CHAPTER 9 - PROTOCOL 5

Learning Ecosystem Mapping

TIME75-90 minutes

OWNERDistrict development team with representative leaders

ARTIFACTLeadership-learning ecosystem map + one connection priority

SUCCESS CRITERIA

The map includes formal, informal, individual, social, synchronous, asynchronous, and job-embedded learning.
Connections to problems of practice, coaching, evidence, and application are visible.
Gaps, duplication, isolation, ownership, and access are identified.
One ecosystem connection is strengthened and reviewed.

IMPLEMENTATION STEPS

Define the learner journey

Select the role, stage, context, and recurring development needs the map should illuminate.

Inventory the nodes

List offerings, people, networks, tools, experiences, communities, coaching, resources, and practice opportunities.

Map flows and breaks

Trace access, timing, ownership, progression, application, evidence, duplication, and missing connections.

Strengthen one connection

Connect or redesign two parts of the ecosystem and define evidence of improved learner experience and application.

WORKING ORGANIZER

Run the protocol.

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01Define the learner journeySelect the role, stage, context, and recurring development needs the map should illuminate.Whose learning ecosystem are we mapping, and for what purpose?02Inventory the nodesList offerings, people, networks, tools, experiences, communities, coaching, resources, and practice opportunities.Where can this leader currently learn, practice, receive feedback, and make meaning?03Map flows and breaksTrace access, timing, ownership, progression, application, evidence, duplication, and missing connections.How does learning move—or fail to move—across the ecosystem?04Strengthen one connectionConnect or redesign two parts of the ecosystem and define evidence of improved learner experience and application.What connection would most increase coherence and usefulness?

Evidence to bring backReturn date

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REFLECTION PROMPTS

Which valuable learning is invisible or unsupported?
Where are leaders receiving repeated content without deeper practice?
Who has access to relationships and opportunities others do not?

EQUITY GUARDRAILS

Do not treat informal mentoring as a substitute for equitable formal access.
Protect privacy when mapping relationships or developmental needs.
Recognize and support people providing substantial invisible learning labor.