For better meetings, we need to focus on learning, not education.
Yes, sometimes, cultural or professional “requirements” mean we have to provide education. That’s so we can “certify” that we’ve educated attendees to some prescribed standard. But is that all our meetings should be about?
Learning, not education
After all, it’s what we actually learn that’s important, rather than the “education” we receive. As Seth Godin says:
“Education is a model based on scarcity, compliance and accreditation. It trades time, attention and money for a piece of paper that promises value.
But we learn in ways that have little to do with how mass education is structured.
If you know how to walk, write, read, type, have a conversation, perform surgery or cook an egg, it’s probably because you practiced and explored and experienced, not because it was on a test.
Seth is talking about the potential failure of online education, but his point that we need to practice, explore, and experience to learn is true for any kind of meeting. Albert Einstein and Oscar Wilde pointed this out a hundred years ago:
The meeting is over. Did anyone learn anything? And how would you know?
An EventTech Chat discussion
I greatly enjoy participating in EventTech Chat, “a weekly conversation about meeting and event technology, including software, hardware, and audiovisual for in-person and online events” hosted by pals Brandt Krueger and Glenn Thayer.
During last week’s chat, one of the topics we discussed was whether there are differences in how people learn online, as opposed to face-to-face. This led to conversations about learning styles (be careful, they’re mostly mythical and barely useful), the importance of taking responsibility for your own learning at meetings, and how meeting formats affect what people learn.
Are you a regular reader of this blog? If so, you might have guessed—correctly—that I had plenty to say about these important issues. There is plenty of solid research on the best ways to support effective learning. We know that:
Of course, even if we know the best ways to maximize useful learning and connection at meetings, that doesn’t mean we implement them. Unfortunately, our meetings are still full of lectures.
This brings us to an important question we hardly ever ask about meetings…
Did anyone learn anything?
In my book Conferences That Work, I shared a story about when I—and everyone else in my graduate class—never admitted we didn’t understand what our teacher was teaching us for weeks.
…toward the end of my second year I was understanding less and less of a mathematics course I was taking. The professor seemed to be going through the motions—he asked few questions, and there was no homework. Elementary particle physicists are either mathematicians or experimentalists. I was the latter, so my lack of mathematical understanding was not affecting my research work. But the experience was disconcerting.
And, as the semester went on, the percentage of class material I understood gradually declined.
One day, our teacher announced that we would be studying Green’s Functions, a technique used to solve certain kinds of equations. After the first 20 minutes of the class I realized that I understood nothing of what was being said, and that I was at a crucial turning point. If I kept quiet, it would be too late to claim ignorance later, and it was likely I would not understand anything taught for the remainder of the semester. If I spoke up, however, I was likely to display my weak comprehension of everything the teacher had covered so far.
Looking around, I noticed that the other students seemed to be having a similar experience. Everyone looked worried. No one said a word.
The class ended and the professor left. I plucked up my courage and asked my classmates if they were having trouble. We quickly discovered, to our general relief, that none of us understood the class. What should we do? Somehow, without much discussion, we decided to say nothing to the teacher.
The class only ran a few more weeks, and the remaining time became a pro forma ritual. Did our teacher know he had lost us? I think he probably did. I think he remained quiet for his own reasons, perhaps uncaring about his success at educating us, perhaps ashamed that he had lost us.
When I didn’t speak up, I chose to enter a world where I hid my lack of understanding from others, a world where I was faking it…
…Probably you’ve had a similar experience; a sinking feeling as you realize that you don’t understand something that you’re apparently expected to understand, in a context, perhaps a traditional conference, where nonresponsiveness is the norm. It’s a brave soul indeed who will speak out, who is prepared to admit to a conference presenter that they don’t get what’s going on. Have you stayed silent? Do you?
Silence isn’t golden
Silence during a presentation and a lack of questions at the end does not mean that anyone learned anything. As Jonah Berger reminds us in Contagious, “Behavior is public and thoughts are private.”
If my teacher had bothered to periodically ask his class whether they understood what he was attempting to teach, or, better, asked questions to check, we’d likely have told or shown him we were lost.
So, how can we discover if anyone learned anything?
Three better ways to obtain long-term evaluations of events are Net Promoter Scores, A Letter to Myself, and The Reminder. Check out this post for more details.
Ultimately, we can’t ensure or guarantee that anyone learned anything at a meeting. As Glenn pointed out during our EventTech Chat, the ultimate responsibility for learning is the learner’s. Attend a meeting expecting that the leaders will magically transfer learning to you without doing any work yourself? You probably won’t learn much, if anything.
Nevertheless, we can actively help people learn at meetings by implementing the principles listed above. (Check out my books for complete details.) But there’s one additional thing we can do to maximize and extend learning during our meetings.
How to help people consolidate what they learn at meetings
During our EventTech Chat, several participants shared how they consolidate learning during or immediately after an event. Folks who have learned the value of this practice and figured out the ways that work best for them may not need what I’m about to share (though even they can often benefit).
What I’ve found over decades of designing meetings is that the majority of meeting attendees do not know how to consolidate what they learn there. So I designed a closing plenary that gives each participant a carefully structured opportunity to review, consolidate, and reinforce what they have learned at the conference. They also get to develop the next steps for changes they will work on in their professional lives. It’s called a Personal Introspective and takes 60 – 90 minutes to run. (You can find full details in Chapter 57 of The Power of Participation.)
Did anyone learn anything? There are no guarantees. But, following the above advice will make it significantly more likely that your attendees will learn what they want and need to learn. Do you have other thoughts on how to improve how you or others learn at meetings? If so, please share them in the comments below.
Well, listen to and consider this June 11, 2021 quote from former candidate and now New York City Mayor Eric Adams:
“With new technology of remote learning, you don’t need school children to be in a school building with a number of teachers. It’s just the opposite. You could have one great teacher that’s in one of our specialized high schools teach 300-400 students…”
When the Mayor of New York City has this take on how people learn, perhaps it’s not so surprising that we’re still sitting through endless broadcast-style sessions at meetings and conferences.
Until we elect leadership that has a basic understanding of how great teachers actually teach, and how their students can effectively learn, we’re going to continue to live in a world of meetings full of ineffective lectures.
What is humans’ true superpower? [Hint: We’re not more intelligent than other species.] We can make a strong case that humans’ true superpower is social learning. Why am I writing about social learning on a blog that’s (mainly) about meeting design? Because social (uncovered) learning is the best learning model for conference sessions. This means, to create the best meetings we need to maximize the social learning that takes place.
Humans’ true superpower
I’m reading Dutch historian and author Rutger Bregman‘s absorbing and optimistic Humankind. The book presents a ton of evidence that — despite the torrent of bad news that daily floods our media — “humans are hardwired for kindness, geared towards cooperation rather than competition, and more inclined to trust rather than distrust one another.”
Early in the book is this passage:
“What makes human beings unique? Why do we build museums, while the Neanderthals are stuck in the displays?”
“Chimpanzees and orangutans score on a par with human two-year-olds on almost every cognitive test. But when it comes to learning, the toddlers win hands down.”
“Human beings, it turns out, are ultra social learning machines.“
“…humans have another weird feature: we have whites in our eyes. This unique trait lets us follow the direction of other people’s gazes…Humans, in short, are anything but poker-faced. We constantly leak emotions and are hardwired to relate to the people around us. But far from being a handicap, this is our true superpower, because sociable people aren’t only more fun to be around, in the end they’re smarter too.” [emphasis added, illustration based on this research] —Humankind, Rutger Bregman
Illustration from Humankind by Rutger Bregman
Or, as Seth Godin puts it:
“If you know how to walk, write, read, type, have a conversation, perform surgery or cook an egg, it’s probably because you practiced and explored and experienced, not because it was on a test.” —The revolution in online learning, Seth Godin
We aren’t superior thinkers. Humans don’t remember stuff better or longer or more accurately than other species. We aren’t better at causal reasoning. The one characteristic — our superpower — that distinguishes us from the other life on our planet is how we learn from and with others. (And how they learn from and with us.)
Social learning is how humans learn. We’re great at it, compared with other life forms. (Yes, there’s always room for improvement.)
So, for pity’s sake, don’t lecture and test. Eliminate all the one-hour (or longer) lecture sessions. Instead, build social learning into your meetings as much as possible.
So, how can I incorporate the power of social learning into my events?
It’s not hard to unleash the power of social learning at your events! Simply implement the participant-driven and participation-rich processes I’ve described and taught in my books and workshops for over thirty years.
Are you stuck in a career or life that you are reluctant to leave because it would involve ignoring sunk costs? I frequently meet people who are, and I certainly understand the temptation. Here’s the story of how I liberated my life by ignoring sunk costs. Perhaps it will inspire you to do the same.
The first twenty-five years of my life
My early education environment fed me a fire hose of information that my schools decided I should learn. Somehow, I maintained an intense curiosity to understand the world. So it’s not surprising that I gravitated to studying physics. I ended up with a Ph.D. in experimental high-energy particle physics at the tender age of 25.
I could have stayed in the field, probably got tenure, and been a physicist the rest of my life.
Instead, having fallen in love with Vermont, I left the world of high-energy particle accelerators and multiyear Big Science experiments, never to return. Although some of my experience prepared me for subsequent careers in computer science and consulting, I spent perhaps five to ten years of my life studying and working in fields I have, by now, largely forgotten. Five to ten years of sunk costs.
But no regrets. Although nothing to do with my absence, the field of experimental high-energy physics yielded little interesting progress over the last forty years. I’m glad I left it.
A visit to Korea
In 1996, my family and I visited Korea. Everywhere we went, people asked about my profession. They were astounded when I told them I had recently given up being a college professor to concentrate on information technology consulting. In Korea, being a college professor was the highest status you could have. (The two college professors with whom we were staying had their graduate students pick us up at the airport and ferry us around.) The idea that I would give up college teaching to pursue a different career was incomprehensible.
Perhaps if I’d been born Korean and followed the same educational path, my high status would have seduced me, and I would never have left academia. Status is a big reason why people cling to jobs that they hate. Knowing more about myself now, I’m glad I escaped such a fate.
Solar, teaching, and consulting
New careers followed. Abandoning each one required ignoring my associated sunk costs. Yet, in retrospect, there was always learning that fed my future. Managing a solar manufacturing company taught me much about business, which proved vital to my later consulting career. And teaching computer science for ten years helped me slowly become a better teacher, eventually discarding the broadcast-style teaching modalities I had experienced and unconsciously assumed.
Meanwhile, in my spare time…
Ever since I was a graduate student, I’ve felt drawn to bring people together around topics and issues they had in common. I spent most of the next thirty years doing this as an unpaid volunteer in my spare time. My only reward was the mysterious pleasure of feeling good about what I was doing.
What I didn’t realize was that, during these decades I was learning a great deal about successful and unsuccessful ways to facilitate group connection and fruitful learning. Figuring out ways to make the fundamental human act of meeting better, motivated by nothing more than the pleasure it gave me, led me to write a book about what I had learned.
To my surprise, when I published Conferences That Work: Creating Events That People Love in 2009, I found myself professionally involved in the meeting industry.
It took me half a century, but I finally figured out (for now) what I love to do. And organizations pay me to do it!
Are you stuck?
Are you stuck in a career or life choice that you are reluctant to leave because you would have to ignore sunk costs? Ultimately it’s your choice, of course. For me, being able to walk away from the learning, experience, and status I’ve achieved in various realms has been worth it. If my story hasn’t convinced you, I’ll close with Seth Godin’s thoughts on the subject:
“‘Ignore sunk costs’ is the critical lesson of useful decision making…
…Creativity is the generous act of solving an interesting problem on behalf of someone else. It’s a chance to take emotional and intellectual risks with generosity.
Do that often enough and you can create a practice around it. It’s not about being gifted or touched by the muse. Instead, our creative practice (whether you’re a painter, a coach or a fundraiser) is a commitment to the problems in front of us and the people who will benefit from a useful solution to them.” —Seth Godin, Sunk costs, creativity and your Practice
Have you ignored your sunk costs, and walked away from a career or life choice? Share your story in the comments below!
Why do people overlook the importance of integration and practice? Well, the hero’s journey is a common way we picture how change occurs. A hero goes on an adventure, is victorious in a decisive crisis, and comes home changed or transformed.
At the end of the hero’s journey, everyone involved, just like in fairy tales, “live happily ever after”.
Integration and practice are absent from this monomyth version of change.
Integration and practice are vital components of change
In reality, integration and practice are vital components of change. You’ve probably experienced moments in your life when you realized that something was or was about to be different: the fourth stage transforming idea/event of Satir’s model of change. I certainly have.
Typically, however, such moments of insight or awareness do not lead to instantaneous change. Think about the times you’ve realized you can/have to/want to make a change in your life.
Some stories about working on change
Here are three stories about working on change in my life:
Each story includes the awakening moment(s), followed by integration and practice.
Even when we incorporate integration and practice, successful change isn’t guaranteed. Though eating mindfully has maintained my weight loss for 9 years, and I’m now good at asking for help, I still struggle to meditate daily.
‘Change requires patience. John Stevens tells this story from the martial arts:
Once, a young man petitioned a great swordsman to admit him as a disciple. “I’ll act as your live-in servant and train ceaselessly. How long will it take me to learn everything?”
“At least ten years,” the master replied.
“That’s too long,” the young man protested. “Suppose I work twice as hard as everyone else. Then how long will it take?”
“Thirty years,” the master shot back.
“What do you mean?” the anguished student exclaimed. “I’ll do anything to master swordsmanship as quickly as possible!”
“In that case,” the master said sharply, “you will need fifty years. A person in such a hurry will be a poor student.”‘
Practicing to become a change artist
We all probably hope that implementing change in our lives won’t take decades of integration and practice. So, are there ways we can practice getting better at facilitating change?
In it, he makes simple suggestions on how we can practice implementing change in our lives, and, in the process, become more open to and expert in facilitating change for others and ourselves.
‘The purpose is to launch your career as a change artist by experiencing some of the theoretical learnings in the “real world,” but in as small and safe a way as possible.’
Here are some exercises Jerry recommends:
Go to work in a different way tomorrow.
Make a different lunch every day, or make the same lunch a different way.
Brush your teeth in a different order.
Instead of trying to change something, sit back, listen, and observe. Notice your urge to change things and what happens when you don’t do anything about your urges.
Pick one habit that keeps you from being fully present, and focus on reshaping that habit in all your interactions.
Why not try some of these yourself? I enjoy this challenge!
If people come to meetings to learn, how can we create the best environment for them to do so? It turns out that trust and safety are prerequisites for optimum learning at meetings. Let’s explore why.
Unfortunately, traditional conferences are poor places for this kind of learning to occur, since they’re filled with broadcast-style lectures, during which no interpersonal interaction takes place.
At well-designed meetings, however, participants have plenty of opportunities to engage with peers about topics that are personally important. The key learning modality at such meetings is peer learning.
Peer learning allows anyone to be a teacher and/or a student, with these roles switching from moment to moment. Potentially, everyone has something to contribute and learn. Peer conferences first uncover the content and issues people want to discuss. They then facilitate appropriate peer learning around topics of interest. My books and this blog provide plenty of information on how to do this.
Of course, in order for peer learning to occur, participants need to share what they know.
And this is where trust and safety issues impact learning.
“It is important to stress that we are all connected through a complicated net of trust. It is not as if there is a group of people, the non-experts, who have to trust the experts and the experts do not have to trust anyone. Everyone needs to trust others since human knowledge is a joint effort…It is well known that low levels of trust in a society leads to corruption and conflict, but it is easy to forget the very central role that trust plays for knowledge. And knowledge, of course, is essential to the democratic society.” —Åsa Wikforss, Why do we resist knowledge?
Why people may not share their knowledge
Knowledge management author Stan Garfield shares sixteen reasons why people don’t share their knowledge. Here’s a key one:
“They don’t trust others. They are worried that sharing their knowledge will allow other people to be rewarded without giving credit or something in return, or result in the misuse of that knowledge.” —Stan Garfield, 16 reasons why people don’t share their knowledge
So, when trust is absent, knowledge fails to flow. But when knowledge flow is stemmed, opportunities for trust are reduced. This is a positive feedback loop that guarantees low trust and knowledge sharing.
This breakdown of trust can happen anywhere. Between individuals, in organizations, and at a societal level. And it is easy for it to happen at meetings.
Designing for trust, safety, and learning
In general, the more meeting attendees trust each other, the safer they feel. The safer they feel, the more likely they are to share their knowledge.
So when I design and facilitate meetings, one of my most important goals is to provide a maximally safe environment for sharing. This maximizes the potential for consequential learning.
That’s why I:
introduce group agreements upfront, one of which has participants keep what individuals share confidential;
create an environment where it’s OK to make mistakes (or where mistakes are impossible);
provide ample opportunities for group discussions, rather than lectures, around appropriate content; and
give people the right to not participate at any time.
The last condition is important. An attendee’s level of trust and feeling of safety may vary from moment to moment during a meeting. Giving attendees the freedom (and responsibility) to decide not to participate and/or share at any time allows them to determine and control what is personally safe to do.
Gamification “makes about as much sense as chocolate-dipped broccoli”. Education professor Amy Bruckman coined this analogy in a 1999 paper on game software design:
“Most attempts at making software both educational and fun end up being neither. Fun is often treated like a sugar coating to be added to an educational core. Which makes about as much sense as chocolate-dipped broccoli. The problem is that too many game designers are using long-outmoded models of what it means to be “educational”.
Game designer and author Ian Bogost makes the same point, somewhat more forcefully:
“…gamification is marketing bullshit, invented by consultants as a means to capture the wild, coveted beast that is video games and to domesticate it for use in the grey, hopeless wasteland of big business, where bullshit already reigns anyway.
Bullshitters are many things, but they are not stupid. The rhetorical power of the word “gamification” is enormous, and it does precisely what the bullshitters want: it takes games—a mysterious, magical, powerful medium that has captured the attention of millions of people—and it makes them accessible in the context of contemporary business.” —Ian Bogost, Gamification is Bullshit (2011)
So what is gamification?
Merriam-Webster defines gamification as “the process of adding games or gamelike elements to something (such as a task) so as to encourage participation“. Nick Pelling, a British computer programmer and inventor, apparently coined the word around 2002.
The concept derives from loyalty reward systems, first developed over two hundred years ago, which have morphed through multiple incarnations (anyone remember S&H Green Stamps?) into today’s frequent flier miles and retailer brand loyalty cards.
So gamification adds the potential reward of interaction with others to the material rewards offered by loyalty reward systems.
Proponents of using gamification in events claim that introducing fun and games into meetings must be a Good Thing. What could be wrong with making your meeting more fun?
Bernie DeKoven on gamification
So, here’s what Bernie said in a 2013 interview in Wired (emphasis added):
“I’m not convinced that efforts to make work fun are destined for success. I think the same thing about efforts to make learning fun, or writing fun, or just about anything else that we want to make fun fun.
Because, now that you ask, most human endeavors are already fun. Because the thing that keeps the best of us as good as we are is the fun we find in doing what we do, whether the thing we are doing is building a house or a game or a community, making plans or music or medicines, fixing the plumbing or a computer network or a school system, writing poems or proposals. Engineers, mathematicians, surgeons, dancers, architects, so many of the truly accomplished many readily confess to how much fun they are having doing whatever it is that they do. Gamification? They don’t need no stinkin’ gamification. They don’t need to keep score, to get trophies. What they need is the opportunity to do the work they do best.” —Bernie DeKoven: Designing Deep Fun Into Games & Other Life Necessities
I agree with Bernie. Many companies offer gamification products and services to slot into an event. (Googling “event gamification” returns about five million hits.) Supposedly, the achievements, badges, leader boards, and payments (real or virtual) of gamification improve the meeting experience, or its effectiveness in some way. But the case studies companies provide (such as these or these) offer no hard evidence that event gamification provides any tangible benefit compared to using meeting designs that meet participants’ wants and needs.
Event gamification — chocolate-dipped broccoli
Justifying paying (it ain’t free) for gamification at a meeting by claiming it links fun and relevant learning is bogus. I’m all for participants having fun, but meeting professionals already know how to create fun experiences at events — we’ve been doing this for a long, long, time.
So don’t buy the claims of gamification vendors, and assign chocolate-dipped broccoli to its proper function…an April Fool’s post.
Are five million Google links wrong? Do you think that event gamification is not chocolate-dipped broccoli? Your thoughts are welcome in the comments below!
Clearly, sense-making is a vital human activity. At a fundamental level, our brains are continuously, and largely automatically, making sense of our sense organ data. At higher levels of thought, we routinely attempt to make sense of situations that confront us. If we didn’t, the world would be a confusing and perpetually dangerous place.
Our sense-making prowess allows us to build models of the present and make decisions about potential future behavior. Thus, sense-making is a key ingredient of our ability to plan and make group decisions.
The danger of our drive to make sense
There’s a flip side to our incredible ability to make sense of our perceptions and experiences. Dave Snowden, speaking about tactics used by the foresight community, says:
Dave Snowden coined the term retrospective coherence, aka Monday morning quarterbacking, when talking about the behavior of complex systems. (See Dave Snowden and Mary Boone’s classic article A Leader’s Framework for Decision Making to learn more about complex systems, a domain of the Cynefin framework.) Retrospective coherence means that, in a complex environment, it seems easy in hindsight to explain why things happened. Unfortunately, applying our sense-making abilities to complex systems doesn’t work, since cause and effect can only be determined in retrospect.
For those with short memories, the danger of retrospective coherence is that it inspires false confidence in their ability to make correct predictions. To avoid such inflation of our predictive expertise we need to scrupulously compare our predictions with actual outcomes, and admit our limitations.
Premature convergence
Premature convergence is our predilection to prematurely decide we have found the answer to a problem and stop exploring other possibilities.
Diagram from Facilitator’s Guide to Participatory Decision-Making by Sam Kaner et al
Determining what is “adequate” time is one of the arts of facilitation.
During divergence, a facilitator supports the uncovering of relevant questions, information, perspectives, and ideas.
At some point, there’s a switch to the Groan Zone. Here, the participants discuss what’s been uncovered, develop a shared framework of understanding, and create inclusive potential solutions. At least, that’s how Kaner describes the process, though the Groan Zone has always seemed to me to have a lot in common with what Virginia Satir’s change model calls chaos.
People have proposed many ways to move from groan zone to convergence, and some of them are flawed. There’s no single “right” way to move to convergence. But you’re likely guaranteed to come up with a poor conclusion if you don’t spend enough time diverging and groaning beforehand.
Despite the pitfalls outlined above, we are sense-making animals and I wouldn’t want it any other way. Stay realistic about your limitations to predict future outcomes, and take your time moving through the divergent & Groan Zone processes, and you’ll avoid the dangers of our drive to make sense.
Unlearning is crucial for change, both personal and organizational. Here are two examples of unlearning from the Apple ecosystem: one successful, and one not.
#1 The Apple Watch Workouts app
In 2017, I purchased an Apple Watch. It has improved my life in many ways. In particular, it’s become an essential tool for supporting my desire to exercise daily. The watch’s Workout app tracks my exercise. All I need to do is to tell it what kind of exercise I’m about to start and leave the app running until the exercise is over.
To pick the right exercise, the watch shows a scrollable list. Here’s what I saw today when I tapped the app:
Right now I’m living at home, and the two workouts I do most often are my daily outdoor run and yoga. So it’s convenient that these options are the first two I see.
The Workout app learns my preferences and adjusts its display to show me the most likely workouts first.
My environment changes
Almost every year, I vacation in Anguilla, typically for three weeks. My exercise program there is different. I don’t run (it’s too hot for me!) but I walk daily, followed by a pool swim.
After a few days, the Workout app unlearns my most common home-based exercises and relearns my new routine, replacing the top two items on the Workouts list with the Outdoor Walk and Pool Swim choices.
For the remainder of my vacation, these two options stay at the top of the list.
Alas, all good things come to an end. On returning home, the Workout app unlearns my Anguilla routine and relearns my home routine.
And if my exercise regime changes over time, due to circumstances or location, the Workout app will continue to use its learn-unlearn-relearn routine to display the most likely choices first.
I’m sure that Apple has incorporated other examples of unlearning into its products, but this is one I’ve noticed. Small thoughtful touches like this have helped Apple products and services become market leaders in a very competitive industry.
#2 Apple Mail
Apple doesn’t always get things right, unfortunately. Apple’s Mail program provides a classic example of what happens when unlearning is not an option.
Apple Mail allows you to file messages in folders, a useful way for me to organize the 94,000 emails I currently store. Trying to be helpful, the program learns where you tend to store specific kinds of messages, and after a while, right-clicking a message will pop up an option to move it to the “learned” preferred folder.
This is a generally helpful feature — except…
Once Apple Mail has “learned” where to file an email, it won’t unlearn that choice!
Furthermore, there’s no way to manually reset Apple Mail’s choice!
For example, let’s say you’ve been working with Marce, a client’s employee, for some time, so you’ve been moving Marce’s emails to a folder for that client. After a while, Apple Mail helpfully offers to move emails from Marce to that client folder. So far, so good. Then Marce moves to a new company, and you continue to work with them. Now you’d like to file Marce’s emails in a separate folder for the new client. Unfortunately, no matter how many times you manually file Marce’s emails in the new client’s folder, Apple Mail will forever continue to suggest moving them to the former employer folder!
You will have to move email from Marce to the new employee folder manually every time, remembering every time not to choose the (wrong) default Apple Mail continues to suggest.
This is a drag and a product flaw.
It surprises me that the Watch software incorporates learn-unlearn-relearn into its memory-limited program space, but Apple Mail on the desktop, where program size is not an issue, only includes the learn piece.
Organizational unlearning
I’ll conclude with a few observations about the wider value of unlearning in organizations.
Most organizations need to innovate constantly, due to changing circumstances. Innovation doesn’t just involve coming up with new ideas. Innovation also requires a willingness and ability to cannibalize or destroy existing products or services; i.e. to unlearn what used to work and relearn what is now relevant.