Over the past several months, senior naval leaders have highlighted the importance of organizational learning to accelerate innovation and adapt to future challenges. For instance, the SECNAV noted the confluence of people, ideas and information as the foundation of the DON’s Innovation Vision; Admiral Richardson introduced his concept of “accelerated learning” in A Design for Maintaining Maritime Superiority; and LtGen Walsh unveiled the Marine’s “campaign of learning” in a speech at CSIS. However, many internal barriers must be addressed to fully implement their vision.
The concept of a learning organization has been discussed in management circles for several decades. Yet there is no consensus on a standard definition nor are the steps to build one clear. A 1993 Harvard Business Review article by Professor David Garvin serves as a useful starting point for the Naval Services to consider.
Garvin defines a learning organization as, “…an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.” Garvin also identifies five building blocks to create such an organization. They are:
Systemic Problem Solving: This first activity rests heavily on the scientific method, wide use of data and statistical tools. Most training programs focus primarily on problem-solving techniques, using exercises and practical examples. Accuracy and precision are essential for learning. Employees must therefore become more disciplined in their thinking and more attentive to details. They must continually ask, “How do we know that’s true?”, recognizing that close enough is not good enough if real learning is to take place. They must push beyond obvious symptoms to assess underlying causes, often collecting evidence when conventional wisdom says it is unnecessary. Otherwise, the organization will remain a prisoner of “gut facts” and sloppy reasoning, and learning will be stifled.
Experimentation: This activity involves the systematic searching for and testing of new knowledge. Experimentation is usually motivated by opportunity and expanding horizons, not by current difficulties. It takes two main forms: ongoing programs and one-of-a-kind demonstration projects. Ongoing programs normally involve a continuing series of small experiments, designed to produce incremental gains in knowledge. Demonstration projects are usually larger and more complex than ongoing experiments. They involve holistic, system-wide changes, introduced at a single site, and are often undertaken with the goal of developing new organizational capabilities. Because these projects represent a sharp break from the past, they are usually designed from scratch, using a “clean slate” approach.
Learning from past Experience: Companies must review their successes and failures, assess them systematically, and record the lessons in a form that employees find open and accessible. Unfortunately, too many managers today are indifferent, even hostile, to the past, and by failing to reflect on it, they let valuable knowledge escape. A study of more than 150 new products concluded that “the knowledge gained from failures [is] often instrumental in achieving subsequent successes… In the simplest terms, failure is the ultimate teacher.”
Learning from Others: Not all learning comes from reflection and self-analysis. Sometimes the most powerful insights come from looking outside one’s immediate environment to gain a new perspective. Enlightened managers know that even companies in completely different businesses can be fertile sources of ideas and catalysts for creative thinking. At these organizations, enthusiastic borrowing is replacing the “not invented here” syndrome.
Transferring Knowledge: For learning to be more than a local affair, knowledge must spread quickly and efficiently throughout the organization. Ideas carry maximum impact when they are shared broadly rather than held in a few hands. A variety of mechanisms spur this process, including written, oral, and visual reports, site visits and tours, personnel rotation programs, education and training programs, and standardization programs.
To some extent the naval services are already engaged in these activities but significant improvement is needed if we are to turn these efforts into a real competitive advantage. Several internal challenges need to be addressed to become the learning organization envisioned by our senior leaders. Here is a short list:
Culture: Dr. Frank Hoffman recently noted that the Navy’s learning culture was essential for overcoming the challenges of countering German U-Boats in WWII. According to Hoffman, “Brutally candid post-exercise critiques occurred in open forums in which junior and senior officers examined moves and countermoves. These reflected the Navy’s culture of tackling operational problems in an intellectual, honest, and transparent manner.” To regain this learning culture, two issues must be addressed: fostering an environment of candor and preventing organizational hubris, often buttressed by questionable models or rhetoric intended to defend programs of record, from lulling leaders into a false sense of security. Learning cannot begin if we cannot have candid conversations about what is working and what needs to be fixed. The best agile organizations today continually use stress-testing of plans and strategies to identify areas for improvement.
Incentives: Many individuals and organizations view knowledge as a source of power. Therefore, the more knowledge one collects and retains, the more one’s standing and influence increases. In Team of Teams, General McChrystal examines this issue through a game-theory lens. In a “knowledge-is-power” environment, those who share knowledge are considered the losers, while those who receive knowledge are winners. We must create the right incentives to change this behavior by rewarding those who put effort in to sharing knowledge and penalize those who hoard knowledge or prevent information from being shared.
Outdated Tools and Policies: Since the advent of the internet, senior leaders have called for shifting from a “need-to-know” approach to a “need-to-share”. Unfortunately, this shift is difficult to achieve because of outdated information-centric policies, exaggerated treats, and risk-averse leaders. The workforce must have the proper tools and effective policies so knowledge transfer can occur easily and risk is realistically considered. Further, we must resolve how to capture the great ideas of our talented workforce and share our problems with public. Our naval culture and our desire to solve problems internally often prevent us from sharing our complex problems with “outsiders”. This practice prevents novel solutions from entering our decision making cycle.
Undefined Learning Ecosystem: Pockets on knowledge and learning exist across the DON but sharing is often stove-piped by organizational boundaries. Many organizations created the position of Knowledge Managers but their effectiveness is inconsistent and there is no strategy to create a “knowledge CO-OP” across the organization. Having an enterprise-wide strategy would prevent duplication of effort in knowledge generation and permit learning from other’s experience. The DON must create a learning ecosystem, with the appropriate infrastructure, tools, and practices that enables us to become an organization skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights.
Having senior leaders champion these issues today is an important first step to develop this important capability. However, the organization needs to move with a sense of urgency and not treat learning as another passing fad or simply leave organizational learning to happenstance. The digital natives entering the workforce today are knowledge sharers by nature. If no improvements are made to the issues discussed above, they will go “outside the wire” to collaborate on work related issues. This will increase risk and detract from organizational learning.
The Department of Navy possesses an incomprehensible amount of data, information, knowledge and practical experience; all are underpinned by a wealth of naval history from which to learn. We must place a priority on creating a learning organization and turn this concept into a true competitive advantage for the future.
