Structure & Resources — The Learning Philanthropy Framework

What Are Structure & Resources?

The people, systems, and investment that make learning possible.

Learning requires more than enthusiasm—it needs people, time, resources, and infrastructure. Structure & Resources focuses on designing organizations that make learning practical, sustainable, and valued rather than something that happens only when time allows.

When learning is intentionally supported through staffing, systems, and investment, organizations are better equipped to generate insights, share knowledge, and continuously improve how they create impact.

Everyone has a role in learning.

Learning is strongest when it is distributed across the organization rather than owned by a single team. Activate Staff for Learning helps clarify roles, build capability, and empower people at every level to contribute to learning. Shared responsibility creates stronger ownership and richer organizational learning.

Maturity spectrum:

Not Yet Engaging	Initiating	Building	Embedding	Thriving
There is no formal recognition of learning as part of staff roles or organizational structure.	A few individuals take informal responsibility for learning-related activities, but organizational expectations are unclear; there is growing awareness that we need a defined learning function with clear roles. There is limited awareness of the competencies required for effective organizational learning. Occasional acknowledgement of learning behaviors occurs, but they are not incentivized or embedded through formal HR processes or cultural norms.	We have a dedicated learning function or focal point. Learning-related responsibilities are included explicitly in those roles; this includes developing and supporting learning champions in other parts of the organization. Staff with explicit learning roles begin to further develop learning competencies. Some managers consider learning competencies in recruitment and performance assessment, but this is not consistent or formalized. Some managers recognize and reward staff for gathering, sharing, and applying learning.	We integrate learning in most staff roles, with expectations clearly stated in job descriptions, workplans, and team norms. There is clarity on the roles of staff in various functions vis-a-vis learning. We are regularly supported to develop relevant learning competencies through structured training, peer exchange, or coaching. We are motivated to engage in learning because it is both formally rewarded and culturally reinforced.	We build learning into every role and consider it a collective responsibility that is anchored by a senior learning lead and team that has easy access to leadership. Our staff across the organization consistently and systematically support learning practices and culture. Organizational learning competencies are core to our recruitment, professional development, and performance assessments. We are consistently and systematically recognized and rewarded based on our demonstration of learning values and behaviors. We are intrinsically motivated to learn because it increases our impact and creates opportunities for individuals to lead and influence.

Clear, transparent processes for making informed decisions.

Learning has greater influence when people understand how decisions are made. Clarify Decision-making helps philanthropies define who contributes, who holds authority, and what evidence and perspectives should inform each decision. By documenting rationales, providing appropriate autonomy, and involving relevant staff, partners, and communities, organizations make decision-making more transparent, inclusive, and consistently informed by learning.

Maturity spectrum:

Not Yet Engaging	Initiating	Building	Embedding	Thriving
We do not yet have clarity around decision-making processes or authority.	Only certain staff understand organizational decision-making processes, including who is involved, who has decision-making authority, and what inputs inform decisions. The rationale for decisions is rarely documented and is typically shared with staff and stakeholders only after the fact.	A minority of staff understand organizational decision-making processes. There is an expectation that rationales for decisions are documented, though practice is inconsistent. The organization has documented authority levels based on position or role, but these may be inconsistently applied across teams or individuals. Decisions are occasionally made after gathering input from staff, and references to prior learning are inconsistent.	The majority of staff understand organizational decision-making processes; rationales are documented and shared widely. Once final decisions are taken, we usually proceed with action. We are usually granted an appropriate level of autonomy to make decisions about our work and feel safe to do so. Decisions are usually made after soliciting input from appropriate internal and external stakeholders and synthesising relevant learning, including both lessons from failure and successes.	Our decision-making processes are fully clear and transparent. There is clarity on which decisions are made internally or by external actors. Once final decisions are taken, we consistently proceed with action, even if there was initial disagreement among decision-makers. Staff across roles and identities are consistently granted appropriate autonomy to make decisions about their work. Where relevant, partners stakeholder, and/or communities also hold or share decision‑making authority. Decisions are consistently made after soliciting input from appropriate internal and external stakeholders and informed by relevant learning.

Resourcing learning for long-term success.

Learning requires intentional investment. Invest in Learning ensures organizations dedicate sufficient time, funding, expertise, and technology to support meaningful learning. By treating learning as a strategic capability rather than an administrative function, philanthropies strengthen both current performance and future effectiveness.

Maturity spectrum:

Not Yet Engaging	Initiating	Building	Embedding	Thriving
A common refrain in the organization is there is no time for learning. There are no dedicated knowledge management systems to support organizational learning. Financial resources are directed at programming, and learning is seen as an additional financial burden.	We recognize that our pace and/or workload limit time for learning and adaptation. Knowledge management is identified as an organizational priority and basic knowledge management systems exist, but are rarely used. We acknowledge the need to invest in learning activities, such as grantee feedback, research, or evaluations.	Our organizational learning practices are given dedicated time, though this may be insufficient. Some champions use knowledge management systems to access and share explicit knowledge. Some teams begin requesting modest financial resources for more regular learning (e.g., research, analyses, evaluations, and/or facilitation, etc.).	The majority of staff: regularly allocates time for learning and intentionally adjusts pacing and workload to support reflection and adaptation in the flow of work. regularly uses knowledge management systems to support reflection and knowledge sharing for both explicit and tacit knowledge. Investment in learning is routine and expected and includes support from external learning partners and to external stakeholders (e.g., learning funds for grantees), and accounts for a more noticeable portion of annual program budgets.	We build learning into every role and consider it a collective responsibility that is anchored by a senior learning lead and team that has easy access to leadership. Our staff across the organization consistently and systematically support learning practices and culture. Organizational learning competencies are core to our recruitment, professional development, and performance assessments. Our pace / workload enables consistent and systematic reflection, learning, and adaptation across the organization. We consistently and systematically use robust knowledge management systems and technology tools to efficiently capture, access, and apply both explicit and tacit knowledge in their work. Systems sustain organizational memory and ensure learning outlives leadership or staff transitions. A meaningful portion of our program resources is dedicated to learning, including resourcing external learning partners, high-quality in-person and hybrid facilitation, partner and peer exchange, and system-level efforts.

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