The purpose with this paper is to understand how the creation of a new purposeful organising within the public sector developed by exploring the nature of the learning practice that was deployed in an empirical case. Five patterns of actions were found in the empirical material that served different purposes in relation to the rhythm of the learning practice. The patterns of actions are in this paper called navigating, planning, communicatinganddocumenting.These four were recurring and synchronized in time through a fifth, overarching pattern of actions called pacing. The paper contributes to the understanding of learning in organising by expanding our knowledge of how patterns of actions are synchronized temporally in a learning practice.