How Can We Help Our Leaders become ‘Inspiring Leaders?’

Updated August 1st 2023

In the past week, I have spoken with a number of people across diverse organisations who are experiencing what could best be described as bullying. All of them are extremely bright and committed individuals, (a mixture of senior managers, director and chief officers) and two of them are considering resigning in coming months. I guarantee that their potential resignation will be a blow to their teams and have wide rippling effects cross-functionally and beyond.

If only this was an uncommon situation. However, unfortunately it is not. Think about it. Me, one person who had 3 separate conversations in the space of one week with 3 people who lead large teams and who are all experiencing some form of bullying from their reporting manager…this does not bode well!

If you read our last blog, you will recall the mention of Kinjerski and Skrypnek (2006), who explored what they term ‘Spirit at Work’ (having high feelings of wellbeing, feeling like your work matters and feeling connected to your colleagues; all helping to provide meaning and fulfillment in work). You will also recall that there are a number of factors required to develop ‘Spirit at Work’.

One such factor, indeed the most important factor, according to Kinjerski & Skrypnek is ‘Inspiring Leadership’

“Inspiring Leaders:

Create a caring culture.
Are caring in the sense that the welfare of their staff and work relationships are important.
Embody behaviours that match those of the organisations’ philosophy and intentions.
Encourage and help staff to reach their goals.
Communicate tasks clearly.
Involve people in the decision-making process.
Delegate responsibility so workers can make decisions about their work on their own.”

Kinjerski and Skrypnek (2006) found that a positive workplace was important in creating ‘Spirit at work’. Positive working environments help people develop a sense of spirit at work where they feel good during work, they are happy with their organisation and they focus on tasks required during work.

The people I mentioned above are experiencing the exact opposite of ‘Inspiring Leadership’.

As we all know, the workplace culture reflects the leadership within the organisation, the relationships among colleagues, the opportunities and priorities in an organisation, and how people are viewed in the organisation.

i.e. don’t expect people to show up in certain ways if you are not leading by example. A positive workplace is one where care, teamwork and support are displayed and developed by senior staff; this creates a workplace where people are able to work to their best/perform best.

Pamela Quinn (MD of Kuehne + Nagel Ireland, one of the worlds largest logistic companies) states: “I believe that people mirror behaviours and they tend naturally to follow the behaviours they see around them.”

How have your reflections been re. the Open/Arena Area (the Area known to self and others), of Johari’s Window? Are you taking the lead in this one?

If you are reading the current blogs and thinking this is all fluffy stuff, have a look around you and consider my experiences in the past week. Three people in three different organisations, two of them considering resigning. They are most definitely not working with leaders who are exhibiting ‘Inspiring Leadership’, ‘Spirit at work’ or ‘Companionate love’!

There are Unknown Unknowns! View yourself through Johari’s Window.

Updated August 1st 2023

I recently lead a programme on creating High Performing Teams, and our session turned to the concept of ‘Johari’s Window’. In case you haven’t heard of this concept, it was created by two American psychologists, Joseph Luft and Harrington Ingham in 1955 and is a technique used to help people better understand their relationship with themselves as well as others.

The ultimate goal of the Johari Window is to enlarge the Open Area or the Arena Area in our picture here (i.e. the area known to self and others), without disclosing information that is too personal (i.e. so personal that it makes you uncomfortable). The Open Area is argued to be the most important quadrant, as, generally, the more people know about each other, the more productive, cooperative, and effective they are likely to be when working together.

One of the gentlemen attending the High Performing Teams programme, a managing director of an SME, mentioned that he does not feel comfortable sharing personal information with colleagues (e.g. what he had got up to at the weekend) because he doesn’t want to make them feel uncomfortable, e.g. feel like their life isn’t as prosperous as his. He also doesn’t expect them to share personal information and so keeps all conversations work-related. It’s an interesting argument.

Kinjerski and Skrypnek (2006) have explored what they term ‘Spirit at work’. ‘Spirit at work’ is described as having high feelings of wellbeing, feeling like your work matters and feeling connected to your colleagues; it helps provide meaning and fulfilment in work. These researchers found a number of factors that contribute to ‘Spirit at work’. We will come back to all of them in future blogs, but what’s most pertinent now based on this gentleman’s argument is the following; The importance of having a sense of community among workers.

Those with high ‘Spirit at work’ have positive relationships in work that is promoted in their workplace. They develop personal relationships, they work cooperatively and they have a social life and share ‘fun times’ together.

According to the participants who have taken part in Kinjerski & Skrypneks’ various pieces of research, personal relationships are important because people know each other as people, as well as colleagues. They connect and share information with each other and they support one another. The work environment becomes like a family where there are strong connections, which provide a sense of belonging to a community. Participants in the study explained that when these personal relationships are developed it helps them to work more effectively as a team. Those who experience greater affection and caring from their co-workers perform better in their job.

There is a whole host of research showing that those who experience greater affection and caring from their co-workers perform better in their job. Barsade & O’Neill (2014a) conducted a longitudinal study looking at the emotional culture of employees and how this affects the person and their work performance. They created a theory around the culture of ‘Companionate Love’ and how this influences people. ‘Companionate Love’ they assert, is important and can greatly influence the workplace. It involves warmth, affection and connection; it is less intense and not passionate or romantic. It is linked to interdependence between people and having sensitivity towards others. The more employees feel this type of companionate love at work, the more likely they are to be engaged in work.

Over the coming weeks, consider the Open Area of Johari’s Window and ask yourself if you are developing the personal relationships and connection that lead to ‘Spirit at work’ and ‘Companionate love’? If you are not, consider the blocks (internal and external) to you from doing so and keep posted for more about Leadership, ‘Spirit at work’, Johari’s Window and more.

“When You’re Smiling, The Whole World Smiles With You”

Updated July 31st 2023

Louis Armstong sang “When your smiling, the whole world smiles with you”.
I know a lot of people who are feeling very, very stressed right now. Whether it be from pressure at work, home or just that start-of-the-year feeling, and the expectations that come with this time of year, or a culmination of all of these things.

No matter the source of your stress, remember that you are not alone in experiencing these feelings. I vividly recall a recently challenging day I had in Belgium which took place shortly after the devastating Paris Attacks. Despite my father’s pleas to stay, I found myself going anyway, lugging two massive suitcases for the third time in as many weeks. Exhausted and burdened by my father’s concerns, I realised that I was yet again myself working tirelessly on what was meant to be a day off. Passing most responsibilities to my team, I had anticipated being able to take the time off. To add to the strain, I received a distressing call from a client, marking a significant turning point in a longstanding relationship – and not for the better.

I believe a series of events similar to this served as the catalyst for my recent venture into writing a book centered around the themes of ‘happiness, contentedness, stress management, and choice’. Throughout the process of writing this book, I delved into extensive research, seeking to understand the effects that maintaining a positive outlook, embracing gratitude, and choosing to smile can have on improving our well-being. It became evident that these simple actions have the power to transform our lives through changing our general outlook from negative to positive.

Many years ago, a feedback loop between the expression of and experience of emotions was suggested by the likes of Charles Darwin and by Dr. William James. There is now an accumulation of evidence illustrating how facial-muscular action can affect our mood and perception. For example, Michael Lewis, a psychologist at Cardiff University found “Facial muscles do not just express emotions but they are also involved in the experience or feeling of emotions: Smiling while reading a cartoon, for example, increases amusement.

Another study by Lewis & Bowler (2009) involved people who had undergone Botox injections and thus paralysed their ‘Frown’ muscles. They found that when people couldn’t make negative facial expressions, they found it harder to sustain negative moods. The absence of negative feedback from a person’s face muscles results in people feeling happier! On top of this, according to a rake of research (Wood et al, 2009 etc) grateful people experience positive emotions more frequently.

On the stressful day I spent in Belgium, I practiced smiling and gratefulness endlessly; after the call with my client; on a packed bus with cranky passengers (rush hour and me carrying large suitcases didn’t make them my best friends); a bus driver who was not prepared to wait while I lifted the suitcases off, and snarled at me for leaving the bus at the front door instead of the back door; the complete absence of any taxis, trains or buses for the final leg of my trip; with an aching back, and aching feet. I kept smiling and telling myself how grateful I am that although I am in pain with freezing hands, and have experienced a lot of negative people today, I am so lucky I get to put my head down in a clean hotel bed tonight, whilst so many others around the world have a cement slab, a park bench, or worse, are living in a war zone.

And you know what, other than the bus driver, I definitely got a lot of smiles back that day, because although I felt frustrated and cranky, I just kept treating other people as I would wish to be treated; with a smile and in gratitude!

🙂

STOP Treating The Symptoms: Part Two from David Mullins-Tennis Coach

Updated July 31st 2023

Part Two from guest blogger, David Mullins, Head Women’s Tennis Coach at the University of Oklahoma (OU)

You are probably eager to know what diet I am going to recommend or how you should become a vegan, follow a paleo plan or something along those lines. I definitely do not recommend diets to my athletes, or anyone for that matter.

All I advocate is that you experiment with what works and doesn’t work for your body. However, there are four foods that all our digestive systems will have a negative encounter with:

Artificial Sweeteners – diet sodas and sweeteners for your coffee/tea. These products stimulate your appetite by disrupting your body’s ability to know how many calories it is consuming. This can obviously lead to weight gain and higher blood sugar levels.
Alcohol (sorry!)– it kills the good bacteria in your gut. Also when you consume alcohol you are more likely to crave the worst kind of foods
Any products containing Azodicarbonamide – it is a whitening agent in flour that you will find mostly in some white bread product such as bread rolls, Danish pastries and croissants. This is the same compound that is used in the making of yoga mats, say no more!
Be careful of you sugar intake, the recommended dose is 5-28 grams per day, depending on the study, but most people are up around 40 grams each day. Sugar can irritate your gut, which may at times manifest itself as an autoimmune response. There is also evidence suggesting that depression is linked to inflammation in the gut.

I also advise people to take a good probiotic supplement (with at least seven unique strains of bacteria) twice per day after meals if possible. Don’t rely on your morning yogurt for your probiotics as the amount of sugar in those little tubs cancel out any probiotic benefits the product is advertising! We like Dynamic Nutrition PureBiotics as they are allergy free and have no preservatives or artificial ingredients. If you don’t want to take a supplement eat more fermented foods, e.g. sauerkraut and pickles. I know Celine is experimenting with water kefir grains at the moment.

As a coach I do my best to educate my players about nutrition but there is only so much I can control. Instead, I make sure I am a great example to my team as to how they should be eating to effectively fuel their bodies for sport and life. I truly practice what I preach and I hope, with time, that they will continue to make better decisions.

Do your best to be the best role model you can be to those you are managing in all areas of your life, including nutrition. The extra energy and vitality you will feel with these changes will be noticeable and hopefully contagious too! A few basic changes can help alleviate a lot of the negative health & performance issues you and your team are facing. Good Luck!

During his 12 years of coaching at a number of different elite College Athletic Departments in the U.S.A, David has garnered numerous coaching awards and helped his programs breakthrough to new heights of athletic achievement. He is currently the Head Women’s Tennis coach at the University of Oklahoma (OU) where he helps develop players for the WTA tennis tour. He also received his Master’s in Education at OU and is currently working towards his Yoga Teaching Certification.

Before starting his coaching career David was a international professional tennis player earning an ATP world ranking in both singles and doubles play while representing the National Irish team in Davis Cup play.

For more health, fitness and relationship advice please follow David on Twitter @2KidsAndASpouse

Mindfulness- Foundations For The 7-Steps to Learning and Habit Change

Updated July 31st 2024

Are you living presently?
Or are you living focused on the next meeting, the next meal, the next email that needs to be responded to, and the next one and the next one? Are you living in the past, regretting what you have done or not done, or feeling angry at how you were treated by someone or how you didn’t make it to the gym, or ate that second croissant!

You are probably already well aware that mindfulness, one of the oldest practices in human history, has become one the newest ‘breakthroughs’ in managing thoughts and mental wellbeing in the workplace.

I started attempting to focus on living presently, using mindfulness and meditation a few years ago, (see more on this in this Irish Indo article) when approximately 20 years after being introduced to meditation and mindfulness, I finally was adult enough to start giving it a real go. The impetus was the realization that if I didn’t focus on the NOW, that life would pass me by and I’d have missed out on just experiencing rather then thinking about what was coming next.

This mindfulness lark is no easy habit to adopt! It involves being present in the here and now; when you’re eating, when you’re walking, when you’re speaking, basically in every moment. Personally, I find it challenging, as I often need to remind myself to focus entirely on the conversation at hand or savor the taste of a drink, deliberately experiencing every detail. In reality, like many others, I catch myself mindlessly juggling multiple activities throughout the day: hastily gobbling lunch between client sessions and meetings, and rushing around in a perpetual state of urgency. It’s a journey to break free from this habit and genuinely embrace mindfulness.

If it is so difficult to be mindful/ present in this moment, then why bother?

Well, there is empirical evidence that mindfulness:

reduces the physiological and psychological effects of stress
correlates with emotional intelligence
improves well-being and happiness
improves attention and emotional regulation

(see Keng, Smosku & Robins, 2011 for an extensive review of the empirical studies on the effect of mindfulness on psychological health)

Personally speaking, when I am being mindful, I feel more tuned in to the people I am with, the conversations we are having and the accompanying sensory information in the environment. I feel more grateful (which is in itself associated with reduced depression, more positive relationships, greater competence, resilience, self-acceptance, less stress, better sleep and much more!) and life feels much richer and more enjoyable.

Research also shows that people who focus on being mindful rather than focusing on the end goal or the future are more successful (e.g. Fishbach & Choi, 2012). Yes goals can help spark our initial interest, but then we must consistently focus and on the process rather than being overly focused on the end goal. It is much better for the outcome if we focus on the experience rather than the benefits. As Dr. Christian Jarrett (author of ‘Great Myths of The Brain’) said at the Learning Technologies Conference in Olympia, London I attended this week “Once you are doing it (e.g. exercise, work-based project), let your long-term future-based mission fade into the background.”

Living more mindfully is a must if you want to learn more effectively and change habits. As I mentioned earlier, it necessitates a shift in focus. Have you given it a try yet?

Eating Yourself Smart: Part 2 – Foundations for 7-Steps to Learning and Habit Change

Updated July 28th 2023

Give me the spark to speak with others!
As mentioned in Part 1 of the ‘Eating Yourself Smart’ blogs, communication in the form of messages is required for a city to survive and grow. These messages are represented by so called neurotransmitters in the brain – they contain the information which determines what will happen next in the body. Someone has to produce those messages – and that’s what amino acids do. Since we all create messages to communicate with others, we can all deem ourselves as amino acids in this fictive world.
For example, there are people with the name ‘pyroglutamate’, and they produce messages titled ‘acetylcholine’. These messages contain the information for the brain to become mentally sharper, concentrate for longer, increase its speed of reflexes, and improve its memory skills (Holford, 2009).

Another amino acid of high relevance for boosting your intelligence is tyrosine. It is the substance that produces dopamine (Holford, 2009) – a neurotransmitter that can be described as the “learning amplifier molecule”. In other words: eating sufficient amounts of poultry, fish, beans and/or peanuts will strengthen neural pathways in your brain and will thus enhance learning.

We are all aware of the importance of having leaders in an organisation – people who initiate processes. Vitamins, minerals, and trace elements are no different – they spark metabolic reactions in the brain. In a study with 615 school children, non-verbal IQ scores increased by an average of 4.5 points after taking a multivitamin and mineral complex – including Vitamin C, Zinc, folic acid, and several B-Vitamins – for 3 months (Schoenthaler et al, 1991). Some of the subjects even improved their scores by an impressive 20 points! These results are supported by a further study with 60 schoolchildren showing similar improvements in IQ-scores (Benton & Roberts, 1988).

One important thing I would like to point out is the deceptive character of the term “recommended daily allowance” (RDA), which describes the “daily dietary intake level of a nutrient considered sufficient by the Food and Nutrition Board to meet the requirements of 97.5% of healthy individuals in each life-stage and sex group” (U.S. National Academy of Sciences: Institute of Medicine, Food and Nutrition Board; 2001).

In a study carried out with 200 school children, only the group which supplemented 20mg of zinc each day over 3 months significantly improved memory functioning and the ability to pay attention for long periods of time. In contrast to this, the group taking 10mg a day did not show any significant changes in the tested parameters (Penland, 2005). Compare this to the RDA for a child aged 9-13, the value is 8mg for both males and females (U.S. National Academy of Sciences: Institute of Medicine, Food and Nutrition Board; 2001). This example clearly shows that the daily intake of the vital substance zinc needs to be higher than the one commonly suggested in order make you smarter. Furthermore, the studies above demonstrate that you can’t start early enough with your attempt to become Jane super-brain or Bart super-smart one day.

Isn’t it ironic that we take our car to a service on a regular basis for it to work perfectly, yet we don’t pay the same amount of attention to our body and brain? Isn’t our brain controlling our behaviour like puppet players controlling their toys? And is “We are what we continuously do” in fact also applicable to our eating habits? If you have answered all of these questions with a “yes”, you have just made the first step towards more effective learning and outsmarting the best of the rest.

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.

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! 🙂

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: #3 FUN – Learning is about having FUN!

Updated July 28th 2023

People always learn faster and better when they are having fun and are being creative.
Change can occur only when the brain is in the mood: Change is enhanced by behaviour and circumstances. Learning occurs with focused attention and is inhibited by an intentional refusal to accept new experiences.

You know how when we were children, we played all the time? We learnt through playing. But then the education system kind of squashed that out of us, because we were told to sit still and listen.

And into adulthood, fun is often missing from approaches taken to learning and development.

Of course, fun and creativity is experienced differently by all of us, so be cautious not to make assumptions here! Our experience of fun can also change based on experiences we find ourselves in and the people we are surrounded by.

The brain is a social organ innately designed to learn through shared experiences. Brains grow best in this context of interactive discovery and through the co-creation of stories that shape and support memories of what is being learned. Evidence from the field of neuroscience shows us that we require positive social interaction and nurturance in order to learn.

Dorothy Billington, author of In ‘Life is an Attitude: How to Grow Forever Better’, has run studies on why some men and women continue to grow as long as they live — while others do not. For example, she has studied English-as-Second-Language classes for new immigrants, and comments that “In classes where students feel safe, where lessons are focused on current language needs, where students are asked for input on what helps them most to learn, where students are actively involved in interesting and fun exercises, where there’s lots of laughter and congeniality, students of all ages and backgrounds learn English fast and well. In classes where students are made to feel inadequate and threatened, little is learned.”

She comments, ‘these findings support the thinking of Malcolm Knowles (The Adult Learner: A Neglected Species, 1986), recognized as the father of adult learning; his trailblazing work underlies many of our most effective adult education programs. He reminded us that in optimal adult learning programs, where adults learn best, both students and faculty also have fun, for it is exhilarating to REALLY learn.’

My own experience is that a safe, trusting environment will support people to get in the mood and find themselves having fun when they least expect it.

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The Power Of The Domino Effect in Organisations

Updated July 27th 2023

I was in Heathrow airport recently. I had just joined a fairly long queue to go through security to make a connection flight, when the man beside me gently alerted a passing staff member and asked “Excuse me, has the fast track through security been removed?”. The staff member responded defensively, and in an accusatory, bordering on angry tone “there were two escalators, you should have taken the other one!”. The man innocently responded “I wasn’t told”. The staff member looked at him, shrugged her shoulder in a ‘not my problem!’ fashion and marched off. The customer was left stunned! He had asked a valid question in a friendly manner and he might as well have been spat on.

From an observers viewpoint, this staff member treated the customer with disdain and disrespect. He looked embarrassed. Everyone in the queue who had been bored of queuing and had watched the interaction appeared to be likewise feeling embarrassed for or with him, with all of us looking at each other, wondering ‘what just happened there?’, ‘what’s her problem?’ or maybe ‘what’s wrong with queueing with us?’.

Now, this staff member might have been on the defense because she was sick to the back teeth of being asked this same question, or because a customer had previously been angry at her about the same situation, or perhaps she was just generally having a bad afternoon.

Either way she seemed to be making some sort of assumption, and living in a reactive mode in that moment. She had possibly assumed that this customer was going to be cranky or have some sort of problem; that he might in fact take out on her. The thing is, in her reaction, she turned a fairly content yet curious customer who simply wondered if there was a way to avoid a long queue (who wouldn’t?), into an irritated customer, who then took his irritation out on her colleagues as he moved through security. I watched, and I can tell you there was no more ‘Mr. nice mannerly guy’.

I see this and hear of this all the time in organisations. It’s like a domino effect until one of us takes action not to pass the blame, irritation, frustration or anger on. Are you taking responsibility and action to break the domino effect that cascades through organisations? If you can take responsibility for your own tendency to pass on the blame, or to put your own frustration and irritation onto other people, it will result in a large improvement in your general wellbeing, communication with others, and effective leadership skills! If you can get a few others to also take responsibility to be where “the book stops”, you will then work in a nicer and more successful space. Sometimes it’s that simple!

How Can We Help Our Leaders become ‘Inspiring Leaders?’