The quest for learning
BUSINESS MATTERS Beyond the Bottom Line
Economist Robert Gordon points out that, had you lived in 1870, 46 percent of jobs would have been in agriculture, and 35 percent would have been in crafts or manufacturing. Few professions rely on a worker’s brain. You didn’t think; you labored without interruption, and your work was visible and tangible.
Today, the paradigm has shifted dramatically. With 38 percent of jobs designated as decision-making roles and 41 percent in service industries that rely on cognitive abilities, the demand for mental acuity has never been higher. In this modern era, success hinges on physical labor and the ability to think critically and make informed decisions.
The highly revered “Father of Management,” Peter Drucker, saw this coming long before personal computers and the Internet appeared.
Drucker coined “Knowledge Worker” in 1959. He suggested that “the most valuable asset of a 21st-century will be its knowledge workers and their productivity. Knowledge is the source of Wealth. Applied to tasks we already know, it becomes productivity. Applied to new tasks, it becomes innovation.”
When you ask the average worker today, “What should you do to succeed in life?” Borrowing, copying and mimicking the dialogue of business personalities in talk show interviews, the often-expected answer would be “Working Hard.” It is a safe answer, albeit boring and expected. But the question we need to ask is working hard on “What?”
The good news is that many young workers are hungry and starving for knowledge and learning. After a seminar, webinar, or even in my podcast interview, it is no longer unusual for me to hear people say or read what they post, “Grabe! ang daming learnings!” (I learned so many things).
Book author Morgan Housel says there are two types of learning.
1. Active learning: Someone tells you what to learn and how to learn it on a set schedule, on pre-selected standardized topics.
2. Passive learning: You let your mind wander without the intended destination. You read and learn broadly, talk to people from various backgrounds and stumble haphazardly across topics you had never considered but spark your curiosity, often because it’s the topic you need at that specific time of your life.
Reflecting on these, I realize that most of my learning has come from passive learning. Today’s knowledge workers would be more productive and excel at work if they could engage in deep thinking, continuous learning, thoughtful reflection, open discussion and the freedom to explore new ideas. The problem, however, is that instead of allowing employees the time and space to cultivate their intellect and creativity, their bosses demand constant presence at the desk, typing and moving a mouse 40 hours a week until age 60 or offering an early retirement package before that.
On day two of my leadership training, one young and intelligent participant offered to share her learning experience. She said, “This is my third company in five years. I have always thought I am no longer growing in this company.” (This means the learning part has stalled.) I asked, “So what did you learn on Day one of our Leadership Training Program?” She said, “What I have learned from you yesterday is that growth is not my company’s responsibility for me alone; I need to take the initiative to learn and grow and then help my company grow too.” She paid to attend the program from her pocket. Shortly after the training, she was promoted to assistant vice president of a huge food company, the youngest in the company’s history.
Active learning tends to categorize knowledge. Math, chemistry and english are often taught separately in distinct departments or buildings. This leads to a lack of engagement and relevance, as topics are isolated from real-world contexts. However, by pursuing a broad spectrum of studies, you’ll discover the interconnectedness of every field. The average person’s education stalls (without passive learning) between ages 18 and 22, most likely consisting of active learning.
On the other hand, passive learning involves actively seeking diverse topics to read and explore, purposefully seeking connections between disparate fields. This approach makes you more creative, inventive and productive.
You can glean insights from sports, arts, science, philosophy, music and even theology in business. Conversely, in biology, you’ll discover valuable lessons about growth limits and evolution by examining principles from business. So, if you’re paying attention, the whole world is a classroom of passive learning.
As a boss, if you expect that learning stops at graduation and employees are merely meant to produce work, you will get the kind of employees you deserve. Do not complain about your people’s lack of creativity and invention. The last time I heard a boss complain, “Why don’t you think outside the box?” I tried to be polite but could not help but chuckle inside. “The bosses were the ones who created the box in the first place.”
This reminds me of a cartoon I saw somewhere with the caption: “At my boss’s funeral, kneeling and whispering at the coffin, “Who’s thinking outside the box now, Boss Tony?”
Yet, when the employer places importance on their employees’ development, enrolling them in seminars led by industry practitioners rather than purely theoretical or inexperienced speakers allows workers to glean valuable insights, stimulating their thought processes, inspiring them to explore new ideas and ultimately contributing significantly to the employer’s success and the company’s overall growth.
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