Posts tagged ‘Cognition’

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November 15, 2012

Practical Neuroscience of Reversing Negativity

Turning frowns upside down

Replace negativity with positive thinking to turn frowns upside down

Have you observed and experienced an increase in negativity in the world? Politics are but one of many glaring examples of people attacking each other, expressing negativity and bringing our mood state down, as opposed to raising morale and improving the human condition.  Negative energy “rubs off” on others, and conditions get worse as negative thinking stimulates more negative thinking. This is a wake-up call to think more positively and leverage our collective brainpower for a better life and world.

If the power of your brain creates negativity and fear, think about what you can experience on the polar-opposite side by consciously using your brainpower toward different outcomes. Practical neuroscience is the only escape route I am aware of to transcend negative thinking, behaviors and outcomes.  A positive mental attitude and fresh imaginative thinking may be easier and quicker than you think. If you believe that “changing your inner thinking changes your outer world conditions” you possess a foundational truth to create greater prosperity, happiness, safety and peace of mind.

What is Negative Thinking?

Negative thinking is a low level emotional state characterized by fear, seeing scarcity, feeling bad, perceiving threat, being judgmental, blaming and attacking others, confused and scattered  thinking, and not seeing the “light at the end of the tunnel.” Negative thinking seems to occur on the sub-conscious level and arises in unexpected ways. It may be activated by current events that trigger negatively charged memories and then project fearful scenarios into the future. It may also be subtle and simple like a media or internet message that creates a domino effect in your brain. Negative thinking is “negative imagination” and serves everyone poorly; it’s a living hell, often created by fallacious information and groundless fear.

Negative emotional states are not “real;” they only seem real because of physical sensations and cascading thoughts that “things are very bad and out of control.”  Negative thoughts and feelings pick up speed and gravity when you dwell on them; a group of people sharing the same negative thoughts creates an exponential “henny penny effect.” Stock market crashes, financial crises and wars could have been averted had people been able to break free of panic caused by negative thinking.  It’s time we take conscious control of our most important asset, brainpower.

How to Reverse Negative Thinking

The key to controlling and transcending negative thinking and emotions is to recognize them for what they are; unreal with no intrinsic power. If negative thinking is the reverse of positive thinking, then start to think and act positively; this is the magic elixir.  The power used to create negative consequences is the same power available to create positive and pleasant outcomes; it’s two sides of the same coin. You don’t have to rely on a toss; you have the power to choose which side of the coin will define your life.

Positive thinking is characterized by seeing an abundant world with infinite resources, optimism, feeling safe, strong self-esteem, being happy, cooperating and collaborating, and trusting your brain to create solutions to challenges.  “Positive imagination” has the reverse effect of “negative imagination;” think about what your world would be like if you and others practice positive thinking 51%, or more, of your thinking time.

Positive thinking brings the best out in everyone willing to participate. For people deeply entrenched in negative thinking patterns, the process of “thought reversal” still works if they practice the adage of “fake it until you make it.” Forcing a smile on your face, a healthy laugh and repeating affirmations like “it’s not as bad as it looks and feels,” “there is a way out of this mess” and “cooperating with others will change this situation” get’s the attention of the higher and positive thinking  parts of your brain.

The most important part of reversing negative thinking is  stating the positive outcomes you want; saying and thinking what you don’t want always makes things worse because what you give attention to, gets stronger.  Writing, envisioning and saying aloud what you want will kick-start your higher cognitive brain functions until positive thinking becomes automatic.

In closing, the power of positive thinking increases exponentially when you connect and align with people of like mind. This fun, powerful and simple process creates solutions and new realities that do no harm to you or others; the maximal state is helping others improve their quality of life, as you improve yours. This builds good will and magnetizes more people to join you, increasing the benefits for all exponentially.

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November 16, 2011

Three Reasons Why People Talk More and Listen Less

Listen, Understand, Act

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Have you noticed that many people can’t remember what was said, interrupt others regularly, rarely ask genuine questions and generally have poor listening skills? Has attentive and respectful listening gone out of style since the advent of TV, computer technology, cell phones, texting and video games? I wonder if people were more “auditory,” from a listening standpoint, when distractions were fewer, people engaged in more mealtime conversations and radio was a bigger source of news and entertainment.

Our worldwide statistics show that 78% of the population least prefers to listen as a primary way to receive sensory information; these people prefer to take in information visually and kinesthetically. Why do people who least prefer to listen select talking as their preferred way to express themselves? Practical neuroscience and common sense reveal possible reasons and provide pathways to improve listening competencies.

Reasons Why People Talk More and Listen Less

  • Lack of awareness: I believe most people are unaware of how their poor listening skills negatively impact rapport, harmony and understanding others. Interrupting, “tuning out” others and raising one’s voice to get attention serve no useful purpose; hurt feelings often occur and important information is lost. As a practical matter, meager listening takes a steep toll on valuable time that could be used for other things. At worst, important relationships can be put in jeopardy and may crash. These factors are why people benefit from being informed of how their brains are wired to receive and process information. Practical neuroscience reveals our sensory and cognitive processing strengths, thus providing a simple recipe to communicate with others in optimal ways.
  • Busy Schedules: During an executive coaching session, I asked a person about his listening competency. His reply was, “it’s poor and I don’t care because I don’t have time to listen.” He went on to say, “I prefer to receive information by email, text and brief discussions when walking with a colleague to a meeting or during mealtime.” I asked him what impact his tactics would have on his morale and productivity if he walked in the shoes of his direct reports and peers.  He then asked how he could be a better listener; the Hot Tips (below) summarize what I suggested. Within a week of using these new “high road” listening tactics, this busy executive received positive feedback from three people saying they enjoyed working with him and it seemed like he was different person.
  • Maintaining Control: As long as you are talking, you don’t have to listen, answer questions or respond to other people. A higher form of talking is using language understandable to others, stating the purpose of the communication and asking questions to confirm their understanding. Listening requires attention, focus, personal involvement and feedback. Attentive and respectful listening sends a strong message that you care about the other person; talking, alone, may introduce an element of doubt about your intention and integrity.

Hot Tips for Being a Better Listener

  • Ask for the purpose and desired outcomes of the conversation.
  • Respectfully, set a time period for the discussion, if time is an issue.
  • Do not interrupt and impose your opinion.
  • Ask questions to gain clarity and understanding.
  • Listen for congruency of tone-of-voice and body language with what’s being said.
  • Paraphrase what you hear.

In conclusion, improved listening skills pay big dividends of relationship rapport, mutual respect, understanding others and making effective use of available time. Based on statistics, most people should talk less and communicate more visually and kinesthetically. Practical neuroscience methods are the ideal solution for “transmitting” information on the preferred “receiving wavelengths” of others.

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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 8, 2011

Performance Strategies For Kinesthetic Learners

Heavy equipment in use

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People who have Kinesthetic as their primary and strongest sensory preference for learning, receiving information and performing work tasks comprise 59% of the population. You can add another 30% of the population who have Kinesthetic as their secondary, or back-up, sensory pathway. This adds up to a whopping 89% of the population that relies on Kinesthetic processing as their primary or secondary pathway to learn, make decisions, solve problems and perform at high levels.

Kinesthetic Strengths

Kinesthetic learners remember and work best using hands-on activities, movement, action and touch. They enjoy moving into immediate physical action and have an instinctive feel of people and situations. They generally thrive on the positive feeling of moving projects and initiatives forward. Kinesthetic learners, having Visual as a primary or secondary pathway strength, are potentially good at operating equipment and repairing/maintaining/building things, due to their “eye-hand” skill set. Surgeons, dentists, airline pilots, equipment operators and similar professions rely on their Kinesthetic pathway strengths to perform at high levels. Imagine the consequences if a dentist lost focus and became physically awkward and clumsy when doing a root canal.

Kinesthetic Strategies

These strategies and risk management guidelines are based on practical neuroscience principles involving sensory and cognitive pathways strengths and “blind spots.” They help you perform at high levels of excellence and minimize mistakes and costly accidents.

  • Physical Comfort

You must be physically comfortable and be relatively free of physical ailments or pain to perform at maximal levels. Otherwise, your brain will be distracted by your physical condition rather than the Kinesthetic movements and manipulations you need to employ to do your job properly. It is best to take care of physical body needs before engaging in high-risk Kinesthetic activities.

  • Ability to Move Freely

It’s essential that you have the ability to move about freely, without any physical impediments that can get in your way, to accomplish your Kinesthetic activities. The workplace must be clean and free of clutter with no possibility of slipping, falling or bumping into something, while performing.

  • Functional and Available Tools and Equipment

It’s likely that you will need hands-on equipment to accomplish your Kinesthetic activities. This may be as simple and safe as a computer or Fax machine, or potentially dangerous like a chain saw, laser knife, plasma torch, car or airplane. Your tools may be an extensive set of tools, meters or surgical equipment. Regardless of whether you are driving a vehicle, writing a proposal, inputting data, assembling something or doing  complex eye-hand activities, it’s essential that your equipment and tools are in tip-top operating condition. Everything you require needs to be within line-of-sight and comfortable reach. Otherwise, time will be lost and you risk physical awkwardness and clumsiness as you access your equipment and tools.

  • Conducive Environment

Lighting must be adequate for the activity. It’s usually best to work in a cool, yet comfortable temperature to remain alert, awake and focused. Clean water should be available to refresh and oxygenate oneself to maintain high levels of brain function.

  • Avoid Stress and Distractions

Any form of stress or worry has the potential to shift your focus away from what you have to do. Your state-of-mind must be positive and resourceful to achieve maximal performance. This strategy applies to anything you engage in, not just Kinesthetic activities. When doing Kinesthetic/Visual activities (“eye-hand” coordination) it is best to work in a quiet and interruption free environment. A loud noise or sound can startle you and cause an unexpected and unintended body movement that could spell disaster.

In conclusion, imagine the safety and productivity implications of 89% of the population having Kinesthetic as their primary or secondary sensory pathway strength. The practical neuroscience strategies provided help people work safer and get more done in less time.

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September 1, 2011

Can Practical Neuroscience Methods Help Adults with ADHD?

High Dopamine Transporter Levels Not Correlate...

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A recent St. Louis public TV special on Adult ADHD stimulated my thinking about this rapidly growing phenomenon. My first reaction was that I possess several characteristics of ADHD and wonder what an accurate diagnosis would reveal. I then thought about people I work with who have one or more ADHD symptoms and are competent, accomplished and self-fulfilled individuals with successful careers and harmonious personal relationships. I have used practical neuroscience strategies for over two decades to learn and perform in areas I never thought possible. These thoughts gave me hope that self-help is possible for tens of millions of people suffering from this condition.

My questions are:

  • Can adults diagnosed with ADHD help themselves manage specific negative traits?
  • Is the rate of adult ADHD growing and getting worse, or are increased awareness of the problem and improved diagnosis methods, finally revealing a human condition that has been around for a very long time?
  • What effect does physical environment, the economy and world affairs have on this condition?
  • What, besides prescription drugs and psychotherapy, may help people with mild and severe symptoms?

The following is a short list of Adult ADHD symptoms and traits, which may become more manageable using practical neuroscience self-help methods. Severe behavioral symptoms that typically require a combination of prescription drugs and psychotherapy are not addressed here. The list is organized by the three commonly used ADHD categories. Following each trait is a summary of how self-awareness of sensory and cognitive thinking strengths and “blind spots” may provide some level of relief and increased performance.

Hyperactivity

1. Impulsive movement, fidgeting and touching things

A high percentage of the population is comprised of Kinesthetic learners. Their world revolves around physical movement, hands-on activities and how things feel. When Kinesthetic preferences are significantly stronger and more dominant than Visual and Auditory preferences, the Kinesthetic traits associated with ADHD become more observable and may appear extreme. This imbalance can be managed by strengthening the next strongest sensory pathway, Visual or Auditory. Jobs, household activities, hobbies and sports activities, requiring extensive use of Kinesthetic skill sets, are healthy and productive outlets for highly Kinesthetic individuals.

Impulsivity

2. Interrupting others

Most people are poor listeners and do not realize how little meaning they extract from what is said. Very few are able to detect underlying feelings and intention by listening to tone-of-voice. Talking over other people and interrupting is frequently an unconscious act of people with low Auditory preferences and can undermine relationships. When individuals know their Auditory acuity is low, they can improve communication effectiveness in conversations by merely being more aware that they are poor listeners. This shift in awareness actually improves their listening ability through focus on their “non-preference.” Paraphrasing what they heard, making comfortable eye contact and asking questions to gain clarity strengthen listening ability, while improving relationship harmony. Everyone can gain from these practical neuroscience communication methods.

3. Switching tasks rapidly

Some people’s brains are wired to think Globally, in terms of the “big picture.” They live in a world of possibilities and options and are comfortable with open-ended situations. They naturally tend to jump around from task to task, giving casual observers the impression that they are accomplishing very little. Global thinking people have much to offer the world, however, when it comes to identifying future solutions and outcomes for current situations in need of change. Individuals with this cognitive preference should align themselves with Global activities to make use of their strengths. Global thinkers should also consider seeking help with life’s practical matters from Sequential-thinking, trusted advisors.

Inattention

4. Time management and organization

Issues with time management and organization may share the same core cause as rapid task switching. Time management and organizations skills can be learned under most circumstances. This is where Sequential-thinking family members and co-workers can  role model and coach Sequential skills.

5. Work related mistakes and accidents

Every person has “blind spots” related to their least preferred sensory and cognitive pathways.  Decreased attention to these pathways means increased likelihood of mistakes and accidents. Examples include:

  • Low Auditory – may not hear something important
  • Low Visual  – may miss seeing something important
  • Low Kinesthetic  – may be physically awkward and clumsy
  • Low Sequential – may not follow logical steps or safe protocols
  • Low Global – may miss identifying possibilities and options when logic fails

Awareness of “blind spots” allows for increased focus, when the risk of a mistake or accident is highest.

It’s also advisable to have trusted friends “cover your blind spots” with their strengths.

6. Taking longer to complete tasks than others

This condition is common to all people, as a function of their sensory and cognitive thinking strengths and “blind spots.” You tend to get more, productive work done, when using your strongest and most preferred pathways. What most people do not know is that they can boost personal productivity by creating a physical environment conducive to doing specific tasks and activities. Examples:

  • Auditory tasks – quiet and interruption free environment
  • Visual tasks – organized, attractive, uncluttered environment
  • Kinesthetic tasks – comfortable environment that allows movement
  • Sequential tasks – formal environment
  • Global tasks – informal environment

Performing tasks in compatible environments often boosts productivity by 20% -60%.

7. Relationship conflicts

Nearly everyone has difficulty communicating with some of the people in their life. This is when his or her “transmitting style” is out-of-sync with another person’s “receiving style.” Some combinations of sensory sequence and cognitive processing style place a person at high risk to be out of alignment with a large percentage of the people they interact with at home and work. Knowing the communication preferences of others, allows adjustment of one’s “transmitting style” to their “receiving styles,” thus enhancing rapport and understanding.

In conclusion, you have nothing to lose by learning how your brain is wired to receive and process sensory information and by knowing your “blind spots.” These insights may be what you need to know to manage your ADHD symptoms, regardless of your diagnosis. You may be delighted and surprised by how much you can improve and achieve with self-administered and safe practical neuroscience knowledge and tools. Look online for trusted sources of statistically validated practical neuroscience assessment products like Brain PathWays™ to help you and your loved ones relieve Adult ADHD symptoms.

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August 25, 2011

Secret Weapon For Job Hunters and Career Changers

Your secret weapon is how your brain is wired for performance excellence. Job hunters and career changers will differentiate themselves from the competition and accelerate their success rates by integrating practical neuroscience into the search and interview process. Combining your brain strengths with passion for a specific career is a foolproof way to land, keep and enjoy the “right job.”

It can be so incredibly frustrating when you apply for job opportunities that seem to fit you perfectly, but get no response. Your experience, achievements, education and values seem to be in perfect alignment with the job requirements. As you begin to feel like a “speed bump” from all the disappointments, you get back up, put on your “happy face” and keep the faith that you will soon experience success. In the meantime, stress may take hold and affect your peace-of-mind, health and relationships. You probably wonder what else you can do to give you renewed direction, confidence and an edge on the competition.

If you’ve read “What Color Is Your Parachute?” by Richard N. Bolles, you may have used tools from this job hunting guide to analyze your achievements, skills, competencies and preferences. This classic treasure helps you navigate your career journey. The problem is that there are fewer jobs available and more people actively competing for them. There is one small omission of a little known strength category in this wonderful book. This strength is almost always ignored by job hunters, career changers and employers alike. The job seeker who leverages this strength gains a unique advantage during the screening and interview process.

Most strength groupings seem to focus on “how smart you are,” rather than the “ways in which you are smart.” This is where practical neuroscience enters the picture. The most fundamental and ignored “strength category” is your sensory and cognitive pathways strengths:

Sensory Pathway Strengths

  • Visual: “Picture Smart” (design, graphic arts, data entry, quality control observations, reading body language, eye for detail, remembering what was seen and how it looked)
  • Kinesthetic: “Body Smart” (“gut feel” and instinct for what to do, hands-on activities, projects involving movement and action, building and repairing things, tools and equipment)
  • Auditory: “Word Smart” (listening attentively and patiently, asking questions, copy writing, speech and proposal writing, negotiating, public speaking, coaching and counseling)

Cognitive Pathway Strengths

  • Sequential: “Logic Smart”  (orderliness, sequence,  process and procedures, practical and realistic, schedules and budgets, content, data and accuracy, staying on task)
  • Global: “Imagination Smart” (“big picture”, brainstorming, ideating, inventing, creative problem solving, research, open-ended situations, context, options and possibilities)
  • Integrated: “Balanced Brain Smart” (managing diverse teams, conflict resolution, negotiating highly different points-of-view, combination of strategic and operational initiatives)

All job activities have “neuro-signatures” comprised of a unique combination of sensory and cognitive characteristics. Alignment of how your brain is wired with the “neuro-signatures” of job activities is a secret formula for performance excellence. As an example, IT professionals with strong Visual and Sequential strengths have higher productivity and make fewer mistakes than co-workers who have different brain wiring strengths. A telemarketer or copywriter should have strong Auditory preferences, with a good balance of Sequential and Global strengths to craft language into understandable and memorable messages.

In conclusion, it’s quick and easy to determine your sensory and cognitive strengths using reliable statistically validated assessments you can trust. The next step is to think about job activities that you find engaging and enjoy the most. These will inevitably involve and call for your brain strengths. The final step is to use this unique and powerful knowledge in your cover letters, resume, “elevator speeches,” emails, phone calls and personal interviews. Educating the interviewer and your future boss about unique competencies afforded by your sensory and cognitive strengths will set you apart from competition. Combining your brain strengths with your experience and passion for a specific career is a foolproof way to land, keep and enjoy the job you dream about.

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August 17, 2011

Four Steps to Dream Team Performance

A group of Individual Placement members enjoy ...

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Are you a member of a successful team or one that performs marginally or miserably? Have you ever wondered why some teams excel at what they do and why their people are energized, happy and having fun? What differentiates these successful teams from those that experience low performance, with people who are demoralized, complaining and depressed? You may be surprised to learn that “dream team” performance is almost guaranteed when four foundational neuroscience principles are practiced. They are easy to understand and implement when forming new teams, retooling struggling teams and taking successful teams to higher potential. Dream teams may include couples, families, businesses, sports and organizations of all sizes and types. Teams who practice continuous learning and improvement maintain the “razor’s edge.”

Step# 1 Align Team Members with Mission, Values and Goals

Discussion

A simple definition of a team is “a group of people that come together to do something together.” Teams often fail because their purpose and values are vague, unknown or unacceptable. There must be a clear and compelling purpose and value for team members to be interested, motivated and engaged. Values ultimately determine team success and sustainability, because values drive behavior. The higher values of “service,” “teamwork” and “continuous learning” will ultimately prevail over values of “competition,” “self-interest” and “disrespect.” Even a team with a strong and charismatic leader will fail without a clear purpose and good values.

Neuroscience Principles

Your brain voluntarily engages with work, projects, and people when there are strong value components and desired positive outcomes. Your brain pays maximum attention and engages with situations containing high levels of intrinsic and extrinsic rewards. Your brain likes challenges, inspiration and noble causes. Consistent favorable outcomes, and even the thought of future potential outcomes, keep your brain focused, flexible, curious, interested and hungry for similar experiences.

Practices

All team members will be well served in the process of creating and refining their team mission, values and major goals. These actions connect each person to the collective team. A major role of the Team Leader is to continuously communicate and strengthen the team purpose and values. This step achieves team unity by aligning everyone with the mission and values. Team member needs may vary widely and do not have to be the same to have a united team. Having compelling reasons for each team member to be engaged, interested and productive is the key to this foundational alignment step.

Outcomes

Shared values and alignment of purpose are the team’s:navigation system.” Successful teams never get lost or disconnected, even in changing and chaotic times, when their navigation system points to “magnetic north.” The team is bonded through their values as they work collaboratively and cooperatively in alignment with their mission and goals. Teams having achieved this first step are poised for successful outcomes and camaraderie.

Step #2 Define and Build Core Competencies

Discussion

Essential and collective knowledge, skills and experience form the core competencies of a superior team that meets and exceeds its goals and customer needs. As examples, technological core competencies for Canon include optics and microelectronics; Honda’s technical competencies include small, quiet and powerful engines, and, drive trains. Core competencies may include sales excellence, market research, product development and customer service. Criteria for core competencies include:

  • Transferable to multiple products and services
  • Access to multiple market segments, customer groups and applications
  • Difficult for competition to replicate quickly
  • Learning and brain-based intellectual property

 

Neuroscience Principles

Core competencies define the focal points for learning, sharing, and applying essential knowledge to the team goals. Learning occurs best when people are willing to be vulnerable and honest about what they truly “know, apply and teach” rather than what they “know about” (e.g. shallow knowledge to impress).The core competency list becomes the most important daily team tool for continuous growth and improvement. This focus harnesses each team member’s brainpower and builds a powerful “team brain.” Intellectual property and skill sets grown by a well-developed team are not easily replicated by competition.

Practices

Each team member is assigned the responsibility to develop and grow one or more core competencies. The list of team core competencies should not exceed five. The analogy is “inch wide and mile deep” rather than “mile wide and inch deep.” Core competency teams constitute a minimum of three people. This helps protect the intellectual property in the event a team member leaves. Core competency teams meet quarterly, or more frequently, to share learning with the other competency teams. This activity can be likened to connecting and filling silos of knowledge.

Outcomes

Teams that focus on creating and growing their intellectual capital set themselves on a high road, rarely traveled by the competition. They get to their destination quicker, safer and with greater ease than those traveling the conventional, well-traveled roads. Learning, growing and applying new knowledge to challenges and problems helps create happy and healthy brains.

Step #3 Align Team Member Strengths with Goals, Core Competencies and Activities

Discussion

Typically, one thinks about team member strengths in terms of subject matter expertise, skills, education, experience, leadership ability and enthusiasm. These are essential characteristics for all successful teams. Rarely are sensory and cognitive thinking strengths valued as important traits. Knowing how each team member’s brain is wired, how they think and how to leverage their brainpower is the missing link to connecting knowledge with team success. The following neuroscience principles explain sensory and cognitive thinking strengths.

Neuroscience Principles

1. Nearly every activity has combinations of sensory and cognitive thinking characteristics that define the “neuro-signatures” of the activity. Team members are more likely to engage, enjoy and perform better in work aligned with their brain strengths.

2. Each team member has unique ways to take in and process sensory information. These strengths affect work productivity, problem solving, decision making, learning and communicating.

3. Team members, exchanging information on each other’s sensory and cognitive thinking “wavelengths”, will understand each other more fully and obtain understanding in the minimum amount of time, thus, improving individual and team productivity. This activity also engenders greater respect and rapport.

Practices

Each team member’s sensory and cognitive thinking strengths are determined by using a reliable and statistically validated survey. Aligning team member brain pathways strengths and knowledge with the neuroscience signatures of the activity is a powerful way to create work assignments. As an example, a team member having Auditory (listening and crafting words) and Global (creative problem solving and seeing possibilities) strengths might be a good candidate for situations involving conflict and negotiation, supplier contracts, joint ventures and legal disputes.

Sensory Pathway Activities:

  • Visual: data entry, quality control observations, reading instructions, visual arts, design, proof-reading
  • Kinesthetic: hands-on activities, operating equipment and tools, physical action and movement, face-to-face interactions
  • Auditory: listening attentively, asking and answering questions, conflict resolution, crafting language, hearing tone of voice

 

Cognitive Thinking Pathway Activities:

  • Sequential: analysis, staying on-task, organization, logic, process and procedures, tactical, content, practical and realistic
  • Global: open-ended, multi-tasking, options and possibilities, systemic, exploratory, ideating, “big picture,” strategic, context
  • Integrated: a combination and near equal balance of Sequential and Global activities.

 

When each person’s sensory and cognitive thinking preferences are known, team members can communicate on each other’s “wavelength.”

  • Visual Learners Need: Visual media. Key written points. Pictures. Graphics. Images. Color. Clutter-free environment.
  • Kinesthetic Learners Need: Physical, hands-on experiences. Comfort. Freedom to move about. Frequent breaks.
  • Auditory Learners Need:Clarity of words. Attentive listening. Ability to ask questions. Quiet environment.
  • Sequential Thinkers (“left brain”) Need: Logic. Order. Particulars. Realism. Practicality. Data. Schedules. Content.
  • Global Thinkers (“right brain”) Need: Possibilities. Options. Generalities. Open-ended. Big Picture. Context.
  • Integrated Thinkers Need: A combination and balance of Sequential and Global communication methods.

 

Outcomes

Teams having achieved Steps 1 through 3 are experiencing phenomenal success. Goals are met and exceeded. Team members are engaged, having fun and can’t wait to get to work. Competition can’t figure out what this team is doing right. Customers are happy and loyal.

Step #4 Continuous Alignment, Learning and Improvements

Discussion

Even in light of high performance, the best teams and organizations seem to “burn out” and lose their competitive differentiation after a period of greatness. Why is this and what can be done to maintain the “razor’s edge?” Continuous alignment, learning and improvement are the keys to continuing patterns of success.

Neuroscience Principle

Your brain gets bored and lazy with the “same old thing” even if, at one time, the “same old thing” was great and wonderful. The brain needs new challenges, new experiences and new learning to operate at peak performance. Applying knowledge and taking action strengthens brain neuron pathways. The potential for neuronal growth is infinite due to the 100 billion neurons that grow multiple pathways to one another like an elaborate root system.

Practices

1. Continuously strengthen the mission and values of the organization

2. Create new and challenging goals for:

a. Core competencies

b. Customer needs

c. Individual and team development

3. Always, always, stay in touch with the customers, tracking their needs and wants. Anticipate their future needs so you are there when they need you.

4. Avoid studying the competition. This is a distraction. It is a better use of time and energy to focus on team performance, customer satisfaction and long-term customer needs. A danger of studying competition is evaluating their weaknesses; in doing so, you may be unconsciously building your own neuropathways around their weaknesses. If you do study the competition, be sure to clearly define their best practices and the patterns of behavior you want to replicate and improve upon for your team.

5. To avoid team members becoming stale, switch positions and establish coaches to continue raising the performance bar. Occasionally, let willing and able team members take leadership positions. Encourage team members to go on sabbaticals to learn, help other teams and be of service to others. Your team may become the spawning place for developing team leaders in your organization.

6. Strive to strengthen and add new core competencies. Learners should teach others as the ultimate way to learn. Subject matter experts and core competency carriers should oversee and coach others. The goal is to build and connect “knowledge silos.” A true learning team continuously builds knowledge, skills and competencies.

7. Embrace and welcome change, including team members moving on, new team members coming aboard and changing marketplace conditions.

Outcomes

Teams who practice continuous learning and improvement maintain the “razor’s edge.” It takes due diligence, focus and high energy to maintain “dream team” performance.

In conclusion, these neuroscience solutions will create, build and strengthen “dream team” performance. The four-step formula is:

1. Align team members with a clear and compelling mission, based on high integrity values that resonate and are important to each team player.

2. Define and build team core competencies as the engine for mission and goal success.

3. Align team members’ knowledge and brain strengths with the goals, core competencies and activities of the team.

4. Promote continuous alignment, learning and improvement.

These four steps may be the best and most advanced way to build superior and sustainable teams using neuroscience principles and leveraging the power of the brain.

 
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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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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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June 16, 2011

Mining Your Global Brain for Creative Solutions

Global Creativity

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It’s a positive trend that people in all walks of life are talking about being more creative to solve their personal problems. Leaders in business and government seem to be acknowledging, more and more, that their thinking of the past was inadequate and is incapable of solving the problems they created. Yet, few people have the knowledge and tools to consciously tap into their creative brain strengths and those of their trusted advisors to construct new and better outcomes.

The Hadron Group, Inc. has been collecting worldwide sensory and cognitive thinking data since 1993. The data shows there are more Sequential thinkers than Global thinkers and it appears that this trend is strengthening. Sequential thinkers tend to apply logic, variations and iterations of past methods to solve problems. This approach may not get to the core of the problem. It limits recontextualizing the situation and creates mental and emotional barriers to identify new ways to achieve new outcomes.

People with strong Global cognitive preferences are naturally wired to think systemically, see the big picture and live in their world of possibilities and options. Sequential thinkers of the world can readily put on their “Global thinking hats” and tap into their creative potential by using powerful and practical neuroscience methods.

Imagine what our future would be like if more people used their “Global Brain” potential for creating sustainable solutions for greater prosperity, job security, safety and peace-of-mind. Practical neuroscience holds the keys and promise to tap into the greatest power on earth, brainpower.

The following methods apply to any individuals and groups desirous of creating and implementing new and better outcomes.

Environment

Informal and relaxed physical environments help slow your brain wave frequency down into the Alpha state (typically 8 -14 cycles per second). Strive for a warm and comfortable setting, dim light, casual and comfy furniture and background classical music. These environmental elements are conducive to “Global thinking.”

Socratic Questions

Examples include: What outcomes are we are experiencing now? Which ones do we want to keep and which ones do we discard? What new outcomes will serve others and us in better ways? What are the possibilities and options that align with our new outcomes? Are we willing to embrace new ways to move into the future and release the past? What are the long-term benefits of our ideas? Do all parties benefit? Is our thinking inclusive and sustainable?

Mind Map

Mind mapping is a “whole brain” methodology. A Mind Map uses key words, symbols, imagery and color to visually depict and capture ideas, situations and thinking. It’s great for problem solving, planning, studying and communicating. Mind Mapping was developed by Tony Buzan in the ’70s, as an alternative to traditional “outlining” that tends to be a linear and sequential process.

Tap Into Your Creative Sensory Pathway

Everyone has a sensory mode that acts as his or her “creative pathway.” For some people it’s Auditory, for others it may be Visual or Kinesthetic. A statistically validated survey accurately determines your sensory sequence that constitutes your strengths and “creative pathway.” Breakthrough thinking occurs quickly when you “turn off” one of your sensory strengths and pay attention to your “creative pathway.”

Additional Hot Tips

  • If ideas do not spring forth immediately, relax and be confident that your unconscious mind is silently and diligently processing the situation. It needs clearly defined desired outcomes to do its work brilliantly. Expect and be prepared for inspiration and breakthrough thinking to occur, perhaps in unexpected ways. Mr. Singer got his inspiration for the sewing machine needle from a dream of savage natives holding spears with holes in the points.
  • Document all ideas, even ones that seem silly, irrelevant or disconnected. They may be the seeds or catalyst for the zinger ideas and concepts for which you are searching.
  • Apply sequential thinking, planning and implementation processes to the best and highest serving ideas and solutions that come from the process of mining the global brain for creativity.
  • Enlist the aid of your trusted advisors for big challenges and problems.

In conclusion, strong Sequential thinkers can be powerful and effective creative thinkers by combining Environment, Socratic Questions, Mind Mapping and their Creative Sensory PathWays. It takes the full range of cognitive thinking to create a “whole brain.” Diversity of thinking styles is desirable and healthy in families, teams and organizations. Otherwise, they are not playing with a “full deck” and may be missing important elements of analyzing and solving problems and identifying opportunities and risks.

 
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