Posts tagged ‘academic achievement’

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October 5, 2011

Why Kinesthetic and Global Kids Fall Between the Cracks

Kinesthetic Learning

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Do you know that the students most likely to struggle in traditional classroom settings are Kinesthetic, hands-on learners with Global, big-picture cognitive strengths? This is because their brain wiring is misaligned with how many subjects are taught. This frustrating learning challenge may begin in middle school and continue through high school, college and into adulthood. Without self-awareness of what’s going on, the individual is likely to develop a strong disdain for learning and experience low self-esteem that can carry over into their adult life.

I have personal experience with the “brain wiring” preference combination of Kinesthetic learning and Global thinking. I can claim 100% success for learning anything that interests me through practical neuroscience strategies that support how my brain is wired and what makes me tick.  I hope this knowledge helps millions of students and adults whose brains are wired similarly to mine. Anyone can take control of their learning success by knowing how to leverage their brain pathway strengths.

Kinesthetic Learner and Global Thinker Challenges

My sensory learning preferences are Kinesthetic followed by Visual and then Auditory. I need to have movement, touch and hands-on experiences to stay engaged and remember. Having to learn solely through listening and lecture, with a minimum of visual materials and an inability to move about, is my worst possible scenario. Highly Kinesthetic learners do well in lab courses, shop, drafting, graphics, field trips, and other hands-on, experiential learning environments. Having to sit still in one place, listen to a lecture and run the risk of getting reprimanded for fidgeting or moving about is a situation most Kinesthetic learners prefer to avoid.

The other half of the learning equation is how one prefers to process and think about stored and incoming sensory information. My cognitive strength is Global rather than Sequential. I like “big picture” subjects dealing with context, overarching concepts, possibilities and options. Subjects that stimulate my imagination and permit jumping about in non-logical steps are the ones that keep me interested and engaged. Unfortunately most subjects tend to be taught in a Sequential (e.g. logical, orderly, detail-oriented), step-by-step manner. This is a torturous scenario for a person with strong Global thinking strengths. This is because their Global brains are moving at a rapid-fire rate and get bored with staying on one aspect of a bigger concept longer than a couple of minutes. Global thinkers are equipped to understand the foundational principles of most traditionally Sequential subjects like mathematics, programming theory, thermodynamics, metallurgy, physics, electrochemistry and human anatomy; the problem lies with their attention span and the focus required to complete detailed assignments and pass tests requiring accuracy.

Hot Tips for Kinesthetic and Global Brains

Learning is a voluntary brain process. First, establish the strongest positive outcomes, value and benefits you will receive from learning your chosen subject. This hot tip applies to everyone, regardless of their brain pathway strengths.

  • Kinesthetic Strategies: Implementing movement and touch with your learning experience helps you stay engaged and remember. Closing your eyes occasionally helps you listen deeply during a lecture. Take notes and/or doodle while listening. When reviewing material, ask yourself, “what feels and looks important here?” Flash cards are a great aid for Kinesthetic learners.
  • Global Strategies: When detail and accuracy are required, do your studying in a formal environment with a moderately cool temperature to stay engaged and focused. Use snacks and refreshments as a reward during breaks and for completing chunks of work within 20-30 minute periods of time.

You can quickly, accurately and reliably determine how your brain is wired to learn, think, perform, solve problems, and make decisions with statistically validated preference instruments. Online results generate customized and comprehensive accelerated learning strategies for all brain pathway combinations.

In conclusion, your past learning challenges may have been due to your brain wiring being misaligned with the subject and how it was taught. Practical neuroscience is the unrecognized solution to quick, easy and fun learning.

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September 6, 2011

Unleash Your Genius with Mind Mapping

Mind map of the mind map guidlines.

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Mind mapping is a powerful and underutilized whole brain system to solve problems, make decisions, develop plans, accelerate learning and communicate effectively with others. It’s faster, more fun and covers more bases than traditional outlining methods.

Mind mapping is widely acknowledged as being developed by British psychology author and brain researcher, Tony Buzan. His mind mapping contributions are an integrated approach, combining key words, visual images and symbols into a free-flowing “tree” emanating from a central idea, concept or subject area. “Trunks, branches and leaves” are the associated key points forming the “tree.” The process ends with a logical element of analysis and alignment.  Other practitioners of mind mapping are Nancy Margulies (author and visual mapping artist) and Michael Gelb (author of How to Think Like Leonardo da Vinci).

The core concepts and methodology of mind mapping are well grounded and supported by practical neuroscience. The system taps into the visual cortex that constitutes a large percentage of the brain’s neurons. Mind mapping uses the brain’s imagination, natural curiosity and logical thinking powers. Most people are amazed at how quickly the system captures their ideas, stimulates creativity and formulates practical and realistic solutions to complex problems.

Despite what you may think, mind mapping doesn’t require artistic abilities. Anyone can mind map. Willingness to engage in the following simple and practical neuroscience methodology is the primary requirement to get started.

Materials

Start with a large piece of paper; flip chart paper is ideal. Use colored pens, pencils or crayons. Purchase colored stickers depicting shapes, images and symbols that appeal to you and pertain to the subject matter. These will give your mind map artistic qualities without requiring artistic skill.

Methodology

1. Start In The Middle: Draw a circle or oval with the subject or key concept in the middle of the page. You can use a symbol, image, or key word. Even a small photograph works fine.

2. Employ Key Words: Single key words are preferred over phases and short sentences. This may take a little patience and practice at first. Developing the ability to think in key words pays dividends because they are content rich, easy to remember and activate other key word concepts. “Strings” of associated key words eventually describe the context of a situation and the pathways to the insights, solutions and your desired outcomes. Key words are powerful catalysts for both creative and practical thinking. Effective use of key words is a competence worth cultivating.

a. Print your strongest concept key words on lines (to form the “trunks of the tree”) emanating from your subject in the middle of the page. As an example, if you are mind mapping your business, start with words like “PURPOSE,” “CUSTOMERS,” “CONCERNS” and “GOALS.” Be sure to use only one key word per line. Utilize color, images and symbols. This is where your stickers may be a handy aid. Stick figures and other simple, hand-drawn symbols work well.

b. Your key words will stimulate other key words aligned with central ideas. As an example “CONCERNS” may trigger new key words like “FINANCING,” “COMPETITION,” and “LICENSING;” these become new lines (e.g. “branches”) emanating from the “CONCERNS” line. These key words will create another chain or sequence of key words that become more new lines (e.g. “leaves”).  Again, always use color and images to depict and add meaning to your key words. It is best to print your key words.

3. Let It Flow and Go: Spontaneity, imagination and “big picture thinking” are the operative words when mind mapping during this early creative stage. Move as quickly as you can to fill out your page. Go wherever you want. This is not the place or time to be logical and sequential. If you get “writer’s block” with any string of associated key words, move to another key word “trunk” or “branch” that catches your eye and add key words that come to mind. Continue until you feel you have more than enough ideas to work with.

4. Analyze and Align: Take a break and rest awhile before you come back to analyze and align the results of your imaginative, free-association stage. This is the part of the process that will utilize your sequential, analytical and logical powers. Look for themes, patterns and relationships between the “trunks, branches and leaves.” Align and connect parts of your “tree,” using more lines, arrows, symbols and key words to give it additional meaning and provide the outcomes for which you are looking. You may also select what you think are the most relevant parts and eliminate the ones that seem unimportant.

5. Redraw Mind Map: Depending on the application, you may want to redraw your mind map and sequence the key ideas and concepts with numbers in a clockwise manner. This may be appropriate for communication and training purposes or for your use as a daily learning and memory aid to building a business or implementing a significant project.

In summary, mind mapping will reveal and unleash the genius within by utilizing the power of your visual cortex, imagination and logical thinking for planning, learning, solving problems and communicating with others. You have nothing to lose except the opportunity to directly experience the power of your brain to leapfrog your life forward.

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July 26, 2011

Practical Neuroscience Approach for Homeschooling Parents

Studying

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Homeschooling parents undertake the monumental responsibility for facilitating their children’s education. Taking on the role of “teacher,” as opposed to being a “facilitator of learning,” is a potential deterrent to successful learning outcomes for parent and child, alike. The two greatest gifts a parent can bestow on their children are instilling a lifelong desire for continuous learning and helping them develop the life skill of “learning how to learn.” These two elements of practical neuroscience all but guarantee the development of young minds into responsible, successful and self sufficient adults and future leaders. This applies to all parents, regardless of whether they home school or not.

John Naisbitt, American author and futurist, said:

“In a world that is constantly changing, there is no one subject that will serve you for the foreseeable future, let alone for the rest of your life. The most important skill to acquire now is learning how to learn.”

Many homeschooling parents may associate “learning how to learn” with learning styles. The practical neuroscience definition of learning styles is your child’s preferred sensory sequence to take in information and their cognitive preference to process it.

Sensory Pathway Preferences

It’s important that you, as a parent, and your child, both know the child’s most and least preferred ways to take in new and challenging information. For successful learning outcomes, the inflow of information must be presented in the student’s two strongest sensory pathways. Your child should pursue self-directed learning, whereby they request and select learning resources and delivery methods best suited to the way their brain is naturally wired to learn.

Sensory Learning Aids for:

Kinesthetic Children

  • Allow student to move around and be comfortable while learning
  • Encourage making flash cards for key learning points
  • Let student squeeze a small ball or work with another manipulative, while learning

Visual Children

  • Provide material to look over and read before class
  • Give instructions, homework, and key learning points visually
  • Minimize words and maximize symbols, pictures, charts, illustrations

Auditory Children

  • Allow extra time for questions and discussions
  • Suggest reading notes and study material aloud
  • Encourage student to discuss and tell others what they are learning

Cognitive Pathways Preferences

Cognitive processing is required to solve problems, make decisions, and develop skills and competencies to navigate life. Your child’s tendencies for Sequential and Global thinking may be established from birth or may be dependent on their environment and how you influence them. By the age of 7, the preferences for cognitive processing can usually be observed. The strongest cognitive preference should be acknowledged, while allowing opportunities to use and strengthen the least favored one. This approach helps build an integrated and balanced “whole brain.” If resistance is experienced, let your child follow their natural instincts. Both Leonardo da Vinci (Global) and Isaac Newton (Sequential) have made significant contributions in the world.

Cognitive Learning Aids for:

Sequential Gifted Children

  • Connect the key learning points and steps to one another to form central concepts
  • Organize assignments into logical steps and sequences
  • Encourage students to complete one assignment at a time
  • Formal physical environments are favored: straight back chair at table, quiet, bright and direct light, cool room temperature, snacks and drinks limited to breaks

Global Gifted Children

  • Explain major concepts and the big picture first; then provide the detail, if necessary
  • Allow student to multi-task as long as learning progress occurs
  • Provide for frequent breaks to maintain interest and focus
  • Informal physical environments are favored: Casual furniture, dim and indirect light, warmer room temperature, snacks and drinks while learning

In summary, each child has distinct interests, gifts and styles for receiving and processing sensory information. Homeschooling parents can lighten their “teaching load” by helping their children become self-directed, lifelong learners. Parents can also role model what they teach, provide a smorgasbord of learning opportunities and assist with making learning resources available.

 
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July 11, 2011

Using Practical Neuroscience for Fast, Easy Learning

Group of students studying Bible

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Practical neuroscience and how your brain is wired to learn and think are the keys to successful, self-directed, accelerated learning. Few people know that a secret to fast, easy learning is teaching someone who is interested in the same subject you want to learn. This method reduces traditional learning time by 50% or more. When people of like-mind come together and learn from each other, by teaching one another, the highest form of collaborative learning occurs.

William Glasser, MD, American psychiatrist and author says:

“We LEARN:

  • 10% of what we read
  • 20% of what we hear
  • 30% of what we see
  • 50% of what we both hear and see
  • 70% of what is discussed with others
  • 80% of what we experience personally
  • 95% of what we TEACH to someone else”

It’s really quite easy to reach that 95% plateau referred to by Dr. Glasser. The first practical neuroscience principle embedded in this model is that multi-sensory learning increases retention. The second principle is that teaching strengthens your resolve through a personal commitment to a fellow learner. The third principle is that there is a synergy of minds joined to learn something together.

The following steps will guide you through the process:

Step 1: Identify the benefits

Document the benefits desired from the learning experience upon which you are about to embark. Learning is voluntary and your brain must have powerful reasons and positive emotions to stay focused, particularly when distractions arise and available time seems to diminish. Ask yourself questions like: Why do I want to engage in this learning process? What are my desired outcomes? How will I and/or others benefit from my newly acquired knowledge and skills? How will I feel, as I progress and reach my goals? Will I be happy that I expended energy and time for this learning experience one year from now? Be sure to commit your ideas in a visual form like a “mind map.”

Step 3: Identify learning resources

Use your instincts, when selecting ways to search for resources. They may include consulting with a subject matter expert, Googling key words or browsing the subject area of a library or book store. Your instincts will guide you to research methods that will be most effective for you. Think about your strongest sensory pathways to learn (Auditory, Visual, and Kinesthetic), when selecting your resources or courses. As an example, if you are a strong Kinesthetic learner, you will want a hands-on approach, as well as to be physically comfortable and have the ability to move about. Most people least prefer Auditory learning, so lectures and audio tapes would typically represent a poor choice.

Step2: Select another person or two interested in your subject

This is the most important part of the process. Find people you get along with, who have similar interests and values.  Share your reasons for learning and ideas about learning resources. Discuss the ways your “learning team” prefers to learn and think. This will guide your “learning plan.” Be sure to develop goals and milestones to measure progress. Create visual documentation of this process and review it from time to time.

Step 3: Teach one another

Teaching one another will come naturally and easily from the previous steps. The process may be a combination of self-directed learning, coupled with email and interpersonal interactions. Consider video conferencing when face-to-face meetings are not possible. Communicate key learning points and insights. Socratic questions are always a great way to learn. The more questions the better; the brain that composes a great question already has an inkling of the answer. It’s only a matter of time until awareness, connections and break-through learning occur. The time frame is accelerated when two or more people engage in the Socratic process.

In conclusion, teaching is the highest form of learning. It’s fun, easy and quickens the learning process. You can trust your brain and the brains of your “learning team” to achieve outcomes beyond your wildest dreams.

 

©2011 The Hadron Group, Inc.  All rights reserved

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June 29, 2011

A Neuroscience View of Learning Styles

learning styles

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The term “learning styles” is often associated with academic and educational applications. The traditional definition of “learning styles,” however, is a small and incomplete slice of the overall contextual understanding required for successful learning and teaching outcomes. It’s no wonder why there is sometimes controversy and confusion about “learning styles.”

My organization has been working in the field of practical neuroscience since 1992, building brain-based human development products for academic success, personal development and business applications. The purpose of this article is to expand the definition of “learning styles,” so learners and teachers alike can embrace and utilize this essential knowledge. The core principles apply to the totality of life, not just the classroom.

What are “Learning Styles?”

Each person has unique brain pathways preferences to take in and think about sensory information.

  • Sensory Pathways: Visual (seeing), Auditory (listening) and Kinesthetic (hands-on)
  • Cognitive PathWays: Sequential (logical), Global (big picture) and Integrated (cognitively balanced)

A person’s “learning style” is frequently described as their strongest or primary sensory pathway to learn (e.g. being “kinesthetic”). This is a very limited and incomplete way of viewing “learning styles.” The sequence of sensory preferences is important because it takes two or more sensory pathways to lock in received information. As examples, some people need to “see it and hear it,” others may want to “do it and see it,” and some may prefer to “hear it and do it.”

The various sensory sequences are: KVA, KAV, VKA, VAK, AKV and AVK. (K = Kinesthetic,V = Visual, A = Auditory) The lowest sensory score is what you pay least attention to and is called a “blind spot.” Most students are KVA and VKA. Think about the learning challenges of these students, who least prefer listening to the meaning of words, when trying to learn in a lecture setting, with a minimum of visual material and things to do.

The other half of the “learning styles” equation is how you prefer to process or think about sensory information. Some people favor learning and working in predictable, logical, orderly, and process-driven environments. Others require open-ended situations, moving from task to task, and using their imagination to learn and work optimally. The cognitive differences between Sequential and Global thinkers are often overlooked in both the classroom and workplace. It’s frequently the defining factor in achieving successful academic and career outcomes.

An expanded neuroscience definition of “learning styles” is a person’s sensory sequence to take in information and their cognitive preferences to process it. The combination of sensory and cognitive pathways is our representational system for life. It gives us the ability to learn, express, perform, think, solve problems and make decisions.

Who Should Know About “Learning Styles?”

The first and most important person to possess “learning style” knowledge is the “learner.” That’s why putting this information and data in the hands of teachers, alone, provides limited and sometimes disappointing outcomes.

Learning goes well beyond the classroom, self-study or online courses. Our brains are continually receiving sensory information, making choices, reaching conclusions, solving problems, and expressing. These processes constitute the flow and fabric of our lives. Therefore, everyone can benefit from knowing how their brains are wired and what makes them tick.

Reasons to share your “learning styles” information with others (e.g. teachers, spouse, co-workers and friends) include improving communications so they can transmit on your “wavelength.” It’s also helpful, in the workplace, to align work activities with brain strengths. Alignment improves morale, engagement and productivity.

What is the Role of Teachers?

I believe successful teachers are continuous learners, who are passionate about their careers. They learn from their students and exchange “best practices” with other teachers. Teachers know that students learn for their own reasons, not those of the teacher. Great teachers encourage their students to discover how their brains prefer to learn and think. They coach them to take responsibility for their own learning and leverage their brain strengths. Successful teachers establish safe and non-judgmental environments. They provide learning resources and encourage their students to teach one another; the highest form of learning is teaching.

Summary

The neuroscience meaning of “learning styles” is the foundation for accelerated learning, successful careers, better relationships and personal growth. Knowing how your brain prefers to learn and think is the key to a better and less stressful life. Everyone interested in improving their quality-of-life will benefit from this important knowledge.

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May 25, 2011

The Secret Connection Between Music and Performance Excellence

Listening to Music on the Train

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Have you ever wondered how to boost your personal performance, when learning, working and problem solving? Do you enjoy listening to music? Most people would agree that music has a powerful effect on their mood and state of mind. Music can create an almost instantaneous change in how we feel and our energy level. The evidence is in, both scientifically and anecdotally, that you can power boost your performance by aligning specific music selections with specific activities. You have nothing to lose by trying these practical neuroscience-based practices. The worst case scenario is that you will enjoy the music.

Studies by the National Academy of Sciences suggest that background music stimulates the brain to absorb and retain knowledge. Georgi Lozanov, referred to as the “father of accelerated learning,” advocates the use of music, as it has an observable effect on retention and memory. Don Campbell popularized the idea that listening to Mozart (The Mozart Effect) improves learning performance and IQ. Neuroscientists have since reported that the effects of classical music are temporary and there is no long-term improvement on IQ. This finding is positive, however, because the disagreement between Don Campbell’s work and the neuroscience community centers on how long the improvement lasts and the exact nature of the improvement, instead of on whether or not there is improvement.

There seems to be universal accord that music has an impact on our mood and temporarily improves performance in different areas. The overarching condition of doing anything well is that we need to be in the proper state of mind. So, why not use music more, even if the effects are short-term?

Music can activate a memory of an event or period of your life. As an example, a childhood song like “Old McDonald Had a Farm” may seem playful, silly and funny. However, it may create feelings of sadness depending on what was happening when the song anchored the memory. A happy song played during a gloomy and difficult experience will likely trigger sad and depressing feelings when you hear it. The common sense approach is to select music that helps you feel motivated, energized,safe, secure, confident and competent. These are prerequisites for consistent performance excellence.

Music with lyrics are best for breaks between activities, recreational listening and elevating your energy levels. Listening to words is likely to distract you when learning or working. When you listen to music with words, be aware of the meaning of the words. They may affect your mood as much as the melody. The benefits of an upbeat and energizing melody with a pleasing rhythm may be cancelled out by negative and wounding words.

Classical music has the soundest scientific and experiential base to improve learning and cognitive performance. The following list is a way to get started with accelerated learning and breakthrough thinking.

Active Learning- read material, aloud or silently, for the first time to the beat of the music.

Mozart (According to Don Campbell, Mozart strengthens the mind.)

Brahms: Violin Concerto in D major

Beethoven: Concerto #5 for piano – E Flat major; Concerto for Violin in D major

Memorizing- play while reading material (aloud or silently) you need to memorize for meetings, interviews, negotiations, presentations, trainings or examinations.

Bach: BrandenburgConcertos; Preludes and Fugues for Organ

Vivalidi: The Four Seasons; Five Concertos for Flute

Handel: Water Music; Royal Fireworks Music

Creativity - play while problem solving, “brainstorming,” creative writing, doing art, inventing.

Tchaikovsky, P.: The Nutcracker Suite

Debussy: La mer; Prelude a l’apres midi d’un Faun

Ravel: Daphne et Chloe

In conclusion, music may not increase your long-term IQ, but it sure will accelerate your learning, memory and creativity. Besides, performance may be more important than IQ. Music affects your mood and state of mind. Even if you don’t consider yourself “musical,” you can still receive positive effects.

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March 23, 2011

Watch Sparks Fly Between Sequential and Global Thinkers

Sparks of fire

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Watch the sparks fly when people, having radically different ways of thinking, interact with one another at work, home and social gatherings. If your cognitive strength is Sequential thinking (e.g. logical and orderly), you likely perceive people with Global thinking strengths as impractical and unrealistic dreamers. If your strength is Global thinking (e.g. imagination and ideating), you may view and describe Sequential thinkers as unoriginal and tedious plodders.

The Destructive Sparks of Judgment

People having similar interests, goals and personality tend to attract one another. Interpersonal conflict occurs when people are not aware of each other’s unique ways to learn, think, work, communicate, solve problems and make decisions. This potential conflict has no boundaries. It occurs between spouses, family members, friends and co-workers. Love, friendship and common goals are not always sufficient for harmonious relationships.

All too often, people hold the opinion that the way they think and process information is the “right way” and perhaps the “only way.” The destructive sparks from people with diverse brain strengths clashing with one another can cause interpersonal conflict and stress. Clashes like this also limit the possibility of mutual understanding and growth. These are the sparks of judgment and closed minds. Left unattended, they result in divorce, wounded relationships and unhappy careers.

Subtle and Big Dangers

People having the same cognitive thinking strengths often get along with one another and experience high levels of rapport and agreement. Similar thinking strengths attract. The absence of “sparks” gives them a false sense of security that all is well and they are on the right path. The danger is that they may be operating in a lopsided cognitive manner and missing a whole brained approach to life and what they are doing together.

Sequential Cognitive Thinking “Blind Spots”

Sequential thinkers’ “blind spots” are what they pay least attention to and are the strengths of Global thinkers. Sequential thinkers tend to approach projects and problems in an organized and logical manner, overlooking the larger sphere of options and possibilities. Their focus and attention to detail, order, accuracy and timeliness shunts their attention from context, purpose and desired outcomes. While being highly productive and keeping within budget, sequential thinkers may not give adequate time thinking about the bigger picture, what’s changing in the world, optimum direction and best ways to proceed. They may miss seeing both risks and opportunities around them due to their “blind spots.”

Global Cognitive Thinking “Blind Spots”

Global thinkers’ “blind spots” are Sequential thinkers’ strengths. Global thinkers approach their personal and professional life from an orientation to the future. They live in their imagination doing creative problem solving, ideating new possibilities and inventing things. Global thinkers’ focus on future outcomes tends to isolate them from the practicalities of what needs to be accomplished to achieve the outcome they envision. Global “blind spots” include absence of time requirements, logic, orderliness, realism, identifying obstacles, getting other people on-board with their ideas and developing a comprehensive tactical implementation plan. Global thinkers have challenges getting single tasks accomplished with high levels of productivity.

The Challenge

The challenge is to acknowledge, respect and join global and sequential cognitive thinking strengths to create a “whole brain” approach. This applies to all human interactions from intimate relationships to entire organizations. Joining minds of diverse strengths is the key to creating positive and sustainable change through continuous improvement. The challenge involves suspending judgment that one way of thinking is the best way and to embrace brain strength diversity. Integrous people know and leverage their strengths and the strengths of others.

In Conclusion

People who know how to identify, align with and leverage each other’s brain strengths experience rapport and understanding. They solve problems, make sound decisions and move mountains. Brains working together collaboratively are like millions of spark plugs creating new neuro-pathways where every participant is a benefactor. The effect is radically different from watching sparks fly from people not acknowledging, respecting and leveraging each other’s brain strengths.

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February 23, 2011

How to Make Smarter Decisions When It Counts

decide

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Have you wondered why some of your relationship, career and life decisions did not turn out as well as expected? Did you know that your physical, mental and emotional state combine forces with how your brain is wired to affect the outcomes and quality of your decisions?

We make thousands of “mini-decisions” continuously during our waking hours. Most of them are unconscious and automatic, like dressing, eating, driving, communicating and performing work activities. Our daily “auto-pilot” decisions come from trial-and-error life experiences that form our memory and behavior programs. We usually don’t think about these seemingly small decisions as long as they provide reasonably good outcomes.

Decisions involving career planning, long-term relationships, investments, children and parents, business strategies, buying a home and solving major life challenges, however, require a diligent and thoughtful approach. These areas have long-term impact on your life and the lives of other people. Three levels of decision-making are shown to explain the reasoning behind the popular warning not to “make long-term decisions based on short-term criteria.”

Do you recognize your decision-making style in the three levels shown below?

Level I: Letting others make your decisions for you

This is the least reliable method, unless you are physically or mentally unable to make your own decisions. Letting other people make your decisions robs you of freedom-of-choice, dignity, self-esteem, and growth potential. If you are cognitively fit, you can make your own good decisions with input from advisors you trust.

Level II: Making decisions based on your emotional state

This is a dangerous approach to decision-making. Yet, many people make important decisions based on their emotional state during the decision making process. An example of making a potentially bad decision is meeting someone you are attracted to and taking the first flight to Las Vegas to get married before getting to know one another. Another example is walking away from an attractive and lucrative business opportunity because you are in an upset or anxious state. The bottom-line is to avoid making decisions when in an emotional state because charged emotions short-circuit your more reliable and dependable cognitive thinking abilities.

Level III: Using cognitive strengths

The highest level of making decisions is using cognitive strengths. These include yours and those of your trusted advisors. Following these steps will help you make smarter long-term decisions.

Step 1: Collect current information

You may not have sufficient knowledge to make a good decision on an important matter. This is the time to gather current information from reliable sources and seek advice from your knowledgeable, trusted   advisors.

Step 2: Define the desired outcomes

It’s important to know what outcomes you want from the decision. Be as specific as possible including things you can measure and experience. As an example, home purchase outcomes may include $25,000 down payment, $1,500.00 monthly mortgage payment, $200/month average utility bills, 20 minute commute to work, top-ranked school district, low maintenance, safe and secure neighborhood and a home where you can experience fun and peace-of-mind.

Step 3: Cognitively process information and desired outcomes

You are ready to process your knowledge including current research on the topic, advice from trusted advisors and your desired outcomes from the decision. Merely look at the decision options and ask yourself:

o   What looks best?

o   What sounds best?

o   What feels best?

o   What seems to be the most logical, practical and realistic?

o   What has the most potential, options and possibilities?

The five questions naturally engage your brain to evaluate what you know about the situation and the outcomes you want to experience. Being able to answer all five questions, strongly and affirmatively, increases the probability of a reliable and dependable “whole-brained decision.” Consider asking your trusted advisors for their feedback to the five questions. This will strengthen your knowledge and confidence before moving forward with important life decisions.

In conclusion, making good decisions is easier using your and your trusted advisors’ knowledge and brain strengths. The biggest obstacle to making great decisions is to trust your emotions because they short-circuit your cognitive abilities. Neuroscience decision making works equally well in your personal life and in corporate environments.

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October 27, 2010

Everyone’s Doing the Best They Can

Does the title seem a bit outrageous, particularly when you observe sub-par performance in someone from whom you expect more? That someone may be you or a person you work or live with. Rather than moving into judgment, let’s examine why everyone is doing the best they can. Perhaps you will be kinder to yourself and others after understanding the underlying neuroscience principles of performance excellence. These insights improve relationships by suspending judgment and raise the bar for other areas you want to improve.

Think about something you recently did poorly but with which you have a good track record. Were you calm or in a stressed state? Was the physical environment right? Were you thinking too much about the activity rather than trusting your instincts and training? Were you worried or experiencing pain? Your physical environment and brain-body state has significant impact on performance. This applies to doing something you are good at or learning something entirely new. “State” is the first part of understanding why people are doing the best they can. The other part is “resources.”

Resources are your skill sets, knowledge and physical equipment. People can be considered “resources” when they are an integral part of the activity in which you are engaged. Let’s take tennis as an example. Are the racquet, clothing and shoes comfortable and in good working order? Have you researched your opponent and developed your game plan? Do you have the skills and stamina to execute the shots and moves? Are your friends and coach present to support and cheer you on to victory? If not, your resources may be inadequate to get the outcomes you want.

State-of-mind and resources work hand-in-hand to achieve performance excellence. If one or both are lacking and not working together, performance will suffer. When you experience yourself or others performing poorly in relationships, work and life choices, think about the “state-resources connection” to suspend judgment and understand the dynamics of what’s going on.

You can increase your performance in any activity by utilizing the neuroscience principles of state and resources. Pilots use pre-flight checklists to gain awareness of their state and resources. This includes how they and their crew are feeling, as well as their equipment, aircraft environment, flight plan, weather conditions and other factors. Develop your own checklist for the activities you want to improve. Consider both “state” and “resources” as you create and use your lists for practice and performance. Integrating these two elements will get your brain and body connected and engaged to achieve performance excellence.

Self awareness and mastery of your sensory and cognitive thinking pathway strengths is essential to experience performance excellence. You must know how your brain is wired and what makes you tick to build knowledge, competencies and skills. Your comprehensive and personalized 14-page Brain PathWays report is available on www.brainpathways.net. Brain PathWays is the world leader in practical neuroscience for better daily living.

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October 14, 2010

What Could You Achieve With More Free Time?

Astronomical Clock

Image by simpologist via Flickr

If you had more free time in your personal and work life, how would you use it? What would life be like if you could truly take greater control of time? It may be easier than you think to improve your quality-of-life with some guided reflection, homework and practical neuroscience tools to increase personal productivity.

Think about those rare occasions when a block of time opened up in unexpected ways. Did you invest wisely in these windfall opportunities? Perhaps you were unprepared to take full advantage of the gift. Did you use the time for doing more of what you don’t enjoy? If so, this may be a good opportunity to make different life choices.

Time is a two-sided coin. One side is the “ticking clock.” No one person has an advantage over another when it comes to this side of the coin. The other side holds life activities that consume the clock face. You have control over this side. You can decide what you are going to do, not going to do and how much time you will invest in your choices.

How do you want to use your clock face? You must identify your most important and highest value goals. These become your focal points and incentives to gain control of your time management program. If you don’t take control, the ‘system’ or other people in your life will. Think about your workplace and personal life. Prioritize the most important things you need to do and the things that give you highest and best value. The outcomes and benefits help you gain clarity on why you are doing them and how much time you should be investing in these things. What new activities will enrich your career and home life? Consider your health, relationships, personal development, continued education, playtime and hobbies.

You probably feel you have a “full plate” with too many things to do and not enough time to do them. To do the most important things, you must off-load some items from your “plate.” What is non-essential or provides little value? What things are essential but can be done better or faster by someone else? Delegation is a wonderful time management tool. It’s amazing how many things we do each day that are total wastes of time or someone else would appreciate the opportunity to do.

A practical way to free up time is by being more productive. Creating ideal physical environments at home and work increases personal productivity by 25% or more. This adds up to big blocks of time. The following environments can be combined depending on the activity. For instance, computer work would be a combination of Visual and Kinesthetic activities. Doing telemarketing with a computer database involves all sensory activities.

Activities                                             Environment

Visual (observing)                                Organized, attractive, good lighting,

Kinesthetic (hands-on)                         Freedom to move, comfort, clutter-free, access to tools

Auditory (listening)                               Quiet, interruption free

Visit www.brainpathways.net to get your personalized and comprehensive time management strategies. Self-awareness of how your brain is wired and what makes you tick are essential ingredients to understand yourself and use your strengths to gain greater control of time.

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