Building A Productive Learning Culture

Playbook: Building a
Productive Learning
Culture
INTRODUCTION: BUILDING A PRODUCTIVE LEARNING CULTURE

The current learning landscape has changed in response to the rapidly evolving development needs of employees.The skill needs of the line
are becoming increasingly complex, and employees want to learn in new and different ways. To influence the quality of learning across the
many platforms employees are using, L&D professionals have tried to extend their reach by building a culture of learning.
To date, most L&D functions have focused largely on building a culture of learning participation-more learning activity and program attendance.
All that learning participation is not having the desired impact and is, instead, creating a lot of waste. Employees are wasting approximately
11% of their work time on unproductive learning. This costs the average L&D function $5 million in wasted budget, and the average
organization over $130 million in lost employee productivity each year.
The most progressive L&D functions are responding to a changing learning landscape, not by driving more learning participation, but by
reducing learning waste. To do this, they are focusing on building a productive learning culture by curating relevant and appropriate learning
opportunities, teaching learners how to learn, and fostering the employees responsibility for the learning of those around th em.
This step-by-step guide will prove useful as you look to build a productive learning culture within your organization. As always, our aim is to
provide insights and tools that drive your success.
With our continued appreciation,
CEB Learning and Development Leadership Council
CEB Learning & Development Leadership Council

2014 The Corporate Executive Board Company. All Rights Reserved. LDR0140414PRO
L&D functions need to

shift their approach
from building a culture
of learning participation
to building a productive
learning culture.
FROM A CULTURE OF LEARNING PARTICIPATION

TO A PRODUCTIVE LEARNING CULTURE
Culture of Learning Participation
Productive Learning Culture
Key Components:
Key Components:
1.
Increasing Choice: High volume and

variety of learning opportunities.
1.
Directing Choice: Select number of relevant

and appropriate learning opportunities.
2.
Building Learning: Learning designed

to teach new business skills and
knowledge.
2.
Building Learners: Learning designed to

teach how to learn new business skills and
knowledge.
3.
Promoting Employee Ownership of

Individual Learning: Focus on individual
ownership for learning participation.
3.
Driving Shared Ownership of Learning

Environment: Focus on shared ownership
for building a learning environment.
Source: CEB analysis.

CEBS MODEL OF A PRODUCTIVE LEARNING CULTURE

The Three Components of a Productive Learning Culture
In a productive learning culture, what and how employees learn is driven by the right learning opportunity, capability, and environment.
Learning Opportunity
Employees have access to
a select number of relevant
learning choices, not a high
volume and variety.
Learning
Opportunity
Learning
Capability
Productive
Learning
Culture
Learning Capability
Employees know how to
learn, not just which new
business skills and
knowledge to learn.
Learning
Environment
3
Learning Environment
Employees share ownership of the learning environment, not just their individual learning.
Source: CEB analysis.

L&D should ensure that

employees engage in
both the right amount of
learning, and the right
types of learning
opportunities.
UNDERSTANDING LEARNING OPPORTUNITY
Employees with the right

amount of learning
opportunities have 7% higher
performance than those with
too many opportunities.
Traditional
Approach:
Promote learning
and drive greater
participation
in learning
opportunities
Considering the business's

learning maturity in addition to
its learning needs can impact
employee performance by up
to 11%.
The Right Amount of Learning

Provide More Opportunities
Respond to Learning Needs
L&D focuses on increasing the number

of learning opportunities.
L&D focuses on understanding and

responding to the lines learning needs.
7% Impact on
Employee
Performance
The Right
Approach:
Refocus L&D and
line investments to
right-size
relevant learning
activity.
The Right Type of Learning
11% Impact
on Employee
Performance
Control Learning Choice
Assess Learning Maturity
L&D actively limits and curates the

learning opportunities provided by the
organization.
L&D aligns opportunities to consider

both learning needs and learning
maturity.
Source: CEB analysis; CEB 2014 Learning Culture Survey.

L&D needs to prioritize

building productive, not
just participative,
behaviors.
EXPLORING LEARNING CAPABILITY

Two Types of Learning Behaviors
Maximum Impact of Employee Behaviors on Performance
More than half of employees

are effective at participative
behaviors, however, these
behaviors have a limited
impact on employee
performance.
Participative Behaviors
Productive Behaviors
Multi-Channel
Utilization
4%
Reciprocal
Contribution
Learning
Receptivity
4%
Extraction
7%
Skeptical
Prioritization
7%
Productive behaviors have a

more significant impact on
employee performance, but
only one in five employees is
effective at these behaviors.
Continuous
Learning
1%
0%
5%
10%
0%
60% of Employees Effective
Categories of Participative Behaviors
Multi-Channel Utilization: Pursues learning

opportunities from multiple sources both inside and
outside the organization.
10%
5%
10%
20% of Employees Effective
Categories of Productive Behaviors
Learning Receptivity: Engages in learning beyond

current job responsibilities and anticipates outcomes
for application.
Reciprocal Contribution: Shares and uses

appropriate knowledge and expertise with and
from employees at all levels across the
organization.
Continuous Learning: Attempts to learn as much

and as regularly as possible while performing job
tasks and in formal classroom settings.
Extraction: Extracts useful lessons from learning

to modify pre-existing perceptions, behaviors, and
problem-solving approaches.
Skeptical Prioritization: Pursues learning based

on current development needs, relevance to future
roles, and potential to increase job-relevant
knowledge base.
n = 23,764.
Source: CEB 2014 Learning Culture Survey.

L&D must focus on

building a learning
environment with the
attributes that support
productive learning.
DEFINING A PRODUCTIVE LEARNING ENVIRONMENT

Maximum Impact of Attribute on Performance
Few employees report

that their organization
has an environment with
the five attributes
necessary for a
productive learning
environment.
14%
14%
11%
10%
9%
8%
7%
0%
Employees Reporting
Presence of Attribute
Fair
Open
Relevant
Safe
Clear
35%
60%
22%
50%
20%
n = 23,764.
Source: CEB 2014 Learning Culture Survey.
Attribute
Definition
Fair
Employees perceive that learning opportunities are fairly distributed and learning
contributions are assessed fairly.
Open
Employees feel open to giving and receiving learning contributions from others.
Relevant
Employees perceive that relevant learning contributions are exchanged between

employees.
Safe
Employees feel safe taking risks and failing when learning.
Clear
Employees perceive learning processes, practices, and opportunities to be clear

and simple.

ACTION PLAN TO BUILD A PRODUCTIVE LEARNING CULTURE
Create a Learning
Culture Strategy
1.
2.
3.
Assess the
organizations
current learning
culture.
Set goals for
proposed learning
culture and target
areas of change.
Identify required
partners for change
initiatives.
Assess
L&D
Assessing
Portfolio
L&D
Structure
Build
Learner
Assessing
Capability
L&D
Structure
Types
Types
4.
Define and audit the

current learning
portfolio.
5.
6.
Foster
a Productive
Assessing
L&D Learning
Structure
Environment
Types
Monitor Learning
Assessing
Health
L&D Culture
Structure
Types
7.
Identify the learning

behaviors that drive
performance at
your organization.
Identify and eliminate

unproductive
learning.
10. Raise awareness of

how to support a
productive learning
environment.
13. Identify a core set

of metrics to track
learning culture
productivity.
8.
Embed key learning

behaviors into L&D
programs.
Align needs analysis

processes with
strategic value.
11. Enable managers to

better support
productive learning.
9.
Embed key learning

behaviors into daily
workflows.
14. Assess the learning

culture initiatives
progress towards
key goals.
12. Hold managers and

employees
accountable for a
productive learning
environment.

Assess your current learning

culture to identify areas that
need improvement, as well as
existing strengths within the
learning culture.
Self-assess your
organizations learning
opportunities, the learning
ability of employees, and the
current learning environment.
Focus on improving aspects
of your learning culture that
are not productive, and
identifying why other areas of
learning culture have been
more productive.
1. ASSESS CURRENT LEARNING CULTURE

Learning Culture Self-Assessment
Directions: Assess the extent to which the statements below apply to your business unit or organization. Focus attention on improving
the attributes of your culture that receive a rating of 3 or lower.
Culture Aspect
Learning
Opportunity
Learning
Capability
Learning
Environment
Uncover Employee Perspectives

L&D professionals can collect detailed
information on employee perspectives
of the learning culture through both
qualitative mechanisms, such as
focus groups and feedback forms,
and quantitative mechanisms such as
survey tools.
Overall Point
Total
Definition
Rating
Employees have access to the right amount of

learning opportunities.
Strongly Disagree
Employees have access to the right types of

Strongly Disagree
Employees extract useful lessons from learning to

modify pre-existing perceptions and behaviors.
Strongly Disagree
Employees pursue learning based on current

development needs and relevance to future roles.
Strongly Disagree
1
1
1
Employees share and use appropriate know ledge

w ith and from employees at all levels across the
organization.
Strongly Disagree
Employees perceive that learning opportunities are

fairly distributed and learning contributions are
assessed fairly.
Strongly Disagree
Employees feel open to giving and receiving

learning contributions from others.
Strongly Disagree
Employees perceive that relevant learning

contributions are exchanged betw een employees.
Strongly Disagree
Employees feel safe taking risks and failing w hen

learning.
Strongly Disagree
Employees perceive learning processes, practices,

and opportunities to be clear and simple.
Strongly Disagree
20 and below:
21-36:
37 and above:

1
1
Neither Agree Nor Disagree
3
3
3
5
Strongly Agree
5
Strongly Agree
5
Strongly Agree
5
Strongly Agree
5
Strongly Agree
5
Strongly Agree
5
Strongly Agree
5
Strongly Agree
5
Strongly Agree
5
Strongly Agree
The learning culture is not productive.

The learning culture is somewhat productive.
The learning culture is productive.
Establish goals to address

areas of improvement in your
current learning culture, and
link these goals with the
organization's business
strategy.
Create tangible goals that

aim to improve specific
aspects of your
organizations learning
culture.
Align goals for creating a

learning culture with your
organizations overall
business strategy to create
urgency for a productive
learning culture.
2. SET GOALS FOR PROPOSED LEARNING CULTURE CHANGE

Link Goals for a Productive Learning Culture With Strategy
Sample Template
Culture
Aspect
Area(s) of
Improvement
Learning
Opportunity
Employees feel
overwhelmed with the
amount of learning
opportunities
Create a
better
managed
learning
portfolio
Employees using
their work time
more efficiently
Employees dont know

how to extract useful
lessons from their
learning on the job
Teach
employees how
to learn on
their own and
with others
Employees more
prepared to
adapt to changing
business
conditions
Learning
Capability
Learning
Environment
Employees struggle to
get the development
input they need from
coworkers
Link to Business
Strategy
L&D Goal(s)
Facilitate
more network
learning among
employees
Employees more
equipped to
overcome daily
work challenges
As you link your culture goals to business

strategy, be sure to:
Identify Current Demands on the

BusinessLink culture strategy to the internal
and external demands on the business to set
the tone that L&D understands the pressures
on the business and is interested in addressing
those challenges.
Support Existing Business GoalsIllustrate

the value of a learning culture by grounding it in
the organizations broader strategy and
discussing how it can support other initiatives
within the business.
Keep the Strategy SimpleEnsure the

learning culture strategy is actionable by
keeping goals simple and clearly articulating
the next steps your function intends to take.
Avoid focusing too narrowly on L&D-centric
goals.
When creating L&D goals for the learning culture strategy, be sure to:

Prioritize Business ImpactThere are likely a number of learning culture

areas for improvement, so devote attention to those that will directly
support larger strategic initiatives within the business.
Set Realistic ExpectationsIdentify tangible goals that allow

stakeholders to envision and achieve success.
10
Identify stakeholders that

will play a role in
achieving your learning
culture goals, and work to
secure their buy-in.
Identify the primary

stakeholders outside of L&D
that will have an impact on
learning culture and involve
these partners early to
secure their buy-in.
Communicate with
stakeholders throughout the
process to gain valuable
feedback and adjust
strategy as necessary.
3. IDENTIFY PARTNERS FOR CHANGE INITIATIVE

Key Stakeholders to Involve in Learning Culture Strategy
Stakeholder
Role in Learning Culture Strategy
Communications
Function
Signals the importance and significance of learning to achieving business results

Communicates the role employees must play to achieve a productive learning culture
Communicates how learning culture is a vital part of the organizations overall work culture
Recruiting
Function
Integrates aspects of the organizations learning culture into the employment value proposition
Solicits feedback from candidate pool on which aspect of an organizations learning culture attracts talent
HRBPs
Senior Leaders/
Executives
Divert resources towards learning culture strategy

Set the tone for learning culture throughout organization
Holds managers and line leaders responsible for supporting a productive learning culture
Line Managers
Drive learning culture within individual business units

Address line concerns as culture change occurs
Collect feedback on learning changes from the line
Line Employees
Prioritize development for success in current and future roles

Support peers in gaining new skills and subject matter knowledge
Facilitate cross -functional management of major strategic initiatives and human capital needs
Align learning culture initiative with other human capital strategies
Address line concerns as culture strategy progresses
Collect feedback on learning changes from the line
Key Tips for Engaging Stakeholders
Identify Executive ChampionsIdentify potential executive supporters to ask for feedback on early drafts of the learning
culture strategy; this increases the likelihood of them supporting and championing it.
Pressure Test Ideas with Individuals Outside L&DThroughout the change process, pressure test initiatives with individuals
outside L&D and incorporate external perspectives.
Outline the Ask at the EndEnsure stakeholders understand what is required to deliver the desired learning culture strategy
by clearly outlining next steps and needs .
Keep Momentum and Communication Lines OpenRegularly update stakeholders on progress made against the learning
strategy to sustain support.

11
Create a Learning
Culture Strategy
Assess L&D
Portfolio
Build
Learner
Assessing
Capability
L&D
Structure
Types

Foster
a Productive
Assessing
L&D Learning
Structure
Environment
Types
Monitor Learning
Assessing
Health
L&DCulture
Structure
Types
12
Assess your current

learning portfolio to
understand the learning
options available to
employees across the
organization.
4. AUDIT THE LEARNING PORTFOLIO

Learning Portfolio Audit
Process
Step 1: Classify Learning
Compile resources to
determine the current mix of
learning content available
at your organization.
Assess whether employees
have access to the right
suite of learning resources.
Conduct an inventory of all official

learning resources and categorize each
resource by type (E-learning, classroom
training, peer learning, etc.)
Record the business initiative (e.g.,

leadership development, technical skills
training, compliance, etc.) that each
learning resource supports
Ask Yourself:
Step 3: Understand Local

Priorities
Step 2: Analyze Learning Mix
Analyze the assortment of learning

offerings (E-learning, classroom,
mentorship, etc.) that fall under each
content type
Analyze the assortment of learning

resources that are devoted to each area
of the business
Ask Yourself:
Review with line managers whether the

current learning mix reflects local
business goals
Use line feedback to identify existing

formal and informal learning offerings
that may not be aligned with business
strategy
Ask Yourself:
Are all learning offerings in our portfolio

current and up to date?
Are we satisfied with the mix of learning

content in our learning portfolio?
Is the amount of learning available

overwhelming?
Are we focusing on some learning

opportunities more than necessary?
Are our formal and informal development

opportunities addressing the most
important business needs?
Are there areas in our portfolio where we

should focus more, or less, attention?
Sample Results from Learning Portfolio Audit

Illustrative
Learning Resources by Content Type 1
24%
E-learning
10%
Simulations
19%
Classroom
Training
11%
Mentorship/Peer
Learning Programs
19%
External Coaching
17%
Manager-Led
Dev elopment Resources
1. Relative proportion of learning offerings available by content type.

13
Work with line

stakeholders and key
L&D team members to
eliminate, or rework,
learning resources that
may be unproductive.
Address learning that is

redundant, stale, or
misaligned with business
strategy to craft a more
consumable learning
portfolio.
Provide employees with
learning resources that are
actionable and relevant to
their job duties.
5. ELIMINATE UNPRODUCTIVE LEARNING

Process for Evaluating Potentially Unproductive Learning
1.
Assess Content Effectiveness Using Data
Inputs Include:
2. Assess Content Relevance With Lines Input

Consider:
LMS Data: Employee participation rate, learning

completion rate, learning abandonment rate
Employee Learning Assessment Data: Potential of
learning content to improve learners performance and

achieve development goals, effectiveness of learning
Filter 1:
at teaching and applying a new skill, and whether

they
Relevance
to
would recommend the learning to peers workingEmployees
in a
similar role
Key goals of your business strategy
Talent implications of the business strategy
Low Content Effectiveness
Low Content
Relevance
High Content
Relevance
Current and projected business goals

Demands of changing work environment
Whether the specific learning intervention is necessary to
address a business need
Whether the business need can be better addressed through
other interventions
High Content Effectiveness
Divest
If the learning content suffers from poor
efficiency and there is no pressing
business need for the skill, eliminate the
content from your portfolio.
Reposition
If the content is currently popular or
effective at creating new skills, but has
little relevance to current business goals,
consider retooling the learning to be more
aligned with business strategy.
Reposition
If there is still a market for the content but
the current material is proving ineffective,
the learning offering is a prime candidate
to be reworked to meet current employee
needs.
Maintain
If the content is both efficient and relevant
to current business needs, the learning
has value and should remain in your
portfolio.

14
To avoid creating
irrelevant or misaligned
learning content, apply
stringent needs analysis
processes to proposed
L&D projects.
Limit the creation of new

content to high-value
projects so that your
learning portfolio remains
impactful and relevant.
6. ALIGN NEW INVESTMENTS WITH STRATEGIC VALUE

CEB Framework for Prioritizing New Investments
Directions: At the beginning of new projects, complete the following checklist to determine the value of any L&D
investment. Projects scoring 14 are low value, 58 are medium value, and 912 are high value.
Alignment with L&D Strategy
Proposed project is not related to L&Ds functional strategy. (1 point)

Proposed project is tangentially related to L&Ds functional strategy. (2 points)
Proposed project is directly aligned to L&Ds functional strategy. (3 points)
Only invest in new learning

if there is a valid business
need that cannot be met
with existing content.
Alignment with Business Strategy
Proposed project is not related to business strategy. (1 point)

Proposed project is tangentially related to business strategy. (2 points)
Proposed project is directly related to business strategy. (3 points)
Urgency
Proposed project maintains current business unit skill set. (1 point)
Proposed project addresses a low- or medium-priority development gap. (2 points)
Proposed project addresses a critical development gap. (3 points)
Reach
Improve Needs-Analysis Processes
Access CEB L&Ds guidebook on

Rethinking Needs Analysis to better
manage the demand and supply of
both informal and formal learning
opportunities.
Proposed project is not scalable for use in other areas of the organization. (1 point)
Proposed project may be scalable for use in some areas of the organization. (2 points)
Proposed project is scalable for use in many areas of the organization. (3 points)
Project Score: ______________

15
Create a Learning
Culture Strategy
Assess L&D
Portfolio

Build Learner
Capability
Foster
a Productive
Assessing
L&D Learning
Structure
Environment
Types
Monitor Learning
Assessing
Health
L&DCulture
Structure
Types
16
Work with key HR and L&D

team members to prioritize
the most important
employee behaviors to
build through learning.
Work with the line to

determine employees
current skill gaps and
learning behaviors.
Prioritize a list of key
learning behaviors that
employees lack and are also
critical for executing
business strategy.
7. IDENTIFY LEARNING BEHAVIORS THAT DRIVE PERFORMANCE

Identify Critical Learning Behaviors
Step 1: Review common productive learning behaviors and
assess their relevance to your organization
CEB L&Ds Productive Learning Behaviors
Prioritizes high impact learning opportunities
Extracts useful information from learning

experiences
Sources assistance from internal/ external networks
Solicits diverse input
Shares subject matter knowledge with others
Reflects on potential uses, and limits, of learning
Step 2: Solicit line input on the learning behaviors they

believe are most important
Interview Questions for Line Leaders*
In which areas are employees performing well, and where

are they underperforming?
What are the most important skills for employees, and

why are they so important? How do employees build
these skills?
How have employee skill needs changed over the last

several years? In what ways do you expect them to
further change in the future?
How do employees typically address their own skill gaps ?
*Avoid asking for line input on specific learning behaviors. Use the lines open feedback to
reinforce, or challenge, your perceptions of critical learning behaviors.
Step 3: Prioritize a set of learning behaviors to build

through formal and informal learning.
Tips to Create a List of Learning Behaviors

Use line input to prioritize those behaviors that have

the most impact on business outcomes.
Focus on learning behaviors that will allow

employees to thrive in both current and future roles.
Consider how employee learning behaviors may

differ by level and role.
Avoid vague terminology and specifically define each

critical learning behavior.
Consider specific examples of employees exhibiting,

or not exhibiting, the competency when articulating
each critical behavior.
Ensure the list is tangible and allows managers and

peers to evaluate performance on each behavior.
17
Embed the identified key

learning behaviors into
existing learning
programs, prioritizing a
few programs to pilot.
Examine the urgency and

ease of integrating learning
behaviors into existing
programs.
Introducing learning
behaviors into existing
programs enables L&D to
target specific populations
quickly, and helps achieve
quick wins in the drive for
culture change.
8. EMBED KEY BEHAVIORS INTO EXISTING PROGRAMS

Identify Programs to Build Behaviors
Directions: Identify a set of L&D programs that focus on a target population. Then answer the remaining questions to identify a program in
which learning behaviors can be piloted. After you have finished the pilot, you can use these questions to identify both quick wins in terms
of learning behavior integration as well as some programs that would require a more substantial redesign.
Identify your target population
Which employee populations have the greatest ability to influence the behaviors of others? ___________________________
In which job roles are productive learning behaviors most critical for success? ___________________________
Which employee groups are in the greatest need of improved learning behaviors? ___________________________
Which employee populations are likely to provide valuable feedback on the success of the pilot? ___________________________
Population Selected:
Senior Leaders
Middle Managers
Frontline Managers
Individual Contributors
Other ( ________ )
What are some of the programs offered for this population?
Does the program currently contain any learning activities that create a natural opportunity for building productive
learning behaviors? Or could you embed such learning activities into the program?
Sample Learning Activities
Workshops: Provides hands -on guidance to help employees extract information thats relevant to their jobs, and allows
learners to challenge the content delivered using questions, discussions, and exercises.
Peer Consulting Sessions: Encourages employees to share best practices and discuss work-related challenges with one
another.
Intact Team Development: Provides an opportunity for teams to prioritize, and work to improve, their most critical team
development areas.
Action Learning: Allows employees to practice new business skills within work so they can immediately reflect on potential
opportunities for application.
Speed Feedback Sessions: Encourages employees to give and seek feedback in an environment that allows for
improvement of targeted skills.

18
Work with the line to

create opportunities for
employees to build key
learning behaviors
through their daily tasks
and responsibilities.
Use line input to identify

existing work opportunities
that are ideal for building
learning behaviors.
9. EMBED LEARNING BEHAVIORS INTO DAILY WORKFLOWS

Build Learning Behaviors Through Work Opportunities
Guide to Identifying Appropriate Work Opportunities
Step 1: Work with the line to identify opportunities to
embed learning behaviors in daily workflows
Step 2: Assess the feasibility of embedding learning

behaviors into each opportunity
Interview Questions for Line Leaders
Questions to Gauge Feasib ility
Consider the investment

and relative impact that
would result from
embedding learning
behaviors into a specific
work opportunity before
undertaking the initiative.
When do employees typically share job-relevant

information, ideas, or challenge each others
thought processes?
Are there existing meetings that would benefit by
increasing the intentionality of sharing learning and
feedback during the meeting?
What are the best opportunities for employees to
learn something new or practice applying a skill
differently?
Are there any changes that occur on the job or

during transitions where employees need to revisit
their learning?
What tasks or processes require employees to
apply complex skills such as critical thinking or
managing ambiguity? Would any of these tasks
benefit from increasing the intentionality of learning
during the process?
Do employees engage in the identified work

opportunity regularly?
Can learning behaviors be integrated into the work

opportunity without a significant negative effect on
work deadlines or processes?
Will employees have time to reflect on what

theyre learning and how it can apply to their daily
tasks?
Will learning from the identified work opportunity

be exportable, i.e. will employees be able to apply
the learning more broadly in their daily work?
After the work opportunity, will employees be able

to share their learning with others, to extend their
knowledge throughout the organization?
Will employees be able to independently

conduct the identified work opportunity without
active facilitation from L&D (beyond an initial rollout session)?
If you answered yes to most of the questions

above, you have identified a good opportunity to
embed learning behaviors.

19
Create a Learning
Culture Strategy
Assess L&D
Portfolio

Build Learner
Capability
Foster a Productive
Learning
Environment
Monitor Learning
Assessing
Health
L&DCulture
Structure
Types
20
Work with managers and

other senior leaders to use
team meetings, or other
group settings, to make
employees aware of the role
they play in supporting a
learning environment.
10. RAISE AWARENESS OF HOW TO SUPPORT A PRODUCTIVE

LEARNING ENVIRONMENT
Use Managers to Discuss Employees Roles in the Learning Environment
Sample Discussion Agenda for Team Meeting
1. Outlining the Importance of a Learning Environment
Encourage teams to discuss

their role in creating a
learning culture, and the
steps they will each need to
take to support a productive
learning environment.
We work together to execute strategy and grow our skills both individually and
as an organization. We should
Openly discuss improvement areas that will allow us to work better together;
Seek and accept feedback from stakeholders and coworkers; and

Provide clear opportunities for team members to develop new skills and
talents.
Teams discuss plans to

support the positive change
initiative, and the steps they
will each need to take.
During the discussion, managers

present the organizations general
definition of a productive learning
culture and then lead their teams in
a discussion to help them discover
why supporting a learning
environment is important, and the
next steps in supporting it.
2. Team Discussion Questions
On our team, how can we help each other develop, while simultaneously
achieving business results?
Should we be doing some tasks differently than we currently do?
What are the rewards for ensuring our decisions support a productive
learning environment?
3. Plan for Action
On our team, what steps do we need to take as a group to achieve a

productive learning environment?
What responsibilities does each employee hold for supporting the learning
environment?
How will we hold each other accountable for supporting a learning

environment?
The Benefits of Using Managers as Discussion Facilitators

Managers have
more credibility with their teams than L&D and are adept at holding team conversations.
the authority to ensure that teams focus on the right topics and to redirect the conversation as needed.
the ability to oversee employees and ensure that the plan for supporting a learning environment is carried out.

21
Help managers understand

how to coach and sustain
employee learning
behaviors within the line.
11. ENABLE MANAGERS TO SUPPORT PRODUCTIVE LEARNING

Accentures Learning Behaviors and Corresponding Coaching Opportunities (Excerpt)
By highlighting multiple
coaching opportunities,
Accenture enables
managers to repeatedly
reinforce the importance of
the different highperformance learning
behaviors.
Through the specificity of
the coaching activities, L&D
helps managers identify
when and how to coach
their direct reports for a
specific high-performance
learning behavior.
Learning Behavior
Exam ples of Successful

Learning Behavior
Active Solicitation of
Input and Feedback
Active Collaboration
Agile Alignment
Seeks input and feedback from a

w ide variety of people to define
learning goals.
Asks follow up questions to better
understand fine points of feedback.
Learners find opportunities to

connect w ith others, grow their
netw orks, and become active
contributors in communities.
Is agile and flexible regarding their

development, and responsive to
learning needs that arise in existing
w ork.
Seeks out other individuals w ith
best practice/process to learn how
to most effectively adapt to new
learning needs.
Exam ples of Successful Coaching

to Reinforce Learning Behavior
Informally: Encourage and identify

role models outside of the team.
After a formal learning experience:

Help learners challenge learning and
identify the most relevant information.
In w eekly check-ins: Encourage

direct reports to seek peer feedback
on w ork before coming to manager for
input.
During project scoping: Help direct

reports identify other individuals to
collaborate w ith outside of regular
teams and w orkflows.
During project scoping: Help direct

reports prioritize learning that is
important for future projects.
During development discussions:

Ask probing questions about existing
w ork projects to help direct reports
prioritize current learning needs.
During development discussions:

Work w ith direct report to
identify and recommend stretch
opportunities in current w ork.
In team m eetings: Recognize proactivity, ability to change, and sense

of urgency.
Provide Multiple
Exam ples
Accenture provides
managers w ith
multiple coaching
opportunities
to help them
repeatedly reinforce
high-performance
learning behaviors.
Identify the Right

Tim ing and Activity
L&Ds specific
coaching activities help
managers identify the
appropriate time and
activity to reinforce the
targeted learning
behavior.
Source: Accenture Plc.; CEB analysis.

Note: Accenture engaged in an internal multi-dimensional research program to identify the differentiated learning behaviors of their high performing employees.
The behaviors listed above are some of the behaviors identified as a result of their study.

22
Hold employees
accountable for enabling
a learning environment by
identifying hard and soft
accountability measures.
Embed learning behaviors

into formal performance
management processes to
hold employees accountable
for supporting a learning
environment.
Use team-based rewards
and recognition to signal the
importance of supporting
others learning.
12. HOLD MANAGERS AND EMPLOYEES ACCOUNTABLE

FOR THE LEARNING OF OTHERS
Tips for Creating Shared Formal and Informal Accountability
Tips for Formal Accountability Measures
Tips for Informal Accountability Measures
Use formal performance management to hold employees

accountable for driving a supportive learning environment
Use team-based, rather than individual, recognition to

motivate employees to support the learning environment.
Set the expectation that all employees, not just leaders,

enable a learning environment through performance
objectives or competencies.
Recognize teams and individuals that contribute to the

learning of others, and share great ideas with one another.
Hold employees accountable for demonstrating the right
Provide concrete examples to employees of what it means to

enable a learning environment.
Reward teams that achieve tangible business outcomes

while also contributing to a learning environment.
level to increase understanding of how employees can

successfully meet their performance goals.
Create rewards that are group focused (e.g., sports

competition), not individual focused (e.g., gift certificate).
Provide concrete examples of how employees can

demonstrate each learning behavior effectively.
Stress the intentionality of supporting a learning environment

within each group-oriented reward
Empower managers to recognize, coach, and assess, not

just understand, the right learning behaviors .
Use success stories to communicate the learning behaviors

that rewarded teams exhibit, dont simply publicize those
that are recognized.
learning behaviors, not completing learning activities.
Outline the learning behaviors expected at each employee
Focus employees on learning behaviors within work, not

just formal trainings .

23
Create a Learning
Culture Strategy
Assess L&D
Portfolio

Build Learner
Capability
Foster a Productive
Learning
Environment
Monitor Learning
Culture Health
24
Evaluate the productivity

of your learning culture
with a core set of metrics
that track progress
towards strategic
objectives.
Obtain metrics that allow

your organization to
discover the impact of
learning initiatives.
13. IDENTIFY METRICS TO TRACK LEARNING PRODUCTIVITY

Metric Identification Process
Example
1 List Strategic Objectives
When tracking learning

culture productivity, consider
which metrics would be
feasible to collect and
provide accurate data.
Strategic
Objectives
Ease access to the right

learning content.
Factors
Eliminate unproductive
learning resources from
portfolio
2 Determine Factors That Influence Objectives
What does L&D need to deliver to help the

business achieve its strategic priorities?
What actions and/or behaviors enable L&D to

achieve each objective?
What initiatives (if executed successfully) will
influence achievement of the objective?
3 Select Detailed Measures
Which metrics will be the most helpful for us to

track (e.g., leading indicator, quantitative metrics
versus subjective and/or qualitative metrics)?
What trade-offs should be made so that we focus

on only the most important metrics and do not
track too much?
Consider using measures such as time, employee
population, expense, etc.
Detailed
Measures
Relevance of learning
programs offered.
Commonly Tracked Metrics
4 Identify Raw Data Measures

Learning Opportunity- Learning Portal
Penetration, Training Content/Delivery
Mix, Content Relevance
Learning Capability- Learner
Application Assessment, Direct
Manager Application Assessment
Learning Environment- Overall
Learner Satisfaction, Employee
Engagement Measures
What data can be defined and captured

consistently across relevant areas?
What data can we disaggregate to present more

precise measures (and thus execute better risk
management)?
Consider using measures such as rates, ratios,
compositions, indices, etc.

Raw Data
Learning
participation/
completion rate
Post-learning
employee
satisfaction rating
25
Regularly evaluate
progress towards key
goals set out in the
original learning culture
strategy.
Hold regular meetings to

assess how well the
organization is progressing
against key action steps,
and potential areas where
improvement is still needed.
Involve relevant
stakeholders in meetings
and solicit their feedback for
what is, and isnt, working.
14. ASSESS PROGRESS TOWARDS GOALS

Assess Progress Against Key Action Steps
Sample Process
Action Steps
Data (If applicable)
Opportunities
Risks
Next Steps
Amended HIPO
program to stress
awareness of
learning
behaviors.
Post-learning ratings of
content relevance have
risen.
Offer advanced
development opportunities
and tools to more selfaware learners.
Intentionality of learning
thats stressed in HIPO
program is lost once
learners return to their
jobs.
Sustain behavior change

by providing managers
resources to focus on
learning intentionality
during daily work.
Aligned learning
investment with
current business
strategy,
High-priority learning
content still seeing low
adoption rates
Rework high-priority
learning content to make
it more relevant to
current employee needs.
Learners arent taking

advantage of high-priority
learning because they
dont have the time or
ability to participate in
the opportunity.
Examine learning delivery

options; work with
managers to ensure
employees have access to
the right learning
opportunities.
Reduced number
of e-learning
courses available
on LMS.
Percentage of employees
accessing L&D portal
remains steady.
Trim the learning

portfolio even further to
simplify employee choice;
increase focus on informal
Learners may become

frustrated with dwindling
learning offerings.
Seek line input to ensure

opportunities available on
portal are relevant to the
current needs of
employees.
Describing Current Progress Towards Goals
Source Line Input Line managers have

valuable insight into the daily operations of the
business, so seek their input when describing
current progress towards key goals
Be Specific- Clearly outline what actions have

been taken to date, and whether they have
been successful in order to best determine the
appropriate plan of action.
Include Data Where HelpfulMetrics can be

a valuable, objective source for determining
the current state of your learning culture so
include them where applicable.

Addressing Opportunities and Risks
Fully Evaluate Current State Before describing a

new course of action, be sure to fully understand why
your initiative is succeeding, or falling behind.
Weigh Opportunities and Risks When outlining the

next steps of your strategy, consider the possible
ramifications of each subsequent action on both the
L&D function and external stakeholders.
Keep Stakeholders Involved Stakeholders will be

involved throughout the culture initiative, so its
important to continually update them on progress
towards key goals.
26
FURTHER RESOURCES
Assessing
Create
a Learning
L&D
CultureStructure
Strategy
Assessing
Assess
L&D
L&D
Structure
Portfolio
Types
Types
Foster
a Supportive
Build Learner
Assessing
Assessing
Build
Learner
L&D
Structure Capability
L&D Learning
Structure
Capability
Environment
Types
Types
Bord Gis Networks Tips

for Getting Executive BuyIn
LPL Financials Learning

Supply Management
Strategy
Blue Cross Blue Shield of

North Carolinas Effective
Learner Platform
The Hershey Companys

Global Leadership
Behaviors
See how the L&D team at Bord Gis

Netw orks presented their learning
culture vision to their executive team
to get buy-in for the direction.
Understand how LPL Financial

actively limits and curates the
learning opportunities provided by
the organization.
Learn how Blue Cross and Blue

Shield of North Carolina designed a
learner-centric on-demand media
platform (BLOOM) that supports
productive learning behaviors instead
of just passive consumption.
Discover how Hershey uses

performance management to hold
employees accountable for
demonstrating the right learning
behaviors, and impacting the
learning environment around
them.
Standard Banks Learning

Maturity Framework
Use Standard Banks Learning
Maturity Framew ork to diagnose the
business units learning maturity
and design solutions that both meet
and stretch learning maturity.
Foster
a Supportive
Assessing
Monitor Learning
Learning
L&DCulture
Structure
Health
Environment
Types
Measuring for Impact
Use this research brief to
uncover the key aspects of
learning measurement and
receive guidance on a threestep process for effectively
evaluating learning programs.
American Expresss
Learning Paths
See how American Express builds
learning capability by designing their
Learning Paths to teach employees
how to learn, not just w hat to learn.

27

Building A Productive Learning Culture

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Building A Productive Learning Culture

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Playbook: Building a

INTRODUCTION: BUILDING A PRODUCTIVE LEARNING CULTURE

CEB Learning and Development Leadership Council

CEB Learning & Development Leadership Council

L&D functions need to

FROM A CULTURE OF LEARNING PARTICIPATION

Culture of Learning Participation

Productive Learning Culture

Increasing Choice: High volume and

Directing Choice: Select number of relevant

Building Learning: Learning designed

Building Learners: Learning designed to

Promoting Employee Ownership of

Driving Shared Ownership of Learning

Source: CEB analysis.

CEB Learning & Development Leadership Council

CEBS MODEL OF A PRODUCTIVE LEARNING CULTURE

CEB Learning & Development Leadership Council

L&D should ensure that

UNDERSTANDING LEARNING OPPORTUNITY

Employees with the right

Considering the business's

The Right Amount of Learning

Respond to Learning Needs

L&D focuses on increasing the number

L&D focuses on understanding and

The Right Type of Learning

Control Learning Choice

Assess Learning Maturity

L&D actively limits and curates the

L&D aligns opportunities to consider

Source: CEB analysis; CEB 2014 Learning Culture Survey.

CEB Learning & Development Leadership Council

L&D needs to prioritize

EXPLORING LEARNING CAPABILITY

More than half of employees

Productive behaviors have a

60% of Employees Effective

Categories of Participative Behaviors

Multi-Channel Utilization: Pursues learning

20% of Employees Effective

Categories of Productive Behaviors

Learning Receptivity: Engages in learning beyond

Reciprocal Contribution: Shares and uses

Continuous Learning: Attempts to learn as much

Extraction: Extracts useful lessons from learning

Skeptical Prioritization: Pursues learning based

CEB Learning & Development Leadership Council

L&D must focus on

DEFINING A PRODUCTIVE LEARNING ENVIRONMENT

Few employees report

Employees perceive that relevant learning contributions are exchanged between

Employees feel safe taking risks and failing when learning.

Employees perceive learning processes, practices, and opportunities to be clear

CEB Learning & Development Leadership Council

ACTION PLAN TO BUILD A PRODUCTIVE LEARNING CULTURE

Define and audit the

Identify the learning

Identify and eliminate

10. Raise awareness of

13. Identify a core set

Embed key learning

Align needs analysis