# Direct and Indirect Learning By:: [[Ross Jackson]] 2022-09-18 People learn all the time. Sometimes it is obvious when and what one is learning. Sometimes it is less so. Occasionally, one only comes to appreciate that learning took place long after the fact. Whereas learning can be categorized in a multitude of ways, the focus here will be on two, direct and indirect learning. Since it is the most obvious and the one with which we are most familiar, direct learning will be focused upon first. Direct learning takes place when the material being covered or the experience one is [[living]] is the topic. As an example, in kindergarten one might learn numbers, letters, and colors. The teacher presents this [[information]], students provide answers, and direct learning takes place. As one grows the material of direct learning becomes increasingly complex and potentially abstract. As one progresses in school, one will become acquainted with algebra, geometry, chemistry, and literature. Later education, whether it be a trade or college, will have a significant direct learning component. As important as direct learning is it isn’t the only thing that is going on. Indirect learning occurs along with direct learning. Indirect learning is everything else one learns that isn’t the actual material being covered. Going back to the example of kindergarten, as one is learning numbers, letters, and colors directly, one is indirectly learning how to behave, how to interact with other children, and how to deal with authority figures who are not one’s parents. Just like direct learning in school, as one progresses to the more advanced subjects of algebra and geometry, one’s indirect learning becomes more advanced as well. One learns how to get away with things, how far boundaries can be pushed, and how to distinguish between what is essential and what is incidental. To an extent, direct learning informs what one does; indirect learning shapes who one is. Direct and indirect learning is part of analytics as well. Becoming familiar and proficient with various analytic techniques are aspects of direct learning in analytics. [[Understanding]] how to deal with professional [[status]] and greater [[autonomy]] are part of indirect learning. One essential aspect of indirect learning associated with applied analytics in organizational contexts is how an analyst persuasively informs decision-makers. It is potentially fascinating that such an essential aspect of making analytics meaningful organizationally is left to be identified, cultivated, and executed through indirect learning. So it goes. It's certainly a meta-turn to learn about learning. When one makes learning the focus of learning interesting things emerge. The bifurcation of learning into its direct and indirect components is one manifestation. There are others. From this one example, an important insight emerges. What one is directly learning about is only part of the story. Indirect learning can occur simultaneously. A good “trick”, when one becomes bored with direct learning, is to focus attention on potential indirect aspects. It might be the actual intent of the exercise. #### Related Items [[Learning]] [[Analytics]] [[Organizational Analytics]] [[Decision-making]]