Knowledge grows, and simultaneously it becomes obsolete as reality changes.

Understanding involves both learning new knowledge and discarding obsolete and misleading knowledge. The discarding activity unlearning is as important a part of understanding as is adding new knowledge.1

Knowledge isnt Power

Jonathan Zneimer and Kelly Walsh uncover the art of unlearning
The pursuit of personal potential and professional improvement is something that is close to our hearts, and learning is central to both of these. However, there are times when our ability to perform is hindered by what we believe to be true; what we see as our strength may actually be what is holding us back. Against the backdrop of the most significant economic downturn in over eighty years, we are facing a new world and new insights are needed. This momentous time represents both a threat and an opportunity to
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human growth and development. A threat if we remain fixed in our ways of thinking and dont adapt to the changes we face, and an opportunity if we actively move from being stuck by old responses and embrace fresh insight. When times change our existing knowledge can become outdated and if we dont recognise this we will stagnate. In this article we look at the concept of unlearning through which individuals and organisations discard obsolete or misleading

knowledge and routines to make way, if appropriate, for new ones. We contest that this is essential for both individual and organisational learning, as we need to let go of old ways before we can embrace new and different ideas. The Importance of Unlearning The notion of shifting mindsets is not a new one. Our taken for granted assumptions and world views founded on beliefs and values act as our bedrock foundation to who we are. There are numerous examples where

Hedberg, B. (1981) How organizations learn and unlearn. In P.C. Nystrom & W.H. Starbuck (Eds). Handbook of organizational design, Vol 1. Oxford: Oxford University Press.

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world views have been dismantled and shifted. One of the most commonly cited ones is the shift from Ptolemaic cosmology to a Copernican one. Up until 1543, Ptolemy had convinced mankind for 1400 years that the earth was the centre of the Universe. Then Copernicus announced it was the sun and not us that was at the heart of the solar system. Similarly, in 1900, Lord Kelvin famously stated, There is nothing new to be discovered in physics now. All that remains is more and more precise measurement. Five years later, Albert Einstein published his paper on special relativity, which challenged the very simple set of rules laid down by Newtonian mechanics, which had been used to describe force and motion for over two hundred years. This shift in thinking can also be evidenced in the business world, where many examples of unlearning have led to stepchange. Think of the impact that MP3 players had on the music industry or the digital camera on photography. All of these examples came about as a result of people challenging the way things are done, unlearning past protocols and creating new realities. On the flip side, an inability to unlearn can often be witnessed in the form of resistance to change. Embedding new systems, processes, structures or ways of working can be hindered by an inability or reluctance to discard what has gone before; letting go is hard and energy sapping. Unlearning is a vital skill. Innovation, organisational change, mergers, acquistions, organisational resilience and, in fact, overall performance of both individuals and organisations, are all likely to improve through an increased ability to unlearn outdated knowledge and routines.

Letting Go: The Process of Unlearning Organisational memory is a key concept in understanding unlearning. This is the sum of data, knowledge and experience embedded within an organsiation. In order to learn, organisations need to embed new knowledge, lessons and routines into the organisations memory. Conversely, to unlearn, it needs to be removed. Within organisations there are two main forms of storage: human and non-human. Non-human storage comprises, for example, files, reports and operating procedures which are relatively easy to control. Files can be deleted and reports can be shredded. However, the challenge lies with the human storage. People are the most effective storage mechanism for tacit knowledge and this cannot easily be deleted. The collective memory of the individuals within an organisation is extremely powerful, particularly in older, well-established organisations. Often, it is the knowledge and beliefs about the way things are done around here that prevail over the written processes and procedures, which is why culture change is notoriously difficult to effect. The first stage of unlearning is to identify out-of-date information, test deeply held beliefs to see if they are taking you forward or holding you back. It is an act of courage and personal self-belief to challenge existing paradigms. It is a remarkably difficult task to notice the experiences that have served us so well up to a certain point and recognise that these very experiences may themselves become the factors

that limit personal growth, career progression and life-long satisfaction. A case in point is provided by a recent coaching session with the sales director who sits on the board of a UK manufacturing business that has been

aggressively acquired. For nearly 25 years he has worked in his function and delivered results. He has become wedded to the tangible aspects of his working life. His aspiration to make the next transition in his career to general leadership was paradoxically thwarted by

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his successes as he was unable to make the transition from focusing on his own performance to delivering through his team. Clearly, unlearning is not an easy process, it requires a high level of awareness about

unlocks blockages, biased and fixed views of the world. A coach may set about exploring preferences and habits that have served the learner well and help identify those that may set about derailing any future learning. This awareness of obsolete knowledge and thinking patterns then needs to be followed by action this may be stopping a routine or replacing it with a new one. An approach to change that pays attention to the human impact is essential here. Unlearning is an emotional process and individuals need to buy in to the reasons for change. They need support in coping with the psychological and physical demands of change and the personal transition that it requires, whilst understanding the process for effecting the desired change. Summary To be at our best we need to test some of our most deeply held assumptions, beliefs and routines to see if they are truly taking us forward or holding us back. In an ever changing context, what worked yesterday may not work tomorrow. This process is even more complex at an organisational level where a vast amount of tacit knowledge resides in the collective memory of the employees. To support unlearning, organisations must enable behaviour that questions that status quo, regularly review and evaluate ways of working, and manage the emotional side of letting go.

Unlearning: A Sporting Example

Classic examples of improvements that have come from unlearning can be found in sport where the prevailing science of performance at the time stated facts about human physiology and the bodys capacity to run a sub four minute mile. For example, The human being is incapable of covering a mile distance in less than 4 minutes. The oxygen carrying capacity required (within the human skeletal and muscular set up) is simply not possible. Journal of Exercise Physiology 1953 Roger Bannister set about unlearning such rigourously held scientific truths. His retort was, of course, to achieve the first sub four minute mile, in 1954. Like Roger Bannister our capacity to learn, to improve performance and to become more effective is linked to our capacity to unlearn and scrutinise the facts. To explore, examine, exhume and re-evaluate our personal truths or private universe is at the heart of learning.

our individual and collective beliefs; we need to look in the mirror and truly see our blind spots. This process can be supported through coaching and supervision which enables deep reflective practice, supports us in more fully knowing ourselves,

Jonathan Zneimer is a Partner and Practice Director at Lane4. Jonathan has worked extensively as a Performance Psychologist within sport and leads Lane4s work on supervision. His research is on reflexivity in leadership transition and transformation. jonathan.zneimer@lane4.co.uk Kelly Walsh is Research Manager at Lane4 kelly.walsh@lane4.co.uk

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