Swim Model

"People want to learn to swim and at the same keep one foot on the ground too"

New swimmers often tell me that they can't put their faces in the water, but no one ever has a problem with this when it comes to the lesson. So far, I have not had anyone who hasn't been able to do it within about five minutes. There are simple techniques to overcome this fear and they always seem to work.

Once you can put your face in the water, you can float. More or less everyone floats. Occasionally you do come across someone who is less buoyant than most, but this just means they need a little bit more forward propulsion to actually swim or they may float a little lower down – more under the surface – than most. However, fear and tension mean that people hold themselves stiffly and, by hunching their heads or shoulders, they unintentionally push their feet towards the bottom of the pool.

The biggest fear for many people is taking their feet off the bottom when they have nothing to hold on to. One woman described it as a "fear of gaps" – like when you step from the platform to the train. Another said it was like the moment when you fall asleep and the feeling of falling jerks you awake. Letting go is the hardest part to teach because so much of it is in the mind. Many people are fine as long as they can hold hands. But, as soon as they try to let go, panic sets in and – even though I don't feel it myself – I can see that it is a real, deep-seated fear.

An instructor told me, “Teaching swimming has taught me so much about fear itself. Fear keeps us safe, but it also prevents us from moving forward. If you are frightened and try to hold on to the water, you can't swim. It is only by letting go and trusting that the water will hold you up that you can learn to swim. This is far more important than technique, but it takes time.”

Adding more to me she said, “Occasionally, I have adult pupils who have not learned to swim simply because of circumstances. One woman I taught grew up in a war zone – there was no time for swimming. She was not afraid of the water, she had just never learned. She was swimming lengths of the pool easily after just a few lessons because she had no fear and the process was straightforward.”

Sometimes lessons learned in the water seem to translate into real life. One man who was a total non-swimmer before he came to me told me that, once he conquered his fear of water and learned to swim, he found that he was no longer afraid of dogs.

If its fear which is holding you back to do your best, than you are only blocking your own progress….

Ascending-Descending Model

Workplace-Organizational Learning seem to be the buzzwords for training professionals today and I guess that's where your Training and Development division should be doing a lot of their thinking sooner than later. So, the thinking should be around how learning can be a part of people's day to day work-life as against limiting it to a strongly structured experience in a training room.

 It’s very nice to have efficient project teams, but it’s even nicer to see knowledge move from within project teams to the rest of the organization. The learning professional needs to think about how capabilities and innovations become more explicit across the firm; how people can avoid reinventing the wheel and how "best practice" solutions can be easily available across projects. Leveraging technology becomes a key skill here, given that face to face communication is usually not feasible. So while low-tech solutions such as Open-Spaces are excellent communication methods, it’s the technology driven solutions of podcasting, video-blogging, tagging, crowd-sourcing that overcome the limitations of time, space and distance. Again, none of these are path breaking yet putting together the right combination of technology to solve the workplace learning problem is what the learning professional can help with.

Experiments were conducted concerning fixation movements while climbing or descending the staircases at a subway station.  In climbing or descending, fixation movements differed, but tended to occur near the stairs and at occluding edges of floor or walls, and were greatly changed depending on if they were visible or not.  When climbing the staircases, fixation also changed depending on where the subject was located at the stairs, whether making a turn or walking straight at landing.  Fixation movements on the occluding edge, blocking off the turn following immediately after the stairs, inform us the danger that exists.

Visual information is critical for planning and guiding locomotion. Visual information provides advance notice about the size, composition, and location of obstacles in the environment so that we can control locomotion prospectively

National Gallery of Canada this structure is based on "impossible staircase" devised by the famed twentieth-century psychiatrist, geneticist, mathematician, and chess theorist Lionel Penrose. Escher formulated the structure so that one line of monks is continually descending the stairs while the other line is always ascending; they follow each other in a never-ending spiral that never reaches any destination.

In most cases the impossibility becomes apparent after viewing the figure for a few seconds. However, the initial impression of a 3D object remains even after it has been contradicted. There are also more subtle examples of impossible objects where the impossibility does not become apparent spontaneously and it is necessary to consciously examine the geometry of the implied object to determine that it is impossible.

The unsettling nature of impossible objects occurs because of our natural desire to interpret 2D drawings as three-dimensional objects.

The way you look at an object can affect how you see it. Sometimes there are two images in the same picture, but you can only see one at a time so your brain chooses one. Ambiguous figures demonstrates our ability to shift between figure and ground which provides the basis for the two.

They exemplify the fact that sometimes the same perceptual input can lead to very different representations. Teaching us to learn to our best, when faced with any ambiguity.

Spiderweb Model

People have got to get to know each other in social change work. Sometimes we assume that just because we share a common interest we’ll get to know each other, and that’s just not true! Projects will go on for months before people really get comfortable with each other.

When a group of people are preparing to participate in social change, there needs to be some breaking down of inhibitions before they become group participants. "There is no 'I' in T-E-A-M". Before a group can build effective solutions to the problems facing their communities, they need to trust each other and communicate.

The idea is to discover which style represents your personal - your Comfort Zone. And to recognize the benefits and drawbacks of style - both in how you approach projects and in how to communicate with people who have a different style to you. And to develop the less-strong side - which, for many of us, should mean developing the 'just do it!' side.

People with the 'just do it!' approach learn-by-doing. Like the Spider's Web approach they have stretched themselves more, too. And, while they may not have successfully got everyone through the web, they have learned a lot about each other, about their personal styles, about what works and what doesn't work, and about how teams can pull it together.

We human beings are natural experimenters: after all, learning by doing and experimenting is how we learned to walk and talk. But at this early stage we were encouraged continually - even when we got it wrong.

It was only a bit later, when we began school, that we learned that there were 'right' and 'wrong' answers and that taking the time to get things right is rewarded. This is when we discovered that were penalties for being impulsive, for not thoroughly thinking things through and for unconventional views or impulsive actions.

Recognizing the penalties involved in not 'getting it right', many of us developed strategies for playing safe - avoiding such penalties. One such strategy was to avoid being spontaneous, or impulsive, or just having a go. And a great way of doing this was to evaluate and plan and talk and talk. We learned that it is wiser and safer to talk and to think rather than have a go.

Of course, it's not a matter of becoming a 'just do it!' person.

That's a bit too simplistic for a complex world. It's a matter of having the flexibility to do what will work best at any stage in a situation - and recognizing when to use which style. And for many of us this means we must first recognize our learned tendency to over-intellectualize rather than balance thinking with action.

In selling they will just dive in, make the pitch and ask for the sale - while the rest of us are wondering if this is the right time or if perhaps we should wait a bit longer while we develop a better relationship with our customer.

They do more. So they make more mistakes - many more.

But in doing so they learn much more. And, because they haven't bought into the get-it-right-every-time they are continually extending their repertoire of skills. And developing their self-belief and self-confidence along.

Tree Model

The Tree of Life is an eternal emanation of the Divine principle, and it lives and emanates within each unique human personality.  Every human being is a Tree of Life: we all have the powers or attributes that correspond to the divine. When you sit down and think deeply about the powers of your soul, your deepest self, it is possible to comprehend aspects. It is possible to look at any aspect of life and see the imprint of the Tree of Life, to sense the eternal vibration of its emanations. 

The trees that bend a little to the harmless breeze will later grow to withstand the wild wind. Similarly, if we maintain a degree of flexibility in our attitudes and viewpoints we will not be broken in any storm of criticism or opposition.

Leaves, though they can be small, are vital to the life of a tree. Similarly, expressions of encouragement and appreciation, whether it be by spoken word or in the form of a simple "Thank You" card can go a long way to build the spirits of the receiver. If they are wholly restrained, the motivation of others to work with us and support common goals may die at the roots.

Mighty oaks do indeed grow from little acorns. Efforts, when enriched with strong motivation and determination, will grow to fruition. Remember that the mighty oak tree was once a little nut that held its ground.

As David Zindell observed in "The Broken God", an acorn is unafraid to destroy itself in growing into a tree. Invigorate your life by letting go of the past and pressing forward to something new.

In forests, individual trees support one another. Whereas even a giant Sequoia growing by itself could be blown over, by interlocking its roots with other trees around it, Sequoias are able to stand as a grove against any wind. How much support do you share with those around you? Teamwork can accomplish much more than the sum of individual efforts, often making the difference between success and failure.

Leadership characteristic is to provide an environment that empowers and enables others to take on greater responsibility so that they, too, can develop into full-grown leaders.

Trees have extensive root systems. Some trees, such as mesquites, grow taproots that are often larger than the trunk and that can extend down into the ground hundreds of feet to reach vital sources of water. How extensive is your root system? Is it solidly embedded in principles and values that provide valuable guidance when life-decisions need to be made? 

It's important to have roots. In today's complex world, it pays to branch out. If you really believe in something, don't be afraid to go out on a limb. It's perfectly okay to be a late bloomer. Be flexible so you don't break when a harsh wind blows.

In nutshell you can't hide your true colors as you approach the autumn of your life.

Iceberg Model

A primary component in effective teaching or learning is the continual process of expanding your base of knowledge and skills because, although only the pinnacle is visible, but others will perceive the magnitude of the hidden base that defines your diving/teaching ability. 

On a more global scale, this principle underlies all credible teaching and is a good basis for anyone who desires to impart skills and knowledge to others, regardless of the target age group or the subject matter under discussion.

There's a lot going on in organizations that doesn't meet the eye.

It's a puzzled maze, Organizational life is something like an iceberg. Most leaders are aware of only about one-tenth of what is actually going on -- the tenth they can see and hear -- and often they think that is all there is. Some suspect that there may be more, but they don't know what it is and have no idea how to find out.

Not knowing can set an organization on a dangerous course. Just as a sailor's fate depends on knowing about the iceberg under the water, so an organization's fate depends on understanding the needs and patterns and feelings that lie beneath everyday organizational events.

Fortunately there are solutions to many of these puzzles. And for the ones without solutions, there are enabling ways to build bridges of learning and understanding. It is the role of leadership to find and share the known solutions. It is the role of leadership to guide the entire organization onto the path of building new bridges. By learning to see the structure below the water and to help the entire organization to see it as well.

In this age of rapidly expanding technology and means of connectedness, we are learning many new things about relationships with people. It is in this arena of relationship that successful organizations are born and thrive. We're entering a new era of the development of mankind where people can begin to work and live more comfortably with one another. 

Organizations are in the beginning of another evolution. Probably never before have so many people been discouraged and dissatisfied with the state of affairs in organizations. There are huge pockets of people demanding change. There is a cry for greater individual self-esteem and the nurturing contexts that support it.

"Organize don't Agonize"     

Chess Model

When you play a game of chess understand the plan and the ideas that are hidden in the blindfolded position too. There are many concepts and plans to be learned, & applied in your games too. Playing without a plan will make sure you lose, your pieces going aimlessly not working together harmoniously like a family to achieve a common goal. Chess strategies should be honed to paint as an artfully good player through. Be patient as genius also could not trod to it overnight.

Tactics is most vital. If can't see a combination, "How do you plan to win?"  you will be nothing more than a blind duck running around in circles. Before you learn to play the game in a positional way, try to develop your tactical abilities to the best. By keeping an eye  to all your positions where you slipped through. Involving yourself more is the way to magnify. Which can't be mastered only by reading books or solving puzzles though. It’s important to be able to find good ordinary routine moves, to apply chess strategies in your real game moves too.

Your superior knowledge gives you an advantage in a game of chess when you know the opening system better than your opponent do. This often makes the difference between winning and losing as the opponent drifts slowly, but surely, into a bad position. Drawing your opponents to be whatever you focus to win over.

Beginners of chess players discover very quickly that learning how the pieces move is the very tip of the tip of the chess playing iceberg. It's usually sometime during the first several moves of their very first chess game that they find themselves saying, "What now?"

Nothing here is carved in granite and there will be times later when you'll violate one or more of these principles. An underlying principle in the chess strategy of the chess opening is to try to control the center of the board. The chess board's center is typically defined as the four squares right in the middle of the board, its important as your pieces tend to be more mobile the closer they are to the center. Define your own center with the center of what you do, keeping it proportional all the way through.

The Queen is your most powerful piece, but she can't win a chess game all by herself. She's being a very enticing target for your opponent in a game, where she can be easily trapped on a crowded board. Generally, chess opening strategy dictates that the Queen is one of the last pieces you'll develop. Make sure we are not lost with or to the crowd though.

Career wise, you will learn that there are always exceptions to general strategic principles. Yes, you can think of chess as being divided between strategy and tactics. The truth is that chess is a game of strategy. Tactics make the difference of how easily you succeed to put in practice your strategy. Everything you do on the chess board is strategy. Tactics are subordinated along to what ever you do.

Bicycle Model

Bicycle is a perfect example of how pure, scientific ideas can be harnessed in a very practical piece of technology. People often say that it's virtually impossible to fall off a bicycle because its spinning wheels make it behave like a gyroscope—but, unfortunately, it's not quite that simple!

Scientists have been puzzling over what makes bicycles balance since they were invented, back in the 19th century. In 2007, a group of engineers and mathematicians announced they'd finally cracked the mystery with a set of incredibly complex mathematical equations that explain how a bicycle behaves—and it turns out that gyroscopes are only part of the story.

According to these scientists, who used 25 separate "parameters" or "variables" to describe every aspect of a bicycle's motion, there's no single reason for a bicycle's balance and stability. As they say:

"A simple explanation does not seem possible because the lean and steer are coupled by a combination of several effects including gyroscopic precession, lateral ground-reaction forces at the front wheel ground contact point trailing behind the steering axis, gravity and inertial reactions from the front assembly having center-of-mass off of the steer axis, and from effects associated with the moment of inertia matrix of the front assembly"

In fact, let's ask a basic question: “What is learning?”

It is important to note that learning and behavior are linked together. Learning can change or modify our behavior, while our behaviors are often antecedents for additional learning. You cannot have one without the other. For instance, consider the steps in learning to ride a bicycle. First, we see someone riding a bicycle. Either out of curiosity, desire, or necessity, we decide to learn to ride. We push on the pedals to propel the bike forward. Balance is an important part of riding a bike. As we ride the bike, we may fall several times. We may complete one behavior, i.e. pushing down on the pedals, & with it improper balance may cause us to fall. From the consequence, we learn to lean more to the opposite side so we won't fall on the next try.

This process or trial and error continues until we get used to the feeling of balance required to stay upright. We are proud of ourselves as we speed down the street with perfect balance until we realize we don't know how to stop. After more tries and more skinned knees, we finally learn how to stop without getting injured. As seen in this example, learning & behavior precedes additional learning which in turn modifies our behaviors. Therefore these two concepts learning & behavior must co-occur for progress to take place.

"Learning how to learn is one of the most important skills in LIFE"