And what to do about it

Why is it that some people (perhaps even you) can cite chapter and verse of the company values, latest leadership theory, or employee recognition program but then behave as though they never heard of any of it? Perhaps it’s for the same reason we would not expect an aspiring airline pilot to simply read the training manual and then be able to fly a plane.

Two Types of Learning

There are two ways of remembering and retrieving what you learn (Bear, Connors, Paradiso, 2007). By definition, explicit memory requires intentional or at least conscious learning of past experience, whereas implicit learning is defined by unintentional, non-conscious learning and/or retrieval. What you learn from books is called declarative memory and it’s usually learned consciously or “explicitly” as well as deliberately retrieved. It’s the theory, facts, events, and things you know… like the rules of the road. This is generally how we are taught leadership theory.

Behavioral memory is about the behaviors or habits that are often learned and/or executed implicitly without conscious interference – like how to ride a bike, drive to work, or play an instrument. You learn by repetition and adjustment until you just “get it”. People don’t usually set out to be micromanaging or dominating by conscious choice. Sometimes, they become that way over time – with unconscious practice motivated by unconscious influences. Explicit memory, as it pertains to leadership, is more about how you should behave. Implicit learning relates to how you do behave – despite your explicit learning. Sometimes implicit execution of behavior patterns works like a habit and allows your brain to conserve energy.

Be aware that I am oversimplifying here to make the distinctions clearer, and remember this is a little fuzzy – some known, some theory. These two types of learning even tend to involve different parts of the brain. That is, explicit memory tends to involve a structure deep within the brain called the hippocampus. Implicit memory tends to include parts of the striatum which is deep in the fore-brain.

A Deliberate Approach

What does this mean? What are the implications of this? Trying to affect the striatum with the same strategies used to affect the hippocampus is like putting a band aid on your foot when you have a stiff neck. We go to classes, read books, or listen to motivational speeches  but new behavior must also be learned, deliberately, through practice – and not just one or two experiential in-class learning exercises, but repeated, purposefully structured rehearsals spaced strategically over time. It requires developing new habits that are more powerful than old ones.

References

Bear, M. F., Connors, B. W, Paradiso, M. A., (2007). Neuroscience: Exploring the brain (3rd ed.). Baltimore, MD: Lippincott Williams & Wilkins.