The Learning Journey is not a Destination: Why ‘Can’ and ‘Can’t’ Are Obsolete

Learning is analog not binary, it is not about whether you can or can not. It is stages, progression, effort and attention.

So, let’s say you’re at a party, and someone asks you if you can speak French. Do you confidently say “Oui!” or sheepishly mutter “Non”? The truth is, language proficiency—like most skills—isn’t a simple yes or no question. Learning is analog, not binary, and it’s high time we embrace this reality in our personal and professional lives.

As an expert coach with years of experience in learning, career development, management, and leadership, I’ve seen countless individuals struggle with the misconception that skills are all-or-nothing propositions. Let’s debunk this myth and explore why learning is actually about stages, progression, effort, and attention.

The Stages of Learning

To understand the analog nature of learning, let’s look at the Conscious Competence Learning Model, developed by Noel Burch in the 1970s. This model outlines four stages of learning:

1. Unconscious Incompetence: You don’t know what you don’t know.
2. Conscious Incompetence: You know you’re bad at something.
3. Conscious Competence: You can do it, but it takes effort.
4. Unconscious Competence: You can do it without thinking.

(Source: Gordon Training International, “Learning a New Skill is Easier Said Than Done”)

Now, imagine applying this model to learning to drive. At first, you might not even realize how complex driving is (unconscious incompetence). Then, you start lessons and realize just how much there is to learn (conscious incompetence). With practice, you can drive, but it requires intense concentration (conscious competence). Finally, you’re cruising down the highway, singing along to your favorite tunes, barely thinking about the act of driving itself (unconscious competence).

Progression: The Learning Curve

Learning isn’t a straight line; it’s more like a roller coaster. The learning curve, first described by Hermann Ebbinghaus in 1885, illustrates how skill acquisition often follows a non-linear path. You might experience rapid progress at first, followed by plateaus or even temporary setbacks.

For a humorous take on this, think about learning to cook. You might start by mastering the art of boiling water (congratulations!), then quickly progress to making pasta. But when you attempt your first soufflé, suddenly you’re back to feeling like a novice. Don’t worry; it’s all part of the journey.

Effort and Attention: The Secret Sauce

Here’s where the rubber meets the road: effort and attention are the engines that drive learning. As psychologist Angela Duckworth explains in her book “Grit: The Power of Passion and Perseverance,” consistent effort over time is a better predictor of success than raw talent.

Think about it like this: If learning were a gym, effort would be the weights, and attention would be your spotter. You need both to make gains and avoid dropping a barbell on your face (metaphorically speaking, of course).

Practical Applications in the Workplace

As a leader or manager, understanding the analog nature of learning can transform how you approach employee development. Instead of categorizing team members as “skilled” or “unskilled,” consider using a more nuanced approach:

1. Implement progressive skill matrices: Create detailed skill levels for various competencies, allowing employees to see their growth over time.

2. Encourage a growth mindset: Promote Carol Dweck’s concept of a growth mindset, where challenges are seen as opportunities to learn rather than threats to competence.

3. Provide targeted support: Recognize where each team member is on their learning journey and offer appropriate resources and challenges.

4. Celebrate incremental progress: Acknowledge small wins and improvements to keep motivation high.

5. Use microlearning techniques: Break complex skills into smaller, manageable chunks to make the learning process less daunting.

Humor Break: The “I Can’t” Trap

Ever heard someone say, “I can’t draw” or “I can’t dance”? It’s like saying, “I can’t speak Klingon.” Well, of course you can’t—you haven’t learned how! (Unless you’re at a Star Trek convention, in which case, qapla’!)

The next time you catch yourself or someone else falling into the “I can’t” trap, remember: it’s not about “can” or “can’t.” It’s about “how much have I practiced?” and “am I willing to put in the effort?”

Conclusion: Embracing the Learning Journey

By recognizing that learning is analog, not binary, we open ourselves up to a world of possibilities. We move from a fixed mindset of “I can’t” to a growth mindset of “I’m not there yet, but I’m making progress.”

So, the next time someone asks if you can speak French, instead of a simple “oui” or “non,” try this: “Je suis en train d’apprendre” (I’m in the process of learning). Because aren’t we all, in one way or another, always in the process of learning?

Remember, whether you’re learning a new language, mastering a work skill, or trying to figure out how to use your new smartphone (we’ve all been there), it’s not about whether you can or cannot. It’s about recognizing where you are in the journey and committing to the next step. So, lace up your learning shoes, and let’s hit that analog trail together!