabilityto

considermultiplescenarios,dealing

withcomplexityandmanaging

paradoxeswerenotedassomeof

Standingtruetothetestoftime,

s2012).

seenasacritical21st-century

leadershipneed.“Leadingwith

agilitythroughcomplexityand

ambiguity"isverymuchthe

uniquerequirementof

organizations'futureleaders

(Deloitte,2019).

3

4

studyof19differentagility

Playbook-BuildingAgilelearningCultureforStartups

Companieswithhighlyagileexecutivesachieve25%higherprofitmarginsthantheirpeercompanies(KornFerry,2014).

Theyare1.2xmorecapableofrespondingtoacompetitiveenvironment,3.2xmore

changeandeventually4.6x

moreengagedwiththeir

organizations("Global

LeadershipForecast2018,"

setting,inameta-analysis

2018).Withintheacademic

researchinthelast15years,

DeMeuse(2017)foundastrong

relationshipbetweenagility

andthesuccessofleaders,

bothnowandinthefuture.

Percentofcompaniesthatuseeachcriteriaintheir

potentialdefinition(bysize)

Key:Percentageofcompaniesusingthefactorintheirhighpotentialdefinition

-21%-40%|41%-60%61%-80%81%+Source:“Who'sDoingWhattoldentifyTheirBest?”(TSG,2015)

Givensuchimportance,"learningagility"isnowanincreasingpartofmodernorganizations'leader-shipmodelsandhigh-potentialframeworks

(Rotoloetal,2018).Aglobalindustrysurvey

conductedbytheTalentStrategyGroupin2015foundthatlearningagilityhasbecomethemostfrequentlyusedcriteriontomeasureleadershippotential,with62%oftherespondentsfromtheworld'slargestorganizationscitingit.

Companies

withhighlyagile

executives

Otheraspects,suchasemotionalintelligence,

personalityandintelligence,werecitedmuchlessoften("Potential:Who'sDoingWhat,"2015).Churchetal.(2015)alsofoundthatover50%ofthemhavebegunincorporatinglearningagilityintheirhigh

achieve

potentialidentificationandseniorleadershipassessment,higherthanotheressential

25%

constructssuchasresilience,executivepresenceandcognitiveskills.

higherprofit

Longevityisimportantinanybusiness.Whilewe

needtoensureourbusinessisprofitablenow,how

marginsthan

theirpeer

couldwealsobeabletoensureitkeepsgrowingsustainablyinthefutureandbuildingsolidfutureleadershipcadresalongtheway?

companies

Keeponreading!

ACVentures

5

cheapestorthemostuniqueinthemarket.

TheAgileLearnersandWhatMakesThemDifferentThanTheRest

Thecontinuouslychangingdigital

ecosystemplacesuniquedemandsona

varietyoforganizationsandrequiresmany

differentcapabilitiesfromworkersofall

hierarchicallevels.Therefore,organizational

agilityisaboutbeing"ambidextrous;"

achievingaparadoxicalbalancebetween

enoughnowadaystobemerelythe

standardizationandinnovation.Itisnot

Supportedbyaconduciveagileculture,our

employeesandleadershipteammustbe

abletokeepinnovatingwithoutlosing

focusonmaintainingtheeconomiesof

scale.

Inordertosurvive,

organizationsneedto

continuallytransform

stillmaintaining

excellenceintheir

themselveswhile

currentbusiness

-theyneedtobe

Ambidextrous

9>

(HayGroup,2013)

InthisV.U.C.A.andhyper-competitiveera,

wecan'tbea"one-trickpony."We'veall

heardthatpriorexperienceandproven

performancemakejobcandidatesmore

appealing,buthaveyoueverwondered

why?Andeveniftheyhavethem,wouldthat

beaguaranteeforthesamefuturesuccess?

Couldallofthoseexperiencesandperfor-

mancesbereadilyappliedacrossdifferent

situationsandcontexts?Oneinteresting

ideatoanswerthesequestionsisthatwe

individuallyneedtobeT-shapedperson

(TimBrown,CEOofIDEO,2010inSchaffer,

2021).Apersonwithbroadhorizontalknowl-

edgespansacrossinternalandexternal

boundaries,aswellasanin-depthvertical

skillrepertoireenoughtodeliverimpact,get

thingsdone,anddriveperformance.Itisan

easyconcepttoacceptandunderstand;but

howdoweactuallydefine,measureand

developourselvestobeone?

Playbook-BuildingAgilelearningCultureforStartups

6

engagementinlearningbehaviorsto

Learningagilityisthekey.

Butwhatisitactually?

Andisitsomethingthat

onlyapredestinedtalent

somethingthatanyone

canlearnandtobe

ofafewhasorisit

betterat?

2000,learningagilityisdefinedas"one's

FirstlycoinedbyLombardoandEichingerin

enhancethecapacitytoreconfigure

activitiesquicklytomeetthechanging

1i,h2t)askenvironment"

Learningagilityisadevelopablesetof

learningbehaviors(HoffandBurke,2017).

Inpractice,itisreallyaboutdealingwith

newexperiencesflexiblyandrapidlyby

tryingnewbehavior,gettingfeedbackon

theseattempts,andmakingquick

adjustmentssonewlearningwillbe

realizedwhenyoudonotknowexactly

whattodo.

Oneseminalresearchfoundthatlearningagilityenablesemployeestobeidentifiedashavinghighpotentialsbyafactorof18;asignificantlybetterpredictorthanjob

performance(Driesetal,2012).

Thestudysuggeststhataccountingforthe

individual'slearningagilitytoadapttothe

somethingthatthes/hecanalready

demonstrate-iswhatmatters!Itisthe

demandsoffutureroles-ratherthan

individual'sabilityandwillingnessto

learnfromexperienceandapplywhat

he/shehaslearnedinanew,different-

veryoftenchallenging-situationthat

differentiateshighpotentialsfrommere

performers(LombardoandEichinger,2000).

Evenexperienceinanunrelatedrolecanresultinasuccessfulfutureperformance.Itisnotbecausethey"havedoneitbefore,"butratherbecausetheyknowhow(and

wiling)toapplytheirpreviousexperiencestoadaptandsolveunfamiliarproblems.

Learningagilitycanbeseenasan

integrationofabilityandmotivational

aspectstolearnfromexperienceandthat

individualswithahighdegreeoflearning

agilityadjusttheirbehaviorsalongwiththe

changeinthesituation.Hence,therearetwo

broaddimensionsofBurke's(2018)learning

agilityconceptualization,whichislearning,

and'agility.'AlignedwithDeRueetal.(2012),

'agility'isbasedontwodimensions

(flexibilityandspeed);while'learning'further

comprisessevendimensions

(experimenting,performancerisk-taking,

interpersonalrisk-taking,collaborating,

Informationgathering,feedback-seeking

andreflecting).Theseninedimensions

providealogicalorderofbehaviorsof

learningagility(HoffandBurke,2017).

Understandingthese

behaviorsin-depthwould

enableustoidentifyl

measureanddevelop

ourlearningagilityto

thenextlevel.

7

ACVentures

TheProfileofAgileLearners

WhatMakesUp"LearningAgillity"

inaPerson?

SourceEurke(2016)

FeedbackSeekingInterpersonalRisk-taking

AskingothersforfeedbackDiscussingdifferences&explore

Flexibility

Opentonewideas

andproposingnew

solutions

Information

Gathering

updateonrelevant

Thedesiretoremain

withthecurrent

knowledge&expertise

Reflecting

Criticallyevaluating

eventswithothersin

ordertounderstand

whathappened

Speed

Actingquicklyto

actonnewideas

Experimenting

Tryingnewbehaviouror

efficientway

processtofindthemost

Collaborating

Workingwith

colleaguesfrom

differentbackgrounds

PerformanceRisk-taking

Leavingcomfortzone,toseekoutnewchallenges

toshareperspectives

Thereareninekeybehavioraldimensionsofpeoplewithahighdegree

oflearningagillity(Burke,2016;2018;HoffandBurke,2017):

①Flexibility

Flexibilityisbeingopentonewideasandproposingnewsolutions.Itistheextenttowhichonedisplaysfluidity,adaptabillty,reslienceinthefaceofadversityandtheabilitytoswitch

betweendifferentmodesof

operatinginhis/herlearningprocess.

Byshowcasingflexibility,onemight

abandonbehaviorsthathave

workedinthepastfornew

behaviorsthatpossiblymeetthe

demandsofthecurrentchallenge.

Payocok-BuildingAgileleamingCuhureforStartups

8

moreeffective.Reflectingistheextentto

solicitationofinputfromothersregarding

whyithappened,howtheoutcomecould

brokeralearningprocesswithothersin

seekingoutnewinformationfrom

②Speed

speedisactingonideasfastsothat

thosenotworkingarediscardedand

otherpossibilitiesareaccelerated.

thastodowithhowquicklyonecan

changethecourseofhis/her

behaviors,aswellashowquickly

he/shecanreadsituationcuesin

ordertoformaplanofaction.Iftheideasresultinfailures,theyarenotdwellinginfailureandmovingontothenextattemptorexperimentassoonaspossible.

3Experimenting

Experimentingpertainstotryingout

whatiseffective,usuallythrough

newbehaviorsorideastodetermine

theenvironment.Experimenting

mightinvolvetestingideasthat

maybeobviousaswellastheones

thatseem'likeastretch'

(DeMeuse,2017).

④Performancerisk-taking

Performancerisk-takingisabout

seekingnewactivities(ile,tasks,

assignments,roles)thatprovide

individualopportunitiestobe

challenged.Asitmightbedescribed

as'stickingyourneckout'

performancerisk-takingisthe

extenttowhichapersonplaces

him/herselfinvaguesituationsandisunclearabouttheprocessofhowtogothroughortheoutcomeof

suchasituation.

5Interpersonalrisk-taking

Interpersonalrisk-takingpertainsto

discussingdifferenceswithothersin

waysthatsupportlearningand

change.Itisaboutmakingoneself

vulnerablewithothers,admitting

mistakes,askingforhelpandat

times,confrontingothersforthe

serviceoflearning.

6】Collaborating

Collaboratingisaboutfindingwaysto

work,bothdirectlyandcomplementarity

withothers,togenerateunique

thedegreetowhichanindividualtriesto

opportunitiesforlearning.Collaboratingis

his/herenvironment.

7】Informationgathering

Informationgatheringpertainstokeeping

up;thatisstayingrelevant(Ebyetal,

2003)andinformedaboutone's

professionalmatters,especiallythosethat

aresubjecttochangefrequently.Itisthe

degreetowhichanindividual

continuouslyupdateshis/herknowledge.

Individualshighinthisdimension

persevereandusevariousmethodsto

remaincurrentinhis/herareaofexpertise.

8]Feedbackseeking

Feedbackseekingisaboutaskingothers

performance.Itfocusesonactive

forfeedbackonone'sideaandoverall

his/herareasofstrengthand

improvement.Obtainingothers'feedbackcanhelpidentifylessonsfrom

experiencesthatmightgounnoticedf

theindividualisprocessinganinterpreting

theexperiencesonhis/herown

(Anseel,2017).

9Reflecting

evaluateone'sownperformancetobe

Reflectingpertainstoslowingdownto

experience-howsomethinghappened,

whichanindividualreflectsonhis/her

havebeendifferentandhowtoinitiate

scholars(eg,CollisandBiggs,1982;Biggs,

requiredchangesinthefuture.Educational

1999)havelongemphasizedreflectionas

oneofthehigher-orderformsofthinking,

inwhichenableanindividualtogeneralize

his/herlearningresultstoentirelynew,

untaughtdomainsofapplications.

HowtoMeasureandDevelopOne's“LearningAgility”?

Doyouwanttoknowhowagileyou(andyour

employees)are?Asagilityismultifaceted,

whatkindofspecificbehaviorsdoyouneed

toleverageandimprove?Finallyandmostimportantly,howcanyoudevelopthemindividuallyandcollectivelyasan

organization?

Iftheseareyourquestionsatthispointintime,

youareontherighttrack.Afterunderstandingthebehaviorsinvolvedinlearningagility,thenext

logicalstepistomeasureittoreallypinpointourstrengthsanddevelopmentareas.Whilepopularinventoriesmeasuringanindividual'slearning

agilitybegintobeavailablewidelyontheinternet,

scientificallyreliableandvalidated.

therearealsoinventoriesthataremore

BurkefromTeachersCollege,ColumbiaUniversity

BasedontheseminalworkofProfessorWarner

(Us),ACVenture'spartnerorganization(AHa!gility

Consulting&Training)providesagloballyvalid

andreliable-yetIndonesia-relevant-agile

talentinventory.Thenormgroupisbuiltfrom

±92.000datapointsfrommorethan2.400

professionals,inwhich1.550ofthemaretalents,

aspartoftheorganization'sFounderandCEOPhD

researchattheUniversityofGlasgow(Uk).The

dataspansacrossvariousrangesofage,tenure,

role,function,educationalbackgroundand

positionallevel.Thetalentscomefrommorethan

20+companies,bothglobalcorporationsand

localconglomerates,inIndonesiaandseveral

othercountries.Theindustrycoveredspansfrom

FMCG,transportation,oilandgas,pharmacy,

banking,financialservices,highereducation,

propertydevelopment,manufacturinguntil

technology.

Thisinventorywillenableyoutounderstandhowyouarepositionedintermsof"agility"againstthetalentsofIndonesia'sbiggestorganizations.

Insidethe30-40pagesreport,youwillfinda

detailedexplanationofyourbehavioralstrengths,developmentareasandhowtodevelopthemaswell.

Playbook-BuildingAgilelearningCultureforStartups

10

Improvement:AGuideforDevelopment

The70:20:10Model

Aftermeasuringit,thenextquestionwouldbeSOWHAT?Knowingwhattodevelopisreallyonlyhalfoftheequationhere.Theotherimportanthalfwouldbehowtodevelopthem.In1996,LombardoandEichingerintroducedawell-known70:20:10modeloflearninganddevelopment.

70%

Learningthroughworkassignments

20%

LearningwithothersSocialLearning

10%

FormalLearning

throughtraining

Inbuildingourlearningagilitybehaviors,

70%ofthesuccesswouldcomefromjob,

assignmentandproblem-solving

experiencesinrealworksituations.20%

comesfromfeedback,coachingand

observationofourrolemodels.Finally,theremaining10%comesfromclassroom

training.Despitebeingdisavowedbysomeacademicsaslackingsupportingempiricalevidence(seeClardy,2018),wecanstill

learnfromthemodelthatweneedto

combineourapproachesindevelopingourlearningagilebehaviorandjoiningaclassmightnotbetheonlywaytobe!

Whilelookingforclassroomtraining,

readingbooks,watchingandlisteningtopodcastsspecifictoourdevelopmental

needsmighthelptobuildourknowledge;weneedtoalsoconsiderotherapproaches

rewebuildouractualskillsonthe

LombardoandEichinger(2009)arguethat

byactuallyembeddingthose

newly-learnedknowledgeandbehavioral

strategiesintoouractualjob,assignment

orreal-worldproblem-solvingexperiences;

wewouldbeabletoreallydevelopour

skills.Observingandgettingcoachingand

feedbackfrompeoplethatareexpertsin

thosespecificlearningagilebehaviors

wouldhelpalongthewaytorefineourskills

tomastery.

Below(inmultiplecolorfulboxes!)aresome

curatedlearninganddevelopmentideas

Eichinger(2009)'sseminalbookofForYour

takenfromanotherLombardoand

andCoaching,thatmightbebeneficialto

developourlearningagility.Somepractical

actionplanstodohere:

ACVentures

resonatewithmyday-to-daybehaviors

Starttothinkaboutyourlearningagility

developmentneeds.Havingaclear

developmentfocusorprioritizationis

importantsothatyoucanmakeuseand

optimizeyourresourcesbetter(e.g.,time,

energy,money,etc.).

Askyourself:

1.IfIcanfreelypick3dimensionstofocus

on,whatwouldtheybe?

utetomysuccesscurrentlyandinthe

2.Howwouldthese3dimensionscontrib-

future?

3.WhatwouldmyworldlooklikewhenIhavedevelopedthem?

Youcan'talwayschangejobsfor

developmentreasonsalone,butthereisalmostalwaysan"extra"assignmentthat

youcanlookat,askorproactivelycreate

inyourcurrentjobtoaddressyour

developmentneeds.

Pickassignmentsthatarerelevantbutalso

newandchallengingforyou.Remember

thatyoucantrulylearnonlywhenthereis

a"healthystretch"!Statusquoand

playingsafeareenemiesofprogress.In

mostconditions,doingthesamethingover

andoveragainwillnotgiveyouany

developmentalbenefit!

Nothingbeatscarefulplanning,execution

andmonitoring.Composeadetailedplan

toanswerthesequestions:

which1-2assignmentsthatreally

1.Foreachoftheabove3dimensions;

andsituations?

2.rlaeglpnt

areas?

3.Isthereanysituationalroadblock

preventingmefromdoingit?Whyand

howcanImitigateit?Whatkindof

supportandfromwhomIcangetit?

4.HowwouldIknowthatIhavedeveloped

bre-

ress?

12

Playbook-BuildingAgilelearningCultureforStartups

Clarifyandvalidateallofthesereflections

withyourtrustedsignificantothers,peersand

manager.Askfortheirhonestperspectives

andinputs.Embedeverythingbacktogether

toyourowncompany,formalIndividual

DevelopmentPlanforfurtherimplementation

andmonitoring

Becomeareleree

forafast-pace

employee

engagement

programorsportcompetition.

Benchmark

innovativepractices.processes,products,

orservicesof

competitors,vendors

suppliers,or

customers,and

presentareport

making

recommendations

forchange

Doacompetitive

analysisofyour

organization's

productsorservices

orpositioninthe

marketplaceand

presentittothe

peopleinvolved

Encouragethemto

tryresolvinganissue

inconfiictbetween

twopeople,units,

geoglopnles

functions,etc

Establishatemporary

projectteamthat

consistsofyour

employeesandtheir

disappointedclients

orsomeonetheyve

hadsometrouble

withordontget

alongwithverywell.

Coonabusinesstrip

toaforeigncountry

theyvenotbeento

before.

integratediversesystems,processes,

orprocedures

acrossdecentralized

and/ordispersed

units.

laingcourseor

eventwhichwillpush

thempersonaly

beyondtheirusual

limitsoroutsidetheir

comfortzone(e.g.

OutwardBound,

sensitivitygroup

publicspeaking)

Joinaself-awareness

assessmentcourse

thatincludes

feedback.

Joinorforma

selt-helporsupportgrouporcommunity

board.

Learningsomethinc

frivolousandfunto

seehowgoodthey

canget(eg,juggling,

squaredancing,

magc).

Managea

cost-cuttingproject

Auditcostoverruns

toassessthe

problemand

presentthefindings

tothepersonor

peopleinvolved

Manageagroupof

low-competence

orlow-performingpeoplethroughatasktheycouldn'tdobythemselves.

Manageagroupof

peopleinvolvedin

tackiingafix-itor

turnaroundproject.

Manageagroupof

peoplewhoare

toweringexpertsbut

theyarenot

Manageagroupof

resistantpeoplewith

lowmoralethrough

anunpopular

changeorproject.

Manageagroup

throughasignificant

businesscrisis.

Manggeaprojecl

teammadeupof

nationalsfroma

numberofcountries.

Monage

liquidation/saleofabusiness,

products,

equipment,

materials,furniture,overstock,etc.

Managethe

assigning/allocatingofofficespaceinacontestedsituation.

Managethe

purchaseofamajorproductequipment.materials,program

orsystem.

Participateonanew

productservice,or

processlaunching.

Theycanalso

elaunchanexisting

productorservice

that'snotdoingwell.

Participateplanningg

newsiteforabuilding

(plant,fieldoffice,

headquarters,etc)

Takeonataskthen

dislikeorhatetodo.

Takeonatough

andundooble

projectone

whereotherswho

havetriedithave

failed.

Teachacourse,

seminar,orworkshop

onsomethingthey

don'tknowwell.

Tutoranew

employeeanewskill(e.gdataanalysis,

pelngd

program,aspecifirworktechnique)

Workonateam

formingajoint

venture,partnership

orpossible

acquisition.

Workonateam

lookingata

reorganizationplan

wheretherewillbe

morepeoplethan

positions

Workshortrotations

inotherunits,

functions,or

geographiestheyve

bn

before.

Source:ForYourImprovementAGuideforDevelopmentandCoaching(lombardo&Eichinger,2009)

ACVentures

andskillstheygainintheirroles,to

JourneytoanAgileOrganization

Learningagilityistheproductofcontinuous

experientiallearning.Everyonecouldlearn

failures,andbuildonthenewknowledge

fromtheirownandotherssuccessesand

continuallystrengthentheirlearningagile

behaviors.However,doingthisindividually

inanorganization-widecontextmightnot

beenough.LookingbacktowhatKurtLewin

haspositedas'Lewin'sequation'in1936,a

personwithhis/herenvironment.

behaviorisafunctionorinteractionofthe

Behavior=f(Person,Environment)

Therefore,learningagilebehaviorcanonlybeexplainedinteractivelyinrelationtothepersonandhis/herenvironment.This

notionaccentuatestheimportanceof

buildingorganizationalcultureconducivetolearningagility.Nomatterhowgood

yourpeoplestrategywouldbe,the

absenceofsupportiveorganizational

culturemighteventuallydisrupt-orevendiminish-theimpactofyourstrategy.

So,whatis

“organizationalculture”?

Cultureisasetofobserved/explicit

day-to-daybehaviorsoftheemployees

influencedbycontext(Schein,2010).Beyondorganization'spolicies,proceduresand

practices,thiscontextisdrivenbyalotofwideranddeeperaspects,suchasthe

organization'svisionandmission,statedvalues,leadershipandwayofworking,

informalinteraction,organizationdesign,peopledevelopment,performance

management;aswellasitscriteriaof

successandfailure(Nerstadetal,2013).

Culturehelpsemployees'understandingofwhatbehaviorsthatareexpectedand

rewarded(Cerneetal.,2014;2017);thus,

mightinfluencetheirdistinctpatternsof

behavior,socialaffect,moralcognitionandperformance(Roberts,2012).

Promotinglearningagilebehaviorssuchas

beingfast-paced,adaptableand

open-mindedisjustthebeginning.Whatistheuseofjargonifnotimplementedandbelievedbyeveryoneintheorganization

(includingthefoundersandsenior

managementteam)?Cultureisasetof

actions,quotedinBushido-theJapaneseSamuraicodeofconduct.Toignitelearningagilitywithinourorganization,allofushavetoreallyliveandembedthatcultureinourday-to-daybehaviors,decisionsandworkdeliverables.Cultureisthelittlethingsthat

matter,itispeople'sbehaviorsthatstickwithintheorganization.

Cultureeatsstrategyforbreakfast

PeterDrucker

14

somethingnew"isnothumiliating,"failure

organization?Let'slookattwoperspectives

Sohow?

supportivetolearningagilityinour

Howcouldwebuildaculturethatis

here;aperspectiveofaleaderanda

perspectiveofHumanResource

Management(HRM)function.

Asaleader,severalpracticalstepsforusto

learningagilityare:

dotoestablishaconduciveclimateto

1LeadbyExample

·Don'tdictate,takeaction!Theimportance

ofpresentingleadershiprolemodelsto

stimulateemployeelearningagilityhas

2021).Establisharegularschedulefor

beenshowninresearch(KimandLee,

leadershipmeetings,companyteam

buildingsandone-on-oneperformance

conversationswherewearepersonally-

butresponsibly-involvedinthem.

Beauthenticandencouragean

environmentthatwelcomeshonestinputs

Encouragingthat"failureduetotrying

andcherishesbothsuccessandfailures.

tolearn"is.Duetoleadershiprole

modeling,employeeslearntotrustleaderssufficientlytoinitiateexperimentation

behaviors(i.e.,oneofthelearningagilitybehavioraldimensions),evenwhenit

involvesrisk-taking(Nerstadetal,2018).Putpeoplefirst.Inspireourteamandbuildtheirtrustbybecomingarolemodelofthelearningagileculturewewanttobuild.

Collaborateandincreaseourproductivitythroughteamwork.Don'tpatronize,

facilitateotherstolearnandperform

instead.

Buildandstrengthen

cross-functionalcollaborationandopencommunication

amongteams.

Fosteremployees'effortandcooperation

inlearning,developmentandskillmastery.

Establishandsupport"collaborative

learningnorms,"knowledgesharingand

positiverelationshipsbetweenpeers.

Deepaetal.(2021)foundthatfosteringan

environmentthatbuildspositive

perceptionsaboutlearningenhances

employeelearningagility.

Encourageopendialogue,activelistening

andrespectfordiverseperspectives.This

canbeachievedthroughregularteam

meetings,cross-functionalprojects,

360-degreefeedback(incl.bottom-up

feedback)andotherinitiativespromoting

teamwork.

ectidtat

andreinforcingtheorganization'svalues.

Thiscanbeassimpleasacknowledginga

jobwelldoneor