The application and use of formal knowledge in the 'real-world' is highly problematic. This problem is neither new nor straightforward. In practice, it is deeply embedded in issues surrounding how we value knowledge, experience reality and see time. Building on the concept of visibility this essay explores how participants on a highly 'successful' learning programme sought to implement their change commitments in the workplace. The process of seeing change was constantly challenging. Living 'in' and 'over' time produced a sense of temporal shock that significantly undermined well-intentioned commitments to practice within days of returning to the office. Programme success created the illusion of chance as commitments fell victim to the action, traction and distraction of post-programme chrononormality. This long-running (18 year) empirical account charts the evolution and development of a visualisation tool that sought to make temporal context visible. Facilitating temporal recontextualization, the methodology delivered significant results across a range of evaluation criteria but suffered ongoing challenges related to the appropriate levels of analysis and intervention. In a study believed to be the largest, longest and most comprehensive of its kind this pracademic perspective aims to be close to practice, practices and practitioners. It also outlines a temporal methodology of change that enables the capacity to act, 'in' and over time.