“Unless teams can learn, the organization cannot learn” (Senge, 1990).

Because the world is constantly changing, organizations can only survive if they continuously change with it. And to be able to change, it is necessary for organizations to be able to innovate and learn.

But organizations cannot learn, only people can learn (see our Personal Mastery program). It therefore requires an extra challenge to learn collectively / in a team. The greatest value creation ultimately takes place in teams. This is where the leverage is when it comes to performance and learning.

Everyone can bring in expertise, but it is quite a challenge to bundle that expertise, talents and experience of everyone so that 1 + 1 = 3. Team learning is a necessity to properly manage this value creation process. 

Part 1: Learning Leadership 

Hersey and Blanchard describe 4 levels of attunement in their theory of 'Situational Leadership'. Marijke Lingsma has further elaborated on this concept (Getting started with team coaching). She calls the four levels M1, M2, M3 and M4, the M stands for maturity.

M1 – The first phase is that of loose sand. Team members mainly work on their own and have little insight into what colleagues are doing and what is expected of the team.

M2 – The second phase is that of competition; small groups are formed within the team. The team needs the leader one minute and resists the leader the next.

M3 – In the third phase, solidarity is created between the team members. The close-knit team shuts down and resists outside influences.

M4 – In the fourth phase, a team is created in which the team members know how to use each other's talents and are open to outside influences.

Through a correct team analysis it can be determined in which phase a team is in and subsequently raise the team to a higher level through interventions.

The development of a team is linear. This means that all phases must be completed in the path towards adulthood.

The "Learning Leadership" program essentially revolves around two things: people & their environment. In other words, ensuring an optimal learning and working environment (Facilitation) and genuine attention for the employee as a person (Care). At SOL we call this "Change from Within". A nice elaboration of this is shown in one article by McKinsey & Company: "This inside-out journey is nuanced and complex. It calls for personal growth, which means you must constantly be learning, listening, inspiring, and caring."

facilitation: It may be clear. You are there as a leader for your people, your people are not there for you! It is up to you to develop a sustainable learning and working environment in which your employees feel safe, experience autonomy, dare to take initiative, dare to address each other and feel valued.

Care: Employees feel valued when managers are genuinely interested in their proposals (making the invisible visible). If they are really listened to (making the inaudible audible). And if it is really safe to say what you want (make the unspeakable negotiable).

In order to be able to apply this optimally as a manager, team leader, chef, etc., we as SOL have drawn up a program in which you get started with your own mindset, skillset & toolset and that of your employees. This is a program focused on Performance & Learning.

"Leadership and learning are indispensable to each other"

John F. Kennedy

Part 2: Learning Practice Teams

For temporary teams, the focus shifts from Performing & Learning (see part 1) to Experimenting & Learning. With the help of the 5 disciplines associated with developing a learning organization (see Peter Senge; the Fifth Discipine) collective learning within teams is given shape and content.

Step 1: Wicket problem / ambition: a meaningful problem, ambition or task is central that a team needs 6 to 8 months to solve. The final result must be measurable. We compare this to growing a first water lily in a ditch. Not easy! This problem or ambition has the full attention and support of the management of the company. If possible, a 0-measurement is done / set out to record the starting level.

Step 2: Team selection: Once the practical problem/ambition has been identified, we will look for 6-8 team members who will work on this for the next 6 to 8 months. Half of the team consists of "direct subject matter experts", for example the Sales department. Supplemented by "indirect experts" who provide input (for Sales this is for example the production department) and those who are connected to the output (for Sales this is for example the Customer Support department). In addition, it is useful to add someone who is not connected to the subject/problem at all but who has a learning attitude and can/dares to ask questions (coaching qualities). 

Step 3: Commitment management: The team is introduced to the board. The project is approved and one of the board members becomes their sponsor. 

=> These 3 steps often require a lead time of 2 months

Step 4: Team kickoff: In a three-day workshop, the team will work on (a) the 5 learning disciplines linked to a learning organization and (b) the creation of a "shared vision" (one of the five disciplines). This is largely a self-learning process that is supervised by a team coach. The result of this three-day workshop is a close-knit team that has gotten to know each other well and that is committed to achieving the end goal. They formulate this end goal in measurable terms (if possible with the help of the 0-measurement) and they sign for it together. This in the presence of their sponsor.

Step 5: Elaboration: The first month that the team works together is intensive. They meet preferably twice a week for 2 to 4 hours. They are guided in this by their team coach. After this intensive start-up period, they go to a 'normal schedule' in which they meet once a week (2 - 3 hours each time).

Step 6: In between presentation: The team presents its results to direct stakeholders, focused on implementation in practice. Where are the obstacles? Who can offer help? How can we generate impact?

=> Steps 4 to 6 often require a lead time of 3 months

Step 7: Dissemination: The final phase is about working out the problem/ambition in practice. How can the project/ambition 'fly'? How do we secure it in the organization? The team provides a final measurement.

Step 8: Final presentation: The team presents its final results to direct stakeholders and management. With attention to the learning process, the results achieved and suggestions for possible future Learning Practice Teams.

=> Steps 7 and 8 often require a lead time of 3 months

Step 9: Water Lily: Experience shows that individual team members have often acquired excellent leadership skills in the learning process. They are therefore often excellent team coaches for possible new Learning Practice Team problems/ambitions/tasks. This ensures potentially rapid growth in the organization. By consciously slowing down in the beginning (=> it often takes a lot of effort to grow the first water lilies in a ditch) you can accelerate the achieved result (=> when the first water lilies are visible, the entire ditch is full in no time).

Step 10: learnathonBy meeting annually with all Learning Practice Teams we ensure:

• That we talk to each other annually about learning & development 
• That learning processes / achieved results are coordinated with the LP teams (systemic view of the whole)
• That supporting organizational units such as HR/L&D adapt their instruments (such as internal reward systems)
• That new problems/ambitions/tasks are jointly chosen that LPTeams can work on

Sustainable results: The end result? After a start-up period of approximately 2 years, a sustainable learning system has been developed that can function completely independently. A ditch filled with beautifully blooming water lilies, grown by and for the employees themselves.

"It is difficult to get the first Learning Practice Teams off the ground. It is like trying to grow water lilies in a ditch. It takes a lot of effort to get the first specimens to flower. But when the time comes, the whole ditch full in no time"

Patrick Bijman