presented more quickly than people can remember them, simply because the presenter is already familiar with the details. Breaking information into evenly sized, consumable chunks is what separates a great presenter from an average (or bad) one. In a meeting, slower, more broken-up pacing allows a group of people to engage in constructive and critical thinking more effectively. It gets the same ideas in everyone’s head. (For a more detailed dive into the pace of content in meetings, see Chapter 3, “Build Agendas Out of Ideas, People, and Time.”)
Theoretical models that explain working memory are complex, as seen in Figure 2.2.2 This model presumes two distinct processes taking place in your brain to make meaning out of what you see, what you hear, and how much you can keep in your mind. Assuming that your brain creates working memories from what you see and what you hear in different ways, combining listening and seeing in meetings becomes more essential to getting value out of that time.
FIGURE 2.2 Alan Baddeley and Graham Hitch’s Model of Working Memory provides context for the interplay between what we see and hear in meetings.
In a meeting, absorbing something seen and absorbing something heard require different parts of the brain. Those two parts can work together to improve retention (the quantity and accuracy of information in our brain) or compete to reduce retention. Nowhere is this better illustrated than in the research of Richard E. Meyer, where he has found that “people learn better from words and pictures than from words alone, but not all graphics are created equal(ly).”3 When what you hear and what you see compete, it creates cognitive dissonance. Listening to someone speaking while reading the same words on a screen actually decreases the ability to commit something to memory. People who are subjected to presentation slides filled with speaking points face this challenge. But listening to someone while looking at a complementary photograph or drawing increases the likelihood of committing something to working memory.
Intermediate-Term Memory
Your memory should transform ideas absorbed in meetings into taking an action of some kind afterward. Triggering intermediate-term memories is the secret to making that happen. Intermediate-term memories last between two and three hours, and are characterized by processes taking place in the brain called biochemical translation and transcription. Translation can be considered as a process by which the brain makes new meaning. Transcription is where that meaning is replicated (see Figures 2.3a and 2.3b). In both processes, the cells in your brain are creating new proteins using existing ones: making some “new stuff” from “existing stuff.”4
FIGURE 2.3 Biochemical translation (a) and transcription (b), loosely in the form of understanding a hat.
Here’s an example: instead of having someone take notes on a laptop, imagine if Jane sketched a diagram that helped her make sense out of the discussion, using what was stored in her working memory. The creation of that diagram is an act of translation, and theoretically Jane should be able to recall the primary details of that diagram easily for two to three hours, because it’s moving into her intermediate memory.
If Jane made copies of that diagram, and the diagram was so compelling that those copies ended up on everyone’s wall around the office that would be transcription. Transcription is the (theoretical) process that leads us into longer-term stages of memory. Transcription connects understanding something within a meeting to acting on it later, well after the meeting has ended.
Most of the time simple meetings last from 10 minutes to an hour, while workshops and working sessions can last anywhere from 90 minutes to a few days. Consider the duration of various stages of memory against different meeting lengths (see Figure 2.4). A well-designed meeting experience moves the right information from working to intermediate memory. Ideas generated and decisions made should materialize into actions that take place outside the meeting. Any session without breaks that lasts longer than 90 minutes makes the job of your memories moving thought into action fuzzier, and therefore more difficult.
FIGURE 2.4 The time duration of common meetings against the varying durations for different stages of memory. Sessions longer than 90 minutes can impede memories from doing their job.
Jane’s meeting with her three teams lasted nearly three hours. That length of time spent on a single task or topic taxes people’s ability to form intermediate (actionable) memories. Action items become muddled, which leads to liberal interpretations of what each team is supposed to accomplish.
But just getting agreement about a shared task in the first place is a difficult design challenge. All stages of memory are happening simultaneously, with multiple translation and transcription processes being applied to different sounds and sights. A fertile meeting environment that accommodates multiple modes of input allows memories to form amidst the cognitive chaos.
Brain Input Modes
During a meeting, each attendee’s brain in a meeting is either in a state of input or output. By choosing to assemble in a group, the assumption is implicit that information needs to be moved out of one place, or one brain, into another (or several others).
Some meetings, like presentations, move information in one direction. The goal is for a presenting party to move information from their brain to the brains in the audience. When you are presenting an idea, your brain is in output mode. You use words and visuals to give form to ideas in the hopes that they will become memories in your audience. Your audience’s brains are receiving information; if the presentation is well designed and well executed, their ears and their eyes will do a decent job of absorbing that information accurately.
In a live presentation, the output/input processes are happening synchronously. This is not like reading a written report or an email message, where the author (presenting party) has output information in absence of an audience, and the audience is absorbing information in absence of the author’s presence; that is moving information asynchronously.
An energetic, collaborative meeting has the same input/output dynamic as a presentation, but there are two important distinctions. First, information is moving in two directions, not just one. Second, the movement between input and output states happens more frequently in smaller, faster bursts. Each brain in a fast-paced meeting is working to absorb the information from surrounding brains while also outputting information for the cumulative benefit of the group. In the best of circumstances, that should increase clarity about a problem or solution and culminate in a shared understanding that wouldn’t exist without everyone.
A meeting is a system that facilitates knowledge input and output while having the potential to create new perspectives at the same time. Poor meetings don’t move ideas from one brain to another effectively, and therefore do a worse job at developing interesting or useful new ideas. Good ones move information more quickly and provide space for unexpected new ideas. Good meetings happen more often when you accommodate attendees’ varying abilities to listen, to learn, and to express ideas in a way that’s “brain consumable.” You can build on what you’ve learned about the way people remember things to design better avenues for input.
More Effective Listening