Between Experience and Academia:
Experienced professionals who lack formal degrees often possess a deep well of practical knowledge, honed through years of hands-on work and real-world problem-solving. However, a significant dilemma arises when attempting to transfer this invaluable expertise to colleagues with traditional academic backgrounds: the absence of a shared language and common theoretical frameworks. This “communication chasm” can hinder seamless knowledge exchange, leaving both parties frustrated and the full potential of a diverse workforce untapped.
The core of this challenge lies in the different ways knowledge is acquired and structured. Degree programs provide a standardised vocabulary, theoretical models, and conceptual frameworks that act as a common ground for communication within academic and many professional settings. Discussions often revolve around established theories, research findings, and recognised methodologies, using specific jargon that is second nature to those formally educated in the field.
In contrast, the un-degreed professional’s knowledge is often tacit, deeply ingrained and difficult to articulate explicitly. Their understanding is built on patterns recognised through repeated exposure to real-world situations, intuitive problem-solving, and a feel for what works in practice. This knowledge, while incredibly valuable, may not be easily translated into the theoretical constructs or technical jargon favoured in degreed environments.
This disparity can lead to several communication breakdowns:
• Difficulty in Articulation:
Un-degreed individuals may struggle to explain the “why” behind their successful approaches using theoretical terms, often relying instead on descriptive narratives of their experiences.
• Misinterpretation of Concepts:
Degreed professionals might misinterpret experience-based explanations due to the absence of familiar theoretical anchors, potentially dismissing valuable insights if they don’t fit neatly into established models.
• Lack of Perceived Credibility:
Without the signifiers of formal education (jargon, references to theorists or frameworks), the un-degreed person’s knowledge might be unconsciously or consciously undervalued by those who equate formal credentials with expertise.
- Inefficient Knowledge Transfer: The lack of a common language slows down the process of knowledge sharing, requiring more time and effort to explain and understand concepts that could be quickly grasped with shared terminology and frameworks.
Overcoming this dilemma requires conscious effort and a willingness to adapt communication styles on both sides. It’s not about one party adopting the language of the other entirely, but rather building a bridge for mutual understanding.
For the un-degreed professional, strategies can include:
- Using Analogies and Metaphors: Relating complex practical situations to more familiar concepts can help degreed colleagues grasp the underlying principles.
- Focusing on Outcomes and Impact: Instead of getting bogged down in theoretical explanations, highlight the successful results and tangible benefits of their experience-based approaches.
- Translating Practice into Principles (Where Possible): With reflection, it may be possible to identify the underlying principles or rules of thumb that guide their practical decisions, even if they don’t map directly to academic theories.
- Being Patient and Willing to Explain: Recognising the communication gap and being prepared to elaborate and rephrase explanations in different ways is crucial.
- Actively Listening and Asking Clarifying Questions: Understanding the frameworks and jargon used by degreed colleagues, and asking for clarification when needed, can help the un-degreed person tailor their communication.
For the degreed professional, strategies include:
- Recognising the Value of Experiential Knowledge: Understanding that valuable expertise exists outside of formal academic channels is the first step.
- Practising Active Listening and Empathy: Making an effort to understand the un-degreed person’s perspective and the context of their experience is vital.
- Asking for Practical Examples: Encouraging the un-degreed person to share war stories and case studies can provide concrete illustrations of their knowledge.
- Helping to Connect Practice to Theory: De-greed professionals can assist by listening for underlying principles in the un-degreed person’s explanations and suggesting potential links to relevant theoretical concepts they are familiar with.
- Avoiding Over-Reliance on Jargon: Consciously simplifying language and explaining technical terms when necessary can make the conversation more accessible.
- Fostering a Culture of Mutual Learning:
Creating an environment where both experiential and academic knowledge are valued and seen as complementary can encourage open communication and knowledge sharing.
Ultimately, the dilemma of the un-degreed person’s experience in communicating with degreed professionals is a microcosm of the broader challenge of integrating diverse forms of knowledge. By acknowledging the differences in how knowledge is acquired and expressed, and by committing to adaptive and empathetic communication strategies, individuals and organisations can build bridges across the communication chasm, unlocking the full potential of their collective expertise.