Got Time for Learning?

Logic prevails

One of the main objections to participating in a learning event or a development program is time, i.e., not enough time, too busy, more urgent priorities, etc. While there are many design options and other logical arguments that can address these concerns, these are often trumped by the impression that time spent in strategic or operational meetings is more valuable and will contribute most to the bottom line. This is despite all the data that proves that strategic investments in learning and development, particularly in coaching, boosts performance, collaboration and well-being. This is also an issue we face when organizing coaching circles (www.coachingcircles.ca).

 Our relationship to time is emotionally charged

Tackling this resistance through logic won’t work because it’s essentially an emotional reaction: fear…fear of missing out on the action, fear of not delivering on time, fear of not being needed, fear of being outdone by others, etc. Do you recognize any of these? These fears are rooted in the structures and habits of performativity embedded in our society, in our organizations and literally in our way of being. Any time spent outside the bounds of our responsibilities can feel like a threat, as obvious or subtle as it may be.

What to explore

1. Acknowledge fear – Can I go beyond my first logical and rehearsed response in order to consider that fear may be present…not necessarily the “monster under my bed” kind of fear but any expression of it like anxiety, apprehension, worry, nervousness or concern. Feeling into that may already give us a little more room to maneuver around our concept of time.
2. Inquire into assumptions – What are the consequences of going against my “common” sense? What are the real risks of upsetting the order of time and the commitments that go with it? If fear is part of the equation, what new conversations does this open up?
3. Set up experiments – For example, organize or participate in a learning event or program beyond what would be a “reasonable” amount of time and see how the world organizes around this new commitment. Consciously observe and reflect on the fear factor and see if and how it transforms. What possibilities does this gives rise to?
4. Make learning dynamic – Use on the job challenges to make learning events relevant and leverage them by building skills and creating a practice field for reflection, dialogue and experimentation. What “preconceptions” need to be challenged to design learning as a seamless and dynamic flow rather than as a timebound activity competing with other commitments?

Do you ever wonder about what your relationship to time is? What stories, beliefs and norms do you have around time? What emotions does time bring up for you? I look forward to your comments!