Capable organizations recognize that experiential or “on-the-ground” learning is critical to supporting innovation and continuous improvement. If an organization gives almost all its attention to doing things as it has always done them, it is unlikely that innovations and improvements will be identified to enhance performance.
Experiential learning builds on existing formal education programs. Trainers have long realized that it is difficult to transfer learning from a classroom to workplace processes. Much of the reason is that at least 70% of workplace learning is informal – most is ad hoc and not facilitated (Cross 2007).
The “learning before, during and after” framework from BP has been adopted by many organizations as an easy way of thinking about experiential learning. It involves deliberate learning at different stages of initiatives. Framing these tools and processes as “learning before, during and after” gives needed structure and simplicity to work that is complex and integrative by nature (Collison and Parcell 2004, pp. 35–40).
Many tools and practices can fit into this framework. Some emphasize knowledge sharing and learning from peers, for instance, while others focus more on generation of new knowledge and innovation.
In this capability area, the questions help organizations to determine if they view learning as an integral part of business and whether they have taken steps to ensure that people have opportunities to learn before, during and after projects and events.
Leaders at many levels should consider the following questions: