What learning is really like, case study of one.

So, I took a blacksmithing class last week and I want to share a bit about how that went from a learning perspective.It was at a local place call Lawless Forge. It's a neat joint, self-styled as a team-building venue. I wouldn't define it as team building since there isn't any formal team building or skill building. They are strictly a blacksmith studio that enables urbanites to feel like craftsmen by enabling basic blacksmithing skills. This is not to be confused with a trade school.The fire was real, just like in the documentaries.The anvils dated back as far as the 1700s - if they could speak I'll bet they'd have some stories.There was an ethos.We came in with a simple understanding of what we might be making: garden sticks of some kind.The instructor came to my friend and I and asked, "What do you want to make?" We thought the experience was pre-defined for our success. We did not expect to have to have invested in a vision--and for the most part it was. But the open-ended question was instantly intimidating. But with freedom came inspiration.Pinterest would guide us. Yes, that is where all good ideas come from, isn't it?"How about this?" No."This?" Too complicated."What about--" No.Left to our own devices, we had high hopes and big dreams.And, we met reality.Comments from the time we spent give you some sense of the arc of our experience:

• "The metal in documentaries looks a lot softer than this feels."
• "My metal isn't bending, am I not hitting it hard enough?"
• "My hand hurts."
• "That fire is very Game of Thrones."
• "My wrist is cramping."
• "This is harder than I thought it would be."
• "My vine doesn't look real."
• "At all."

This is what learning looks like and feels like--a lighted hearted perspective on a light hearted activity. We forget that when we try to pick up a new skill, like learning how to dance, how to become a manager, or how to make a garden ornament isn't something we can become proficient at in 3-hours or less. It takes time, dedication, and practice. It also takes a genuine interest.

The Nuggets?

My research on master craftsmen, how we get better at what we do, and how to take greater responsibility for your own learning is something I'll continue to share and explore in this blog. There are many lessons to be gleaned from this experience but I'll leave you with two:

• Finding a fascination with your primary material is the key to both creativity and perseverance. Genuine fascination with something particular gives you a unique advantage: the ability to see what most people don't. When you bury yourself in the particulars of something (metal, people, the problems of government, clay, homelessness, etc.) you see opportunities, experiments, and solutions that no one thought possible.  Fascination also carries you through the hard times of frustration, boredom, and most important--failure. You have to have enough interest with what you are working on to care at failing. I have a whole new appreciation for what it takes to create something with metal. And, I learned metal was not my medium. 
• In order to create change, you need proximity to the problem at hand. I've observed, studied, analyzed, and written about how we get better at what we do, and the value of a beginner's mindset, but that is and abstraction to the actual experience of learning by doing. Think back to the time you became a new manager. You read a book, maybe had a training. If you were lucky, a manager discussed a few ideas with you. But in the end, you learned by confronting another human being and trying to achieve results through them. 

So next time you are taking up a new idea, subject, or problem give some thought to where you are in your learning cycle, and what aspect of the problem you are trying to solve most fascinates you. Then, go deep!

Why Learning to Learn Well Is Fundamental to Our Survival

NUMBERS & NERVES

Thought Series provides actionable ideas and anchors for reflection on your life or your work.

You can’t blink now without seeing articles on the pace of change, exponential growth, or the need to innovate. Over 60% of all executives now believe disruption will hit their industries hard in the next year. Artificial Intelligence will only accelerate this momentum. The majority of organizations have recognized that company culture, as it impacts decision making and strategic integration, is a major driver of successful transformation. People know change is coming, but do not have the skills and support to drive the transformation. It doesn't matter the industry - management consulting, financial services, education. Everyone's at risk.Then, there are these old chestnuts...

• The only constant is change.

• People don't resist change; they resist being changed.

• Change before you have to.

The problem is that organizations of all sizes can be challenged on how to cope with change. All wrestle with their reality and go through denial about the need to change.Enter the field of change management.Change management has its origins in the 1960's when business was much more predictable. As a formal discipline, it has been around since the 1990’s. However, references to change and change management can be found in the psychological literature more than 40 years earlier. Psychologists described “change” as the unfreezing, moving, and refreezing of thoughts or behaviors. These developments described how people internalized change and their experience with it, though the researchers did not apply these concepts to an organizational setting.In the 1990s the topic of change and change management was applied to organizations, and managers and leaders took notice of the new groundswell of articles and books such as John Kotter’s “Leading Change”, and Spencer Johnson’s “Who Moved My Cheese”.Most change models are still based on old-school thinking, tools, and techniques. No wonder 70% of all change efforts fail. In the past, leaders had months and years to implement change. Now, change needs to be understood and addressed at the moment while it is occurring. The response to change needs to be implemented in days and weeks.Three Barriers to Learning to Learn Well That Impact Our Ability to Respond to ChangeHere are three barriers to learning, common behaviors that lead to beliefs we all succumb, that I believe account for the failure of our ability to contend with change:

Barrier: We are biologically wired to be afraid of uncertainty.  

Belief: Change is bad.

When confronted with the choice to continue with the status quo or accept change, few us will opt for change. We like to stick with what we believe works.

Behavioral psychology explains why we think change is bad:

• Change is a threat.

• Threat leads to a loss of food.

• Loss of food leads to death.

So you notice things changing in the world (the robots are coming, the politics are more polarized than ever) and you're one step to it all being all over.So we learn a trick or two that works and we use those tricks over and over.

Inertia makes it hard to turn. What gives us this momentum, gives us power: that's the power of scale. Scale is a force. When we have committed our lives to going in a straight line, and a revolution comes along requiring us to take a turn, we don't understand the new strategy and paradigms it's creating, or the tactics it requires, we get left behind.CONSIDER: What is shifting in our culture is the death of the industrial age. That is at the heart of all the shifts going on. Having a solid understanding of strategy (understanding the systems in play), tactics (the skills and capabilities required to manipulate strategy), and emotional labor (caring enough to really fail at something) are how we make a difference in the world. There's so much confusion now in the business world, a world that 50 years ago had virtually no confusion, about these three concepts, but we rarely separate them into these three different groups of problems and work them together. 

Barrier: We accept artificial replacements for actual experiences  

Belief: Change Is Fixed and Linear

In order to make sense of complex concepts, we use models to simplify our understanding. We seek templates, models, and prototypes versus gaining direct involvement with the problems we are trying to solve. In doing so, we give up proximity to the particulars in favor of distance and simplification.

When describing complexity, most change management frameworks assume that the process of change is linear.

Here are several examples.

They all have a beginning, middle, and end because that is how we understand things.

Losing proximity to the nuances of the problem we are trying to solve and the need for simplicity in how we think run counter to the ongoing learning that needs to occur when reckoning with change. We can no longer give up proximity to the particulars of these issues in favor of distance and simplification.CONSIDER: We need to remind ourselves to engage with the actual substance of a problem, not just a model. This requires us to revisit goals and strategies based on the learning that occurs from the process of intervening in the change itself. Moving fast requires creating feedback loops so you can adjust as needed based on what you see and experience - not by following a step by step approach with little flexibility. Like Design Thinking, it may be useful to jump back to a previous step and do it over based on what's been learned. 

Barrier: The values of formal education, advancing technology, and limitless expansion of global corporations stand between us and the learner’s mind

.

Belief: Change Has Clear End States

The values within the structures we embrace emphasize efficiency, mechanization, standardization, and automation—enabling powerful forces that drive production, convenience, and reliability. They seek the ‘right answer’ to a prescribed question. The inertia behind these values drives towards homogenization.

Values of standardization tend to generate problems with relatively clear end states. If something isn’t efficient, troubleshooting persists until the wrinkle is smooth and systems run according to plan.We have a bias to concluding what we start.

We need closure

. This bias runs counter to truly gaining the intimacy needed with complex problems.

While the systems designed to support us have enhanced our lives, they are breaking down. Systems of scale allow more of us to do more than any one of us could do alone. And, they also block. With convenience, we have less need to master feeling, judgment, and sensing. We don’t even see it happening. Slowly we lose the capacity to troubleshoot the machines that support us. Process replaces feel; rules replace judgment; policy replaces our need to think critically. When ambiguous questions arise, we have less practice with the struggle of finding solutions. In the name of stability and convenience, we lose the opportunity to engage the problem with any meaningful intimacy.CONSIDER: When we address change, we typically focus on assessing the current state, defining the desired end state, and then bridging the gaps between the two via a gap analysis. This approach offers a logical end state. The ideal future is defined at the start of the change process and everything done from that point on hammers it home. But how often do people, or organizations, or economies freeze for the time you are working on your solution? In short, there is no closure. The environment you operate in is not fixed, but an emerging ecology that needs to be tended and responded to. Neither the pace of change nor disruptive technology will wait for you to implement your change. Customers don’t wait around either. Change processes that myopically focus on a pre-defined future risk having that future disrupted before it arrives. 

CONCLUSION

arrows-direction-change-move-750

Embracing the emotional labor of change, gaining proximity to the nuances of the problem we are trying to solve, and questioning the explicit and implicit values that guide the structures in which we reckon with tension, are the forces we need to embrace in order to learn to learn well. Change, real change, demands that we really integrate the idea of ongoing learning. Superbugs, homelessness, inequality, and global warming are all examples of ongoing, complex problems that can’t be solved without changing our beliefs:OPPORTUNITY v Threat: We can learn to respond and not react. We can learn to reframe threats into challenges and opportunities. The threat-challenge idea and its effects may rest on the assumption that people are prone to consistently interpret situations as a threat or a challenge based on their life experiences. But that doesn’t mean that this tendency is a life sentence that we always think this way. If you actively re-frame stressful situations as challenges and your elevated heart rate as excitement, you can improve your health, well-being, and performance level, all at the same time.ADAPTIVE v Fixed. Business as ‘unusual’ will not feel natural at first. At some point, we might even need new words to describe it. Eventually, we will need to reinvent what it means to lead or to work in an organization. To be as close to creative problem solving as possible you must learn to improvise and adapt. You can no longer pay lip service to these terms. To improvise means "to work with what is available." It is the antithesis to preparation. To adapt means "to adjust to new conditions." Both infer the need to respond to a shift in the environment around you. The opportunity for you is to be that agent of evolution. Waiting for the DNA to evolve will take too long. A random feature that is created when a strand of DNA, or an idea, is altered and then transferred creates a mutation. Seeking or creating positive mutations can increase an organization’s resilience to change.INFINITE v FINITE:  Complexity needs to be managed, not solved. That means we need to get adept at managing and leveraging tension between two opposing forces: open/closed; stability/innovation, etc.  Leveraging is about getting more with less. When you go too far to one side, you lose out on the benefits of the other.James Carse summarizes his argument in Finite and Infinite Games,

There are at least two kinds of games: finite and infinite. Finite games are those instrumental activities - from sports to politics to wars - in which the participants obey rules, recognize boundaries and announce winners and losers. The infinite game - there is only one - includes any authentic interaction, from touching to culture, that changes rules, plays with boundaries and exists solely for the purpose of continuing the game. A finite player seeks power; the infinite one displays self-sufficient strength. Finite games are theatrical, necessitating an audience; infinite ones are dramatic, involving participants.

We are slowly acknowledging that we are in an infinite game, playing by old rules. We will never solve the complex problems that plague us today with the tools that got is here. We have to build new tools, which require a different way of thinking.