From the Editor- February 2011

I’m Still Learning, What About You?
 
Over the course of the fifteen columns that I have written for HGS I have tended to focus on three general themes: mentoring, volunteerism, and the need for continuous learning. All three topics remain important to me and I see no reason to diversify, believing that maintaining focus is the key. This month we turn back to the need for continuous learning throughout our careers. I believed that I have adopted Eartha Kitt’s philosophy, “I am learning all the time. The tombstone will be my diploma.”
 
Why this topic, again? I was recently reminded why continuous learning is so important. I have just completed two projects. One contained a large and diverse dataset which I had examined about twelve years ago. My original work had focused on conventional gas and oil; the new project focused on unconventional gas. A second was a “quick hit” concerning the presence of a nonhydrocarbon gas component. For both projects there were a number of technical components that were outside the normal bounds and required that “I go back to school”. I found that the actual searching for the answers was a major learning experience, involving a review of the literature, the connection of the different technical themes and issues, and the drawing of the appropriate conclusions. When finished with the project, I had learned significantly more than was required to answer the initial questions posed, making me better prepared for the next time similar questions arise. Once again, I have grown professionally.
 
Every so often I visit a college or university and present a lecture. These visits remind me how the science of geology has advanced since my Ph.D. degree was granted in 1979. The geosciences have become quantitative and much more information is available to the students online and in the growing number of specialty technical journals. The technology available to students has increased as seen in the use of computers and workstations. I am always impressed with the quality of the students and the concepts and information that they have learned, but I am also reminded that although they have been exposed to much, “we learn by direct experience because there are real limits to the adequacy of verbal instructions” (Malcolm Gladwell). Although these students are well prepared there remains much to learn and experience and it will be several years after graduation before they become full contributors to the profession.
 
When sitting and talking to these students I also reflect on how the technical components have changed and how much I have had to unlearn and then relearn. In my November 2010 column I discussed how things have changed over my career. It is the unlearning of what we have found to be incorrect that is particularly difficult. First, there is the admission to yourself and others that you were wrong, even if “correct” at the time. The possibility of changes to the foundational science is one reason that I believe well-referenced documentation is a must . Things inevitably change and we need to know when, how, and why, with good documentation providing such information. Unlearning is also difficult because of the problems associated with separating ourselves from information that has become part of our general knowledge base. For example, for much of my career when I discussed hydrocarbon source rocks my focus was on oil, with some very specific criteria and thresholds. Now with the growing interest in gas I must remember the “new and expanded” rules, simply because the old oil rules do not apply. There is also the pressure from those that have not yet been “enlightened” to pushback and question the change and the need to unlearn and relearn. Remember not all new ideas are immediately accepted. Continental drift was first proposed by Wegner in 1912 but it was not until the 1950s and 1960s that sufficient data were generated for the concept to be generally embraced.
 
So, what am I suggesting? Remember that “learning is not attained by chance, it must be sought for with ardor and attended to with diligence” (Abigail Adams). Put together a specific learning plan focused on expanding your technical breadth or depth. Personally, I have plans to expand my technical breadth by learning more about carbon sequestration and technical depth in the field of gas geochemistry. This plan could include attending short courses and/or technical presentations, the reading of foundational articles as well as recent papers, and some hands-on exposure with the help and guidance of skilled teachers or mentors. For most of us, that hands-on exposure is critical since it provides practical long-term learning. Look to the professional societies to help with some of the foundation building, but not necessarily the practical exposure. For example, if you were interested in learning about shale gas — HGS, SIPES, and AAPG could be of great assistance through their many meetings focused on the topic, including this month’s Mudstone Conference.
 
Look for assignments that have the potential for technical growth. Even when working on routine projects look for opportunities to learn — every dataset is different and has the potential to teach. Such an approach will provide that needed practical experience. If you have the opportunity, teach a class or short course. There is nothing like the preparation for a class or lecture to force you to learn. I have the junior members of my team take an active teaching role as soon as possible. Author a peer-reviewed paper. The peer-review process, although far from perfect, does provide an opportunity to validate your thoughts and test the fruits of your learning. The reviewer comments also provide a secondary opportunity for learning through the examination of what was said and why, along with what needs to be done to clarify and support your ideas. Remember, learning should be considered a journey, with a clearly defined plan, a series of well-marked milestones, but hopefully no end in sight. 
Until next month…