Now that information is so easily accessible, the rules of expertise at work have changed – Colin Smith is your guide
As organisational psychologist and author Adam Grant aptly observes: “The hallmark of expertise is no longer how much you know. It’s how well you synthesise. Information scarcity rewarded knowledge acquisition. Information abundance requires pattern recognition. It’s not enough to collect facts. The future belongs to those who connect dots.”
This quote was shared by the Ministry of Justice’s Zoe Sweet at the CIPD annual conference in Manchester last month. I’d seen it before, and had nodded sagely at the time, but this little moment of repetition got my mind whirring.
It’s not just about what you know, but how well you can apply that knowledge in novel contexts
Zoe used it to illustrate a part of her story about how the Ministry of Justice is working to improve operational agility. Her emphasis on synthesis as a critical capability for agility resonates deeply with the challenges faced by learning and development leaders and heads of transformation.
In my humble opinion, this simple idea that it’s not about the acquisition of knowledge, but connecting the dots in disparate, varied details that will enable our best people to navigate and thrive in the workplace. So, I thought I’d opine on the topic a little.
A personal reflection
The importance of synthesis is something I consider I’ve experienced firsthand throughout my career (or careers). Since the late 1980s, I’ve had three distinct careers, and without the ability to synthesise knowledge from different fields, transitioning between them would have been significantly harder.
Each new career, or industry shift, required adaptations in mindset, knowledge, connection, networks and application, and the speed with which I could make these shifts successfully required me to connect the dots between my ‘old’ knowledge, and the new.
The magic of synthesis lies in its capacity to create new opportunities by connecting disparate pieces of knowledge. When we draw from multiple domains and recognise patterns, we unlock innovations that would otherwise remain hidden.
For example, the varied experiences and skills I gained in different industries have allowed me to spot opportunities and solve problems creatively precisely because of my comfort with a variety of topics – so I could apply novel thinking to new problems. This underscores the broader value of synthesis in learning: it’s not just about what you know, but how well you can apply that knowledge in novel contexts.
In his brilliant book, Range, David Epstein builds on this from a slightly different perspective, but no less validating: “Our greatest strength is the exact opposite of narrow specialisation. It is the ability to integrate broadly.”
Think about the implications for how we arm our people to navigate the complexities and fast changing realities of what we do… How frequently do we design with synthesis in mind?
The limits of content-driven learning
Despite the growing need for synthesis, much of the discourse around learning design remains stubbornly focused on content delivery. In the L&D and digital transformation sectors, there is a persistent belief that creating and imparting knowledge is the primary objective. I’ve seen this belief pervade with participants too: “Just tell me what I need to know – I can do the rest”.
But while knowledge acquisition is, of course, important, it’s only part of the puzzle. True learning happens when individuals can connect the dots between concepts, apply them in context, and derive meaningful insights.
This limitation is particularly evident in digital learning modalities, especially asynchronous on-demand programs. While these formats excel in delivering information efficiently, they often lack the interactive and reflective components needed for synthesis. Watching a series of videos or completing a static e-learning module may provide valuable content, but it rarely fosters the deep thinking and collaborative exchange that drive synthesis.
Designing for synthesis: Key strategies
To create learning programmes that prioritise synthesis, practitioners must rethink their design approaches. Here are some strategies to help foster synthesis in learning:
Encourage pattern recognition: Incorporate exercises that require learners to identify connections between different concepts or domains. Case studies, simulations, and cross-functional problem-solving tasks are effective tools.
Build in reflection: Reflection is a critical step in synthesis. Allow learners time to consider how new knowledge relates to their existing understanding and experiences. Journaling, guided questions, and structured debrief sessions can facilitate this process.
Foster collaborative learning: Collaboration provides opportunities for learners to exchange perspectives, challenge assumptions, and co-create solutions. Group discussions, peer coaching, and team-based projects are excellent ways to enable synthesis through interaction.
Blend learning modalities: Combine asynchronous and synchronous learning formats to balance flexibility with engagement. Live virtual sessions, in-person workshops, and real-time discussions complement on-demand content by providing opportunities for interaction and application.
Focus on application: Design learning experiences that emphasise real-world application. Scenarios, role-playing exercises, and hands-on projects compel learners to integrate knowledge and demonstrate its relevance in practice.
Synthesis and operational agility
As Zoe Sweet highlighted, synthesis is a critical enabler of operational agility. Organisations that can quickly adapt to changing circumstances are those where leaders can connect the dots – linking strategy to execution, aligning teams across silos, and identifying opportunities amid complexity. By embedding synthesis into leadership development and transformation initiatives, we can empower our people to navigate uncertainty and drive innovation.
The future of expertise
Adam Grant’s assertion that “the future belongs to those who connect dots” is both a challenge and an opportunity for L&D leaders. Moving beyond content creation to designing for synthesis requires a shift in mindset and methodology. Yet, the rewards are profound: learners who can synthesise are better equipped to innovate, solve complex problems, and lead in a rapidly changing world.
For organisations striving to build a resilient, agile workforce, fostering synthesis is not just a nice-to-have. It’s a strategic imperative. By empowering learners to recognise patterns, draw connections, and apply insights, we can unlock the full potential of our people and create a culture of continuous learning and transformation.
Actions you can take today
If you want to foster synthesis in your initiatives, here are three actions you can take immediately:
1. Evaluate your learning programmes: Review current offerings to ensure they go beyond content delivery. Identify opportunities to integrate activities that promote reflection, pattern recognition, and real-world application.
2. Incorporate collaborative elements: Create spaces for learners to connect and share insights. Consider adding peer discussions, group projects, or coaching sessions to your programs.
3. Blend modalities for engagement: Experiment with a mix of asynchronous and synchronous learning. For example, follow up on-demand content with live virtual discussions or in-person workshops to deepen understanding and facilitate synthesis.
By taking these steps, you can start embedding synthesis into your learning strategy, empowering your teams to connect the dots and drive meaningful impact.
Colin Smith is Founding Partner of Cognitive Union
