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Making Time for Learning 245

You will know that, in terms of the science of the brain, this
is only partially true. While we certainly benefit from social inter-
action and the informal learning that flows from it, malicious gos-
sip can be harmful. Our brain’s tendency to complete the picture
means that we draw our own conclusions, often unnecessarily and
stressfully thinking the worst! So, combine an organization that
really keeps its employees informed about what is happening and
what is being considered with one that encourages lots of informal
chat and you have a winning formula. Many organizations are
beginning to realize this and providing attractive physical spaces
where workers want to eat and drink.

How much do you encourage or take part in informal learning in your workplace? Or, if you
work from home, what networks are you part of?
If you are in a position of responsibility, try giving your team money to have drinks or food
together once a month. They will almost inevitably share work issues and come up with use-
ful solutions that will justify such apparently irresponsible generosity.

MAKING A PERSONAL LEARNING ACTION PLAN

In the 1990s, Sir Christopher Ball, then chairman of the British
Campaign for Learning, suggested that everyone should have a plan
for their learning. The version on the next few pages is inspired by
the early model that he created.