In my last blog, I shared that I would be composing a blog series based on Leveraging Adult Learning Principles at work. Adult learning principles were developed to differentiate learning between adults and children. Our workplaces are full of adults seeking relevance and purpose in the information swarming around them all day and every day, so let’s take the adult learning theory beyond its learning and development roots and uncover the benefits of using it in our daily interactions with others, as well as gain perspective into our own use of this theory.
Each of my upcoming blogs, including this one, will focus on one principle of the adult learning theory known as andragogy. Today, we start with the “need to know,” otherwise known as “What’s in it for me?”
Sounds a bit self-serving, right? Well, maybe if taken and used out of context, but this is where our thought process immediately goes when we are expected to learn and understand something new at work or even unlearn something that has become familiar or comfortable. Scenarios for this learning and understanding can stem from a conversation with a co-worker, a team meeting, or when being asked to participate in a workplace activity. In other words, adults want to know how our interactions and activities relate to our personal and professional needs and goals. Without these elements, adults may resist receiving new information, minds wander, and attention wanes.
We’ve all seen memes traveling around social media about meetings that should have been an email. Gary Vaynerchuk is likely the most passionate voice for this cause. Most of us have experienced meeting recovery syndrome a few times, if not regularly. Yes, MRS is a thing. The basis of the MRS concept is that meetings can create a false sense of security and be less effective when employees are left trying to process an enormous amount of information, struggling to find relevance in how it relates to them, regain focus after an extended period, or, in some cases, end up having to abandon their own schedules to absorb additional and unexpected work created by the meeting. In other words, unnecessary or misguided meetings are examples of workplace interactions that do not tell us how the information presented aligns with our “need to know.”
In contrast to RMS, what about those emails that should have been meetings? That’s a thing, too. It all goes back to the relevance and purpose we seek when identifying our own “need to know” and striving to make communication effective and meaningful. So, how do we do that?
Whether it’s a meeting or simply a routine workplace conversation or activity, we all come to the table with a unique frame of reference that includes our values, experiences, and priorities. These influence not only what we define as important and meaningful but also what those around us do.
Here are a few tips to consider when applying the “need to know” principle in your workplace interactions and activities.
- Get to the point: Messages hidden below layers of unneeded detail lack clarity and context. Understanding why something is important is key, so start with the “why” and state the purpose upfront. Storytelling is impactful, fun, and powerful, but make sure any background information shared is relevant and serves a purpose.
- Give purpose to your meetings: Nobody likes an unnecessary meeting, so think about the goal of the meeting. Who truly needs to be there? Of course, make sure those who can contribute value and make decisions are at the table. Otherwise, carefully consider who receives an invite and focus on “need to know” instead of lengthy updates.
- Set clear expectations: This is especially important in performance management when aligning what is assumed to what is expected. Never assume! This goes for all involved. If you are on the receiving end of a request, ask questions if there is not a clear understanding of what the expected outcome is. If you are on the delegating end, start with the “why” and add relevant details.
- Note: Most of us have worked with the “do as I say” manager who may interpret having to explain the “why” as having to “explain themselves.” If this is you, flip the personal perspective to a professional context when offering guidance and clarity to your fellow adult learner.
- Collaborate through context: Peer communication is the foundation of any workplace. Departments may operate in unison but work in silos, so the” need to know” can blur. As previously mentioned, get to the point by adding the context of “why” a request is made or task needed. This helps connect the dots of all work performed and illustrates strategy.
- Drowning in information: Let’s face it, with all of the emails, notifications, updates, meetings, and other avenues we use to communicate in today’s workplace, we’re drowning! Recognizing this helps us give each other a little grace for the forgotten emails and delayed responses, but we can’t miss the important stuff. And let’s face it, all information is important to someone. Using bullet points and bold font can help a colleague quickly understand the purpose of an email or report and decide what to prioritize. Deciding what needs to be an email, text, or an actual conversation is key in helping us prioritize our own “need to know” as well.
By integrating the “need to know” principle into everyday workplace interactions, communication, and conflict management, we unlock new ways to engage one another, foster collaboration, and build a workplace of understanding. People want to understand how a situation benefits them personally and professionally. It’s not selfish; it’s just human nature. Leaders, managers, and peers alike can improve workplace dynamics while adopting a mindset to engage in more meaningful interactions by using adult learning principles to not only learn but positively influence the workplace.
