The strategies we use to anchor and filter rely on building trust in our working relationships. Learning together is grounded in a shared culture of openness and trust. For example, we trust each other to keep communication to the point. We mobilize different networks of trust, internal and external, based on need.

“Our challenge lies in focusing our insights. Distraction from what is important is a continual obstacle.” George Siemens (2006:136) How do we stay focused? How do we extract important knowledge? Anchoring is the act of staying focused on important tasks while undergoing a deluge of distractions. We anchor to pay attention even when we are overwhelmed by the volume and velocity of work.

Knowledge skills are increasingly important due to the pace of change in knowledge. We know that staying current cannot rely solely on formal training. This is both because we seldom have the time and resources to stop our work in order to learn and because the pace of change is faster than our ability to capture and codify it as formal knowledge.

“Hitting a stationary target requires different skills of a marksman than hitting a target in motion.” – George Siemens (2006:93) We are all knowledge workers who struggle with knowledge abundance – too much information . Percent of knowledge stored in your brain needed to do your job   Our ability to learn is heavily dependent on our ability to connect with others.

“You’ll become a dinosaur if you don’t learn.” People in the organization recognize the need for change, see its value, see their own roles in the process, are willing to adopt new approaches, and possess the competence to move forward with change: At the individual level, we strive to consider each task, however mundane, as an opportunity to learn.

How does an organization’s leaders recognize, encourage, and reward both existing learning practices and positive change in learning behaviors that foster informal and incidental learning?

Many people in the organization recognize the need for change, see its value, see their own roles in the process, are willing to adopt new approaches, and possess the competence to move forward with change. “Nothing that we do can be taught”, they say, “so the challenge and the learning need is almost constant”. At the individual level, we strive to consider each task, however mundane, as an opportunity to learn.

The learning strategy recasts the evidence-based seven dimensions of learning culture (used to measure learning culture and performance) as action imperatives . In order to improve performance through learning, the organization needs to take specific action to: Create continuous learning opportunities Promote inquiry and dialogue Encourage collaboration and team learning Empower people toward a collective vision Connect the

Learning is the acquisition of knowledge, skills and competencies (behaviors) through experience and study. We all want to learn, so why is it so difficult to stop work to make time for learning, despite our best intentions? In exploring possible solutions to this question, learning strategy emerges from the existing practices and strengths of the organization – together with a diagnosis of where it needs to improve knowledge performance.

In the design of a learning system for humanitarians, the following questions should be given careful consideration: Does each component of the system foster cross-cutting analysis and critical thinking competencies that are key to humanitarian leadership? Is the curriculum standardized across all components, with shared learning objectives and a common competency framework?

A year ago, I announced the creation of Learning Strategies International, a talent network to connect learning leaders who yearn to solve ‘wicked’ knowledge problems. In its first twelve months, LSi has engaged with 700 leaders from 280 organizations to contribute to over 100 projects. In 2015, we will be announcing new services and partnerships emerging from connections initiated, nurtured, and strengthened in 2014.