Archive

Author Archives: Beverly

Valuable blog post by Deborah Laurel on why interpersonal skills need face-to-face training.  Her points 3 and 4 focus on practice, immediate feedback, and trial and error — and how they help learners master and retain new abiities:

Interactive skills require whole body learning. In other words, just because a participant intellectually grasps the steps in a specific type of interaction does not mean that the participant is able to effectively handle the interaction in real life. The only way that learners will achieve confidence in their own competence is for them to practice their new skills in simulations that are as real to life as possible.  

 a. The participants can evaluate whether their verbal and nonverbal behaviors are consistent with each other, or whether they are giving inconsistent messages.

b. The participants get a chance to see how it feels to actually say what needs to be said to the other person.

c. The participant has to adjust to and handle unexpected responses of the other person.

d. It gives participants the experience of having to think on their feet.

I’ve got to agree!  Practice that’s designed to be authentic, realistic, and unexpected (combined with a chance to coach and be coached by peers) is tremendously powerful.  It’s the difference between reading a recipe and tasting the dish.

Photo by Jill Brazel

New study on puzzles, problem-solving and laughter, demonstrating that people find it easier to solve puzzles through a flash of insight after they’ve watched something funny.  I love this from two points of view:

As a puzzle maniac, I agree that even thinking about a good one (cryptic crosswords are my drug of choice) induces a pleasant mind-state – something they found in the study.  And that moment of insight when the answer suddenly appears is one of the great joys of life, to me.

And as a creator of leadership-skills practice sessions which always combine laughter with serious practice, I constantly see how insight follows the loosening-up process of watching a funny live scene.

Glad to have the neurology to prove it!

British corporate change expert David Bovis wrote in a discussion on LinkedIn, “Neurologically / psychologically, we are ‘designed’ to learn from mistakes, and we learn quicker from environments that provide positive reinforcement, forgiveness & understanding following mistakes.”  He goes on to give the (wonderfully vivid) example of how we encourage babies learning to walk. No one ever says, “You little idiot, you’ll never walk.  Why even try again?”  And yet our feedback and evaluation systems tend to focus on what we’ve done wrong, in a punitive way.

That reminds me of Marshall Goldsmith‘s wonderful Feedforwardexercise, which we’ve used with a number of different groups:  clients, our religious community, and even just between Dan and me.  Instead of focusing on the past (which we can’t change, anyway), feedforward encourages us to consider ways that we can do better as we move ahead.

If you haven’t tried it, I urge you to check it out.  Marshall’s clever format helps stop our usual resistant brain-chatter and opens us up to true listening and real possibility.  People report feeling truly cared for after the exercise and tend to come away with a few good ideas for improving their lives.  One baby step at a time.

Online training has become an accepted, often cost-efficient way of training in the corporate setting.  E-learning allows people to work at their own pace, during their own available time.  But what’s lost?

I thought back to a recent workshop we gave, in which 24 newly-minted supervisors watched each other deal with various realistic management situations, live and impromptu.  Participants commented on how valuable it was to see how other people handle things – even if their style is different from yours (or perhaps especially so!). Even though back on the job these folks will often have to act alone, the collaboration they experience in training helps give them a repertoire of possible approaches that they’re more likely to remember when they need them.

We often emphasize the practice aspect of our workshops, and of course that’s vital:  nothing makes learning stick like actually trying it out.  But the group process may be equally important for topics (like supervisor skillls) that involve social interaction.  In a culture that still tends to overemphasize the individual, it’s useful to reaffirm the wisdom of crowds.

Photo by Jill Brazel of a Workplace Interactors program

We’ve all had that horrible moment. The presentation where we suddenly can’t get the words out. The big exam, and we can’t remember anything we’ve studied. The music performance where our fingers won’t work any more.
What’s behind this painful self-sabotage? Jonah Lehrer discussed the latest research on his always-excellent blog, The Frontal Cortex. Choking could be described as the analytical function of the mind interfering with an “automated” action — one that we’ve learned so well that our own verbal prompting impairs our ordinarily smooth operation. (Think of what happens to your golf swing when you’re telling yourself, “Wrists straight! Head down!)
Surprisingly, we can actually help prevent choking by concentrating not on the details of our action but on what the experimenters called a “holistic cue word,” such as “smooth” or “balanced.”
This finding reminds me of a practice my teacher Cliff Missen showed me when I first learned African-style drumming. If you focus on your hands or try to count beats, you’ll mess up every time. But you can keep yourself in the rhythm if you make up a little phrase (nonsense is fine) that recites your part. For example, one drummer had a rhythm that was played exactly like “I’m ex-TREME-ly late.” All she had to do was mentally recite that sentence and play along.
This technique was fabulous for me, since I’m prone to verbal intrusions into everything and tend to argue and discuss with myself while I’m trying to do something else. Reciting my piece kept my overactive verbal mind happy and left my hands free to do some drumming! And usually I was able to drop the recitation at some point in the drumming session and just enjoy the groove.
As my Tibetan Buddhist teacher Ven. Tsoknyi Rinpoche used to say, “You’ve got to throw your mind a lamb chop to keep it happy.” Another term for this process, I believe, is what Jill Bolte Taylor calls “stepping to the right”: dropping the intrusive mental process of rehashing and hectoring that we call thinking, and allowing a more holistic sensibility to take over — which it’s generally dying to do!