Ambidexterity and Learning Capability
Uncertainty /
Basic / Awakening / Repeatable / Enlightenment /
Defined / Wisdom /
Managed / Certainty /
Optimised
Score / 0 / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10 / Score
Ambidexterity
Are we able to hit the right balance between exploitation and exploration? /
  • Almost entirely focused on delivering the existing business model.
  • No time for experimentation and exploration.
  • Performance measures are entirely focused on exploitation.
/
  • The need for balancing exploitation and exploration is recognised.
  • Exploration is project driven.
  • Leadership is focused defining the exploration projects.
  • Performance measures are predominantly focused on exploitation.
/
  • The decision on the split between exploitation and exploration is done at the top of the organisation.
  • Leadership is focused on defining the structure and responsibilities.
  • Individuals’ roles are clearly defined and tend to be more specialists.
  • Exploration and exploitation activities are the responsibility of different teams/units/people.
/
  • The need for embedding ambidexterity into the fabric of the organisation is recognised.
  • Leadership is focused on creating space and capacity to enable exploration.
  • People at all levels regularly take part in scheduled innovation/problem solving events.
  • Performance measures create a balance between exploration and exploitation.
/
  • Leadership is focused on creating the environment in which individuals can act.
  • Individuals’ roles are defined but they are flexible.
  • People are generalists and multi-skilled.
  • People at all levels habitually divide their time between exploration and exploitation.
  • Experimentation and exploration is embedded into the culture of the organisation
/ /10
Support for Learning
Do we provide an environment that encourages learning? /
  • There is no learning focus and learning is not encouraged.
  • The organisational environment is not supportive of learning.
  • There are no processes supporting learning.
/
  • Leaders recognise the importance of organisational learning.
  • The need for a supportive environmentis understood. However, such an environment is not yet emerging.
  • An embryonic set of learning processes are emerging that largely focus on mechanistic aspects of information collection and sharing.
/
  • The importance of organisational learning is recognised across most of the organisation.
  • There is an emergingsense of purpose.
  • An environment supportive to learning is emerging where people can:
  • Share new ideas;
  • havetime for reflection.
  • A set of learning processes are developing that encourage:
  • Information collection;
  • analysis;
  • education and training;
  • knowledge sharing.
/
  • Leaders are committed to organisational learning. They act as role models.
  • There is a clear vision for organisational learning.
  • A network-based organisation structure supports knowledge sharing, distilling and learning.
  • There is a supporting learning environment emerging where people:
  • Feel safe;
  • appreciate differences;
  • are open to new ideas;
  • havetime for reflection.
/
  • Learning is openly and consistently reinforced.
  • A shared sense of purpose creates focus and energy for learning.
  • There is a supporting learning environment where people:
  • Feel safe;
  • appreciate differences;
  • are open to new ideas;
  • have time for reflection.
  • Learning processes openly encourage experimentation,development, knowledge and information sharing.
/ /10
Individual learning
Are our people open to learning and sharing knowledge? /
  • Some individuals are not open to learning.
  • Individual learnings are not shared with others.
  • All the functions work in isolation from one another sub-optimising overall performance.
/
  • Teams are starting to share knowledge and learnings. However, with little unlearning of unhelpful practices.
  • Some information is being shared between functions with an open trusting and transparent partnership at early stages of emergence.
/
  • Individuals are open to sharing knowledge with others.
  • Most of the functions are beginning to work together with open criticism of sub-optimising practices.
  • Teams are regularly sharing knowledge and learnings with some unlearning of unhelpful practices taking place.
/
  • Organisational learning is being embedded into the daily routines creating time for reflection and learning.
  • Individuals and teams are continuously refining their mental models of the organisation,unlearning unhelpful practices and learning new ones.
/
  • All the functions are working together for the good of the whole organisation.
  • Individual learnings are accumulated and shared openly with others.
  • Individuals and teams are continuously refining their mental models of the organisation,unlearning unhelpful practices and learning new ones.

Collective learning
Are we a learning organisation? /
  • There is no commitment to group learning.
  • There is no evidence of organisational learning.
/
  • Some individuals are committed to the process of collective learning.
  • The process of thinking and acting together is emerging.
/
  • Individuals are committed to personal mastery andthe process of collective learning.
  • The process of thinking-acting and reflecting together is emerging.
/
  • Individuals are committed to personal mastery and the process of learning,regularly seeking and sharing knowledge.
  • The process of thinking-acting-reflecting and learning together is evident.
/
  • Individuals are committed to personal mastery and the process of learning,actively seeking and sharing knowledge.
  • The process of thinking-acting-reflecting-learning together is embedded into the organisation.

Total Score / /40
Total Score %
Please divide your total score above by 40 and multiply by 100