We usually associate learning with the young, the naïve, or newbies. As sophisticated adults or professionals, we tend to regard ourselves more as having learned rather than as learning. The truth, of course, is that maintaining sophistication or professionalism requires continuous, lifelong learning, including learning about learning itself.
Intentional learning entails deciding to learn about something specific. We read about diseases of houseplants to try to determine what's wrong with the schefflera; we practice telling a new joke to improve our delivery; or we take tennis lessons to elevate the strategic part of our game.
In this culture, intentional learning is highly valued. We hold in high esteem achievements such as degrees and certifications, and we grant or lend resources to help those pursuing those degrees and certifications. But while we do value intentional learning, that valuing is most specific, as evidenced by the specificity of the goals of these activities. Degree-granting institutions must themselves be accredited. And the marketing literature of most training programs includes sections titled "What Attendees Learn" or "Learning Objectives" or even "Measurable Outcomes."
Even so, it's likely that most learning is unintentional. We accidentally discover keyboard shortcuts in Outlook; a colleague relates tidbits of market intelligence that explain the CEO's latest announcement; we witness a miscommunication between two colleagues and resolve never to use that particular phrasing again ourselves.
Because unintentional learning is so productive, a natural question arises: What if we intentionally create opportunities for unintentional learning? Intentional learning without specific goals offers several advantages.
- Prerequisites are less restrictive
- Since the goals are non-specific, prerequisites for unintentional learning in a given field of knowledge relate more to the will and ability to learn than they do to specific capabilities in that field of knowledge. This enables the learner to explore more broadly than learners who use a more conventional goal-oriented approach.
- The learning is less biased
- The more specific our learning goals are, the less likely we are to acquire knowledge unrelated to those goals. And that unrelated knowledge can be more useful and beneficial than what we set out to learn in the first place. Just as goals provide direction and focus, they also bias the undertaking — that's how they provide focus. And just as there is a place for goal-oriented learning, there is a place for less-goal-oriented learning.
- Spectacularly beneficial discontinuities are more likely
- When we open When we open our minds to intentionally
unintentional learning, sudden, disruptive,
"aha's" become more likelyour minds to intentionally unintentional learning, sudden, disruptive, "aha's" become more likely. And these unexpected insights can be the sources of the spectacularly beneficial discontinuities that lead to life-altering choices in the personal domain, or disruptive innovations in the business domain.
As this day closes, perhaps you'll reflect on what you learned today. Maybe you'll notice some things that you didn't intend to learn when this day began. And tomorrow, maybe there will be even more. Top Next Issue
Love the work but not the job? Bad boss, long commute, troubling ethical questions, hateful colleague? This ebook looks at what we can do to get more out of life at work. It helps you get moving again! Read Go For It! Sometimes It's Easier If You Run, filled with tips and techniques for putting zing into your work life. Order Now!
Your comments are welcomeWould you like to see your comments posted here? rbrenUnUEkzQZysnFledVner@ChacaIrPXwyeYeAETOmnoCanyon.comSend me your comments by email, or by Web form.
About Point Lookout
Thank you for reading this article. I hope you enjoyed it and found it useful, and that you'll consider recommending it to a friend.
Support Point Lookout by joining the Friends of Point Lookout, as an individual or as an organization.
Do you face a complex interpersonal situation? Send it in, anonymously if you like, and I'll give you my two cents.
More articles on Personal, Team, and Organizational Effectiveness:
- Make Space for Serendipity
- Serendipity in project management is rare, in part, because we're under too much pressure to see it.
If we can reduce the pressure, wonderful things happen.
- Risk Management Risk: I
- Risk Management Risk is the risk that a particular risk management plan is deficient. It's often overlooked,
and therefore often unmitigated. We can reduce this risk by applying some simple procedures.
- The Deck Chairs of the Titanic: Obvious Waste
- Among the most futile and irrelevant actions ever taken in crisis is rearranging the deck chairs of
the Titanic, which, of course, never actually happened. But in the workplace, we engage in activities
just as futile and irrelevant, often outside our awareness. Recognition is the first step to prevention.
- Hill Climbing and Its Limitations
- Finding a better solution by making small adjustments to your current solution is usually a good idea.
The key word is "usually."
- Managing Hindsight Bias Risk
- Performance appraisal practices and project retrospectives both rely on evaluating performance after
outcomes are known. Unfortunately, a well-known bias — hindsight bias — can limit the effectiveness
of many organizational processes, including both performance appraisal and project retrospectives.
Forthcoming issues of Point Lookout
- Coming October 17: Overt Belligerence in Meetings
- Some meetings lose their way in vain attempts to mollify a belligerent participant who simply will not be mollified. Here's one scenario that fits this pattern. Available here and by RSS on October 17.
- And on October 24: Conversation Irritants: I
- Conversations at work can be frustrating even when everyone tries to be polite, clear, and unambiguous. But some people actually try to be nasty, unclear, and ambiguous. Here's Part I of a small collection of their techniques. Available here and by RSS on October 24.
I offer email and telephone coaching at both corporate and individual rates. Contact Rick for details at rbrenSpjgixwBWsGkbAbfner@ChacHPEPFyRTnxQBftZnoCanyon.com or (650) 787-6475, or toll-free in the continental US at (866) 378-5470.
Get the ebook!
Past issues of Point Lookout are available in six ebooks:
- Get 2001-2 in Geese Don't Land on Twigs (PDF, USD 11.95)
- Get 2003-4 in Why Dogs Wag (PDF, USD 11.95)
- Get 2005-6 in Loopy Things We Do (PDF, USD 11.95)
- Get 2007-8 in Things We Believe That Maybe Aren't So True (PDF, USD 11.95)
- Get 2009-10 in The Questions Not Asked (PDF, USD 11.95)
- Get all of the first twelve years (2001-2012) in The Collected Issues of Point Lookout (PDF, USD 28.99)
Are you a writer, editor or publisher on deadline? Are you looking for an article that will get people talking and get compliments flying your way? You can have 500 words in your inbox in one hour. License any article from this Web site. More info
- The Power Affect: How We Express Our Personal Power
- Many people 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.