Welcome to Part 5 of the Podcast Series on Learning Theories.

Today we'll talk about Self-directed Learning, Blended Learning and Connectivism.

Here are the key points of this episode :

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Self-directed learning suggests that learners learn independently in and outside of the learning environment.

The theory emphasises on the importance of learning with autonomy and believes that adults can set our their own learning goals and teach themselves especially with today’s open online environment where we can pursue knowledge through massive open online courses.

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Blended learning is also called hybrid learning, as it integrates online resources and virtual engagement with the in-person learning experience.

Blended learning works well for covering a large amount of course material with learners who are independent and already engaged.

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Connectivism suggests that knowledge exists outside the learner, and the learner makes connections between information to build knowledge.

The connections that learners create help them build their own learning network. Through this connected web, learners will be able to stay up-to-date with content as it changes. It is important for the learner to be able to identify credible resources, to source and update accurate information frequently.

Welcome to Part 4 of the Podcast Series on Learning Theories.

Today we'll talk about Experiential Learning, Action Learning and Inquiry-based Learning.

Here are the key points of this episode :

1.

Experiential Learning or Kolb's Learning Theory focuses on learning by doing where learners are encouraged to learn through experiences to help them retain information.

Experiential Learning also suggests there is a cycle of learning that should take place to make it effective.

The first two stages, concrete learning and reflective observation, focus on grasping an experience.

The latter two, abstract conceptualization and active experimentation are about transforming an experience.

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Action Learning encourages a learning experience where a team of learners work together to address a real issue.

The process has 3 steps:

1st step : Recognizing the problem and making all necessary clarifications;

2nd step : Reflecting on what can be done to solve the problem;

3rd step : Taking action.

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Inquiry-based learning is a learner-centred approach which starts with a question.

Learners investigate the topic to find answers to the question.

An inquiry usually follows the inquiry cycle, a set of stages that take place in a specific order.

These stages are :

1st Stage : Question & Plan

2nd Stage : Research & Discover

3rd Stage : Organise & Present

4th Stage : Reflect

Welcome to Part 3 of the Podcast Series on Learning Theories.

Today we'll talk about Adult Learning Theory, Constructivism and Self-Determination Theory

Here are the key points of this episode :

1.

Adult Learning Theory highlights ways that adult learners differ from younger learners.

The theory is based on five key assumptions : Self-Concept, Experience, Readiness, Orientation, Motovation

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Constructivism suggests that we build our understanding and interpretation of information based on our experience and existing knowledge.

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Self-Determination Theory suggests that we have three basic psychological needs (autonomy, competence & relatedness) that contribute towards our intrinsic motivation. And if we can satisfy these needs, we can help to motivate ourselves to take action.

Welcome to Part 2 of the Podcast Series on Learning Theories.

Today we'll talk about Social Learning Theory, Collaborative Learning and Peer Learning.

Here are the key points of this episode :

1.

Social Learning Theory or Social Cogntive Theory suggests that we learn through direct social interactions with others or indirectly through observation of the behaviors of “models,” such as our friends, family members, other fictional characters from movies or tv series and other credible figures according to our own perspective.

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Collaborative learning is a method where a group of learners learn something together using group projects and assignments. In this type of learning, learners get the opportunity to learn from others’ skills and expertise, understand new concepts together, create something better, participate in discussions to solve issues, complete tasks and projects, or even create new products together.

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Peer learning draws on the expertise of the people around learner to accelerate their growth in the organisation. The whole idea of peer learning is coming together to teach each other.

Welcome everyone to this podcast series on Learning Theories.

Here are the key points of this episode :

1.

The forgetting curve is a graph and it shows the rate at which information is forgotten over time when we don’t do anything to retain it.

What it means is that learners will quickly forget what they've learned in a matter of days or weeks, unless the information is consciously reviewed.

To tackle this challenge, knowing some learning theories and applying some of their practices can help increase the chances of us remembering what we’ve learned.

All the learning theories came from various research work and experiments of psychologists and they offer frameworks and explanations on how people absorb, process and retain information.

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Behaviorsim suggests that we learn and form our habits through our interactions with the environment and our behaviors are the result of our experience from positive and negative conditioning

In a learning environment, you may have seen educators implement this. When learners behave and perform well they get rewarded and when learners misbehave or don’t do well they get some kind of punishment.

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Cognitivism or Cognitive Learning Theory asks us to look at our cognitive or mental processes and how they can be impacted by external and internal factors.

If these processes are working normally, it’s easier to learn. But if something is off with them, you can have difficulties.

By understanding the role of these processes, we can navigate the internal and external factors that impact these.

Cognitive processes involve the range of activities happening in our brains and they shape our interactions with the world, influence our actions including how we learn.

Mental processes such as sensation, attention, memory, comprehension, reflection, rumination, associative thinking, reasoning and logic, problem solving, creativity, decision making, planning, emotions and motivation

All of these cognitive processes can enable us to learn more quickly especially when multiple processes are combined together.

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5.

Humanism or Humanistic Learning Theory suggests that we are inherently good and that don't really need rewards and punishments to do the right thing as what Behaviorism suggested, instead we are driven by feelings.

It also emphasizes on our freedom and autonomy as learners and it is our perceived utility of the knowledge that will impact our motivation and ability to learn.

Another point of Humanism is the idea that there's a link between Self-actualization and Learning, that the more fulfilled you are, the more you can learn or want to learn.

This gives us the idea that if we are upset, sad, distressed, tired, hungry or feeling the slightest discomfort, we are less likely to be able to focus on our learning or won’t even have as much attention to give to it. So all of the learners' needs should be met first in order for them to learn well.

We informally assess and describe personalities every day. When we talk about ourselves and others, we frequently refer to different characteristics of an individual's personality. For example, we might refer to someone as adventurous, kind, or moody.

Psychologists do much the same thing when they assess personality but on a more systematic and scientific level. They use different types of personality tests to make these assessments.

Personality testing and assessment refer to techniques designed to measure the characteristic patterns of traits that people exhibit across various situations.

The personality tests commonly being used at the workplace typically identify our distinct qualities, habits, values, motivations, emotions and behaviors that make up our personality. This is done to see what strengths we have to bring into the organization and see if the environment can give what we require to leverage on our strengths and add value. So it gives an idea whether we could be a fit in a given environment.

So how do personality tests work? Personality testing is designed to get responses from test takers about their behaviors, preferences, emotional responses, interactions, and motivations in order to evaluate personality characteristics and patterns.

There are two basic types of personality tests: self-report inventories and projective tests:

Self Report Inventories or otherwise known as Objective Personality Tests involve having test-takers read questions and then rate how well the question or statement applies to them. Their answers are then scored against an objective classification system. These have a wider range of applications and are particularly suited to workplace settings.

Projective Tests or Subjective Personality Tests involve presenting the test-taker with a vague scene, object, or scenario and then asking them to give their interpretation of the test item. These are used in clinical and court settings. They require the test taker to offer subjective responses to stimuli, which are then analyzed by a psychologist.

Self-inventories are relatively easy to administer by anyone certified to use a particular tool.

Projective tests, on the other hand, are most often used in psychotherapy settings and require a psychologist.

Most personality tests follow conceptual frameworks.

The conceptual framework that is widely used is the trait theory. It divides personality into recurring behavioral tendencies and tries to measure these traits based on the five-factor model. Participants listen to or read a question, compare the question with their self-view, and then self-report based on that comparison. While the five-factor model is useful, newer lower-order variables have been shown to predict outcomes more accurately. Another issue is that this model assumes that self-reports are a trustworthy measurement of what participants actually feel, think, or do. This assumption is shaky because self-reports are likely skewed to serve the interests of the participant, especially when they are aware that their answers will be used for a hiring decision. Moreover, this approach assumes the disposition to introspect about one’s actions is universal rather than distributed throughout the population.

Another conceptual framework is socioanalytic theory. The theory states that all people live and work within groups and that those groups are structured in status hierarchies. This suggests three primary motives in life: getting along with other people, achieving status, and finding meaning. People solve these problems during their careers and individual differences in personality drives their career success or failure. This framework is rooted in pragmatism and does not view participant data as self-reporting but rather as self-presentation. Instead of trying to predict why participants say the things they do or whether they are true, this framework simply focuses on how responses will predict behavior and performance.

Welcome everyone to corporate learning excerpts my name is Jardine.

In the last episode, we already talked about Cognitive Ability Tests. Today, we'll cover Aptitude Tests.

So let's begin.

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Aptitude tests are designed to find out about our potential to learn and our inborn ability to do the job even without experience. Depending on your inherent inclinations and preferences, you may find it simple or difficult to acquire a skill or do something. Your aptitude for certain skills allow you to do things naturally and effortlessly.

There are different types of aptitude, each is good for a particular profession and each has a specific test to measure it. We will talk about 14 of them in this shortcast.

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Let’s start with Fluid Intelligence. This is the aptitude that relies on our ability to think abstractly to solve a problem with little to no prior knowledge of the topic.

As opposed to Fluid Intelligence, there's Crystallised Intelligence. And this is our ability to learn from experience and apply that information to solve problems.

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The next pair we have is Logical vs Abstract Reasoning.

Logical Reasoning is our capacity to reason using strict validity principles. Those who have high logic follow a step-by-step process in which one fact leads to the discovery of more truths, which leads to a sound conclusion.

Abstract reasoning, on the other hand, is our ability to understand patterns, figures, diagrams, or designs and the ability to deduce meaning from them.

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The next pair is Numerical and Verbal Reasoning.

Numerical reasoning allows us to understand and work with numbers quickly and accurately, do basic operations, such as addition, subtraction, multiplication, and division, and mathematical operations such as ratio, square root, and percentage. It is our ability to have both speed and accuracy when working with numbers.

Verbal reasoning on the other hand, is our ability to speak with another person, to vocally convey issues and solutions, which is a crucial communication skill. This is our capacity to use good grammar, spell words correctly, and follow written directions accurately.

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The next pair is Inductive and Deductive Reasoning.

Inductive reasoning is the act of using specific scenarios and making generalized conclusions from them. This is referred to as “cause-and-effect reasoning,” and can be thought of as a “bottom up” approach.

Deductive reasoning on another hand, is the act of making a generalized statement and backing it up with specific scenarios or information. It can be thought of as a “top down” approach to drawing conclusions.

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The next pair is about Critical and Creative Reasoning.

Critical Reasoning determines our ability to reason through an argument logically and make an objective decision, it’s being to assess a situation, recognize assumptions being made, create hypotheses, and evaluate arguments.

Creative Reasoning on the other hand, is our ability to solve problems by coming up with new ways and solutions.

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And the last pair we have is Spatial and Mechanical Reasoning.

Spatial Reasoning is our ability to comprehend and manipulate two-dimensional and three-dimensional shapes, patterns, and designs. It is our ability to imagine an object in space and visualize how it may appear in different stages of rotation.

Mechanical Reasoning on the other hand is a combination of logical and spatial skills that allow you to deconstruct a system into its constituent elements. This is the ability to use the principles of mechanics to apply reasoning in a practical environment.

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And that’s it for the second type of psychometric test. We’ll cover the Personality tests in the next episode.

Welcome everyone to corporate learning excerpts my name is Jardine.

Today's episode is all about the main types of Psychometric Tests.

A topic of Psychometric Profiling Tools.

There are 3 main types of psychometric tests : first is the one that measures Cognitive Ability, second is the one that measures Aptitude, and the third is the one that gives an insight on Personality.

And in this episode, we will talk about the first - Cognitive Ability Tests.

so let's begin.

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Cognitive ability tests are designed to measure your capacity to think and reason, process information, recognize patterns and analyze problems through mental abilities and skills.

There are four main types of cognitive abilities which these tests measure :

The first cognitive ability is Attention.

Attention is our ability to stay focused on a task and not get easily distracted or being able to perform multiple tasks at once. Having this ability allows us to focus, and this also relates to our memory function, helping us strengthen both short-term and long-term memory recall.

You might have an Attention deficit if you have trouble staying focused, get easily distracted, make frequent mistakes or not finish projects on time. Any of these could be a sign of a cognitive skill weakness.

The second cognitive ability is Memory.

This is your ability to recall information, whether it is recent (which is the short-term memory) or from the past (long-term memory). Weak memory can alter perceptions about facts, tasks, dates and times. If you find you need to reread material or ask for directions midway through a task, your short-term memory may be lacking. Trouble recalling names or struggling to remember important facts may be indicators that your long-term memory needs improvement.

The third cognitive ability is Logic and Reasoning.

This refers to our ability to assess a problem and find a solution. Strong problem solving skills are a direct result of your ability to use logic and reasoning. Do you frequently ask what to do next, feel overwhelmed or have trouble understanding instructions? Improving your logic and reasoning skills can help increase cognitive capacity and expand your capability to find solutions to basic and complex issues.

Fourth cognitive ability is all about Auditory and Visual processing.

This involves interpreting the information we receive through sight and sound. Auditory and Visual processing work in conjunction with other types of cognitive tasks such as understanding symbols (like letters and numbers) and visualizing solutions. With this cognitive ability, the speed at which information is processed is also a factor. Cognitive tasks like understanding written text, deciphering a map or following directions are supported by the ability to comprehend. If it is difficult to find your way using a map or if you struggle to solve math word problems in a timely manner, this could indicate that your processing speed may benefit from improvement. In general, strong auditory and visual processing skills mean less time spent trying to understand new information.

And that’s it for the first type of psychometric test. We’ll cover the Aptitude tests in the next episode.

Welcome everyone to corporate learning excerpts. My name is Jardine. Todays episode is all about Measuring Accuracy of Psychometric Tests, a topic of Psychometric Profiling Tools. We will cover briefly the two accuracy factors which are validity and reliability. So let’s begin. Psychometric tests are measurement tools, they are used to measure personality traits, cognitive abilities, and behavioral tendencies. Pretty much they’re being used in the education and work setting to make important decisions regarding career planning, hiring, role fitment and work styles. So accuracy is key in these assessments. And to make something accurate, you should look into its validity and reliability. Let’s cover what each means. When we speak of Validity: it means a test should measure what it is designed to measure. It’s the degree to which a resulting score can be used to figure out the level of the person answering the test. When we speak of reliability : it means a test should measure whatever it is supposed to, consistently. So it’s the degree to which scores from a particular test are consistent from one time to the next. Of the two, validity is generally considered the most important for the quality and accuracy of the assessment, because it relates to the actual content of an assessment. So how do you know if a test is valid? There are three main types of validity and there needs to be evidence of all of these before a test can be accepted as valid. To establish whether a test is valid, ask yourself the following questions: First question. What do you want to measure and does the assessment cover this? This is known as content validity. Second. How well is the assessment measuring the content? This is known as criterion validity. Third, is it actually measuring the content (or something else)? This is known as construct validity. If you can find evidence for all of these validity measures, you can conclude the assessment is valid to whatever it is you want to measure. Now let’s come to reliability. How do you know if a test is reliable? Once you’ve figured that your assessment is valid, the next thing to look into is whether it’s found to be doing its job when used in different scenarios, for example with different groups, or over different points in time. This is the main point of reliability. Now there are three ways a test can be examined for its reliability, and these can be addressed by posing the following questions: First question. Are the results of your test replicable? In other words, are similar results achieved if a group of people take the test twice? This is known as test-retest reliability. Second. Are similar results achieved if similar assessments are taken within a short time? This refers to similarity between scores as well as positions, and is known as alternate form reliability. And third. Is the test internally consistent? This measures how the content of an assessment works together to evaluate understanding of a concept, and is known as internal consistency reliability. If you can find evidence for all of these reliability measures then the assessment is reliable. Together, validity and reliability make up the main considerations for judging whether an assessment provides an accurate data. A test is valid if the interpretation of a test-taker’s scores can be directly related to what the test is designed to measure, and it is reliable if this is the case over multiple applications of the test – both for different test-takers as well as for the same test-taker sitting the test at different times.

Welcome everyone to corporate learning excerpts. My name is Jardine. Todays episode is all about the History of Psychometric Tests, a topic of Psychometric Profiling Tools. We will cover briefly how it all started, key people who contributed to it and concepts that influenced the psychometric models we use now. So let’s begin. Here are some key points : //Charles Darwin : our traits could be passed down through family bloodlines which makes our traits different from each other // Frances Galton : on the differences between human “mental capacity” aka intelligence, measuring human behaviour, and the word “psychometrics” was born //William James Cattel : mental measurements, like time to name a color, time judgment; judgment of line length; recall of numbers and letters after hearing them //Charles Spearman : introduced the first measurement of general intelligence to explain performance of any mental task along with a statistical method called Factor Analysis //Alfred Binet and Theodore Simon : measure intelligence with other things like your attention, judgment, knowledge, and memory, mental levels - if you perform lower than another person your age, you have a lower mental level. If you over perform, then you have a higher mental level //Lewis Terman : Stanford-Binet Test, used in schools. //American Psychological Association : SATs //Single factor theory focusing on general intelligence to multiple factor analysis focusing on associative memory, general reasoning, number ability, perceptual speed, spatial ability, verbal comprehension, and word fluency //World War I : Tests were developed further as part of the recruitment process to know whether soldiers would develop PTSD //World War II : Psychometric tests were used to find out which soldiers were eligible for officer ranks //Galton's Lexical Hypothesis : personality traits can be encoded from language //Allport and Odbert : took out all personality-related words (18,000 in total!) in attempt to explain human behavior //Cattel : Simplified Allport & Odbert's work and came up with a way to group all 18,000 words. He constructed the Clinical Analysis Questionnaire (CAQ) Part 1 that measures the 16PF factors, While Part 2 measures an additional 12 abnormal (psychopathological) personality trait dimensions. //Hans Eysenck : said there were three, and used that in personality tests to recruit soldiers in World War II //Big Five Model : focus on 5 dimensions to predict work-related outcomes //Learning from the history : our traits are not fixed; so our personalities can be activated in certain situations and at different times in our lives, this dynamic play between personality affecting work and work affecting personality just shows that work can have a profound impact on our quality of life //Psychometric tests in organizations : used to understand their teams’ motivations and values and so they can have the team culture best suited for them to drive performance and develop potential

This is Part 1 of your Social Intelligence Workshop. We will introduce Social Intelligence by first covering these 3 Topics : 1. Social Brain - how humans are wired to connect 2. Social Neuroscience - what happens in our brains when we do connect 3. Social Intelligence - its responsiveness and influence So let's begin. Part 3. Social Intelligence Responsiveness and Influence of the Social Brain Our brains interlock, therefore spreading our emotions like virus. Our social interactions play a role in reshaping our brain, through neuroplasticity, which means repeated experiences sculpt the shape, the size, the number of neurons and their synaptic connections. By repeatedly driving our brain into a given register, our key relationships can gradually mold certain neural circuitry. In effect, being chronically hurt and angered, or being emotionally nourished, by someone we spend time with daily over the course of the years can refashion our brain. Our relationships have subtle yet powerful lifelong impact on us. How we connect with others has unimagined significance. In view of these insights, it means we need to be intelligent about our social world. What is Social Intelligence? Simply being manipulative, valuing only what works for you at the expense of the other - should not be seen as socially intelligent. Social Intelligence is being intelligent about our relationships but also in them. To be conscious of what emerges as a person who engages in a relationship, to be able to know what actually transpires as we interact and look beyond our narrow self-interest to the best interest of others too. Social responsiveness of the brain requires that we be wise and realize how not just our own moods but our very biology is being driven and molded by the other people in our lives and in turn, it demands that we take stock of how we affect other people's emotions and biology. We can take the measure of a relationship in terms of a person's impact on us, and ours on them. The biological influence passing from person to person suggests a new dimension of a life well-lived, conducting ourselves in ways that are beneficial even at this subtle level for those with whom we connect.

This is Part 1 of your Social Intelligence Workshop. We will introduce Social Intelligence by first covering these 3 Topics : 1. Social Brain - how humans are wired to connect 2. Social Neuroscience - what happens in our brains when we do connect 3. Social Intelligence - its responsiveness and influence So let's begin. Part 2. Social Neuroscience What transpires when we connect How does the brain drive social behaviour and in turn how does our social world influence our brain and biology? Between psychologists and neuroscientists, through the MRI, they found out which parts of the brain light up during a human moment like hearing the voice of an old friend, or what happens in the brain of a person gazing at someone they like, or of someone they dislike. Let's talk about our Biology. We have T-cells, in the human brain, that affect the immune system's foot soldiers to help us fight bacteria and viruses. We also have the Spindle Cells the human brain that act the most rapidly, guiding us to make snap social decisions. And we have the Mirror Neurons that sense both the move another person is about to make and their feelings to prepare us to imitate the movement and feel with them. Our brain also secretes pleasure-inducing chemical dopamine when we find things pleasurable. Involvement in a distressing relationship increases stress hormones to levels that damage certain genes that control virus-fighting cells. That means our relationships mold not just our experience but our biology. Nourishing relationships have a beneficial impact on our health, while toxic ones act like a slow poison in our bodies. The Social Brain represents the only biological system in our bodies that becomes influenced by the internal state of people we are with. All other biological systems regulate their activity in response to signals from within the body, not outside. Our Social Brain orchestrate our interactions as well as our thoughts and feelings about people and relationships. Whenever we connect with someone face to face, voice to voice, skin to skin, with someone else, our social brains interlock.

This is Part 1 of your Social Intelligence Workshop. We will introduce Social Intelligence by first covering these 3 Topics :  1. Social Brain - how humans are wired to connect  2. Social Neuroscience - what happens in our brains when we do connect  3. Social Intelligence - its responsiveness and influence  So let's begin. Part I. Our Brain as a "Social Brain" Human beings are wired to connect. Whenever we engage with another person, our brains link up with each other. This neural bridge affects the brain and the body of everyone we interact with, including ourselves. Our brain design is sociable that has social circuits that navigate us through every human encounter. The more strongly connected we are with someone emotionally, the greater the mutual force. Our most potent exchanges occur with those people we spend the greatest amount of time with and those we care about the most. Our routine encounters act as regulators in the brain, priming our emotions, some desirable, others not. When we interact with people, our brains engage with each other. During these neural link ups, our brains engage in a dance of feelings. Our feelings about the interaction, send out hormones that regulate biological systems from our heart to our immune cells.

Welcome everyone to Corporate Learning Excerpts. My name is Jardine. Today’s topic is Part 4 of Understanding Metaprograms, a topic of Neuro Linguistic Programming, today we will talk about how to transfer your learnings to real life. First step is to identify the metaprogram you wish to change. Identify when, where and with whom you are using it and why isn't it working out. Next, select the metaprogram you would prefer. Again, identify when, where and with whom you will be using it and why it could work out. and then lastly, practice the new metaprogram as regularly as possible and see how it is working out. And that's it for the application of understanding metaprograms. Stay tuned for the next topic, Jardine

Welcome everyone to Corporate Learning Excerpts. My name is Jardine.

Today’s topic is Part 3 of Understanding Metaprograms, a topic of Neuro Linguistic Programming, we will talk about some sets of metaprograms today.

So let’s begin.

There are a lot of meta-programs that have been identified. The exact figure changes all the time as some meta-programs are merged with other similar meta-programs and new meta-programs are added to the list. I’ll be going over some today. When I am going over the list, think of yourself and identify which metaprogram you most associate with, most of the time. You might be asking, can my metaprograms change? Yes, they can change over time and adapt as you come across new information and expand understanding of your life and circumstances.

So when you are doing this, ask yourself these questions related to your life : Given what you want in your life, is this helpful or hurtful? Do you need to make any changes? Keep these questions in mind as you work through each type of metaprogram

Lets start with our first set : Options vs Procedures, it gives an insight on how you want to do something.

Metaprogram Set #2 : Specific vs General Information

Metaprogram Set #3 : Proactive or Reactive

Metaprogram #4 : External Frame of Reference vs Internal Frame of Reference

Metaprogram #5 : Goal vs Consequences

Metaprogram #6 : Match vs Mismatch

Metaprogram #7 : Similarities vs Differences

Metaprogram #8 : Positive vs Negative

Metaprogram #9 : Solutions vs Problem

Metaprogram #10 : Intuition vs Sensing

Metaprogram #11 : Self vs Others

Metaprogram #12 Independent, Proximity, Cooperative

Now that you know atleast some of common Metaprograms which shows you more ways of seeing things, the key here is flexibility. And the idea is for you to check the usefulness of your own metaprograms to help you achieve your most valuable outcomes. Learning to change your own metaprograms is through repetition by simply practicing a different way than yours. Aside from that you’ve got the rest of the world to communicate with, and sometimes when you don’t see eye to eye, perhaps it’s simply because they are seeing what you are seeing through a different set of metaprograms.

So that’s it for your list of metaprograms.

P.S. I am limited with the word count here so write to me to request the materials with the full text

Part 4 coming soon,

Jardine

Welcome everyone to Corporate Learning Excerpts. My name is Jardine.

Today’s topic is Part 2 of Understanding Metaprograms, a topic of Neuro Linguistic Programming, we will talk about what metaprograms are for and why they are important.

So let’s begin.

First we’ll talk about self-awareness. Like any theory related to human behavior, these helps you become self aware. It helps you better understand yourself and your own tendencies in terms of how you make sense of the world, how you make decisions, how you interpret things, and how you interact with others. These will somehow be explained and make sense once you understand the meta-programs that are running in your brain. Meta-programs will also provide you with a great deal of insight into your habits and behaviors.

Then there’s Social Awareness. Knowing these can also help you better understand other people and their tendencies. It will help you know how to adapt your behavior and approach while communicating with other people. These changes can improve your relationships with others by helping you  develop deeper levels of rapport and simply connect with people within their own metaprograms or at times influence them to your way of thinking. This becomes possible because meta-programs give you an insight into a person’s reasons for thinking.

So metaprograms make you self aware and socially aware which allows you to potentially improve yourself because it gives you an opportunity to change. Because when you understand more about how you and the people around you filter and sort information, this gives you the chance to make a shift and transform your behavior in more efficient ways to help improve your action and communication with them.

This decision of changing only happens after you understand your own metaprograms and to see if they are working for you, and if they’re not it's time, it’s still your call to make some adjustments. After all, why shouldn’t we find ways program our minds with the kind of information that will make us better people doing better things.

So that’s it for the usage and importance of metaprograms.

Stay tuned for Part 3, 

Jardine

Welcome everyone to Corporate Learning Excerpts. My name is Jardine.

Today’s topic is all about Understanding Metaprograms, a topic of Neuro Linguistic Programming, we will talk about what they are and how to use them as a communication tool

We will cover 4 things In this episode: First, what metaprograms are, a bit of history, background and definition. Second, we will cover what they are for. Third, the different types of metaprograms and as we list them down, you’ll get to know what your metaprograms are. And fourth, how to use what you know about them and apply what you learn in real life

So let’s begin.

The concept of metaprograms started as an investigation, researchers wanted to know why some therapists were more effective than others. So they spotted several patterns and then developed the initial set of metaprograms. Like all theories and concepts, people further studied it, improved on it and developed the concept further up until the information that we have today.

Now to explain metaprograms in its simplest form, it all comes from the fact that through our senses : hearing, tasting, seeing, touching, smelling, We actively perceive uncounted millions of information every second of our lives. And all of this go to our brains, right? Our unconscious mind then routinely handles millions of information simultaneously, all the time. Now our conscious minds are designed to focus and would be so overwhelmed if we had to select from each and everytime.

So as per the research, metaprograms, are there to automatically sort what we pay attention to and what we filter out. And they help give the answer to the question, how is our brain able to focus with so many information around us. That means then by definition, metaprograms are simply mental shortcuts.

So your body experiences things through your senses, now your brain sorts out the information that you sense and this directs your thoughts, decisions, behaviors, actions and interactions with others resulting in significant differences in behavior from person-to-person.

How we interpret things result from our metaprograms, and this gives us a very interesting insight about our own internal representations of reality. They determine how your brain pays attention to things and what it pays attention to, so you use these meta-programs to sort and make sense of the world around you.

The meta-programs you use to perceive and interact with your world either work for you or they work against you. So they are neither positive nor negative. And whether or not they work for you depends on how you live your life based on your personal goals and objectives.

Our metaprograms are our mental filters, running at an unconscious level most of the time. These mental filters determine how we process information whether we will delete it, distort it or generalize it. Then from there you form your own beliefs, opinions and perspectives about your world, your life, and your circumstances; So they color our actions, thinking, choices, preferences, the way we experience situations and the way we react.

So that’s a bit of your history, background and definition of what metaprograms are.

Stay tuned for Part 2, 3 and 4,

Jardine

Welcome everyone to Corporate Learning Excerpts. My name is Jardine.

Today we will talk about How to Maximize Learning and cover some tips you can do when learning something new or different.  There are 4 concepts that I will discuss today :

First is the Beginner’s Mindset. Second, the habit of Divergent Thinking. Third, the concept of your brain’s neuroplasticity. Fourth, the psychological phenomenon called the protégé effect.

Let’s begin.

How do you practice having the Beginner’s Mindset. This is all about practicing intellectual humility.

What you can do is : Recognize the limits of your own knowledge to help improve your own way of thinking, and open your mind to new ways of thinking.

How do you practice Divergent Thinking. This is all about getting into the habit of not rejecting different information or the unfamiliar and then labelling them as wrong.

What you can do is : Consider that there are many possible answers to a question and there are always new ways of looking at things even from unfamiliar viewpoints.

How do you take advantage of your brain’s neuroplasticity, that your brain has the ability to change and grow in response to experiences that enable you to learn.

What you can do is : simply have new experiences, continue to learn and be open to new learnings as your brain is capable of that mental and behavioral flexibility, it will continue to grow and evolve in response to the new things you feed it.

How do you apply the protégé effect, this psychological phenomenon of teaching others that will help you learn better.

What you can do is : Have the intention of sharing the knowledge and skills you will learn with someone you know, prepare to teach it or even pretend to teach it because this will allow your brain develop mechanisms to help you learn that information more efficiently.

Keep these things in mind as you listen through the rest of the Corporate Learning excerpts.

P.S. If you like the material on today's podcast, feel free to write to me via my website and I can send you the presentation format.

More to episodes to come,

Jardine