Priming Yourself for Change

Do you always set out with the best of intentions to get more done on your to-do list or stop procrastination, yet more often than not find yourself running out of hours in the day and getting distracted frequently? How we manage our time will determine whether or not we reach our fullest potential.

Productivity is counterintuitive. Ironically, the more we try to do in a day, the more susceptible we are to stress and overwhelm, meaning the work we do is more likely to be completed at a lesser standard. Other consequences of stress and overwhelm include forgetfulness, slower mental processing, and difficulty focusing to name a few, all of which can derail productivity. Knowing this, it is important for us to be realistic with the amount we can get done in a day so that we can set ourselves up for success.

Cornerstones of Successful Time Management

Focus and avoiding distraction are crucial facets of establishing a schedule and routine that support us in feeling successful. Did you know that it takes 23 minutes to return to the original task after getting distracted? Distraction is a time bandit that we must train ourselves to be aware of and manage. It is key to first become aware of what is distracting us, then take intentional action to manage that distraction. Take the device in our pockets for example. If your phone is distracting you, then why not switch it off and leave it in a different room? This has been of great benefit to myself personally, and has allowed me to remain focused on the task at hand by intentionally removing the source of distraction.

Delegation and prioritization are also essential if you wish to make better use of your time. Understandably, delegation may prove a difficult task for those who think it’s always quicker to get the job done yourself. However, you are doing your colleagues a disservice by not delegating – we all have to start somewhere, and without allowing them the added responsibility they will not progress at a rate that will benefit them or your company. Prioritization is a crucial skill to master, we need to figure out which items are truly important to us, not just urgent, and learn to delegate or say no when we feel like we’ve taken on too much.

What Can We Do?

Practice thinking about Time Management as a learnable skill set. Learning is often misconceived as an event rather than a process. New information takes months to embed and behavioural change is gradual. Over the course of her 15 years in the field of change and growth psychology, Dr Celine Mullins has devised a 7-step programme to enable people to elicit positive behaviour change that counteracts old patterns of behaviour and helps develop learning and habit change. I’m going to take you through the two steps that I personally found the most helpful in cultivating my self-awareness around what was holding me back from becoming much more efficient at managing my time.

Clarity: What?

What is it you would like to change about how you manage your time? What would you like to do more of, less of, or do differently? Getting clarity on the specifics is where we need to begin. Get as tangible as you possibly can, as any ambiguity will hamper your chances of achieving positive change. For example, instead of saying “I want to procrastinate less” you might say “I realise my procrastination trigger is stress and my response is to go on my phone. I will rectify this issue by leaving my phone in a different room”.

Once you have realized your ‘what’, you must then check in with how you see yourself. Is it in alignment with the change you want to make? Recognizing incongruencies between how you see yourself and your goal can help you to understand what it is you need to change. For example: “when it comes to time management, I’m the type of person that procrastinates by checking my phone”. To this end, you realise you can fix this issue by switching off your phone or leaving it in a different room.

After we have realized our ‘what’ and whether how we see ourselves is in alignment with it, we then need to visualise ourselves doing it. Visualisation improves performance, motivation and focus. It involves creating a picture of what you want to happen. When visualizing, it is important to be as detailed as possible. How does it feel, use all your senses associated with your body when imagining it. For example, picture yourself getting stressed about an upcoming project, yet choosing not to procrastinate. Imagine how it would feel to lean into that discomfort and take action instead of avoiding the task. What might that look like? This mental and physical rehearsal allows us to be cognizant of recognizing these opportunities in real life.

Obstacles: Which?

We must get really clear on what the potential obstacles to change might be for us. We must look at the internal and external obstacles. Internal are our limiting beliefs – the assumptions we have around why we cannot achieve our goals. For example, if someone has always wanted to get fit and they are currently overweight, a limiting belief might be that they think that they have bad genetics and resign themselves to not going to the gym and eating unhealthy foods. In terms of time management, our belief that we are naturally disorganised, slow, or not smart enough can prevent us from taking action to improve our time management skills. Our external obstacles, on the other hand, are our life responsibilities such as our career or family.

Once we have identified the internal and external obstacles that could prevent us from achieving our goals, we must now mentally contrast. Mental contrasting involves thinking about several different positive aspects associated with completing your goal. This will help you to keep consistent. It is a visualization technique developed by Gabriele Oettingen, a motivation psychologist who wished to improve the effectiveness of traditional self-control strategies like positive-future visualization. The technique improves cognitive functioning, health and promotes helpful behaviours.

The final step is implementation. How are you going to overcome each obstacle if they do arise? Use the ‘if-then’ method. For example, “If I get distracted by my phone, then I will switch it off and put it in another room” or “If I get overwhelmed, then I will focus on my breathing and be realistic with how much I can get done in a day”.

Resistance to Change

When presented with change, our brain leans into a self-protection mode and will do everything it can to cling to the comfortability of what it already knows. Change is a process, not an overnight event, but with the implementation of these steps you are guiding yourself in the right direction towards improving your time management skills.

To Summarise

1. Productivity is counterintuitive – be realistic with what you can accomplish in a day to avoid stress and overwhelm

2. Focus, avoiding distraction, delegation and prioritization are all crucial elements of time management

3. Get clear on what it is that is holding you back from improving your time management

4. Become aware of the potential obstacles and how you will overcome them

5. Realise that nothing happens overnight, habit change is a process, but using these steps will put you in the driving seat of your time management skills

Understanding the “Self” in Self-Sabotage

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.

Alvin Toffler

After nearly twelves months of covid-19 we are all familiar with adaptability and resilience. We’ve pivoted, we’ve adapted, we’ve come back stronger. We see the value of staying open minded and are generally willing to unlearn and relearn our way to stronger skills. Yet, the struggle of creating real, lasting change in ourselves remains stubbornly real. We have a theory about why that is.

One of our biggest blocks to change is our own identity.

As Adaptas continues to work with individuals and groups to facilitate mental wellbeing through effective habit change, we have noticed a trend. It seems that for most people, the main obstacle to successful change is the way they see themselves, or in other words, their identity. To understand this more fully, let’s look at an imaginary individual named Jane.

Jane is serious about her new years resolution this year. She is going to shed her excess weight and start looking after herself. This means healthier eating, regular workouts, and taking up running. For real this time. The problem is, in setting this goal, Jane has not considered how her identity could get in the way. Alongside many other aspects of her identity, Jane sees herself as a person who always puts other people first, who struggles with motivation, and as someone who strongly dislikes running.

Identity is a cognitive shortcut for decision making.

Our brain uses our identity as a cognitive shortcut to speed up decision making. If we see ourselves as someone who is not athletic, then it’s a no-brainer to say no to joining the lunch football team at work. If we are someone who always puts other people first, then it’s a no-brainer to say yes to babysitting our sister’s kid even though we have a zoom workout class to attend. Or, if we are someone who hates running, then it’s a no-brainer to decide we don’t have it in us to run today. Even if we have set a goal to do so.

You can probably see where this is going. Even though Jane is serious about her goals, her identity will continue to “assist” her in making choices that don’t align with her goals. She is likely to prioritize other people and leave herself with little to no energy to exercise or change her eating habits. She is likely to take every moment she doesn’t feel motivated as proof that she isn’t good enough, and she’s likely to avoid choosing to run because someone who hates running doesn’t choose to run very often. As a result of all of this, Jane is not likely to make great progress towards her goals and eventually give up, leaving her feeling frustrated and confused as to why she can’t make these changes happen for herself.

Can we re-learn who we are?

So, the question seems to be – can we unlearn and relearn who we are? This is a step further and deeper than unlearning and relearning information. It involves challenging the very foundations of what we value and know about ourselves. What makes this especially challenging is the fact that unhelpful identities can speak up loudly in their own defence. “You have to put other people first to be a good person!” Proclaims our inner people pleaser. “Running is horrible, I’m saving you from discomfort!” Says our inner running-hater.

Separate. Assess. Shift.

The key is to separate yourself from these identities. They are part of you, but they don’t define you. Carol Dweck’s Growth Mindset tells us it is always possible to change ourselves, if we are willing to apply strategic effort. In this case, this means intentionally deciding on a new identity and effortfully building a relationship with that new identity as you work towards your goal.

If Jane was to do this, she might decide to become the type of person who sees value in putting her needs first more of the time. Or, someone who doesn’t rely on motivation to take action, and who is learning to enjoy running. In doing so, she would start to create a new set of short cuts for her brain. It will begin to seem like a no-brainer to say no when she doesn’t have the time or energy, to stop worrying about her motivation levels, and to choose to get outside and run more often.

We need to practice recognising our identities, understanding how they align or don’t align with our goals, and consciously shifting those identities. If we can do this, then we will be one important step closer to successful change and, as we now know very clearly, change is a key skill for the future.

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.

Click here for more Adaptas 7-Steps to Learning

The Adaptas 7-Steps to Learning: #2 MOTIVATION | The Power of Knowing ‘WHY’

Updated July 28th 2023

MOTIVATION – For change, we need to be clear on our ‘Why?’
We recently published the 1st of our 7-Steps to Learning. We received a great response to our IMAGINATION blog, where we explained that ‘neurons that fire together, wire together’, so to continue as promised, outlined below is the 2nd Step – MOTIVATION.

MOTIVATION is a key factor in brain plasticity: It can be looked at as a cycle where thoughts influence behaviours and behaviours then drive performance; an inner drive to behave or act in a certain manner. It is the driving force that causes the change from desire to trying to achieve in life. If you are going to commit to making changes in your life, then it requires dedication and practice to create lasting change. Understand your motivation and you’ll understand the process that arouses, sustains and regulates your behaviour.

In Step 5, you will see that repetition is the key to making stronger connections. Repetition will only occur if people are motivated. People need to see a personal need, or a reason for them in making the change. For change, we need to be clear on our ‘Why?’.

People must think about two things in answering this question. Emotionally, what we can gain, by creating this new behaviour, and what do we stand to lose by not creating it? Performance impacts thoughts.

Our role as educators and learning leaders is to help people to become aware of what is not working for them or where the gaps exist, why they want and need to change (emotionally and logically) and where that will take them in their life and career. If someone does not want to learn, no change will take place.

The question then is, what is stopping them from wanting to learn? I refer back to point Step1: Have they been given the opportunity or given themselves the opportunity to IMAGINE & dream big?!

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.

Priming Yourself for Change