A story was recently shared about 42 pupils at a high school that went bankrupt during their final year. Lacking the financial means to transfer to other schools, these students made the extraordinary decision to teach themselves. They sought support from neighbouring schools when necessary and identified subject experts—sometimes even sub-category experts—within their own group to lead lessons. The mathematics “teacher” in this peer-learning initiative was a friend of ours, who not only was a peer but he was a younger peer.
In recounting this story, he shared a powerful observation: people often learn more effectively from their peers than from traditional teachers or experts. The reason behind this is simple: peers share the same language, have no authority over one another, and foster an environment where learners feel empowered to question and engage openly. Without the dynamics of power or intimidation, both the “teachers” and students were more relaxed, leading to deeper understanding and stronger results.
This anecdote highlights an important insight: peer learning can have a profound impact on adapting to new systems and technologies—a lesson many organizations overlook. Heraclitus once said, “The only constant in life is change.” His words from 2,500 years ago still resonate, as change continues to disrupt our lives despite our resistance to it.
In the realm of large-scale software and hardware implementations, this resistance to change remains a significant challenge. It’s no surprise that “change management” has become a critical component of such initiatives. Yet, success rates remain discouragingly low. In 2016, McKinsey & Company reported that 70% of complex, large-scale change programs fail to meet their goals. Common pitfalls include lack of employee engagement, inadequate management support, poor cross-functional collaboration, and insufficient accountability. Achieving lasting transformation often requires a fundamental shift in mindsets and behaviors—something few leaders are equipped to accomplish.
Much of the literature on change management emphasizes a top-down approach: senior management drives the process, with messages cascading downward to employees. However, this method hasn’t significantly improved success rates. Using senior leaders to “push” change often relies on outdated techniques of authority and reward, which can come across as intimidating or demeaning—and ultimately counterproductive.
Returning to the example of the school, peer learning emerges as a powerful and effective method for adopting complex systems. This approach brings to mind a scene from Monty Python’s Life of Brian, where Brian’s followers insist they are all individuals—only to repeat this sentiment in unison. A lone voice says, “I’m not,” and is promptly silenced. In organizations, these “I’m Nots” are often the individuals who embrace change, also known as early adopters.
“I’m Nots” are an untapped resource—they should be seen as champions of new technology. These individuals, less threatened by change, often find creative solutions and efficiencies that even vendors may overlook. By showcasing their success and inviting them to share their insights, organizations can help alleviate fears surrounding new systems. Peer-driven learning can demonstrate that change is achievable and even beneficial.
To formalize this process, we propose “INTRATERNSHIPS”—structured, peer-led training programs designed to bridge informal learning with formal recognition. These programs involve scheduled sessions, clear agendas, and defined outcomes, all managed by peers who guide their colleagues. At the end of the cycle, typically lasting 12 months, participants earn certifications that validate their expertise and contributions. The organization also receives a recognition certificate, signaling to stakeholders that key processes can continue even if critical employees leave.
Crucially, peer learning programs should run parallel to traditional change management processes. Observing executives learning from system users can significantly enhance the top-down approach, fostering collaboration and breaking down hierarchical barriers.
And as for the school in our story? Forty-one of the 42 students passed their final exams, with one student expelled for disruptive behavior. Those graduates went on to start a fund that enabled them to purchase the school and its land from the government. Fifty years later, St. Charles is now one of South Africa’s top schools—a testament to the transformative power of resilience and peer-driven learning.
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