Learning organisations: emerging practice from CDKN’s experience

The document explores how the Climate and Development Knowledge Network (CDKN) has applied various organisational learning models to address the complexities of integrating climate challenges into development action. It details six specific frameworks: levels of learning, complexity models, adaptive and generative learning, action-reflection cycles, learning for change design principles, and the building blocks of a learning organisation. The paper argues that in unpredictable environments, organisations must move beyond technical expertise to embed a culture of continuous learning, experimentation, and iterative adaptation to be effective.

• CDKN identifies that integrating climate challenges into development is a complex process where causes and impacts are "interconnected, crosssectoral, multi-stakeholder and rarely predictable," meaning practitioners cannot rely solely on past best practices.
• The document proposes a definition of a learning organisation as one that possesses a "living, shared, meaningful vision and purpose," intentionally learns from its own and others' experiences, and applies this to future decisions.
• CDKN utilises Ralph Stacey's complexity model to match learning methodologies to the operating context: 'simple' contexts use manuals and how-to guides; 'complicated' contexts use technical assistance and expert research; 'complex' contexts require co-creation, prototyping, and emergent practice; and 'chaos' contexts involve exploring patterns to shape emerging systems.
• The paper distinguishes between adaptive learning, which focuses on "improving actions, processes, structures, operations" and continuous improvement, and generative learning, which focuses on "learning about the unknowns" and systemic change.
• CDKN employs a five-stage action-reflection cycle to facilitate experiential learning: Action (doing), Reflect (reviewing), Sense-making (identifying patterns), Plan (determining next steps), and Adapted action (putting learning back into practice).
• Effective organisational learning is supported by three interrelated components: a supportive learning environment (culture), concrete learning processes (structure), and leadership that reinforces learning.

APA

Nier, J., Phillips, R., & Cook, R. (2017). Learning organisations: emerging practice from CDKN’s experience. Climate and Development Knowledge Network. https://cdkn.org/sites/default/files/files/CDKN_WP_Learning-Organisation_Final_WEB.pdf

Chicago

Nier, Juliane, Rachel Phillips, and Russell Cook. Learning organisations: emerging practice from CDKN’s experience. Climate and Development Knowledge Network, 2017. https://cdkn.org/sites/default/files/files/CDKN_WP_Learning-Organisation_Final_WEB.pdf.

Wikipedia

{{cite report |last1=Nier |first1=Juliane |last2=Phillips |first2=Rachel |last3=Cook |first3=Russell |title=Learning organisations: emerging practice from CDKN’s experience |publisher=Climate and Development Knowledge Network |date=July 2017 |url=https://cdkn.org/sites/default/files/files/CDKN_WP_Learning-Organisation_Final_WEB.pdf |access-date=17 August 2026 |via=Climate Insights Directory}}

BibTeX

@techreport{nier2017learning, author = {Nier, Juliane and Phillips, Rachel and Cook, Russell}, title = {{Learning organisations: emerging practice from CDKN’s experience}}, institution = {Climate and Development Knowledge Network}, year = {2017}, month = jul, url = {https://cdkn.org/sites/default/files/files/CDKN_WP_Learning-Organisation_Final_WEB.pdf}, urldate = {2026-08-17}, note = {Indexed by Climate Insights Directory} }