Self Limiting Beliefs – Foundations for 7-Steps to Learning & Habit Change

Updated July 31st 2024

Our 3^rd Foundation block for the 7-Step to Learning & Habit Change is brought to you by our guest blogger Camille Donegan. Our Beliefs, the beliefs we hold about ourselves, can be one of the biggest blocks to us making change and to having the happiness and success in our lives that we deserve. Camille tells us her story, can you identify with it? This blog also relates back to Step Number 7, our piece entitled ‘Two-Way Street, Positive or Negative thoughts.

The World Is Your Oyster – guest blogger Camille Donegan
Optimists; you may see them as unrealistic, happy-clappy people who don’t live in the real world? So why would you want to be one? Well research shows that optimists have better health and more successful careers, plus a tight correlation has been found between pessimism and symptoms of depression.

I should probably hold up my hands at this point and confess … I AM A TOTAL OPTIMIST. When something ‘challenging’ happens to me in my life, I automatically look to see what learnings I can get from it. It doesn’t mean I don’t have fears, doubts, limiting beliefs and even some worries, it just means I don’t let them hold me back.

My dad wrote me a poem and when he passed away I included it in his memorial mass booklet. In it, he said that the world was my oyster and all I had to do was prise it open and suck out its sweet delights! How right he was! Even though I’ve been an optimist as long as I can remember, it’s been a fairly recent realisation for me that the only thing that holds us back in this life – is ourselves. Our own blocks, our own insecurities, our own doubts, and our limiting beliefs. Any of us can achieve anything – I truly believe that. For instance, I am currently working on getting my house overlooking the sea, plus the hot man and the gorgeous dog to go with it!

Knowing you can achieve anything (and being an optimist) doesn’t stop the voice of the inner critic though! Last week a colleague of mine announced that the next day he was going to present me as the CEO for a product we are working on to a Venture Capital Group he was pitching to. Right on cue, my limiting beliefs kicked in: “I can’t do that! I don’t know enough! I’m not smart enough! I’m not financial-savvy enough!”.

We all have a voice in our head, an inner narrator. For pessimists, this voice is predominantly negatively focused while optimists are able to over-ride the negative ‘stories’ or ‘self-talk’ quite quickly, and replace them with positives. Yet, we all have or have had some limiting beliefs regardless of how positively or negatively focused we are.

Over the next while, I invite you to start paying more attention to your inner voice. When you hear negative comments from your inner narrator, try to adapt it into self-talk which will empower and challenge you.

Once you start to become more aware of your negative self-talk, particularly reoccurring limiting beliefs, such as ‘I’m not good enough’ you can start to address them. Try ‘going vertical’ with them. Question them. Interrogate them. Ask yourself, do I believe these negative thoughts or limiting beliefs? If the answer is ‘Yes’, think “what evidence exists that this thought might not be true”. Then, think “what might be a better, healthier version of this thought”? Consciously choose to replace the negative thought or limiting belief with the new, more positive version.

That’s what I did for my big meeting…I created more empowering beliefs. I questioned each of the limiting beliefs and blocks that came up until I had dispelled most of them.

Granted, I did hit the books, and spent a lot of the night before the meeting researching. But all the reading and researching in the world would not have made me feel confident, had I not done the work on my beliefs!

Good news is in that meeting, I felt confident, informed and actually pretty relaxed.

I still need to work on my finance skills! But that’s a job for another day.

Camille Donegan is a Freelance Theatre Producer and Owner of Alive-O Productions, and a Technology Consultant. She is constantly self-developing, exploring philosophies and methodologies to enhance her experiences.

Sleep: Energy That Lasts All Day Long- Foundations for 7-Steps to Learning & Habit Change

Updated July 31st 2024

Recently I have been experiencing something great; energy that lasts all day long without any daytime slumps!

What is the difference? A combination of good nutrition, exercise a few times per week and sleep.

However, I had the experience recently of feeling like I couldn’t string a full sentence together, to the point where I had to put an end to a phone conversation half way through. And all because, I hadn’t slept due to a lovely bout of food poisoning.

As we saw in recent blogs, courtesy of Oliver Sifkovits, focusing on what we eat can make all the difference to how we perform. Sleep is another physiological lever that can contribute to, and detract from how we perform.

There is a compelling body of evidence that ties our performance, be it professional or personal, to adequate levels of sleep. Chronic sleep loss negatively affects focus, memory and cognition, impacting productivity and relationships, and overall well-being.

Not getting the correct amount of sleep is linked to heart disease, obesity, diabetes, high blood pressure, depression, and psychosis. It also causes unethical behavior (see Shane O’Mara).

How many times have you taken dodgy short-cuts when you are tired? The brain of the sleep-deprived person has to work harder than that of non-sleep-deprived person to accomplish any given task. Imagine what information your brain is excluding paying attention to when it is tired and the decisions it is having you make?!

Research shows that young adults (under 30 years) perform poorer than their older counterparts (50-60 years) following periods of sleep deprivation – whilst at the same time more confidently and inaccurately overestimating their abilities. Where does this show up in organisations and decisions being made?

Furthermore, we are less adept at reading social cues and responding appropriately inter-personally when affected by sleep loss. Our ability to accurately detect emotions tied to threat (angry faces) and reward (happy faces), becomes blunted, when sleep deprived. Also, sleep-deprived people fail to recall pleasant memories, yet recall gloomy memories just fine, and so sleep affects our positivity and happiness.

Additionally, recent neuro-scientific research points to the role of sleep in memory consolidation. Studies have shown that hippocampal neurons activated during learning tasks are reactivated during slow wave sleep, reinforcing the neural network and consolidating the learning. In a study requiring participants to learn routes through unfamiliar streets, performance, as measured by error rates in the task, was significantly lower for those who had benefited from sleep. Other studies focusing on sleep loss provide clear evidence for lower academic performance caused by reductions in both declarative and procedural memory, suggesting that the prefrontal cortex is highly sensitive to sleep deprivation. So, regular good quality sleep is a precursor for memory and learning.

Studies of sleep distinguish between acute sleep deprivation, defined as short bouts (24- 72 hours) of complete sleep loss, and chronic partial sleep restriction, defined as continued periods of less than normal quantity of sleep (for example 3-5 hours sleep when the individual’s ‘normal’ pattern is 7-8 hours). Performance in cognitive tasks shows a consistent deterioration in both acute and chronic forms of sleep deprivation. However recovery from chronic partial sleep loss is slower.

According to renowned sleep researcher Daniel Kripke, consistently getting between 6.5 and 7.5 hours of sleep per night not only contributes to longevity but also enhances happiness and productivity. Deviating from this optimal range can lead to various unnoticed issues, affecting our overall well-being. It is imperative that we pay closer attention to our sleep habits and consider whether they are supporting or hindering our learning, habit formation, and overall performance and happiness.

Eating Yourself Smart: Part 1 – Foundations for 7-Steps to Learning and Habit Change

Updated July 28th 2023

In our previous blog, we promised to supply the main ingredients that create a foundation for the 7 Steps to learning and habit change. These are:

Nutrition
Exercise
Sleep
Mindfulness
Blasting Limiting Beliefs and Emotions

Let’s start with our guest blogger Oliver Sifkovits on the topic of Nutrition.
Why roads between reception desks matter:

Would you like to be able to think quicker, concentrate better and for longer, increase your IQ, as well as have a sharp memory? In short – would you like be more intelligent? I’ve always found that the simplest solutions are the best ones, and this clearly applies to the topic of this blog: research compellingly shows that providing your brain with the right nutrients can rocket its performance to the sky.

Let’s look at our brain as a vivid city in which different parts and people serve a purpose. 60% of our most important organ consists of fats. These are the reception desks of the city which receive information. The more reception desks there are, the more information can be distributed within the city, right? It is therefore essential to eat sufficient Omega 3 & 6 fats so that the messages travelling between our brain cells actually find a place to dock on to.

Also, imagine the reception desks to be extremely busy workplaces: computers require maintenance, printing paper needs to be replenished, and pens need to be replaced when they stop writing. It is no different with fatty acids: since our brain is active non-stop during day and night, it’s optimized functioning is dependant on regular (and by that I mean daily) intake of these substances.

Studies show that sufficient intake thereof can enhance long-term memory (Glen et al., 1985, 1987 & 1990; Skinner et al., 1989). Fish such as mackerel, herring, salmon and fresh tuna, as well as eggs will give you Omega 3 fats, while flax seed represent an option for vegetarians. Primrose and borage oil are Omega 6 – rich sources.

What does travelling from South to North Dublin have to do with nutrition for the mind? The answer is simple: In order for information to find its way to different reception desks in the city, roads are required. The equivalent to this would be the so-called phospholipids in the brain: they allow for smooth nerve signal transmission between cells. One of them is called phosphatidylserine, which has been shown to improve memory, learning, vocabulary skills, concentration, as well as mental alertness (Crook et al., 1991).

You will find this type of nutrient in organ meats and in the form of a supplement. Vegetarian options are soy beans and white beans.

Dimethylethanolamine – short DMAE – are further building blocks of roads in the city. It has been shown to stop mind wandering, improve concentration, promote learning (Holford, 2009), as well as enhance memory, attention, and associative thinking (Dimpfel et al., 1996). Egg yolks, sardines, and organ meat all contain this substance, whereas vegetarian capsules are also available.

So far you have learned about the importance of building a structure in the brain that allows cells to communicate effectively. Look out for the next blog, which will be about the “human” side of nutrition for the mind: communicating and initiating intelligence.

Thank you for reading, we would really love if your liked our blog that you would share it among your social media platforms. Remember, sharing is caring and we Care! 🙂

Oliver Sifkovits (Msc, CSCS) is a Performance Enhancement Specialist, Personal Trainer, as well as 4^th belt holder in Capoeira. He has provided Strength and Conditioning service to athletes from various sports, levels, and age groups, including footballers from Hertha BSC Academy, World Cruiserweight Boxing Champion Pablo Hernandez, as well as multiple Austrian Racketlon Champion Michael Dickert. His approach is designed around improving body-mind-spirit performance and health in individuals.

The Adaptas 7-Steps to Learning: #7 Two-Way Street, Positive or Negative thoughts, you choose!

Updated July 28th 2023

Mindset is a two-way street
Did you wake up today feeling good about yourself, looking forward to the day and life in general? Or did you wake up thinking ‘here we go again’, ‘I hate the traffic’ ‘I hate my boss’ etc?

How you feel about yourself and your life, whether you are negative, unhappy, de-motivated or on the other hand positive, happy, motivated has an impact on your ability to learn and change habits.

When we feel good; thinking, making decisions and taking action in pursuing goals require less effort.

If you have read step no.4 ‘Memory’ in our series of 7 Steps to Learning blogs, you will know how important memory is for creating habit change.

When we feel positive we are more likely to be able to pull on good memories. When we feel negative, things couldn’t get much worse for our memory; Not only are we more likely to access more negative memories, but these negative memories get in the way of accessing positive memories which in turn can interfere with getting that dopamine flowing!

Brain plasticity is a two-way street. We can drive brain change positively or negatively.

If you have read Maureen Gaffney’s book ‘Flourish’ you will have come across the 5:1 ratio. We need 5 positives for every 1 negative in our thoughts, experiences, and feelings in order to thrive and flourish in life. As Maureen says, “If the balance remains at 3:1, three positives to one negative, you have achieved the minimum platform needed just to stay well and manage your life in an average way. If the ratio falls below 3:1, and stays down, however, you are tipped into a downward spiral from which it is hard to escape. This is when someone becomes depressed; when a relationship enters a new, destructive state; or when a team or an organisation becomes dysfunctional.”

Unwanted bad habits continue because the brain has hard-wired itself through years of repeated behaviour. We must literally tell our brain what we really want, and not what we don’t want! As discussed in earlier blogs; to create change, we must literally rewire the brain!

It’s up to you which way you want to wire it, towards the negative or towards the positive; towards the ‘I can’t do’ vs. ‘I can do’, towards the “I am a victim of circumstances’ vs. ‘I am the master of my own universe’.

In every moment of every day, we have a choice. We often just don’t realise it, because our unconscious and our older parts of our brains exert so much control over how we behave.

Consider, in this moment, consciously, what do you have to be grateful for? Are you healthy? Do you have a job? Do you ever get to go out for dinner or to go on holidays? If you have any or all of these, you have more than many hundreds of thousands of people around the world and more than many in your own village, town, and city.

Research in Positive Psychology repeatedly finds that those who remind themselves every day what they are grateful for are happier and more positive. So if you are going to do nothing else to support your mission of making some changes, start by doing this. I personally list off three things in my head, that I am grateful for every morning, as soon as I wake up. It’s a nice and ultimately powerful way to start the day. Do it every morning for a few weeks and smile at the same time (even if it pains you to do so) and let us know what positive changes you have seen in your life.

This brings us to the end of our 7 Steps to Learning blogs. However, as the great Mel Blanc wrote in his account of the making of Bugs Bunny, ‘That’s Not All Folks!’. There are 5 ingredients necessary to support these 7 steps. If you are looking to create real and lasting change, keep posted for more….

Seasons Greetings to you all and we look forward to an amazing 2015 helping you put these 7 Steps into practice. Happy Holidays from all at Adaptas.

The Adaptas 7-Steps to Learning: #6 FEEDBACK – Everyone needs Feedback!

“It takes 21 days to change a habit!”
How many times have we all heard this?

Jeremy Dean (Making Habits, Breaking Habits: Why We Do Things, Why We Don’t, and How to Make Any Change Stick) has collated research around habit change, and found that it takes on average 66 days (not 21 days!) to change a habit, with people often taking beyond 230 days of repetition to change habits long-term!

As discussed in the ‘REPETITION’ step of the 7 steps to learning a few weeks ago, we know that the brain forms a model of the brain connections that contribute to a good try. Repetition strengthens the connections between neurons engaged at the same time. Additionally, we know from the ‘MEMORY’ step, that the more we can create meaningful, emotional and elaborated opportunities to practice the more likely long-term learning is to occur i.e. emotional connections create more permanent memories.

Be it 18, 21, 65 or 265 days it takes to create change, let’s call a spade a spade…it is difficult to commit to practicing in order to embed change! Not only must the brain receive feedback on good versus bad tries. We NEED feedback from others on good versus bad tries…we need feedback and support to know it’s working! FEEDBACK on performance and acknowledgement from others encourages us to repeat.

It’s about recognising what needs to change, then doing it repetitively, and getting feedback, especially with a focus on how improvement is being noticed by others. We all like to be told we are doing a good job! Constant monitoring of progress by oneself, one’s peers and one’s superiors is tantamount to long lasting change.

In my experience, most people in management positions just don’t have or prioritise putting the time in to do this. People remember how they feel. If you make them feel good for attempting to make changes, they are much more likely to succeed. People must see results – one of the jobs of a manager should be to support and coach.

We need to be reminded that it is working, even when we ‘fall of the wagon’. We must track behaviours, and get feedback on how that behaviour is being noticed by others and how it is impacting on others.

It is important therefore, to work with people over a period of time. If that means writing reminders to check in with your colleagues on the change they are looking to make, do it…you might be still checking in with them on that change they were looking to make in 6 months time, but accountability and repetitiveness lead to new habit forming. It may take 21 days, it may take many many more. But imagine the difference it will make!

Thank you for reading. We’d love your Feedback. Leave a comment or share on your social pages.

The Learning Challenge – The Ageing Brain and Ageing Workforce

Updated July 28th 2023

In this weeks blog post, we bring you a post from our special guest Nigel Paine, whose book, “The Learning Challenge” features a case study written about Adaptas™ CEO Dr. Celine Mullins. Nigel gives us his thoughts on the Ageing Brain and the Ageing Workforce.

Three things came together to stop me in my tracks. The first was reading that if the incidents of Alzheimer’s disease continue to develop in proportion to the ageing population in Japan, the entire GDP of the country will be consumed treating those patients by 2050. This is, of course, a national catastrophe.

The second was visiting rural Japan and being astonished by the number of elderly Japanese citizens sitting quietly in front of their houses with apparently nothing to do. Rural communities seem void of younger people, work opportunities and, indeed, of life.

Third was a quotation by Dr Joel Kramer of the Osher Centre for integrative medicine at the University of California San Francisco from a lecture that he gave which was filmed and put on the excellent University of California TV channel on YouTube. He said:

“Ageing can have a significant impact on brain structure and function, but these changes are neither universal nor inevitable.”

There is now a massive research effort being conducted by neuroscientists around the ageing brain and what we need to do to keep the brain healthy. What seems to be emerging are some clear indicators that the critical dimension of brain health is to maintain neural plasticity throughout life. Neural plasticity builds, what Joel Kramer refers to as ‘cognitive reserve’. Cognitive reserve is the ability of the brain to react to trauma and to disease and attempt to maintain functionality. The Osher Centre has looked at the evidence for Alzheimer’s in ageing brains and discovered that identical patterns of Alzheimer’s can debilitate one individual, whereas another individual can function pretty much as normal. One brain is able to route around the Alzheimer’s plaques, the other is not.

Clearly Japan and other countries with growing ageing populations should invest not only in medical research to discover a “cure” for Alzheimer’s, but also in ways it can work with 50 and 60-year-old adults to develop some of that cognitive reserve which seems so powerful in helping the brain cope with trauma.

This immediately impinges on the world of work. Most organisations slowdown their ageing workforce in the years before retirement. They offer them few challenges and let them cruise quietly as they prepare them for life in retirement. The research would seem to indicate that this is entirely the wrong approach. To maintain neural plasticity the brain needs challenges, and above all it needs to continue learning new things. An alert and physically fit individual, motivated and taking on new challenges right the way through to retirement is probably the best insurance policy against dementia, and possibly the best protection against the effects of early Alzheimer’s. Four things to suggest going forward:

1. We need to work with large employers on new programs and new activities for their ageing workforce and track their progress longitudinally and certainly into retirement.

2. We need to inspire our L&D professionals to develop new learning pathways paying attention to the 70:20:10 model for their older staff teams.

3. We have to look at work organisation to ensure that the diversity of the four generation workforce is celebrated and leveraged.

4. As the research conclusions emerge about the ageing brain, much more needs to be done to share, debate and draw practical conclusions for action.

It would seem the height of common sense to invest real money into these programs because the costs of not doing this on a national economic, and personal lifestyle level, are catastrophic. If we do nothing, Japan points the way to disaster.

In my recently published Kogan Page book: The Learning Challenge, the chapter on neuroscience explores this in much more detail. You can buy the book at a special blog readers 20% discount from the Kogan Page website using this code: TLCAD 20

Nigel Paine

The Adaptas 7-Steps to Learning: #4 MEMORY – Encoding, sorting & retrieving information.

Updated July 28th 2023

Memory is crucial for learning.
“Memory is a process of encoding, sorting and retrieving information” (Carlson, Martin & Buskist, 2004).
The brain creates predictive models about where it thinks it is going, models about performance during an attempt and models that reflect cumulative learning of those attempts to create the desired outcome. The actions that are attempted and those that resulted in better performance must be remembered. Otherwise learning cannot occur.

Theorists of memory agree that there are various stages of memory; 1) short term memory (STM) or working memory and 2) Long term memory (LTM).

Atkinson and Shiffrin’s multi-store memory model (1968) states that we take information from the external environment through our sensory organs (e.g. eyes, ears, skin etc.). This information gets moved to the STM where it stays for a short time (i.e. less than one minute; STM has a limited capacity and duration). Only with rehearsal can information be moved to the LTM. Peterson and Peterson (1959) found that the more time information goes unrehearsed in the STM the more difficult it is for participants to retrieve this information.

“Short term memory is the set of processes that we use to hold and rehearse information that occupies our current awareness” (Robinson-Riegler & Robinson-Riegler, 2008).

LTM consists of:

Declarative (explicit) memory: Knowledge of facts and events.
Procedural (non-declarative, implicit) memory: Knowledge of how to do things.
Skills and abilities.
Conditioning and subconscious responses.

Other than rehearsal, there are other ways to help the encoding of information from the STM to the LTM. For example, mnemonic devices are “special techniques or strategies consciously used to improve memory – make use of information already stored in LTM to make memorisation an easier task” (Brunswick & Buskist, 2004).

These devices do not simplify or lessen information, they create a more detailed version of the information in such a way that the information is easier to retrieve at a later time. This is possible because of the way in which the information is elaborated upon. The information is strung together in a meaningful way.

Most approaches to training soft skills in people are missing an approach that enables learners to elaborate on what they are learning in the classroom. In my experience, the solutions are as follows:

A) Learning must be ‘applied’ in the training room, i.e. create more meaningful, emotional and elaborated opportunities to practice while in the training room, to engage both hearts and minds.

B) In line with the 70:20:10 rule, make sure that people get the opportunity to apply and practice in the context of work. In his excellent book, ‘The Learning Challenge’ (2014), Nigel Paine refers to ‘at the moment of need’ and ‘just in time’ learning, and quotes Nick Shackleton-Jones approach to learning ‘for people who care’. Here people care deeply about learning something because they have been challenged and want to/ need to solve the problem, and therefore are motivated to learn.

For a case study of the approach taken by Nick Shakleton-Jones (Director of Online and Informal Learning, BP) see Nigel’s book. You might see Adaptas mentioned there too ;-).

Ultimately, there is no point in sending a person to attend a training if they are not going to be able to apply their learning immediately (either actively in the training or ‘on the job’), because it will not get stored in their Long-Term Memory, unless they get a chance to use the information supplied immediately.

Plain and simple, we all forget what we have learned unless it is dynamic, motivating, emotionally stimulating and useful in the here and now!

Click here for more Adaptas 7-Steps to Learning

The Adaptas 7-Steps to Learning: #1 IMAGINE

Updated July 27th 2023

Have you ever considered yourself and your learners as potential addicts?

Have you ever heard of the neurotransmitter Dopamine? Dopamine is a chemical released when people are doing something they enjoy. Dopamine consolidates new circuits and causes addiction.
Addiction is a plastic change in the brain.

Imagine for a moment, if you could turn all the people you are looking to develop into ‘learning addicts’. They are so addicted to learning, they cannot wait to apply everything they have learnt so that they can come back and learn more. The impact of the “learnings” would then ripple across the organisation, affecting the bottom line, as your training budgets would expand twofold, threefold and more. Wouldn’t that be something? From my perspective, we should be looking to turn everyone into addicts who enjoy learning and thus consolidate new neural pathways, which in turn leave people wanting more. We all know how challenging it can be to change an existing habit.

I recently spoke at The 2014 Learning Technologies Conference in London. Following that talk, they asked me to write an article for their Inside Learning & Technologies & Skills Magazine which was published this June. In this speech I outlined 7-Steps or areas that need to be considered and applied in learning to make it addictive, to enable people to learn and for neural changes to take place in the brain that have lasting impact. Over the coming months I am going to outline these 7-STEPS here. They all overlap as you will see:

1) IMAGINE

Neurons that fire together wire together: The brain strengthens connections between things that happen in real time and predictions of possible outcomes. The brain blends what happens and the predictions together. The expected outcome and the reality of the outcome; the brain weaves its own explanation of reality that is the basis of new skills. Therefore, people need to get clear on what the benefits of changing their behaviour will be. We need to help people think bigger for themselves. My experience of many approaches to working with changing people’s behaviour, is that the time is just not put into this. We’ve got to allow people to dream, to IMAGINE and to see all the possible outcomes. Otherwise, there is very little chance they will commit.

We look forward to sending you the 2nd-Step in this 7-Step process. We are currently delivering an interactive workshop to teams and groups in organisations to actively assist them in applying these 7-Steps. Get in touch if you’d like us to talk you through what we can do for your organisation.

Are You Still Using Your Childhood Emotional Intelligence?

Updated July 27th 2023

Educators need to put more focus on developing a child’s Emotional Intelligence, giving them the skills to assist them while in school, as well as to prepare them for the adult world.

These skills include communication and coping skills as well as helping them to build their confidence.

I remember when I was 11 years old sitting in class, and someone spotted a pool of liquid on the floor under the chair of another girl in my class.

It was class time, there was no liquid to drink and she had not split anything, if you get my drift. Everyone in the class started pointing and laughing. This young girl was humiliated. Her reaction was a mixture of fear, anger and sadness.

This girl was generally being treated badly by her classmates. She was excluded from everything in the playground, was being passed cruel notes, calling her a ‘freak’ and was generally having a terrible time of it. On reflection, her accent would have been perceived as different to the rest of us, because she had spent the first few years of her life in a different country. I think, most likely, that she was singled out based on this.

This type of exclusion and bullying is also not uncommon in the workplace, when children become adults.

Call me weird, but I remember at that time in school thinking it was strange how they didn’t teach us how to protect ourselves, how to understand our emotions, how to be confident, how to make friends.

Einstein is said to have written ‘Education is what remains after one has forgotten what one has learned in school’.

Good point! How much specific information do you remember from your time at school? Or maybe I should be asking, how relevant is any of it to your life now?

Often those who have been bullied in school, see that pattern re-emerging later in life. Alternatively they become the bully themselves. Much of the behavior in the workplace echoes exactly what happened in school. What’s worse is that it takes only one person to be the bully, or one person to be negative or one person to be in resistance. Eventually many people in the organisation will be living from a similar mindset. We’ve all heard of the herd or mob mentality.

In my humble opinion, educators need to think about giving children and teenagers the skills to assist them while children in school, as well as to prepare them for the adult world. These skills include communication and coping skills as well as helping them to build their confidence.

Many of the skills needed are very different to the skills that you or I ever would have thought we needed back when we were school age, until we became adults and realized the world can be a tough place, where we often don’t feel heard, or we feel blamed, or attacked for doing the wrong thing, or for just not being in the ‘IN’ crowd.

As we can’t turn back time and revisit our school days (phew!) we need to be given or seek out the opportunity to develop our emotional intelligence, our positive intelligence, and to question our patterns of behavior as adults. Otherwise the same issues just repeat themselves over and over again.

The damage to individuals, teams and organisations is sometimes not possible to turn back. We are not children anymore, but if you can put your hand on your heart and tell me you are not repeating any behavioural patterns from your childhood, you deserve a medal!

Did Curiosity Kill The Cat?

Updated July 27th 2023

Do you remember how to be curious?

If you spend any time with children you will be used to questions, about EVERYTHING!

My friends daughter asked her the other day ‘when trees get cut down do they hurt?’. It’s a valid question, which, depending on your philosophical or spiritual beliefs, we don’t actually know the answer to.

You’d rarely hear an adult asking a question like this for fear of seeming stupid. Young children don’t care about feeling stupid. They are curious.

I asked a client recently to ‘be curious’ about an issue he was having with his team. He replied with, what does the word ‘curious’ mean? When he asked, I immediately wondered; have we all forgotten how to be curious?!

According to Wiki, “Curiosity killed the cat” is a proverb used to warn of the dangers of unnecessary investigation or experimentation. Sometimes I think this proverb infiltrates our brains as we move towards and into adulthood, and that we take it way too literally, fearing that we might get squashed on the road like our childhood cat, and in doing so, we block ourselves from being curious!

Do you remember how to be curious? Many of us forget ‘being curious’ ever existed! Do we lose our curiosity because it becomes less important to be curious? Are opportunities for curiosity being taken away from us at an early age? I often wonder, is this because of the experience the world provides us with i.e. the structure of education? Do we lose our curiosity once we are embedded in education? Or is it too important as adults to ‘appear’ like we know everything?

After this conversation with my client, I asked some trusted friends about their own curiosity. Many of them believe they lost their ability to be ‘stupidly’ curious when they were approximately 11 and 12 years of age, and more worrying they’ve noticed that their children are losing their propensity to be curious a lot younger.

Curiosity, innovation, critical thinking and problem-solving skills are all closely linked, and are becoming more and more important for every employee to have in their briefcase. In our work at Adaptas™, and also many of the projects we work on with PhathomHQ (www. phathomhq.com- optimising human potential in actively exploring and understanding innovation, problem-solving, critical thinking, and creativity through highly relevant work-related challenges), we find that when people are given the opportunity to be curious, they come looking for permission to really ask big questions, to move out of their comfort zone, and to try things out. In essence, they turn into children looking for permission from us, to be allowed to be curious! Is it just me, or does anyone else see the irony in this?!

Einstein said ‘Logic will get you from A to B, imagination will take you everywhere’.

I recently also asked a friend to tell me what other words she thought of when I said curiosity. She said ‘enquiry’ ‘nosiness’ ‘busy-body’. When I go myself on a word association with curiosity, I think of ‘imagination’ and ‘playfulness’. Interesting the difference in associations we make to words and where our behaviour goes based on this association.

How does curiosity look/sound/feel to you?

It’s also important to note that a less frequently seen rejoinder to “curiosity killed the cat” is “but, satisfaction brought it back”. Hmmm, what can we learn from this?

Communication Skills: Listening or Hearing?

Updated July 25th 2023

In business and in life, it is essential to know how to listen properly. When we sense that someone genuinely listens to us, a foundation of trust and respect is built. For managers, neglecting to truly listen to their colleagues’ concerns or issues can severely harm the relationship and, consequently, the organisation. If a customer is not being listened to, we lose them as a customer, and potentially also lose a lot of their own friends and family as customers; word of mouth is powerful!

Recently I have found myself attempting to explain, to previous and prospective clients, many of the new processes we use in our communication skills training.

Many of our processes at Adaptas™ are situational-based tasks, taking the form of pseudo-life scenarios. Some tasks involve observing examples of human behaviour, others require immersion within a situation. All involve ‘doing’ and much self-reflection. Without self-reflection and awareness, no real change can take place in how we feel and behave.

Our processes present participants with tasks carefully crafted to mirror the real-life situations encountered in our workplaces and daily lives. Each process centers around a specific aspect of communication and behaviour, enabling every participant to delve into their comprehension and proficiency in that particular area.

One example of a game-based process called ‘Worldwide Whispers’ tests our ability to listen to other people. The game is not the same as, but is definitely inspired by the game ‘Chinese Whispers’, which many of us played as children.

In ‘Worldwide Whispers,’ participants are immersed in diverse scenarios, putting their listening skills to the test. Success in this game depends entirely on how effectively they can listen. Through this process, individuals gain valuable insights into their genuine listening abilities and identify areas where they can enhance their effectiveness as listeners. Instead of assuming their listening prowess, participants quickly grasp their actual strengths and weaknesses in this crucial skill.

Here are some tips on improving listening skills:

1) Listen to hear the meaning behind what others are saying.
Pay particular attention to nonverbal cues. Emotion expressed nonverbally may be more telling than the words people speak. Focus on tone of voice, pace of speech, facial expressions, and gestures.

2) Be an active listener.
Active listening is a person’s willingness and ability to hear and understand someone else. Active listeners are able to reflect the feelings expressed and summarize what they are hearing. There are several key skills all active listeners share:
-They pay attention to others.
-They hold judgment.
-They reflect by paraphrasing information. They may say something like “What I hear you saying is…”
-They clarify if they don’t understand what was said, like “What are your thoughts on…” or “I don’t quite understand what you are saying, could you repeat that…”
-They summarize, giving a brief restatement on what they just heard.

Also, see a great video on listening skills for leaders: ‘Why I’m a listener: Amgen CEO Kevin Sharer’

Unleashing Personal Growth: The Power of Experiential Learning

Updated July 5th 2023

Research and theory conducted worldwide on human learning repeatedly indicates there are a range of learning styles. According to psychologist and educational theorist, David Kolb (1984), we all have different preferences in how we learn. Kolb has spent much of his adult life studying adult learning, and has drawn heavily on the work of John Dewey, Kurt Lewin, and Jean Piaget. Most of us are not even aware of what our own learning style is. Any group of people will be made up of individuals with different learning styles, making it difficult for each and every person in a group training to learn effectively. To have a significant impact, training programs should consider individual learning styles.

When learning, some people need to know the facts and figures and models, others need to experience what they are learning about in practice, yet others need to observe others doing what is required, in order to learn. Another way of putting it, is that we all have preferences in the sensory experience of how we learn, some prefer to watch, others to listen, other to feel and experience and others to talk through or be talked through step by step how something works. Either way, whichever way we learn, the most important thing is that once we’ve learnt we need to practice for it to stick long-term. Hence our focus, at Adaptas™, is on finding a mixture between allowing people to observe, to be presented with the models and the facts as we know them, and ultimately all our trainings involve a focus on practicing and ‘doing’ everything that is being learnt about. Our focus, in other words, is on experiential learning.

Experiential learning is the process of making meaning from direct experience. Simply put, experiential learning is learning from experience.

There is a famous saying by Confucius (551-479 BC) “Tell me and I will forget, show me and I may remember, involve me and I will understand”. We at adaptas™ know that ‘involve me’ requires presenting the information in a variety of ways so as to target all learning styles and personalities within one group of people.

When it comes to learning how to effectively communicate, a person could read every book ever published telling them how to be a good communicator. However communication is only necessary when another person if involved, so all the books in the world or traditional classroom learning is never going to be effective in teaching somebody, for example, how to sell or influence customers, or how to work effectively in a team.

Furthermore, we all operate from a place of habits and patterns, most of which are learnt early in life, and which no longer serve us. Yet again most of us are unaware of these patterns, and how many of the patterns are effecting how we interact with everyone; family, friends, colleagues, and customers etc.

Experiential learning engages the learner at a more personal level by addressing the needs and wants of the individual, even when learning as one of a group. By developing people as individuals, rather than simply transferring arbitrary capabilities, we develop people’s confidence, self-esteem, personal strengths, and crucially a rounded sense of purpose and fulfillment, which fundamentally improve attitude, life-balance and emotional well-being. These immensely important outcomes are just as important for sustainable productive work as the essential skills and knowledge typically represented in conventional education and work-related hard skills training.

Experiential learning can be thought of as growing a person from the inside, whereas conventional teaching and training is the transfer of capability into a person from the outside. In work and society most problems stem from people feeling unhappy or being unfulfilled. Conventional training/teaching does little to counter these effects. Individual growth – via experiential learning – offers ways to address personal feelings of confidence, fulfilment, sense of purpose, etc. Experiential learning engages the learner at a more personal level by addressing the needs and wants of the individual. Experiential learning allows one to learn new skills, new attitudes or even entirely new ways of thinking.

Let’s face it; we at Adaptas™ could choose easier ways to deliver training! Conventional approaches to training would require less energy and time in preparation and delivery for us, and likewise, would be less challenging for our trainers and trainees. However, we believe so much in experiential learning at Adaptas™, that we have sought out and brought the most effective approaches to experiential learning and a variety of other psychologically deep reaching techniques together, to create effective interactive training services, which create new habits and patterns in communication. Hopefully you will get to experience the difference with us one day soon.

Self Limiting Beliefs – Foundations for 7-Steps to Learning & Habit Change