L-D-T-L Cycle

Appealing again to the right side of your brain, I present another graphical depiction of the Learn-Do-Teach-Lead concept (see below).  The Venn diagram shows the interrelatedness of the logical components and suggests that it is a continuous cycle with no specific entry point or end goal.

We have been talking in terms of learn, do, teach, lead, which might suggest an absolute order or primacy of elements, which is not the case.  Do we learn by doing, for example? Of course, in which case one might suggest a “Do-Learn” ordering, which would be appropriate.  In many instances, this is the best, or maybe only, approach to learning.  “Do-Learn” or “Hypothesize, Experiment, Observe” is the basis for the scientific method itself, and “rapid prototyping” product or process development relies upon rapid learning cycles.

What must pervade the self and the organization is a practice of the awareness that continuous learning is essential and fundamental to the well-being of the individual, work group, and organization as a whole.

Practiced casually, learning happens casually at best. Worse, casual learning is not captured; evaluated; accumulated; stored; indexed for retrieval; shared, taught, or dispersed; or systematically updated over time.

When practiced with adeptness, readily enabled within the work environment, and recognized, reinforced, and rewarded, learning becomes a deliberate and repeated source–an engine–of sustained competitive advantage.  Now we’re talking!

When learning is a practice, individuals, groups, and organizations plan for and support the knowledge management functions listed, above, with systems, practices, and policies.

What do you think is necessary to create an intentional learning mindset?

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11 Responses to L-D-T-L Cycle

  1. Mike Diercks says:

    Great information. Keep up the good work!


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  4. I like this kind of “simplicity”

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