Survey: INL – The Learning Organisation
Part 1. Value PropositionSurvey Question: What do you see as INL’s exact value proposition(s) so to stand out in comparison to others?
Part 2. Enabling Conditions
Survey Question: What are the barriers and enablers for the above conditions to come in place?
Part 3. Means of getting there
Question 1: What are the most valued skills and tools that currently support you in your work environment?
Question 2: How could such skills and tools become part of an INL Learning Model?

So, what are the most valued skills and tools that support INLer in their work environment, within and beyond their scientific fields, and that could be utilized for scalable learning? And how could these become part of an INL Learning Model that supports individual and organisational learning, and by the same time fosters networking, collaboration and exchange of best practices? 

These were the questions that we have been looking at in week three session, and below a brief summary of the outcomes.

The mapping exercise on the question about the most valued skills and tools that currently support you in your work environment were seen to be:

Science Hard Skills: Critical and analytical thinking, the ability to locate and isolate problems, conduct research, identify challenges and opportunities, understanding the big picture,…

Creativity: Such as the ability to look at problems from a different perspective, including outside the box,…

Cross Pollination: The blending of different ideas with possible approaches, work across functions and projects,…

The ability to teach others by drawing on one’s own experiences and skills,…

Soft skills: listen, patience, flexibility, cultural sensitivity, observation, co-creation, calm-mind, multi-tasking, not reward oriented, balancing basic research and innovation

I perhaps more tricky and abstract question to look at was the second one that attempted to inquire how such skills and tools could become part of an INL Learning Model?  There was a fair degree on discussion about concepts and contexts of learning and teaching, and how this could translate to an INL Learning Model. And while there have been not that many advancements on how such INL Learning Model might be looking like, there was some common view on the elements that would be surrounding it, such as:

Motivation: People should be motivated to learn, and motivation to learn should be a hiring criteria.

Time: There should be time available to ‘learn’.

Opportunity: learning and teaching would need to be fully embraced, and there should be a multitude of formats that consider the different means to learn and to support others, and that offer a variety and diversity of subjects. There also should be an effort to create supportive internal and external conditions, and to adopt a long term rather than a short term view on learning.

Communication: As a tool to interact with each other, to transmit and impart knowledge and skills, and with a view to create a resource pool that benefits all.

Soft Skills (the other type of…): While perhaps not obviously classified as such, leadership skills and ability to collaborate where seen as a sort of soft-skills that should be developed and practised.

Training: Following from the opportunities, communication, and soft skills; all of such should come within a framework of state of the art training opportunities. And ‘learning to learn’ should be a part of this too.

Science Driven Methods: An INL Learning Model should make use of science driven methods.

With this, let’s reflect on some of the not so expected lessons learnt from across the three weeks.