Oxfam GB

Learning Leaders: The Key to Learning Organisations

Author(s): John Hailey and Rick James
Source: Development in Practice, Vol. 12, No. 3/4 (Aug., 2002), pp. 398-408
Published by: Taylor & Francis, Ltd. on behalf of Oxfam GB
Stable URL: http://www.jstor.org/stable/4029510 .
Accessed: 05/01/2011 05:23

Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at .
http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless
you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you
may use content in the JSTOR archive only for your personal, non-commercial use.

Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at .
http://www.jstor.org/action/showPublisher?publisherCode=taylorfrancis. .

Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact support@jstor.org.

Taylor & Francis, Ltd. and Oxfam GB are collaborating with JSTOR to digitize, preserve and extend access to
Development in Practice.

http://www.jstor.org
Developmentin Practice, Volume12, Numbers3 & 4, August 2002

Learning leaders: the key to learning

organisations

John Hailey and Rick James

Learning and knowledge managementare crucial capacities for many NGOs. This article
attemptsto answer such questions as: why is learning seen as so importantfor NGOs? How
do successful NGOs actually learn? And what role do key individualsor leaders play in this
process? The article draws heavily on the findings of a study of South Asian NGOs, which
suggests that an NGO's ability to learn is dependent on its organisational culture and in
particular the developmentof an internalcultureof learning. Thecase studiesfrom SouthAsia
reveal that the creation of this 'learning culture' derives primarilyfrom the attitude of the
leadership towards learning: at the heart of a learning organisation is a 'learning leader'.

Introduction
Learningand knowledge managementare crucialcapacitiesfor any NGO expectingto survive
and thrive in the uncertainglobal developmentenvironmentof the new millennium.Creating
the learning organisationis increasingly seen as being synonymous with capacity building,
organisationaldevelopment,and managingchange. This recent focus on learningimmediately
raises a numberof questions for NGOs:

* Why is learning seen as so importantfor NGOs?

a Are NGOs naturallearners?
* How do successful NGOs actually learn?What do they do differentlyfrom others?
* What drives this quest for learning?What role do key individualsplay in this process?

This articleattemptsto answerthese questionsby analysingthe role of learningandknowledge

creationin NGOs, how they are promoted,and what role the leadershipplays in this process.
It draws heavily on the findings of a major study of nine 'successful' South Asian NGOs
includingBRAC andPROSHIKAin Bangladesh,BAIF and Sadguruin India,andAKRSP and
IUCN in Pakistan (Hailey and Smillie 2001).1 The research highlighted the importanceof
organisationallearning in local development NGOs, and the role of leaders in promoting a
learning culture in such organisations.One of the major conclusions was that the success of
these NGOs was in part attributableto their willingness to embracenew learning and invest
in developing their capacity as 'learningNGOs'.
The article highlights the many different ways in which these organisationsconsciously
learn,and goes on to explore what is drivingthis quest for learning.The researchsuggests that

398 ISSN 0961-4524 print/lSSN 1364-9213 online 030398-11 C)2002 OxfamGB

DOI: 1080/0961450220149753 Carfax Publishing
 Learning leaders

effective learning is a hard-won goal, which depends as much on formal training,effective

informationsystems, and humanresourcemanagementstrategiesas on informal,participatory
processes. These findings also question the myth that learningis a distinctive process that is
inherentin the values and activities of NGOs. In reality, NGOs are no different from other
types of organisationhaving to work hard at promotinglearning.
We shall see thatan organisation'sability to learnis dependenton its organisationalculture2
and in particularthe development of an internal culture of learning. The case studies from
SouthAsia reveal thatthe creationof this 'learningculture'derives primarilyfrom the attitude
of the leadership towards learning.3At the heart of a learning organisationis a 'learning
leader'.

What is so importantabout learningfor NGOs?

The importanceof learningas a key organisationalcapacityhas become increasinglyapparent
in the changing and volatile economic and political environmentof the 1990s. Learningis
considered to be vital if organisationsare to be able continuously to adapt to an uncertain
future.Reg Revans (1993) pointed out that an organisation'svery survivalis dependenton its
capacityto learn. He arguedthatin a turbulentenvironment,an organisation'srate of learning
has to be equal to, or greaterthan, the rate of change in its external environmentif it is to
remainrelevantand effective. If NGOs fail to learn at such a pace, then they will be 'destined
for insignificance' (Fowler 1997:64).
The difficult reality for most NGOs is that the economic, social, and political environment
in which they operate is increasinglycomplex and volatile. NGOs have seen their roles and
perceived importanceshift radicallyin the last few years. New political thinkingon the roles
of civil society and the state, inclusive nationalplanningprocesses, and democratisationhas
challenged NGOs to take on very different roles and relationships to traditionalservice
provision. Conflict and terrorismcan suddenly and very powerfully transformthe context in
which NGOs operate. On the social side, the devastating 'attritionrate' from HIV/AIDS in
many partsof the world,particularlysub-SaharanAfrica,places yet furtherdemandson NGOs.
In the face of such pervasive change, it is a priority for any NGO to invest in building its
capacity to manage knowledge, promote learning, and become a 'learning organisation'
(Edwards 1997; Lewis 2001).
The 1990s have been called the decade of the learningorganisationand this presentdecade
is likely to reinforce this trend. There is a close link between learning and organisational
change. Peter Senge (1990), one of the early advocates of organisationallearning, defined a
learningorganisationas one which is 'continuouslyexpandingits capacityto createits future';
similarly,Pedler et al. (1991:2) defined it as 'an organisationwhich facilitates the learningof
all its membersand continuouslytransformsitself'. The learningorganisationcan thereforebe
seen as being synonymouswith any ongoing process of individuallearning,capacitybuilding,
and organisationdevelopment.Alan Fowler identifiesthe challengefor NGOs as how best they
can 'bring together facts and personal learning as primary information sources, then
collectively make sense of what they mean and then translatethe resultsinto a greatercapacity
to be agile' (Fowler 2000:138). In other words, how can they transforminformationinto
organisationalchange? In both the private and the non-profit sector, the term 'learning
organisation'has arguablybecome a metaphorfor managing change.
The effective use of learning and knowledge has been the hallmarkof many successful
organisationsin the 1990s (Dixon 2000). Learningis about linking knowledge with effective
and sustainableaction. Knowledge is thereforea key resourcethat all leading organisations,in
both the private and the non-profitsectors, must manage and exploit if they are to maintain

Development in Practice, Volume 12, Numbers 3 & 4, August 2002 399

JohnHaileyandRickJames

their position (Handy 1994; Kluge et al. 2001; Senge 1990). Similarly, there is more
appreciationof the role of knowledge managementand learning in the developmentprocess
(WorldBank 1998). Development is essentially a knowledge-basedprocess, and as a result
learning and knowledge managementare now recognised as key elements in development
work. One of the challenges for development NGOs is how they share and disseminate
knowledge and learning. As Ian Smillie commented, 'knowing what works and why is
essential to the success of NGOs, yet knowing what does not work is equally important.
Knowledge involves awareness, memory and familiaritythat develops with experience and
learning' (Smillie 1995:23). NGOs increasingly appreciate that knowledge, and the
disseminationof knowledge and learning,are key to their effectiveness and, as David Korten
concluded, their success depends on the suitabilityof their systems, their ability to embrace
error,and theirwillingness to learnfrom the local communitieswith whom they work (Korten
1980).

Are NGOs naturally good learners?

Most NGOs are committed to the learning of their beneficiaries. It is often enshrined or
implicit in theirmission statements.Thereis a strongemphasiswithin most NGO programmes
on trainingand capacitybuilding of their 'clients', ratherthanjust provision of infrastructure.
And yet this emphasis on learning is often not emphasised internally.There is sometimes a
dissonance between what NGOs promote with their beneficiaries and what they apply to
themselves. There are many NGOs who claim to be 'learning organisations', but our
understandingof how they promote shared learning and engage their staff is very unclear.
Research indicates that many smaller NGOs fail to learn from experience or mistakes and
commonly fail to adapt the way they work (Smillie 1995). Fowler even goes as far as to
suggest that a universal weakness of development NGOs is actually a 'limited capacity to
learn, adapt, and continuously improve the quality of what they do' (Fowler 1997:64). But
why should this be so?
The capacityfor NGOs to promotelearningis limited by a numberof externalbarrierssuch
as the competitionfor funds and the consequentpressureto show low rates of administrative
overheads. There are also structuralbarrierssuch as departmentalrivalries and the short-
termistprojectculturethat militate against sharedlearning.There is deep-rootedresistanceto
investing scarce resources in such an intangible concept as learning, in addition to the
difficulty of identifying attributableand tangible impact indicators.Otherbarriersinclude the
unwillingness of individualsto engage in new ideas, new technologies, new ways of working,
and the hassle of dealing with the quantity of documentationgenerated. There is also a
reluctanceto admit to, or analyse, mistakes because of the fear that this will attractcriticism
and provoke a backlashfrom donors and government.The task- or action-orientedcultureof
many NGOs also does little to encourage the self-assessment or critical reflection that is
essential if learning is to take place (Britton 1998; Hailey and Smillie 2001).
These barriersmean that NGOs have to work hard at learning.It does not come naturally
or easily. It does not simply arise fromtheirdevelopmentalorientation.They have no particular
monopoly on being learning organisations.Such learning is not some innate process that is
inherentin the cultureof developmentNGOs. Instead,it is commonly the result of conscious
investmentin a varietyof formaland informallearningprocesses. Those NGOs thatexhibit the
characteristicsof learning organisationshave worked hard and spent considerabletime and
money in overcomingthe inherentbarriersto learningand developing new learningprocesses
and systems. It is to some of these 'success stories' to which we should turnand from which
we should ourselves try to learn.

400 Developmentin Practice, Volume12, Numbers3 & 4, August 2002

 Learningleaders

How do 'successful' NGOs learn?

The recent research into what made the largest NGOs in Bangladesh, India, and Pakistan
successful concluded that their success depends, in part,on their willingness to embracenew
learning and invest in developing their capacity as 'learning NGOs'. This research was
concernedwith the managementpracticesof NGOs in SouthAsia, and in particularhow such
organisationshave managedchangeandhandledgrowth.It was basedon detailedcase studiesof
nine NGOs-two in Bangladesh(BRAC andPROSHIKA),threein India(the AKRSPI,BAIF,
and Sadguru),and four in Pakistan(AKRSPP,IUCN, SRSC, and Sungi). These organisations
representa cross-section of medium to large NGOs that have expanded their activities and
undergonesignificantchangein recentyears.They all workwith local communityorganisations,
arefundedby a rangeof internationaldonors,andareinvolved in a varietyof activitiesincluding
primaryhealthcare,education, microcredit,agro-development,irrigation,and environmental
programmes.The case studieswere based on extensive researchundertakenby local researchers
between 1998 and2000, which drewon botharchivalmaterialsandinterviewswith a wide range
of staff, beneficiaries,and otherkey stakeholders(Hailey and Smillie 2001).
In particular,the study analysed how these organisationsmanagedtheir externalrelations,
handledstrategicplanningprocesses,developedtheirorganisationalculture,andhow they were
shapedby the vision, commitment,and characterof their 'founderleader'. These individuals
could be characterisedas 'development leaders', whose leadership style was value driven,
knowledge based, and responsive. The study also analysed the process by which such
developmentNGOs promotedlearningamongtheir staff, and concludedthatthey used a range
of infonnal processes to generatenew learning,reflect on past experience,andexperimentwith
new approaches.They also investedheavily in more formallearningprocesses such as training
and research.We shall now outline the differentmethodsthese successful NGOs employed in
orderto learn.

Learning from the poor

The importanceof the role of personalengagement,listening,anddialoguethatlie at the heartof
the way many NGOs learn is exemplified by Sadguru(India).When Sadgurustartedworking
with tribal communities in Eastern Gujaratin 1974, its founders, Hamath and Sharmistha
Jagawat,spent the first two years of the organisation'sexistence walking up to 30 km a day in
orderto meet with local people. They listened to theirconcernsand discussedhow best to meet
their needs. In this way they learnt of the immediate needs of local people, and developed
friendships,built trust,andgained the credibilityon which theirfutureworkcould be based.
Virtually all the NGOs in the Hailey and Smillie study relied on similar village-based
processes of dialogue to spearhead internal learning about the authentic needs of the
communities.These NGOs see the poor as the main source of organisationallearning.With
AKRSP in Pakistan,most early staff trainingtook place throughvillage dialogues between a
team of AKRSP staff and local people. The informal'trainingsessions' were held outdoorsand
were open to everyone, not just village elders and other notables.As these discussions were
recordedand analysed, they became the basis of futureinterventions.Even today, 'staff look
back on the village dialogues as the most effective trainingthey received' (Hailey and Smillie
2001:75).

Learning from practice

The primary means of leaming for most successful NGOs is the conscious reflection and
analysis of theirown implementationexperiences(particularlywhere things have gone wrong)

Development in Practice, Volume12, Numbers3 & 4, August 2002 401

John Hailey and Rick James

in order to learn and improve. Barry Underwood, then Chief Executive of AKRSP (India),
identifiedthe 'importanceof embracingone's mistakesand learningfrom them, creatingin the
process a culture which accepts criticism'. A number of organisationshave institutionalised
meetings to reflect and learn from experience. PROSHIKA, for example, holds quarterly
meetings where 200 staff and group representativesget together to review performanceand
discuss appropriatechanges. Such systems need to be developed if learningfrom practiceis to
take place.
The founderand Chief Executive of BRAC, Dr Fazle Hasen Abed, similarly sees mistakes
as an inherentpart of an iterative learningprocess, and he recognises that BRAC had many
failures from which it was able to learn. He relates:
... you go to a woman's house to find that the loan you have given her is taken away by
her husband,or a child comes to school and suddenlyhas to dropout because theparents
have moved away, and the child doesn't learn anymore. These are all failures ... little
failures are, of course, inherentin any successful programme.Youmust accept thatfor
they are part of the learning process. (Hailey and Smillie 2001:76)
Similarly,in an effort to expand the impact and scope of its health programmes,BRAC staff
were 'mobilised with motorbikes'.They became so focused on meeting quantitativeproject
objectives that they had little time to sit and talk with local people. It soon became apparent
that 'when we walked or went by bicycle, we did much better'. So BRAC reintroducedslower,
more time-consuming ways of working with local communities. The challenge for many
NGOs is whether such a decline in performancewould actually 'become apparent'as it did
with BRAC.

Learning through staff participation

The NGOs in the study responded to the challenge of sharing learning internally so that
individuallearningbecame organisationallearning.For some, like PROSHIKA,institutional
learningis a functionof participation.As FaruqueAhmed, the Presidentof PROSHIKA,points
out, 'If I as the head of the organisationhad to remembereverything, then probably there
would not be much remembered.But if you use participationin the decision-makingprocess
then there is much more chance of institutionalmemory' (Hailey and Smillie 2001:77).
Most of the NGOs in the study used a mix of regularmeetings, retreats,workshops, and
seminars to promote shared learning and to disseminate new ideas. Sadguru, for example,
holds regularmeetings on the last Saturdayof the month, allowing staff to share experiences
and to give feedback from other meetings or courses they have attended.These meetings are
quite structuredand characterisedby a high degree of mutualrespect. This in turnallows for
more open dialogue and constructivediscussion. BAIF has gone furtherin its efforts to ensure
that staff learn from each other, and systematically moves staff aroundthe organisationor
assigns them to new projects as part of its strategyto encouragecross-functionallearning.It
transfers staff from research posts to field positions and from specialist to management
positions in an attemptto disseminateand institutionaliselearning.

Learning from external actors

Many of the NGOs in the study have consciously learned from each other's experiences as
well as theirown. They have been keen to visit specific programmesandhave arrangeda series
of attachmentsfor their staff. All the largest South Asian NGOs have visited BRAC and
PROSHIKAand in turnBRAC and PROSHIKAinvest in learningfrom others.According to

402 Developmentin Practice, Volume12, Numbers3 & 4, August 2002

 Learningleaders

Dr Abed, BRAC is an 'unashamedreplicator'of other people's good work, and he attributes

much of its remarkablesuccess to its ability to learn from other agencies.
One of the strengthsof many of the NGOs in this study is the way they have actively used
externalspecialists and outside consultants.Despite their cost, there is a recognitionthat such
external actors play a crucial role as a source of new leaming because of their ability to
challenge the status quo. For example, the major organisationaland operationalchanges at
IUCN (Pakistan) in the last five years have been the product of two major external
managementreviews conducted by consultants.Similarly,the Director of Sadguru,Harnath
Jagawat,attributespart of its success as a developmentagency to 'continuousappraisalsby
externalconsultantsand academics'.

Learning from formal training

The successful South Asian NGOs have invested in a numberof formal processes to capture
and disseminatelearning.They have spent considerablesums on training,research,and new
informationmanagementsystems even in the early years of theirexistence, and they continue
to be heavily engaged in trainingand staff development.This investment in formal training
complementsinformalprocesses for learningfrom the poor.As AKRSP,for example,grew and
as training needs became more sophisticated and specialised, the organisation gradually
became more reliant on formal courses and structuredtrainingprocesses.
Many NGOs have invested in purpose-builttrainingcentres and, in the case of BRAC and
PROSHIKA, increased their training capacity enough to be able to train nearly a million
people a year. BRAC has established 12 Training and Resource Centres that employ 150
trainers and offer management, human resource development, and skills-based training
courses, primarilyfor BRAC employees. Consideringits size (over 58,000 full- and part-time
staff) BRAC invests a remarkable7 per cent of its overall salarybudget on staff development
and has now establishedits own universityin Dhaka.

Learning through research

There is a growing understandingof the benefits that can be gained from sponsoringrelevant
and appliedresearch,and both BRAC and PROSHIKAin Bangladesh,andAKRSP and BAIF
in India have established specialist researchdepartments.According to BAIF, 'development
without research is outdated, and research without development is irrelevant' (Hailey and
Smillie 2001:82). Since its inception, BAIF has recognised the importanceof research,and
was one of the first Ghandian organisations to recruit scientists and other research
professionals. Its founder, Dr Manibhai Desai, created a climate in which there was an
understandingthat the organisationneeded to invest heavily in an ongoing programmeof
research.This is reflected not just in the quality of its research,but also in the way BAIF staff
are actively encouragedto publish their researchfindings in academicjournalsand to present
papers at nationalconferences. The 1996/97 Annual Reportprovides detailed abstractsof 20
publicationsproducedduringthat year alone. Even BRAC, which is more recognised for its
emphasison learningby doing, invests heavily in research:by 1997, BRAC employed 52 full-
time researchers,ten of whom had PhDs.

Learning from monitoring and evaluation

Closely linked with research work are the formal management processes and systems
developed by NGOs to monitor and evaluate their work and learn from their performance.

Developmentin Practice, Volume12, Numbers3 & 4, August 2002 403

John Hailey and Rick James

Many of the NGOs in the study have developed sophisticated intemal management
information and monitoring systems, which are increasingly computerised. For example,
PROSHIKA uses an Impact Monitoring and Evaluation Cell (IMEC) to monitor its work.
Others,like BAIF, have institutedan integratedreview system across the organisationat both
district and state levels, incorporating input from its own researchers and outside
specialists.
The extent to which donor-ledevaluationprocesses contributedto learningwas mixed, with
the incentive to cover up mistakes in order to maintain funding underminingthe learning
process. The older and more established NGOs appearedsufficiently confident to treat the
process more positively, and so were betterable to take advantageof the outside perspectives
of donors and their consultants.But, in general, there appearsto be a growing understanding
that such evaluation reviews are as much an opportunityto capture and synthesise new
learning as they are a mechanism to assess whether goals have been attainedor funds have
been well spent.

What drives this desire for learning?

We have seen that successful NGOs are intellectuallyfit enough to handle change, and agile
enough to drive change forward.This is a direct result of their preoccupationwith learning.
Althoughthey all learnin differentways, with some emphasisinginformalmethodsand others
more formal approaches,what is common to all is their fundamentalcommitmentto learning.
Learningis one of their core values and pervadestheir organisationalculture.As a result,their
staff demonstratea willingness to reflect, a curiosity,a capacity to innovate and experiment,
as well as to embracenew thinking.Thus, learningis not just a resourceor asset to be invested
in, it is also a crucial part of the values and culture of the organisation.But where does this
culture of learning come from?

Learningleaders
The culture of learning in these NGOs, apparenteven in their early years, can be directly
attributedto the personalviews of their leader.Learningorganisationshave learningleaders.
Senge (1990) points out that leadershipis centralto organisationallearningand that learning
organisationshave leaders who are facilitatorsand educators.Organisations,particularlyin
their founderphase4(thoughnot exclusively), tend to be very much moulded in the image of
the leaders.Not only do founderstend to choose the organisation'smission and vision, but they
also choose the staff. Accordingto Schein (1992), founderleaderstend to have a high level of
self-confidence and determination,and strongassumptionsaboutthe world, organisations,and
human nature (and learning!). They are usually quite comfortable in imposing (albeit
unconsciously) these views on the rest of the organisation.Their strong theories get tested
early. If the leader's solutions fail, then the organisationdies quickly. If they succeed, the
organisation grows and develops with yet greater belief in its original assumptions and
solutions.Thereis, therefore,particularlyin founder-ledorganisations,a very close connection
between the leader'sideas andthe way an organisationfunctions.Even as organisationsmature
and develop, the importance of leadership in determining how an organisationfunctions
remains paramount.The leader still controls many of the key levers for influencing the
organisationalculture.
The case studies we have looked at bear this out. It was the drive and insight of key
individualsin a leadershipposition who, with the supportof their managementteam, actively
promoted the strategic role of learning and championed new learning throughout the

404 Developmentin Practice, Volume12, Numbers3 & 4, August 2002

 Learningleaders

organisation. BRAC's commitment to learning can be directly traced to the personal

commitmentto learning of its founder,Dr Abed. It was his views and learningexample that
laid the foundationfor the commitmentof BRAC to become a learningNGO. Right from the
outset, Dr Abed would go to the field for at least four to seven days, live there, and talk with
BRAC staff. 'We would then discuss and analyse strategies and problems, and take vital
decisions on the spot. This is how we learnt ... in fact BRAC startedlearning while doing
things, and the excitement was that everybody was learning too. It was like a "little
university"' (Hailey and Smillie 2001:75). His commitmentto learning,acceptanceof error,
and active promotionof education,training,and sharedlearningacross the organisationhave
been there from the outset. Even the researchand evaluationdepartmentwas establishedafter
only three years.
With Sadguru,it was the founderleaders' two years' 'walking and talking' with the people
thatnot only provedof immense immediateoperationalbenefit, but also was symbolic of their
commitmentto learningfrom local people themselves.This process is the foundationon which
Sadguru'srelationshipwith the local communityis based, and it created a culture of shared
learningwhich has markedthe developmentof the organisationand the way it works with the
local community.But it is not merely founders who influence the culture of learning in an
NGO. Barry Underwood, an expatriate appointed as successor to the founder of AKRSP
(India), 'personallyemphasisedlearningandresearch,andbecause of the pressuresfor change,
he placed great emphasis on training, organisation development and strategic planning'
(Hailey and Smillie 2001:155).
The research did not bear out any specific gender dimensions to leadershipand learning
(possibly because therewas only one womanout of the 16 past andpresentChief Executivesin
the case studies considered,and the issue was not a primaryfocus of the research).Therewas,
however, a sense that women who do get into leadershippositions are betterequippedto deal
with the constantlychangingchallenges,as they have takenmorebruisesalong the way. Efforts
to promotewomen to senior positions are actively pursued,and a numberof special initiatives
have been introducedto overcomesome of the deep-rootedresistanceto women being recruited
to seniorpositions.Manyof these NGOshave madewomenthe focal pointof theiractivities,and
have learntover the years thatempowermentis a genderissue thatrelatesas much to men as to
women. Consequently,genderprogramminghas been the subjectof considerableresearchand
analysis. These organisationshave learnt that any efforts to promote women to leadership
positions have to be seen as a strategicpriority,backedwith a considerableinvestmentof time
and resources, and actively supportedby senior managers.In short, such efforts have to be
mainstreamedacrossthe organisationandendorsedat the highest level.
Effortsto promotesuch new initiatives,encourageinnovation,and supportnew learningare
normallyseen at an organisationallevel. However,it shouldbe noted that 'learningleaders' are
not just interestedin promotingorganisational learningper se, but are also keen to develop
their own personal learning and initiate individual change. Organisationallearningis not an
impersonalprocess. Merely creatinga learningcultureor developing a knowledge strategyis
insufficient. It requires human beings to learn and change. All the evidence suggests that
organisationallearningis dependentupon individualsbeing both open to new ideas and willing
to engage in new learning(Swieringaand Wierdsma1992; Cross and Israelit2000). 'Learning
leaders', who can draw on their power and prestige in the organisationto drive this learning
process forward, often have a personal commitmentto learning, a naturalcuriosity, and an
understandingof the value of research and education generally. The commitment of such
leaders to organisationallearning is often a consequence of a personal commitment to
developing their own learning. The leaders in the case studies we have reviewed had a
fascination with knowledge and learning. It was the leaders who went out to learn from the

Development in Practice, Volume12, Numbers3 & 4, August 2002 405

John Hailey and Rick James

people in the early days, and the same leadershave consciously and systematicallycreatedthe
means by which they can learn from their staff. Thus, it appearsyou cannot have a learning
organisationwithout a learningleader who is open to personalchange. As Hailey concluded,
'what has been striking ... has been the ability of their founderleaders to change and adapt'
(Hailey 1999:3).
These findings are reinforced by the academic literature on leadership, learning, and
management.It is persuasivelyarguedthatthe ability to promotelearningand instil a learning
mindset in an organisation is 'the trademarkcompetency of future leaders' (Conger and
Benjamin 1999:242). Senge (1990) concluded that leaders in a learning organisationshould
have a facilitativerole ratherthan an inspirationalor technicalone, and as such shouldbe seen
as designers, stewards,or teachers. Such managershave specific learningcompetencies such
as a learningorientation,a proactive stance towardsproblems,the ability to reflect critically,
and a tolerance of critical feedback (McCauley 2001).

Conclusion
There are many differentmethods by which NGOs can learn, as the cases we have looked at
illustrate.These NGOs relied on informalprocesses to generatenew learning,reflect on past
experience, and experimentwith new approaches.They also invested heavily in more formal
learningprocesses such as trainingand research.
But what is common to all is that learningorganisationsare staffed by learningpeople and
are led by learning leaders. Learning is a key characteristicof their organisationalculture.
Organisationsare made up of the people within them. Organisationallearningcannot happen
without individuallearning.Leaders are particularlyinfluentialmembers of organisations.A
crucial characteristic of such learning organisations is that their leadership and senior
managementteam are willing to invest in developingthe organisation'slearning,andrecognise
its role as a catalyst for change. But more than being committed to organisationallearning,
they have to be committedto their personal learning.
All the learningleadersreflect differentfacets of the learningprocess. Althoughthey place
a differentemphasis on formal or informallearningprocesses, their willingness to invest time
and money in new learninghighlightsthe importanceof theirrole as founderswho inculcated
a learning culture in their fledgling organisations.ManibhaiDesai, of BAIF, emphasises the
importanceof learningfrom new technologies and appliedresearchto help the ruralpoor.The
Jagawatisfrom Sadgurucreatedan organisationalculturethat is markedby learningthrough
dialogue, and the need to build trustand relationsbefore genuine learningcan take place. Dr
Abed of BRAC, while actively encouraging direct investment in formal learning and
knowledge-generatingactivities, also recognises the role of team buildingand experimentation
in promotingorganisationallearning.
Such leaders have married sound organisationaldesign and effective managementwith
strong personal values. These 'developmentleaders' have a distinct characterand leadership
style that can be characterisedas being value driven, knowledge based, and responsive.They
have ambitious development aspirationsand an ability to understandand work within an
uncertainand changingexternalenvironment.In practice,this has meantthatthey have a clear
vision, a firm value-set, and a strongsense of commitmentto helping the ruralpoor which they
were able to sharewith, and which could inspire, others. Second, they have had a willingness
to learn and experiment,to apply new technologies or organisationalforms, and to draw on
science or othersourcesof appliedor professionalknowledge.Third,they have a curiosityand
ability to analyse the external environment, follow trends, and respond to changing
circumstances.Fourth, these leaders also have possessed communicationand interpersonal

406 Development in Practice, Volume 12, Numbers 3 & 4, August 2002

 Learning leaders

skills thathave enabledthem to motivatestaff andengage with a cross-sectionof society. Fifth,

they have displayedthe ability to balancediverse demandsand play differentroles. They have
demonstrateda chameleon-like ability to adapt to different roles, styles, or organisational
needs. They have thereforebeen able to combine ideals and values with analysis, technical
expertise, and professionalism,while still being able to communicatea vision and motivate a
range of staff, stakeholders,and beneficiaries.Right at their core, they passionatelybelieve in
the importanceof learning and knowledge in shaping the future of their organisation.

Notes
1 For a full review of this book, please refer to the Book Reviews section in this issue.
2 We define organisationalculture as a pattern of learned assumptions about appropriate
behaviour,or more colloquially 'how things get done roundhere'.
3 We use the word 'leader' to refer to the Directoror Chief Executive of an organisation,and
see leadershipas a process throughwhich the senior managementand the Board influence
groupmembersto attaingroupor organisationalgoals and so shapethe directionand culture
of an organisation.
4 The early stage of an organisation'sgrowth where the pioneer provides many of the ideas
and much of the energy and directionto an organisation.

References
Britton, B. (1998) The LearningNGO, Occasional Paper 17, Oxford:INTRAC.
Conger, J. A. and B. Benjamin (1999) Building Leaders: How Successful Companies
Develop the Next Generation,San Francisco, CA: Jossey-Bass.
Cross, R. and S. Israelit (2000) Strategic Learning in a Knowledge Economy: Individual,
Collective, and OrganisationalLearningProcess, Oxford: Butterworth-Heinemann.
Dixon, N. (2000) CommonKnowledge:How CompaniesThriveby Sharing WhatTheyKnow,
Cambridge,MA: HarvardBusiness School Press.
Edwards, M. (1997) 'Organizational learning in NGOs', Public Administration and
Development 17:223-234.
Fowler, A. (1997) Strikinga Balance: A Guide to Enhancing the Effectivenessof NGOs in
InternationalDevelopment,London: Earthscan.
Fowler, A. (2000) The VirtuousSpiral: A Guide to Sustainabilityfor NGOs in International
Development,London:Earthscan.
Hailey, J. (1999) 'Charismaticautocratsor development leaders', paper presented to DSA
Conference,Bath.
Hailey, J. and I. Smillie (2001) Managing for Change: Leadership, Strategy, and
Managementin SouthAsian NGOs, London:Earthscan.
Handy, C. (1994) The EmptyRaincoat, London: Hutchinson.
Kluge. J., W. Steen, and T. Licht (2001) Knowledge Unplugged,Basingstoke:Palgrave.
Korten, D. (1980) 'Community organization and rural development: a learning process
approach',Public AdministrationReview 40:480-51 1.
Lewis, D. (2001) Management of Non-governmental Development Organisations: An
Introduction,London:Routledge.
McCauley, C.D. (2001) 'Leader training and development', in S. J. Zaccaro and R. J.
Klimoski (eds.) The Nature of OrganizationalLeadership,San Francisco,CA: Jossey-Bass.
Pedler. M., J. Burgoyne and T. Boydell (1991) The Learning Company,London:McGraw
Hill.

Development in Practice, Volume12, Numbers3 & 4, August 2002 407

John Hailey and Rick James

Revans, R. (1993) The ABC of Action Learning, Manchester:InternationalFederation of

Action Learning.
Schein, E. (1992) OrganizationalCultureand Leadership,San Francisco,CA: Jossey-Bass.
Senge, P. (1990) The Fifth Discipline: The Art and Practice of the Learning Organisation,
London: CenturyBusiness.
Smillie, I. (1995) The Alms Bazaar, London:IT Publications.
Swieringa, J. and A. Wierdsma (1992) Becoming a Learning Organisation,Wokingham:
Addison Wesley.
World Bank (1998) World Development Report: Knowledge for Development, Oxford:
OUP.

The authors
John Hailey is Professor of InternationalManagementat Oxford Brookes University with a
special interestin the managementof NGOs. He was also one of the foundersof the Oxford-
based International NGO Training and Research Centre (INTRAC). Contact details:
ManagementResearch Centre, Oxford Brookes University, Wheatley, Oxford OX33 1HX,
UK. < Jmhailey@brookes.ac.uk >. Rick Jamesis a SeniorTrainingand ConsultancyManager
at INTRAC,and a specialistin organisationalchange in NGOs. His recentpublicationsinclude
DemystifyingOrganisationDevelopmentand People and Change. Contactdetails: INTRAC,
PO Box 563, Oxford OX2 6RZ, UK. <Intrac@malawi.net>.

408 Developmentin Practice, Volume12, Numbers3 & 4, August 2002