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? rbrenyTWwbuCyBvXPPKwwner@ChacIZtuqSEwgcAaaiaToCanyon.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:
- When the job market eases for job seekers, we often see increases in job shifting, as people who've
been biding their time make the jump. Typically, they're the people we most want to keep. How can we
reduce this source of turnover?
- What Measurements Work Well?
- To manage well, we need to know where we are, where we would like to be, and what we need to do to get
there. Measurement can help us achieve our goals, by telling us where we are and how much progress we're
making. But some things aren't measurable, and some measurement methods yield misleading results. How
can we use measurement effectively?
- Teamwork Myths: I vs. We
- In high performance teams, cooperative behavior is a given. But in the experience of many, truly cooperative
behavior is so rare that they believe that something fundamental is at work — that cooperative
behavior requires surrendering the self, which most people are unwilling to do. It's another teamwork myth.
- False Summits: I
- Mountaineers often experience "false summits," when just as they thought they were nearing
the summit, it turns out that there is much more climbing to do. So it is in project work.
- Bottlenecks: II
- When some people take on so much work that they become "bottlenecks," they expose the organization
to risks. Managing those risks is a first step to ending the bottlenecking pattern.
Forthcoming issues of Point Lookout
- Coming February 21: The Ultimate Attribution Error at Work
- When we attribute the behavior of members of groups to some cause, either personal or situational, we tend to make systematic errors. Those errors can be expensive and avoidable. Available here and by RSS on February 21.
- And on February 28: Narcissistic Behavior at Work: I
- Briefly, when people exhibit narcissistic behavior they're engaging in activity that systematically places their own interests and welfare ahead of the interests and welfare of anyone or anything else. It's behavior that threatens the welfare of the organization and everyone employed there. Available here and by RSS on February 28.
I offer email and telephone coaching at both corporate and individual rates. Contact Rick for details at rbrenbbJACmRZXOWBUeOdner@ChacHAMyNcLbKCoXVnwNoCanyon.com or (617) 491-6289, 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.