Posts tagged “Learning

Memory

Posted on May 18, 2019

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Balance long and short memory. Long memory to understand context and relevant history. Short memory to focus on the most critical factors in the moment. Long memory to avoid rash decisions. Short memory to minimize grudges. Long memory to know where you came from. Short memory to keep only the best of it into the future. What we remember matters. *

Russia 2006

Posted on March 22, 2015

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And one of my favorite stories: visiting a Boeing facility, my team was listening to an operations leader enthusiastically describe the engineering feats accomplished in the past year. During the talk, his mobile phone rang incessantly, and he repeatedly silenced it after briefly glancing at the screen once. After what seemed to be the tenth call, the entire group was obviously aware of and reacting to the calls. It had to be an emergency. We all chuckled in disbelief as yet another call came in. “It is my employee!” the Russian declared loudly as he again ignored the call. “I teach independence!” *

Come and See

Posted on February 8, 2015

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Riding to the airport before dawn last week, my friend and I were discussing time zones and the varying daylight hours in different cities. He related that his sister back in Nigeria could not believe the early sunsets during winter, and she wondered how the shifting daylight was possible. His simple response: therefore, come and see. Come and see for yourself. I won’t give you a scientific explanation. I won’t repeat it over and over. I won’t try to convince you at all. Just look at the sky and watch it darken. I can tell a client over and over what will go wrong, and they really don’t get it until it does. We often spend so much time and effort explaining to develop an understanding. We slowly build up knowledge through…

Negative Development

Posted on February 22, 2014

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Not all learning is good learning. You can teach someone the wrong way to do something, practice a method that used to apply or share poor habits on an inefficient team. In a fast-paced environment that frequently asks, ‘is he/she developing?’, the worst situation is when someone thinks they’re developing in a positive way when they’re not. By the time it comes to demonstrate performance, it may be too late to make up for lost development time. We learn and develop constantly…make sure your development is positive development. *

On Teaching

Posted on February 2, 2014

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Artist Robert Irwin with Lawrence Weschler: You have to respond to each student individually. The first thing you have to do is establish a performance level. You have to develop their confidence and prove to them in their own performance that there isn’t anything they won’t be able to accomplish technically, eventually, given a lot of application. Simultaneously, you want to be engendering a historical awareness, to help them to see that they begin in a specific time and place, in a historical context. You want them to understand that 90 percent of the things they take for granted are cultural solutions embedded in a history of such solutions: facts, but not necessarily truths. Finally, the most critical part is for them to begin…