The Neuroscience of Strategic Leadership

Neuroscience and learning are being researched ongoing.  We know, for instance, that learning is optimized when students develop metacognitive strategies.  Metacognitive = to be thinking about ones own thinking in search of optimizing and deepening learning.   When metacognitive, problems are approached by trying to predict outcomes, explaining ideas to oneself, noting and learning from failures, and activating prior knowledge.

In this video, there is a discussion of low road vs. high road strategic decisions in business – the low road being impulsive, with short term thinking applied.  The high road described is more appropriate and effective for wise leadership and navigation of organizations and involves reflection, experience, and more.  This aligns with core principles of neuroscience and learning –

Article below from Strategy and Business, video above.


Neuroscience research shows how to become a better leader.

Source: The Neuroscience of Strategic Leadership

How to Accelerate Learning on Your Team

We know that experiential learning is the best, most common way to learn.  We learn by doing.  What does that mean for learning in the workplace?  If the business is not learning, though learning is required, how do we accelerate the learning process for a team?  We have other work to do, but without continual learning we cannot maintain relevancy, we can not perform effectively.  This article outlined some key principles for accelerating learning on a team.

  • Shorten the loop (the loop referred to by Kolb, Argyris, etc)
  • Think like an architect
  • Look upstream
  • Gather feedback on how the system is doing, rather than rating individuals  (YES!)
  • Create forums for team learning
  • Iterate – evolve your system over time

See article below for comprehensive descriptions on bullets mentioned above.  Excellent articulation of such an important topic.

The key to designing better, faster feedback systems.

Source: How to Accelerate Learning on Your Team

Virtual Training Modalities: How To Choose the Best Option?

This article from Shift’s website is very helpful for choosing modalities of workplace learning delivery.  Although some companies are restricted from learning that is deemed unsafe because of data risk that some modes do involve, in general this is a good chart of what, why, and how to assess the best type of learning needed.  Link to full article at the bottom.


Does your company need to implement a virtual training program? If this is the case, you’ve probably going to need to read this.

Source: Virtual Training Modalities: How To Choose the Best Option?

Broad and Deep Instructional Design Skills | Experiencing E-Learning

Yes, the core of being a good learning designer is creating good learning experiences.  There are so many tools, so many ways to accomplish this that broad skills and understanding are the most important thing.  This image, the T Shaped SkillSet by Cammy Bean is right on target.   Link to full article is below.


<<Do instructional designers or learning experience designers need to know how to use development tools, or should they focus just on analysis and design? >>

Source: Broad and Deep Instructional Design Skills | Experiencing E-Learning

Using Design Thinking to Embed Learning in Our Jobs

Yes.  Wonderful article by Josh Bersin – a realistic article.  Today’s new learners want embedded learning, bite sized, easy to access.  And surprisingly, although research points to this need and desire by learners, business leaders still cite the “need for improved organizational learning.”  Josh says it all.


<<The focus should be on employee experience.>>

Source: Using Design Thinking to Embed Learning in Our Jobs

Breaking the Code: What Motivates Adult Learners?


Though my focus is always andragogy (adult education, coined by Malcolm Knowles) I often make the argument that more and more often the line between pedagogy and andragogy is blurred.  This article brought me back to some fundamental differences.  Regardless of information accessibility and immersion in special interests, very few people under 17 have the job relevance – thus the immediate application of new learning in context – so I remain on the fence about this.


<<The adult learner has enough responsibilities and burdens on his shoulders; create a course that is his ally. Here’s how.>>

Source: Breaking the Code: What Motivates Adult Learners?

Don’t Panic, But Our Technology Now Defies Human Understanding 

<<Even the scientists who make our most complicated software are sometimes baffled by how it works and, more frighteningly, by how it breaks.>>

This is a great article as we enter an age when we are not sure of jobs and functions that will be replaced with artificial intelligence.  No question it is happening now and will continue to happen.  But what about when it breaks?


Source: Don’t Panic, But Our Technology Now Defies Human Understanding | Co.Exist | ideas + impact

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