Abstract
Organisations know they should do lessons learned. Standards like ISO9001 and ISO30401 say they should. Many try; few succeed. Traditionally, the first answer to the question is “lessons were observed, but not learned,” which reflects meaningful action was not taken as a result of the reported lesson. A lesson may have been identified, but nothing changed. As a result, learning did not happen. So why is this so? It is important to identify the ways in which the process towards effective lesson learning is becoming lost within the stages and how knowledge practitioners and those responsible for lessons learned can best help. This chapter will attempt to drill down on this answer, concentrating on the processes deployed and the real-world issues around the lesson-learning process.
TopIntroduction
Organisations that are looking to improve their bottom line, reduce costly repeat mistakes, and make use of their organisational memory need a lessons-learned practice. Organisations looking to leverage international expertise and standards use the International Organisation for Standardisation (ISO) standards to benchmark their companies’ operations, and to set goals for continuous improvement. The ISO30401-2018 Knowledge Management outlines the requirements for the management system around Knowledge Management. The definitions from this standard have been improved and added to ISO30400 – Human Resource Management – Vocabulary. It defines lessons-learned as “changes in behaviour as a result of learning or of recommendations from experience” (p. 28). The intent is clearly to affect future actions. This intention is not always emphasized, leading to the lessons-learned initiative being seen as a negative “inquiry” or even “witch hunt” where blame is associated. Creating a no-blame environment is fundamental to success, and the chapter discusses this. The failure to change behaviour is at the heart of failure in lessons learned. This chapter will explore the reasons for the gap between an identified issue and the lack of a change in behaviour.
Knoco (www.knoco.com) runs a tri-annual Global Knowledge Management Survey (Milton, 2020), and the 2020 results concerning an optional section on lessons learned (100 responses out of 453 total responses for the whole survey) showed that respondents scored the effectiveness of their Lessons Learned program at 58% (56% in 2017) ranging from 36% in Finance and Insurance up to 66% in Utilities. A custom-built lessons learned system was rated the most effective storage method. Additional independent self-assessed online surveys on lessons learned run by the author suggested an average satisfaction rate of 43% from 2,500 responses. Many organisations are interested in implementing lessons-learned systems to improve the effectiveness of their organisation; however, they struggle to see success with the system.
This chapter steps through the real-world issues behind the perceived failure of lessons-learned from the starting point of management recognition of the regime through to practical problems implementing action plans. Common challenges with implementing lessons learned are explored, such as the lack of a defined and mature lessons management system, as well as organisational cultures that prevent the necessary organisational learning muscle so that lessons learned can be applied to established practices. The major section of the chapter examines the process in detail, highlighting typical reasons for “failure.” The chapter also canvasses an observed phenomenon where “Business as Usual” does not include the opportunity, capacity, and need for improvement, which mitigates against lessons learning. For organisations to achieve success with a lessons-learned regime, the metaphor of a Knowledge Supply Chain is used to illustrate a similarity between an established process and regime; and what needs to happen with lessons-learned so that they are successfully implemented within organisations. Each step is discussed in detail so that lessons learned can provide the organisation with a valuable return on investment.
Key Terms in this Chapter
Lessons Management: Is an overarching term that refers to collecting, analyzing, disseminating and applying learning experiences from events, exercises, programs and reviews. These learning experiences include those that should be sustained and those that need to improve. The goal of this activity is ongoing improvement by organisations and the people who work for them.
Knowledge: Human or organisational asset enabling effective decisions and action in context.
Note 1 to entry: A Lessons Learned is completed when there is an identified change in behaviour in the organisation as a result of the lesson.
Organisational Culture: Values, beliefs, and practices that influence the conduct and behaviour of people and organisations.
AAR/After Action Review/Debrief: A method for identifying risks and addressing them, based on existing lessons and knowledge. Note: It is recommended to stretch AAR's scope to include identifying and addressing opportunities as well.
Organisational Knowledge: The organisation shall determine the knowledge necessary for the operation of its processes and to achieve conformity of products and services. This knowledge shall be maintained and be made available to the extent necessary. When addressing changing needs and trends, the organisation shall consider its current knowledge and determine how to acquire or access any necessary additional knowledge and required updates.
Knowledge Management: Management with regard to knowledge.
Taxonomy: This is a scientific classification system (for example, botany). In this context it is used to describe the properties, attributes or parameters that are associated with a lesson to categorise the lesson. It is used for search and reporting.