Here’s why I think Ask Me Anything is almost always a better session format than a lecture.
I’ve written extensively on this blog (1, 2, 3) and in my books about why the meeting lecture is a terrible way to learn. (A one-sentence distillation: learning is a process not an event.)
But suppose a group gets the opportunity to spend time with a content expert who knows a lot more about their field than anyone else present? Isn’t a lecture the best format to use in these circumstances?
Well…sometimes. First, let’s explore the circumstances when a lecture may be the way to go. Then I’ll make a case for why an Ask Me Anything format is usually a better choice.
“Those doing the work are often the only ones who really understand the context. Leadership is helping build the structure and then protecting the space to do meaningful work.“ —Harold Jarche, work in 2018
Peer sessions provide greater connection around content
The most important reason people go to conferences is to usefully connect with others around relevant content. But our conference programs still focus on lectures, where a few experts broadcast their knowledge to passive listeners. During lectures there’s no connection between audience members and no connection around lecture content. Here are five reasons why.
In my keynote at Blend Abu Dhabi, the inaugural meeting industry conference at the new Yas Conference Centre, I shared six reasons to change our conferences for them to remain relevant to today’s attendees.
Although I’ve written about these issues before, this is the first time I’ve summarized them in one place. Together they make a strong business case for the participant-driven and participation-rich meetings I’ve been advocating since 1992.
Sessions provide no connection around content
Today, the most important reason why people go to conferences is to usefully connect with others around relevant content. But our conference programs still focus on lectures, where a few experts broadcast their knowledge to passive listeners: the audience. During lectures there’s no connection between audience members; no connection around lecture content.
At traditional conferences, connection is relegated to the breaks, meals, and socials! That’s why you so often hear “the best part of that conference was the conversations in the hallways”. It doesn’t have to be that way! Peer conferences provide conference sessions where participants connect around relevant, timely content.
Lectures are a terrible way to learn
We’ve known for over a hundred years that lectures are a terrible way to learn something. Lectures are a seductive meeting format because they are very efficient ways of sharing information. Unfortunately, lectures are perhaps the least effective way of learning anything.
Why? Over time, we rapidly forget most everything someone tells us. But when we engage with content, we remember more of it, remember it more accurately, and remember it longer. Every measure of learning increases drastically when attendees actively participate while learning in sessions.
The rise of online
Most broadcast content is now readily available online. An internet connection provides expert content anywhere, just in time when it’s needed. You don’t need to go to conferences for broadcast content (which you’ll probably have forgotten by the time you need it) any more!
Professionals learn predominantly socially, not in the classroom
Until about twenty years ago, professionals learned most of what they needed to know to do their jobs in the classroom. Today we know that only about 10% of what we need to know to do our jobs involves formal classroom teaching. The other 90% is informal, provided by a combination of self-directed learning and social, active, experiential learning with our peers on the job or (what an opportunity!) at conferences with our peers.
Though ~90% of the learning modalities adult workers need these days are informal social learning from our peers, we persist in making the bulk of “education” at meetings formal presentations by a few experts! Instead, we need to concentrate on and provide maximum opportunities for the just-in-time peer learning our attendees need and want.
Today, everyone has expertise and experience to share
Everyone who has worked in a profession for a while is a expert resource for some of her or his peers. Instead of limiting content to broadcast by a few “experts”, peer conferences provide process and support to uncover and tap the thousands of years of expertise and experience in the room. Remember how David Weinberger puts it: “the smartest person in the room is the room.” We need conference process that uncovers and taps everyone’s experience and expertise while people are together at the conference!
Most pre-scheduled sessions don’t address actual attendee wants and needs
Because we’ll forget learning that isn’t currently needed and reinforced, conferences need to provide just-in-time learning. And you can’t predict most of the just-in-time learning by asking a program committee, or attendees for that matter, in advance. My research has found that 50 – 90% of all pre-scheduled conference sessions are not what attendees actually want and need! In contrast, just about all peer conference sessions, chosen and run by participants during the event, are rated highly because they provide the just-in-time learning and connection that participants want from the event.
My first two books explore all these themes in detail. To get the full story, buy ’em!
When people are asked why they go to meetings, the top two reasons they consistently give are to learn and to connect with others. Both reasons are rated of similar importance (although there’s recent evidence that connection is becoming more important than learning.) So why don’t we strive to create a connection-rich conference?
Why do we structure traditional conferences like this? Conference lectures only focus on learning (that is, of course, assuming people are learning from the lecture, which is by no means certain.) No connection between attendees occurs during a lecture. Connection at a traditional conference is, therefore, supposed to happen somehow outside the sessions, in the breaks and socials. Unfortunately, breaks and socials aren’t great ways to connect with people at conferences.
So traditional conferences are heavy on lecture-style learning and light on the connection that attendees desire!
Luckily, there’s a simple way to redress the balance between connection and learning at meetings.
Replace lectures with participation-rich sessions!
Doing this greatly improves the meeting because:
Attendees have opportunities to connect during the conference sessions, redressing the balance between connection and learning.
Session participants learn socially from each other, drawing on the hundreds of years of experience and expertise in the room, rather than relying on the knowledge of a single expert.
Explains why the health and survival of any conference increasingly requires that we integrate participation into meeting sessions;
Provides comprehensive practical information on how to create an event environment where connection thrives; and
Supplies an extensive organized collection of powerful participation techniques you can use to construct meetings that attendees will love and return to over and over again.
A connection-rich conference
When I began organizing meetings in the early 1980’s, I filled my programs with expert speakers. It wasn’t until 1992 that I unexpectedly discovered the power of incorporating participation to create a connection-rich conference. It took ten years for me to realize that this fundamental change improved the experience at every kind of meeting and for every meeting audience with whom I worked. My book includes everything I currently know about making this improvement possible for you.