"Anything that keeps the focus on unquestioning execution, on rewarding individual contributors and punishing scapegoats, and not improving underlying systems. Charles Lambdin There are a host of unchallenged rituals in the world of 'organisational' 'development' that are well worth examining, because: The contribution of individual workers is a tiny factor in the overall success of an organisation 'Skills' are a tiny factor in the performance of an individual worker  Generic 'skills' definitions that are not tied to the  specific performance standards required in the work - won't change the performance of individuals or teams Access to generic content libraries has no impact on performance (as they are out of context to the 'real' work and it's challenges in the organisation) Formal learning (training courses and programs) have the least impact on performance (but still receive the most focus and investment) The level of access

"Most change within an organisation stops and a power boundary / locus that is unwilling to change itself." Matt Barcomb The systemic separation between 'the work' and 'learning' persists because it enables leaders to continue with their current preoccupations and resulting status.  If we consider some characteristics of a deliberately 'learning' organisation: Learning is understood as continual, and outside of (just) centralised, formal, 'learning activities' An intense focus on critical thinking, feedback, connections, and reflection A deliberate sense of curiosity and embracing of new and different ideas and possibilities High levels of autonomy and accountability designed to flourish as low as possible in the organisation's structures Supporting leadership systems that enable everyone's ongoing development and creates the safety to 'speak up' as part of this intent. The implications for leaders from choosing to design for t

"It's difficult to get a man to understand something when his salary depends upon his not understanding it'" Upton Sinclair For industrial leaders the answer to every 'problem' is simple - apply more control. So (almost) every corporate 'transformation' is built around: 'Being a simpler organisation' 'Driving more alignment' 'Driving cost rationalisation' 'Driving performance' 'Investing in the leaders we now need' 'All living our new values' 'Attending the new training courses we're providing' 'Having the plans to deliver what we've agreed' 'Governing the plans more effectively' The connecting theme is a focus on administrative competence, 'better' bureaucracy, and maintaining the safety of specific individuals.

"In my opinion you begin with performance, not learning. What exceptional performance looks like and what's hindering or helping it. If we start with a learning focus, we start with the intention to create and / or add something new (i.e. content) when we should start by understanding what barriers exist to exceptional performance and how to remove them." Mark Britz If your work is to create 'learning' (education) and make it more 'effective' (which you measure by completions / visits / ratings), then it's hard to be open to the idea of stopping creating 'learning'. Isn't it?