It’s common practice in many organisations for people to demand, with some force, a ‘take away’ from every learning experience, course, workshop or coaching session.
Perhaps it seems obvious, at least to start with, that this should be the case. After all aren’t we busy, productive, results-oriented people? Why would we do anything unless it obviously moves us forward, to the next step, the next project, the next success?
By insisting on this we’ve confused learning with other, more familiar, activities. And we’ve profoundly misunderstood the nature of any learning that’s really worth our while.
Firstly, the confusion. Learning is not like going to a meeting, finishing a project plan, coming to an agreement, or delivering a product. When we insist that learning be like every other activity in our working culture we’re not really engaging in learning at all. We’re confusing learning with deciding, or getting things done, both of which are worthwhile activities in themselves, but don’t change us much.
Secondly, we’ve misunderstood or wilfully redefined what learning can be. We’ve reduced it to knowing a fact, understanding a step-by-step process, or knowing about a clever technique. We want to learn with the minimum of our own involvement, in a trouble-free, predictable, and narrow way. We want it recognisable in form and structure. We do not wish to be too troubled. And all of this is insufficient for learning that really does something.
Unless we want our learning to keep us within our habitual, predictable boundaries (and I am arguing that this is not learning at all) we have to give up our demands that it be familiar. We have to allow it to confuse us as well as inspire us, to dissolve our existing categories and rigidity, and to confound our everyday understanding so it can show us something new. We have to allow it to render us unskilful for a while so that we can embody new skills that in turn open new worlds of possibility. And we have to allow ourselves to feel many things – elation, excitement, frustration, disappointment, wonder, surprise, boredom, joy – so that we can be affected by the experience and not just observe it in a detached way.
Good learning undoes us.
And for that reason the ‘take aways’ we demanded at the start may be quite different from what actually happens. And what lives on in us as a result may not appear at the moment we walk out of the room, but as the product, over time, of living with, practicing and inquiring into what we’ve only just begun to see.
By demanding we know what learning will do before we begin, we’re hardly learning at all.
Photo credit: Kate Atkinson