In a Nutshell
The LEARN model (Locate, Explain, Assess, Results, Navigate) is a brain-aligned, system-aware framework developed by Rania Laing for learning, integration, decision-making, and action in complex or high-pressure situations. Beyond its use as a cognitive-action framework, LEARN can also be applied to teach itself, using a recursive structure that mirrors how the brain integrates information and produces action.
This article presents the model in integrating the 5Bs of Resistance, coaching and conflict applications, and illustrative case studies. It demonstrates how LEARN can be applied to individuals, teams, and organisational systems, ensuring understanding, alignment, and actionable results.
Introduction
Human learning and decision-making are inherently sequential processes. Neuroscience and cognitive psychology demonstrate that the brain integrates new information with prior knowledge, constructs meaning, and evaluates outcomes before initiating effective action1. In high-pressure environments, ambiguity, miscommunication, and misalignment arise when sequences are skipped, assumptions dominate, or resistance is unmanaged.
The LEARN model addresses these challenges by aligning human cognition, relational dynamics, and system-level processes. Its design ensures that orientation, meaning-making, evaluation, outcome clarity, and action occur in a structured sequence. The model also incorporates the 5Bs of Resistance (Blanks, Barriers, Blind spots, Blocks, and Beliefs) allowing individuals and teams to identify and mitigate resistance to learning or action.
Importantly, LEARN can be applied recursively to teach itself: the same sequence of Locate, Explain, Assess, Results, Navigate can guide learners through understanding the model, internalising it, and practising its application.
The LEARN Model
LEARN is a sequential, iterative framework:
L – Locate
E – Explain
A – Assess
R – Results
N – Navigate
Each step is presented below using a simplified version of LEARN in context, using Purpose (L), What’s Happening (E), Applications (A), Key Questions (R) and Actions (N).
L is Locate: Establish Orientation and Placement
Purpose
Locate establishes where you are, where others are, and the desired destination. At both individual and systemic levels, alignment is impossible without understanding the starting point. Misplacement leads to wasted effort, conflict, and confusion.
What’s Happening
Cognitively, the brain orients attention to present and future states. The intelligence hierarchy plays a role: individuals may operate at reactive, emotional, relational, strategic, or systemic levels. Misalignment in levels or perspective increases cognitive load, reduces clarity, and blocks effective decision-making.
Like a GPS, if you don’t know your location or that of your collaborators, you cannot chart a route or agree on a destination. Misalignment in “location” consumes energy and reduces engagement.
Applications
Coaching: Clarify the client’s current position and awareness.
Conflict Resolution: Identify each party’s perspective to prevent miscommunication.
Team Facilitation: Map knowledge gaps, assumptions, and priorities to create a shared starting point.
Key Questions
“Where are you in this situation?”
“Where do you perceive others to be?”
“What level of thinking is this conversation occurring at?”
“Where do we want to meet or converge?”
Actions
Visually map positions or perspectives.
Encourage explicit statements of assumptions.
Reflect back understanding to confirm alignment.
Reflection
A project team repeatedly missed deadlines due to unclear assumptions. By implementing Locate, each member shared their understanding of tasks and constraints. How does Locate in this scenario help reduce conflict within the team?
E is Explain: Make Meaning Explicit
Purpose
Explain surfaces the meaning, importance, and significance of information and situations. It answers “why this matters” and creates understanding that informs action.
What’s Happening
The brain integrates new information with prior knowledge, constructing significance and context. Meaning-making is essential before decisions or action; without it, behaviour is reactive or based on assumptions.
Applications
Coaching: Clarify client motives, values, and perspectives.
Conflict Resolution: Reveal underlying needs and priorities.
Organisational Learning: Make culture and systemic interpretation explicit.
Key Questions
“What does this situation mean to you?”
“Why is this significant?”
“What assumptions are influencing your perspective?”
Actions
Use paraphrasing, metaphors, diagrams, or storytelling.
Encourage reflective statements.
Explore alternative interpretations and test assumptions.
Reflection
Two department heads argued over resource allocation. By explaining the significance of resource use to each mission, overlapping priorities emerged, in replacing conflict with collaboration, what may the department heads look to achieving which they were unable to before?
A is Assess: Evaluate Benefits and Systemic Value
Purpose
Assess evaluates benefits, value, and positive outcomes across individuals, teams, and organisational systems. It ensures alignment and shared understanding before committing to action.
What’s Happening
The brain evaluates relevance, utility, and systemic impact. Assessment reduces resistance by highlighting shared gains and mutual priorities.
Applications
Coaching: Identify personal and systemic benefits.
Strategy: Clarify organisational priorities and trade-offs.
Negotiation: Surface shared and individual value for alignment.
Key Questions
“Who benefits if this works?”
“What gains are we prioritising?”
“What outcomes are meaningful to each stakeholder?”
Actions
Construct benefit matrices or visual maps.
Explicitly negotiate shared priorities.
Validate alignment across stakeholders.
Reflection
A nonprofit with competing departmental goals mapped benefits for donors, staff, and beneficiaries. The resulting shared priorities clarified resource allocation, in what ways did this help accelerate their mission and impact?
R is Results: Define Outcomes and Success
Purpose
Results define what success looks like, how it will be measured, and what behaviours or indicators show progress.
What’s Happening
The brain consolidates understanding into tangible outcomes, linking cognitive clarity to actionable metrics.
Applications
Coaching: Identify measurable behavioural or performance outcomes.
Team Projects: Define KPIs and milestones.
Organisational Initiatives: Track and validate progress.
Key Questions
“If this works, what will we see?”
“How will we measure success?”
“Which behaviours or indicators signal progress?”
Actions
Define observable, measurable outcomes aligned with goals.
Track progress using dashboards, milestones, or visual indicators.
Adjust actions if outcomes deviate from expectations.
Reflection
A product development team disagreed on success criteria. Defining measurable adoption, satisfaction, and revenue indicators created alignment and accelerated execution. In what ways did this improve team cohesion and motivation?
N is Navigate: Take Action and Manage Resistance
Purpose
Navigate converts understanding into intentional action, managing resistance, barriers, and blind spots.
What’s Happening
Action requires selection and inhibition. Resistance arises from the 5Bs:
- Blanks are missing knowledge
- Barriers are structural or procedural constraints
- Blind Spots are unexamined assumptions or biases
- Blocks are habits or entrenched inhibiting thoughts, feelings or behaviours
- Beliefs are limiting personal or cultural beliefs perceived as factual.
Cognitive, cultural, and systemic factors interact to create obstacles that must be navigated.
Applications
Coaching: Support behaviour change.
Organisational Change: Implement initiatives while mitigating resistance.
Conflict Resolution: Manage emotional and cultural barriers.
Key Questions
“What are we choosing to do and not do?”
“What obstacles might arise?”
“Which cultural or habitual barriers need attention?”
Actions
Plan actionable steps with accountability.
Identify resistance sources using the 5Bs framework.
Implement interventions targeting specific resistance factors.
Reflection
A manager implementing a new collaboration culture faced resistance from habitual behaviours and organisational norms. How did addressing these explicitly using the 5Bs support the adoption of new behaviours?
Teaching LEARN Using LEARN: Recursive Learning
The LEARN model is recursive when applied to teaching itself:
Locate: Identify learners’ current understanding of LEARN.
Explain: Communicate meaning, purpose, and significance of each step.
Assess: Highlight benefits of mastering LEARN for self, team, and organisation.
Results: Clarify expected outcomes of learning LEARN.
Navigate: Guide learners through practice, handle resistance, and reinforce learning.
Summary
LEARN integrates cognitive, relational, and systemic dimensions, supporting:
Comprehension: precise questions that uncover gaps and address confusion
Coaching: Insight, clarity, behavioural change
Conflict Resolution: De-escalation and alignment
Organisational Change: Stakeholder alignment and cultural adaptation
High-Pressure Decision-Making: Provides mental maps to reduce stress and error
The 5Bs of Resistance ensure obstacles are addressed at every stage, whether in action or learning.
Conclusion
LEARN, combined with recursive teaching and the 5Bs of Resistance, is a comprehensive, brain-aligned framework for learning, action, and resistance management. Its structured approach enables individuals and organisations to navigate complexity, reduce ambiguity, and act effectively, creating sustainable alignment and measurable outcomes.
References
1. Kalm K, Norris D. 'Sequence learning recodes cortical representations instead of strengthening initial ones.' PLoS Comput Biol. 2021 May 24;17(5):e1008969. doi: 10.1371/journal.pcbi.1008969. PMID: 34029315; PMCID: PMC8177667 (Retrieved from https://pmc.ncbi.nlm.nih.gov/articles/PMC8177667/).
2. Wikipedia, 'Meaningful Learning' (Retrieved from https://en.wikipedia.org/wiki/Meaningful_learning)
3. Wikipedia, 'Meaning Making' (Retrieved from https://en.wikipedia.org/wiki/Meaning-making)
4. University of Queensland, 'Teaching Frameworks and Models' (Retrieved from https://itali.uq.edu.au/teaching-guidance/principles-learning/guiding-theories-and-frameworks/teaching-frameworks-and-models)
5. PeaceTraining.eu Handbook, 'Sequenced Learning Approaches for Adult Learners' (Retrieved from https://www.peacetraining.eu/handbook/approaches-to-learning)