Want to impact Adult Learning? Checkout these 7 Tips

Adult Learning Principles –Time Management Case Study 

There are seven adult learning principles. In each principle, we have used an example from time management, as though the supervisor/manager were coaching an employee to improve his/her time management techniques.

1)     As adults, we learn to do by doing. Give trainees something practical to do with the information they have just heard. For example, have them fill in their planner for the next month or clean out their briefcase.

2)     We get our impressions through our senses, so combine verbal explanations with written instructions, illustrations, or an object they can taste touch or smell. For example, in addition to verbal suggestions on time management, provide written materials, or perhaps demonstrate the proper technique for filing.

3)     We learn when we are ready to learn. If possible, train when there is a need for a particular skill, and help trainee understand how this learning can help them in their job, their career or their interpersonal life. For example, learning to use time to our advantage is an essential skill if we juggle a job and a home, or if our job is demanding. Most of us have things we would like to do if we could find the time.

4)     We tie new learning to what we already know. Try to make connections between what they are presently doing or saying, and how they should behave differently after the training. For example, you could ask them to identify how they handle calls or e-mail now and help them work through a different way of handling these to save time. Ask them where they feel they are not using their time effectively and work from that starting point.

5)     We learn one thing at a time, so teachers/coaches must watch that they don’t rush through things too quickly, or give them too much to absorb at one time. After each “learning point” it is a good idea to give people a chance to ask questions, to do an exercise to cement their understanding, or to let them practice what they have just learned. For example, you would want to make sure that trainees completely understand how to de-clutter their office before you move on to talk about using a planner.

6)     We learn more rapidly when results are satisfying to us. Praise your trainees when they do well at even a small thing. Never ridicule them. Don’t put people in positions where they might feel humiliated or threatened. For example, often just filling in a planner, or setting up a telephone list of frequently called numbers can be a satisfying thing.

7)     We need to understand what we learn. It may not be enough to just ask “Is this clear?” or, “Do you understand?” However, if we break learning into small chunks and give them opportunities to practice, we can check back with them to see if we have been clear. Then, they have a better chance of understanding. For example, a case study or a skill-building exercise based on learning how to say “no” may be appropriate.

Unforgotten Technique for Increasing “Sticky Message” and Learners Attention: Case Studies

Sticky Message: Use Case Study interaction that support discovery learning theory and Adult Learning Principles:

  1. Make the learning points and objectives clear, concise and compelling. Be open to audience and discussion teams coming -up with new solutions.
  2. Bury problems in the case to facilitate problem solving and discovery learning.
  3. Create surprises –forcing participants to use reflection- in- action processes (asking for ideas of other participants or making new assumptions) and after outcome/results are gathered learners reflect-on- action taken and new knowledge to broaden their zone of master.
  4. Ask challenging and ” reflective on action” type of questions–The best presenters don’t structure their presentations by thinking, “What’s the next slide or point I should make?” Instead, they decide, “What’s the next question I want them to discuss and wrestle with so as to better understand the critical role physician assistant’s play in a patient’s recovery.
  5. Unpack discussion and discuss learning points before moving on to next topic.

Principles of Case Study Discussions

Principles of case study facilitation form a bridge between values, strategies and techniques. Principles are those things we do that enable us to live in sync with our values.  I have identified the following:  Principles of Case Study Facilitation for your review. Briefly they are:

Plan before doing, but be flexible in execution:Design the session using the Presentation Design Template)and prepare for potential obstacles and questions before the event, not during.

Remain in the present and be neutral and unbiased: focus on group process, maintenance, and critical messages.

Be pragmatic and results focused: Plan and engage participants to accomplish targeted message of the case and desired learning outcomes.


1. Stories and relevant examples of key concepts or points are the foundation of a memorable and “sticky” presentation.

If you use only one tip, this is the one. The #1 mistake I’ve observed in presentations—and there is no close second—is that the message in many presentations is generally too abstract or theoretical. The presenter offers concepts and conclusions but not evidence and specific examples of how to apply the concept. He talks at a high level about the big picture, but gives no concrete details that might make the big picture understandable and relevant to listeners. Most people communicate with, say, 3 concepts to 1 part example. That’s exactly backwards. In a compelling presentation, examples are the glue to understanding complex concepts.

A presentation is a sequence of concrete examples and stories are glued together to form a compelling argument or idea. For instance, think of the examples that Al Gore used in his movie An Inconvenient Truth: The before and after photos of Mt. Kilimanjaro, showing the vanishing snow caps. The Cupcake Story you just reviewed. Let be get a tangible feel or sense for the product. Tap into their senses.

I realize that in a technical or scientific presentation data , charts and analysis are a necessity. Data can be experienced as esoteric and abstract unless we make it more relevant through emotional or powerful stories that are easier to identify with, understand and remember.  But because data is pretty abstract, you should resist the pattern that many speakers use — by leading with the data/numbers or to trying to let the data stand alone as a learning tool. Which is more compelling? Saying that there are “150,000 poor adults with AIDS in West Virginia and we need your help to start solving the problem.” Or telling a story about the struggles of a 25-year-old ex-marine and signal mom, and then saying, “Our research suggests that there are 20,000 stories like this, in Parkersburg WV. alone, and we need your help to start solving the problem.” Data are just summaries of thousands of stories—tell a few high powered stories to help make the data come alive and be relevant to your audience.

Part I: Plus One Manifesto for Coaching and Change

“Plus One” Manifesto for Coaching and Change 

Plus One uses discovery coaching and experiential learning as the core elements of self-development. The “process with structure” is a proven methodology of inquiry that encourages client participation, engagement and motivation by asking reflective questions. This collaborative approach to coaching builds on prior knowledge through experience based exercises that support independence, problem solving and improvement of communication skills. With tools such as, deliberative practice and feedback clients take action based on their individualized develop plan to find more meaning and purpose in their work and personal life.

In Plus One Discovery Coaching we take a similar path as proposed by, Faye Borthick and Donald Jones but we add feedback  to the process “In discovery learning, participants learn to recognize a problem, characterize what a solution would look like, search for relevant information, develop a solution strategy, execute the chosen strategy” and I added the necessity of seeking feedback to update and complete the circle of learning and growth.

Pros and Cons of Discovery Learning And how Plus One Coaching handles these concerns.

Advocates of discovery learning explain that this theory:

  • Actively engages the person in the learning process. We want this in a a good coaching experience.
  • Motivates person to participate. Paricipation and motivation are critical keys to successful coaching process.
  • Encourages autonomy and independence
  • Promotes the development of curiosity, creativity and problem-solving skills
  • Provides an individualized learning experience.

Critics of this discovery learning caution that this theory:

  • May be overwhelming for learners who need more structure. Our “process with structure” framework solves this problem
  • May allow for possible misunderstanding of learning and failures without more direct contact, observation or face to face conversations. Plus One’s weekly goal setting and feedback eliminate this issue.
  • May prevent coach from gauging whether client’s are learning , stuck or just ignoring obstacles that prevent learning and change. Our structure of weekly conversations track and confront the in-completions in following through on plans and why it is happening so as to reduce these type of interferences of non-compliance. 

8 Critical Questions to Determine Your Readiness for Self-Coaching

” As our purpose evolves over our lifetime—it is uncovered, discovered, and rediscovered—it
gives our lives dignity and meaning. Are you ready to move forward and focus on how to make  a difference in your Life?”  MW Hardwick, Ph.D.

In the PlusOne Self-Coaching process your learning is all about discovery and experimentation. This Self-Discovery process is usually guided by questions such as:

  • Where am I now and where do I want to be in 12-18 months?
  • What are my strentghs and weakness as a an evolving person?
  • What problem or opportunity is most important to focus on now?
  • How do I impact others ?
  • What is blocking me from being a more productive leader?
  • What is the my goal, role and strategy for making a difference?
  • Who are my best partners to support me in reaching my behavior and change goals?
  • In what ways could you better leverage your strengths and resources to be a more selfless rather than a selfish person?

Try a New approach to Anger and Frustrations–Learn the Caring Confrontation Process in 5 Easy Steps.

What are the reasons that people have difficulty in seeing each other’s point of view?
This inevitability leads to the inability to clearly and simply without anger to communicate the truth as you see it. if you don’t confront these things your frustrations and anger will build up and can result in a real emotional up-set, withdrawal and avoidance, passive aggressive behavior, defensiveness and conflict. Maybe it is the lack of respect for the other person or the need to have people we call friends and interact with validate our view of the world. I think the key is how we define conflict and caring. Need to control vs. inability to accept others as they are.

The Five Step Caring/Confrontation Technique
1. Active Listening–keep focused on discussion do not personalize; find out what
others really mean and want by asking questions; understand completely the other
person’s point of view before trying to be understood; create room for understanding
not agreement.

2. Soften your “criticism.” of self . Do not quit if you feel overwhelmed. Practice this technique–STOP. Reflect. Challenge your thinking and keep moving forward.

3. Help people identify core values and understand and appreciate other viewpoints as
legitimate. Encourage them to not judge people’s intentions.

4. Establish what you have control over and what is appropriate to confront. Remember there are somethings in life that you just can not control. Accept this reality and move-on.

5. Use humor not sarcasm to diffuse differences but do not avoid confronting differences so as to gain more understanding.

What do people choose when they have freedom and permission of a supportive and understanding coach?

What will it take for you to be more authentic and assertive?  To be the self you truly are. Fill-in this sentence completion with three different responses to get your self going.

In order to be more confronting and assertive I will have to____________________________________________________________. to____________________________________________________________.                                         to____________________________________________________________.

Now build an action plan for changing your behavior by setting a thirty-day goal for change using the SMART system of goal setting.

Growth Learning techniques:Plus One and Smart-Step Approach for Personal Change Plan

Smart-Step and Plus 1 Change Process Update  

  • Identify a reasonable change goal. Start by making your goal realistic, understandable, doable and measurable.
  • Monitor and Edit yourself in positive ways. Commit to setting and making progress to accomplishing this goal by the end of a specific time frame (7 days, 30 days etc).  Set a Plus 1 goal by identifying specific 1 behavior to change and take a 1 step at a time so as to challenge and stretch from where you are to where you want to go. Do not try to change everything at one time; review and reassess goal to keep it realistic and incorporate these small lessons learned from setbacks or failures. Try to understand setbacks and overcome them by the lessons you learned. Don’t give-up or give-in.
  • Soften your “criticism.” of self . Do not quit if you feel overwhelmed. Practice this technique–STOP. Reflect. Challenge your thinking.
  • Ask for and accept support and advice from others. Changing a habit or getting unstuck succeeds to the extent that you do not feel alone in tackling or changing it. Be responsive to friends and family members comments or concerns. Be open and flexible to suggestions and feedback from others in trying to keep momentum for change going.
  • Have high standards. Have high standards and don’t expect perfection. Things may go wrong. Be ready to go with the flow.
  • Focus on the optimistic “POV” and Self-Talk. Try to understand and apply your strengths and abilities to the change process. People who succeed on changing  behavior permanently make at least three times as many positive statements to themselves about progress than negative statements or excuses.

Once you understand the Smart-Step Process you are on the road to significant personal change and getting unstuck.  Specific change goals replace other people’s expectations and help you focus on what is really an important priority in your life. Being and living in the moment is critical to developing confidence. It means learning to trust and believe in your ability to accept the challenge. Developing this change posture means that you must accept more vulnerability and take more risk. Trust is directly related to your ability to be open and is experienced as authenticity by others. Good Luck on your change goals and share your success stories with us next week.

Brainstorming why people don’t do what is expected? 28 Triggers and motives


Just Brainstorming on reasons for not doing what you say you will do. Add your thoughts and ideas 

1. Lack of clarity about task you are being asked to do

2, Complex activity that doesn’t explain the necessary steps  to do what u want them to do

3. Don’t read the directions to learn what to do

4. False assumptions- People expect they can do  it based on past experience in similar situations.

5. Situation doesn’t match your strengths or abilities

6. Fear of failure and looking bad so consciously decide not to take the risk

7. In particular situation you feel vulnerable or afraid to try–anticipate something bad will happen

8. Don’t trust other person’s motivates or intentions–No Trust

9. Don’t like what is being ask for you to do

10. Not involved in making decision on WHAT TO DO–Lack ownership

11. Based on past experience don’t like what you are being asked to do–don’t find activity enjoyable and assume it is too difficult and hard work

12. Lack energy to do what is requested.

13. Barriers and obstacles to difficult to overcome

14. Stuck in old ways of doing things

15. Don’t like you and the way you ask–personality conflict

16. Don’t have money, or resources time to do it.

17. Lack personal commitment or willingness to do it.

18. Don’t care to do it–feeling of so what–no consequences tied  to doing it or not

19. Framing of request is stop doing such and such not start doing such and such

20. Too dependent on what you do and say

21.  Task not specific enough or too vague as to what,where, how, how many and with whom

22. Bored because activity to repetitive and mundane

23. Activityhas no meaning or importance to them

24. Can’t make commitments because don’t want to assume responsibility or be blamed for failure if it happens

25. A mindset based on Disaster fantasy or worst case scenario

26. To big of a request  in terms of what is supposed to be done or in what time frame.

27. Activity goes against your values or ethical position in life.

28. Don’t have the ability or skills to do what is being requested.




Update: 15 Habits of Mental Toughness

15 Habits of Mental Toughness

The only source of mental toughness is experience under pressure”  MWH

1. Mental Toughness (MT) is being clear about goal or purpose no matter the context or situation.

2. Act even when one does not feel like it or are in the mood to do it.

3. MT is choosing the most important thing to do right now.

4. Focused on doing one thing at a time

5. The Mentally tough individual possess a positive attitude–Use the Dr. Fredrickson’s 3-1 rule of thumb when trying to be optimistic in interacting with others.

6. Flexible—able to re-define  and re-set new strategy after failure

7. Fear doesn’t hold them back—They lean in and confront hurdles or barriers to success.

8. The MT don’t get distracted by little or insignificant stuff–they embrace stress .

9. They are able to make decisions without full information available and act.

10. Value their time and have a plan of how to use it; then evaluate outcomes against plan.

11. They are continually developing their communication skills.

12. Mentally tough are open minded and curious to learn.

13. They seek feedback on their actions and correct what needs improvement.

14. Learn the technique of deliberative practice –practice the right things not just practice.

15. They are non-judgmental and able to quickly change behavior under pressure.

Unique Connection: Principle #1– For Engaging and Influencing People

Principle #1: Limiting Information vs. Data Dump Engages the Imagination
“Focus and engagement can mean the difference between a highly persuasive presentation and a long, convoluted, and confusing one. Why say more when you can target and make a difference in the audience members attitude, thinking and future action? Remember when communicating and connecting with others oftentimes the person who has a clear and concise message rather than a long-winded and disorganized message wins.

With a “unique connect” there is a certain rhythm to communicating and developing a positive response to your message. When presenting if the speaker creates a connection it can lead to a great value proposition. Unique Connectfits – fits the need and wants of the audience, fits the problem and opportunities being discussed, and fits within a larger system of effective relationship building and leadership. A great presentation engages and influences the attitudes and behaviors of people. A great speech changes how people think, relate and work.  A focused and engaging presentation allows others to see and discover ideas and opportunities for changes that produce a new and better life. A great presentation, like great leadership, has the power to inspire and change he world.

The ability to constantly achieve “unique connections” through exceptional communication techniques , like setting clear expectations, requires a solid and “sticky” message strategy, one that answers the question that keeps most leaders up at night.

How do we make a difference and stay relevant in a cluttered, confusing and disengaged world?

Self- Coaching tool–The C.A.R.E.Communication Model for Connecting with Others

James Humes, former presidential speechwriter, who identifies public speaking as “the language of leadership, says, every time you speak—whether it’s in an auditorium, in a company conference room, or even at your own desk—you are auditioning for leadership.”

The CARE Model of Audience-Centered Conversations.

The CARE Model™ is the ability to present information in a voice and common language that connects with your audience needs. Thus, extraordinary leaders are considered audience-centered when they use the following four communication channels:

Connect– develop rapport and be open to others input into the agenda to be discussed

Awareness-through gathering information and needs of participant through questioning and probing the presenter has the opportunity to adjust and be more responsive to audience members interests.

Relevance–relate stories and ideas that ring true for others. This increases the attention and interactive nature of your presentation. You are providing something practical and important to audience members life’s.

Empathy–understand issues and opportunities from the other person’s point of view, before providing your own opinion and developing common ground solutions for follow-up actions.

Most presenters have  an over reliance on just one channel and focus for communicating with their audience. I call this the Joe Friday approach–Just the facts, please…Just the Facts. Business leaders who use this approach often speak on just the factual channel and then don’t understand why their messages didn’t resonate or connect with audience members. Good communicators understand that listeners always filter a message through their own perceptual and emotional bias. By focusing on open communication principles speakers can conquer fear and false assumptions by inspiring their listeners to align and unite toward a professional and clear vision based on shared values and coherent principles of communication.

Lessons for Public Speaking–Talk slowly and don’t “make shit up”

Therapist David Reynolds says: “When people tell you they don’t fly because they’re afraid of flying, you need not believe them. They don’t fly because they don’t buy airline tickets.”

Lesson Learned: 80 % of success is just showing up –Woody Allen

Take it slowly. When we are nervous we tend to talk too fast and “make shit up”. Get a videotape of one of your presentations to see how you did — you may be surprised at the pace and honesty of your talk.

Lesson Learned: Take a deep breath, pause and speak as you do in ordinary conversation. Telling the truth, such as saying you don’t know something builds credibility.

Part 2: Legacy and Finding your Purpose in Life

“It is essential to follow your commitments 100% of the time—Do you have a clear and meaningful life compass.”  HBR May 22, 2012 Clay Christianson

While vision and purpose in living a meaningful and constructive life are critical, they are rare. This is due to the fact that most individuals lead a frenetic and short-term life focused on activities, daily pressures, and attempts at immediate gratification. Many of us loss site of the “big picture” because life can be so tenuous and fragile. Research in Neurology ( brain), Social Psychology and Adult Development fields can facilitate our understanding of these life strategies. To summarize, research from the marshmallow studies on immediate gratification, brain scans, and emotional, intellectual, perceptual and development studies of adults suggest that effective problem solving, decision-making, personal development, effective communication and influence are not a random or prescriptive like a “bell-shaped curve” based on abilities or intelligence factors, but to large extent a function of emotional intelligence, openness to life-long learning, and one’s perceptual maps and world view.

Transformation occurs when existing maps, solutions, assumed truths and past decisions are exposed as unrealistic, and this new insight allows one to view the world from a more appropriate and empowering perspective. Here is what two prominent psychologist have said about development and personal change.

“The path of personal transformation is primarily a process of becoming aware of, facing up to and taking responsibility for one’s thoughts, feelings and actions, and then expanding this self-realization by communicating with others, retaining integrity whatever the response, and further enhancing the quality of communication with ever-increasing empathy and understanding. Through understanding others better, we can recognize their essential goodwill, however misguided it might have become, and begin to recognize the spirituality of humankind. ”

Abraham Maslow, Ph.D.

Rollo May, a distinguished psychologist,  describes the anxiety caused by a threat to some value which the individual holds essential to his development and existence as the self that he knows. He also quotes Kierkegaard: “Anxiety is the dizziness of freedom.” May’s approach is existential: he conceives the self as a dynamic entity, alive with potentiality. His approach is also holistic, seeking to understand the whole reality and essence of a person’s being. Man is thought of as being and becoming, as a dynamic process, as a complex organism in relation to the universe. However, if an insight or perception is too hard at the moment, if it causes too much anxiety and threatens established beliefs – of self and/or of others – then it may be repressed, and cause fixation of development and afterwards be hidden by defenses.

What secrets or insights can you offer for creating a personal vision and purpose?

Before You Start Presenting: Stop,Think and Plan

Preparation Framework and Design Worksheet


Presenter Name:______________________________


Meeting Date  and Time:________________________


Purpose or Goal of presentation:


  • The primary purpose and goal of my presentation today is … ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



  • What is the “sticky message and take Home  for this presentation is… ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Agenda Outline by time Increments  


  • Topical outline for the presentation: At least three key topics supported by story or factoids or concrete examples

            Topic I ___________________________________________

  • Story___________________________________
  • Examples________________________________
  • Factual Evidence__________________________

Topic 2_____________________________________________

Topic 3_____________________________________________


The end result or benefit for back-home actions are… ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Close with Commitment and Call for Action:


  • I would like you to leave by telling us one important thing you learned today that you are committed to try back in your practice ____________________________________________________________________________________________________________________________________________________________________________________________________________________________
  • Presenter Close: “I’d like to leave you with two important points that I know can change your interaction and level of satisfaction when working with patients and doctors on your team:

Point #1 :_____________________________________________

Point #2______________________________________________






















Challenge of Group Dynamics–Facilitating Case Studies

Sometimes it can be very difficult to get a group motivated, to keep them on track, to deal with personality conflicts and competitive behavior, and to build consensus. The temptation is to overload and overwhelm the audience with information and data. Remembering the Magic Number Seven Rule of cognitive working memory is important.  The rule states that participants in learning activities are limited to absorbing + or – 7 chunks of information in one setting. 

A facilitated session is… a highly structure meeting in which the facilitator guides the participants through a series of predefined steps and questions to arrive at communicating a message that is clear and concise, understood and accepted by the participants.

The role of the facilitator is to use interactions and techniques that engage the hearts, minds and souls of the participants in the work group. At their best, facilitators are able to help participants increase their learning and understanding of information in a meeting by focusing on their needs and issues, building a common language for discussions and inspiring commitment to actions that will bring new information and behavior to their attention.

Ground Rules for Facilitating Case Studies

We developed a set of ground rules, which describe specific behaviors for effective group facilitation and communication:

1.  Let group members volunteer for different roles — Test assumptions and inferences.

2.  Share all relevant and pertinent information. Don’t feel that you must have all the answers.

3.  Don’t take cheap shots or “zingers”. Respect people and make wrong answers right. 

4.  Focus on needs and interests, not persuading the audience to a particular point of view.

5.  Ask questions rather make statements, and then invite reactions and comments.

6.  Try to limit generalizations.  Be concrete and specific—use relevant data-based examples. 

7.   Don’t argue with participants.  Be assertive and candid with your point of view.

8.   Discuss the difficult issues and challenge group.  Be honest and leave the “spin” at home.

9.   Try to get everyone involved. Encourage participation.    

10.  Convey information in clear and concise way–leave the jargon at home.

11.  Listen, Ask and Problem Solve, not “tell and sell”.

12.  Be open to suggestions, and feedback.  Encourage the group to use the Think, Pair and Share. 

13.  Use the “go around” technique so everyone gets opportunity to contribute.      

14. Keep the discussions moving ahead, focused on task and on time.

Principles of Case Study Discussions

Principles of case study facilitation form a bridge between values, strategies and techniques. Principles are those things we do that enable us to live in sync with our values.  I have identified the following:  Principles of Case Study Facilitation for your review. Briefly they are:

Plan before doing, but be flexible in execution: Design the session using the Presentation Design Template)and prepare for potential obstacles and questions before the event, not during.

Remain in the present and be neutral and unbiased: focus on group process, maintenance, and critical messages.

Be pragmatic and results focused: Plan and engage participants to accomplish targeted message of the case and desired learning outcomes.

Encourage Participation: Engage participants by using a variety of high participation techniques. For exmple the “go around technique”.

Collaboration in problem solving and decision Making: Build participant support by using dialogue, effective discussion, and testing for understanding.

Manage the Environment and Climate: The facilitator creates a safe environment for positive interaction while using structures and group dynamics and communication tools to create success.

Seek and Use Feedback before, during and after the meeting: Feedback is crucial for content, process and outcome effectiveness

Monitor and Manage Yourself: Practice self-assessment and self-awareness of your strengths, preferences, style weaknesses and model appropriate behavior.

Daily Quote and Reflection:Power to Perform Better–Learn From Your Mistakes

Daily Quote: “The only true wisdom is to know that you know nothing.” Socrates 

The ability of people to improve their performance is for them to be open to both positive and negative feedback and do something to improve their knowledge, skills or attitude. Most incompetent people to not believe or listen to feedback that could help them improve. Psychologist studying this phenomena refer to it as the Dunning-Kruger-effect- of – Incompetence. Other people call it denial and defensiveness.  The reason seems to be that poor performers fail to learn from their mistakes.

The proposed solution is that people who are performing at a lower than satisfactory level of competence need to be confronted directly and be told shown why they are incompetent.

Unfortunately the problem is that incompetent people have probably been getting this type of feedback for years and failed to take much notice. Despite failing exams, making boring presentations at work, messing up relationships and irritating other people, the incompetent still don’t believe they’re incompetent.

Maybe other powerful interventions could work better to change their view of incompetence or poor performance, such as the suggestibility factor–Experiments have found that people in general…

“…make more successful putts when they are told that a golf ball is lucky, solve motor-dexterity puzzles better when experimenters make a “good luck” hand gesture, and shine on a memory game when they are in the presence of their lucky charm (Damisch et al., 2010).”

Our expectations of others affect how they perform:

“…when teachers hold expectations that students are high performers, they unwittingly provide those students with an enhanced learning environment that produces better performance See Rosenthal 2003 for more information on the power of expectations and performance.”

Action Assignment:

Before someone’s next speech provide them with a good luck and say I expect you to “knock them dead” with your speech today. Using these small but smart-step interventions might make the difference in their performance; if they trust you and believe in the power of luck. 

Part I High Performance–Understanding,Identifying and Acting on the X-Factor

High Performance—Understanding and Using the X-Factor

In the area of high performance research shows that success is 10% performance and an astounding 90 % preparation and deliberative practice. Most people get trapped in over confidence and optimistic biases, so they tend to listen to positive feedback and ignore negative feedback. Although this may help them come across as confident to others, in any area of competence (e.g., education, business, sports or performing arts) achievement is 10% performance and 90% preparation. Thus, the more aware you are of your blind spots and weaknesses, the better prepared you will be and more you come across as believable.

Low self-confidence may turn you into a pessimist, but when pessimism teams-up with ambition it often produces outstanding performance. To be the very best at anything, you will need to be your harshest critic, and that is almost impossible when your starting point is high self-confidence. Exceptional achievers always experience low levels of confidence and self-confidence, but they train hard and practice continually until they reach an acceptable level of competence. Indeed, success is the best medicine for your insecurities.

What do all people who consistently reach high performance have in common?

The answer isn’t necessarily great genes, although they’re nice to have. Stay tune, in my next post I will  explore what makes up the “high performance” profile.