WorkSMART Blog

When opposing parties get to the negotiating table, they too often dive into the meat of the deal and begin arguing for their perspective. We see that in how our government operates today and in how people discuss politics, family matters, work challenges, and more. It’s time to STOP, take a step back, and reflect on what’s missing from this equation. Soon after I left business school, I began working for a negotiation and consulting firm that was an offshoot of the Harvard Negotiation Project. I became an expert in Roger Fisher and Bill Ury’s Getting to Yes negotiation strategy and the “7-Elements” approach to conflict resolution. COMMUNICATION & RELATIONSHIPS: The two elements that let it all happen Boiled down, the main idea of the 7-Elements of Negotiation is that opposing parties are most likely to discover win-win solutions if they articulate their underlying INTERESTS, discuss a variety of OPTIONS, and talk about what unbiased STANDARDS will help them come to a fair agreement. Only then will they be equipped to make a joint COMMITMENT or independently pursue their ALTERNATIVES. (*Additional details below.) While those first five elements address the substance of the conversation or agreement, the remaining two address the process: COMMUNICATION and RELATIONSHIPS. As you can tell from the language above, discussing, articulating, and talking about different perspectives is the way to find common ground. Digging in your heals, advocating furiously that you’re right, and not listening to other perspectives do not yield creative, win-win solutions Without communication and relationships, any attempt to work out challenging problems (at home, at work, or in any organization) and come to an agreement will fall flat. That’s why it’s absolutely essential that we get better at COMMUNICATING and building RELATIONSHIPS. Building relationships through communication Communication helps build relationships for several reasons. First, the more you listen, the more you learn about others’ perspectives. Listening thoughtfully, without judgment or interruption, is also a show of caring and respect. With stronger relationships come deeper feelings of trust. Once you have the basis of an honest, trusting relationship, anything is possible — even tackling the most difficult problems and obstacles. Practice asking questions and actively listening to answers The best way to build relationships is to start by asking a question. Set your mind to learning about someone else. In Getting to Yes parlance, experts always suggest that you explore the other side’s interests and perspectives before sharing your own. Not sure where to start? There are lots of fun tools out there to stimulate conversation. Easy Ways to Start Conversations Conversation Decks If you want to engage in deeper conversations, you can find Conversation Decks that address dealing with change, feelings, strengths and weaknesses, values, giving feedback, and more. WeConnect cards provide a fast-paced, fun way to move beyond ice-breaking to real connections. The deck of 60 cards includes: 20 green cards with questions that are fun and light 20 blue cards asking questions that are a bit deeper 20 purple cards asking questions that encourage self-reflection. The set helps spark conversation and build trust by: Offering a suite of activities to cross-pollinate different departments across your company Arming employees and management with a set of questions to break down communication barriers and management hierarchies Giving employees permission to have fun and be excited about work Thumballs Thumballs are soft vinyl balls imprinted with discussion topics. Catch the ball and discuss the prompt under your thumb. Pre-printed topics include Session Openers (for soft-skills training), Getting to Know You, Shaped by Our Past, Leadership, Team Dynamics, Diversity, etc! Quick Response Answer Boards When working with a group of people, ask them all the same question and have them write their answer on an Answer Board. Invite everyone to walk around the room and reveal their answers at the same time. Then, ask people to form into groups of 3 or more with different (or similar) answers and discuss their responses. Mini-Metaphors If you have a small budget, another option is to throw a random collection of knick-knacks in a plastic baggie. Show the baggie to a friend or colleague. Ask each to select an item that represents a past experience, childhood memory, or goal for the future. Alternatively, make up a question prompt or your own. *The “7 elements” of Negotiation Defined INTERESTS – each party must articulate its goals and concerns OPTIONS – together, they must freely brainstorm solutions to satisfy those needs STANDARDS- opposing parties should look for unbiased criteria to evaluate and choose the fairest option COMMITMENT – once the parties agree on the best way they can work together, they compare that option to what they might achieve unilaterally ALTERNATIVES – If parties can’t come to agreement, what will they do? What’s their BATNA – Best Alternative To a Negotiated Agreement? COMMUNICATION – the process of discussing the substance of your agreement RELATIONSHIP – the interpersonal connections and trust that allow you to discuss the substance of the agreement  

YFS Magazine (Young, Fabulous and Self-employed) ran an article a while back “100 Core Values from 15 Winning Companies.” They looked at a range of companies, including Zappos, Toms Shoes, Whole Foods, Accenture, Teach for America, Rackspace, A Weber, Barnes & Noble, Google, American Express, Four Season Hotels & Resorts, CarMax, Salesforce.com, Boston Consulting Group, and Quicken Loans. Sorting the 100 core values by theme, rather than by organization, interesting trends began to emerge. These 15 high-performance companies–across various industries–certainly aim to deliver a whole lot more than profit. Most Popular Core Values The following list is presented in order of the frequency with which the value was mentioned (the number reflects the instances in which that concept was listed). Social Responsibility (16) Customer Service (15) Respect (8) Team (8) Quality (6) Learning (6) Integrity (4) Fun (4) Communication (3) Partnerships (3) Diversity (3) Change (2) Creativity (2) Leadership (2) Passion (2) A group at Stanford Graduate School of Business took another stab at determining which core values matter most, by asking alumni “What values are important to you in business?” Key themes emerging from their interviews included, treating others the way you want to be treated (Respect), Integrity, Open and honest communication, Trust, Appreciation, Honesty, Passion, Transparency, and Making a difference. With Social Responsibility and Customer Service topping the list, it is impressive to see companies looking outside themselves. Several tools can help your group discuss and promote your organization’s core values: Tools to Recognize Core Values i noticed… Pads: recognize efforts to implement core values Sometimes GREAT work happens in small ways. Let people know you’ve noticed the big and small efforts they make each day to contribute to your organization, promote its mission, and create positivity. Use carbonless Kudos to give recognition and keep a record of it! Each time you send someone a note of appreciation, you’ll have a duplicate to keep in your file — or pass on to a manager or mentor who might want to know about your hero’s achievements. Each page is printed with: “I noticed… you took our values to heart”. Check off the appropriate boxes and include your own “from the heart” message. NOTE: Set includes 3 pads; each pad is 4.25″ x 5.5″ and has 50 2-part carbonless sets. Alternatively, try KUDOS Note Pads that let you acknowledge a colleague’s efforts to implement core values. Positivity Pack: include a strong message about values when onboarding new employees Send the message that you mean business when it comes to creating a positive corporate culture or learning environment. Give each colleague a “Positivity Pack” with key icons that reflect your organization’s values and personality. For instance, you might include: Team guys: support and respect the team Smile Ball: Make customers happy! Mini-Sneaker: go the extra mile to improve quality Learning Mo-Mints: keep growing and learning Party Blowout: have fun (Fun) Stretchy String: be flexible and open to change Mirror Ball: embrace diverse perspectives Crayons: express your creativity

More and more is being written about the science of WHY we fidget. From articles in Fast Company magazine, the Huffington Post, and Sunni Brown‘s TED talk on doodling, we better understand the prevalence and utility of fidgeting and doodling, especially for folks with ADD and ADHD. But I’ve been wondering if all of us could benefit from more fidgeting . . . especially when we’re reading online and driving — which we all do all the time! Let’s start with the basics, as described by Jessica Hullinger in her article, “The Science of Why we Fidget While We Work“: WHY DO WE FIDGET?  According to Roland Rotz and Sarah D. Wright, authors of Fidget To Focus: Outwit Your Boredom: Sensory Strategies For Living With ADHD: “If something we are engaged in is not interesting enough to sustain our focus, the additional sensory-motor input that is mildly stimulating, interesting, or entertaining allows our brains to become fully engaged and allows us to sustain focus on the primary activity in which we are participating.” In other words, the authors believe fidgeting distracts part of the brain that’s become bored so the other parts can pay attention to what we’re reading, hearing, or seeing. They say this “floating attention” could be an evolutionary trait that “dates back to prehistoric times when the ability to focus 100% on a single task was not entirely desirable and would result in a person missing the large ravenous beast hiding in the bushes.” WHAT DOES FIDGETING DO FOR OUR PRODUCTIVITY? Research shows a correlation between working with our hands and increased memory and creativity. A recent study found that writing by hand rather than typing on a keyboard helps us better process and retain information. And mindless doodling can boost memory and attention span. One 2005 study concluded that kids who are allowed to fidget during class learn more quickly than those who are not.” The next logical question is WHEN SHOULD WE FIDGET? Fidgeting is increasingly becoming an “acceptable” behavior for those with ADHD and others when: Learning Talking on the phone Participating in meetings Given how distracted everyone is these days, constantly checking for emails, instagrams, snapchats, texts, and tweets, I think there are many more situations that would benefit from more fidgeting. Fidget while reading Back in the day when people regularly read or studied from books — the kind that were printed on paper and bound — they could enjoy the tactile experience of fluttering the pages, lifting sheets, underlining key passages, or making notes in the margin. Now, with so much of our reading done electronically on computer screens and e-readers, with little or no tactile experience, it’s no wonder that studies report that reading speed and retention have declined, as did Ferris Jabr’s article, “The Reading Brain in the Digital Age: The Science of Paper versus Screens,” published in Scientific American. I’ve taken to keeping a fidget toy on hand when I need to read a long article online and it definitely helps! Fidget while driving This morning, while listening to the radio on my drive into work, I picked up a couple of golf balls that were rattling around in the side pocket of the door. As I was fidgeting with them, rolling them around each other with one hand (the other was on the wheel, of course!), I realized why so many people are tempted by their cell phones when driving. The culprit is the same “floating attention” that can distract us at school or work. Although your old driving instructor might not agree (“both hands on the wheel at 10 and 2!”), maybe we can eliminate texting while driving, with the help of “car fidgets?” Fidget while you wait Remember the days when people would talk to each other while they waited in line? At the bagel shop, post office, RMV, retail shops, barber shop or hair salon, wherever, you’d strike up a conversation with people around you. Now, we tuck in our chins and look down at our phones to play a game, read an article, or post a message. A fidget on hand would let us re-engage with the world around us. Fidget while you pray I know it sounds sacrilegious, but honestly, it would probably help us stay more focused during religious meetings and events. Fidget while you chat Have you ever been sitting at a table or bar and found yourself playing with a straw, napkin, cork, salt or paper shaker? Do you find yourself feeling more at ease with a glass in your hand — not just because of the drink inside the glass — but because it gives you something to do with your hands? Have you ever reached for a cigarette for exactly the same reason? Once again, bring on the fidget toys! Where do you fidget? As you embrace fidgeting more and more, please share the ways in which it has helped you focus better, strengthen relationships, and live happier.

Pam A, Mueller and Daniel M. Oppenheimer (from Princeton University and University of California, respectively), studied the impact of taking notes longhand versus on a computer. Writing Notes Is Better! Here’s what they found and published in the Psychological Science journal: “Taking notes on laptops rather than in longhand is increasingly common. Many researchers have suggested that laptop note taking is less effective than longhand note taking for learning. Prior studies have primarily focused on students’ capacity for multitasking and distraction when using laptops. The present research suggests that even when laptops are used solely to take notes, they may still be impairing learning because their use results in shallower processing. In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand. We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.” Involve More Senses In general, the more parts of the brain that are engaged in activity, the more memorable it becomes. Manual notetaking likely trumps computer notes because of our physical experience–we feel the weight of the pen, the smell and feel of the paper. The look of the words on the paper, etc. Read More Research on Doodling Applying Brain Science to Teaching

Several years ago, Garry Platt, a Learning & Development Specialist at EEF Ltd., posed the question. He presented two training tables–one with a smattering of fidget toys, and one without. He asked, simply, “A or B?” then posted his results on LinkedIN – A or B?. The responses speak for themselves! People prefer toys! 75% Prefer Toys on the Tables The question was simple: you’re attending a training event, you enter the room, which table layout would you prefer: A or B? When the study was conducted on LinkedIN, 907 people have responded. 127 (14%) voted A, the room on the left. No materials, just pens, name plates and pads. 680 (75%) Voted B, the room on the right. Materials, pens, name plates, and pads. 100 (11%) Gave a qualified answer or expressed no definite choice. Create a Welcoming Environment Platt’s informal study reinforces the notion that appearances matter. When learners walk into a room, they want to see a space that’s clean, but also fun. Not sure you agree, consider the quintessential kindergarten classroom. Teachers work hard to create a welcoming environment that will put students at ease. The key is finding a balance between calm and stimulating, fun and professional. But, at the end of the day, remember that most people “prefer toys”!  

Over 25 years ago, I joined the circus as a clown and did my best to make people smile and laugh. About 5 years ago, my dad and then business partner wrote an article about the benefits of smiling. In 2013, I launched Office Oxygen, so that people could smile more at work! So, when I came across Ron Gutman’s TED Talk about the Power of Smiling, I was immediately intrigued! The timing of my finding this video is also fortuitous, as I was recently swept in to a LinkedIN discussion about offering rewards and chocolate during learning events. While I’ve always been an advocate, many of the participants were concerned that incentives for learning minimized the importance of learning for the sake of learning. (The conversation was much deeper than this, but you get the gist). So, for all those wondering if jokes and chocolate are “worth it,” Ron Gutman’s TED Talk on the Power of Smiling offers oodles of research the benefits derived from smiling. Maybe we can forget the chocolate, prizes, and jokes and get to the punch line . . . the SMILE!

Even when I am on a diet, I can usually justify a small piece of dark chocolate as an afternoon pick-me-up. After all, it’s rich in antioxidants, and better yet, eating dark chocolate has been found to increase the levels of endorphins released into the brain—excellent news to knowledge trainers like myself. Now, I am no brain scientist, but I have read enough about brain-based learning to know this: Stress, bad for learning. Endorphins, good. So, it is understandable why many classroom trainers and presenters entice participation with chocolate. Chocolate stimulates the brain. But there is more to it than meets the eye (or the tongue). We human types like rewards. Rewards and recognition make us feel good. They inspire us to perform and participate. If you will pardon the pun, learners are often “hungry” for acknowledgment, because they are already pushing their comfort zone in several ways—by trying something new, in an environment where they’re not necessarily socially comfortable. In a live classroom-learning environment, trainers looking to reduce stress and energize learning find many occasions and methods to acknowledge and encourage active engagement with their learning material, including: Smiling or nodding when a participant answers correctly. Awarding a small prize for the table that came up with the most ideas. Validating a student’s contribution by recording it on an overhead or flipchart. Distributing course completion certificates. Giving out a piece of chocolate when someone asks a good question. And some rewards do not come from the facilitator, but from the participants’ innate desire to grow and succeed. Learning experiences are rewarding when individuals feel the thrill of conquering a difficult topic or win a really challenging team game. Rewarding online learners takes a different form, but is no less important. To recognize and inspire participation and performance can be both easier and more difficult in the online world. Simple participation can be easily incorporated by requiring learners to type a response to a question before they can advance to the next screen. However, what about winning the smile of a facilitator? Think about the many apps for children’s games that focus on collecting gold stars—each one of those is a smile of sorts. Learners have been awarded with gold stars for decades, so why stop now? The next time you build an online learning module, consider where opportunities for building in accolades, smiles, and stars can be incorporated into the learning module. Such as: The first time users click or type an answer other than “next.” After a correct answer is given. When a total score reaches a minimal threshold (not just 100 percent correct!) When they click through on a particular path. After reading a lengthy narrative. When they progress to a new level. After a game or exercise. You will need to find the right balance of when and how often to offer feedback. If the feedback is too frequent, it becomes disingenuous and annoying; too infrequent, and learners derive no benefit. And what of the chocolate? In our e-world, we sometimes forget that snail mail is still there for us. Send a small envelope with a few chocolates to pre-registered attendees. Mark the outside of the package with clear instructions that it not be opened until instructed to do so during the online session. That is sure to generate some smiles and produce endorphins. Finally, congratulate your e-learners at the end of a program by sending along a course completion certificate on real certificate paper. It both validates the accomplishment and continues to promote your course. ~ by Susan Landay Read more on chocolate and the brain: Chocolate Helps Learning *NOTE: This article first appeared in eLearn Magazine

A couple of weeks ago, I had the pleasure of attending a workshop on Learning and the Brain. It’s fascinating to learn from the brain scientists who study both the brain and its evolution over millions of years, to understand how we can make teaching and learning more effective. Following are some of the notes and key learning points I gathered while participating in a session conducted by David Sousa, author of How the Brain Learns. Brain Facts After 20-30 minutes of sitting, blood pools in your seat and your feet. The frontal lobe is the part of the brain that does the learning. We think better on our feet than seated because blood is circulating and activating the cerebrum and cerebellum. Movement lets you activate more information Teachers and Trainers are “Brain Changers.” When people learn, their brain actually, physically changes. Some are “slow learners” simply because they want to take more time to engage with the material The brain is hardwired to do 2 things: 1) keep the owner alive (reflexive survival instincts); 2) propagate (the reflexive instinct to gather emotional data to meet the other sex). People must feel 1) physically safe and 2) emotionally secure, before they can learn The capacity of our working memory is going down. According to multiple studies, we used to be able to remember 5-7 unrelated things; since 2005, it’s gone down to 3-4. The brain cannot multitask. We can only do two things at once if they use different parts of the brain. i.e. can’t rotate foot clockwise while drawing a figure 8 with your right finger. When a task is interrupted, and you go back to it, you have to build back up to your prior level of engagement and focus. (so, “multitasking” is less efficient) Imprinting from working memory to long-term memory happens more easily if the amygdala helps (emotional memory). To easily be encoded into long term memory, new information must make SENSE and be MEANINGFUL to the person.  Long-term memory encoding happens during REM SLEEP. For those who are sleep-deprived and have less REM sleep, the brain will have fewer opportunities to write information to long-term memory. For kids, in 8-9 hours, they’ll have 3-4 REM cycles Consider the brain impact of TESTING environments. Under stress, brain sends cortisol to the brain and the frontal lobe shuts down, so be aware that testing can impede learning. Four Rs: Reading, wRiting, aRithmatic, Recess! – recess boosts attention and academic performance! PE Recess because it is structured. Homework: elementary school – minimal or no benefit; middle school – minimal benefit; high school – decline in benefit if > 2hours. What DOES make a difference is FAMILY DINNER. Childhood is not something to “get through.” It has a purpose. Humans are immature for much longer than any other species. Having a long development time gives children time to adapt to whatever they’ll need to be. Tips Set expectations for interactivity: “you don’t want to sit for 8 hours and I don’t want you to either.” Use pencil and paper. Writing things down is a kinesthetic activity that helps you remember. “Get up and move” – at least 10 paces sends 15% more oxygen to the brain after 1 minute (this is why you stand up, walk away, and then hit your forehead and remember.) Try the Touch, Talk, Walk approach to have a meaningful conversation with someone. Walk while studying flashcards . . . it will help Think-Share-Pair Technique: Have learners write answers on their own. Stand up. Walk at least 10 paces. Find a partner. Discuss the question standing up. (don’t sit and turn to your partner). Give learners a worksheet and ask them to write down key points. As people gather from a break, tell a joke. As they gather, they’ll quiet down, and you’ll get them to laugh. Ask everyone to think about a question on their own before you ask for responses. Otherwise, people stop thinking Ask learners a personal question: What’s the best thing about your week so far? How are you feeling about the book? . . . then refer back and value those answers. Curriculum: Less is more. Shorter is better. Think of 2 20-minute sessions, not 1 40-minute. If people think mistakes yield judgment, they’ll resist making mistakes Must put learning in context for it to be memorable – RELEVANCY! Praise EFFORT NOT being “SMART” – smart is equated with natural ability

I came across this joint report by the Human Capital Institute, FORUM for People Performance Management and Measurement, and IRF Incentive Research Foundation, which examines the correlation between employee recognition and improved job performance. Among the facts highlighted, this one stood out to me. It’s taken from the Tower Perrin Global Workforce Study in 2007-2008, in which 90,000 workers in 18 countries were surveyed. Organizations with high employee engagement had a 19% increase in operating income and a 28% increase in earnings per share. In contrast, companies with poor employee engagement scores had declining operating incomes and an 11% drop in earnings per share.” Employee Recognition Works! Here are some of the other high-level findings from the” Value and ROI in Employee Recognition Report,” published in 2009: Recent studies by Gallup, the Corporate Leadership Council, Towers Perrin and others show that recognition is highly correlated to improved employee engagement with both the employee’s work and organization. Increased employee engagement has a dramatic positive effect on improving job performance and capturing business value. Organizations actively seeking to improve employee engagement, including through the use of formal and informal recognition, financially outperform their competitors. Unlike compensation and incentive-based programs, recognition programs potentially can create a positive cycle of ever-increasing employee engagement and motivation, with resulting improvements in job performance related behaviors to optimum levels with a limited investment.” Top 5 Recognition Awards I also, found this 2011 Employee Recognition Trends report by World At Work’s quite interesting. Based on a survey of over 5,300 members, the types of items most frequently given as recognition awards include: Certificates and/or plaques Cash Gift Certificates Company logo merchandise Food For me, the moral of both reports is to keep recognizing our employees. It doesn’t take much . . . a word of kindness, a token of appreciation, a certificate, enrollment in a professional development experience . . . the important thing is that we do it!

I always get excited when I find hard research that substantiates the use of stress-free learning. This time I hit a jackpot when I found JW Wilson’s, Cracking the Learning Code. JW Wilson is the Executive Director of The Advanced Learning Institute, an organization which researches, develops and implements scientific-based learning programs. JW is also the author of the soon-to-be-published book Cracking the Learning Code, the culmination of over 20 years of scientific research into how to accelerate the speed of learning and enhance its effectiveness. Studies Show Stress’ Negative Impacts on Memory and Intelligence The man who gave the world the conditioned response was also one of the first researchers to recognize the profound negative influence that stress has on the learning process. In 1924, during a major Leningrad flood, water surged high into Ivan Pavlov’s laboratory. The terrified dogs that Pavlov had spent weeks and months conditioning were trapped in their cages and had to paddle for their lives with their noses just barely above the high-water mark. After these animals were rescued, Pavlov was shocked to find that the stress of the flood had produced such profound changes in these animals’ brains that they had unlearned the conditioned responses he had worked so hard to implant! Recent research confirms Pavlov’s findings. Over 125 studies of more than 36,000 individuals have shown conclusively that the more stress you are under, the lower your memory performance, no matter how it is measured – by grade point average, IQ, or other forms of achievement tests. Dr. Bernard Brown of Georgetown University, studying over 4,000 students, found increased stress cut IQ scores by 14 percent. Researcher John Hunsley reports that the amount of stress you feel while taking a test directly predicts how poorly you will do on it. A study of 1,790 individuals training to be air traffic controllers showed that, even though these individuals had superior IQs, high stress disrupted their abilities to score well on air traffic tests. In a McGill University study, researchers checked stress hormone levels of 130 volunteers and found that high amounts of the stress hormone cortisol correlated with inhibited memory and attention. A survey of stressed and maltreated children showed that the rate for having to repeat the first grade was an incredibly sad 65 percent. These poor stressed-out kids just could not think or learn! Learning expert Gordon Stokes says, “80 percent of learning difficulties are related to stress, remove the stress and you remove the difficulties.” ~ JW Wilson, Advanced Learning Institute Thank for this rich information, Jack. Can’t wait for your book!

Hazel Taylor, an assistant professor at the University of Washington, wrote and published this article back in 2012. It’s a great collection of articles and reports about how the brain learns. The headlines include: More information doesn’t mean more learning The brain is a highly dynamic organ Emotion influences the ability to learn Mistakes are an essential part of learning The brain needs novelty Brains operate on the “use it or lose it” principle Learning is social Learning can change brain structure Here’s the complete blog post: When it comes to human organs, none is quite so mysterious as the brain. For centuries, humans have had numerous misconceptions and misunderstandings about how the organ works, grows, and shapes our ability to learn and develop. While we still have a long way to go before we truly unravel all the mysteries the brain has to offer, scientists have been making some major breakthroughs that have gone a long way in explaining both how the brain functions and how we use it to organize, recall, and acquire new information. Here, we list just a few of the biggest and most impactful of these breakthroughs that have contributed to our understanding of the science of learning. 1. More information doesn’t mean more learning. The brain is equipped to tackle a pretty hefty load of information and sensory input, but there is a point at which the brain becomes overwhelmed, an effect scientists call cognitive overload. While our brains do appreciate new and novel information, as we’ll discuss later, when there is too much of it we become overwhelmed as our minds simply can’t divide our attention between all the different elements vying for it. This term has become a major talking point in criticisms of multi-tasking and in the modern information-saturated online sphere, but the discovery of this cognitive phenomenon also has major implications for education. In order to reduce mental noise, teachers have had to take new approaches to presenting material, using techniques like chunking, focusing on past experiences, and eliminating non-essential elements to help students remember a large body of information. 2. The brain is a highly dynamic organ. Until the past few decades, people believed that the connections between the neurons in your brain were fixed by the time you were a teenager, and perhaps even earlier. One of the biggest breakthroughs in understanding the science of learning happened when scientists began to realize that this just wasn’t the case. In fact, the brain’s wiring can change at any age and it can grow new neurons and adapt to new situations, though the rate at which this happens does slow with age. This phenomenon is called neuroplasticity, and it has had major ramifications in our understanding of how the brain works and how we can use that understanding to improve learning outcomes. 3. Emotion influences the ability to learn. The ability to learn, retain, and use information isn’t just based on our raw IQs. Over the past few decades it has become increasingly clear that how we feel and our overall emotional state can have a major impact on how well we can learn new things. Educational situations where students feel stressed, shamed, or just uncomfortable can actually make it more difficult for them to learn, increasing negative emotions and sparking a vicious cycle that may leave some children reluctant to attend class. Research is revealing why, as the emotional part of the brain, the limbic system has the ability to open up or shut off access to learning and memory. When under stress or anxiety, the brain blocks access to higher processing and stops forming new connections, making it difficult or impossible to learn. It may seem like common sense that classrooms should be welcoming, non-stressful environments, but different students have different triggers for negative emotional states, making it key for educators to watch for signs that indicate this in students. 4. Mistakes are an essential part of learning. Failure is a dirty word in most aspects of modern American society, but when it comes to the science of learning, research shows that they’re essential. A recent study found that students performed better in school and felt more confident when they were told that failure was a normal part of learning, bolstering a growing body of research that suggests much of the same. Much like it takes multiple tries to get the hang of riding a bike or completing an acrobatic feat, it can also take multiple tries to master an academic task. Neuroscience research suggests that the best way to learn something new isn’t to focus on mistakes but instead to concentrate on how to do a task correctly. Focusing on the error only reinforces the existing incorrect neural pathway, and will increase the chance that the mistake will be made again. A new pathway has to be built, which means abandoning the old one and letting go of that mistake. This idea has formed the basis for a growing debate about education in American schools, which many believe doesn’t allow children to embrace creativity and problem solving as they are too focused on memorization and test scores. 5. The brain needs novelty. Turns out boredom really can kill you, or at least your will to pay attention and learn. Repetition may have its place in learning, but what the brain really craves is novelty. Researchers have found that novelty causes the dopamine system in the brain to become activated, sending the chemical throughout the brain. While we often regard dopamine as the “feel good” chemical, scientists have shown that it actually plays a much bigger role, encouraging feelings of motivation and prompting the brain to learn about these new and novel stimuli. This breakthrough has led to some major changes in how we think about learning, and has motivated many schools to embrace learning methods that cater to our brains’ need for new and different experiences. 6. Brains operate on the “use it or lose it” principle. There’s a reason that you forget how to speak a language or work out a trigonometry problem if you don’t use those skills regularly. Information in the brain that isn’t used is often lost, as neural pathways are weakened over time. Research has found that the brain generates more cells than it needs, with those that receive both chemical and electrical stimuli surviving and the rest dying off. The brain has to receive regular stimulation through a given pathway in the brain to sustain those cells, which is why lifelong learning is so important to brain health. These findings also have implications for vacations in K-12 education as well, as students who don’t get intellectual stimulation over the summer are much more likely to forget important skills in reading and math when they return to class. 7. Learning is social. While some select individuals may learn well cloistered in a library with a stack of books, the majority of people need a social environment to maximize their learning. Research has found that from infancy on, people learn better through social cues, much more easily recalling and emulating the actions or words of another human. Aside from social cues, socialization has been shown to have other learning benefits. Peer collaboration offers students access to a diverse array of experiences and requires the use of nearly all the body’s senses, which in turn creates greater activation throughout the brain and enhances long-term memory. Group work, especially when it capitalizes on the strengths of its members, may be more beneficial than many realize, both for teachers and their students. 8. Learning can change brain structure. Brain structure and function are intertwined, and you can’t improve one without taking the other into consideration. Yet, in years past, most ideas about learning ignored ways that the brain’s structure itself could be modified, instead focusing on brain function or the brain’s output. The reality is that brain function can only be changed through changing brain structure, which is actually less complicated than it sounds. For example, brain cells fired up during both perception and action overlap in people, and lessons that engage both allow students to more easily identify with their teachers and to learn concepts more quickly, as their brain cells are getting twice the attention and workout. In fact, any new information, if used enough, can modify the structure of the brain, something educators and neuroscientists are just starting to fully explore.

I was so happy to come across this great TED talk where Sunni Brown talks about the misconceptions and benefits of doodling. It’s under 6 minutes and worth the watch!  

This Fast Company article makes a great point about how multi-tasking does not necessarily make us more productive. Likely, it’s just the opposite. Doing two things at once, like singing while you take a shower, is not the same as instant messaging while writing a research report. Don’t fool yourself into thinking you can multitask jobs that need your full attention. You’re not really having a conversation while you write; you’re shifting your attention back and forth between the two activities quickly. You’re juggling. When you juggle tasks, your work suffers AND takes longer–because switching tasks costs. Try This To see what it’s like to use the SAME part of your brain for two different activities, try this: Rotate your right foot clockwise and keep it going. At the same time, with your right hand, draw the number 6. Can’t do it? Try writing with the other hand. You might also share my experience of talking (hands-free) on the phone while driving. It all works well until you hear a siren or see something unusual. At that point, you’re likely to shift your focus or say, “hold on, I need to pay attention to the road.” What's Happening? Brain Science at Work Required Parts of the Brain: If you need the same part of your brain to complete both tasks, you may simply perform one at a time. Your brain will quickly alternate between both activities making it seem like they are concurrent. In the worst cases, you might forget one of the tasks altogether. Check out the work of neuroscientists Etienne Koechlin and Sylvain Charron of the French biomedical research agency INSERM in Paris. Fidget to Focus: In their book, Fidget to Focus, Sarah Wright and Roland Rotz explain that doing a mindless task, like fidgeting or doodling can actually make those who suffer from ADHD more productive. Some have suggested that in prehistoric times, focusing 100% on a single task could leave us vulnerable to predators. Maybe that’s why we’re so easily distracted when our phone or computer bings with a message, or we become aware of someone standing nearby as they away a moment to jump in with a question. Mindless tasks or those that use different parts of the brain can enhance productivity, utilizing that otherwise counterproductive floating attention. Costs of Switching Tasks: Scientists out of UC Irvine suggest that after a task is interrupted, workers can usually make up lost time by working faster, but the interrupted conditions correlate to greater stress and frustration. They say, “Surprisingly our results show that interrupted work is performed faster. We offer an interpretation. When people are constantly interrupted, they develop a mode of working faster (and writing less) to compensate for the time they know they will lose by being interrupted. Yet working faster with interruptions has its cost: people in interrupted conditions experienced a higher workload, more stress, higher frustration, more time pressure, and greater effort. So interrupted work may be done faster but at a price. Take a Walk! Those seeking ways to increase productivity will be more successful if they busy themselves with an additional mindless activity, like doodling or fidgeting, rather than with a distracting activity that interrupts their chain of thought or uses a similar area of the brain. Alternatively, committed multitaskers might consider taking a walk or chewing gum while they’re thinking, talking, or working.

As I culled through this week’s Marshall Memo I was pleased to find a bunch of suggestions to increase student participation. I was even more pleased that “Dry-erase boards” made the list. Shown is our very first Answer Board consisted of a whiteboard hot-glued to a paddle ball handle (circa 2001). I believe it was about 10 years ago that we were sitting in a Trainers Warehouse product meeting, thinking about creative ways we could use whiteboards to enhance a training and learning environment. My dad, then in his mid-60s, expressed his personal frustration regarding the difficulty in reading small-print name badges. That started our brainstorm. In the end, we decided to launch a new product called “whiteboard on a stick,” which could be used for multiple purposes — name badges, walk-around icebreakers, and answer boards. By far, the most popular use of “Whiteboards-on-a-Stick” has been answer boards. Since then, we’ve been flattered to see the idea replicated many “do-it-yourselfers.” For the other 8 eight ideas, you can read Kim Marshall‘s synopsis below: In this Kappa Delta Pi Record article, Greg Conderman and Laura Hedin of Northern Illinois University and Chicago-area teacher Val Bresnahan describe some ways that effective teachers increase students’ active involvement and thereby boost learning: • Unison responses – The teacher asks a question, allows a few moments of think time, uses a verbal or non-verbal cue for students to give a choral response, and then confirms or reinforces the right answer. For example, When I touch each underlined digit in each number on the overhead, say its place value, or I will say the state name, and when I signal, say the capital city. “Unison responses encourage all students to actively practice many skills throughout an instructional period, provide teachers with frequent information about each student’s progress, maintain students’ attention, and thus significantly accelerate student progress,” say the authors. • Response cards – Students write the answers to all-class questions on index cards, and the teacher scans them and validates right answers. Different answers might be signaled by different color cards. For example, in a music class, students might hold up the card for the musical genre they just heard. Incorrect answers cue the teacher to reteach or clarify student misconceptions. • Dry-erase boards – Students write answers to an all-class question on their individual boards (for example, Write as many words as you can that rhyme with fall) and then, on a signal, hold them up, allowing the teacher to see how students did and follow up if necessary. • Thumbs Up, Thumbs Down – Students can indicate their response to a question with these hand signals – for example, Can a country with a monarchy government impeach its ruler? or Does a mammal’s body temperature change? • Numbered heads together – The teacher poses a question and small cooperative groups discuss what the right answer is. Students within each group have a number, and the teacher then calls on a particular number at random for a response. All students with that number stand to share their group’s answer (or display them on dry-erase boards). For example, groups might evaluate a piece of writing using a rubric. • Jigsaw – A unit of study is cut into component parts, each member of 5-or-6-student cooperative groups is given a piece, has time to study it, gathers in “expert” groups to think it through, and then returns to his or her cooperative group where students teach their pieces and the group works on understanding the unit as a whole. For example, students might use jigsaw to study several aspects of a country or region – history, natural resources, tourist attractions, famous citizens, and industries. • Reciprocal teaching – The teacher reads a passage and thinks aloud to model four comprehension strategies: questioning, summarizing, clarifying, and predicting. Working in groups, students gradually take over responsibility for these four skills, with the teacher circulating to monitor their work. For example, a science teacher might have students read a section of a textbook on renewable resources to identify main ideas and predict impact. • Think-pair-share – The teacher gives students an open-ended question to consider, gives think time (during which students might jot ideas), then has students pair up and discuss their ideas with a partner and respond to a challenge or task. Pairs then share their ideas with the whole class. For example, an English teacher might ask pairs to identify one character in a novel or play and think of distinguishing characteristics and traits. • Peer teaching – Students sit in pairs and each partner takes a turn teaching an instructional task that the teacher introduced earlier. This requires careful pairing of students and prior training in tutoring skills, but is a valuable activity for students at all levels. “Promoting Active Involvement in Today’s Classrooms” by Greg Conderman, Val Bresnahan, and Laura Hedin in Kappa Delta Pi Record, Summer 2011 (Vol. 47, #4, p. 174-180), https://kdpconnect.kdp.org/jit/download.aspx?ProductNumber=RSM11_Conderman. Kim Marshall offers a terrific reading service! The subscription is affordable, well-written, and keeps you up-to-date on the education industry.

I know you’re reluctant to take a break because you have too little time to get through all the material you need to cover. I’ve been there too. However, all of the research (referenced below) points to the same conclusion — your group will actually retain more if you do take a break. So stop, give them a rest, and then get back to it. Learnus Interruptus* In psychology, the Zeigarnik effect states that people remember uncompleted or interrupted tasks better than completed tasks. Soviet psychologist Bluma Zeigarnik first studied the phenomenon after her professor, Gestalt psychologist Kurt Lewin, noticed that a waiter had better recollections of still unpaid orders. The Zeigarnik effect suggests that students are likely to remember more if their learning process is interrupted by unrelated activities. (Zeigarnik, 1927; McKinney 1935). *In case you were wondering, the term “learnus interruptus” was not coined by Bluma Zeigarnik. We just thought it would be easier to say than “Zeigarnik.” Attention spans The number of minutes a student can focus is equal to the student’s age plus two. Adults are not much different from children. They cannot focus for more than 15 to 20 minutes.Ideally we should confine learning activities within those focus minutes and then allow for some movement to redirect the students’ attention so that processing can take place.” ~ Marilee Sprenger, Learning & Memory, The Brain in Action p. 26 First. Last. Middle. During a learning episode, we remember best that which comes first, second best that which comes last, and least that which comes just past the middle. Gazzanniga et al., 2002; Terry, 2005; Reference also by David Sousa in How the Brain Learns, p. 89.      

These tips were drawn from a number of LinkedIN discussions, focusing on how to make dry topics (accounting, insurance, technical training, etc.) more interesting. Perhaps the ideas listed here will get your creative juices flowing. 1. Your enthusiasm is contagious If you’re not excited about your topic, you can’t expect your learners to be. If, on the other hand, you are super charged up about your topic, it’s importance and relevance, you will surely convey this energy to your group. Here’s what several contributors had to say on this topic: There are no dry topics, only dry speakers. Humor, story, and engagement always help.” Posted online by Dee Dukehart Part of what keeps them awake is that I really enjoy the content and strive to keep it fresh, if I am bored they will be too. I also like to sprinkle bits of pop culture into the examples that I give.” Posted online by Chad Neumann Make them feel the benefits of learning by adding humerous intelligent jokes associated with subject and case studies. And the trainer’s rejuvenated mind for such approaches when practiced, any topic can be facilitated with more fun and the trainer should have cool but action oriented mind-set for the same.” Posted online by VASUDEVAN HARIHARAN Use great visuals!” Keep in mind that the words are only 7% of the impact of the conversation. You, your voice, tone, your energy, enthusiasm etc. are what really makes people interested….or not. Make it seem to be (sound) exciting, whether or not it is. How does your voice sound when you’re excited and passionate versus dry and bored (or boring).” Posted online by Annie Hart 2. Create Links to “reality” Link the topic to your highest values and purpose until you’re absolutely on FIRE about this opportunity. It will influence preparation & development and produce original thought and perspective. People will become mesmerized by your enthusiasm and connect with you until your last word. The best way I have found to make these regulation and documents interesting is to actually work on real projects. I don’t teach the regulations without having active projects and participation. This way, the individual has a direct connection to solving real problems while learning about the applicable regulations. The mere act of working on a real project while studying / learning about the regulations has a profound impact on interest and learning. Contact some insurance carriers and let them know what insurance topics you’re planning to cover; they’ll most likely send you a DVD of a touching real-life story of somebody helped by their insurance, etc. Then you can cite “a major auto insurance company” if your own location has a no-solicit policy. In my realm, I don’t have one, so I let the carrier know how many would be in my class and then they provided enough materials for the entire class — reducing my expenses as a trainer! Better yet! Start with media news clips – (in teaching insurance, we look for people who have lost their homes in a fire and have no insurance to build a new home or business insurance disasters etc.; it builds their interest in what happens to people who don’t have insurance.) Find someone passionate and knowledgeable about the topic and who can connect with your intended audience and bring it to life. 3. Introduce Exercises and Activities that bring the subject to life I use TV-Style game shows for these kind of technical questions. I could see using games similar to Feud, Match Game, Jeopardy, Wheel of Fortune for training or reinforcement. Posted online by Kenny Zail Key Term memory game – Hang a piece of card stock (8×8) with a sleeve in the back from the ceiling. Have it hanging down to where you can reach it. Use rubber bands tied together to fasten to the ceiling and the card stock. On the card stock put different colored question marks on the front. In the sleeve in the back put the “key term of the day” on a piece of paper and slip it in the back of the card into the sleeve. In the beginning of class, let them know you will be going over several key terms. (Let them know that when they hear you say “KEY TERM” they should take it as a “hint-hint” for a future challenge). At the end of class, you are going to ask one person at a time what they think the key term is in the card stock sleeve. As they reveal which key term they think it is, they also have to explain what their term is. The 1st person to guess the key term and explain it will be the winner. I usually have a gift card in the sleeve as well. The impact is that learners have an incentive to listen to the key things I want them to get. You can also add to the fun by using a fake mic when you mention a KEY TERM. Posted online by Linda Randazzo Here’s a banking example: Have 3 volunteers stand in front of the class to illustrate each of the parts of the equation. Have several “transactions” (i.e. loans, cash deposits, purchase, withdrawals, paid in capitol) on a flip chart. Assets, liabilities and OE will have the current balances on card stock they will hold up. Go over the transactions on the flip chart one at a time and ask how it changes the #s. Divide the class into two teams. Teams will write down on their card stock what they think the answer is and give it to assets, liability or OE to replace what they are holding depending on what you are asking. Now if their team is wrong, the other team gets a chance. Team with winning answer goes first next round. Team with most points at the end of your transactions or a predetermined time limit win. Posted online byLinda Randazzo Discuss what you learned – It’s great to share about 10-15 min of content with them, then give them time to process the information (extremely important to learning and memory). So one example activity would be to have them partner up and take a walk around the room as they discuss what they just learned and how it applies to them. It gets oxygen to the brain and shakes it up. Posted online by LaVonna Roth Morning review – Every morning do a morning review of the material covered the previous day. Make into a game. Split the class into small groups/teams, they will need a blank sheet of paper. Pose a question from the previous days lesson. Give the groups a set amount of time to come up with the answer (30 sec or 2 mins etc) and write the answer on the paper. When time is up, instruct them to tape (post it) the answers to the wall. Review the correct answer and give every team with the correct answer a point on the board. After you review all the questions, the team with the most points wins! Rotate the teams from day to day. Posted online by Jeffrey Jasso Case study – write up a case study, or look for one already written. Harvard Business has some great examples of case studies, as they use them prolifically with their MBA students. Learning Lab / Role-play – replicate a real organization, with a real problem, with real conversations. Assign each participant a role such as manager, employee, CEO etc. Then provide them with a scenario about what’s going on in the company and a problem to be solved. Ask them to work with each other on how to solve the problem. Aside from the role they play, the scenario you’ve set, and the problem they have, the rest is up to them. They are responsible for the interactions between players, the content of the conversations, and the outcome. This is different from role plays as there is no script to follow – the conversations are from the participants’ knowledge based on what they’ve learned. For instance, say you wanted students to learn about risk and transferring risk through insurance. You could set up a situation (a 100 year old organization like a hospital) give them a problem (hospital is unsure how to manage risk with insurance to cover pioneering surgeries), give them roles (administrators, doctors, surgical suppliers, etc.) and have the students examine what risk pioneering surgical procedures will present to the hospital and how insurance will reduce that risk. Whether they resolve the situation right or wrong, great learning occurs because it comes from them. Posted online by Karen Barrow MSOD, RODC Question stumpers – To the participants who are attending the program, the topic itself may not be dull or dry. It’s always my intention to engage the participants with a variety of techniques, games I create, contests around the content of the material, case studies, etc. For example, after a couple of hours of content, you might split the group into teams and have the groups come up with questions to “stump” the other teams. Naturally, keeping score, having prizes for the winning team, etc. gets the competitive juices going for most people. Posted online by Ken Kukla “Break the game” – Make an outrageous statement and see their reaction. Suddenly there will be lot of excitement. Then you can slowly direct their attention to the point you are making. Posted online by Ramam D.S.S. Teach back challenge – When I have a lot of information that absolutely must be communicated, I give it back to the group. I break them up into small groups and then break the material up and give it back to the groups. I ask them to review it, learn it, and then teach it back to the whole group. I give them no parameters and tell them to make it fun and educational. Posted online by Lynne Oakley

In his 1943 paper, A Theory of Human Motivation, psychologist Abraham Maslow , <2> proposed the idea that a person’s most basic needs must be satisfied before higher order needs can be addressed. The needs he identified are: Physiological – includes air, food, water, sex, sleep, other factors towards homeostasis, etc. Safety – includes security of environment, employment, resources, health, property, etc. Belongingness – includes love, friendship, intimacy, family, etc. Esteem – includes confidence, self-esteem, achievement, respect, etc. Self-actualization – morality, creativity, problem solving, etc. As trainers, we must tend to our learners basic needs, before we can hope that they will embrace new material and grow in the ways we intend. Following are some tips that address the needs identified by Maslow. Physiological – Our first order of business should be tending to our learners basic comfort. Let us be sure our group is well fed and hydrated; individuals must be told where the restrooms are and when they can expect to take a break; and the room must be maintained at a comfortable temperature. Safety – Make sure that participants feel safe to be present, participate, speak, and share, without fear of ridicule. This is where an icebreaker can make or break an event — if the icebreaker pushes participants comfort zone and puts them on edge, we have failed. Alternatively, if it makes them feel safe, accepted and at ease with the challenge of learning something new, we have done our job well. Belonging – Beyond making our participants feel safe, we must work towards creating a community of learners. Individuals will best be able to move on to higher order needs like self-actualization and learning if they feel supported by bonds of friendship and connection. Esteem – Every single learner should feel valued. Often learners bring years of history and experience to learning events, which can be drawn out, honed, and celebrated. Self-actualization – Trust that individuals have an inherent need and desire to learn and grow. Moreover, adult learners like to feel a sense of control over their personal development, growth, learning, and problem-solving. Use this innate desire to learn to your advantage by having participants work in teams, to collaborate and come up with observations, solutions or recommendations for others. Maslow’s Hierarchy of Needs Abraham H. Maslow, A Theory of Human Motivation, Psychological Review 50(4) (1943):370-96.  

Don’t be too quick to call on the first hand that goes up. By doing so, you signal to other students that they should stop thinking of an answer. Experts suggest that you extend your wait time to 5 to 10 seconds! This assertion is supported in several research reports, including: Journal of Research in Science Teaching, Volume 17, Issue 5, pages 469–475, September 1980 Rowe (1987, p.97-98) has reported that when teachers were able to extend their wait times to three seconds or more, one or more of the following things happened. The length of student responses increased. The number of unsolicited but appropriate responses by students increased. Failures to respond decreased. Confidence, as reflected in fewer inflected responses, increased. The incidence of speculative thinking increased. Teacher-centered show-and-tell decreased and student-student comparing increased. The number of inferences and inferences supported by evidence increased. The number of questions students asked increased, as did the number of experiments they proposed. Contributions by slow learners increased. Disciplinary moves decreased. “How To Ask the Right Questions,” Patricia E. Blosser, NSTA, 2000. ISBN 0-87355-102-8, page 6 Tobin (1987) reported similar findings from a review of 50 published studies of wait-time research. His review (1987, p.76-79) also reported of the change in behaviour of teachers who were able to increase their wait time. According to Tobin, they … Decreased the amount of teacher talk during the lesson. Repeated themselves less Asked fewer questions per class Asked more questions that allowed for responses from more than one student Asked fewer lower-level questions Asked more probing questions Did less repeating of students’ responses Asked more application questions Reported some increase in anxiety as they began to try to extend their wait time. Ibid, page 7 But wait! Slow down! It’s always best to test it yourself and see what works best for your group and your topic, as the results were not replicated in a study of university students.