Having taught Sunday school for children for many years, it is interesting to note what captures children's attention.  Attention is a first step in the learning process.  This month's blog is on elements that are used to help children learn better.  It is easily transferable to your use as an adult.  Watch your children learn and you might learn some techniques for yourself.

Being that emotional involvement is a key to education, getting children emotionally involved in a session is of prime importance.  Children like drama.  One way to create drama is the use of a unique voice (e.g. Dr. Doofensmirtz).  Children are enthralled with different sounding voices.  Also, asking the children to speak in different manners (e.g. whisper, talk as if you are under water, talk in a real low voice) is attention getting.

Another way is use of attire - especially if the children get to wear it (e.g. wearing garb and pretending to be Jesus mother Mary).  Though children are not advanced enough socially to act well on an impromptu basis, just dressing them up and having the leader speak their parts (e.g. stand behind them when their character talks) works.  When the leader plays all the parts, the children enjoy it when they change clothes for different characters (and change back when they return to that character).

Props work even better with children than adults. Kids like puppets or talking stuffed animals.  Again, with a voice that is unique to that puppet or animal.  That being said, appropriate props can work well in adult education.

If you have children, you know that it takes little to get them involved in a game.  Children can play games for extended periods of time (normally longer than adults care to keep playing).  The right games also work well for adult learning.

Just as with adults, mixing in video in a session works well.  It is advisable to keep the videos for adults shorter than for children.  Our adult minds can get easily bored.

Kids love to be the one controlling the audio visual.  Must be a power thing.

Often we will help children remember by using gestures with words to be remembered.  For example, if we were focused on helping remember the scripture: "Let your gentleness be evident to all, the Lord is near", we would start with a gesture to remember "Let".  An example might be to turn the body sideways as if you are "letting" someone ahead of you.  Then we would focus on the word gentleness.  We might gesture the gentle rocking of a baby.  You get the idea.  Then we repeat the words and the gestures several times and having the children volunteer to show us they can remember the verse by doing the gestures and saying the words.  This learning technique works particularly well with adults as well.

Involvement is paramount for children's learning.  For example, the children read out of the bible in front of the other children.  Another example is that they stand (and I remind them to "speak out loud and clear") when they talk to the group.  This is giving them an advance start in life on developing confidence speaking in  front of a group.

Stories work well with children and adults.  Good educators use many stories in their learning programs.

That's it for this blog.  I encourage you to pick one of the techniques you are not currently using to help you be more efficient in your ability to learn.

Improve Your Ability to Learn

Being in the field of helping individuals develop additional skill, I am continually reading information about ideas to help you improve the effectiveness of your learning experiences.  This month's article is about the physical process the brain uses for remembering.
The nervous system in your body is integral to your ability to learn.  Your brain uses circuits (neural networks) to receive, store, and retrieve information.  Connections between neurons (a electrical cell that transmits information by electrical and chemical means) are created for what you pay attention to.  Your neurons change as your brain acquires new information. This is how you learn.

The neural connections are reinforced by Dopamine (a neurotransmitter).  Dopamine is released during repetition of positive behaviors (it is a reward chemical in our body).  This embeds learning into the brain / body.
Your brain interacts with both the context in which the information is presented and with the incoming information.  As such, the physical and emotional elements of the environment where the learning takes place are key to the learning accomplished.
Learning is a resource intense activity.  There are limitations to our brain's ability to work properly to allow optimal learning.  Sleep is a crucial factor because the neurons activated during learning are reactivated during sleep.
The suggestions we make based upon this information is that your ability to learn at an optimal level depends upon:

• How well rested you are during the learning program
• How well you sleep afterwards
• The chemicals in your body (from food,drugs,etc.) at the time of learning
• Your comfort with the learning environment
• The emotional context of the setting

Easy does IT

Having spent a number of hours recently on work on updating the web site for Arden Corporation's training division, one key element that has come about in the midst of the project is the unique appeal of the web experience for our target customer.

We realize that continued focus on making our service amenable for our customer's browsing needs is key to their successful experience on the web site.

The realization is that this plays out differently for different companies (i.e. it should be unique for your company and your industry).

For example, some consumer products companies (e.g. Amazon) may have many more customers making impulse purchases. These companies should design their site to encourage impulse actions.

Some other service organizations (e.g. law firms) do not have purchases made on their web sites. As such, law firm's sites will be more brochure ware in orientation.

Being that one of our core values at Arden Corporation is simplicity, we are focused on keeping our web pages easy to graphically digest and with quick navigation. This can conflict with the customers need to "have a lot of information" on one page (like a Yahoo portal page).

Our web page designs make finding information easy. We also provide exposure to new information (e.g. what user's groups are being held this week) that is appropriate for the customer.

Remember to take an "Easy Does IT" approach for your customer's use of your web site for their use.

Focus Your Attention

As one who leads children ages 5 - 8 in half an hour learning sessions on a regular basis, I like to think in terms of 15 second attention spans for that age group. As such, I work to make changes (e.g. clap your hands once, stand up, sit down) as often as possible to keep their attention focused.

I'm not so sure we adults are too much different. Yes, many of us spent hours in the library in college studying in solitude. And yes, most of us have the ability to stay with a project (e.g. creating a presentation, fixing a lawn mower) for hours. However, watch how quickly your brain changes gears in the few seconds you read this blog. Are you tempted to jump to the next thing (e.g. take a bite of food) before allowing your brain to take this in. I know I am. Maybe it is just me; but, do you ever get the impulse to start into the next thing when you are about done with one thing - knowing that you are clear on what you need to do to finish the task at hand?

For example, right now, as I write this blog, I am anxious to go get some lunch. There is food on the counter at our office just sitting out (from a catered lunch). I know if I get up it may take me a few seconds to regain my train of thought on this blog. The temptation is great. I liken it to the 15 second attention span to my 7 year old. Alas, I sit and finish this thought. Food will wait.

Granted, losing only a few seconds of having to get my mind back into the thought process is negligible. Being in the middle ages of my life where the demands on my time from running a small business, from my family, from my involvement in various organizations, and due to the needs of friends, the margin in my schedule is slim. I'll take every few seconds I can get.

You get the point. Discipline yourself to finish the task at hand before starting the next. It will save you time. Maybe even more than a few seconds.

Increase Your Learning Speed
Though it is a stretch to use the word "speed" when it comes to developing new skill and knowledge, there are methods that can help you improve your ability to get information stored in your brain more readily (and faster) and recall the information more easily when needed.

For our example, we will look at methods for remembering another persons name more easily.

One element to start with is being aware of your learning preference. Some of you have the ability to recall much of what you hear. If that is true of you, I envy you. Many individuals struggle in school (which was and is still heavily lecture oriented) for many years until we realized that is not a preferred mechanism for learning (for those individuals) - as it is for those who are auditory learners.

For example, I learn best by doing it on my own first. I have a greater analytic ability than average. As such, I can often times figure things out myself faster and better than listening to someone else tell me. I am also more physical than most. I remember more of things I do (than what I say).

As I hope you are aware, the three general (very general, mind you) categories for learning styles are:

• Kinetic
• Visual
• Auditory

This blog is not to help you know more about these categories (there is ample published information on this), but to give you simple examples of how to learn and remember others names faster and better.

If you are a kinetic learner, one suggestion is to use motions to recall a person's name. Let's take my last name (a hard one to remember) - Gepfert. You could use the words "get" "hurt" to remember "Gepfert". You could use the motion of me stabbing you (i.e. you "get" "hurt" by me). You could remember my first name (Robert) by picturing me stabbing you with a "rubber" knife. Some of you are now thinking, "how will I remember to translate rubber to Robert and get hurt to Gepfert". Your brain is smart enough to make the translation. Trust yourself. Then try it. It should work better than your current method.

If you are a visual learner, then picture the above scene in your mind (versus making the gesture - for the kinetic learner).

If you are primarily auditory in your ability to learn, it is likely that you are already better than most at remembering names. You "hear" them. Repeating them, so you hear them again, should work for you.

In practice, combining use of visuals, gestures, and words (i.e. say them out loud) together helps get information into your brain faster and increase retention and recall.

Try it for one week and maybe you'll form new habits that will decrease the amount of time it takes you to learn.

Leaders need to be good speakers

At a recent funeral of a college friend (Roger Sidney), one of his friends and co-workers (also a university professor) spoke eloquently about Roger. It was a great tribute to Roger. His wife Nikki wanted others to share their thoughts. When no one else would stand to speak for him, I did. Though I was not among those closest to Roger in his years following our friendship in college, I knew he needed to be spoken for. I told of a story from our time back packing around Europe one summer before our senior year in college. I talked about Roger's character. It added to the fine tribute already given by the professor. It needed to be said. Roger was a great man in his own right and needed to be spoken of in his time of passing on.

This muse is for those of you who are leaders. It is to encourage you to develop the habit of, and stay in practice for, being good at speaking to groups.

People expect our leaders to be good public speakers. We as leaders are speaking publicly for our people at times and they want us to be confident, decisive, and to reflect their desires.

If you are not already adequate as a public speaker, shame on you. Like exercise, you can start developing the skill any time in life. And like exercise, you have to do it continually to maintain (and hopefully improve) your ability.

Years ago, I attended an event where one of the wealthiest men in the world addressed the audience. Having read about this man, I was anxious to hear him speak. I was surprised at how poor of a public speaker he was that day. In my mind, it caused me to think less of him. My conjecture was that he must have been particularly good in one-on-one or small group settings in order to achieve his financial success. His poor communications that day left me wondering. I've seen him again. Again, he was poor in his group communications. I felt sorry for him - not a sentiment we often associate with leaders.

We see how good oratory skills are evident (or lacking) in our presidents. In the years I have been voting, I have been influenced more by the individuals who are eloquent. Have you? It is particularly evident when the candidates debate each other. I believe that few people can hide their true selves when they are speaking in front of an audience for an extended time. And the debates bring out personalities even more.

I am in a group of individuals that meets weekly (for one hour during lunch time) to practice our speaking skills. Some of these individuals have been involved for well over ten (10) years. When I ask them why they continue to be involved, the response is similar - they need to continue to practice the skill of public speaking to stay good at it.

I urge you, as a leader, to continue to develop your speaking skills. Take opportunities to speak, get involved in organizations designed to help individuals develop and improve speaking skills, and go forth and lead with good public communications skills.

In your work, sweating the details matters. The muse this month is to encourage you to continually focus on the details in your work. For an example, we are discussing our work coordinating implementation of new Internet services in a new facility into which we will be moving next month.

One part of the selection process for a new facility was the high speed and scalability of the Internet services available in the buildings we considered. Being that many of the training programs we host connect to an off site server, the need for significant bandwidth for the learners is high

The leasing agent said that there was fiber wired into the building. It was noted on the information we were given. After signing the lease and working on details for moving into the new location, one of which was to research and select two Internet providers (we have one for back up), we were told that the fiber in the building was only for use by the major tenant in the building.

In taking this back to the leasing agent, he was surprised about this. In the many years that he has been marketing this building, he was not aware of this. His lack of attention to detail was evident.

I took this up with the building manager and the landlord. After discussions, we were able to work out an arrangement for a public location for fiber Internet connection into the building. One aspect of the arrangement is that the landlord charges carriers to allow their Internet services to be available to their tenants.

We assumed that when the leasing agent said that there is fiber in the building, that it meant that access by all tenants who subscribed to fiber Internet service (which is TWTelecom in this instance). He did not know any better. We assumed he was properly representing his product. This was not the case in this instance.

Use of Social Media: Communications methods of different age groups

This week, in doing work with one the universities in our area (Northern Kentucky University), I was made aware that the students with whom I am doing work spend more time on Facebook than in their e-mail application. These individuals are in their twenties.

My step son Alex (who is eighteen) sends and receives several hundred text messages daily. The fastest way for me to communicate with Alex is texting. He normally does not answer his smart phone when I call him. Often, he answers his text immediately.

I spend between two to six hours daily communicating with individuals via e-mail messages. I am 51 years of age. Most of my peers in business (who are in their thirties, forties, fifties, and sixties) tell me that e-mail is a main mode of communications for them. Because my time is at a premium, e-mail is my preferred mode of communications. I can make the necessary communications at a time convenient to me so as to work on items in order of priority. It also allows me to communicate while doing another activity that does not require much of my attention (e.g. while also attending a webinar).

For urgent communications, I use voice (cell phone or land line).

On of my conclusions is that the primary communications methods used by individuals is affected by the demands on their time. Some adults I know spend several hours on Facebook playing games (e.g. building their "farms"). Oh, to have the luxury of two to three free hours a day.

Alex, while he attends school 5 hours a day on the weekdays and works (at a fast food restaurant) 10 - 25 hours per week, has 50+ hours of free time (assuming 53 hours of sleep). Text away!

With 60 hours of my time each week committed to work, 2-4 hours of volunteer work, 0 - 10 hours of home (e.g. mulching our garden beds, ironing, fixing items, etc.). 10 - 30 hours of time with our children, 5 hours for exercise, and 7 hours of time for cleanliness and nutrition (e.g. showering, eating food), I have around 10 hours of free time each week (assuming 53 hours of sleep).

I surmise that the college students have 40+ hours of free time each week.

My general conclusion is that those who have the luxury of free time use social media (e.g. Plaxo, LinkedIn, Facebook, Twitter, etc.) more often.

My feeling is that texting, because of the urgent nature of the request (i.e. like a phone call) is not used as frequently by those who have a lot of demands on their time.

Reminder of importance of checking out various options before purchasing

Being that we are in process of a make-over for our learning facility, our team is working on a number of elements for the new education center.

Examples include installing a faster Internet services, improving our network environment, and new furniture.

This week's muse is a reminder of the importance of researching options.

One element of our make-over is installation of new cabinetry. In getting bids from several vendors for cabinetry, the costs ranged from $380 per linear foot to $135 per linear foot - a variance of 280%! The other factors in the quotes were similar (quality of material, timing for availability of product, post installation support, etc.).

This experience is yet another reminder to us to continually take the time during the buying process to consider several options. When we have done so, our purchasing decisions have been prudent