Point Lookout: a free weekly publication of Chaco Canyon Consulting
Volume 10, Issue 32;   August 11, 2010: Take Charge of Your Learning

Take Charge of Your Learning

by

Many of us let others set our learning agendas — peers, employers, or the mass media. But you can gain much both personally and professionally by setting your own learning agenda.
The Stevens Memorial Library in Ashburnham, Massachusetts

The Stevens Memorial Library in Ashburnham, Massachusetts. The population of the town of Ashburnham is only about 5,500, but it has supported a small library since the 1880s. Public libraries, large and small, can be delightful resources for those who want to take charge of their own learning. Their holdings include materials from fields you know well, and from fields you know nothing about. If you aren't familiar with your town's library, consider beginning to explore it. If you are already familiar with your town's library, are there not some corners you haven't explored? If not, consider exploring the library of a neighboring town. The disorientation caused by unfamiliarity usually leads to educational surprises. Photo courtesy the Stevens Memorial Library.

Have you ever seen an airplane-related disaster in an in-flight movie? I doubt you'll see Snakes on a Plane on your next flight to LA. The criteria the airlines use for selecting onboard film entertainment probably eliminate anything that might make passengers uneasy.

Relying on others to choose your onboard entertainment restricts your film choices to meet criteria set by others. The airlines' goal is not merely to entertain — they want to entertain without the risk of creating anxiety or fear in some passengers. Even if you personally wouldn't experience anxiety from watching Snakes on a Plane, on a plane, people who don't know you are making the choice for you. And even if they did know you, they would still be concerned about other passengers.

As it is with entertainments, so it is with learning. Most of us learn from the stream of knowledge that comes our way by happenstance. Unless you take charge of your own learning, what you learn might be determined by the biases and preferences of others. Here are some examples, with suggestions for taking charge.

Mass media
Broadcasting, film, newspapers, magazines, and books provide most of the curriculum of our own personal learning. Revenue goals certainly influence the content decisions of media organizations, and for most of these outlets, achieving balance in your own personal education is not a goal.
But with some effort, you can get balanced, provocative content from mass media. Avoid scandal sheets and exploiters of incendiary or titillating topics, because their primary focus is revenue. Do you seek unusual sources with clear records of achievement? Do your mass media sources regularly set exemplary educational standards?
Friends, relations, and acquaintances
In conversations with people in our immediate social circles, we exchange what we've learned elsewhere, occasionally delivering original thoughts. But few of us actually seek connection with people for their ability to present provocative ideas.
You can't Do you seek connection
with people who can set
your brain in motion?
do much about choosing your relatives, but you can choose friends and acquaintances. Do you seek connection with people who can set your brain in motion?
Employers and certification organizations
When employers and certification organizations consider what they would like you to learn, they tend to emphasize their own near term needs — this year's technologies, or the next couple of years at most. But your career lasts longer than that, and your own need for income and stimulation have a more distant time horizon.
When you use employer resources to fund your learning, and when you seek professional certifications, do you set objectives that produce lasting value? Neglecting your long-term goals can produce a storehouse of knowledge with relatively short shelf life.

To gain the learning advantages you want and need, select at least a few sources that nobody has screened for you, and that nobody has recommended. That can be scary. Be certain that you're scared enough. Go to top Top  Next issue: What Insubordinate Non-Subordinates Want: I  Next Issue

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Forthcoming issues of Point Lookout

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Public seminars

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When Person-to-Person Communications: Models and Applicationswe talk, listen, send or read emails, read or write memos, or when we leave or listen to voice mail messages, we're communicating person-to-person. And whenever we communicate person-to-person, we risk being misunderstood, offending others, feeling hurt, and being confused. There are so many ways for things to go wrong that we could never learn how to fix all the problems. A more effective approach avoids problems altogether, or at least minimizes their occurrence. In this very interactive program we'll explain — and show you how to use — a model of inter-personal communications that can help you stay out of the ditch. We'll place particular emphasis on a very tricky situation — expressing your personal power. In those moments of intense involvement, when we're most likely to slip, you'll have a new tool to use to keep things constructive. Read more about this program. Here's a date for this program:

Ten Project Management Fallacies: The Power of Avoiding Hazards
Most Ten Project Management Fallaciesof what we know about managing projects is useful and effective, but some of what we know "just ain't so." Identifying the fallacies of project management reduces risk and enhances your ability to complete projects successfully. Even more important, avoiding these traps can demonstrate the value and power of the project management profession in general, and your personal capabilities in particular. In this program we describe ten of these beliefs. There are almost certainly many more, but these ten are a good start. We'll explore the situations where these fallacies are most likely to expose projects to risk, and suggest techniques for avoiding them. Read more about this program. Here's a date for this program:

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Many The Power Affect: How We Express Personal Powerpeople who possess real organizational power have a characteristic demeanor. It's the way they project their presence. I call this the power affect. Some people — call them power pretenders — adopt the power affect well before they attain significant organizational power. Unfortunately for their colleagues, and for their organizations, power pretenders can attain organizational power out of proportion to their merit or abilities. Understanding the power affect is therefore important for anyone who aims to attain power, or anyone who works with power pretenders. Read more about this program.

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