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string(37) "An Introduction to Performance Issues"
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["title"]=>
string(25) "Added to the three brains"
["link"]=>
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string(325) "Added to the three brains, two brains, one brain and brain cells there are brain waves, which play an active part in the reception and retention of information. The four brain waves are:
Beta – This is the brain wave of your conscious mind; it characterises logical thought, analysis and action. You are at your most [...]"
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string(1314) "Added to the three brains, two brains, one brain and brain cells there are brain waves, which play an active part in the reception and retention of information. The four brain waves are:
Beta – This is the brain wave of your conscious mind; it characterises logical thought, analysis and action. You are at your most active and alert. Alpha – This is the brain wave that characterises relaxation and meditation; the state of mind during which you daydream and let your imagination run. It is a state of relaxed alertness that facilitates inspiration, fast assimilation of facts and heightened memory.
Theta – This is associated with the early stages of sleep or deep reverie. This ‘twilight zone’ allows your mind to process the day’s events and information. It is when you may experience flashes of inspiration or creativity. Evidence has been gathered to indicate that Rapid Eye Movement (REM), which occurs during this stage of sleep, helps boost memory. In fact, it provides the opportunity to transfer information from short-term memory to long-term memory. Delta – This brain wave is displayed during deep dreamless sleep.
Taken From: Accelerated learning in a digital information environment
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string(325) "Added to the three brains, two brains, one brain and brain cells there are brain waves, which play an active part in the reception and retention of information. The four brain waves are:
Beta – This is the brain wave of your conscious mind; it characterises logical thought, analysis and action. You are at your most [...]"
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string(1314) "Added to the three brains, two brains, one brain and brain cells there are brain waves, which play an active part in the reception and retention of information. The four brain waves are:
Beta – This is the brain wave of your conscious mind; it characterises logical thought, analysis and action. You are at your most active and alert. Alpha – This is the brain wave that characterises relaxation and meditation; the state of mind during which you daydream and let your imagination run. It is a state of relaxed alertness that facilitates inspiration, fast assimilation of facts and heightened memory.
Theta – This is associated with the early stages of sleep or deep reverie. This ‘twilight zone’ allows your mind to process the day’s events and information. It is when you may experience flashes of inspiration or creativity. Evidence has been gathered to indicate that Rapid Eye Movement (REM), which occurs during this stage of sleep, helps boost memory. In fact, it provides the opportunity to transfer information from short-term memory to long-term memory. Delta – This brain wave is displayed during deep dreamless sleep.
Taken From: Accelerated learning in a digital information environment
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["title"]=>
string(41) "Get Your Credit History and get the Loans"
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string(31) "Tue, 21 Jul 2009 04:38:44 +0000"
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string(309) "Credit history is an important thing for people who want to apply for a loan. Lenders and banks usually consider the loans for you based on your credit history. If you have good credit history, you can get the loans easier. The overview of your credit history is written on your credit report. There are [...]"
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string(1719) "Credit history is an important thing for people who want to apply for a loan. Lenders and banks usually consider the loans for you based on your credit history. If you have good credit history, you can get the loans easier. The overview of your credit history is written on your credit report. There are a lot of places which can help you to get your credit report so you should find the right one.
Credit nexus is the right place to get the credit report you needs because credit nexus allows you to get a complete, accurate, and comprehensive free credit report. So, if you really need the credit report, you should check out Creditnexus.com. This website gives you an ease for your credit check because it has security system which can catch and stop identity theft. You can get totally free credit report easily because you only need to provide some personal information include your social security number.
Credit nexus will not only give the credit report you need but you will also get protection for your account. So, if you need the credit report, you should open the website now and sign up for the credit report.
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Credit nexus is the right place to get the credit report you needs because credit nexus allows you to get a complete, accurate, and comprehensive free credit report. So, if you really need the credit report, you should check out Creditnexus.com. This website gives you an ease for your credit check because it has security system which can catch and stop identity theft. You can get totally free credit report easily because you only need to provide some personal information include your social security number.
Credit nexus will not only give the credit report you need but you will also get protection for your account. So, if you need the credit report, you should open the website now and sign up for the credit report.
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["title"]=>
string(29) "The Overpowering Employee (2)"
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string(31) "Mon, 20 Jul 2009 16:33:31 +0000"
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string(349) "• An employee who does not listen well to her teammates’ ideas
should be required to take notes as her teammates talk. The employee should then summarize what she thinks their key points
were and verify her understanding of these points with her teammates. The verification step must be done before any different
ideas or challenges can be [...]"
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string(2568) "• An employee who does not listen well to her teammates’ ideas
should be required to take notes as her teammates talk. The employee should then summarize what she thinks their key points
were and verify her understanding of these points with her teammates. The verification step must be done before any different
ideas or challenges can be brought up. Just listening for understanding and checking in with teammates can sometimes slow
down an employee’s tendency to overpower a conversation.
• If one employee monopolizes meeting time, develop a meeting format that does not allow excessive talking. One method is to place
all presentations by teammates first on the agenda, followed by items that are not open for discussion. Announce at the beginning of
the meeting that you will not be stopping for discussion during presentations. All comments or ideas should be held until the end of the meeting. Then allow very little time for discussion at the end. I once was in a group that did not allow anyone to make a second comment until every member had participated at least once. That put pressure on shy people to speak up, but it also stymied loquacious employees who would otherwise have monopolized the conversation.
• In meetings with obnoxious or intimidating folks, walk over and
stand very close to them. Some employees are looking for attention,
and this seems to satisfy this need. Others may simply be made uncomfortable by this closeness and grow quieter. For whatever reasons, close physical proximity of a speaker or manager tends to subdue some obnoxious employees.
• Structure, structure, structure is what some overpowering employees need. For a given period, structure how meetings are held, how ideas are solicited, and other forms of group communication. During presentations, have departmental rules about how many comments can be made by one person and veto interruptions. Providing guidelines may give the overpowering employee the boundaries he is seeking. Be sure to present this as a means for drawing out communication from more employees. If you do not share your reasons, even good employees may find these rules punitive. Use common sense, and if these rules prove to be too restrictive, change your mind. After all, you did not say that you planned to monitor participation forever. However, if the structure works well for most employees, you may want to keep the new format.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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ideas or challenges can be [...]"
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ideas or challenges can be brought up. Just listening for understanding and checking in with teammates can sometimes slow
down an employee’s tendency to overpower a conversation.
• If one employee monopolizes meeting time, develop a meeting format that does not allow excessive talking. One method is to place
all presentations by teammates first on the agenda, followed by items that are not open for discussion. Announce at the beginning of
the meeting that you will not be stopping for discussion during presentations. All comments or ideas should be held until the end of the meeting. Then allow very little time for discussion at the end. I once was in a group that did not allow anyone to make a second comment until every member had participated at least once. That put pressure on shy people to speak up, but it also stymied loquacious employees who would otherwise have monopolized the conversation.
• In meetings with obnoxious or intimidating folks, walk over and
stand very close to them. Some employees are looking for attention,
and this seems to satisfy this need. Others may simply be made uncomfortable by this closeness and grow quieter. For whatever reasons, close physical proximity of a speaker or manager tends to subdue some obnoxious employees.
• Structure, structure, structure is what some overpowering employees need. For a given period, structure how meetings are held, how ideas are solicited, and other forms of group communication. During presentations, have departmental rules about how many comments can be made by one person and veto interruptions. Providing guidelines may give the overpowering employee the boundaries he is seeking. Be sure to present this as a means for drawing out communication from more employees. If you do not share your reasons, even good employees may find these rules punitive. Use common sense, and if these rules prove to be too restrictive, change your mind. After all, you did not say that you planned to monitor participation forever. However, if the structure works well for most employees, you may want to keep the new format.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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string(29) "The Overpowering Employee (1)"
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string(436) "Some employees bulldoze over other employees, obnoxiously pushing
forward their opinions and agendas while leaving little room for the
ideas of others. They don’t listen and they don’t take direction well, and this can lead to authority and discipline problems. Employees may demonstrate this overpowering behavior in several ways:
• Dominating meetings
• Dominating conversations
• Pushing agendas too aggressively
What [...]"
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forward their opinions and agendas while leaving little room for the
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• Dominating meetings
• Dominating conversations
• Pushing agendas too aggressively
What can you do besides sending the employee’s mother a nasty letter for not teaching him or her to share and play nicely with others? The following interventions should help.
DOMINATING MEETINGS
This employee is the dominator. If he doesn’t have the floor, he steals it. Once he has it, he holds forth for far too long. He may have a dismissive way of brushing aside the ideas of others, since he is so focused on his own ideas. The dominator must be stopped by an intervention because he will never have the sensitivity to stop himself.
Interventions
• If the overpowering employee’s talking too much in meetings is a
problem, enlist the employee’s help to encourage a shy coworker to participate more. Tell the employee that as part of employee development, you are asking a less vocal coworker to speak up more in meetings. Ask the talkative employee to talk only when absolutely necessary in order to put pressure on the quiet employee to contribute.
• Ask the employee to write down her thoughts during the meeting
instead of verbalizing all of them. Later, she can edit them, perhaps
with your guidance, and share by email what she had wanted to hold forth on in the meeting. Sometimes this follow-up is so much trouble for the employee that the sharing is never done. In some cases, that’s just fine.
• Give the employee specific boundaries regarding how many times
and how long he can speak in meetings. For example, tell the
employee that he can speak only twice in a meeting and for no more than 3 minutes each time. You may want to offer him a reward for doing this in one or two meetings.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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• Dominating meetings
• Dominating conversations
• Pushing agendas too aggressively
What [...]"
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• Dominating meetings
• Dominating conversations
• Pushing agendas too aggressively
What can you do besides sending the employee’s mother a nasty letter for not teaching him or her to share and play nicely with others? The following interventions should help.
DOMINATING MEETINGS
This employee is the dominator. If he doesn’t have the floor, he steals it. Once he has it, he holds forth for far too long. He may have a dismissive way of brushing aside the ideas of others, since he is so focused on his own ideas. The dominator must be stopped by an intervention because he will never have the sensitivity to stop himself.
Interventions
• If the overpowering employee’s talking too much in meetings is a
problem, enlist the employee’s help to encourage a shy coworker to participate more. Tell the employee that as part of employee development, you are asking a less vocal coworker to speak up more in meetings. Ask the talkative employee to talk only when absolutely necessary in order to put pressure on the quiet employee to contribute.
• Ask the employee to write down her thoughts during the meeting
instead of verbalizing all of them. Later, she can edit them, perhaps
with your guidance, and share by email what she had wanted to hold forth on in the meeting. Sometimes this follow-up is so much trouble for the employee that the sharing is never done. In some cases, that’s just fine.
• Give the employee specific boundaries regarding how many times
and how long he can speak in meetings. For example, tell the
employee that he can speak only twice in a meeting and for no more than 3 minutes each time. You may want to offer him a reward for doing this in one or two meetings.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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["title"]=>
string(33) "Best Eyeglasses for Your Children"
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["pubdate"]=>
string(31) "Wed, 15 Jul 2009 04:09:14 +0000"
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string(301) "Now that the school has been about to begin, you as a parent will get confused to fulfill your children’s needs which are varied to what they require during the studying process.
Eyeglasses are one of the things you need to give to your children if they are depending to this thing. Now you [...]"
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Eyeglasses are one of the things you need to give to your children if they are depending to this thing. Now you can see Zenni Optical on TV!!! This brand will ease your mind about how to find the best eyeglass for your children.
Give a High Five to Zenni Optical for it is able to support your children both on the functional and fashion terms. It even allows you to buy the $ 8 Rx eyeglasses online.
"
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Eyeglasses are one of the things you need to give to your children if they are depending to this thing. Now you can see Zenni Optical on TV!!! This brand will ease your mind about how to find the best eyeglass for your children.
Give a High Five to Zenni Optical for it is able to support your children both on the functional and fashion terms. It even allows you to buy the $ 8 Rx eyeglasses online.
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["title"]=>
string(17) "A reader’s eyes"
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["pubdate"]=>
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string(271) "A reader’s eyes do not move over print in a smooth manner. If they did, they would not be able to see anything, because the eye can only see things clearly when it can hold them still. If an object is still, the eye must be still in order to see it, and if an [...]"
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string(1951) "A reader’s eyes do not move over print in a smooth manner. If they did, they would not be able to see anything, because the eye can only see things clearly when it can hold them still. If an object is still, the eye must be still in order to see it, and if an object is moving, the eye must move with the object in order to see it. When you read a line, the eyes move in a series of quick jumps and still intervals. The jumps themselves are so quick as to take almost no time, but the fixations can take anywhere from a quarter to one and a half seconds. At the slowest speeds of fixation a student’s reading speed would be less than one
hundred w.p.m.
Thus the eye takes short gulps of information. In between it is not actually seeing anything; it is moving from one point to another. We do not notice these jumps because the information is held over in the brain and integrated from one fixation to the next so that we can perceive a smooth flow. The eye is rarely still for more than half a second. Even when you feel the eye is completely still (as when you look steadily at a fixed point such as the following comma), it will in fact be making a number of small movements around the point. If the eye were not constantly shifting in this way, and making new fixations, the image would rapidly fade and disappear. The untrained eye takes about a quarter of a second at each point of fixation, so it is limited to about four fixations per second. Each fixation of an average reader will take in two or three words, so that to read a line on this page probably takes between three and six fixations. The duration of the stops and the number of words taken in by each fixation will vary considerably, depending on both the material being read and the individual’s
reading skill.
Taken From: The Speed Reading Course
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hundred w.p.m.
Thus the eye takes short gulps of information. In between it is not actually seeing anything; it is moving from one point to another. We do not notice these jumps because the information is held over in the brain and integrated from one fixation to the next so that we can perceive a smooth flow. The eye is rarely still for more than half a second. Even when you feel the eye is completely still (as when you look steadily at a fixed point such as the following comma), it will in fact be making a number of small movements around the point. If the eye were not constantly shifting in this way, and making new fixations, the image would rapidly fade and disappear. The untrained eye takes about a quarter of a second at each point of fixation, so it is limited to about four fixations per second. Each fixation of an average reader will take in two or three words, so that to read a line on this page probably takes between three and six fixations. The duration of the stops and the number of words taken in by each fixation will vary considerably, depending on both the material being read and the individual’s
reading skill.
Taken From: The Speed Reading Course
"
["date_timestamp"]=>
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array(13) {
["title"]=>
string(16) "SHY ON THE PHONE"
["link"]=>
string(24) "http://bio-cs.com/?p=729"
["comments"]=>
string(33) "http://bio-cs.com/?p=729#comments"
["pubdate"]=>
string(31) "Sat, 11 Jul 2009 16:25:21 +0000"
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string(337) "An employee who can carry on a perfectly pleasant conversation in person may suddenly lose all his or her interpersonal skills on the phone. What causes this phenomenon? First, the employee may come from a home in which the telephone was used strictly for conveying necessary information. In the 1950s, some communities still had a [...]"
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string(2199) "An employee who can carry on a perfectly pleasant conversation in person may suddenly lose all his or her interpersonal skills on the phone. What causes this phenomenon? First, the employee may come from a home in which the telephone was used strictly for conveying necessary information. In the 1950s, some communities still had a lot of party lines. Some families with these lines developed very abrupt styles on the telephone in order to keep the line clear and to be considerate of others. Those individuals often passed their style on to their children, who may now work for you. In other cases, a person may feel frustrated because he is most expressive with his face and body language. The telephone hampers his style and is not comfortable. There are many reasons for a person to
avoid saying much on the phone. For every such employee, however, there is an intervention.
Interventions
• In many cases, the employee is not aware that his style is terse or
stand-offish. Simply describing the employee’s behavior using a couple of examples may be all it takes to see a remarkable change.
Although the employee will probably be stunned to know that his
style is so different from the norm, awareness of this may effect
an immediate change. Be sure to convey your constructive criticism
sensitively.
• Role-play a couple of typical workplace phone conversations with
the employee. Tell her ways in which she can be more conversant
and positive.
• Telephone skills classes and videos offer great modeling of correct
style. See the American Management Association’s list ofofferings.
Shy or uncommunicative employees can make tremendous contributions if they are managed effectively. Explore ways to bring out these often insightful employees, and develop an appreciation for their communication style. Pause to consider the parts of this quiet employee’s personality that are beneficial to the employee and to your team. Then implement interventions that will strengthen the shy employee and the team simultaneously.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(337) "An employee who can carry on a perfectly pleasant conversation in person may suddenly lose all his or her interpersonal skills on the phone. What causes this phenomenon? First, the employee may come from a home in which the telephone was used strictly for conveying necessary information. In the 1950s, some communities still had a [...]"
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avoid saying much on the phone. For every such employee, however, there is an intervention.
Interventions
• In many cases, the employee is not aware that his style is terse or
stand-offish. Simply describing the employee’s behavior using a couple of examples may be all it takes to see a remarkable change.
Although the employee will probably be stunned to know that his
style is so different from the norm, awareness of this may effect
an immediate change. Be sure to convey your constructive criticism
sensitively.
• Role-play a couple of typical workplace phone conversations with
the employee. Tell her ways in which she can be more conversant
and positive.
• Telephone skills classes and videos offer great modeling of correct
style. See the American Management Association’s list ofofferings.
Shy or uncommunicative employees can make tremendous contributions if they are managed effectively. Explore ways to bring out these often insightful employees, and develop an appreciation for their communication style. Pause to consider the parts of this quiet employee’s personality that are beneficial to the employee and to your team. Then implement interventions that will strengthen the shy employee and the team simultaneously.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
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[7]=>
array(13) {
["title"]=>
string(25) "Techniques in this course"
["link"]=>
string(24) "http://bio-cs.com/?p=909"
["comments"]=>
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["pubdate"]=>
string(31) "Wed, 08 Jul 2009 04:00:21 +0000"
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string(289) "Techniques in this course will reduce the time for each fixation (the assimilation of a group of words simultaneously) to less than a quarter of a second, and the size of fixation can be increased from one or two short words to as many as five words or half a line. Your eyes will be [...]"
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string(1559) "Techniques in this course will reduce the time for each fixation (the assimilation of a group of words simultaneously) to less than a quarter of a second, and the size of fixation can be increased from one or two short words to as many as five words or half a line. Your eyes will be doing less physical work; rather than having as many as 500 tightly focused fixations per page, you will be making about 100, each of which is less fatiguing, and reading speed will exceed 1,000. w.p.m. on light material.
The Eye and its Movements
In order to understand how we read and how reading may be improved, we must first look a little at how the eye works. Light entering the eye is focused by the lens onto the retina, which lines the inside of the eye. The retina itself consists of hundreds of millions of tiny cells responsive to light. Some cells - the cones - respond to specific colours; others - the rods - to the overall light intensity. These cells are connected to a web of nerves extending over the retina, which relay information to the visual cortex.
The centre of the retina, called the fovea, is a small area in which the cells are much more tightly packed, so that the perception of images falling on the fovea is much sharper and more detailed than elsewhere on the retina. When we focus our attention on something, the light from that item is focused onto the fovea - this is called a fixation.
Taken From: The Speed Reading Course
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string(289) "Techniques in this course will reduce the time for each fixation (the assimilation of a group of words simultaneously) to less than a quarter of a second, and the size of fixation can be increased from one or two short words to as many as five words or half a line. Your eyes will be [...]"
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string(1559) "Techniques in this course will reduce the time for each fixation (the assimilation of a group of words simultaneously) to less than a quarter of a second, and the size of fixation can be increased from one or two short words to as many as five words or half a line. Your eyes will be doing less physical work; rather than having as many as 500 tightly focused fixations per page, you will be making about 100, each of which is less fatiguing, and reading speed will exceed 1,000. w.p.m. on light material.
The Eye and its Movements
In order to understand how we read and how reading may be improved, we must first look a little at how the eye works. Light entering the eye is focused by the lens onto the retina, which lines the inside of the eye. The retina itself consists of hundreds of millions of tiny cells responsive to light. Some cells - the cones - respond to specific colours; others - the rods - to the overall light intensity. These cells are connected to a web of nerves extending over the retina, which relay information to the visual cortex.
The centre of the retina, called the fovea, is a small area in which the cells are much more tightly packed, so that the perception of images falling on the fovea is much sharper and more detailed than elsewhere on the retina. When we focus our attention on something, the light from that item is focused onto the fovea - this is called a fixation.
Taken From: The Speed Reading Course
"
["date_timestamp"]=>
int(1247025621)
}
[8]=>
array(13) {
["title"]=>
string(15) "The buzz phrase"
["link"]=>
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["comments"]=>
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["pubdate"]=>
string(31) "Sun, 05 Jul 2009 01:58:05 +0000"
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string(311) "The buzz phrase, learning how to learn, has been around for a number of years. Over the last decade or so psychologists have begun to discover more of how the brain works, how facts can be rapidly and deeply fixed in long-term memory and how we learn. The teaching method of Accelerated Learning has drawn [...]"
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string(2945) "The buzz phrase, learning how to learn, has been around for a number of years. Over the last decade or so psychologists have begun to discover more of how the brain works, how facts can be rapidly and deeply fixed in long-term memory and how we learn. The teaching method of Accelerated Learning has drawn upon the work of Dr. Georgi Lozanov, a Bulgarian research psychologist and Harvard educator, Dr. Howard Gardner. It also includes studies of Nobel laureates such as neuroscientist Roger Sperry and neurobiologist Gerald Edelman.
SURVIVAL SKILLS
Two skills – fast learning and clear thinking are the key to survival in the 21st Century. These skills produce self reliance; an ability to manage your own learning, to master the volume of information and to see its significance and meaning, and to know how to use the information to design and develop creative products and creative answers to problems.
LOZANOV METHOD
Lozanov constantly advocated that everything in the classroom needed to suggest success. Negative limiting expectations needed to be broken down and positive expectations needed to be built up. Six main principles featured in the classrooms of Lozanov and form the basis for Accelerated Learning classrooms.
1. Remove all negative mental blocks that cramp the natural learning ability. Desuggest the idea that your ability is limited.
2. Relax – information is rapidly and effortlessly absorbed in a relaxed state.
3. Create a mental map of the information you are going to learn.
4. ‘Active Concert’ – the medium is the message. Music, rhythm, drama, visual stimuli are a part of the learning process.
5. Take a short break. ‘Receptive Concert’ – subconscious time to absorb the review process involving sound and visual stimuli.
6. Sleep on it followed by ‘Activations’- series of games, or puzzles and/or activities devised to review the previous day’s work.
(Rose: 1985: 84-86)
This style of teaching is designed to bring about ‘learning in the round’. Colin Rose, author of a number of resources on Accelerated Learning, personally experienced a learning episode using the Lozanov method and says “ …every single element of the class is positive – no criticism, just encouragement. It is the sort of supportive atmosphere that a child normally learns in. Everything was focused to ensure effective, stress-free learning. Words, pictures, and sound were all coordinated. Left brain/right brain activity was coordinated. Conscious/subconscious influences were coordinated. The childlike joy of learning was married to the adult’s store of prior knowledge. The Lozanov method is holistic learning at a very refined level.” (Rose: 1985: 87)
Taken From: Accelerated learning in a digital information environment
"
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string(311) "The buzz phrase, learning how to learn, has been around for a number of years. Over the last decade or so psychologists have begun to discover more of how the brain works, how facts can be rapidly and deeply fixed in long-term memory and how we learn. The teaching method of Accelerated Learning has drawn [...]"
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string(2945) "The buzz phrase, learning how to learn, has been around for a number of years. Over the last decade or so psychologists have begun to discover more of how the brain works, how facts can be rapidly and deeply fixed in long-term memory and how we learn. The teaching method of Accelerated Learning has drawn upon the work of Dr. Georgi Lozanov, a Bulgarian research psychologist and Harvard educator, Dr. Howard Gardner. It also includes studies of Nobel laureates such as neuroscientist Roger Sperry and neurobiologist Gerald Edelman.
SURVIVAL SKILLS
Two skills – fast learning and clear thinking are the key to survival in the 21st Century. These skills produce self reliance; an ability to manage your own learning, to master the volume of information and to see its significance and meaning, and to know how to use the information to design and develop creative products and creative answers to problems.
LOZANOV METHOD
Lozanov constantly advocated that everything in the classroom needed to suggest success. Negative limiting expectations needed to be broken down and positive expectations needed to be built up. Six main principles featured in the classrooms of Lozanov and form the basis for Accelerated Learning classrooms.
1. Remove all negative mental blocks that cramp the natural learning ability. Desuggest the idea that your ability is limited.
2. Relax – information is rapidly and effortlessly absorbed in a relaxed state.
3. Create a mental map of the information you are going to learn.
4. ‘Active Concert’ – the medium is the message. Music, rhythm, drama, visual stimuli are a part of the learning process.
5. Take a short break. ‘Receptive Concert’ – subconscious time to absorb the review process involving sound and visual stimuli.
6. Sleep on it followed by ‘Activations’- series of games, or puzzles and/or activities devised to review the previous day’s work.
(Rose: 1985: 84-86)
This style of teaching is designed to bring about ‘learning in the round’. Colin Rose, author of a number of resources on Accelerated Learning, personally experienced a learning episode using the Lozanov method and says “ …every single element of the class is positive – no criticism, just encouragement. It is the sort of supportive atmosphere that a child normally learns in. Everything was focused to ensure effective, stress-free learning. Words, pictures, and sound were all coordinated. Left brain/right brain activity was coordinated. Conscious/subconscious influences were coordinated. The childlike joy of learning was married to the adult’s store of prior knowledge. The Lozanov method is holistic learning at a very refined level.” (Rose: 1985: 87)
Taken From: Accelerated learning in a digital information environment
"
["date_timestamp"]=>
int(1246759085)
}
[9]=>
array(13) {
["title"]=>
string(20) "Neither the Look-Say"
["link"]=>
string(24) "http://bio-cs.com/?p=906"
["comments"]=>
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["pubdate"]=>
string(31) "Thu, 02 Jul 2009 03:46:38 +0000"
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["description"]=>
string(346) "Neither the Look-Say method nor the Phonic method, either in isolation or in combination, are adequate for teaching an individual to read in the complete sense of the word. Both these methods are designed to cover the first stage of reading, the stage of recognition, with some attempt at assimilation and intraintegration, but children are [...]"
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string(2004) "Neither the Look-Say method nor the Phonic method, either in isolation or in combination, are adequate for teaching an individual to read in the complete sense of the word. Both these methods are designed to cover the first stage of reading, the stage of recognition, with some attempt at assimilation and intraintegration, but children are given little help on how to comprehend and integrate the material properly, nor on how to ensure it is remembered. The methods currently used in schools do not touch on the problems of speed, retention, recall, selection, rejection, concentration and note taking, and indeed all those skills which can be described as advanced reading techniques.
In short, most of your reading problems have not been dealt with during your initial education. By using appropriate techniques, the limitations of early education can be overcome and reading ability improved by 500% or more. For example, skipping back over words can be eliminated as 90% of back-skipping is unnecessary for understanding. The 10% of words that do need to be reconsidered are probably words which need to be looked up in a dictionary and clearly defined.
GOLDEN RULE: When studying this course, and indeed, whenever reading
passages that you want to understand and make use of, make sure never to pass by a word or concept that you do not understand. If you do pass by a misunderstood word or concept, the rest of the text will probably become incomprehensible, and you will feel distracted and bored. If it’s worth reading at all, then you owe it to yourself to define any word you’re not sure of, or find the misunderstood word(s) in the concept that is unclear and sort that out before going further. If your studies bog down, go back to where you were doing well, clear up your understanding and start off again from that point.
Taken From: The Speed Reading Course
"
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string(346) "Neither the Look-Say method nor the Phonic method, either in isolation or in combination, are adequate for teaching an individual to read in the complete sense of the word. Both these methods are designed to cover the first stage of reading, the stage of recognition, with some attempt at assimilation and intraintegration, but children are [...]"
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string(2004) "Neither the Look-Say method nor the Phonic method, either in isolation or in combination, are adequate for teaching an individual to read in the complete sense of the word. Both these methods are designed to cover the first stage of reading, the stage of recognition, with some attempt at assimilation and intraintegration, but children are given little help on how to comprehend and integrate the material properly, nor on how to ensure it is remembered. The methods currently used in schools do not touch on the problems of speed, retention, recall, selection, rejection, concentration and note taking, and indeed all those skills which can be described as advanced reading techniques.
In short, most of your reading problems have not been dealt with during your initial education. By using appropriate techniques, the limitations of early education can be overcome and reading ability improved by 500% or more. For example, skipping back over words can be eliminated as 90% of back-skipping is unnecessary for understanding. The 10% of words that do need to be reconsidered are probably words which need to be looked up in a dictionary and clearly defined.
GOLDEN RULE: When studying this course, and indeed, whenever reading
passages that you want to understand and make use of, make sure never to pass by a word or concept that you do not understand. If you do pass by a misunderstood word or concept, the rest of the text will probably become incomprehensible, and you will feel distracted and bored. If it’s worth reading at all, then you owe it to yourself to define any word you’re not sure of, or find the misunderstood word(s) in the concept that is unclear and sort that out before going further. If your studies bog down, go back to where you were doing well, clear up your understanding and start off again from that point.
Taken From: The Speed Reading Course
"
["date_timestamp"]=>
int(1246506398)
}
[10]=>
array(13) {
["title"]=>
string(19) "SHY WITH MANAGEMENT"
["link"]=>
string(24) "http://bio-cs.com/?p=727"
["comments"]=>
string(33) "http://bio-cs.com/?p=727#comments"
["pubdate"]=>
string(31) "Mon, 29 Jun 2009 16:20:18 +0000"
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string(328) "This employee cannot talk comfortably with you. Perhaps the employee cannot maintain eye contact or may simply get nervous or avoid you. These are just some of the clues that an employee is very shy around you because you supervise or manage him or her. Some employees are very comfortable around peers but suddenly become [...]"
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string(2189) "This employee cannot talk comfortably with you. Perhaps the employee cannot maintain eye contact or may simply get nervous or avoid you. These are just some of the clues that an employee is very shy around you because you supervise or manage him or her. Some employees are very comfortable around peers but suddenly become shy around superiors. Often this is rooted in an upbringing that stressed respect for, or even fear of, authority. A little of this respect is a good thing. Too much blocks healthy communication between manager and employee. The following interventions will open up those vital communication lines.
Interventions
• Be creative in giving the shy employee more control. Overly sensitive employees may need to feel more in control of the mode of
communication in order to handle the communication well. Do you need to communicate with the employee about something that you think he may be overly sensitive about? Ask him if he wants to choose a different location for the talk. If you usually meet in your office, would he prefer to walk to the cafeteria with you and have coffee? After you discuss the issue, would he like the option of responding by email and agreeing to discuss the email with you at a later time? Offering to put the employee in his comfort zone goes a long way toward calming some very sensitive people.
• Ask the employee to tell you about the greatest relationship she
has ever had with a boss. Make mental notes as she talks about
what that boss did that made the employee open up. Summarize
the information for the employee: “So you liked Don Watson’s way of talking about projects to you ahead of time and allowing you to brainstorm before you had to offer an opinion. I would like to try doing that more. In addition to that, what else can I do to improve your comfort level when you are communicating with me?” In time, your sincere attempt to work through this shyness problem should work. If it doesn’t, consider that the shyness may be an avoidance technique. In that case, see Chapters 11, 15, and 16.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(328) "This employee cannot talk comfortably with you. Perhaps the employee cannot maintain eye contact or may simply get nervous or avoid you. These are just some of the clues that an employee is very shy around you because you supervise or manage him or her. Some employees are very comfortable around peers but suddenly become [...]"
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string(2189) "This employee cannot talk comfortably with you. Perhaps the employee cannot maintain eye contact or may simply get nervous or avoid you. These are just some of the clues that an employee is very shy around you because you supervise or manage him or her. Some employees are very comfortable around peers but suddenly become shy around superiors. Often this is rooted in an upbringing that stressed respect for, or even fear of, authority. A little of this respect is a good thing. Too much blocks healthy communication between manager and employee. The following interventions will open up those vital communication lines.
Interventions
• Be creative in giving the shy employee more control. Overly sensitive employees may need to feel more in control of the mode of
communication in order to handle the communication well. Do you need to communicate with the employee about something that you think he may be overly sensitive about? Ask him if he wants to choose a different location for the talk. If you usually meet in your office, would he prefer to walk to the cafeteria with you and have coffee? After you discuss the issue, would he like the option of responding by email and agreeing to discuss the email with you at a later time? Offering to put the employee in his comfort zone goes a long way toward calming some very sensitive people.
• Ask the employee to tell you about the greatest relationship she
has ever had with a boss. Make mental notes as she talks about
what that boss did that made the employee open up. Summarize
the information for the employee: “So you liked Don Watson’s way of talking about projects to you ahead of time and allowing you to brainstorm before you had to offer an opinion. I would like to try doing that more. In addition to that, what else can I do to improve your comfort level when you are communicating with me?” In time, your sincere attempt to work through this shyness problem should work. If it doesn’t, consider that the shyness may be an avoidance technique. In that case, see Chapters 11, 15, and 16.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1246292418)
}
[11]=>
array(13) {
["title"]=>
string(13) "Many problems"
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string(24) "http://bio-cs.com/?p=904"
["comments"]=>
string(33) "http://bio-cs.com/?p=904#comments"
["pubdate"]=>
string(31) "Fri, 26 Jun 2009 03:42:51 +0000"
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["description"]=>
string(301) "Many problems in reading and learning are due to old habits. Many people are still reading in the way that they were taught in elementary school. Their reading speed will have settled to about 250 w.p.m. Many people can think at rates of 500 w.p.m. or more, so their mind is running at twice the [...]"
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string(2061) "Many problems in reading and learning are due to old habits. Many people are still reading in the way that they were taught in elementary school. Their reading speed will have settled to about 250 w.p.m. Many people can think at rates of 500 w.p.m. or more, so their mind is running at twice the speed of their eyes. A consequence is that it is easy to lapse into boredom, day-dreaming or thinking about what you want to do on the weekend. Frequently, it is through this type of distraction that you find you have to re-read sentences and paragraphs, and you
find as a result, ideas are difficult to understand and remember.
The basic problem - the mismatch between thinking speed and reading speed - arises for the most part from the inadequate methods by which reading is taught. Since the War there have been two main approaches: the Look-Say method and the Phonic method. Both methods are only semi-effective. In the Phonic method a child is first taught the alphabet, then the different sounds for each of the letters, then the blending of sounds and finally, the blending of sounds which form words. This method works best with children who are left-brain dominant.
In contrast, the Look- Say method works best with children who are right-brain dominant. It teaches a child to read by presenting him with cards on which there are pictures of objects, the names of which are printed clearly underneath. By using this method a basic vocabulary is built up, much in the manner of learning to read Chinese. When a child has built up enough basic vocabulary, he progresses through a series of graded books similar to those for the child taught by the Phonic method, and eventually becomes a silent reader. In neither of the
above cases is a child taught how to read quickly and with maximum
comprehension and recall. An effective reader has usually discovered these techniques all by himself.
Taken From: The Speed Reading Course
"
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string(301) "Many problems in reading and learning are due to old habits. Many people are still reading in the way that they were taught in elementary school. Their reading speed will have settled to about 250 w.p.m. Many people can think at rates of 500 w.p.m. or more, so their mind is running at twice the [...]"
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string(2061) "Many problems in reading and learning are due to old habits. Many people are still reading in the way that they were taught in elementary school. Their reading speed will have settled to about 250 w.p.m. Many people can think at rates of 500 w.p.m. or more, so their mind is running at twice the speed of their eyes. A consequence is that it is easy to lapse into boredom, day-dreaming or thinking about what you want to do on the weekend. Frequently, it is through this type of distraction that you find you have to re-read sentences and paragraphs, and you
find as a result, ideas are difficult to understand and remember.
The basic problem - the mismatch between thinking speed and reading speed - arises for the most part from the inadequate methods by which reading is taught. Since the War there have been two main approaches: the Look-Say method and the Phonic method. Both methods are only semi-effective. In the Phonic method a child is first taught the alphabet, then the different sounds for each of the letters, then the blending of sounds and finally, the blending of sounds which form words. This method works best with children who are left-brain dominant.
In contrast, the Look- Say method works best with children who are right-brain dominant. It teaches a child to read by presenting him with cards on which there are pictures of objects, the names of which are printed clearly underneath. By using this method a basic vocabulary is built up, much in the manner of learning to read Chinese. When a child has built up enough basic vocabulary, he progresses through a series of graded books similar to those for the child taught by the Phonic method, and eventually becomes a silent reader. In neither of the
above cases is a child taught how to read quickly and with maximum
comprehension and recall. An effective reader has usually discovered these techniques all by himself.
Taken From: The Speed Reading Course
"
["date_timestamp"]=>
int(1245987771)
}
[12]=>
array(13) {
["title"]=>
string(46) "THE EMPLOYEE WHO IS ANGRY WITH THE MANAGER (2)"
["link"]=>
string(24) "http://bio-cs.com/?p=997"
["comments"]=>
string(33) "http://bio-cs.com/?p=997#comments"
["pubdate"]=>
string(31) "Tue, 23 Jun 2009 13:38:30 +0000"
["dc"]=>
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["description"]=>
string(366) "• Ask a human resources consultant or representative to conduct conflict resolution exercises with the employee and you. These professionals are skilled in creating win-win situations by objectively
working through problems.
• If the employee is angry because he was passed over for a promotion
or a raise, create a plan jointly that will lead to a similar [...]"
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string(1282) "• Ask a human resources consultant or representative to conduct conflict resolution exercises with the employee and you. These professionals are skilled in creating win-win situations by objectively
working through problems.
• If the employee is angry because he was passed over for a promotion
or a raise, create a plan jointly that will lead to a similar promotion or raise in the future. Focus on the future and don’t try to force the employee to agree with you about the past decision.
Tell the employee, “I realize that I gave John the promotion instead of you and that you had seniority. John landed the position because he had the skills to handle the budget. I want to plan a path for you to your next promotion so that you will never lose a promotion for that reason again. The first thing I want you to do is to start taking some of the responsibility for helping me with the budget each month. Second, I am sending you to the class “Accounting for Managers,” which will be held on June 25. I hope that we can work together more amiably than we have been lately. You might not agree with my decision, but going forward I will help you in any way I can.”
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(366) "• Ask a human resources consultant or representative to conduct conflict resolution exercises with the employee and you. These professionals are skilled in creating win-win situations by objectively
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• If the employee is angry because he was passed over for a promotion
or a raise, create a plan jointly that will lead to a similar [...]"
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string(1282) "• Ask a human resources consultant or representative to conduct conflict resolution exercises with the employee and you. These professionals are skilled in creating win-win situations by objectively
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• If the employee is angry because he was passed over for a promotion
or a raise, create a plan jointly that will lead to a similar promotion or raise in the future. Focus on the future and don’t try to force the employee to agree with you about the past decision.
Tell the employee, “I realize that I gave John the promotion instead of you and that you had seniority. John landed the position because he had the skills to handle the budget. I want to plan a path for you to your next promotion so that you will never lose a promotion for that reason again. The first thing I want you to do is to start taking some of the responsibility for helping me with the budget each month. Second, I am sending you to the class “Accounting for Managers,” which will be held on June 25. I hope that we can work together more amiably than we have been lately. You might not agree with my decision, but going forward I will help you in any way I can.”
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1245764310)
}
[13]=>
array(13) {
["title"]=>
string(25) "The Definition of Reading"
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["pubdate"]=>
string(31) "Sat, 20 Jun 2009 03:28:34 +0000"
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string(380) "Reading may be defined as an individual’s total inter-relationship with symbolic information. Reading is a communication process requiring a series of skills. As such reading is a thinking process rather than an exercise in eye movements. Effective reading requires a logical sequence of thinking or thought patterns, and these thought patterns require practice to set [...]"
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string(1628) "Reading may be defined as an individual’s total inter-relationship with symbolic information. Reading is a communication process requiring a series of skills. As such reading is a thinking process rather than an exercise in eye movements. Effective reading requires a logical sequence of thinking or thought patterns, and these thought patterns require practice to set them into the mind. They may be broken down into the following seven basic processes:
1. Recognition: the reader’s knowledge of the alphabetic symbols.
2. Assimilation: the physical process of perception and scanning.
3. Intra-integration: basic understanding derived from the reading material itself, with minimum dependence on past experience, other than a knowledge of grammar and vocabulary.
4. Extra-integration: analysis, criticism, appreciation, selection & rejection. These are all activities which require the reader to bring his past experience to bear on the task.
5. Retention: this is the capacity to store the information in memory.
6. Recall: the ability to recover the information from memory storage.
7. Communication: this represents the application of the information and may be further broken down into at least 4 categories, which are:
* Written communication;
* Spoken communication;
* Communication through drawing and the manipulation of objects;
* Thinking, which is another word for communication with the self.
Taken From: The Speed Reading Course
"
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string(380) "Reading may be defined as an individual’s total inter-relationship with symbolic information. Reading is a communication process requiring a series of skills. As such reading is a thinking process rather than an exercise in eye movements. Effective reading requires a logical sequence of thinking or thought patterns, and these thought patterns require practice to set [...]"
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string(1628) "Reading may be defined as an individual’s total inter-relationship with symbolic information. Reading is a communication process requiring a series of skills. As such reading is a thinking process rather than an exercise in eye movements. Effective reading requires a logical sequence of thinking or thought patterns, and these thought patterns require practice to set them into the mind. They may be broken down into the following seven basic processes:
1. Recognition: the reader’s knowledge of the alphabetic symbols.
2. Assimilation: the physical process of perception and scanning.
3. Intra-integration: basic understanding derived from the reading material itself, with minimum dependence on past experience, other than a knowledge of grammar and vocabulary.
4. Extra-integration: analysis, criticism, appreciation, selection & rejection. These are all activities which require the reader to bring his past experience to bear on the task.
5. Retention: this is the capacity to store the information in memory.
6. Recall: the ability to recover the information from memory storage.
7. Communication: this represents the application of the information and may be further broken down into at least 4 categories, which are:
* Written communication;
* Spoken communication;
* Communication through drawing and the manipulation of objects;
* Thinking, which is another word for communication with the self.
Taken From: The Speed Reading Course
"
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[14]=>
array(13) {
["title"]=>
string(24) "EXHIBITING WHAT YOU KNOW"
["link"]=>
string(24) "http://bio-cs.com/?p=899"
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string(31) "Wed, 17 Jun 2009 03:25:05 +0000"
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string(355) "There are various ways, using the visual, auditory and kinesthetic styles, to exhibit what you know.
For example:
• test yourself (use tools such as learning maps, flash cards, flow charts, say out loud, make a logical, numbered list)
• practice what you have learned through role play and mental rehearsal
• just do it!
• learn with a study [...]"
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string(1646) "There are various ways, using the visual, auditory and kinesthetic styles, to exhibit what you know.
For example:
• test yourself (use tools such as learning maps, flash cards, flow charts, say out loud, make a logical, numbered list)
• practice what you have learned through role play and mental rehearsal
• just do it!
• learn with a study buddy or seek family support and share learning
• self evaluate by recording a video of your performance, marking yourself against the criteria.
REFLECTING ON HOW YOU HAVE LEARNED
Reviewing and evaluating what and, especially, how you have learned is the crucial factor to becoming a self sufficient, independent and successful learner.
The process of metacognition, whereby we consciously consider what steps and strategies we take during learning and how to improve on these, is a key characteristic of the self-motivated and self-reliant learner. Three simple questions can guide us through any process of reflection – What went well? What could have gone better? How can I do it better next time?
DIGITAL ENVIRONMENT
The digital information world is a multi-intelligent, multi-modal, multi-sensory, multi-curricula environment. To reach our learners in this environment it makes sense to adopt a learning approach which actively involves the senses through holistic activity, combining higher order thinking and intelligences to make learning fun and enjoyable.
Taken From: Accelerated learning in a digital information environment
"
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string(355) "There are various ways, using the visual, auditory and kinesthetic styles, to exhibit what you know.
For example:
• test yourself (use tools such as learning maps, flash cards, flow charts, say out loud, make a logical, numbered list)
• practice what you have learned through role play and mental rehearsal
• just do it!
• learn with a study [...]"
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string(1646) "There are various ways, using the visual, auditory and kinesthetic styles, to exhibit what you know.
For example:
• test yourself (use tools such as learning maps, flash cards, flow charts, say out loud, make a logical, numbered list)
• practice what you have learned through role play and mental rehearsal
• just do it!
• learn with a study buddy or seek family support and share learning
• self evaluate by recording a video of your performance, marking yourself against the criteria.
REFLECTING ON HOW YOU HAVE LEARNED
Reviewing and evaluating what and, especially, how you have learned is the crucial factor to becoming a self sufficient, independent and successful learner.
The process of metacognition, whereby we consciously consider what steps and strategies we take during learning and how to improve on these, is a key characteristic of the self-motivated and self-reliant learner. Three simple questions can guide us through any process of reflection – What went well? What could have gone better? How can I do it better next time?
DIGITAL ENVIRONMENT
The digital information world is a multi-intelligent, multi-modal, multi-sensory, multi-curricula environment. To reach our learners in this environment it makes sense to adopt a learning approach which actively involves the senses through holistic activity, combining higher order thinking and intelligences to make learning fun and enjoyable.
Taken From: Accelerated learning in a digital information environment
"
["date_timestamp"]=>
int(1245209105)
}
[15]=>
array(13) {
["title"]=>
string(30) "THE BRAIN – a sleeping giant"
["link"]=>
string(24) "http://bio-cs.com/?p=878"
["comments"]=>
string(33) "http://bio-cs.com/?p=878#comments"
["pubdate"]=>
string(31) "Sun, 14 Jun 2009 02:24:30 +0000"
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["description"]=>
string(340) "You have three brains, two brains and one brain. The three brains consist of the Brain stem or Reptilian brain which carries out basic functions such as breathing, heart beat, sense of territory (flight / fight); the Limbic System or Mammalian brain is the switchboard of your emotions and controls your immune system, sexuality, long [...]"
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string(2246) "You have three brains, two brains and one brain. The three brains consist of the Brain stem or Reptilian brain which carries out basic functions such as breathing, heart beat, sense of territory (flight / fight); the Limbic System or Mammalian brain is the switchboard of your emotions and controls your immune system, sexuality, long term memory; and then there is the Neocortex or Thinking brain which handles seeing, hearing, creating, thinking, talking - all the higher intelligences.
The two brains are the Left brain that focuses on linear, step-by-step, logic, language, number, sequence, analysis and the Right brain which is the creative component that thrives on imagination, daydreaming, capturing the big picture, global concepts, patterns, colour and rhythm.
Lastly, the whole brain carries out functions of receiving through the senses, holding in memory, analysing to form patterns and information processing, outputting in the form of communication and thinking and controlling the mental and physical functions of the body.
What activates the brain and all its functions is chemical/electrical connectivity between neurons. A neuron consists of a cell body from which extends a main fibre called the axon. The axon, which is covered by a fatty coating, terminates either with another neuron cell or with branch like fibres(dendrites) from other brain cells. The junction or gap at which two cells meet is called the synapse. A ‘neuronal embrace’ involves the release of chemicals (neurotransmitters) which permit electrical activity to flow across the synapse. Current knowledge indicates that there are up to 30 different types of neurotransmitters and that the speed of a ‘neuronal embrace’ is about 100 metres per second. The average adult human brain consists of approximately 12,000 to 15,000 million nerve cells, which equals potential intelligence. The number of ‘neuronal embraces’, that is the connections activated by an active brain, equals usable intelligence. Therefore, if we do not use it we can potentially lose it!
Taken From: Accelerated learning in a digital information environment
"
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string(340) "You have three brains, two brains and one brain. The three brains consist of the Brain stem or Reptilian brain which carries out basic functions such as breathing, heart beat, sense of territory (flight / fight); the Limbic System or Mammalian brain is the switchboard of your emotions and controls your immune system, sexuality, long [...]"
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string(2246) "You have three brains, two brains and one brain. The three brains consist of the Brain stem or Reptilian brain which carries out basic functions such as breathing, heart beat, sense of territory (flight / fight); the Limbic System or Mammalian brain is the switchboard of your emotions and controls your immune system, sexuality, long term memory; and then there is the Neocortex or Thinking brain which handles seeing, hearing, creating, thinking, talking - all the higher intelligences.
The two brains are the Left brain that focuses on linear, step-by-step, logic, language, number, sequence, analysis and the Right brain which is the creative component that thrives on imagination, daydreaming, capturing the big picture, global concepts, patterns, colour and rhythm.
Lastly, the whole brain carries out functions of receiving through the senses, holding in memory, analysing to form patterns and information processing, outputting in the form of communication and thinking and controlling the mental and physical functions of the body.
What activates the brain and all its functions is chemical/electrical connectivity between neurons. A neuron consists of a cell body from which extends a main fibre called the axon. The axon, which is covered by a fatty coating, terminates either with another neuron cell or with branch like fibres(dendrites) from other brain cells. The junction or gap at which two cells meet is called the synapse. A ‘neuronal embrace’ involves the release of chemicals (neurotransmitters) which permit electrical activity to flow across the synapse. Current knowledge indicates that there are up to 30 different types of neurotransmitters and that the speed of a ‘neuronal embrace’ is about 100 metres per second. The average adult human brain consists of approximately 12,000 to 15,000 million nerve cells, which equals potential intelligence. The number of ‘neuronal embraces’, that is the connections activated by an active brain, equals usable intelligence. Therefore, if we do not use it we can potentially lose it!
Taken From: Accelerated learning in a digital information environment
"
["date_timestamp"]=>
int(1244946270)
}
[16]=>
array(13) {
["title"]=>
string(11) "Buying Gold"
["link"]=>
string(25) "http://bio-cs.com/?p=1116"
["comments"]=>
string(34) "http://bio-cs.com/?p=1116#comments"
["pubdate"]=>
string(31) "Sat, 13 Jun 2009 01:32:41 +0000"
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["description"]=>
string(351) "If you want to buy gold, you have to read reviews about gold investment because not all gold are accepted in the market. Only gold with certificate and from certain manufacturers are accepted.
To get information about the gold you can open Bullionbypost.co.uk. The website can help you to differentiate between accepted and unaccepted gold. Here [...]"
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string(1266) "If you want to buy gold, you have to read reviews about gold investment because not all gold are accepted in the market. Only gold with certificate and from certain manufacturers are accepted.
To get information about the gold you can open Bullionbypost.co.uk. The website can help you to differentiate between accepted and unaccepted gold. Here you can also buy bullion gold and also gold bars. The gold from this website is guaranteed to have certificate of originality and also accepted in gold markets because they come from the best gold refinery company. You can keep your gold at home or you put it in a safety is up to you. Just wait until the gold price is skyrocketing and you can sell your gold with lots of profits.
Buy the original gold from this website. Hit the website and choose your gold and you will have lots of profits in the future.
"
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string(351) "If you want to buy gold, you have to read reviews about gold investment because not all gold are accepted in the market. Only gold with certificate and from certain manufacturers are accepted.
To get information about the gold you can open Bullionbypost.co.uk. The website can help you to differentiate between accepted and unaccepted gold. Here [...]"
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string(1266) "If you want to buy gold, you have to read reviews about gold investment because not all gold are accepted in the market. Only gold with certificate and from certain manufacturers are accepted.
To get information about the gold you can open Bullionbypost.co.uk. The website can help you to differentiate between accepted and unaccepted gold. Here you can also buy bullion gold and also gold bars. The gold from this website is guaranteed to have certificate of originality and also accepted in gold markets because they come from the best gold refinery company. You can keep your gold at home or you put it in a safety is up to you. Just wait until the gold price is skyrocketing and you can sell your gold with lots of profits.
Buy the original gold from this website. Hit the website and choose your gold and you will have lots of profits in the future.
"
["date_timestamp"]=>
int(1244856761)
}
[17]=>
array(13) {
["title"]=>
string(21) "TRIGGERING THE MEMORY"
["link"]=>
string(24) "http://bio-cs.com/?p=897"
["comments"]=>
string(33) "http://bio-cs.com/?p=897#comments"
["pubdate"]=>
string(31) "Thu, 11 Jun 2009 03:12:31 +0000"
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["description"]=>
string(303) "70% of what you learn today can be forgotten in 24 hours if you do not make a conscious effort to remember it!
The model of memory
(Rose: 1985: 33)
The Lozanov method was to sleep on it after a learning episode. The Rapid Eye Movement (REM) sleep allows the brain to consider new things. It is as [...]"
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string(1674) "70% of what you learn today can be forgotten in 24 hours if you do not make a conscious effort to remember it!
The model of memory
(Rose: 1985: 33)
The Lozanov method was to sleep on it after a learning episode. The Rapid Eye Movement (REM) sleep allows the brain to consider new things. It is as if the brain is ‘off-line’ like a computer.
Recall
The more you can see, hear, say and do the easier it is to learn. It has been said that, on average, we remember
20 % of what we read
30% of what we hear
40% of what we see
50% of what we say
60% of what we do
90% of what we see, hear, say and do.
(Rose: 1995: 5)
To keep recall high we need to have plenty of beginnings and endings in the learning session. Most of us can concentrate for approximately 20 minutes, after that our mind wanders. Therefore, to boost the amount of material we retain we need to stop frequently, take short breaks, sleep on it and review regularly.
Strategies
Apart from making a conscious decision to remember and completing regular reviews we can
• create multi-sensory memory through re-creating learning maps, recording
the steps in the process, demonstration, teaching and sharing
• invent an acronym
• design memory flash cards
• adopt whole learning, i.e. read through thoroughly then reread quickly.
Remember, stress creates a blank mind – relax into the learning experience.
Taken From: Accelerated learning in a digital information environment
"
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string(303) "70% of what you learn today can be forgotten in 24 hours if you do not make a conscious effort to remember it!
The model of memory
(Rose: 1985: 33)
The Lozanov method was to sleep on it after a learning episode. The Rapid Eye Movement (REM) sleep allows the brain to consider new things. It is as [...]"
["atom_content"]=>
string(1674) "70% of what you learn today can be forgotten in 24 hours if you do not make a conscious effort to remember it!
The model of memory
(Rose: 1985: 33)
The Lozanov method was to sleep on it after a learning episode. The Rapid Eye Movement (REM) sleep allows the brain to consider new things. It is as if the brain is ‘off-line’ like a computer.
Recall
The more you can see, hear, say and do the easier it is to learn. It has been said that, on average, we remember
20 % of what we read
30% of what we hear
40% of what we see
50% of what we say
60% of what we do
90% of what we see, hear, say and do.
(Rose: 1995: 5)
To keep recall high we need to have plenty of beginnings and endings in the learning session. Most of us can concentrate for approximately 20 minutes, after that our mind wanders. Therefore, to boost the amount of material we retain we need to stop frequently, take short breaks, sleep on it and review regularly.
Strategies
Apart from making a conscious decision to remember and completing regular reviews we can
• create multi-sensory memory through re-creating learning maps, recording
the steps in the process, demonstration, teaching and sharing
• invent an acronym
• design memory flash cards
• adopt whole learning, i.e. read through thoroughly then reread quickly.
Remember, stress creates a blank mind – relax into the learning experience.
Taken From: Accelerated learning in a digital information environment
"
["date_timestamp"]=>
int(1244689951)
}
[18]=>
array(13) {
["title"]=>
string(39) "The Shy or Uncommunicative Employee (1)"
["link"]=>
string(24) "http://bio-cs.com/?p=723"
["comments"]=>
string(33) "http://bio-cs.com/?p=723#comments"
["pubdate"]=>
string(31) "Mon, 08 Jun 2009 15:55:31 +0000"
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["description"]=>
string(391) "Employees may hold back communication for a variety of reasons:
• A lifelong habit of shyness
• Fear of assertiveness
• Overanalyzing what to say and letting opportunities to speak pass
them by
• Fear of reprisal, rejection by management or peers, or looking
foolish
• Keeping resentful or critical thoughts bottled up
• Being endowed with the rare and wonderful quality of [...]"
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string(2706) "Employees may hold back communication for a variety of reasons:
• A lifelong habit of shyness
• Fear of assertiveness
• Overanalyzing what to say and letting opportunities to speak pass
them by
• Fear of reprisal, rejection by management or peers, or looking
foolish
• Keeping resentful or critical thoughts bottled up
• Being endowed with the rare and wonderful quality of listening,
but failing to show it by responding
Some reasons for an employee to appear shy and quiet are actually
rooted in some valuable traits. If the employee is a great listener, he or she will be an excellent contributor long term and an asset to any team. Still, the employee needs to learn to be more responsive in the short term so that others will not mistake his or her quietness for apathy or hostility. Coworkers may perceive shy employees as poor contributors to team projects, simply because they are slow to warm up and offer comments.
SHY IN MEETINGS
Employees who are shy in meetings deprive the team of ideas and expertise that could contribute to the team’s success. This problem is compounded when shy employees later confide to others that they had a better idea or that they silently disagreed with some of the ideas brought forth in the meeting. Shyness is a problem that deserves compassion, but some people have allowed themselves to avoid contributing by hiding behind that shyness. Like any other developmental need, shyness should be addressed with interventions.
Interventions
• Assign the employee a role in the meeting at first, and gradually
lead up to voluntary participation. Do you have an employee who
won’t participate in meetings? Ask the employee to break his pattern
of silence by reading the minutes of the last meeting or by
announcing a company dinner or some other noncontroversial item. At the next meeting, gradually increase the employee’s participation.
Ask him to do something interactive, such as asking for a show of hands on a topic or passing out a handout. Before another meeting, tell the employee that his only assignment is to express one opinion or make one unsolicited comment. Sometimes breaking the ice is all it takes. Once these reticent employees have the experience of speaking up, they often continue to be strong contributors without long-term prompting. They may simply need to see that their comments will be valued and listened to by their peers and by management. After a couple of successful experiences, you may not be able to stop them!
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(391) "Employees may hold back communication for a variety of reasons:
• A lifelong habit of shyness
• Fear of assertiveness
• Overanalyzing what to say and letting opportunities to speak pass
them by
• Fear of reprisal, rejection by management or peers, or looking
foolish
• Keeping resentful or critical thoughts bottled up
• Being endowed with the rare and wonderful quality of [...]"
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• A lifelong habit of shyness
• Fear of assertiveness
• Overanalyzing what to say and letting opportunities to speak pass
them by
• Fear of reprisal, rejection by management or peers, or looking
foolish
• Keeping resentful or critical thoughts bottled up
• Being endowed with the rare and wonderful quality of listening,
but failing to show it by responding
Some reasons for an employee to appear shy and quiet are actually
rooted in some valuable traits. If the employee is a great listener, he or she will be an excellent contributor long term and an asset to any team. Still, the employee needs to learn to be more responsive in the short term so that others will not mistake his or her quietness for apathy or hostility. Coworkers may perceive shy employees as poor contributors to team projects, simply because they are slow to warm up and offer comments.
SHY IN MEETINGS
Employees who are shy in meetings deprive the team of ideas and expertise that could contribute to the team’s success. This problem is compounded when shy employees later confide to others that they had a better idea or that they silently disagreed with some of the ideas brought forth in the meeting. Shyness is a problem that deserves compassion, but some people have allowed themselves to avoid contributing by hiding behind that shyness. Like any other developmental need, shyness should be addressed with interventions.
Interventions
• Assign the employee a role in the meeting at first, and gradually
lead up to voluntary participation. Do you have an employee who
won’t participate in meetings? Ask the employee to break his pattern
of silence by reading the minutes of the last meeting or by
announcing a company dinner or some other noncontroversial item. At the next meeting, gradually increase the employee’s participation.
Ask him to do something interactive, such as asking for a show of hands on a topic or passing out a handout. Before another meeting, tell the employee that his only assignment is to express one opinion or make one unsolicited comment. Sometimes breaking the ice is all it takes. Once these reticent employees have the experience of speaking up, they often continue to be strong contributors without long-term prompting. They may simply need to see that their comments will be valued and listened to by their peers and by management. After a couple of successful experiences, you may not be able to stop them!
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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int(1244476531)
}
[19]=>
array(13) {
["title"]=>
string(55) "EMPLOYEES WHO NEED FURTHER DEVELOPMENT AND TRAINING (2)"
["link"]=>
string(24) "http://bio-cs.com/?p=722"
["comments"]=>
string(33) "http://bio-cs.com/?p=722#comments"
["pubdate"]=>
string(31) "Fri, 05 Jun 2009 15:53:08 +0000"
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string(5) "admin"
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["category"]=>
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["guid"]=>
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["description"]=>
string(397) "• Do a 360° evaluation. In this procedure, peers, subordinates,
management, and the employee evaluate the employee’s performance
using an approved and standardized tool. Guard everyone’s privacy during this process. This valuable tool often brings to the surface problems that have held an employee back for a long time. Contact human resources or organizational development Web sites [...]"
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string(1898) "• Do a 360° evaluation. In this procedure, peers, subordinates,
management, and the employee evaluate the employee’s performance
using an approved and standardized tool. Guard everyone’s privacy during this process. This valuable tool often brings to the surface problems that have held an employee back for a long time. Contact human resources or organizational development Web sites or consultants to find the appropriate version of this tool. If the employee is open to constructive feedback and will work toward positive change, this can be a great process.
• Assess the employee’s work habits. Does the employee have any
work habits that are stealing time from her performance and diluting
attention to quality? Is longing for a cigarette break distracting
the employee several times a day? Is an ill-planned workflow sending the employee to the copier room too many times a day? Would fewer trips allow greater concentration on detail? Does the employee stop work to chat during her most productive times? Does the employee’s flextime cause her to leave too early each day to do a final quality check?
Quality of work issues have been the focal point of the greatest
investment of time and money by businesses of the twentieth century. If you are struggling with these issues, do not feel that this is a problem that is peculiar to your company or department. Companies are forever looking for new programs that magically boost quality across the board. IS0 9000 and Total Quality Management are just two of the major initiatives focused on upgrading quality throughput and services. Dealing with the individual whose quality is substandard is the most effective approach to solving greater problems. Quality issues are solved one employee at a time.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(397) "• Do a 360° evaluation. In this procedure, peers, subordinates,
management, and the employee evaluate the employee’s performance
using an approved and standardized tool. Guard everyone’s privacy during this process. This valuable tool often brings to the surface problems that have held an employee back for a long time. Contact human resources or organizational development Web sites [...]"
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string(1898) "• Do a 360° evaluation. In this procedure, peers, subordinates,
management, and the employee evaluate the employee’s performance
using an approved and standardized tool. Guard everyone’s privacy during this process. This valuable tool often brings to the surface problems that have held an employee back for a long time. Contact human resources or organizational development Web sites or consultants to find the appropriate version of this tool. If the employee is open to constructive feedback and will work toward positive change, this can be a great process.
• Assess the employee’s work habits. Does the employee have any
work habits that are stealing time from her performance and diluting
attention to quality? Is longing for a cigarette break distracting
the employee several times a day? Is an ill-planned workflow sending the employee to the copier room too many times a day? Would fewer trips allow greater concentration on detail? Does the employee stop work to chat during her most productive times? Does the employee’s flextime cause her to leave too early each day to do a final quality check?
Quality of work issues have been the focal point of the greatest
investment of time and money by businesses of the twentieth century. If you are struggling with these issues, do not feel that this is a problem that is peculiar to your company or department. Companies are forever looking for new programs that magically boost quality across the board. IS0 9000 and Total Quality Management are just two of the major initiatives focused on upgrading quality throughput and services. Dealing with the individual whose quality is substandard is the most effective approach to solving greater problems. Quality issues are solved one employee at a time.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
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[20]=>
array(13) {
["title"]=>
string(25) "SEARCHING OUT THE MEANING"
["link"]=>
string(24) "http://bio-cs.com/?p=895"
["comments"]=>
string(33) "http://bio-cs.com/?p=895#comments"
["pubdate"]=>
string(31) "Tue, 02 Jun 2009 03:09:10 +0000"
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string(364) "This is the stage where intelligences and thinking are put to work. Consciously developing and using your full range of intelligences leads to a deeper level of learning.
Multiple intelligences
The work of Gardner has been presented in many resources. The following references will provide you with a starting point – Rose: 1997; Rose: 1995; Lazear: 1992; [...]"
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string(1094) "This is the stage where intelligences and thinking are put to work. Consciously developing and using your full range of intelligences leads to a deeper level of learning.
Multiple intelligences
The work of Gardner has been presented in many resources. The following references will provide you with a starting point – Rose: 1997; Rose: 1995; Lazear: 1992; Lazear: 1991. The basic premise behind Gardner’s multiple intelligences is that it removes the single chance theory of education. Intelligence is not fixed!
Creative thinking
The work of Edward De Bono also begins to play a key role at this stage of the learning process. Creative and generative thinking will be the essentials for not only educational sustainability but economic, social and financial sustainability of nations. The following references will provide you with a starting point – De Bono: 1998; Rose: 1997; De Bono: 1992)
Taken From: Accelerated learning in a digital information environment
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Multiple intelligences
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string(1094) "This is the stage where intelligences and thinking are put to work. Consciously developing and using your full range of intelligences leads to a deeper level of learning.
Multiple intelligences
The work of Gardner has been presented in many resources. The following references will provide you with a starting point – Rose: 1997; Rose: 1995; Lazear: 1992; Lazear: 1991. The basic premise behind Gardner’s multiple intelligences is that it removes the single chance theory of education. Intelligence is not fixed!
Creative thinking
The work of Edward De Bono also begins to play a key role at this stage of the learning process. Creative and generative thinking will be the essentials for not only educational sustainability but economic, social and financial sustainability of nations. The following references will provide you with a starting point – De Bono: 1998; Rose: 1997; De Bono: 1992)
Taken From: Accelerated learning in a digital information environment
"
["date_timestamp"]=>
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}
[21]=>
array(13) {
["title"]=>
string(55) "EMPLOYEES WHO NEED FURTHER DEVELOPMENT AND TRAINING (1)"
["link"]=>
string(24) "http://bio-cs.com/?p=721"
["comments"]=>
string(33) "http://bio-cs.com/?p=721#comments"
["pubdate"]=>
string(31) "Sat, 30 May 2009 15:29:20 +0000"
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string(304) "Sometimes an employee needs further training in order to fulfill her or his job duties. The employee may have performed well in the past, but a change in duties may be too challenging for her or him, given her or his current skill set. An investment in developing and training an employee is one of [...]"
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Interventions
• Look at the employee’s tools and work environment. Would having
a printer close by improve the employee’s quality and time management? Is the lighting so poor that checking work is difficult?
Does the employee have ample space to do necessary work and quality checks? Make necessary changes or purchase resources that are reasonably supportive of better quality.
• Use shadowing to determine any specific training or development
needs. Work alongside the employee to assess areas in which he
needs coaching or counseling. Or, ask an employee who has performed the same job successfully to shadow the challenged
employee for a day or up to a week. When you find the skills that
the employee needs to perfect, use a variety of developmental
interventions, including
• Vendor training
• Outside training, such as workshops
• One-on-one training
• Peer coaches or expert tutors
• Online learning
• Intracompany training
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Interventions
• Look at the employee’s tools and work environment. Would having
a printer close by improve the employee’s quality and time management? Is the lighting so poor that checking work is difficult?
Does the employee have ample space to do necessary work and quality checks? Make necessary changes or purchase resources that are reasonably supportive of better quality.
• Use shadowing to determine any specific training or development
needs. Work alongside the employee to assess areas in which he
needs coaching or counseling. Or, ask an employee who has performed the same job successfully to shadow the challenged
employee for a day or up to a week. When you find the skills that
the employee needs to perfect, use a variety of developmental
interventions, including
• Vendor training
• Outside training, such as workshops
• One-on-one training
• Peer coaches or expert tutors
• Online learning
• Intracompany training
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}
[22]=>
array(13) {
["title"]=>
string(54) "MAKING WORK HARDER THAN IT IS:ADDING UNNECESSARY STEPS"
["link"]=>
string(24) "http://bio-cs.com/?p=713"
["comments"]=>
string(33) "http://bio-cs.com/?p=713#comments"
["pubdate"]=>
string(31) "Wed, 27 May 2009 14:48:42 +0000"
["dc"]=>
array(1) {
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string(5) "admin"
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["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(27) "http://localhost/wp/?p=1753"
["description"]=>
string(296) "Some employees have a gift for creating work for themselves. They
can take a 3-hour task and expand it so that it takes 3 days. Hidden mes- sages lurk behind all the layers of tasks they invent for themselves and others to do:
• “No one works as hard as I do on this job.”
• “I am [...]"
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string(2081) "Some employees have a gift for creating work for themselves. They
can take a 3-hour task and expand it so that it takes 3 days. Hidden mes- sages lurk behind all the layers of tasks they invent for themselves and others to do:
• “No one works as hard as I do on this job.”
• “I am the only one smart enough to see that these extra steps are
needed.”
Those messages are wrong on so many levels.
Interventions
• If the forming of unnecessary task forces or focus groups becomes
a habit, make the employee more accountable for this use of human capital. For 6 months, the employee should be required to get management approval before forming these groups. Until he develops better judgment about how to use groups appropriately, someone should monitor his use of them. In lieu of management approval, two coworkers could serve as accountability partners.
• The manager should ask several employees with projects similar to the employee’s to develop a timeline depicting their project milestones from start to finish. The employee should create one, too. The manager should meet with the employee privately to compare the progress of each project and the total time consumed.
A serious talk should follow about allocation of resources, particularly
that most valuable resource—time.
• Be concrete in telling employees what you don’t want them to do.
For example, “I don’t want a 10-page, bound report analyzing every safety incident. A 1-page summary on the standard form will serve my purposes satisfactorily.”
• If focus groups and other collaborative bodies are important to an
employee, satisfy that need by sending the employee to serve on
these when someone must. Many employees don’t want this duty.
Give it to the employees who enjoy it.
Many of these problems may stem from analysis paralysis. Review that section and others for more interventions.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
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string(296) "Some employees have a gift for creating work for themselves. They
can take a 3-hour task and expand it so that it takes 3 days. Hidden mes- sages lurk behind all the layers of tasks they invent for themselves and others to do:
• “No one works as hard as I do on this job.”
• “I am [...]"
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string(2081) "Some employees have a gift for creating work for themselves. They
can take a 3-hour task and expand it so that it takes 3 days. Hidden mes- sages lurk behind all the layers of tasks they invent for themselves and others to do:
• “No one works as hard as I do on this job.”
• “I am the only one smart enough to see that these extra steps are
needed.”
Those messages are wrong on so many levels.
Interventions
• If the forming of unnecessary task forces or focus groups becomes
a habit, make the employee more accountable for this use of human capital. For 6 months, the employee should be required to get management approval before forming these groups. Until he develops better judgment about how to use groups appropriately, someone should monitor his use of them. In lieu of management approval, two coworkers could serve as accountability partners.
• The manager should ask several employees with projects similar to the employee’s to develop a timeline depicting their project milestones from start to finish. The employee should create one, too. The manager should meet with the employee privately to compare the progress of each project and the total time consumed.
A serious talk should follow about allocation of resources, particularly
that most valuable resource—time.
• Be concrete in telling employees what you don’t want them to do.
For example, “I don’t want a 10-page, bound report analyzing every safety incident. A 1-page summary on the standard form will serve my purposes satisfactorily.”
• If focus groups and other collaborative bodies are important to an
employee, satisfy that need by sending the employee to serve on
these when someone must. Many employees don’t want this duty.
Give it to the employees who enjoy it.
Many of these problems may stem from analysis paralysis. Review that section and others for more interventions.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1243435722)
}
[23]=>
array(13) {
["title"]=>
string(18) "Picking a New Home"
["link"]=>
string(25) "http://bio-cs.com/?p=1113"
["comments"]=>
string(34) "http://bio-cs.com/?p=1113#comments"
["pubdate"]=>
string(31) "Wed, 27 May 2009 05:14:05 +0000"
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["guid"]=>
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["description"]=>
string(321) "Real estate and property business has grown rapidly especially in America. You can find lots of them there with different kind of focuses. If you are one of the buyers of sellers of property business and real estate then you’d better check out this perfect site at Theholmgroupaz.com
Take a look at this page. At [...]"
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Take a look at this page. At this site page you will find out property and real estate sellers which offer you great offer and opportunity to have residences. You can find out bunch of homes and real estate with special offers. Different kind of homes and property can be found easily here. They now give you their main offer. It is Paradise Valley Real Estate. For those who look for luxurious real estate then you need to go to this page then. The needs of property and owning homes are increasing rapidly. Therefore, this site is definitely accommodating you to buy homes and property here. They give you a wide range of real estate. You can search homes which meet with your need.
Starting by visiting this site, it means that the first step of owning a new home has been through successfully. The next step is just exploring the homes which are available in this site and choose the best for you.
"
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Take a look at this page. At [...]"
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string(1669) "Real estate and property business has grown rapidly especially in America. You can find lots of them there with different kind of focuses. If you are one of the buyers of sellers of property business and real estate then you’d better check out this perfect site at Theholmgroupaz.com
Take a look at this page. At this site page you will find out property and real estate sellers which offer you great offer and opportunity to have residences. You can find out bunch of homes and real estate with special offers. Different kind of homes and property can be found easily here. They now give you their main offer. It is Paradise Valley Real Estate. For those who look for luxurious real estate then you need to go to this page then. The needs of property and owning homes are increasing rapidly. Therefore, this site is definitely accommodating you to buy homes and property here. They give you a wide range of real estate. You can search homes which meet with your need.
Starting by visiting this site, it means that the first step of owning a new home has been through successfully. The next step is just exploring the homes which are available in this site and choose the best for you.
"
["date_timestamp"]=>
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}
[24]=>
array(13) {
["title"]=>
string(73) "EMPLOYEES WHO ARE CAPABLE OF BEING AMAZING BUT WHO SETTLE FOR AVERAGE (4)"
["link"]=>
string(24) "http://bio-cs.com/?p=720"
["comments"]=>
string(33) "http://bio-cs.com/?p=720#comments"
["pubdate"]=>
string(31) "Sun, 24 May 2009 15:27:11 +0000"
["dc"]=>
array(1) {
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string(5) "admin"
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["category"]=>
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["description"]=>
string(361) "• Allow a full-time employee whose work is superior to work on the
more interesting and prestigious projects. Be sure the employee who does poor-quality work knows that you are doing this intentionally.
• Create an elite team that works on a few coveted projects. Make
consistent quality a criterion for getting on the team. Do employees
like projects [...]"
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more interesting and prestigious projects. Be sure the employee who does poor-quality work knows that you are doing this intentionally.
• Create an elite team that works on a few coveted projects. Make
consistent quality a criterion for getting on the team. Do employees
like projects that get them out of the office? Then announce that the traveling team will include only those employees with the fewest errors.
• Award cash or prizes for consistent quality over a short period of
time. Money talks. Or take the achievers of highest quality to lunch each Thursday in June.
• Give the gift of time. Allow employees whose work is complete and error-free to leave 1 hour early on Friday or to take a 2-hour lunch on Wednesdays.
• Look to the future. Is the employee aware that his lack of quality
can block future opportunities for promotions and raises? As manager,
it’s your responsibility to make explicit these rather obvious realities that the employee may be in denial about. Have an intentional conversation with the employee explaining how achieving high-quality standards relates to his future.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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string(361) "• Allow a full-time employee whose work is superior to work on the
more interesting and prestigious projects. Be sure the employee who does poor-quality work knows that you are doing this intentionally.
• Create an elite team that works on a few coveted projects. Make
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like projects [...]"
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string(1364) "• Allow a full-time employee whose work is superior to work on the
more interesting and prestigious projects. Be sure the employee who does poor-quality work knows that you are doing this intentionally.
• Create an elite team that works on a few coveted projects. Make
consistent quality a criterion for getting on the team. Do employees
like projects that get them out of the office? Then announce that the traveling team will include only those employees with the fewest errors.
• Award cash or prizes for consistent quality over a short period of
time. Money talks. Or take the achievers of highest quality to lunch each Thursday in June.
• Give the gift of time. Allow employees whose work is complete and error-free to leave 1 hour early on Friday or to take a 2-hour lunch on Wednesdays.
• Look to the future. Is the employee aware that his lack of quality
can block future opportunities for promotions and raises? As manager,
it’s your responsibility to make explicit these rather obvious realities that the employee may be in denial about. Have an intentional conversation with the employee explaining how achieving high-quality standards relates to his future.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1243178831)
}
[25]=>
array(13) {
["title"]=>
string(25) "ACQUIRING THE INFORMATION"
["link"]=>
string(24) "http://bio-cs.com/?p=891"
["comments"]=>
string(33) "http://bio-cs.com/?p=891#comments"
["pubdate"]=>
string(31) "Thu, 21 May 2009 02:48:07 +0000"
["dc"]=>
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["category"]=>
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["guid"]=>
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["description"]=>
string(347) "At this stage it is important for the learner to develop some idea of their preferred sensory / learning style and/or to be given the opportunity to express themselves either through visual, auditory or kinesthetic activities. For example, a visual may develop a learning map, highlight words, develop a chart, and draw diagrams. An auditory [...]"
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string(1658) "At this stage it is important for the learner to develop some idea of their preferred sensory / learning style and/or to be given the opportunity to express themselves either through visual, auditory or kinesthetic activities. For example, a visual may develop a learning map, highlight words, develop a chart, and draw diagrams. An auditory may read dramatically, summarise out loud, make an audio recording. A kinesthetic may walk around as they read or listen, make notes,
write, learn in groups.
Preferred learning style
There are three ways to find out your preferred learning style. The first is very simplistic but reasonably accurate. It has to do with the way you express yourself; the words you use in speech.
By matching the teaching approach with the preferred learning style you are able to communicate more effectively; you ‘speak the same language’.
The second is more specific and involves working through a checklist to identify the characteristics, which most represent your personal preferences. The following references will provide you with a checklist – Rose: 1985: 147-149; Rose: 1995: 7-8.
The last is rather fascinating. We all exhibit involuntary clues through eye movement, breathing patterns, muscle tone, vocal tone and gestures. Most attention has been placed on the eye accessing cues. For a normal right-handed person the following eye movements would happen in response to a series of questions.
Taken From: Accelerated learning in a digital information environment
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write, learn in groups.
Preferred learning style
There are three ways to find out your preferred learning style. The first is very simplistic but reasonably accurate. It has to do with the way you express yourself; the words you use in speech.
By matching the teaching approach with the preferred learning style you are able to communicate more effectively; you ‘speak the same language’.
The second is more specific and involves working through a checklist to identify the characteristics, which most represent your personal preferences. The following references will provide you with a checklist – Rose: 1985: 147-149; Rose: 1995: 7-8.
The last is rather fascinating. We all exhibit involuntary clues through eye movement, breathing patterns, muscle tone, vocal tone and gestures. Most attention has been placed on the eye accessing cues. For a normal right-handed person the following eye movements would happen in response to a series of questions.
Taken From: Accelerated learning in a digital information environment
"
["date_timestamp"]=>
int(1242874087)
}
[26]=>
array(13) {
["title"]=>
string(73) "EMPLOYEES WHO ARE CAPABLE OF BEING AMAZING BUT WHO SETTLE FOR AVERAGE (3)"
["link"]=>
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["comments"]=>
string(33) "http://bio-cs.com/?p=719#comments"
["pubdate"]=>
string(31) "Mon, 18 May 2009 15:24:37 +0000"
["dc"]=>
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["category"]=>
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["guid"]=>
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["description"]=>
string(357) "• Devise a quality checklist. With this device, employees must check for quality and sign their names to verify that quality meets standards.
• Use the buddy system, so that employees encourage one another
to complete their work with excellence and on time. Some employees who don’t do well as individual contributors are great team players. Use [...]"
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string(1604) "• Devise a quality checklist. With this device, employees must check for quality and sign their names to verify that quality meets standards.
• Use the buddy system, so that employees encourage one another
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• Remember that a dip in quality can be a cry for help. Has the
employee become depressed or addicted, or does she simply need
to talk? Employees may allow quality to suffer in order to start a
dialogue with management. Changes in quality are classic workplace
symptoms of serious psychological or even health problems. Chapter 19 offers more interventions for this type of problem.
• Build in and enforce consequences. Some employees will never
respond to words or threats or subtleties. They must feel the consequences personally or they will never work toward upgrading
quality. At first, the low quality is your problem. You must find a creative way to make it the employee’s problem. For example, if the employee is part-time and wants to work more hours, give more hours to coworkers whose work quality is higher. Be sure that you do not violate any agreements you have with the employee. Tell the employee that you are awarding more hours for superior quality.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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string(357) "• Devise a quality checklist. With this device, employees must check for quality and sign their names to verify that quality meets standards.
• Use the buddy system, so that employees encourage one another
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string(1604) "• Devise a quality checklist. With this device, employees must check for quality and sign their names to verify that quality meets standards.
• Use the buddy system, so that employees encourage one another
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• Remember that a dip in quality can be a cry for help. Has the
employee become depressed or addicted, or does she simply need
to talk? Employees may allow quality to suffer in order to start a
dialogue with management. Changes in quality are classic workplace
symptoms of serious psychological or even health problems. Chapter 19 offers more interventions for this type of problem.
• Build in and enforce consequences. Some employees will never
respond to words or threats or subtleties. They must feel the consequences personally or they will never work toward upgrading
quality. At first, the low quality is your problem. You must find a creative way to make it the employee’s problem. For example, if the employee is part-time and wants to work more hours, give more hours to coworkers whose work quality is higher. Be sure that you do not violate any agreements you have with the employee. Tell the employee that you are awarding more hours for superior quality.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1242660277)
}
[27]=>
array(13) {
["title"]=>
string(8) "Attitude"
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["comments"]=>
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["pubdate"]=>
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string(347) "If you want to gain altitude in your learning, then you also need to develop attitude. All attitudes are learned attitudes and that is why Lozanov placed great emphasis on removing the limiting beliefs of the learner before commencing the learning process.
Develop a will to succeed. Studies done in neuro linguistics focus on concepts such [...]"
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string(1439) "If you want to gain altitude in your learning, then you also need to develop attitude. All attitudes are learned attitudes and that is why Lozanov placed great emphasis on removing the limiting beliefs of the learner before commencing the learning process.
Develop a will to succeed. Studies done in neuro linguistics focus on concepts such as inner dialogue, positive affirmations, anchoring a successful experience and reliving with intensity, defining the benefits/advantages and establishing a clear purpose for learning. Passion + vision + action = success!
Within an Accelerated Learning classroom you could:
• take time to explain how the brain works
• explain the different learning styles and complete a quick checklist
• arouse interest by immediate relevance
• visualise the outcome through examples
• give learners a sense of control through the development of class rules
• create a class motto
• ‘colour’ the environment (music, posters = sound and visual stimuli)
• teach the value of self talk
• generate enjoyment and fun in learning
• make it safe to make mistakes
• foster a ‘culture’ of success
• include the power of suggestion.
Taken From: Accelerated learning in a digital information environment
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string(347) "If you want to gain altitude in your learning, then you also need to develop attitude. All attitudes are learned attitudes and that is why Lozanov placed great emphasis on removing the limiting beliefs of the learner before commencing the learning process.
Develop a will to succeed. Studies done in neuro linguistics focus on concepts such [...]"
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string(1439) "If you want to gain altitude in your learning, then you also need to develop attitude. All attitudes are learned attitudes and that is why Lozanov placed great emphasis on removing the limiting beliefs of the learner before commencing the learning process.
Develop a will to succeed. Studies done in neuro linguistics focus on concepts such as inner dialogue, positive affirmations, anchoring a successful experience and reliving with intensity, defining the benefits/advantages and establishing a clear purpose for learning. Passion + vision + action = success!
Within an Accelerated Learning classroom you could:
• take time to explain how the brain works
• explain the different learning styles and complete a quick checklist
• arouse interest by immediate relevance
• visualise the outcome through examples
• give learners a sense of control through the development of class rules
• create a class motto
• ‘colour’ the environment (music, posters = sound and visual stimuli)
• teach the value of self talk
• generate enjoyment and fun in learning
• make it safe to make mistakes
• foster a ‘culture’ of success
• include the power of suggestion.
Taken From: Accelerated learning in a digital information environment
"
["date_timestamp"]=>
int(1242355478)
}
[28]=>
array(13) {
["title"]=>
string(73) "EMPLOYEES WHO ARE CAPABLE OF BEING AMAZING BUT WHO SETTLE FOR AVERAGE (2)"
["link"]=>
string(24) "http://bio-cs.com/?p=718"
["comments"]=>
string(33) "http://bio-cs.com/?p=718#comments"
["pubdate"]=>
string(31) "Tue, 12 May 2009 15:14:36 +0000"
["dc"]=>
array(1) {
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string(5) "admin"
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["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(27) "http://localhost/wp/?p=1758"
["description"]=>
string(383) "• Participate in team-building or relationship-building exercises with this employee if her issue is personal and not professional. With an outside consultant or on your own using off-the-shelf or online programs, try to work through the rebellion that the employee is demonstrating. The American Management Association or the American Society of Training and Development can [...]"
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string(2417) "• Participate in team-building or relationship-building exercises with this employee if her issue is personal and not professional. With an outside consultant or on your own using off-the-shelf or online programs, try to work through the rebellion that the employee is demonstrating. The American Management Association or the American Society of Training and Development can offer you a variety of games and job aids aimed at improving the dynamics of your relationships. Some are as simple as answering a series of questions so that you and the employee get to know each other better. Others are designed to reveal your different personality styles to each other and to increase tolerance for different styles. Some courses, like ropes courses, have you engage in a fun activity designed to increase your trust in each other and to create a bonding experience.
• Ask the employee to present his work to his peers or to management and let the embarrassment be his. If the risk to you is not great, allow the employee to present his shoddy work to his peers or to management. If he is capable of better, he will probably be embarrassed. The embarrassment about his work should be not yours but his. This intervention works only if the employee knows that he will be responsible for presenting this work to others and doesn’t want to look ill-prepared or unprofessional in front of others.
• Ask the employee to train or mentor others. This may sound contradictory if the employee’s work has not been a model of excellence in the past. The best way I know to learn to be better at
something, however, is to teach it to others. That forces a bored
employee to tune in and pay attention to details. Watch the employee closely, however. Although this usually works, you need
to watch to make sure that the employee is not teaching others her
slovenly ways.
• Show the employee dramatic results of poor quality. If the
employee’s inferior quality can lead to safety issues or material
damage, try to find photos or videos of the results of mistakes and
poor quality. Much of this can be found online now. Ask the employee to research and write a report or a list of all the ways in
which poor quality could hurt the company, customers, the department, and him.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(383) "• Participate in team-building or relationship-building exercises with this employee if her issue is personal and not professional. With an outside consultant or on your own using off-the-shelf or online programs, try to work through the rebellion that the employee is demonstrating. The American Management Association or the American Society of Training and Development can [...]"
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string(2417) "• Participate in team-building or relationship-building exercises with this employee if her issue is personal and not professional. With an outside consultant or on your own using off-the-shelf or online programs, try to work through the rebellion that the employee is demonstrating. The American Management Association or the American Society of Training and Development can offer you a variety of games and job aids aimed at improving the dynamics of your relationships. Some are as simple as answering a series of questions so that you and the employee get to know each other better. Others are designed to reveal your different personality styles to each other and to increase tolerance for different styles. Some courses, like ropes courses, have you engage in a fun activity designed to increase your trust in each other and to create a bonding experience.
• Ask the employee to present his work to his peers or to management and let the embarrassment be his. If the risk to you is not great, allow the employee to present his shoddy work to his peers or to management. If he is capable of better, he will probably be embarrassed. The embarrassment about his work should be not yours but his. This intervention works only if the employee knows that he will be responsible for presenting this work to others and doesn’t want to look ill-prepared or unprofessional in front of others.
• Ask the employee to train or mentor others. This may sound contradictory if the employee’s work has not been a model of excellence in the past. The best way I know to learn to be better at
something, however, is to teach it to others. That forces a bored
employee to tune in and pay attention to details. Watch the employee closely, however. Although this usually works, you need
to watch to make sure that the employee is not teaching others her
slovenly ways.
• Show the employee dramatic results of poor quality. If the
employee’s inferior quality can lead to safety issues or material
damage, try to find photos or videos of the results of mistakes and
poor quality. Much of this can be found online now. Ask the employee to research and write a report or a list of all the ways in
which poor quality could hurt the company, customers, the department, and him.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1242141276)
}
[29]=>
array(13) {
["title"]=>
string(20) "MOTIVATING YOUR MIND"
["link"]=>
string(24) "http://bio-cs.com/?p=887"
["comments"]=>
string(33) "http://bio-cs.com/?p=887#comments"
["pubdate"]=>
string(31) "Sat, 09 May 2009 02:37:50 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
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["category"]=>
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["guid"]=>
string(24) "http://bio-cs.com/?p=887"
["description"]=>
string(332) "It is important to approach the learning process in a relaxed manner. Our brain does not function well when it is stressed. It needs to be in Alpha state, that of relaxed alertness. Today there is a great deal of emphasis placed on the multisensory, multi-intelligent and interactive nature of the world of multi-media through [...]"
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string(1606) "It is important to approach the learning process in a relaxed manner. Our brain does not function well when it is stressed. It needs to be in Alpha state, that of relaxed alertness. Today there is a great deal of emphasis placed on the multisensory, multi-intelligent and interactive nature of the world of multi-media through CD-ROM and the Web. Therefore, it is logical to utilise the visual, auditory and kinesthetic components of the senses to develop a relaxed and resourceful state of mind. For example, SEE yourself confidently tackling a learning task, HEAR the approving comments about your newly developed abilities and FEEL a sense of pride knowing you can master the subject/topic.
The role of music
“Music is the mediator between the life of the senses and the life of the spirit” –
Beethoven
Accelerated Learning is characterised by the use of music. A series of
experiments on plants has dramatically demonstrated the effect of certain types of music on living things. Mrs. Rettallack of Denver tested the comparative effect of rock music and classical music on vegetable plants, petunias, zinnias and marigolds.
The music of Mozart has been described as having the ability to coordinate breathing, cardiovascular rhythm and brain wave rhythm, which presents positive effects on health. Not only does it produce a sense of well being but also stimulates receptivity and perception.
Taken From: Accelerated learning in a digital information environment
"
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string(332) "It is important to approach the learning process in a relaxed manner. Our brain does not function well when it is stressed. It needs to be in Alpha state, that of relaxed alertness. Today there is a great deal of emphasis placed on the multisensory, multi-intelligent and interactive nature of the world of multi-media through [...]"
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string(1606) "It is important to approach the learning process in a relaxed manner. Our brain does not function well when it is stressed. It needs to be in Alpha state, that of relaxed alertness. Today there is a great deal of emphasis placed on the multisensory, multi-intelligent and interactive nature of the world of multi-media through CD-ROM and the Web. Therefore, it is logical to utilise the visual, auditory and kinesthetic components of the senses to develop a relaxed and resourceful state of mind. For example, SEE yourself confidently tackling a learning task, HEAR the approving comments about your newly developed abilities and FEEL a sense of pride knowing you can master the subject/topic.
The role of music
“Music is the mediator between the life of the senses and the life of the spirit” –
Beethoven
Accelerated Learning is characterised by the use of music. A series of
experiments on plants has dramatically demonstrated the effect of certain types of music on living things. Mrs. Rettallack of Denver tested the comparative effect of rock music and classical music on vegetable plants, petunias, zinnias and marigolds.
The music of Mozart has been described as having the ability to coordinate breathing, cardiovascular rhythm and brain wave rhythm, which presents positive effects on health. Not only does it produce a sense of well being but also stimulates receptivity and perception.
Taken From: Accelerated learning in a digital information environment
"
["date_timestamp"]=>
int(1241836670)
}
[30]=>
array(13) {
["title"]=>
string(73) "EMPLOYEES WHO ARE CAPABLE OF BEING AMAZING BUT WHO SETTLE FOR AVERAGE (1)"
["link"]=>
string(24) "http://bio-cs.com/?p=717"
["comments"]=>
string(33) "http://bio-cs.com/?p=717#comments"
["pubdate"]=>
string(31) "Wed, 06 May 2009 15:09:44 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(27) "http://localhost/wp/?p=1757"
["description"]=>
string(378) "An employee who is capable of dazzling performance but who achieves only average results is as much a waste as an unqualified
employee. Organizations can afford to accept average performers who are achieving average results. Accepting mediocre results from an employee with outstanding abilities is throwing away a valuable
resource, human capital. A manager who does this [...]"
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string(3248) "An employee who is capable of dazzling performance but who achieves only average results is as much a waste as an unqualified
employee. Organizations can afford to accept average performers who are achieving average results. Accepting mediocre results from an employee with outstanding abilities is throwing away a valuable
resource, human capital. A manager who does this is doing both the
employee and organization a disservice. There are several steps to
resolving this fairly common problem.
Interventions
• Give the employee a vivid picture of what you want. What does
“good” performance look like? When you explain your performance
standards to your employee, spell out your criteria, such as the acceptable number of mistakes and quantity and quality requirements, using lots of examples. Do you manage a proposal
writer who turns out mediocre but not bad proposals? Show her
three examples of great proposals along with your explanation of
why they are good. Then show her three examples of poor or
mediocre proposals and tell her what they lack. Amazingly, some
employees don’t know what “good” performance looks like. It is
your job to show them.
In addition, every task should have quality standards. In the example of the proposal writer, whose responsibility is it to proofread? What are the approved format, dimensions, and content of proposals? Spell this out and give it to employees in writing. Similarly, create a list of signs of poor quality. Employees should know what not to do. Many employees think that no one cares if spelling in emails is incorrect. Their management, on the other hand, may be horrified at this lapse in professionalism. Spell out what is not acceptable.
• Discover the reason why the employee is choosing mediocrity. What if you have verified that the employee is capable of doing a
high-quality job but simply won’t do it? This is an entirely different
problem. Pinpoint with the employee exactly what elements of the job he finds problematic and then work around them. Is there a part of the job that is repugnant to him or that he considers beneath his level of experience? Or is this a personal issue? Is his noncompliance with quality standards the employee’s way of expressing resentment toward another employee or toward you? Ask the employee to list everything he likes about the tasks he does and then list the things he does not like. Ask him how many minutes or hours a day he spends doing the repugnant tasks. Point out that every job has some unpleasant parts. Underscore to the employee that you are searching for a solution to a quality problem that unequivocally must be solved immediately. Stress, however, that you are trying to work toward the employee’s success and satisfaction at the same time. Enlist the employee’s help in figuring out a solution to this mystery. If possible, reach some compromises. Together, attempt to create some solutions, but give the employee a deadline for improving his quality. Check in to make sure that the solutions are being implemented.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
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array(1) {
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string(34) "http://bio-cs.com/?feed=rss2&p=717"
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string(378) "An employee who is capable of dazzling performance but who achieves only average results is as much a waste as an unqualified
employee. Organizations can afford to accept average performers who are achieving average results. Accepting mediocre results from an employee with outstanding abilities is throwing away a valuable
resource, human capital. A manager who does this [...]"
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employee. Organizations can afford to accept average performers who are achieving average results. Accepting mediocre results from an employee with outstanding abilities is throwing away a valuable
resource, human capital. A manager who does this is doing both the
employee and organization a disservice. There are several steps to
resolving this fairly common problem.
Interventions
• Give the employee a vivid picture of what you want. What does
“good” performance look like? When you explain your performance
standards to your employee, spell out your criteria, such as the acceptable number of mistakes and quantity and quality requirements, using lots of examples. Do you manage a proposal
writer who turns out mediocre but not bad proposals? Show her
three examples of great proposals along with your explanation of
why they are good. Then show her three examples of poor or
mediocre proposals and tell her what they lack. Amazingly, some
employees don’t know what “good” performance looks like. It is
your job to show them.
In addition, every task should have quality standards. In the example of the proposal writer, whose responsibility is it to proofread? What are the approved format, dimensions, and content of proposals? Spell this out and give it to employees in writing. Similarly, create a list of signs of poor quality. Employees should know what not to do. Many employees think that no one cares if spelling in emails is incorrect. Their management, on the other hand, may be horrified at this lapse in professionalism. Spell out what is not acceptable.
• Discover the reason why the employee is choosing mediocrity. What if you have verified that the employee is capable of doing a
high-quality job but simply won’t do it? This is an entirely different
problem. Pinpoint with the employee exactly what elements of the job he finds problematic and then work around them. Is there a part of the job that is repugnant to him or that he considers beneath his level of experience? Or is this a personal issue? Is his noncompliance with quality standards the employee’s way of expressing resentment toward another employee or toward you? Ask the employee to list everything he likes about the tasks he does and then list the things he does not like. Ask him how many minutes or hours a day he spends doing the repugnant tasks. Point out that every job has some unpleasant parts. Underscore to the employee that you are searching for a solution to a quality problem that unequivocally must be solved immediately. Stress, however, that you are trying to work toward the employee’s success and satisfaction at the same time. Enlist the employee’s help in figuring out a solution to this mystery. If possible, reach some compromises. Together, attempt to create some solutions, but give the employee a deadline for improving his quality. Check in to make sure that the solutions are being implemented.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1241622584)
}
[31]=>
array(13) {
["title"]=>
string(33) "OBJECTIVE OF ACCELERATED LEARNING"
["link"]=>
string(24) "http://bio-cs.com/?p=885"
["comments"]=>
string(33) "http://bio-cs.com/?p=885#comments"
["pubdate"]=>
string(31) "Sun, 03 May 2009 02:34:59 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(24) "http://bio-cs.com/?p=885"
["description"]=>
string(418) "“The objective of Accelerated Learning is to:
a. Actively involve the emotional brain – thereby making things more
memorable.
b. Synchronize left- and right-brain activity.
c. Mobilize all eight intelligences so that learning is accessible to everyone and the resources of the whole mind are used.
d. Introduce moments of relaxation to allow consolidation to take place.
Although understanding something and [...]"
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string(1007) "“The objective of Accelerated Learning is to:
a. Actively involve the emotional brain – thereby making things more
memorable.
b. Synchronize left- and right-brain activity.
c. Mobilize all eight intelligences so that learning is accessible to everyone and the resources of the whole mind are used.
d. Introduce moments of relaxation to allow consolidation to take place.
Although understanding something and memorizing it are different, all
learning – to be useful- needs to be stored in the memory.” (Rose: 1997: 43)
The six basic steps of Accelerated Learning are:
• Motivating your mind
• Acquiring the information
• Searching out the meaning
• Triggering the memory
• Exhibiting what you know
• Reflecting on how you have learned.
Taken From: Accelerated learning in a digital information environment
"
}
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string(418) "“The objective of Accelerated Learning is to:
a. Actively involve the emotional brain – thereby making things more
memorable.
b. Synchronize left- and right-brain activity.
c. Mobilize all eight intelligences so that learning is accessible to everyone and the resources of the whole mind are used.
d. Introduce moments of relaxation to allow consolidation to take place.
Although understanding something and [...]"
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string(1007) "“The objective of Accelerated Learning is to:
a. Actively involve the emotional brain – thereby making things more
memorable.
b. Synchronize left- and right-brain activity.
c. Mobilize all eight intelligences so that learning is accessible to everyone and the resources of the whole mind are used.
d. Introduce moments of relaxation to allow consolidation to take place.
Although understanding something and memorizing it are different, all
learning – to be useful- needs to be stored in the memory.” (Rose: 1997: 43)
The six basic steps of Accelerated Learning are:
• Motivating your mind
• Acquiring the information
• Searching out the meaning
• Triggering the memory
• Exhibiting what you know
• Reflecting on how you have learned.
Taken From: Accelerated learning in a digital information environment
"
["date_timestamp"]=>
int(1241318099)
}
[32]=>
array(13) {
["title"]=>
string(18) "SHY WITH TEAMMATES"
["link"]=>
string(24) "http://bio-cs.com/?p=725"
["comments"]=>
string(33) "http://bio-cs.com/?p=725#comments"
["pubdate"]=>
string(31) "Thu, 30 Apr 2009 16:04:15 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(27) "http://localhost/wp/?p=1765"
["description"]=>
string(333) "Working together is very much like learning to dance together. The more exposure to being close you have and the more practice you give it, the more smoothly you can read each other’s cues and signals. Soon your performance will be dynamic and in sync.
Interventions
• An employee who is shy with teammates should be placed [...]"
["content"]=>
array(1) {
["encoded"]=>
string(3430) "Working together is very much like learning to dance together. The more exposure to being close you have and the more practice you give it, the more smoothly you can read each other’s cues and signals. Soon your performance will be dynamic and in sync.
Interventions
• An employee who is shy with teammates should be placed in controlled, low-risk situations that require participation, starting
with a single partner. Many projects can be done with a partner. Pair the shy employee with a teammate whose personality and temperament would seem to be a good match. Avoid impatient or
perfectionist employees for this pairing. Start the pair with a very
brief (one day or less) project, if possible. That takes a lot of pressure off both employees. The first project should be low-stress
and may even seem like busywork. The point is to make the shy employee more comfortable interacting with teammates. Gradually build up to longer projects. Next, pair the employee with a different teammate, or even with two or more in a group.
• Conduct team-building exercises, play games together, do an outdoor retreat, or ask a consultant to lead you through trust-building or communication exercises. There are many things that you
and your team can do together to get to know one another so that
you will work in tandem more productively. One manager I know takes her team out to dinner and to a concert once a year. Her team
is not particularly athletic, and this works well for everyone on it.
Spouses are invited, which aids some of the shy employees in being more social.
• Employees who don’t bring up problems readily may need job aids
or structured avenues to encourage them to be candid. For example,
the old suggestion box is a job aid to encourage shy employees to offer ideas or suggestions. You can start an online suggestion list and discuss the topics placed on it at regular staff meetings.
Here is one stimulating exercise that works if you have a staff of at least five. Ask each person to name the person he or she is most dependent on in getting work out the door each week. The ensuing conversation may surprise you. The next question to the staff is, “What do you need from each person around this table?”
• Conduct 360° assessments of all teammates and identify areas of
need. These assessments ask an employee’s peers, subordinates, the employee himself and management to rate the employee on all
kinds of traits and performance issues. Although these should be done anonymously, you can open the floor in a meeting for people
to voluntarily state one or more strengths and weaknesses.
Fellow employees can then offer suggestions for developing areas
of weakness. There may be a little defensiveness, and maybe even
some fireworks, but this is better than allowing an employee to
keep resentments bottled up inside for too long.
• Assign the shy employee a mentor or peer coach. Ask another
employee to work with the shy employee on a skill, which doesn’t
have to be communication. Working with another employee on any
skill can begin to make the shy employee more comfortable, since
she feels that she has an ally or a friend on the team.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
["wfw"]=>
array(1) {
["commentrss"]=>
string(34) "http://bio-cs.com/?feed=rss2&p=725"
}
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string(333) "Working together is very much like learning to dance together. The more exposure to being close you have and the more practice you give it, the more smoothly you can read each other’s cues and signals. Soon your performance will be dynamic and in sync.
Interventions
• An employee who is shy with teammates should be placed [...]"
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string(3430) "Working together is very much like learning to dance together. The more exposure to being close you have and the more practice you give it, the more smoothly you can read each other’s cues and signals. Soon your performance will be dynamic and in sync.
Interventions
• An employee who is shy with teammates should be placed in controlled, low-risk situations that require participation, starting
with a single partner. Many projects can be done with a partner. Pair the shy employee with a teammate whose personality and temperament would seem to be a good match. Avoid impatient or
perfectionist employees for this pairing. Start the pair with a very
brief (one day or less) project, if possible. That takes a lot of pressure off both employees. The first project should be low-stress
and may even seem like busywork. The point is to make the shy employee more comfortable interacting with teammates. Gradually build up to longer projects. Next, pair the employee with a different teammate, or even with two or more in a group.
• Conduct team-building exercises, play games together, do an outdoor retreat, or ask a consultant to lead you through trust-building or communication exercises. There are many things that you
and your team can do together to get to know one another so that
you will work in tandem more productively. One manager I know takes her team out to dinner and to a concert once a year. Her team
is not particularly athletic, and this works well for everyone on it.
Spouses are invited, which aids some of the shy employees in being more social.
• Employees who don’t bring up problems readily may need job aids
or structured avenues to encourage them to be candid. For example,
the old suggestion box is a job aid to encourage shy employees to offer ideas or suggestions. You can start an online suggestion list and discuss the topics placed on it at regular staff meetings.
Here is one stimulating exercise that works if you have a staff of at least five. Ask each person to name the person he or she is most dependent on in getting work out the door each week. The ensuing conversation may surprise you. The next question to the staff is, “What do you need from each person around this table?”
• Conduct 360° assessments of all teammates and identify areas of
need. These assessments ask an employee’s peers, subordinates, the employee himself and management to rate the employee on all
kinds of traits and performance issues. Although these should be done anonymously, you can open the floor in a meeting for people
to voluntarily state one or more strengths and weaknesses.
Fellow employees can then offer suggestions for developing areas
of weakness. There may be a little defensiveness, and maybe even
some fireworks, but this is better than allowing an employee to
keep resentments bottled up inside for too long.
• Assign the shy employee a mentor or peer coach. Ask another
employee to work with the shy employee on a skill, which doesn’t
have to be communication. Working with another employee on any
skill can begin to make the shy employee more comfortable, since
she feels that she has an ally or a friend on the team.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1241107455)
}
[33]=>
array(13) {
["title"]=>
string(36) "The Best Way to Modify Your Business"
["link"]=>
string(25) "http://bio-cs.com/?p=1078"
["comments"]=>
string(34) "http://bio-cs.com/?p=1078#comments"
["pubdate"]=>
string(31) "Thu, 30 Apr 2009 09:03:45 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
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string(311) "Having a business of your own might be difficult. You need to maintain everything by yourself. Therefore you have what it takes to get to know what service that can enhance your business.
If you are in need for enhancing your business, you can do it by consulting to Five Star Payments expert. You will be [...]"
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Surely you will be able to make it all possible to get the best service. Nothing will stop you to move forward and build your business. Therefore do not hesitate to contact Five Star for more details.
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[34]=>
array(13) {
["title"]=>
string(22) "MULTIPLE INTELLIGENCES"
["link"]=>
string(24) "http://bio-cs.com/?p=883"
["comments"]=>
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["pubdate"]=>
string(31) "Mon, 27 Apr 2009 02:32:34 +0000"
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string(304) "Dr. Howard Gardner defines intelligence as “an ability to solve a problem or fashion a product that is valued in one or more cultural settings.” (Rose: 1997: 37) He believes that intelligence is not fixed and that it can be learned as a set of abilities and skills to apply to any situation at [...]"
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string(1221) "Dr. Howard Gardner defines intelligence as “an ability to solve a problem or fashion a product that is valued in one or more cultural settings.” (Rose: 1997: 37) He believes that intelligence is not fixed and that it can be learned as a set of abilities and skills to apply to any situation at any given time within any given context. When you marshal all of your intelligences you really begin to use the full potential of your brainpower.
Initially, Gardner presented seven distinct intelligences:
Linguistic, Logical-Mathematical, Visual-Spatial, Musical, Bodily-Kinesthetic, Interpersonal(Social) and Intrapersonal. In 1996 Gardner added an eighth intelligence – Naturalistic. There has been further discussion about additional intelligences, but Gardner has resisted the temptation so far.
Other authors, such as Charles Handy, have also identified various forms of intelligence. (Handy: 1998) An important outcome is the acknowledgement that the future will belong to those who make the most of their intellectual capital.
Taken From: Accelerated learning in a digital information environment
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Initially, Gardner presented seven distinct intelligences:
Linguistic, Logical-Mathematical, Visual-Spatial, Musical, Bodily-Kinesthetic, Interpersonal(Social) and Intrapersonal. In 1996 Gardner added an eighth intelligence – Naturalistic. There has been further discussion about additional intelligences, but Gardner has resisted the temptation so far.
Other authors, such as Charles Handy, have also identified various forms of intelligence. (Handy: 1998) An important outcome is the acknowledgement that the future will belong to those who make the most of their intellectual capital.
Taken From: Accelerated learning in a digital information environment
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["date_timestamp"]=>
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[35]=>
array(13) {
["title"]=>
string(21) "Although the sharpest"
["link"]=>
string(24) "http://bio-cs.com/?p=913"
["comments"]=>
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["pubdate"]=>
string(31) "Fri, 24 Apr 2009 04:12:40 +0000"
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string(346) "Although the sharpest perception occurs at the fovea, images that are off-centre are still seen, but less clearly. This peripheral vision performs a most valuable function during reading. Words that lie ahead of the current point of fixation will be partially received by the eye and transmitted to the brain. This is possible because words [...]"
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string(1794) "Although the sharpest perception occurs at the fovea, images that are off-centre are still seen, but less clearly. This peripheral vision performs a most valuable function during reading. Words that lie ahead of the current point of fixation will be partially received by the eye and transmitted to the brain. This is possible because words can be recognised when they are in peripheral vision and the individual letters are too blurred to be recognised. On the basis of this slightly blurred view of what is coming, the brain will tell the eye where to move to next. Thus the eye does not move along in a regular series of jumps, but skips redundant words and concentrates on the most significant (useful and distinguishing) words of the text.
Immediate memory span depends on the number of ‘chunks’ rather than the information content. When we read, we can take in about five chunks at a time. A chunk may be a single letter, a syllable, a word, or even a small phrase - the easier it is to understand, the larger will be the chunks.
In the case of a skilled reader, the fixation points tend to be concentrated towards the middle of a line of print. When the eye goes to a new line, it does not usually start at the beginning, instead it starts a word or two from the edge. The brain has a good idea of what is to come from the sense of the previous lines and only needs to check with peripheral vision that the first few words are as anticipated. Similarly, the eye usually makes its last fixation a word or two short of the end of a line, again making use of peripheral vision to check that the last few words are as expected.
Taken From: The Speed Reading Course
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Immediate memory span depends on the number of ‘chunks’ rather than the information content. When we read, we can take in about five chunks at a time. A chunk may be a single letter, a syllable, a word, or even a small phrase - the easier it is to understand, the larger will be the chunks.
In the case of a skilled reader, the fixation points tend to be concentrated towards the middle of a line of print. When the eye goes to a new line, it does not usually start at the beginning, instead it starts a word or two from the edge. The brain has a good idea of what is to come from the sense of the previous lines and only needs to check with peripheral vision that the first few words are as anticipated. Similarly, the eye usually makes its last fixation a word or two short of the end of a line, again making use of peripheral vision to check that the last few words are as expected.
Taken From: The Speed Reading Course
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[36]=>
array(13) {
["title"]=>
string(16) "SHY WITH CLIENTS"
["link"]=>
string(24) "http://bio-cs.com/?p=728"
["comments"]=>
string(33) "http://bio-cs.com/?p=728#comments"
["pubdate"]=>
string(31) "Tue, 21 Apr 2009 09:22:52 +0000"
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string(314) "Some people are great with coworkers, but meeting clients for the first time throws them into a panic. This type of shyness cannot be indulged, as it can be costly for a company. Many of the interventions given earlier in this chapter work in this situation, but there are additional ones that relate to this [...]"
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Interventions
• Give shy people props, scripts, demos, or whatever crutches will
make them successful if they are required to call on customers. Props
are amazing cures for shyness in some people. Shyness is, in part, a
form of too much concentration on self: “How am I being perceived?”
“What if I say the wrong thing?” “What are they thinking about me?” When an employee walks into a customer’s door or into a meeting with a prop, the employee’s focus is shifted to that prop. Do you have a scale model of a machine you are selling? If you are selling
cleaning chemicals, do you have a before and after sample on a
board? Is there a trap on your water sewage equipment that filters out debris that could lead to repairs? The equipment may be too large to haul around, but the employee can bring the tiny trap. Demos work just as well. Be creative. Think of something that the employee can bring to talk about so that he won’t be so concerned about himself.
• Offer to write out for her a script or presentation that you have
found successful. She may not follow it exactly, but she may feel
more empowered if she is using a script that has been successful
for someone else. Scripts can be used with customers, in meetings,
on the phone, and in many other situations.
• If this is feasible, send the employee out with a partner the first
time he meets with a client. Some sales departments have enough
depth to send two salespeople out on a first call. In other situations,
a technical person who is supporting the sale may go.
• Reevaluate the employee’s fit with this position. If the shyness is a
source of great discomfort to the employee or if the shyness is hurting profitability, consider shifting the employee to another position.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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Interventions
• Give shy people props, scripts, demos, or whatever crutches will
make them successful if they are required to call on customers. Props
are amazing cures for shyness in some people. Shyness is, in part, a
form of too much concentration on self: “How am I being perceived?”
“What if I say the wrong thing?” “What are they thinking about me?” When an employee walks into a customer’s door or into a meeting with a prop, the employee’s focus is shifted to that prop. Do you have a scale model of a machine you are selling? If you are selling
cleaning chemicals, do you have a before and after sample on a
board? Is there a trap on your water sewage equipment that filters out debris that could lead to repairs? The equipment may be too large to haul around, but the employee can bring the tiny trap. Demos work just as well. Be creative. Think of something that the employee can bring to talk about so that he won’t be so concerned about himself.
• Offer to write out for her a script or presentation that you have
found successful. She may not follow it exactly, but she may feel
more empowered if she is using a script that has been successful
for someone else. Scripts can be used with customers, in meetings,
on the phone, and in many other situations.
• If this is feasible, send the employee out with a partner the first
time he meets with a client. Some sales departments have enough
depth to send two salespeople out on a first call. In other situations,
a technical person who is supporting the sale may go.
• Reevaluate the employee’s fit with this position. If the shyness is a
source of great discomfort to the employee or if the shyness is hurting profitability, consider shifting the employee to another position.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
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[37]=>
array(13) {
["title"]=>
string(39) "The Shy or Uncommunicative Employee (2)"
["link"]=>
string(24) "http://bio-cs.com/?p=724"
["comments"]=>
string(33) "http://bio-cs.com/?p=724#comments"
["pubdate"]=>
string(31) "Sat, 18 Apr 2009 09:00:35 +0000"
["dc"]=>
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["description"]=>
string(327) "• If an employee doesn’t contribute in meetings because of apathy
or laziness, ask her to prepare for meetings and require her to make at least one contribution per meeting. Offer to coach the employee in how to become a stronger contributor to team meetings. To aid the employee in preparing for meetings, give her a [...]"
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• Ask the employee to lead a meeting. After taking some of these
preliminary steps, ask the employee to lead a meeting. Help him be successful by aiding him in preparation, but once you and he are in the meeting, do not take over.
• If the employee is hesitant to be assertive, consider assertiveness
training. Prior to that, however, take the time to tell the employee
how entitled she is to assert her opinions and objections. Offer
your support, and encourage the employee to speak up in the next
meeting.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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• Ask the employee to lead a meeting. After taking some of these
preliminary steps, ask the employee to lead a meeting. Help him be successful by aiding him in preparation, but once you and he are in the meeting, do not take over.
• If the employee is hesitant to be assertive, consider assertiveness
training. Prior to that, however, take the time to tell the employee
how entitled she is to assert her opinions and objections. Offer
your support, and encourage the employee to speak up in the next
meeting.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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[38]=>
array(13) {
["title"]=>
string(19) "Get the big picture"
["link"]=>
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["comments"]=>
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["pubdate"]=>
string(31) "Wed, 15 Apr 2009 03:04:09 +0000"
["dc"]=>
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["description"]=>
string(331) "A key approach is to make sure the learner gets an overview of the entire project/task/activity/learning exercise. Ever tried to do a jigsaw without seeing what the picture looks like? Every starting point has a core idea. Once you understand this then you can begin to develop your basic ordering ideas as the framework from [...]"
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what you do not know means learning can be endless and infinite.
Chunking
The term ‘chunking’ has been developed in relation to the neuro linguistic phrase – seven plus or minus two. This is the brains ability to absorb information. Quite a lot of information can be broken into ‘chunks’ so that we remember. For example, think about how you recall a telephone number or recite the alphabet. You chunk it!! Therefore, acquiring the facts requires us to take one step at a time; we can absorb 7 (+/- 2) new ideas/thoughts and then progress on by chunking the information again. We consciously break down what we are trying
to learn into ‘bite-size’ pieces. By taking in information bit-by-bit we experience a continuous process of small successes.
Taken From: Accelerated learning in a digital information environment
"
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what you do not know means learning can be endless and infinite.
Chunking
The term ‘chunking’ has been developed in relation to the neuro linguistic phrase – seven plus or minus two. This is the brains ability to absorb information. Quite a lot of information can be broken into ‘chunks’ so that we remember. For example, think about how you recall a telephone number or recite the alphabet. You chunk it!! Therefore, acquiring the facts requires us to take one step at a time; we can absorb 7 (+/- 2) new ideas/thoughts and then progress on by chunking the information again. We consciously break down what we are trying
to learn into ‘bite-size’ pieces. By taking in information bit-by-bit we experience a continuous process of small successes.
Taken From: Accelerated learning in a digital information environment
"
["date_timestamp"]=>
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}
[39]=>
array(13) {
["title"]=>
string(29) "JUST PLAIN LAZY EMPLOYEES (2)"
["link"]=>
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["comments"]=>
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["pubdate"]=>
string(31) "Sun, 12 Apr 2009 14:45:56 +0000"
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string(330) "• Develop work rituals. Employees can be trained to move from task to task throughout the day, the way schoolchildren are. For example, students may know that as soon as the first bell rings in
the morning, they should get out their spelling books. Work with your employee to develop daily work rituals that include things [...]"
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the morning, they should get out their spelling books. Work with your employee to develop daily work rituals that include things that she enjoys. For example, a manufacturing supervisor could schedule herself to
• Complete the forecast of all materials needed for the next day and check in with three lead employees by her first break of the day at 10:00 A.M.
• Assess the work in every bay for quality and quantity by lunch
time. A form to check off for this task would increase accountability.
• Complete all required daily paperwork by 2:30 P.M.
• Schedule as many appointments with equipment vendors, consultants, peers, and management as possible between 2:30 and
4:00 P.M. If this is the employee’s least productive time, she will be locked into activities that force her to be up and moving.
• Explore this job and other jobs with the employee. Is this the right
job? Could this, in fact, be a problem with motivation as defined in Chapter 4?
Note: Naturally, this and other employees in this chapter are candidates for the disciplinary strategy as defined by your company’s standards and human resources policies. Resort to that process when all else fails.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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• Complete the forecast of all materials needed for the next day and check in with three lead employees by her first break of the day at 10:00 A.M.
• Assess the work in every bay for quality and quantity by lunch
time. A form to check off for this task would increase accountability.
• Complete all required daily paperwork by 2:30 P.M.
• Schedule as many appointments with equipment vendors, consultants, peers, and management as possible between 2:30 and
4:00 P.M. If this is the employee’s least productive time, she will be locked into activities that force her to be up and moving.
• Explore this job and other jobs with the employee. Is this the right
job? Could this, in fact, be a problem with motivation as defined in Chapter 4?
Note: Naturally, this and other employees in this chapter are candidates for the disciplinary strategy as defined by your company’s standards and human resources policies. Resort to that process when all else fails.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1239547556)
}
[40]=>
array(13) {
["title"]=>
string(28) "The Low-Quality Employee (1)"
["link"]=>
string(24) "http://bio-cs.com/?p=715"
["comments"]=>
string(33) "http://bio-cs.com/?p=715#comments"
["pubdate"]=>
string(31) "Thu, 09 Apr 2009 07:54:31 +0000"
["dc"]=>
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string(5) "admin"
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["category"]=>
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string(300) "The employee shows up. The work gets done. The quality of that work, however, is marginal or worse. Mistakes may be so frequent that you feel it would be less work to do it yourself. Or errors may not be the problem, but the document falls short of the excellence expected by your company, your [...]"
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string(2390) "The employee shows up. The work gets done. The quality of that work, however, is marginal or worse. Mistakes may be so frequent that you feel it would be less work to do it yourself. Or errors may not be the problem, but the document falls short of the excellence expected by your company, your industry, your customers, or you. How do you handle the situation so that this employee’s quality rises to meet the company’s needs and begins to be a source of pride to the employee as well?
Employees may have several reasons for producing poor-quality
products or services, including being unqualified, needing further development, or simply not achieving the quality levels that are within their reach. The interventions in this chapter are broken down for each of these three categories, but some interventions may apply to all three.
UNQUALIFIED EMPLOYEES
How do some people land jobs for which they are not qualified? A few
are promoted by overly optimistic former bosses. Some lie on their
résumés. Some get past recruiters who are very busy and are dealing with a competitive talent pool. However the unqualified employee came to you, that employee is your problem now. He or she may lack the skills, ability, education, or experience to be adequately qualified for the current job. Determining the way in which the employee is unqualified is the first step.
Interventions
• Consider whether the employee has the ability to do this job under
any circumstances. Some employees may have physical or other
limitations that prevent them from doing this job. You can move
such a person to another position or adapt the job to the employee.
Get counsel on this from an HR representative or your attorney,
since any such change may be viewed by an employee as discriminatory. Under some circumstances, you will be allowed to
remove employees. For example, if an employee is a piano mover,
but he cannot lift more than 10 pounds because of back problems,
clearly something must be done, at least until the employee’s back
condition heals. Can you move the employee to scheduling or dispatch? Can the employee be an appointment setter or a driver?
Avoid any move that could be viewed as punitive.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(300) "The employee shows up. The work gets done. The quality of that work, however, is marginal or worse. Mistakes may be so frequent that you feel it would be less work to do it yourself. Or errors may not be the problem, but the document falls short of the excellence expected by your company, your [...]"
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string(2390) "The employee shows up. The work gets done. The quality of that work, however, is marginal or worse. Mistakes may be so frequent that you feel it would be less work to do it yourself. Or errors may not be the problem, but the document falls short of the excellence expected by your company, your industry, your customers, or you. How do you handle the situation so that this employee’s quality rises to meet the company’s needs and begins to be a source of pride to the employee as well?
Employees may have several reasons for producing poor-quality
products or services, including being unqualified, needing further development, or simply not achieving the quality levels that are within their reach. The interventions in this chapter are broken down for each of these three categories, but some interventions may apply to all three.
UNQUALIFIED EMPLOYEES
How do some people land jobs for which they are not qualified? A few
are promoted by overly optimistic former bosses. Some lie on their
résumés. Some get past recruiters who are very busy and are dealing with a competitive talent pool. However the unqualified employee came to you, that employee is your problem now. He or she may lack the skills, ability, education, or experience to be adequately qualified for the current job. Determining the way in which the employee is unqualified is the first step.
Interventions
• Consider whether the employee has the ability to do this job under
any circumstances. Some employees may have physical or other
limitations that prevent them from doing this job. You can move
such a person to another position or adapt the job to the employee.
Get counsel on this from an HR representative or your attorney,
since any such change may be viewed by an employee as discriminatory. Under some circumstances, you will be allowed to
remove employees. For example, if an employee is a piano mover,
but he cannot lift more than 10 pounds because of back problems,
clearly something must be done, at least until the employee’s back
condition heals. Can you move the employee to scheduling or dispatch? Can the employee be an appointment setter or a driver?
Avoid any move that could be viewed as punitive.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
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[41]=>
array(13) {
["title"]=>
string(29) "JUST PLAIN LAZY EMPLOYEES (1)"
["link"]=>
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["comments"]=>
string(33) "http://bio-cs.com/?p=711#comments"
["pubdate"]=>
string(31) "Mon, 06 Apr 2009 07:43:18 +0000"
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["description"]=>
string(290) "What do you do if an employee is simply lazy? He paces himself, and that pace is definitely slow. He seems to have no sense of the amount of effort that is expected. He has no radar for looking around and seeing that he is not contributing to the same degree as his peers—or, worse, [...]"
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string(1535) "What do you do if an employee is simply lazy? He paces himself, and that pace is definitely slow. He seems to have no sense of the amount of effort that is expected. He has no radar for looking around and seeing that he is not contributing to the same degree as his peers—or, worse, he doesn’t care.
Interventions
• First, communicate to the employee that his level of productivity
is not acceptable. Simultaneously, convey your commitment to help him solve the problem. Encourage the employee to explore whether an external factor such as health issues, personal problems, or other distractions could be impairing performance (covered more thoroughly in Chapter 19).
• With the employee’s help, pinpoint the employee’s most productive
time in the workday. Shift the employee’s most critical work to this
time.
• Pinpoint times when the employee is least productive. On a daily
basis, schedule tasks for this time that force the employee to perform:
• Schedule appointments
• Make daily runs to suppliers, the bank, or other places so that
the employee keeps moving and working
• Change the employee’s locations. If the employee becomes lethargic every afternoon between two and four o’clock, suggest that he go to the conference room and work there during those hours if it is not occupied. Surprisingly, a change of location can refocus some employees.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(290) "What do you do if an employee is simply lazy? He paces himself, and that pace is definitely slow. He seems to have no sense of the amount of effort that is expected. He has no radar for looking around and seeing that he is not contributing to the same degree as his peers—or, worse, [...]"
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string(1535) "What do you do if an employee is simply lazy? He paces himself, and that pace is definitely slow. He seems to have no sense of the amount of effort that is expected. He has no radar for looking around and seeing that he is not contributing to the same degree as his peers—or, worse, he doesn’t care.
Interventions
• First, communicate to the employee that his level of productivity
is not acceptable. Simultaneously, convey your commitment to help him solve the problem. Encourage the employee to explore whether an external factor such as health issues, personal problems, or other distractions could be impairing performance (covered more thoroughly in Chapter 19).
• With the employee’s help, pinpoint the employee’s most productive
time in the workday. Shift the employee’s most critical work to this
time.
• Pinpoint times when the employee is least productive. On a daily
basis, schedule tasks for this time that force the employee to perform:
• Schedule appointments
• Make daily runs to suppliers, the bank, or other places so that
the employee keeps moving and working
• Change the employee’s locations. If the employee becomes lethargic every afternoon between two and four o’clock, suggest that he go to the conference room and work there during those hours if it is not occupied. Surprisingly, a change of location can refocus some employees.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
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[42]=>
array(13) {
["title"]=>
string(61) "At home with two or three books (lots of pictures, few words)"
["link"]=>
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["comments"]=>
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["pubdate"]=>
string(31) "Mon, 06 Apr 2009 01:47:01 +0000"
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string(313) "1. Allow the child to “read” the story from the pictures. Like at the library, make special time to read (like bedtime stories before bed time). Let them read a book with pictures as described earlier, then read them a story from a good bedtime story book while they just listen. For very young children [...]"
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string(2568) "1. Allow the child to “read” the story from the pictures. Like at the library, make special time to read (like bedtime stories before bed time). Let them read a book with pictures as described earlier, then read them a story from a good bedtime story book while they just listen. For very young children this may take some patience on the part of the parent(s).
2. Lavish praise for their fine work. Make sure that praise is honest and matches your heart. Make reading a successful practice for them by seeking to make them right in their perceptions of what they read. For older children (grade school age) who must read and understand in the same manner as their teachers or administrators, allow them a space at home where they can be right in the way they want to perceive what they read. Even if it seems very far fetched, make them right by praising them for their work.
3. Return to the beginning of each book and show the child how the words relate to the pictures (only as long as the child’s attention span allows). For pre-school age young children, gently associate words on the page with pictures they see. By gently, I mean associate one or two words at a time focusing on the objects and verbs. For example, on a page with a teddy bear and a tree, the words “bear” and “tree” might appear on the page with the picture so you can point them out to the child. Also, any action that may be occurring with the objects can be pointed out (i.e., the bear might be running or jumping - so point out those words).
4. Spend no more than the attention span allows with each book (make it an enjoyable, fun occasion) - let go of any expectations of the child. Make time to allow the child full reign of expression and interpretation with their books. Encourage them to get elaborate and to escalate their stories. Let them go on and on about their story.
5. Repeat these exercises at different times through the day and at bedtime. Seek times that encourage the child to relax and enjoy the experience. Changing the times and places that reading is done tends to discourage anchoring the reading experience to specific times or places. If, for example, childhood reading is done only at bedtime, later reading experiences will tend to bring on drowsiness and lower comprehension. So, choose various times of day to read with the child.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
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string(313) "1. Allow the child to “read” the story from the pictures. Like at the library, make special time to read (like bedtime stories before bed time). Let them read a book with pictures as described earlier, then read them a story from a good bedtime story book while they just listen. For very young children [...]"
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2. Lavish praise for their fine work. Make sure that praise is honest and matches your heart. Make reading a successful practice for them by seeking to make them right in their perceptions of what they read. For older children (grade school age) who must read and understand in the same manner as their teachers or administrators, allow them a space at home where they can be right in the way they want to perceive what they read. Even if it seems very far fetched, make them right by praising them for their work.
3. Return to the beginning of each book and show the child how the words relate to the pictures (only as long as the child’s attention span allows). For pre-school age young children, gently associate words on the page with pictures they see. By gently, I mean associate one or two words at a time focusing on the objects and verbs. For example, on a page with a teddy bear and a tree, the words “bear” and “tree” might appear on the page with the picture so you can point them out to the child. Also, any action that may be occurring with the objects can be pointed out (i.e., the bear might be running or jumping - so point out those words).
4. Spend no more than the attention span allows with each book (make it an enjoyable, fun occasion) - let go of any expectations of the child. Make time to allow the child full reign of expression and interpretation with their books. Encourage them to get elaborate and to escalate their stories. Let them go on and on about their story.
5. Repeat these exercises at different times through the day and at bedtime. Seek times that encourage the child to relax and enjoy the experience. Changing the times and places that reading is done tends to discourage anchoring the reading experience to specific times or places. If, for example, childhood reading is done only at bedtime, later reading experiences will tend to bring on drowsiness and lower comprehension. So, choose various times of day to read with the child.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1238982421)
}
[43]=>
array(13) {
["title"]=>
string(51) "PROCRASTINATION: DOWNFALL OF CREATIVE EMPLOYEES (2)"
["link"]=>
string(24) "http://bio-cs.com/?p=709"
["comments"]=>
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["pubdate"]=>
string(31) "Sun, 05 Apr 2009 07:37:01 +0000"
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string(294) "• Allow the employee to set her own due dates. In a planning session, state how important it is that the due date for a particular
project is met. With that in mind, tell the employee you are going to allow her to set a date that she can comfortably meet. Once she
commits to that date, [...]"
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string(2982) "• Allow the employee to set her own due dates. In a planning session, state how important it is that the due date for a particular
project is met. With that in mind, tell the employee you are going to allow her to set a date that she can comfortably meet. Once she
commits to that date, however, she will be locked in. Once the employee sets the date, go back and question her comfort level. Ask questions like, “Will this allow you time to test for all the flaws in the program?”
Going through this process may actually teach the employee how to schedule realistically. Some people have never been taught this process, although this type of planning seems like common sense to others. You may actually need to use this method on two or three projects before an employee begins to schedule appropriately on her own.
• Put the procrastinating employee on the spot. Place him in roles that kick-start his performance. Certain tasks place employees in the spotlight or in a position where failure to perform could cause them problems. This is a good thing. As manager, you want their procrastination to be their problem, not yours. How do you move
the problem to their court and make it theirs? In one workplace
involving trainers and instructional designers, one employee consistently failed to have her designs completed on time. The manager shifted her responsibilities to doing more presentations than
designs. The employee did not want to be embarrassed, so she was
always prepared to present in front of groups. Her teammates got
a break from doing these chores themselves and had time to take
up the slack in the design department.
What about your employee? Is there a role you can place him in that puts pressure on him to get started and not procrastinate? Is there a role that is answerable to customers, peers, or others that will make him perform on demand? Try breaking down what your department delivers and performs. Can you assign your procrastinator
to a role that gets greater scrutiny at shorter intervals?
• Remove valid obstacles. Does your employee have valid reasons
for not starting on a timely basis? Here are some valid reasons for
procrastination:
• Necessary tools are not available or are impaired.
• Bottlenecks have occurred in other departments or because of
suppliers.
• Direction is unclear. This is the reason for procrastination that
is most often cited. Sometimes this complaint is not an excuse
but an accurate description of a very real problem. Never rule
out the possibility that you may be part of the problem.
Ask your employee what are the obstacles to starting that he or she faces. Be sure you have removed the obstacles that are your responsibility. Then aid the employee in removing other barriers.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
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string(294) "• Allow the employee to set her own due dates. In a planning session, state how important it is that the due date for a particular
project is met. With that in mind, tell the employee you are going to allow her to set a date that she can comfortably meet. Once she
commits to that date, [...]"
["atom_content"]=>
string(2982) "• Allow the employee to set her own due dates. In a planning session, state how important it is that the due date for a particular
project is met. With that in mind, tell the employee you are going to allow her to set a date that she can comfortably meet. Once she
commits to that date, however, she will be locked in. Once the employee sets the date, go back and question her comfort level. Ask questions like, “Will this allow you time to test for all the flaws in the program?”
Going through this process may actually teach the employee how to schedule realistically. Some people have never been taught this process, although this type of planning seems like common sense to others. You may actually need to use this method on two or three projects before an employee begins to schedule appropriately on her own.
• Put the procrastinating employee on the spot. Place him in roles that kick-start his performance. Certain tasks place employees in the spotlight or in a position where failure to perform could cause them problems. This is a good thing. As manager, you want their procrastination to be their problem, not yours. How do you move
the problem to their court and make it theirs? In one workplace
involving trainers and instructional designers, one employee consistently failed to have her designs completed on time. The manager shifted her responsibilities to doing more presentations than
designs. The employee did not want to be embarrassed, so she was
always prepared to present in front of groups. Her teammates got
a break from doing these chores themselves and had time to take
up the slack in the design department.
What about your employee? Is there a role you can place him in that puts pressure on him to get started and not procrastinate? Is there a role that is answerable to customers, peers, or others that will make him perform on demand? Try breaking down what your department delivers and performs. Can you assign your procrastinator
to a role that gets greater scrutiny at shorter intervals?
• Remove valid obstacles. Does your employee have valid reasons
for not starting on a timely basis? Here are some valid reasons for
procrastination:
• Necessary tools are not available or are impaired.
• Bottlenecks have occurred in other departments or because of
suppliers.
• Direction is unclear. This is the reason for procrastination that
is most often cited. Sometimes this complaint is not an excuse
but an accurate description of a very real problem. Never rule
out the possibility that you may be part of the problem.
Ask your employee what are the obstacles to starting that he or she faces. Be sure you have removed the obstacles that are your responsibility. Then aid the employee in removing other barriers.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1238917021)
}
[44]=>
array(13) {
["title"]=>
string(13) "Take home two"
["link"]=>
string(24) "http://bio-cs.com/?p=872"
["comments"]=>
string(33) "http://bio-cs.com/?p=872#comments"
["pubdate"]=>
string(31) "Sun, 05 Apr 2009 01:40:48 +0000"
["dc"]=>
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string(310) "5. Take home two or three books for tomorrow. Children tend to make special things that go home with them. Books they choose and take home with them tend to be treated as special. When books are taken home, make them special by naming them such: “Let’s look at your special library book.” Even very [...]"
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string(1400) "5. Take home two or three books for tomorrow. Children tend to make special things that go home with them. Books they choose and take home with them tend to be treated as special. When books are taken home, make them special by naming them such: “Let’s look at your special library book.” Even very young children looking at pictures and verbalizing as best they can will appreciate special books brought home from the wonderful “book place”.
6. Check with your local public library for special programs and story times for children. These special times can be very beneficial in acclimatizing children to the wonders of their own public libraries. Many of the early childhood programs offered by the public library are intended to facilitate early reading skills. Many of these work well with later integration of Light-Speed Reading skills.
7. Make up stories based on the pictures found in children’s books. Rather than reading the words on the pages, make up your own stories to match the pictures. With very young children the stories will be very short and easy to make up. The whole idea is to allow for perceptual differences in stories. It also encourages your own intuitive nature.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
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string(310) "5. Take home two or three books for tomorrow. Children tend to make special things that go home with them. Books they choose and take home with them tend to be treated as special. When books are taken home, make them special by naming them such: “Let’s look at your special library book.” Even very [...]"
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string(1400) "5. Take home two or three books for tomorrow. Children tend to make special things that go home with them. Books they choose and take home with them tend to be treated as special. When books are taken home, make them special by naming them such: “Let’s look at your special library book.” Even very young children looking at pictures and verbalizing as best they can will appreciate special books brought home from the wonderful “book place”.
6. Check with your local public library for special programs and story times for children. These special times can be very beneficial in acclimatizing children to the wonders of their own public libraries. Many of the early childhood programs offered by the public library are intended to facilitate early reading skills. Many of these work well with later integration of Light-Speed Reading skills.
7. Make up stories based on the pictures found in children’s books. Rather than reading the words on the pages, make up your own stories to match the pictures. With very young children the stories will be very short and easy to make up. The whole idea is to allow for perceptual differences in stories. It also encourages your own intuitive nature.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1238895648)
}
[45]=>
array(13) {
["title"]=>
string(51) "PROCRASTINATION: DOWNFALL OF CREATIVE EMPLOYEES (1)"
["link"]=>
string(24) "http://bio-cs.com/?p=708"
["comments"]=>
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["pubdate"]=>
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["description"]=>
string(387) "Unfortunately, procrastination most often affects our idea people. As
they creatively come up with and play with ideas, employees make some valuable contributions and observations. They also can delay getting started by staying in the idea stage, still playing around.
Mulling over ideas is only one of many reasons that employees procrastinate. For most, procrastination is simply [...]"
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string(2069) "Unfortunately, procrastination most often affects our idea people. As
they creatively come up with and play with ideas, employees make some valuable contributions and observations. They also can delay getting started by staying in the idea stage, still playing around.
Mulling over ideas is only one of many reasons that employees procrastinate. For most, procrastination is simply a habit, formed when they delayed doing their homework and reinforced by nagging parents who never quite resolved the problem. Many procrastinating employees really don’t mind the work—once they get into it. It’s just getting into it that is an obstacle. This lifelong habit has become almost a ritual, part of the work process. One challenge that you have as a manager is to change the work process without assuming a parental, nagging role. The following interventions aid in putting the responsibility for changing procrastinating behaviors where they belong—with the employee.
Interventions
• Set incremental deadlines instead of one final deadline. Slicing
up a looming deadline into smaller bite-size pieces is less daunting
to procrastinators. You might have assigned the employee to write a business case proposing the type of PCs to be installed in branch offices all over the region. Instead of a deadline for the final business case recommending a brand of PC, try divvying the process up into mini-deadlines:
• Please send me your short list of PC vendors that meet our criteria
by May 1.
• Select the vendor by May 8.
• Have the rough draft completed by May 12.
• Complete the business case by May 15.
• Make deadlines a team responsibility. Peer pressure is a wonderful
thing. Employees who feel no compunction about letting you down won’t want to let a teammate down. Charge two or more employees with the deadline and watch how effective this is with procrastinators who are team players.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(387) "Unfortunately, procrastination most often affects our idea people. As
they creatively come up with and play with ideas, employees make some valuable contributions and observations. They also can delay getting started by staying in the idea stage, still playing around.
Mulling over ideas is only one of many reasons that employees procrastinate. For most, procrastination is simply [...]"
["atom_content"]=>
string(2069) "Unfortunately, procrastination most often affects our idea people. As
they creatively come up with and play with ideas, employees make some valuable contributions and observations. They also can delay getting started by staying in the idea stage, still playing around.
Mulling over ideas is only one of many reasons that employees procrastinate. For most, procrastination is simply a habit, formed when they delayed doing their homework and reinforced by nagging parents who never quite resolved the problem. Many procrastinating employees really don’t mind the work—once they get into it. It’s just getting into it that is an obstacle. This lifelong habit has become almost a ritual, part of the work process. One challenge that you have as a manager is to change the work process without assuming a parental, nagging role. The following interventions aid in putting the responsibility for changing procrastinating behaviors where they belong—with the employee.
Interventions
• Set incremental deadlines instead of one final deadline. Slicing
up a looming deadline into smaller bite-size pieces is less daunting
to procrastinators. You might have assigned the employee to write a business case proposing the type of PCs to be installed in branch offices all over the region. Instead of a deadline for the final business case recommending a brand of PC, try divvying the process up into mini-deadlines:
• Please send me your short list of PC vendors that meet our criteria
by May 1.
• Select the vendor by May 8.
• Have the rough draft completed by May 12.
• Complete the business case by May 15.
• Make deadlines a team responsibility. Peer pressure is a wonderful
thing. Employees who feel no compunction about letting you down won’t want to let a teammate down. Charge two or more employees with the deadline and watch how effective this is with procrastinators who are team players.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1238830433)
}
[46]=>
array(13) {
["title"]=>
string(49) "Acclimatize the child to the library environment."
["link"]=>
string(24) "http://bio-cs.com/?p=870"
["comments"]=>
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["pubdate"]=>
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["dc"]=>
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string(391) "1. Select children’s books with lots of pictures. Young children love pictures and pictures encourage children’s imagination. Intuitive reading is based on imagination. Take young children to the library often to offer them the opportunity to smell, touch, and “taste” the library environment. Make this a pleasurable experience so they can associate pleasure with reading.
2. [...]"
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string(1674) "1. Select children’s books with lots of pictures. Young children love pictures and pictures encourage children’s imagination. Intuitive reading is based on imagination. Take young children to the library often to offer them the opportunity to smell, touch, and “taste” the library environment. Make this a pleasurable experience so they can associate pleasure with reading.
2. Let the child “read” each book by describing the story from the pictures. Find books in the children’s section that offer large and colorful pictures. Encourage the child to “read” the story from the pictures. Make their interpretations correct by listening to them and offering them your undivided attention.
3. DO NOT read the stories to the child - let them be correct with their perceptions. We all like to be right and part of the Light-Speed Reading program is learning to trust intuitive processes. Allowing children to be right in their own perceptions encourages them in trusting their own intuition.
4. Lavish praise for their fine work. Be mindful to praise them in a way they prefer. Watch them to see that they accept the praise you offer them. For some children the words, “Very good!” come out sounding like, “Well, it’s about time you got it!!” For most children, your attention is praise enough for them to continue and grow. Make sure your language matches your heart when speaking to children - they know when your heart is not in your speech.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
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["summary"]=>
string(391) "1. Select children’s books with lots of pictures. Young children love pictures and pictures encourage children’s imagination. Intuitive reading is based on imagination. Take young children to the library often to offer them the opportunity to smell, touch, and “taste” the library environment. Make this a pleasurable experience so they can associate pleasure with reading.
2. [...]"
["atom_content"]=>
string(1674) "1. Select children’s books with lots of pictures. Young children love pictures and pictures encourage children’s imagination. Intuitive reading is based on imagination. Take young children to the library often to offer them the opportunity to smell, touch, and “taste” the library environment. Make this a pleasurable experience so they can associate pleasure with reading.
2. Let the child “read” each book by describing the story from the pictures. Find books in the children’s section that offer large and colorful pictures. Encourage the child to “read” the story from the pictures. Make their interpretations correct by listening to them and offering them your undivided attention.
3. DO NOT read the stories to the child - let them be correct with their perceptions. We all like to be right and part of the Light-Speed Reading program is learning to trust intuitive processes. Allowing children to be right in their own perceptions encourages them in trusting their own intuition.
4. Lavish praise for their fine work. Be mindful to praise them in a way they prefer. Watch them to see that they accept the praise you offer them. For some children the words, “Very good!” come out sounding like, “Well, it’s about time you got it!!” For most children, your attention is praise enough for them to continue and grow. Make sure your language matches your heart when speaking to children - they know when your heart is not in your speech.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1238808980)
}
[47]=>
array(13) {
["title"]=>
string(52) "TAKING PERFECTIONISM TOO FAR: ANALYSIS PARALYSIS (3)"
["link"]=>
string(24) "http://bio-cs.com/?p=707"
["comments"]=>
string(33) "http://bio-cs.com/?p=707#comments"
["pubdate"]=>
string(31) "Fri, 03 Apr 2009 07:31:24 +0000"
["dc"]=>
array(1) {
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string(5) "admin"
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["category"]=>
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["guid"]=>
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["description"]=>
string(393) "• Or, schedule 1-hour brainstorming sessions in a conference room to collect information—verbal or written. The term brainstorming session seems to take the pressure to come up with a finalized answer off some employees.
• Assure overly conscientious employees that their work quality is
recognized. Give them permission to take the risk of releasing
documents and projects sooner. [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1784) "• Or, schedule 1-hour brainstorming sessions in a conference room to collect information—verbal or written. The term brainstorming session seems to take the pressure to come up with a finalized answer off some employees.
• Assure overly conscientious employees that their work quality is
recognized. Give them permission to take the risk of releasing
documents and projects sooner. Tell them that even if they make a
mistake, the organization (and their careers) will survive. You may
want to share a mistake that you made in the past. Employees who
demonstrate analysis paralysis often live in fear of making a mistake.
• Create forms or templates for final reports upon project completion.
Some employees spend the greatest amount of time composing how they will deliver their final information. They are overly cautious about their phrasing. If you create a template, you will
• Focus the employee more effectively
• Give him a fast, easy way to plug in his information
• Eliminate time spent analyzing how to package information
• Use an online project management tool. This software tool allows
your employee, you, and other stakeholders to collaborate and give
input online. Project milestones are entered at the beginning of the
project. If any team member gets behind, that variance is charted in
a bar chart or some other visual graphic. As soon as a delay occurs,
you can see it and discuss it with the employee. This tool also
encourages overly analytical or verbose employees to move on to
the next step. Less time is spent filling in the information required.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
["wfw"]=>
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string(34) "http://bio-cs.com/?feed=rss2&p=707"
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string(393) "• Or, schedule 1-hour brainstorming sessions in a conference room to collect information—verbal or written. The term brainstorming session seems to take the pressure to come up with a finalized answer off some employees.
• Assure overly conscientious employees that their work quality is
recognized. Give them permission to take the risk of releasing
documents and projects sooner. [...]"
["atom_content"]=>
string(1784) "• Or, schedule 1-hour brainstorming sessions in a conference room to collect information—verbal or written. The term brainstorming session seems to take the pressure to come up with a finalized answer off some employees.
• Assure overly conscientious employees that their work quality is
recognized. Give them permission to take the risk of releasing
documents and projects sooner. Tell them that even if they make a
mistake, the organization (and their careers) will survive. You may
want to share a mistake that you made in the past. Employees who
demonstrate analysis paralysis often live in fear of making a mistake.
• Create forms or templates for final reports upon project completion.
Some employees spend the greatest amount of time composing how they will deliver their final information. They are overly cautious about their phrasing. If you create a template, you will
• Focus the employee more effectively
• Give him a fast, easy way to plug in his information
• Eliminate time spent analyzing how to package information
• Use an online project management tool. This software tool allows
your employee, you, and other stakeholders to collaborate and give
input online. Project milestones are entered at the beginning of the
project. If any team member gets behind, that variance is charted in
a bar chart or some other visual graphic. As soon as a delay occurs,
you can see it and discuss it with the employee. This tool also
encourages overly analytical or verbose employees to move on to
the next step. Less time is spent filling in the information required.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1238743884)
}
[48]=>
array(13) {
["title"]=>
string(37) "Teaching very young children to read."
["link"]=>
string(24) "http://bio-cs.com/?p=868"
["comments"]=>
string(33) "http://bio-cs.com/?p=868#comments"
["pubdate"]=>
string(31) "Fri, 03 Apr 2009 01:30:59 +0000"
["dc"]=>
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["category"]=>
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["guid"]=>
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["description"]=>
string(337) "1. Take a trip to the library or other place where young children’s books are kept. Introduce young children to the look and feel of books. Very young children will probably want to “eat” the books first. However, most young children’s books are covered with plastic or another type of protective cover. Very young children [...]"
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string(1978) "1. Take a trip to the library or other place where young children’s books are kept. Introduce young children to the look and feel of books. Very young children will probably want to “eat” the books first. However, most young children’s books are covered with plastic or another type of protective cover. Very young children tend to focus on their sense of smell, taste, and touch first. Allowing them to have a favorable sensory experience with books may give them a “first” sense of pleasure with books that promotes later favorable encounters.
2. Select books with LOTS of pictures (young children’s books). Point out the pictures so the children see them clearly and can make visual associations. Make the pictures interesting to you as well. What you enjoy, the child will enjoy. That’s one of the ways they build their “library” of pleasurable things.
3. Assist the child in using their eyes to look around the room and the pages. Point out items of interest, things that appeal to you. Add plenty of other sensory input like touch and smell. Move the child close to the item you point out so the baby can touch it and possibly smell it, too. This can become a rather enjoyable and fun game - pointing out, then touching. Add to this an auditory identification - a name - and the child comes to understand what things are when they see them in a picture in a book. Later, you will use a similar process to assist the child in identifying words and associating those words to the items of which they already have sensory memory.
4. Spend only a half hour to one hour (depending on the attention span of the child). Honoring the child’s attention and interest span encourages children to experience the reading process as a pleasurable and enjoyable one.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
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string(337) "1. Take a trip to the library or other place where young children’s books are kept. Introduce young children to the look and feel of books. Very young children will probably want to “eat” the books first. However, most young children’s books are covered with plastic or another type of protective cover. Very young children [...]"
["atom_content"]=>
string(1978) "1. Take a trip to the library or other place where young children’s books are kept. Introduce young children to the look and feel of books. Very young children will probably want to “eat” the books first. However, most young children’s books are covered with plastic or another type of protective cover. Very young children tend to focus on their sense of smell, taste, and touch first. Allowing them to have a favorable sensory experience with books may give them a “first” sense of pleasure with books that promotes later favorable encounters.
2. Select books with LOTS of pictures (young children’s books). Point out the pictures so the children see them clearly and can make visual associations. Make the pictures interesting to you as well. What you enjoy, the child will enjoy. That’s one of the ways they build their “library” of pleasurable things.
3. Assist the child in using their eyes to look around the room and the pages. Point out items of interest, things that appeal to you. Add plenty of other sensory input like touch and smell. Move the child close to the item you point out so the baby can touch it and possibly smell it, too. This can become a rather enjoyable and fun game - pointing out, then touching. Add to this an auditory identification - a name - and the child comes to understand what things are when they see them in a picture in a book. Later, you will use a similar process to assist the child in identifying words and associating those words to the items of which they already have sensory memory.
4. Spend only a half hour to one hour (depending on the attention span of the child). Honoring the child’s attention and interest span encourages children to experience the reading process as a pleasurable and enjoyable one.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1238722259)
}
[49]=>
array(13) {
["title"]=>
string(52) "TAKING PERFECTIONISM TOO FAR: ANALYSIS PARALYSIS (2)"
["link"]=>
string(24) "http://bio-cs.com/?p=706"
["comments"]=>
string(33) "http://bio-cs.com/?p=706#comments"
["pubdate"]=>
string(31) "Thu, 02 Apr 2009 07:27:35 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(27) "http://localhost/wp/?p=1745"
["description"]=>
string(389) "Interventions
• Restructure the work process to capitalize on the employee’s
strengths and bypass her weaknesses. Do not put employees who
are prone to delays in positions where they can cause bottlenecks
or have a final say-so. Projects that land on their desks can sit there far too long, impeding the progress of other employees and
customers.
Place these analytical employees [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1586) "Interventions
• Restructure the work process to capitalize on the employee’s
strengths and bypass her weaknesses. Do not put employees who
are prone to delays in positions where they can cause bottlenecks
or have a final say-so. Projects that land on their desks can sit there far too long, impeding the progress of other employees and
customers.
Place these analytical employees in roles supporting others who are better at making decisions. Often removing the responsibility for acting on the information frees up the analytical employee to move a bit faster. She does not feel the weight of everything riding on a perfectly “right” answer from her.
• Set clear limits and deadlines in concrete terms. This is a necessity.
Define what you want from the employee in terms of how much time he should spend on a project. Set boundaries up front on how much time the employee should be allowed to invest before getting back to you with an answer. Here are some examples:
• “Find me as many studies as you can in an hour on motor oil
disposal in sandy soil. I will call you in an hour, and you can just give me what you have at that point.”
• “Between now and noon tomorrow, please tell me which three
methods of bacterial clean-up you find most promising. This is just a top of mind type of discussion. All I want is your first take on the subject. I will have 30 minutes for the phone call, from 1:00 to 1:30.”
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
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array(1) {
["commentrss"]=>
string(34) "http://bio-cs.com/?feed=rss2&p=706"
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["summary"]=>
string(389) "Interventions
• Restructure the work process to capitalize on the employee’s
strengths and bypass her weaknesses. Do not put employees who
are prone to delays in positions where they can cause bottlenecks
or have a final say-so. Projects that land on their desks can sit there far too long, impeding the progress of other employees and
customers.
Place these analytical employees [...]"
["atom_content"]=>
string(1586) "Interventions
• Restructure the work process to capitalize on the employee’s
strengths and bypass her weaknesses. Do not put employees who
are prone to delays in positions where they can cause bottlenecks
or have a final say-so. Projects that land on their desks can sit there far too long, impeding the progress of other employees and
customers.
Place these analytical employees in roles supporting others who are better at making decisions. Often removing the responsibility for acting on the information frees up the analytical employee to move a bit faster. She does not feel the weight of everything riding on a perfectly “right” answer from her.
• Set clear limits and deadlines in concrete terms. This is a necessity.
Define what you want from the employee in terms of how much time he should spend on a project. Set boundaries up front on how much time the employee should be allowed to invest before getting back to you with an answer. Here are some examples:
• “Find me as many studies as you can in an hour on motor oil
disposal in sandy soil. I will call you in an hour, and you can just give me what you have at that point.”
• “Between now and noon tomorrow, please tell me which three
methods of bacterial clean-up you find most promising. This is just a top of mind type of discussion. All I want is your first take on the subject. I will have 30 minutes for the phone call, from 1:00 to 1:30.”
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1238657255)
}
[50]=>
array(13) {
["title"]=>
string(38) "Teaching Children to Read (age 1 to 8)"
["link"]=>
string(24) "http://bio-cs.com/?p=866"
["comments"]=>
string(33) "http://bio-cs.com/?p=866#comments"
["pubdate"]=>
string(31) "Thu, 02 Apr 2009 01:20:58 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(24) "http://bio-cs.com/?p=866"
["description"]=>
string(301) "Read to your child as often as you can.
1. Read out loud to your baby in the womb before birth. Read what you like the best. Read at night before bed when you are relaxed and feel comfortable. Children love to “do” what mother does when she is enjoying herself. Any reading material is okay [...]"
["content"]=>
array(1) {
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string(1086) "Read to your child as often as you can.
1. Read out loud to your baby in the womb before birth. Read what you like the best. Read at night before bed when you are relaxed and feel comfortable. Children love to “do” what mother does when she is enjoying herself. Any reading material is okay - whatever you enjoy the best. The key here is enjoyment. Anything you read that brings about an emotional response will emotionally affect the baby - this is good! Any emotions the mother experiences while reading (and NOT backed up with pain, like sneezing, bumping into objects, etc. - babies are very easily traumatized) tend to assist babies in assimilating emotions.
2. Light-speed read often to activate your intuition for the unborn baby. The connection between mother and baby is very intimate. The possibility that the baby could learn what mother learns while in the womb is worth pursuing.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
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["summary"]=>
string(301) "Read to your child as often as you can.
1. Read out loud to your baby in the womb before birth. Read what you like the best. Read at night before bed when you are relaxed and feel comfortable. Children love to “do” what mother does when she is enjoying herself. Any reading material is okay [...]"
["atom_content"]=>
string(1086) "Read to your child as often as you can.
1. Read out loud to your baby in the womb before birth. Read what you like the best. Read at night before bed when you are relaxed and feel comfortable. Children love to “do” what mother does when she is enjoying herself. Any reading material is okay - whatever you enjoy the best. The key here is enjoyment. Anything you read that brings about an emotional response will emotionally affect the baby - this is good! Any emotions the mother experiences while reading (and NOT backed up with pain, like sneezing, bumping into objects, etc. - babies are very easily traumatized) tend to assist babies in assimilating emotions.
2. Light-speed read often to activate your intuition for the unborn baby. The connection between mother and baby is very intimate. The possibility that the baby could learn what mother learns while in the womb is worth pursuing.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1238635258)
}
[51]=>
array(13) {
["title"]=>
string(52) "TAKING PERFECTIONISM TOO FAR: ANALYSIS PARALYSIS (1)"
["link"]=>
string(24) "http://bio-cs.com/?p=705"
["comments"]=>
string(33) "http://bio-cs.com/?p=705#comments"
["pubdate"]=>
string(31) "Wed, 01 Apr 2009 07:21:21 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
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["description"]=>
string(349) "Just how many times does an employee need to go over a report
before it goes out? Certainly, it’s admirable to look for mistakes and to consider whether all important topics have been scrutinized for weak- nesses and omissions. Some employees, however, use these usually legitimate work practices to “hide out” from real work. Since this [...]"
["content"]=>
array(1) {
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string(1748) "Just how many times does an employee need to go over a report
before it goes out? Certainly, it’s admirable to look for mistakes and to consider whether all important topics have been scrutinized for weak- nesses and omissions. Some employees, however, use these usually legitimate work practices to “hide out” from real work. Since this analysis and proofreading and tweaking can be grueling, what are these folks avoiding?
• Risk taking. Once an employee is comfortable with a project, she
feels she knows and has dealt with its potential risks and criticism.
Some employees are not eager to move on to the next opportunity,
which may expose them to greater risk. New things are sometimes
scary. The old familiar feels safer.
• Initiative. Some employees want to be maintenance employees,
not movers and shakers. If you come to them and jump-start them
with your ideas and a sketch of what you want done, they will
compliantly execute what you start. But don’t expect them to come looking for work. Never finishing Project A because it’s being perfected is a great way to avoid doing Project B.
• Not looking smart. If an employee is spending an infinite amount
of time meticulously going over a report, he may be trying to hide his lack of confidence. He may fear that if someone finds an error, that person will conclude that he is dumb, has a poor work ethic, or isn’t qualified for the job. He doesn’t believe that people realize that sometimes a mistake is just a mistake. Expending this much energy on polishing minute details really is dumb—and saps productivity.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
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string(349) "Just how many times does an employee need to go over a report
before it goes out? Certainly, it’s admirable to look for mistakes and to consider whether all important topics have been scrutinized for weak- nesses and omissions. Some employees, however, use these usually legitimate work practices to “hide out” from real work. Since this [...]"
["atom_content"]=>
string(1748) "Just how many times does an employee need to go over a report
before it goes out? Certainly, it’s admirable to look for mistakes and to consider whether all important topics have been scrutinized for weak- nesses and omissions. Some employees, however, use these usually legitimate work practices to “hide out” from real work. Since this analysis and proofreading and tweaking can be grueling, what are these folks avoiding?
• Risk taking. Once an employee is comfortable with a project, she
feels she knows and has dealt with its potential risks and criticism.
Some employees are not eager to move on to the next opportunity,
which may expose them to greater risk. New things are sometimes
scary. The old familiar feels safer.
• Initiative. Some employees want to be maintenance employees,
not movers and shakers. If you come to them and jump-start them
with your ideas and a sketch of what you want done, they will
compliantly execute what you start. But don’t expect them to come looking for work. Never finishing Project A because it’s being perfected is a great way to avoid doing Project B.
• Not looking smart. If an employee is spending an infinite amount
of time meticulously going over a report, he may be trying to hide his lack of confidence. He may fear that if someone finds an error, that person will conclude that he is dumb, has a poor work ethic, or isn’t qualified for the job. He doesn’t believe that people realize that sometimes a mistake is just a mistake. Expending this much energy on polishing minute details really is dumb—and saps productivity.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1238570481)
}
[52]=>
array(13) {
["title"]=>
string(26) "Reading Technical Material"
["link"]=>
string(24) "http://bio-cs.com/?p=863"
["comments"]=>
string(33) "http://bio-cs.com/?p=863#comments"
["pubdate"]=>
string(31) "Wed, 01 Apr 2009 01:16:16 +0000"
["dc"]=>
array(1) {
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string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(24) "http://bio-cs.com/?p=863"
["description"]=>
string(369) "(Including text books)
1. Explore the index and table of contents
2. Know your intent (browsing, searching for information, studying, etc.)
3. If you are studying, searching, or researching
• Find your objective in the index or table of contents
• Quickly go to the page(s) referred to
• Scan the material for what you want, seeking the idea or concept
• [...]"
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string(1620) "
1. Explore the index and table of contents
2. Know your intent (browsing, searching for information, studying, etc.)
3. If you are studying, searching, or researching
• Find your objective in the index or table of contents
• Quickly go to the page(s) referred to
• Scan the material for what you want, seeking the idea or concept
• Notice the headings of sections (often in bold or large print)
• Most of the time the first sentence in any paragraph is the main point of that paragraph
• Take notes accordingly
4. If you are browsing
• Scan the table of contents first, then the layout of the book
• Go to the section of interest
• Read the first sentence of each paragraph to get the ideas
5. When you must know the information
• Scan the table of contents first, then the layout of the book
• Scan the major headings first to discover parts of the text you already know
• In the areas you do not know scan the first sentence of each paragraph to get the ideas
• Take notes as appropriate
6. Reading Technical Journals
???? Find the article that interests you
???? Scan the first sentence of each paragraph
???? Get a feel for the article - make some notes from this initial scan
???? Light-speed read the article noticing what you do not already know
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
["wfw"]=>
array(1) {
["commentrss"]=>
string(34) "http://bio-cs.com/?feed=rss2&p=863"
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["summary"]=>
string(369) "(Including text books)
1. Explore the index and table of contents
2. Know your intent (browsing, searching for information, studying, etc.)
3. If you are studying, searching, or researching
• Find your objective in the index or table of contents
• Quickly go to the page(s) referred to
• Scan the material for what you want, seeking the idea or concept
• [...]"
["atom_content"]=>
string(1620) "
1. Explore the index and table of contents
2. Know your intent (browsing, searching for information, studying, etc.)
3. If you are studying, searching, or researching
• Find your objective in the index or table of contents
• Quickly go to the page(s) referred to
• Scan the material for what you want, seeking the idea or concept
• Notice the headings of sections (often in bold or large print)
• Most of the time the first sentence in any paragraph is the main point of that paragraph
• Take notes accordingly
4. If you are browsing
• Scan the table of contents first, then the layout of the book
• Go to the section of interest
• Read the first sentence of each paragraph to get the ideas
5. When you must know the information
• Scan the table of contents first, then the layout of the book
• Scan the major headings first to discover parts of the text you already know
• In the areas you do not know scan the first sentence of each paragraph to get the ideas
• Take notes as appropriate
6. Reading Technical Journals
???? Find the article that interests you
???? Scan the first sentence of each paragraph
???? Get a feel for the article - make some notes from this initial scan
???? Light-speed read the article noticing what you do not already know
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1238548576)
}
[53]=>
array(13) {
["title"]=>
string(24) "The Unmotivated Employee"
["link"]=>
string(24) "http://bio-cs.com/?p=967"
["comments"]=>
string(33) "http://bio-cs.com/?p=967#comments"
["pubdate"]=>
string(31) "Tue, 31 Mar 2009 03:59:11 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(28) "http://localhost/wp4/?p=1350"
["description"]=>
string(351) "One of the most frustrating challenges a manager can face is turning
around an unmotivated employee. Often these employees have the
skills and intelligence to excel, but they sleepwalk through their days,
investing little thought or energy in what they are doing. Lack of motivation may be exhibited as a lack of activity in any of the following [...]"
["content"]=>
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string(2046) "One of the most frustrating challenges a manager can face is turning
around an unmotivated employee. Often these employees have the
skills and intelligence to excel, but they sleepwalk through their days,
investing little thought or energy in what they are doing. Lack of motivation may be exhibited as a lack of activity in any of the following areas:
• Volunteering
• Bringing new ideas to a job
• Seeking promotion or greater responsibility
• Taking the initiative to solve problems or add value
• Participating in team or other work activities
• Discovering problems or exploring new opportunities
• Bringing energy and ideas to the workplace each day
• Investing thought, time, and self into the work at hand
These behaviors are a manager’s first clues that she or he is dealing
with an unmotivated employee. Naturally, the manager must determine
that the employee is not impaired or unqualified for the job as covered in
Chapters 4 and 19.
The next step is to have a joint goal-setting session with the employee. Once goals are set with the employee’s input, as described in Chapter 2, the most critical step follows: monitoring the employee’s performance and achievement of these goals. If the employee is not achieving these goals with the quality and timeliness that has been clearly agreed upon, then an intervention should be employed. People are motivated by two things: fear of punishment and hope of reward. Punishment is inherent
in poor performance, since the person could lose his or her job, status,
or income. It takes greater creativity to create rewards. The interventions in this chapter capitalize on the reward and punishment motivational forces. The reward interventions outnumber the punishment interventions, since a nonperforming employee has already shown a lack of responsiveness to potential punishment.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
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string(351) "One of the most frustrating challenges a manager can face is turning
around an unmotivated employee. Often these employees have the
skills and intelligence to excel, but they sleepwalk through their days,
investing little thought or energy in what they are doing. Lack of motivation may be exhibited as a lack of activity in any of the following [...]"
["atom_content"]=>
string(2046) "One of the most frustrating challenges a manager can face is turning
around an unmotivated employee. Often these employees have the
skills and intelligence to excel, but they sleepwalk through their days,
investing little thought or energy in what they are doing. Lack of motivation may be exhibited as a lack of activity in any of the following areas:
• Volunteering
• Bringing new ideas to a job
• Seeking promotion or greater responsibility
• Taking the initiative to solve problems or add value
• Participating in team or other work activities
• Discovering problems or exploring new opportunities
• Bringing energy and ideas to the workplace each day
• Investing thought, time, and self into the work at hand
These behaviors are a manager’s first clues that she or he is dealing
with an unmotivated employee. Naturally, the manager must determine
that the employee is not impaired or unqualified for the job as covered in
Chapters 4 and 19.
The next step is to have a joint goal-setting session with the employee. Once goals are set with the employee’s input, as described in Chapter 2, the most critical step follows: monitoring the employee’s performance and achievement of these goals. If the employee is not achieving these goals with the quality and timeliness that has been clearly agreed upon, then an intervention should be employed. People are motivated by two things: fear of punishment and hope of reward. Punishment is inherent
in poor performance, since the person could lose his or her job, status,
or income. It takes greater creativity to create rewards. The interventions in this chapter capitalize on the reward and punishment motivational forces. The reward interventions outnumber the punishment interventions, since a nonperforming employee has already shown a lack of responsiveness to potential punishment.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1238471951)
}
[54]=>
array(13) {
["title"]=>
string(13) "Week IV Day 4"
["link"]=>
string(24) "http://bio-cs.com/?p=861"
["comments"]=>
string(33) "http://bio-cs.com/?p=861#comments"
["pubdate"]=>
string(31) "Tue, 31 Mar 2009 01:09:55 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(24) "http://bio-cs.com/?p=861"
["description"]=>
string(323) "Note: Repeat previous week’s subjects until you are ready for this day. Only proceed to this day’s exercises when you are sure you are ready.
Today is results day! It’s going to be fun and you will be so excited with your new skills. Begin the day’s session with the imagery and eye exercises. Breath several [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1804) "Note: Repeat previous week’s subjects until you are ready for this day. Only proceed to this day’s exercises when you are sure you are ready.
Today is results day! It’s going to be fun and you will be so excited with your new skills. Begin the day’s session with the imagery and eye exercises. Breath several deep slow sighs.
Repeat the testing procedure you did on day 1 of week 1 with books you brought home yesterday.
Testing
An adequate reading test may be performed in about 10 - 15 minutes.
Setup:
1. Person being tested has a 6th grade reading level novel of sufficient length to be tested for 10 minutes (at light-speed, this may need to be at least 300 pages)
2. There is adequate lighting and ventilation so the person is comfortable
3. The tester has a stopwatch or second hand on a watch
Test procedure:
1. At the “go” signal, the reader starts and the timer starts the clock
2. Continue reading for 10 minutes or more
3. When time is up, timer states, “stop reading”
4. Mark the final page and the line where reading stopped (if the line stopped on is half or more of a page, the whole page may be counted as read - less than half don’t count)
5. Complete the exercise on the following page to determine reading speed:
Testing Comprehension:
To test comprehension, open the books to a place the person has read and invent questions that illustrate their comprehension of the material. Keep it simple: if you ask 10 questions and they answer 8 of them correctly, they have 80% comprehension.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
["wfw"]=>
array(1) {
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string(34) "http://bio-cs.com/?feed=rss2&p=861"
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["summary"]=>
string(323) "Note: Repeat previous week’s subjects until you are ready for this day. Only proceed to this day’s exercises when you are sure you are ready.
Today is results day! It’s going to be fun and you will be so excited with your new skills. Begin the day’s session with the imagery and eye exercises. Breath several [...]"
["atom_content"]=>
string(1804) "Note: Repeat previous week’s subjects until you are ready for this day. Only proceed to this day’s exercises when you are sure you are ready.
Today is results day! It’s going to be fun and you will be so excited with your new skills. Begin the day’s session with the imagery and eye exercises. Breath several deep slow sighs.
Repeat the testing procedure you did on day 1 of week 1 with books you brought home yesterday.
Testing
An adequate reading test may be performed in about 10 - 15 minutes.
Setup:
1. Person being tested has a 6th grade reading level novel of sufficient length to be tested for 10 minutes (at light-speed, this may need to be at least 300 pages)
2. There is adequate lighting and ventilation so the person is comfortable
3. The tester has a stopwatch or second hand on a watch
Test procedure:
1. At the “go” signal, the reader starts and the timer starts the clock
2. Continue reading for 10 minutes or more
3. When time is up, timer states, “stop reading”
4. Mark the final page and the line where reading stopped (if the line stopped on is half or more of a page, the whole page may be counted as read - less than half don’t count)
5. Complete the exercise on the following page to determine reading speed:
Testing Comprehension:
To test comprehension, open the books to a place the person has read and invent questions that illustrate their comprehension of the material. Keep it simple: if you ask 10 questions and they answer 8 of them correctly, they have 80% comprehension.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1238461795)
}
[55]=>
array(13) {
["title"]=>
string(27) "WASTING TIME ON THE WEB (7)"
["link"]=>
string(24) "http://bio-cs.com/?p=808"
["comments"]=>
string(33) "http://bio-cs.com/?p=808#comments"
["pubdate"]=>
string(31) "Mon, 30 Mar 2009 12:12:59 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(27) "http://localhost/wp/?p=1807"
["description"]=>
string(332) "5. Ask the employee for his thoughts or ideas for going forward.
6. Offer professional counseling or addiction treatment if the
employee believes that would help. Here is a suggested way to
broach the subject: “I’ve told you today how valuable you are to this department and to me. The pressures of work cause all of us to [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1528) "5. Ask the employee for his thoughts or ideas for going forward.
6. Offer professional counseling or addiction treatment if the
employee believes that would help. Here is a suggested way to
broach the subject: “I’ve told you today how valuable you are to this department and to me. The pressures of work cause all of us to let off steam in different ways. I want to help you solve this and be as successful as I know you are meant to be. If counseling would help, we would like to work with you to get it. Just let me know or let Susie Thomas in HR know. Here is the card if you choose to call her confidentially. We can set something up to help you with this.”
7. State that although you are documenting this session, you are
confident that the problem will never recur.
8. End by thanking the employee for something he has done or a trait
he has demonstrated that you appreciate. Mention an upcoming
project or meeting that you can both look forward to. The tenor of
these concluding moments should be forward-looking.
In short, email has offered us great opportunities for communication
and efficiencies in business. Conversely, it has offered a few employees one of the most versatile tools for slacking off that business has ever seen. If you think you have no problem in this area, I urge you to monitor your employees’ email for a while. You may be very surprised.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
["wfw"]=>
array(1) {
["commentrss"]=>
string(34) "http://bio-cs.com/?feed=rss2&p=808"
}
["summary"]=>
string(332) "5. Ask the employee for his thoughts or ideas for going forward.
6. Offer professional counseling or addiction treatment if the
employee believes that would help. Here is a suggested way to
broach the subject: “I’ve told you today how valuable you are to this department and to me. The pressures of work cause all of us to [...]"
["atom_content"]=>
string(1528) "5. Ask the employee for his thoughts or ideas for going forward.
6. Offer professional counseling or addiction treatment if the
employee believes that would help. Here is a suggested way to
broach the subject: “I’ve told you today how valuable you are to this department and to me. The pressures of work cause all of us to let off steam in different ways. I want to help you solve this and be as successful as I know you are meant to be. If counseling would help, we would like to work with you to get it. Just let me know or let Susie Thomas in HR know. Here is the card if you choose to call her confidentially. We can set something up to help you with this.”
7. State that although you are documenting this session, you are
confident that the problem will never recur.
8. End by thanking the employee for something he has done or a trait
he has demonstrated that you appreciate. Mention an upcoming
project or meeting that you can both look forward to. The tenor of
these concluding moments should be forward-looking.
In short, email has offered us great opportunities for communication
and efficiencies in business. Conversely, it has offered a few employees one of the most versatile tools for slacking off that business has ever seen. If you think you have no problem in this area, I urge you to monitor your employees’ email for a while. You may be very surprised.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1238415179)
}
[56]=>
array(13) {
["title"]=>
string(13) "Week IV Day 3"
["link"]=>
string(24) "http://bio-cs.com/?p=859"
["comments"]=>
string(33) "http://bio-cs.com/?p=859#comments"
["pubdate"]=>
string(31) "Mon, 30 Mar 2009 08:20:04 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(24) "http://bio-cs.com/?p=859"
["description"]=>
string(348) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to the library. Choose novels from the adult fiction area. Repeat [...]"
["content"]=>
array(1) {
["encoded"]=>
string(933) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to the library. Choose novels from the adult fiction area. Repeat the previous day’s exercises. Remember to take notes.
Some questions to ask yourself as you read (answer the questions aloud):
“What is the plot of this story?”
“What is happening to the characters?”
“Who is doing what to whom?”
“What in this story is exciting?”
“What in this story is fun?”
“What am I learning from this story?”
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
["wfw"]=>
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["summary"]=>
string(348) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to the library. Choose novels from the adult fiction area. Repeat [...]"
["atom_content"]=>
string(933) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to the library. Choose novels from the adult fiction area. Repeat the previous day’s exercises. Remember to take notes.
Some questions to ask yourself as you read (answer the questions aloud):
“What is the plot of this story?”
“What is happening to the characters?”
“Who is doing what to whom?”
“What in this story is exciting?”
“What in this story is fun?”
“What am I learning from this story?”
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1238401204)
}
[57]=>
array(13) {
["title"]=>
string(27) "WASTING TIME ON THE WEB (6)"
["link"]=>
string(24) "http://bio-cs.com/?p=807"
["comments"]=>
string(33) "http://bio-cs.com/?p=807#comments"
["pubdate"]=>
string(31) "Sun, 29 Mar 2009 12:06:56 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(27) "http://localhost/wp/?p=1806"
["description"]=>
string(348) "2. Note any objective measures of productivity loss that you have
documented over the last weeks. Your comments should not be
opinions. For example: “Ross, last quarter you were processing over 50 claims a week. I expected that to improve with experience. Over the last 4 weeks, however, you have averaged only 40 claims per week.”
3. Ask [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1559) "2. Note any objective measures of productivity loss that you have
documented over the last weeks. Your comments should not be
opinions. For example: “Ross, last quarter you were processing over 50 claims a week. I expected that to improve with experience. Over the last 4 weeks, however, you have averaged only 40 claims per week.”
3. Ask the employee for his ideas regarding the reasons for his
declining productivity. Most employees will not be forthcoming. First answers often tend to blame other circumstances and other people. Come back with questions such as: “Is there anything more?” “What else do you think could be contributing?” “What are you doing more of at work that could be cutting into your time?” Many issues may come up, and some may be valid. Offer to follow up on those issues.
4. Bring up the usage history in a reasoned and compassionate tone
of voice. Say something such as: “One factor contributing to your recent challenges in productivity, I believe, is your personal use of the Internet. You know, Ross, I don’t mind your emailing a friend once in a while or checking to see if your friend’s plane is on time before you leave the office. Your usage record, however, shows that you are spending a great deal of time during the business day visiting sites that could only be for your personal use. A high percentage of your email is personal also. Here is a copy of the usage record for you.”
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
["wfw"]=>
array(1) {
["commentrss"]=>
string(34) "http://bio-cs.com/?feed=rss2&p=807"
}
["summary"]=>
string(348) "2. Note any objective measures of productivity loss that you have
documented over the last weeks. Your comments should not be
opinions. For example: “Ross, last quarter you were processing over 50 claims a week. I expected that to improve with experience. Over the last 4 weeks, however, you have averaged only 40 claims per week.”
3. Ask [...]"
["atom_content"]=>
string(1559) "2. Note any objective measures of productivity loss that you have
documented over the last weeks. Your comments should not be
opinions. For example: “Ross, last quarter you were processing over 50 claims a week. I expected that to improve with experience. Over the last 4 weeks, however, you have averaged only 40 claims per week.”
3. Ask the employee for his ideas regarding the reasons for his
declining productivity. Most employees will not be forthcoming. First answers often tend to blame other circumstances and other people. Come back with questions such as: “Is there anything more?” “What else do you think could be contributing?” “What are you doing more of at work that could be cutting into your time?” Many issues may come up, and some may be valid. Offer to follow up on those issues.
4. Bring up the usage history in a reasoned and compassionate tone
of voice. Say something such as: “One factor contributing to your recent challenges in productivity, I believe, is your personal use of the Internet. You know, Ross, I don’t mind your emailing a friend once in a while or checking to see if your friend’s plane is on time before you leave the office. Your usage record, however, shows that you are spending a great deal of time during the business day visiting sites that could only be for your personal use. A high percentage of your email is personal also. Here is a copy of the usage record for you.”
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1238328416)
}
[58]=>
array(13) {
["title"]=>
string(13) "Week IV Day 2"
["link"]=>
string(24) "http://bio-cs.com/?p=856"
["comments"]=>
string(33) "http://bio-cs.com/?p=856#comments"
["pubdate"]=>
string(31) "Sun, 29 Mar 2009 08:17:18 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(24) "http://bio-cs.com/?p=856"
["description"]=>
string(346) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to the library and repeat the same exercises you did yesterday. [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1180) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to the library and repeat the same exercises you did yesterday. Today, however, begin to “tell the story” as you read. In other words, speak the story verbally while “seeing” the words visually. You must “guess” the story and tell it out loud while flashing through the book. If the story sounds a bit disjointed or vague, or even wild, it’s completely okay.
Remember, the reader’s perception is always valid and correct. The exercise is intended to separate the verbal output from the visual input. A person can read and speak simultaneously. After practicing this technique for a while, one can actually carry on a conversation with someone and read simultaneously.
Enjoy the stories.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
["wfw"]=>
array(1) {
["commentrss"]=>
string(34) "http://bio-cs.com/?feed=rss2&p=856"
}
["summary"]=>
string(346) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to the library and repeat the same exercises you did yesterday. [...]"
["atom_content"]=>
string(1180) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to the library and repeat the same exercises you did yesterday. Today, however, begin to “tell the story” as you read. In other words, speak the story verbally while “seeing” the words visually. You must “guess” the story and tell it out loud while flashing through the book. If the story sounds a bit disjointed or vague, or even wild, it’s completely okay.
Remember, the reader’s perception is always valid and correct. The exercise is intended to separate the verbal output from the visual input. A person can read and speak simultaneously. After practicing this technique for a while, one can actually carry on a conversation with someone and read simultaneously.
Enjoy the stories.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1238314638)
}
[59]=>
array(13) {
["title"]=>
string(27) "WASTING TIME ON THE WEB (5)"
["link"]=>
string(24) "http://bio-cs.com/?p=805"
["comments"]=>
string(33) "http://bio-cs.com/?p=805#comments"
["pubdate"]=>
string(31) "Sat, 28 Mar 2009 12:04:25 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(27) "http://localhost/wp/?p=1805"
["description"]=>
string(344) "• Conduct a counseling session with the employee regarding his
Internet usage. Most companies can produce a complete record of
each employee’s emails, both personal and work-related, for a period of 1 month to 1 year. A similar history of Internet sites visited is easy to obtain. Again, be sure to check with human resources or legal [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1367) "• Conduct a counseling session with the employee regarding his
Internet usage. Most companies can produce a complete record of
each employee’s emails, both personal and work-related, for a period of 1 month to 1 year. A similar history of Internet sites visited is easy to obtain. Again, be sure to check with human resources or legal counsel before proceeding. Sitting down with an employee and going over that usage is all some people need to turn their behavior around. Why?
Amazingly, some employees still don’t know that Big Brother can see and record everything they do on the Internet. They may still be under the impression that instant messaging (IM) is untraceable. They are wrong. The embarrassment that some employees feel when their messages are revealed is enough to make them swear off IM on the company computer. Revealing the sites that they have visited, particularly pornographic or gambling sites, gives some employees the wake-up call they need to abandon this destructive behavior.
The counseling session should loosely follow this agenda:
1. Open with the strengths the employee has displayed in the past.
Describe what you value in this employee. He will need this to
support him as the brutal truth emerges later.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
["wfw"]=>
array(1) {
["commentrss"]=>
string(34) "http://bio-cs.com/?feed=rss2&p=805"
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["summary"]=>
string(344) "• Conduct a counseling session with the employee regarding his
Internet usage. Most companies can produce a complete record of
each employee’s emails, both personal and work-related, for a period of 1 month to 1 year. A similar history of Internet sites visited is easy to obtain. Again, be sure to check with human resources or legal [...]"
["atom_content"]=>
string(1367) "• Conduct a counseling session with the employee regarding his
Internet usage. Most companies can produce a complete record of
each employee’s emails, both personal and work-related, for a period of 1 month to 1 year. A similar history of Internet sites visited is easy to obtain. Again, be sure to check with human resources or legal counsel before proceeding. Sitting down with an employee and going over that usage is all some people need to turn their behavior around. Why?
Amazingly, some employees still don’t know that Big Brother can see and record everything they do on the Internet. They may still be under the impression that instant messaging (IM) is untraceable. They are wrong. The embarrassment that some employees feel when their messages are revealed is enough to make them swear off IM on the company computer. Revealing the sites that they have visited, particularly pornographic or gambling sites, gives some employees the wake-up call they need to abandon this destructive behavior.
The counseling session should loosely follow this agenda:
1. Open with the strengths the employee has displayed in the past.
Describe what you value in this employee. He will need this to
support him as the brutal truth emerges later.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1238241865)
}
[60]=>
array(13) {
["title"]=>
string(13) "Week IV Day 1"
["link"]=>
string(24) "http://bio-cs.com/?p=854"
["comments"]=>
string(33) "http://bio-cs.com/?p=854#comments"
["pubdate"]=>
string(31) "Sat, 28 Mar 2009 07:49:08 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(24) "http://bio-cs.com/?p=854"
["description"]=>
string(360) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to library’s children’s section. Choose novels from the 6th grade reading [...]"
["content"]=>
array(1) {
["encoded"]=>
string(1006) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to library’s children’s section. Choose novels from the 6th grade reading level. Light-Speed Read books for 30 minutes patched, unpatched, upside-down, right side-up and as fast as the pages can be turned. Again, “guess” the stories. Take notes on each. Remember to keep notes simple. Just enjoy the stories.
Have Fun!
The mind is so powerful that it can create an experience to support any belief. Then we believe the experience proves the belief, not knowing that the belief created the experience.
Krishnamurti
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
["wfw"]=>
array(1) {
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["summary"]=>
string(360) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to library’s children’s section. Choose novels from the 6th grade reading [...]"
["atom_content"]=>
string(1006) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Return to library’s children’s section. Choose novels from the 6th grade reading level. Light-Speed Read books for 30 minutes patched, unpatched, upside-down, right side-up and as fast as the pages can be turned. Again, “guess” the stories. Take notes on each. Remember to keep notes simple. Just enjoy the stories.
Have Fun!
The mind is so powerful that it can create an experience to support any belief. Then we believe the experience proves the belief, not knowing that the belief created the experience.
Krishnamurti
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1238226548)
}
[61]=>
array(13) {
["title"]=>
string(27) "WASTING TIME ON THE WEB (4)"
["link"]=>
string(24) "http://bio-cs.com/?p=803"
["comments"]=>
string(33) "http://bio-cs.com/?p=803#comments"
["pubdate"]=>
string(31) "Fri, 27 Mar 2009 12:01:26 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
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to avoid breathing down the employee’s neck as you observe her
Internet usage, give her the option of selecting an accountability
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the employee to take. The employee’s rights to privacy cannot
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• Choosing a coworker who will monitor her Internet usage throughout the day, usually by walking by. You, as manager, should never choose or assign an accountability partner. No employee should feel pressured to serve as an accountability partner. The role is strictly voluntary.
• Setting up a regular weekly meeting to discuss progress and
possible breaches. The coworker gives feedback only to the employee who is being monitored. It is unfair to ask a coworker
to report breaches to management.
• Setting up a meeting with management at the end of 4 weeks. The accountability partner does not attend. Since this intervention is self-directed, the discussion with management at the end is a self-assessment. Ask the employee for a detailed description of the progress she feels she’s made, areas of improvement she has identified, and any help she needs from you. It’s usually best to give the employee some time for further improvement
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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• Setting up a regular weekly meeting to discuss progress and
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• Setting up a meeting with management at the end of 4 weeks. The accountability partner does not attend. Since this intervention is self-directed, the discussion with management at the end is a self-assessment. Ask the employee for a detailed description of the progress she feels she’s made, areas of improvement she has identified, and any help she needs from you. It’s usually best to give the employee some time for further improvement
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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[62]=>
array(13) {
["title"]=>
string(16) "The Wizard of Oz"
["link"]=>
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["comments"]=>
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string(300) "Remember to take only enough notes that you can reconstruct the story from your notes. Details are unnecessary as they can be drawn from your diagram. You may make your notes simple or more complex as you find it useful for you to recall what you have read. Keep in mind that you write concrete [...]"
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Recalling dreams in this manner will improve dream recall and reading comprehension. The comparison between dreams and reading is remarkable.
Learning to recall dreams will dramatically improve reading recall and overall reading comprehension. As a rather exciting side benefit to improved reading comprehension, effective dream recall will likely improve your ability to induce lucid dreaming.
For more information on lucid dreaming induction (which will dramatically improve reading comprehension, too), refer to books by Stephen LaBerge, Ph.D. of Stanford University. Dr. LaBerge’s book, “Exploring the World of Lucid Dreaming” (Ballantine Books) offers many exercises and methods for inducing lucid dreaming, all of which improve reading comprehension and recall.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
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Recalling dreams in this manner will improve dream recall and reading comprehension. The comparison between dreams and reading is remarkable.
Learning to recall dreams will dramatically improve reading recall and overall reading comprehension. As a rather exciting side benefit to improved reading comprehension, effective dream recall will likely improve your ability to induce lucid dreaming.
For more information on lucid dreaming induction (which will dramatically improve reading comprehension, too), refer to books by Stephen LaBerge, Ph.D. of Stanford University. Dr. LaBerge’s book, “Exploring the World of Lucid Dreaming” (Ballantine Books) offers many exercises and methods for inducing lucid dreaming, all of which improve reading comprehension and recall.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
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string(358) "• Still, another approach is to allow employees a certain amount of
personal Internet usage. After all, in the pre-Internet age, we
shared a joke with a friend or passed on a bit of gossip in the hallway. Some friendly exchanges of communication on the job make
for happier employees and can actually help productivity. Some
coworkers commiserate and [...]"
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for happier employees and can actually help productivity. Some
coworkers commiserate and support each other daily via instant
messaging. Totally blocking personal usage would block some
pretty valuable communication. Go online to search for the monitoring
software that achieves the degree of control that’s right for your company and your unique employees.
• Contract with the employee regarding his Internet usage. Ask him
to help you design a contract that governs his personal Internet
usage. As much as possible, allow the employee to structure how
much time he will be allowed for personal use of the Internet.
Amazingly, most employees are more restrictive than their managers.
Other questions to ask the employee while developing the contract might be the following:
• What types of sites should you be allowed to visit?
• Which sites would it be fair to ask you to avoid in a company
environment with a diverse population?
• At what times will you be accessing the Internet for personal use? May we agree to restrict your usage to these times?
• If this is the first session, no consequences need be mentioned.
Consider that for a later session if the contract is breached.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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for happier employees and can actually help productivity. Some
coworkers commiserate and support each other daily via instant
messaging. Totally blocking personal usage would block some
pretty valuable communication. Go online to search for the monitoring
software that achieves the degree of control that’s right for your company and your unique employees.
• Contract with the employee regarding his Internet usage. Ask him
to help you design a contract that governs his personal Internet
usage. As much as possible, allow the employee to structure how
much time he will be allowed for personal use of the Internet.
Amazingly, most employees are more restrictive than their managers.
Other questions to ask the employee while developing the contract might be the following:
• What types of sites should you be allowed to visit?
• Which sites would it be fair to ask you to avoid in a company
environment with a diverse population?
• At what times will you be accessing the Internet for personal use? May we agree to restrict your usage to these times?
• If this is the first session, no consequences need be mentioned.
Consider that for a later session if the contract is breached.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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string(334) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Today, you will learn how to take notes (see next page for [...]"
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string(1671) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Today, you will learn how to take notes (see next page for instructions). The participants will choose longer books in the adult fiction novel section of the public library. Using the “How to Read“ instructions, flash read a whole book as fast as you can turn the pages (use the “Turning Pages“ instructions if necessary). Take a picture of each page and make a “guess” about the story as you complete the book. Write notes of the book afterward. The notes gives your left hemisphere some reality about what was taken in. Trust your intuition about the story. Since reading is a perceptual journey and everyone’s perceptual journey is different, your synopsis of the book is every bit as valid as anyone else’s perception of the book.
Remember:
Reading is fun!
Taking Notes
Taking notes is a wonderful and easy way to recall what you have read and improve your comprehension. There are many ways to take notes. For A Course in Light-Speed Reading, I recommend the linking memories method. In this method, one writes all things they remember concretely about what they read, connects them and links additional vague ideas. It is done in a free hand, free-association manner:
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
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Remember:
Reading is fun!
Taking Notes
Taking notes is a wonderful and easy way to recall what you have read and improve your comprehension. There are many ways to take notes. For A Course in Light-Speed Reading, I recommend the linking memories method. In this method, one writes all things they remember concretely about what they read, connects them and links additional vague ideas. It is done in a free hand, free-association manner:
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
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string(27) "WASTING TIME ON THE WEB (2)"
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string(329) "How can this much slacking off go on, and why hasn’t management
stopped it? Because these workers look so busy! We see workers in their cubicles furiously typing away, and that looks like productivity. So much legitimate work is done online that it’s often hard to detect the new forms of work avoidance. In one minute, [...]"
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stopped it? Because these workers look so busy! We see workers in their cubicles furiously typing away, and that looks like productivity. So much legitimate work is done online that it’s often hard to detect the new forms of work avoidance. In one minute, a worker can respond to an instant message from Cousin Jimmy, shoot a final bid to eBay, and be back to a legitimate work screen as the boss’s footsteps approach. What’s a manager to do?
Solving such a complex productivity problem requires a look not only at the worker but at the environment, the tools, and the anagement
that affect that worker. A permanent solution will probably require a combination of tactics.
Interventions
• Install “humane” monitors on company Internet systems. Companies have a great deal of control over what comes over their corporate intranet/Internet. At a minimum, firewalls can be installed that won’t handle the complex visuals of pornography or shopping catalogues. Monitoring software can filter out much of the non-work-related Internet activity. The more humane monitoring software is recommended, as it allows employees a limited degree of personal use. Do you really want to forbid Jill to check her personal email from her office or to zap Craig for setting up a tennis match after work? I don’t think so. Monitors can filter by word or content. Some simply identify a company’s biggest timewasting sites (Sims.com, Matchmaker.com, eBay) and block those. Eliminating these biggest drains on productivity offers an immediate jump in productivity. Employees are forced to log onto their favorites at home.
Also, when the buzz goes out that these top offenders have been removed, some employees will get the message that management is serious about curbing Internet abuse.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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Solving such a complex productivity problem requires a look not only at the worker but at the environment, the tools, and the anagement
that affect that worker. A permanent solution will probably require a combination of tactics.
Interventions
• Install “humane” monitors on company Internet systems. Companies have a great deal of control over what comes over their corporate intranet/Internet. At a minimum, firewalls can be installed that won’t handle the complex visuals of pornography or shopping catalogues. Monitoring software can filter out much of the non-work-related Internet activity. The more humane monitoring software is recommended, as it allows employees a limited degree of personal use. Do you really want to forbid Jill to check her personal email from her office or to zap Craig for setting up a tennis match after work? I don’t think so. Monitors can filter by word or content. Some simply identify a company’s biggest timewasting sites (Sims.com, Matchmaker.com, eBay) and block those. Eliminating these biggest drains on productivity offers an immediate jump in productivity. Employees are forced to log onto their favorites at home.
Also, when the buzz goes out that these top offenders have been removed, some employees will get the message that management is serious about curbing Internet abuse.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
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array(13) {
["title"]=>
string(14) "Week III Day 3"
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["comments"]=>
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["pubdate"]=>
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string(344) "Repeat the previous day’s exercises (including the Center of Creation and eye exercises).
Work on getting past the feeling of frustration while reading visually. Be gentle with yourself. Remember that this is a new process to your psyche. Give it a little empathy and continue to do your eye exercises and breathing. Just have some fun [...]"
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Work on getting past the feeling of frustration while reading visually. Be gentle with yourself. Remember that this is a new process to your psyche. Give it a little empathy and continue to do your eye exercises and breathing. Just have some fun with this. Continue this day’s practice until you overcome the frustration. Take as many days to practice as the participants need.
Remember: Trust Yourself
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
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Work on getting past the feeling of frustration while reading visually. Be gentle with yourself. Remember that this is a new process to your psyche. Give it a little empathy and continue to do your eye exercises and breathing. Just have some fun with this. Continue this day’s practice until you overcome the frustration. Take as many days to practice as the participants need.
Remember: Trust Yourself
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
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["title"]=>
string(27) "WASTING TIME ON THE WEB (1)"
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string(361) "Surfing, shopping, gaming, and emailing are just some of the ways
creative employees have found to waste time at their employers’ expense. On the job, employees are finding their soul mates on matchmaker.com or just fantasizing on the millions of porn sites available. They are furiously instant messaging, much of it gossiping with and about coworkers, [...]"
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If you think that employee misuse of the Internet on company time is not a serious problem, consider these facts, reported by Stephanie Olsen and Lisa M. Bowman in “Office Surfers May Face Wipeout” from CNET News.com:
• Loss of productivity resulting from employees’ using the Internet for
personal reasons costs employers over $80 billion annually—at a conservative estimate.
• Most studies estimate that workers use the Internet for personal use approximately 2 hours per day. An estimated 10 to 40 percent of all network traffic between 9 and 5 is non-work-related. If your IT budget is $82 million and even 10 percent of it is paying for employees’ personal use, you have lost over $8 million.
It is estimated that 67 to 76 percent of workers access the Internet at work for personal uses. What exactly are they doing?
• 41 percent of employees surveyed shop online at work—and some
shop every day.
• 39 percent send personal emails.
• 34 percent play computer games, either alone or with other workers
who are avoiding work.
• 17 percent are conducting job searches under their employers’ noses.
• 9 percent are copying software for personal use.
As Robyn Greenspan of internetnews.com observes:
The high unemployment rate—6% for October 2003 in the United States— hasn’t deterred workers from goofing off on the job. Data from Websense Inc. indicates that Internet misuse costs American corporations more than $85 billion annually in lost productivity—an increase since the year prior.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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If you think that employee misuse of the Internet on company time is not a serious problem, consider these facts, reported by Stephanie Olsen and Lisa M. Bowman in “Office Surfers May Face Wipeout” from CNET News.com:
• Loss of productivity resulting from employees’ using the Internet for
personal reasons costs employers over $80 billion annually—at a conservative estimate.
• Most studies estimate that workers use the Internet for personal use approximately 2 hours per day. An estimated 10 to 40 percent of all network traffic between 9 and 5 is non-work-related. If your IT budget is $82 million and even 10 percent of it is paying for employees’ personal use, you have lost over $8 million.
It is estimated that 67 to 76 percent of workers access the Internet at work for personal uses. What exactly are they doing?
• 41 percent of employees surveyed shop online at work—and some
shop every day.
• 39 percent send personal emails.
• 34 percent play computer games, either alone or with other workers
who are avoiding work.
• 17 percent are conducting job searches under their employers’ noses.
• 9 percent are copying software for personal use.
As Robyn Greenspan of internetnews.com observes:
The high unemployment rate—6% for October 2003 in the United States— hasn’t deterred workers from goofing off on the job. Data from Websense Inc. indicates that Internet misuse costs American corporations more than $85 billion annually in lost productivity—an increase since the year prior.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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["title"]=>
string(14) "Week III Day 2"
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string(360) "Repeat the Center of Creation imagery and eye exercises. Begin your day by repeating the eye and breath exercises in the “How to Read“ instructions. This will prepare you for the intensity of today’s learning.
Return to the public library’s children’s section. Find several books that seem interesting to the readers. This time, open the books [...]"
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string(1833) "Repeat the Center of Creation imagery and eye exercises. Begin your day by repeating the eye and breath exercises in the “How to Read“ instructions. This will prepare you for the intensity of today’s learning.
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Experience total loss of control while reading. As frustration comes up, repeat the eye exercises and breath deeply (deep sighs). You can also do EFT about the frustration.
Continue to exercise your right hemisphere reading skills until the time has elapsed. Allow any “guess” at the story to be correct. Resist going back over the same material slowly to “check” your guess.
In order to bring out the whole-brain experience of reading you must trust the right hemisphere. Trust it implicitly. For now, avoid “testing” your intuitions in any way. Just let the stories be correct and continue believing in your intuitive side.
Believe! Believe! Believe!
You Are What You Think You Are
If you think you are beaten, you are.
If you think you dare not, you don’t.
If you like to win but think you can’t,
It’s almost certain that you won’t.
Life’s little battle don’t always go
To the stronger woman or man,
But sooner or later, those who win
Are those who think they can.
- Anonymous
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
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string(360) "Repeat the Center of Creation imagery and eye exercises. Begin your day by repeating the eye and breath exercises in the “How to Read“ instructions. This will prepare you for the intensity of today’s learning.
Return to the public library’s children’s section. Find several books that seem interesting to the readers. This time, open the books [...]"
["atom_content"]=>
string(1833) "Repeat the Center of Creation imagery and eye exercises. Begin your day by repeating the eye and breath exercises in the “How to Read“ instructions. This will prepare you for the intensity of today’s learning.
Return to the public library’s children’s section. Find several books that seem interesting to the readers. This time, open the books and read them according to the “How to Read” instructions holding the books upside-down. Read as many books as you can in 30 minutes. Read some with an eye patched and some with the eye un-patched.
Experience total loss of control while reading. As frustration comes up, repeat the eye exercises and breath deeply (deep sighs). You can also do EFT about the frustration.
Continue to exercise your right hemisphere reading skills until the time has elapsed. Allow any “guess” at the story to be correct. Resist going back over the same material slowly to “check” your guess.
In order to bring out the whole-brain experience of reading you must trust the right hemisphere. Trust it implicitly. For now, avoid “testing” your intuitions in any way. Just let the stories be correct and continue believing in your intuitive side.
Believe! Believe! Believe!
You Are What You Think You Are
If you think you are beaten, you are.
If you think you dare not, you don’t.
If you like to win but think you can’t,
It’s almost certain that you won’t.
Life’s little battle don’t always go
To the stronger woman or man,
But sooner or later, those who win
Are those who think they can.
- Anonymous
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1237879067)
}
[69]=>
array(13) {
["title"]=>
string(29) "The Unproductive Employee (2)"
["link"]=>
string(24) "http://bio-cs.com/?p=795"
["comments"]=>
string(33) "http://bio-cs.com/?p=795#comments"
["pubdate"]=>
string(31) "Mon, 23 Mar 2009 11:37:11 +0000"
["dc"]=>
array(1) {
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string(5) "admin"
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["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(27) "http://localhost/wp/?p=1800"
["description"]=>
string(356) "This was a brutal beginning to teaching the supervisors not only to plan the work, but to follow up to ensure that people were carrying out the plan. Productivity jumped following this exercise, which revealed the need for daily follow-up. Although this confrontational style is not appropriate for today’s more humane and challenging workplace, at [...]"
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string(2386) "This was a brutal beginning to teaching the supervisors not only to plan the work, but to follow up to ensure that people were carrying out the plan. Productivity jumped following this exercise, which revealed the need for daily follow-up. Although this confrontational style is not appropriate for today’s more humane and challenging workplace, at the time it was very effective. The same exercise today would probably lead to an employee filing a complaint, at the very least.
Do you know how your employees use their time, plan their work, and manage their workflow? Would spending time exploring their work processes with them possibly lead to greater productivity? Borrow a few of the exercises suggested in this chapter.
• Ask each employee to draw his workflow from start to finish. Put
brown paper or butcher paper on the walls. Give the employee a
marker and ask him to depict every step of the process of doing his job. If he works in sales, draw boxes that start with the source of a lead and end with the customer’s signing the contract or with the follow-up after the sale. Minor items like calling to schedule appointments or writing follow-up letters may be drawn as circles
or clouds. Have the employee identify bottlenecks or areas where
he would like more tools or training. Use this depiction to acquaint yourself with the employee’s workday, habits, and ideal flow of work.
• Partner employees who have very different strengths and weaknesses. Give them joint deadlines or assignments. Each will contribute to the other.
• Ask employees what they want or don’t want. Retaining good
employees long-term is often as simple as asking them what it would take to help them work better and with greater satisfaction.
• Invest in the ongoing professional development of strong employees. Training, coaching, and mentoring should not be used just to fix problems. You can upgrade the productivity of strong employees and improve retention rates at the same time. Again, ask the employee what training she wants. Some employees see this as a
reward.
• Devote thought, time, and resources to creating or updating a
professional development plan for every employee as detailed in
Chapter 3.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
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string(356) "This was a brutal beginning to teaching the supervisors not only to plan the work, but to follow up to ensure that people were carrying out the plan. Productivity jumped following this exercise, which revealed the need for daily follow-up. Although this confrontational style is not appropriate for today’s more humane and challenging workplace, at [...]"
["atom_content"]=>
string(2386) "This was a brutal beginning to teaching the supervisors not only to plan the work, but to follow up to ensure that people were carrying out the plan. Productivity jumped following this exercise, which revealed the need for daily follow-up. Although this confrontational style is not appropriate for today’s more humane and challenging workplace, at the time it was very effective. The same exercise today would probably lead to an employee filing a complaint, at the very least.
Do you know how your employees use their time, plan their work, and manage their workflow? Would spending time exploring their work processes with them possibly lead to greater productivity? Borrow a few of the exercises suggested in this chapter.
• Ask each employee to draw his workflow from start to finish. Put
brown paper or butcher paper on the walls. Give the employee a
marker and ask him to depict every step of the process of doing his job. If he works in sales, draw boxes that start with the source of a lead and end with the customer’s signing the contract or with the follow-up after the sale. Minor items like calling to schedule appointments or writing follow-up letters may be drawn as circles
or clouds. Have the employee identify bottlenecks or areas where
he would like more tools or training. Use this depiction to acquaint yourself with the employee’s workday, habits, and ideal flow of work.
• Partner employees who have very different strengths and weaknesses. Give them joint deadlines or assignments. Each will contribute to the other.
• Ask employees what they want or don’t want. Retaining good
employees long-term is often as simple as asking them what it would take to help them work better and with greater satisfaction.
• Invest in the ongoing professional development of strong employees. Training, coaching, and mentoring should not be used just to fix problems. You can upgrade the productivity of strong employees and improve retention rates at the same time. Again, ask the employee what training she wants. Some employees see this as a
reward.
• Devote thought, time, and resources to creating or updating a
professional development plan for every employee as detailed in
Chapter 3.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1237808231)
}
[70]=>
array(13) {
["title"]=>
string(21) "While you are reading"
["link"]=>
string(24) "http://bio-cs.com/?p=844"
["comments"]=>
string(33) "http://bio-cs.com/?p=844#comments"
["pubdate"]=>
string(31) "Mon, 23 Mar 2009 07:12:29 +0000"
["dc"]=>
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["description"]=>
string(325) "While you are reading, trust your ideas and “guess” the story as you go. DO NOT TEST either speed or comprehension. If a participant desires to do so, you may estimate speed. Resist the desire to please the brain’s left hemisphere (the one that must have objectivity).
In order to digest the whole story at once, [...]"
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string(1492) "While you are reading, trust your ideas and “guess” the story as you go. DO NOT TEST either speed or comprehension. If a participant desires to do so, you may estimate speed. Resist the desire to please the brain’s left hemisphere (the one that must have objectivity).
In order to digest the whole story at once, you must release the left hemisphere’s control. Keep in mind that the right hemisphere is fast (whole ideas at once) while the left hemisphere wants to analyze (takes a long time). The left side wants proof while the right side wants relationship (wholeness). When the left side releases control (no testing, eye patching, and breathing), the right side will take over. Reading is a right brain hemisphere function. By addressing the right hemisphere, you bypass the analytical, linear, slow (because everything must be proven) left hemisphere and get a whole picture of the story. In this case “guessing” the story is justified and encouraged. Regardless of the “guess”, it is right!!
The reading period may be extended to 1 hour if the readers desire to continue; however, through much practice and experimentation, 30 minutes has proven to be the outer limits of most young readers’ attention span. In 30 minutes, many youth (12 - 18) can read about 3 - 4 books.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
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string(325) "While you are reading, trust your ideas and “guess” the story as you go. DO NOT TEST either speed or comprehension. If a participant desires to do so, you may estimate speed. Resist the desire to please the brain’s left hemisphere (the one that must have objectivity).
In order to digest the whole story at once, [...]"
["atom_content"]=>
string(1492) "While you are reading, trust your ideas and “guess” the story as you go. DO NOT TEST either speed or comprehension. If a participant desires to do so, you may estimate speed. Resist the desire to please the brain’s left hemisphere (the one that must have objectivity).
In order to digest the whole story at once, you must release the left hemisphere’s control. Keep in mind that the right hemisphere is fast (whole ideas at once) while the left hemisphere wants to analyze (takes a long time). The left side wants proof while the right side wants relationship (wholeness). When the left side releases control (no testing, eye patching, and breathing), the right side will take over. Reading is a right brain hemisphere function. By addressing the right hemisphere, you bypass the analytical, linear, slow (because everything must be proven) left hemisphere and get a whole picture of the story. In this case “guessing” the story is justified and encouraged. Regardless of the “guess”, it is right!!
The reading period may be extended to 1 hour if the readers desire to continue; however, through much practice and experimentation, 30 minutes has proven to be the outer limits of most young readers’ attention span. In 30 minutes, many youth (12 - 18) can read about 3 - 4 books.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1237792349)
}
[71]=>
array(13) {
["title"]=>
string(29) "The Unproductive Employee (1)"
["link"]=>
string(24) "http://bio-cs.com/?p=793"
["comments"]=>
string(33) "http://bio-cs.com/?p=793#comments"
["pubdate"]=>
string(31) "Sun, 22 Mar 2009 11:32:34 +0000"
["dc"]=>
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string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(27) "http://localhost/wp/?p=1799"
["description"]=>
string(374) "Never have so many accomplished so little with so many resources as
today’s employees. Temptations to slack off abound as never before.
There are hundreds of ways in which unmotivated employees can fritter away time and kill productivity. Some of these time-wasting pursuits are cutting-edge, such as Internet gaming or gossiping via instant messaging. Others are as [...]"
["content"]=>
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string(2642) "Never have so many accomplished so little with so many resources as
today’s employees. Temptations to slack off abound as never before.
There are hundreds of ways in which unmotivated employees can fritter away time and kill productivity. Some of these time-wasting pursuits are cutting-edge, such as Internet gaming or gossiping via instant messaging. Others are as old as hanging out in the break room.
In this era of doing more with a streamlined workforce, managers
can’t avoid dealing with low productivity for very long. Other employees won’t carry slackers indefinitely, and no good manager should expect them to try. Tolerating one employee’s low productivity is like admitting a virus into the workplace: Morale deteriorates, and the productivity of strong producers begins to decline. You need to stop this problem before it spreads.
HOW TO DIAGNOSE A PRODUCTIVITY PROBLEM:
WHERE SHOULD A MANAGER START?
Never underestimate a person’s ability to come up with a totally new
way to shirk work or to slow down and reduce his or her productivity. As long as there are salaried employees, there will be new ways to be unproductive. What can you as a manager do to stay on top of this silent but costly problem?
Interventions
• Set benchmarks. Which employees are very productive on a certain
task? Set that as the standard. As technology or resources improve, set the standard higher. If the task becomes more complex over time, adjust the standard down a notch or two.
• Understand how each of your employees works. When is the
employee’s peak performance time? What should the employee’s
work routine look like?
Years ago, a large consulting firm started each supervisory training course with a startling exercise. The instructor would ask each supervisor in the class to describe his or her responsibilities. The instructor would then say, “So, you plan, assign, and follow up on work, right?” “Yes,” the supervisor would say confidently. “And you feel you have a handle on what your people are doing?” “Yes,” the supervisor would always affirm. “So, what are your people doing now?” the instructor would ask.
Each supervisor would then be asked to fill out a sheet saying what each of his or her people were doing at that moment. The task sheets were given to other consultants, who went out into the workplace to see if, in fact, the employees were doing exactly what the supervisor had planned. They rarely were.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
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string(374) "Never have so many accomplished so little with so many resources as
today’s employees. Temptations to slack off abound as never before.
There are hundreds of ways in which unmotivated employees can fritter away time and kill productivity. Some of these time-wasting pursuits are cutting-edge, such as Internet gaming or gossiping via instant messaging. Others are as [...]"
["atom_content"]=>
string(2642) "Never have so many accomplished so little with so many resources as
today’s employees. Temptations to slack off abound as never before.
There are hundreds of ways in which unmotivated employees can fritter away time and kill productivity. Some of these time-wasting pursuits are cutting-edge, such as Internet gaming or gossiping via instant messaging. Others are as old as hanging out in the break room.
In this era of doing more with a streamlined workforce, managers
can’t avoid dealing with low productivity for very long. Other employees won’t carry slackers indefinitely, and no good manager should expect them to try. Tolerating one employee’s low productivity is like admitting a virus into the workplace: Morale deteriorates, and the productivity of strong producers begins to decline. You need to stop this problem before it spreads.
HOW TO DIAGNOSE A PRODUCTIVITY PROBLEM:
WHERE SHOULD A MANAGER START?
Never underestimate a person’s ability to come up with a totally new
way to shirk work or to slow down and reduce his or her productivity. As long as there are salaried employees, there will be new ways to be unproductive. What can you as a manager do to stay on top of this silent but costly problem?
Interventions
• Set benchmarks. Which employees are very productive on a certain
task? Set that as the standard. As technology or resources improve, set the standard higher. If the task becomes more complex over time, adjust the standard down a notch or two.
• Understand how each of your employees works. When is the
employee’s peak performance time? What should the employee’s
work routine look like?
Years ago, a large consulting firm started each supervisory training course with a startling exercise. The instructor would ask each supervisor in the class to describe his or her responsibilities. The instructor would then say, “So, you plan, assign, and follow up on work, right?” “Yes,” the supervisor would say confidently. “And you feel you have a handle on what your people are doing?” “Yes,” the supervisor would always affirm. “So, what are your people doing now?” the instructor would ask.
Each supervisor would then be asked to fill out a sheet saying what each of his or her people were doing at that moment. The task sheets were given to other consultants, who went out into the workplace to see if, in fact, the employees were doing exactly what the supervisor had planned. They rarely were.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1237721554)
}
[72]=>
array(13) {
["title"]=>
string(13) "Week II Day 4"
["link"]=>
string(24) "http://bio-cs.com/?p=841"
["comments"]=>
string(33) "http://bio-cs.com/?p=841#comments"
["pubdate"]=>
string(31) "Sun, 22 Mar 2009 05:56:28 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
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["description"]=>
string(346) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Today’s focus is on reading! Introduce the “How to Read“ page as [...]"
["content"]=>
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string(2035) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Today’s focus is on reading! Introduce the “How to Read“ page as a whole process. Take several books from the library (6th grade reading level), present them for reading exercises, and turn the participants loose to enjoy and practice. Keep the process simple - practice! practice! practice!
Remember:
Practice! Practice! Practice!
Week III
Day 1
2-hour session today
Begin this session again with the Center of Creation imagery, patching, and breathing exercises. Repeat the eye exercises before reading any book (according to the “How to Read instructions).
Go to the public library children’s section (6th grade reading level area) again today. Take 30 minutes and speed-read as many books as each person can. Follow the basic reading principles. Read only novels that interests the reader. Trust your inner sense about each book. It is imperative that each person read according to the “How to Read” instructions ONLY. Resist the desire to return to your old way of reading. Even if the book seems very interesting and you want to really get into it, resist the desire to read it slowly. You must flash through the book. You are now reading the way you will always read from now on. You must continue to read in this new dynamic way. You are creating a new habit, a new way of thinking, a new you. Since you had the old habit for so long, it may tug at you often in the process of change. Just acknowledge the feeling, do your eye exercises, breath deeply and sigh it away - then continue to read in your new way.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
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string(346) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Today’s focus is on reading! Introduce the “How to Read“ page as [...]"
["atom_content"]=>
string(2035) "Begin today’s reading session with the Center of Creation imagery, followed by the eye exercises for review. Patch each eye for a few minutes before leaving for the library (patching while traveling to the library can be very beneficial, too, for those not driving).
Today’s focus is on reading! Introduce the “How to Read“ page as a whole process. Take several books from the library (6th grade reading level), present them for reading exercises, and turn the participants loose to enjoy and practice. Keep the process simple - practice! practice! practice!
Remember:
Practice! Practice! Practice!
Week III
Day 1
2-hour session today
Begin this session again with the Center of Creation imagery, patching, and breathing exercises. Repeat the eye exercises before reading any book (according to the “How to Read instructions).
Go to the public library children’s section (6th grade reading level area) again today. Take 30 minutes and speed-read as many books as each person can. Follow the basic reading principles. Read only novels that interests the reader. Trust your inner sense about each book. It is imperative that each person read according to the “How to Read” instructions ONLY. Resist the desire to return to your old way of reading. Even if the book seems very interesting and you want to really get into it, resist the desire to read it slowly. You must flash through the book. You are now reading the way you will always read from now on. You must continue to read in this new dynamic way. You are creating a new habit, a new way of thinking, a new you. Since you had the old habit for so long, it may tug at you often in the process of change. Just acknowledge the feeling, do your eye exercises, breath deeply and sigh it away - then continue to read in your new way.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1237701388)
}
[73]=>
array(13) {
["title"]=>
string(62) "EMPLOYEES WHO BRING INAPPROPRIATE ITEMS INTO THE WORKPLACE (2)"
["link"]=>
string(24) "http://bio-cs.com/?p=791"
["comments"]=>
string(33) "http://bio-cs.com/?p=791#comments"
["pubdate"]=>
string(31) "Sat, 21 Mar 2009 11:03:14 +0000"
["dc"]=>
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string(5) "admin"
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["description"]=>
string(301) "• Another way to build empathy is to ask the offending employee to
complete some statements in the persona of the offended person.
If the offensive item is racist, ask the employee to put himself in the role of a person of color. If the item demeans women, ask him to play the role of a woman, [...]"
["content"]=>
array(1) {
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string(1753) "• Another way to build empathy is to ask the offending employee to
complete some statements in the persona of the offended person.
If the offensive item is racist, ask the employee to put himself in the role of a person of color. If the item demeans women, ask him to play the role of a woman, a feat in itself. Ask the employee to tell you all the unpleasant feelings that the item might evoke. Try to elicit at least six feeling words, such as insulted, hurt, attacked,
ridiculed, or put down. After those words are listed on a sheet of
paper, try to get the employee to continue with the role play by
finishing the following statements:
• The item makes me feel bad because ________________.
• The item brings back bad thoughts or memories of
______________.
• Every time I see the item, I think that the owner must be thinking about me and thinking that I am
_________________________.
• In my career, this type of item reflects an attitude that could be harmful to me in the following ways:
___________________________.
• Seeing this item affects my opinion of the owner, and I view him as ________________.
It is important that the employee come up with these attitudes
himself. Ask him what he is going to do with this information. Ask
him to think about it and get back to you in 2 weeks. In the meantime, ask that the employee take down anything that may conflict with your diversity, harassment, or equal opportunity policies.
Using these interventions, lead your employees to create an atmosphere of mutual support. The payoff is greater results.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
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string(301) "• Another way to build empathy is to ask the offending employee to
complete some statements in the persona of the offended person.
If the offensive item is racist, ask the employee to put himself in the role of a person of color. If the item demeans women, ask him to play the role of a woman, [...]"
["atom_content"]=>
string(1753) "• Another way to build empathy is to ask the offending employee to
complete some statements in the persona of the offended person.
If the offensive item is racist, ask the employee to put himself in the role of a person of color. If the item demeans women, ask him to play the role of a woman, a feat in itself. Ask the employee to tell you all the unpleasant feelings that the item might evoke. Try to elicit at least six feeling words, such as insulted, hurt, attacked,
ridiculed, or put down. After those words are listed on a sheet of
paper, try to get the employee to continue with the role play by
finishing the following statements:
• The item makes me feel bad because ________________.
• The item brings back bad thoughts or memories of
______________.
• Every time I see the item, I think that the owner must be thinking about me and thinking that I am
_________________________.
• In my career, this type of item reflects an attitude that could be harmful to me in the following ways:
___________________________.
• Seeing this item affects my opinion of the owner, and I view him as ________________.
It is important that the employee come up with these attitudes
himself. Ask him what he is going to do with this information. Ask
him to think about it and get back to you in 2 weeks. In the meantime, ask that the employee take down anything that may conflict with your diversity, harassment, or equal opportunity policies.
Using these interventions, lead your employees to create an atmosphere of mutual support. The payoff is greater results.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1237633394)
}
[74]=>
array(13) {
["title"]=>
string(13) "After Reading"
["link"]=>
string(24) "http://bio-cs.com/?p=839"
["comments"]=>
string(33) "http://bio-cs.com/?p=839#comments"
["pubdate"]=>
string(31) "Sat, 21 Mar 2009 05:52:42 +0000"
["dc"]=>
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string(5) "admin"
}
["category"]=>
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["guid"]=>
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["description"]=>
string(370) "1. Repeat the eye movement - breathing exercise.
2. Let your body relax and recall the “movie” you’ve just created in your mind as you read the material.
3. Ask yourself several open-ended questions:
“What did I like about this material?”
“How did I grow from this material?”
“What do I know now from this material?”
“How is this material like [...]"
["content"]=>
array(1) {
["encoded"]=>
string(2693) "1. Repeat the eye movement - breathing exercise.
2. Let your body relax and recall the “movie” you’ve just created in your mind as you read the material.
3. Ask yourself several open-ended questions:
“What did I like about this material?”
“How did I grow from this material?”
“What do I know now from this material?”
“How is this material like my life? - How is it different?”
“Would I like to read more of this author’s material? - why?”
Tips and Pointers
1. Soft focus on the page - take in a snapshot of whole pages at once.
2. Trust that you have a picture in your mind of the material.
3. Relax and enjoy the journey - you do know the material.
4. Find a natural rhythm that you will continue to the end (ALWAYS move forward - even when you don’t think you “got” the material).
5. At the middle point (where you read before) check to see if your original ideas need modification - DO NOT STOP - always continue forward to the end.
6. Remain flexible - changing your concepts and pictures of the material as you continue. Avoid locking on to an idea and discarding additional evidence.
7. It is better to read the whole thing than to read part now and part later - at light speed the material will take you very little time - so read the whole thing or choose another time to read.
8. At first, choose 6th grade level material (newspapers are written at this level) to develop your skills. Progress to more difficult material when you are sure of your skills.
9. Remember that light-speed reading is a skill and requires practice.
10. Patch your eyes often to develop your brain’s light-speed reading capability.
11. If any anxiety develops during the process of light-speed reading, seek out a qualified Rapid Eye Technician to assist you in discharging and relieving the anxiety. Anxiety will take you immediately out of light-speed mode.
12. Daydreaming (seeing pictures and experiences while awake) is desirable in the light-speed reading process. This point is very valuable to parents teaching this process to their children: when the reader is in absolute synchronization with the writer of the material, a dream will occur in which the reader will “experience” the material. This is extremely valuable to the reader - it means that they “got” the material on a cellular level (the material is “embodied” in the reader). Rejoice!
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
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string(370) "1. Repeat the eye movement - breathing exercise.
2. Let your body relax and recall the “movie” you’ve just created in your mind as you read the material.
3. Ask yourself several open-ended questions:
“What did I like about this material?”
“How did I grow from this material?”
“What do I know now from this material?”
“How is this material like [...]"
["atom_content"]=>
string(2693) "1. Repeat the eye movement - breathing exercise.
2. Let your body relax and recall the “movie” you’ve just created in your mind as you read the material.
3. Ask yourself several open-ended questions:
“What did I like about this material?”
“How did I grow from this material?”
“What do I know now from this material?”
“How is this material like my life? - How is it different?”
“Would I like to read more of this author’s material? - why?”
Tips and Pointers
1. Soft focus on the page - take in a snapshot of whole pages at once.
2. Trust that you have a picture in your mind of the material.
3. Relax and enjoy the journey - you do know the material.
4. Find a natural rhythm that you will continue to the end (ALWAYS move forward - even when you don’t think you “got” the material).
5. At the middle point (where you read before) check to see if your original ideas need modification - DO NOT STOP - always continue forward to the end.
6. Remain flexible - changing your concepts and pictures of the material as you continue. Avoid locking on to an idea and discarding additional evidence.
7. It is better to read the whole thing than to read part now and part later - at light speed the material will take you very little time - so read the whole thing or choose another time to read.
8. At first, choose 6th grade level material (newspapers are written at this level) to develop your skills. Progress to more difficult material when you are sure of your skills.
9. Remember that light-speed reading is a skill and requires practice.
10. Patch your eyes often to develop your brain’s light-speed reading capability.
11. If any anxiety develops during the process of light-speed reading, seek out a qualified Rapid Eye Technician to assist you in discharging and relieving the anxiety. Anxiety will take you immediately out of light-speed mode.
12. Daydreaming (seeing pictures and experiences while awake) is desirable in the light-speed reading process. This point is very valuable to parents teaching this process to their children: when the reader is in absolute synchronization with the writer of the material, a dream will occur in which the reader will “experience” the material. This is extremely valuable to the reader - it means that they “got” the material on a cellular level (the material is “embodied” in the reader). Rejoice!
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1237614762)
}
[75]=>
array(13) {
["title"]=>
string(56) "Medicare health Insurance Information for Senior Citizen"
["link"]=>
string(24) "http://bio-cs.com/?p=929"
["comments"]=>
string(33) "http://bio-cs.com/?p=929#comments"
["pubdate"]=>
string(31) "Sat, 21 Mar 2009 02:14:20 +0000"
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string(307) "There are many reasons why people always delay their need to purchase health insurance. The fact is this insurance is very important for us. We never know when we will sick or facing bad diseases. If we have a health insurance we can relax, because the claim will help us to pay the hospital, doctors, [...]"
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string(1785) "There are many reasons why people always delay their need to purchase health insurance. The fact is this insurance is very important for us. We never know when we will sick or facing bad diseases. If we have a health insurance we can relax, because the claim will help us to pay the hospital, doctors, and medical bills. So, we will have opportunity to get the best services and treatments with the health insurance. Senior citizens also need health insurance.
If you are interested to know, you can go to mymedicaremedicaid.com. In this site you can get complete information about Medicare supplemental insurance. Medicare is a health insurance that created for senior citizen in 65 years or older. There are 4 categories or 4 parts of this health insurance and each of them have specific function.
If you want to apply for Medicare part A, you can read the qualification first in this site. If you have some question you can call some number that available on the front page or go to Medicare office online page to ask the team’s help. Get also information about Medicare part B. if you want to approved for Medicare part B you also have to receive Social Security. Get more detail information at the original site.
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string(307) "There are many reasons why people always delay their need to purchase health insurance. The fact is this insurance is very important for us. We never know when we will sick or facing bad diseases. If we have a health insurance we can relax, because the claim will help us to pay the hospital, doctors, [...]"
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string(1785) "There are many reasons why people always delay their need to purchase health insurance. The fact is this insurance is very important for us. We never know when we will sick or facing bad diseases. If we have a health insurance we can relax, because the claim will help us to pay the hospital, doctors, and medical bills. So, we will have opportunity to get the best services and treatments with the health insurance. Senior citizens also need health insurance.
If you are interested to know, you can go to mymedicaremedicaid.com. In this site you can get complete information about Medicare supplemental insurance. Medicare is a health insurance that created for senior citizen in 65 years or older. There are 4 categories or 4 parts of this health insurance and each of them have specific function.
If you want to apply for Medicare part A, you can read the qualification first in this site. If you have some question you can call some number that available on the front page or go to Medicare office online page to ask the team’s help. Get also information about Medicare part B. if you want to approved for Medicare part B you also have to receive Social Security. Get more detail information at the original site.
"
["date_timestamp"]=>
int(1237601660)
}
[76]=>
array(13) {
["title"]=>
string(62) "EMPLOYEES WHO BRING INAPPROPRIATE ITEMS INTO THE WORKPLACE (1)"
["link"]=>
string(24) "http://bio-cs.com/?p=788"
["comments"]=>
string(33) "http://bio-cs.com/?p=788#comments"
["pubdate"]=>
string(31) "Fri, 20 Mar 2009 10:57:31 +0000"
["dc"]=>
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string(5) "admin"
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["guid"]=>
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["description"]=>
string(387) "Without saying a word, some employees can make coworkers uncomfortable simply by bringing items to work that would be more suitable for home:
• Decorative items that have sayings or symbols that demonstrate a
lack of respect for any gender, age group, race, or other segment
of the population
• Offensive or politically inflammatory posters
• Strong political statements that [...]"
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string(2219) "Without saying a word, some employees can make coworkers uncomfortable simply by bringing items to work that would be more suitable for home:
• Decorative items that have sayings or symbols that demonstrate a
lack of respect for any gender, age group, race, or other segment
of the population
• Offensive or politically inflammatory posters
• Strong political statements that may antagonize coworkers
• Items that suggest drug or alcohol use, sexual innuendo, or other
behaviors that are not considered professional in the workplace
Although managers want workers to be comfortable and to have
some personal items in their spaces, some employees are inconsiderate and cross the line. The resulting discomfort or occasional conflict hurts productivity.
Managers must deal with overtly offensive or demeaning items, but
keep in mind that employees do have a right to free speech. Rules must be applied consistently to all employees across all political lines, faiths, and lifestyles. In other words, an employee from a mainstream religion cannot display religious symbols if an employee from a small, obscure religion cannot. A manager’s opinions and feelings cannot enter in as long as no one is being demeaned or distracted by the item. Objective handling of complaints is key.
Most of the interventions mentioned previously can be adapted to
handle these problem employees. In addition, try the following.
Interventions
• Put the shoe on the other foot by role playing. First, ask your
employee to role-play the situation with you. Ask the employee if he is aware that his bric-a-brac or posters make some people uncomfortable. Some employees will be astounded to know that nude plastic dolls or pictures displaying bathroom humor are not to everyone’s taste. If that doesn’t seem to get the job done, move on to Phase II: role playing. Ask the employee to play the role of someone who might be offended by the item. Note that I say “ask”
not “tell,” for this intervention must be voluntary for all concerned.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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string(387) "Without saying a word, some employees can make coworkers uncomfortable simply by bringing items to work that would be more suitable for home:
• Decorative items that have sayings or symbols that demonstrate a
lack of respect for any gender, age group, race, or other segment
of the population
• Offensive or politically inflammatory posters
• Strong political statements that [...]"
["atom_content"]=>
string(2219) "Without saying a word, some employees can make coworkers uncomfortable simply by bringing items to work that would be more suitable for home:
• Decorative items that have sayings or symbols that demonstrate a
lack of respect for any gender, age group, race, or other segment
of the population
• Offensive or politically inflammatory posters
• Strong political statements that may antagonize coworkers
• Items that suggest drug or alcohol use, sexual innuendo, or other
behaviors that are not considered professional in the workplace
Although managers want workers to be comfortable and to have
some personal items in their spaces, some employees are inconsiderate and cross the line. The resulting discomfort or occasional conflict hurts productivity.
Managers must deal with overtly offensive or demeaning items, but
keep in mind that employees do have a right to free speech. Rules must be applied consistently to all employees across all political lines, faiths, and lifestyles. In other words, an employee from a mainstream religion cannot display religious symbols if an employee from a small, obscure religion cannot. A manager’s opinions and feelings cannot enter in as long as no one is being demeaned or distracted by the item. Objective handling of complaints is key.
Most of the interventions mentioned previously can be adapted to
handle these problem employees. In addition, try the following.
Interventions
• Put the shoe on the other foot by role playing. First, ask your
employee to role-play the situation with you. Ask the employee if he is aware that his bric-a-brac or posters make some people uncomfortable. Some employees will be astounded to know that nude plastic dolls or pictures displaying bathroom humor are not to everyone’s taste. If that doesn’t seem to get the job done, move on to Phase II: role playing. Ask the employee to play the role of someone who might be offended by the item. Note that I say “ask”
not “tell,” for this intervention must be voluntary for all concerned.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1237546651)
}
[77]=>
array(13) {
["title"]=>
string(25) "Begin the Reading Process"
["link"]=>
string(24) "http://bio-cs.com/?p=837"
["comments"]=>
string(33) "http://bio-cs.com/?p=837#comments"
["pubdate"]=>
string(31) "Fri, 20 Mar 2009 05:48:41 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(24) "http://bio-cs.com/?p=837"
["description"]=>
string(284) "1. Turn to the book’s inside jacket cover to find the synopsis (if there is one) - scan it quickly to get the general idea of the book.
2. Scan the introduction to further your knowledge of the concept of the book.
3. Scan the first 2 - 3 pages of the book to get the starting [...]"
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string(1172) "1. Turn to the book’s inside jacket cover to find the synopsis (if there is one) - scan it quickly to get the general idea of the book.
2. Scan the introduction to further your knowledge of the concept of the book.
3. Scan the first 2 - 3 pages of the book to get the starting idea.
4. Scan the last 2 - 3 pages to get a feel for where the book ends.
5. Open the book to the middle and scan 2-3 pages to discover the general direction of the book.
6. Intuit as much of the story as you can - make a possible movie in your mind.
Read the Material
1. Return to the beginning and fill in the details of what you know already - visually read as fast as you can go.
2. Always read faster than your voice can say the words - seek out the concepts and ideas - go for the mind pictures - read with your eyes and mind rather than your voice.
3. Always read forward - trust that you are getting the ideas and understandings as you continue.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
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string(284) "1. Turn to the book’s inside jacket cover to find the synopsis (if there is one) - scan it quickly to get the general idea of the book.
2. Scan the introduction to further your knowledge of the concept of the book.
3. Scan the first 2 - 3 pages of the book to get the starting [...]"
["atom_content"]=>
string(1172) "1. Turn to the book’s inside jacket cover to find the synopsis (if there is one) - scan it quickly to get the general idea of the book.
2. Scan the introduction to further your knowledge of the concept of the book.
3. Scan the first 2 - 3 pages of the book to get the starting idea.
4. Scan the last 2 - 3 pages to get a feel for where the book ends.
5. Open the book to the middle and scan 2-3 pages to discover the general direction of the book.
6. Intuit as much of the story as you can - make a possible movie in your mind.
Read the Material
1. Return to the beginning and fill in the details of what you know already - visually read as fast as you can go.
2. Always read faster than your voice can say the words - seek out the concepts and ideas - go for the mind pictures - read with your eyes and mind rather than your voice.
3. Always read forward - trust that you are getting the ideas and understandings as you continue.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1237528121)
}
[78]=>
array(13) {
["title"]=>
string(32) "EMPLOYEES WHO DATE COWORKERS (4)"
["link"]=>
string(24) "http://bio-cs.com/?p=787"
["comments"]=>
string(33) "http://bio-cs.com/?p=787#comments"
["pubdate"]=>
string(31) "Thu, 19 Mar 2009 10:52:55 +0000"
["dc"]=>
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["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
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["description"]=>
string(302) "If the relationship is known and you must work around it, ask the couple to draw up a contract with you regarding how you all will handle the problems that could potentially occur as a result of this new relationship. Tell them that you are happy for them, but that you have some natural concerns [...]"
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string(2725) "If the relationship is known and you must work around it, ask the couple to draw up a contract with you regarding how you all will handle the problems that could potentially occur as a result of this new relationship. Tell them that you are happy for them, but that you have some natural concerns about productivity, both now and in the future if the relationship should end. Ask them for some voluntary commitments regarding how they will work together so that the relationship is not a distraction to others and themselves. Give them a week to get back to you with their list of commitments. Most employees will be harder on themselves than you would be. This removes you from being the Grinch who is not in favor of true love.
When the couple presents their commitments, consider adding any of your own that do not infringe on either employee’s rights.
• Do nothing. Doing nothing may be the very best option here. After all, many people have met and fallen in love at work. If the couple is not violating a written policy, you may have the option of waiting this one out. The romance could fizzle away quietly, or the couple could turn out to be one of those rare ones who can work and play together to neither career’s detriment.
When relationships do end and a manager must deal with collateral damage, the first step is to open up communication with each partner privately. Meet with each person separately and ask for his or her wish list for how work and communication should be handled during the adjustment period just after the break-up. Express your desire to handle this difficult time sensitively, but with the least amount of negative impact on the work environment and productivity. Do not offer the employee any assurances that all these wishes will be granted, but ask if there is anything the worker might suggest that would make work go more smoothly and productively for a while. Since you may be dealing with people who are in an emotional state, some of these requests may be unrealistic. After the employees present their requests, respond first by telling them what you can do. Follow this with a kind and objective account of what you will not be able to do. Above all, do not show that you favor or sympathize with one employee over the
other. Then revisit the previous options in light of the changed ircumstances.
• Offer company assistance to employees who need and want it.
Counseling paid for by health insurance, Employee Assistance
Programs, and even company chaplains offer relief to employees
who are truly suffering from the loss of a relationship.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
}
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string(302) "If the relationship is known and you must work around it, ask the couple to draw up a contract with you regarding how you all will handle the problems that could potentially occur as a result of this new relationship. Tell them that you are happy for them, but that you have some natural concerns [...]"
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string(2725) "If the relationship is known and you must work around it, ask the couple to draw up a contract with you regarding how you all will handle the problems that could potentially occur as a result of this new relationship. Tell them that you are happy for them, but that you have some natural concerns about productivity, both now and in the future if the relationship should end. Ask them for some voluntary commitments regarding how they will work together so that the relationship is not a distraction to others and themselves. Give them a week to get back to you with their list of commitments. Most employees will be harder on themselves than you would be. This removes you from being the Grinch who is not in favor of true love.
When the couple presents their commitments, consider adding any of your own that do not infringe on either employee’s rights.
• Do nothing. Doing nothing may be the very best option here. After all, many people have met and fallen in love at work. If the couple is not violating a written policy, you may have the option of waiting this one out. The romance could fizzle away quietly, or the couple could turn out to be one of those rare ones who can work and play together to neither career’s detriment.
When relationships do end and a manager must deal with collateral damage, the first step is to open up communication with each partner privately. Meet with each person separately and ask for his or her wish list for how work and communication should be handled during the adjustment period just after the break-up. Express your desire to handle this difficult time sensitively, but with the least amount of negative impact on the work environment and productivity. Do not offer the employee any assurances that all these wishes will be granted, but ask if there is anything the worker might suggest that would make work go more smoothly and productively for a while. Since you may be dealing with people who are in an emotional state, some of these requests may be unrealistic. After the employees present their requests, respond first by telling them what you can do. Follow this with a kind and objective account of what you will not be able to do. Above all, do not show that you favor or sympathize with one employee over the
other. Then revisit the previous options in light of the changed ircumstances.
• Offer company assistance to employees who need and want it.
Counseling paid for by health insurance, Employee Assistance
Programs, and even company chaplains offer relief to employees
who are truly suffering from the loss of a relationship.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1237459975)
}
[79]=>
array(13) {
["title"]=>
string(24) "Hold fast to the program"
["link"]=>
string(24) "http://bio-cs.com/?p=835"
["comments"]=>
string(33) "http://bio-cs.com/?p=835#comments"
["pubdate"]=>
string(31) "Thu, 19 Mar 2009 05:37:45 +0000"
["dc"]=>
array(1) {
["creator"]=>
string(5) "admin"
}
["category"]=>
string(13) "Uncategorized"
["guid"]=>
string(24) "http://bio-cs.com/?p=835"
["description"]=>
string(316) "Hold fast to the program as it is, releasing any desire to “correct” or “modify” it until you follow it exactly for several weeks. Trust yourself, even when it feels like you are making no progress. Especially stay with it when you feel like you are digressing. The feeling of digression is a sure sign [...]"
["content"]=>
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string(2273) "Hold fast to the program as it is, releasing any desire to “correct” or “modify” it until you follow it exactly for several weeks. Trust yourself, even when it feels like you are making no progress. Especially stay with it when you feel like you are digressing. The feeling of digression is a sure sign that the process is working VERY well and that a major breakthrough is imminent. Reading is a skill to be learned. Like a new habit, the process of reading will take some time to replace old habits. RET will speed this process along greatly.
Trust! Trust! Trust!
How to Read
Novels and Magazine Articles
Preparation
1. While seated look to your left knee then to your right knee. Look back and forth until your eyes feel like they want to blink a lot.
2. Roll your eyes in large circles as far as you can stretch them to the periphery.
3. Continue rolling your eyes first clockwise then counterclockwise several times.
4. Stop and shut your eyes very tightly - then open - close tightly - then open — continue for 5 blinks.
5. Hum a bar or so of music.
6. Count from 1 to 10 forward, then backward from 10 to 1.
7. Hum a bar or so of music.
8. Take a deep breath and exhale all at once.
9. Continue the movement-blink-hum-count-hum-breath exercise 5 times (this will take about 1 minute).
10. Breathe in deeply through your nose - hold for a count of 3 (imagine you could gather all the stress in your body into the breath) - then release it all at once out the mouth (mouth wide open) - a big sigh! Let your shoulders drop and relax with the breath (notice them drop).
11. Repeat the breath 3 times.
12. Pick up the reading material.
13. Bend it, open it, adjust it to make the pages move easily and quickly (new books will need to be opened in several places and folded back to loosen the binding).
14. Turn the book upside-down and “flip” the pages through - like “fanning” them.
You may replace the above with the RET Emotional First Aid process.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
}
["wfw"]=>
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string(316) "Hold fast to the program as it is, releasing any desire to “correct” or “modify” it until you follow it exactly for several weeks. Trust yourself, even when it feels like you are making no progress. Especially stay with it when you feel like you are digressing. The feeling of digression is a sure sign [...]"
["atom_content"]=>
string(2273) "Hold fast to the program as it is, releasing any desire to “correct” or “modify” it until you follow it exactly for several weeks. Trust yourself, even when it feels like you are making no progress. Especially stay with it when you feel like you are digressing. The feeling of digression is a sure sign that the process is working VERY well and that a major breakthrough is imminent. Reading is a skill to be learned. Like a new habit, the process of reading will take some time to replace old habits. RET will speed this process along greatly.
Trust! Trust! Trust!
How to Read
Novels and Magazine Articles
Preparation
1. While seated look to your left knee then to your right knee. Look back and forth until your eyes feel like they want to blink a lot.
2. Roll your eyes in large circles as far as you can stretch them to the periphery.
3. Continue rolling your eyes first clockwise then counterclockwise several times.
4. Stop and shut your eyes very tightly - then open - close tightly - then open — continue for 5 blinks.
5. Hum a bar or so of music.
6. Count from 1 to 10 forward, then backward from 10 to 1.
7. Hum a bar or so of music.
8. Take a deep breath and exhale all at once.
9. Continue the movement-blink-hum-count-hum-breath exercise 5 times (this will take about 1 minute).
10. Breathe in deeply through your nose - hold for a count of 3 (imagine you could gather all the stress in your body into the breath) - then release it all at once out the mouth (mouth wide open) - a big sigh! Let your shoulders drop and relax with the breath (notice them drop).
11. Repeat the breath 3 times.
12. Pick up the reading material.
13. Bend it, open it, adjust it to make the pages move easily and quickly (new books will need to be opened in several places and folded back to loosen the binding).
14. Turn the book upside-down and “flip” the pages through - like “fanning” them.
You may replace the above with the RET Emotional First Aid process.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
["date_timestamp"]=>
int(1237441065)
}
[80]=>
array(13) {
["title"]=>
string(38) "The Best Protection for Your Child Car"
["link"]=>
string(24) "http://bio-cs.com/?p=927"
["comments"]=>
string(33) "http://bio-cs.com/?p=927#comments"
["pubdate"]=>
string(31) "Thu, 19 Mar 2009 03:35:28 +0000"
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array(1) {
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string(5) "admin"
}
["category"]=>
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["guid"]=>
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["description"]=>
string(259) "Children are the best thing that can happen in our life. Child will give us many happy feeling. And the good child can make us proud and give us prove to us as the best parent that can raise the best child. And there a time when our child gets their [...]"
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string(1281) "Children are the best thing that can happen in our life. Child will give us many happy feeling. And the good child can make us proud and give us prove to us as the best parent that can raise the best child. And there a time when our child gets their first car. With get that vehicle, it shows that our child is growing to the next level of their life or they gone to be the adult person. The car that we buy for our child must have the best protection that can protect the car itself and with that it can protect our child life. To get the best protection for your car, you just purchase the best car insurance. With it, you will have the guarantee for your child safety and also their car.
At leadinginsurancequotes.com, you can find the information that will give you the best help for deciding the best insurance company that you want to use their service. With the best service from this best insurance company, you can get the cheap auto insurance, which is one of the best auto insurance thing that you must consider, and also the best protection for your car.
So get the best protection for your car and your child happy time with their car.
"
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string(259) "Children are the best thing that can happen in our life. Child will give us many happy feeling. And the good child can make us proud and give us prove to us as the best parent that can raise the best child. And there a time when our child gets their [...]"
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string(1281) "Children are the best thing that can happen in our life. Child will give us many happy feeling. And the good child can make us proud and give us prove to us as the best parent that can raise the best child. And there a time when our child gets their first car. With get that vehicle, it shows that our child is growing to the next level of their life or they gone to be the adult person. The car that we buy for our child must have the best protection that can protect the car itself and with that it can protect our child life. To get the best protection for your car, you just purchase the best car insurance. With it, you will have the guarantee for your child safety and also their car.
At leadinginsurancequotes.com, you can find the information that will give you the best help for deciding the best insurance company that you want to use their service. With the best service from this best insurance company, you can get the cheap auto insurance, which is one of the best auto insurance thing that you must consider, and also the best protection for your car.
So get the best protection for your car and your child happy time with their car.
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[81]=>
array(13) {
["title"]=>
string(32) "EMPLOYEES WHO DATE COWORKERS (3)"
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string(312) "• Separate the two employees as much as possible on the job. Try
not to give two employees who are dating common goals or joint
projects. That way, if things do go awry, you won’t have two people
on the same team who are pulling against each other. An even worse problem may arise if they don’t break [...]"
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not to give two employees who are dating common goals or joint
projects. That way, if things do go awry, you won’t have two people
on the same team who are pulling against each other. An even worse problem may arise if they don’t break up: Some people find
it hard to concentrate and are less productive when they are in
close proximity to a lover.
• Establish policies that are within legal parameters regarding fraternization, nepotism, and sexual conduct on the job. With an HR
consultant and your attorney, be sure you have defensible policies in writing. Document that every employee has received a copy in recent years.
• Ask the couple if either would prefer to transfer to another department if the move would not be considered punitive in any way. If no financial, social, or professional loss will occur, some employees may actually think that this is a good idea. Think about this one carefully, however. Some employees may feel that it violates
their rights.
• Do nothing on the job that acknowledges or makes reference to the relationship. Although it may be tempting to kid the couple or
make references to their relationship, don’t do it. You may have to
deal with the fallout later.
Also, for some people, half the excitement of a workplace romance is the attention that their coworkers give the couple as they fall in love right before everyone’s eyes. Some coworkers may even have served as co-conspirators, matchmakers, or confidantes. Don’t play into this drama. It hurts everyone’s productivity.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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string(312) "• Separate the two employees as much as possible on the job. Try
not to give two employees who are dating common goals or joint
projects. That way, if things do go awry, you won’t have two people
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string(1762) "• Separate the two employees as much as possible on the job. Try
not to give two employees who are dating common goals or joint
projects. That way, if things do go awry, you won’t have two people
on the same team who are pulling against each other. An even worse problem may arise if they don’t break up: Some people find
it hard to concentrate and are less productive when they are in
close proximity to a lover.
• Establish policies that are within legal parameters regarding fraternization, nepotism, and sexual conduct on the job. With an HR
consultant and your attorney, be sure you have defensible policies in writing. Document that every employee has received a copy in recent years.
• Ask the couple if either would prefer to transfer to another department if the move would not be considered punitive in any way. If no financial, social, or professional loss will occur, some employees may actually think that this is a good idea. Think about this one carefully, however. Some employees may feel that it violates
their rights.
• Do nothing on the job that acknowledges or makes reference to the relationship. Although it may be tempting to kid the couple or
make references to their relationship, don’t do it. You may have to
deal with the fallout later.
Also, for some people, half the excitement of a workplace romance is the attention that their coworkers give the couple as they fall in love right before everyone’s eyes. Some coworkers may even have served as co-conspirators, matchmakers, or confidantes. Don’t play into this drama. It hurts everyone’s productivity.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
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[82]=>
array(13) {
["title"]=>
string(13) "Week II Day 3"
["link"]=>
string(24) "http://bio-cs.com/?p=833"
["comments"]=>
string(33) "http://bio-cs.com/?p=833#comments"
["pubdate"]=>
string(31) "Wed, 18 Mar 2009 05:14:55 +0000"
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string(315) "Today, we will be doing our first real “reading” exercises. Before we do any reading, however, we will do the Center of Creation imagery - it is probably quite easy to do by now.
Follow the directions in the following section with a book from the library. First, read the entire procedure out loud to the [...]"
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string(1436) "Today, we will be doing our first real “reading” exercises. Before we do any reading, however, we will do the Center of Creation imagery - it is probably quite easy to do by now.
Follow the directions in the following section with a book from the library. First, read the entire procedure out loud to the participants. Be sure you all understand the process before anyone begins. Do all the preparatory exercises today. Tomorrow we will “read.”
Pay particular attention to the eye exercises and the breathing techniques. Since reading is a visual process it is important to prepare your “tools” before using them. Performing good preventative maintenance on your eyes and stress levels is imperative in the Light-Speed Reading program. Performing RET on any stressful thoughts or beliefs about reading is imperative.
It is important that you follow the directions in the following section exactly. Modify them only after you have followed them to the letter for at least four weeks. This is important because the left, controlling, serial-oriented brain hemisphere will want to return you to the old one-word-at-a-time, sounded-out reading process learned in school. It is our intent to extend ourselves beyond this limitation.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
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string(315) "Today, we will be doing our first real “reading” exercises. Before we do any reading, however, we will do the Center of Creation imagery - it is probably quite easy to do by now.
Follow the directions in the following section with a book from the library. First, read the entire procedure out loud to the [...]"
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string(1436) "Today, we will be doing our first real “reading” exercises. Before we do any reading, however, we will do the Center of Creation imagery - it is probably quite easy to do by now.
Follow the directions in the following section with a book from the library. First, read the entire procedure out loud to the participants. Be sure you all understand the process before anyone begins. Do all the preparatory exercises today. Tomorrow we will “read.”
Pay particular attention to the eye exercises and the breathing techniques. Since reading is a visual process it is important to prepare your “tools” before using them. Performing good preventative maintenance on your eyes and stress levels is imperative in the Light-Speed Reading program. Performing RET on any stressful thoughts or beliefs about reading is imperative.
It is important that you follow the directions in the following section exactly. Modify them only after you have followed them to the letter for at least four weeks. This is important because the left, controlling, serial-oriented brain hemisphere will want to return you to the old one-word-at-a-time, sounded-out reading process learned in school. It is our intent to extend ourselves beyond this limitation.
Taken From: A Course in Light Speed Reading
A Return to Natural Intuitive Reading
"
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array(13) {
["title"]=>
string(32) "EMPLOYEES WHO DATE COWORKERS (2)"
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["comments"]=>
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["pubdate"]=>
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string(352) "Interventions
• Advise an employee not to date another employee if one of the two
has greater power or status within the company. Only employees of equal status should even entertain thoughts of dating each other. And no employee who is in a position to influence the work- load, compensation, or performance evaluation of another employee even [...]"
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string(2782) "Interventions
• Advise an employee not to date another employee if one of the two
has greater power or status within the company. Only employees of equal status should even entertain thoughts of dating each other. And no employee who is in a position to influence the work- load, compensation, or performance evaluation of another employee even indirectly should ever date that coworker. It could be a travesty if the coworker did not get a desired raise or perk during or after the relationship. If the employee did get a promotionor some type of boost to his or her career, the stigma that sleeping with the boss was a factor could follow the employee for the rest of his or her time with the company.
In counseling an employee to avoid dating coworkers who report to him, be very objective. Make no accusations or observations if you have no proof. Consider sharing articles like the following about the costs, legal and business, that can be incurred as a result of dating on the job. Note the examples from the following excerpt from StrategicHR.com specialists in human resource issues like harassment:
Sexual harassment may include sexual propositions, sexual innuendoes, suggestive comments, excessive flattery, questioning of a personal nature, repeated requests for dates, sexually oriented “kidding,” “teasing,” or “practical jokes,” jokes about gender specific traits, offensive or obscene language or gestures, leering or staring, whistling or hooting, offensive or obscene printed materials, pictures, posters, cartoons, graffiti, calendars, or e-mail messages, and inappropriate physical contact or touching of a sexual nature (e.g., brushing, patting, hugging, pinching, or shoulder rubs).
From StrategicHR.com,
“Harassment Policy,”
October 20, 2003.
• Offer a seminar or other training in sexual harassment. Interview
several vendors or consultants to find out which program most
specifically addresses the employee’s needs. Some highly active e-learning programs such as SimuLearn offer simulations of workplace situations. Be sure the program asks the employee to demonstrate that she can apply what she is learning.
• Hire an executive coach or ask a senior person to mentor an
employee who is behaving inappropriately on the job. Mentoring
should be aimed at the employee’s total development, not just at
remediating this one issue. As the employee gains confidence that
the mentor is an advocate for him in many areas of his career, he
will be more willing to take the mentor’s advice on conducting his
dating life in a more professional manner.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(352) "Interventions
• Advise an employee not to date another employee if one of the two
has greater power or status within the company. Only employees of equal status should even entertain thoughts of dating each other. And no employee who is in a position to influence the work- load, compensation, or performance evaluation of another employee even [...]"
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• Advise an employee not to date another employee if one of the two
has greater power or status within the company. Only employees of equal status should even entertain thoughts of dating each other. And no employee who is in a position to influence the work- load, compensation, or performance evaluation of another employee even indirectly should ever date that coworker. It could be a travesty if the coworker did not get a desired raise or perk during or after the relationship. If the employee did get a promotionor some type of boost to his or her career, the stigma that sleeping with the boss was a factor could follow the employee for the rest of his or her time with the company.
In counseling an employee to avoid dating coworkers who report to him, be very objective. Make no accusations or observations if you have no proof. Consider sharing articles like the following about the costs, legal and business, that can be incurred as a result of dating on the job. Note the examples from the following excerpt from StrategicHR.com specialists in human resource issues like harassment:
Sexual harassment may include sexual propositions, sexual innuendoes, suggestive comments, excessive flattery, questioning of a personal nature, repeated requests for dates, sexually oriented “kidding,” “teasing,” or “practical jokes,” jokes about gender specific traits, offensive or obscene language or gestures, leering or staring, whistling or hooting, offensive or obscene printed materials, pictures, posters, cartoons, graffiti, calendars, or e-mail messages, and inappropriate physical contact or touching of a sexual nature (e.g., brushing, patting, hugging, pinching, or shoulder rubs).
From StrategicHR.com,
“Harassment Policy,”
October 20, 2003.
• Offer a seminar or other training in sexual harassment. Interview
several vendors or consultants to find out which program most
specifically addresses the employee’s needs. Some highly active e-learning programs such as SimuLearn offer simulations of workplace situations. Be sure the program asks the employee to demonstrate that she can apply what she is learning.
• Hire an executive coach or ask a senior person to mentor an
employee who is behaving inappropriately on the job. Mentoring
should be aimed at the employee’s total development, not just at
remediating this one issue. As the employee gains confidence that
the mentor is an advocate for him in many areas of his career, he
will be more willing to take the mentor’s advice on conducting his
dating life in a more professional manner.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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array(13) {
["title"]=>
string(32) "EMPLOYEES WHO DATE COWORKERS (1)"
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["comments"]=>
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["pubdate"]=>
string(31) "Mon, 16 Mar 2009 09:36:48 +0000"
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string(323) "Times have changed. At one time, dating a coworker was considered taboo by almost everyone. Now that our lives revolve so much around work, this issue is up for debate. Wise professionals, however, still shy away from the practice, and you will see less of this risky behavior as you move in executive circles. Women, [...]"
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string(2414) "Times have changed. At one time, dating a coworker was considered taboo by almost everyone. Now that our lives revolve so much around work, this issue is up for debate. Wise professionals, however, still shy away from the practice, and you will see less of this risky behavior as you move in executive circles. Women, in particular, have learned the hard way that dating a coworker is a no-win situation. The relationship may hold a woman back or, even worse, may become baggage that she has to carry throughout a
successful career. Many capable women have been falsely accused of sleeping their way to the top. One thing most professionals will agree on, however, is that the only safe way to avoid complications is not taking the risk of dating a coworker. Here are just a few of the reasons:
• Eventually, most dating relationships end. Usually at least one
person is not that big a fan of the other at the end of the relationship. When an employee dates someone outside the workplace, the two can go their separate ways without having to live with constant reminders of the soured relationship. Does anyone really want to have to live with the daily discomfort of being the villain who dumped a coworker or the unpleasant reminder each day of having been the dumpee?
• Coworkers who date can polarize a department. Even adults fall
prey to taking sides when conflicts erupt. Only a very naive person
can think that teamwork doesn’t suffer.
• Promoting one employee over the other can get sticky when
everyone knows that they are a couple. One of the partners may
not seek his or her full career potential because of not wanting to
compete against his or her mate. Conversely, the competition can
get brutal and personal.
• One or both employees may experience real pain after the breakup.
It is easier to put on a brave game face and throw oneself into work if everyone at work doesn’t know both partners and their history.
• A mutually consensual dating relationship may later be termed
harassment by an embittered partner. Employees put themselves
and the company at risk when they date a coworker. The consensual
part usually boils down to one person’s word against the other. Is it really worth the risk?
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(323) "Times have changed. At one time, dating a coworker was considered taboo by almost everyone. Now that our lives revolve so much around work, this issue is up for debate. Wise professionals, however, still shy away from the practice, and you will see less of this risky behavior as you move in executive circles. Women, [...]"
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successful career. Many capable women have been falsely accused of sleeping their way to the top. One thing most professionals will agree on, however, is that the only safe way to avoid complications is not taking the risk of dating a coworker. Here are just a few of the reasons:
• Eventually, most dating relationships end. Usually at least one
person is not that big a fan of the other at the end of the relationship. When an employee dates someone outside the workplace, the two can go their separate ways without having to live with constant reminders of the soured relationship. Does anyone really want to have to live with the daily discomfort of being the villain who dumped a coworker or the unpleasant reminder each day of having been the dumpee?
• Coworkers who date can polarize a department. Even adults fall
prey to taking sides when conflicts erupt. Only a very naive person
can think that teamwork doesn’t suffer.
• Promoting one employee over the other can get sticky when
everyone knows that they are a couple. One of the partners may
not seek his or her full career potential because of not wanting to
compete against his or her mate. Conversely, the competition can
get brutal and personal.
• One or both employees may experience real pain after the breakup.
It is easier to put on a brave game face and throw oneself into work if everyone at work doesn’t know both partners and their history.
• A mutually consensual dating relationship may later be termed
harassment by an embittered partner. Employees put themselves
and the company at risk when they date a coworker. The consensual
part usually boils down to one person’s word against the other. Is it really worth the risk?
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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array(13) {
["title"]=>
string(71) "INAPPROPRIATE CONVERSATIONS: POLITICAL, SEXIST, PROFANE, OR GRAPHIC (4)"
["link"]=>
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["comments"]=>
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string(346) "• Train the employee in nonverbal communication. Give the employee training that sensitizes him more to the reactions of others. If he has offended people repeatedly, then you must deal with the possibility that the employee just does not know how to read people. A good communications coach who deals in nonverbal communication can help. [...]"
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string(2884) "• Train the employee in nonverbal communication. Give the employee training that sensitizes him more to the reactions of others. If he has offended people repeatedly, then you must deal with the possibility that the employee just does not know how to read people. A good communications coach who deals in nonverbal communication can help. Be sure that you tell the coach that you want help for the employee in reading nonverbals rather than sending them.
As mentioned previously, videotapes can be great aids. Play the tape of the meeting and pause the tape on people’s faces as they
send nonverbal signals that they are distressed or uncomfortable.
Also, give the employee some examples of verbal signals that he may be getting and ignoring. Some employees ignore explicit statements or do not take them at face value. They think people are kidding when they tell them to stop or change the subject. Unfortunately, many people do kid around when they are uncomfortable, so they are partly to blame when a coworker doesn’t take their feedback seriously. Tell the employee that he must heed comments that tell him that he is offending people, comments such as: “You can’t be serious,” “Let’s change the subject,” “I think we have covered that subject,” “I don’t want to hear it,” “You know we don’t agree on that,” “Go away,” or “Shut up.”
• Facilitate a meeting between coworkers who are offended and the
offensive employee. Is the crux of the problem that the offending
employee is more of a problem to some employees than to others
or to you? Then do a team-building meeting between the offending
employee and one or two offended employees. Don’t allow a bunch of employees to gang up on one person. Ask the offended employees if they want to volunteer to discuss the problem in a meeting that you will facilitate. Ask them to refrain from making accusing statements or statements demeaning the offender’s character, taste, background, or other traits. Instead, ask the offended employees to start with a statement like this: “I respect your work
and your work ethic. I want to ask that you avoid talking about
politics in my presence, since I feel uncomfortable when you do.”
In other words, tell the employee to (1) validate the offensive employee for what she does right, (2) ask specifically for the desired change in respectful language, and (3) tell how the offensive conversation makes him feel. On this last component, be sure that the employee is describing his feelings and not evaluating the other person’s character or judgment. Writing this statement out ahead of time and going over it is a good idea so that the conversation doesn’t break down into an accusation.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(346) "• Train the employee in nonverbal communication. Give the employee training that sensitizes him more to the reactions of others. If he has offended people repeatedly, then you must deal with the possibility that the employee just does not know how to read people. A good communications coach who deals in nonverbal communication can help. [...]"
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string(2884) "• Train the employee in nonverbal communication. Give the employee training that sensitizes him more to the reactions of others. If he has offended people repeatedly, then you must deal with the possibility that the employee just does not know how to read people. A good communications coach who deals in nonverbal communication can help. Be sure that you tell the coach that you want help for the employee in reading nonverbals rather than sending them.
As mentioned previously, videotapes can be great aids. Play the tape of the meeting and pause the tape on people’s faces as they
send nonverbal signals that they are distressed or uncomfortable.
Also, give the employee some examples of verbal signals that he may be getting and ignoring. Some employees ignore explicit statements or do not take them at face value. They think people are kidding when they tell them to stop or change the subject. Unfortunately, many people do kid around when they are uncomfortable, so they are partly to blame when a coworker doesn’t take their feedback seriously. Tell the employee that he must heed comments that tell him that he is offending people, comments such as: “You can’t be serious,” “Let’s change the subject,” “I think we have covered that subject,” “I don’t want to hear it,” “You know we don’t agree on that,” “Go away,” or “Shut up.”
• Facilitate a meeting between coworkers who are offended and the
offensive employee. Is the crux of the problem that the offending
employee is more of a problem to some employees than to others
or to you? Then do a team-building meeting between the offending
employee and one or two offended employees. Don’t allow a bunch of employees to gang up on one person. Ask the offended employees if they want to volunteer to discuss the problem in a meeting that you will facilitate. Ask them to refrain from making accusing statements or statements demeaning the offender’s character, taste, background, or other traits. Instead, ask the offended employees to start with a statement like this: “I respect your work
and your work ethic. I want to ask that you avoid talking about
politics in my presence, since I feel uncomfortable when you do.”
In other words, tell the employee to (1) validate the offensive employee for what she does right, (2) ask specifically for the desired change in respectful language, and (3) tell how the offensive conversation makes him feel. On this last component, be sure that the employee is describing his feelings and not evaluating the other person’s character or judgment. Writing this statement out ahead of time and going over it is a good idea so that the conversation doesn’t break down into an accusation.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
int(1237109589)
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array(13) {
["title"]=>
string(71) "INAPPROPRIATE CONVERSATIONS: POLITICAL, SEXIST, PROFANE, OR GRAPHIC (3)"
["link"]=>
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["pubdate"]=>
string(31) "Sat, 14 Mar 2009 12:35:33 +0000"
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string(392) "• Discourage political conversations that offend coworkers while
encouraging appropriate avenues of free speech. The maxim “I
disagree with what you are saying, but I will defend to the death
your right to say it” must go doubly for managers. When counseling
employees about antagonizing coworkers with their in-yourface
political views, be sure not to violate their right to free [...]"
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string(1850) "• Discourage political conversations that offend coworkers while
encouraging appropriate avenues of free speech. The maxim “I
disagree with what you are saying, but I will defend to the death
your right to say it” must go doubly for managers. When counseling
employees about antagonizing coworkers with their in-yourface
political views, be sure not to violate their right to free speech. Suggest that in the interest of a more productive workplace and reduced conflict, they should make better choices about where and when they express their political views. Also, if other employees are expressing mainstream views, be sure you do not counsel an employee who holds different views not to express those views. Consistent policies must apply to everyone.
• Brainstorm with the employee about better times and places to
promote his political agenda. Ask him to evaluate the damage he
is doing to his cause by offending coworkers the way he is currently
doing. This nonjudgmental approach is very effective with some. The employee understands that you are not agreeing with his content, but that you are demonstrating your support and respect for him as a person. And even though you are being supportive, this is one conversation that should include legal counsel ahead of time and a witness.
• Videotape meetings with employees’ consent. Gain permission from your employees to videotape staff meetings or focus groups for a while. If you are fortunate enough to capture the employee making inappropriate remarks on video, show her the tape. Sometimes a picture is worth more than a lengthy counseling process. Note: This should be done only if all employees are comfortable with the videotaping.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
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string(392) "• Discourage political conversations that offend coworkers while
encouraging appropriate avenues of free speech. The maxim “I
disagree with what you are saying, but I will defend to the death
your right to say it” must go doubly for managers. When counseling
employees about antagonizing coworkers with their in-yourface
political views, be sure not to violate their right to free [...]"
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string(1850) "• Discourage political conversations that offend coworkers while
encouraging appropriate avenues of free speech. The maxim “I
disagree with what you are saying, but I will defend to the death
your right to say it” must go doubly for managers. When counseling
employees about antagonizing coworkers with their in-yourface
political views, be sure not to violate their right to free speech. Suggest that in the interest of a more productive workplace and reduced conflict, they should make better choices about where and when they express their political views. Also, if other employees are expressing mainstream views, be sure you do not counsel an employee who holds different views not to express those views. Consistent policies must apply to everyone.
• Brainstorm with the employee about better times and places to
promote his political agenda. Ask him to evaluate the damage he
is doing to his cause by offending coworkers the way he is currently
doing. This nonjudgmental approach is very effective with some. The employee understands that you are not agreeing with his content, but that you are demonstrating your support and respect for him as a person. And even though you are being supportive, this is one conversation that should include legal counsel ahead of time and a witness.
• Videotape meetings with employees’ consent. Gain permission from your employees to videotape staff meetings or focus groups for a while. If you are fortunate enough to capture the employee making inappropriate remarks on video, show her the tape. Sometimes a picture is worth more than a lengthy counseling process. Note: This should be done only if all employees are comfortable with the videotaping.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
"
["date_timestamp"]=>
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[87]=>
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["title"]=>
string(71) "INAPPROPRIATE CONVERSATIONS: POLITICAL, SEXIST, PROFANE, OR GRAPHIC (2)"
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string(333) "Interventions
• Be specific when giving feedback to the employee. Give examples
of what is appropriate and what is not, using exact quotes. Subtleties do not work with this employee. When you are having the Big Talk from Chapter 4 with him, you must clearly define what is appropriate and what is not.
• Put the examples of [...]"
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• Be specific when giving feedback to the employee. Give examples
of what is appropriate and what is not, using exact quotes. Subtleties do not work with this employee. When you are having the Big Talk from Chapter 4 with him, you must clearly define what is appropriate and what is not.
• Put the examples of inappropriate language in writing. When you
are dealing with an employee who says or does inappropriate things, write up a list of the comments or actions that you or other coworkers have found inappropriate. Be sure to use these examples
when counseling the employee to change her behavior. Do not refer to the other employees or use their names unless they give you permission.
• Send the employee to an offsite etiquette class or to a seminar on
etiquette, diversity, or office politics—or maybe all three, as these
problems are often related. Make sure that the topics that concern
you are included. What you consider fundamental may not be included in the topics covered by a particular course.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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• Be specific when giving feedback to the employee. Give examples
of what is appropriate and what is not, using exact quotes. Subtleties do not work with this employee. When you are having the Big Talk from Chapter 4 with him, you must clearly define what is appropriate and what is not.
• Put the examples of [...]"
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• Be specific when giving feedback to the employee. Give examples
of what is appropriate and what is not, using exact quotes. Subtleties do not work with this employee. When you are having the Big Talk from Chapter 4 with him, you must clearly define what is appropriate and what is not.
• Put the examples of inappropriate language in writing. When you
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when counseling the employee to change her behavior. Do not refer to the other employees or use their names unless they give you permission.
• Send the employee to an offsite etiquette class or to a seminar on
etiquette, diversity, or office politics—or maybe all three, as these
problems are often related. Make sure that the topics that concern
you are included. What you consider fundamental may not be included in the topics covered by a particular course.
Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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["date_timestamp"]=>
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[88]=>
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["title"]=>
string(71) "INAPPROPRIATE CONVERSATIONS: POLITICAL, SEXIST, PROFANE, OR GRAPHIC (1)"
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string(336) "A few years ago, I was training some Japanese men who were visiting the United States. They were in a multidisciplinary training program and were housed in a dormitory on a college campus along with traditional students. Needless to say, these Japanese picked up some inappropriate words that they heard being bandied about by the [...]"
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string(1786) "A few years ago, I was training some Japanese men who were visiting the United States. They were in a multidisciplinary training program and were housed in a dormitory on a college campus along with traditional students. Needless to say, these Japanese picked up some inappropriate words that they heard being bandied about by the 18- to 22-year-old male undergraduates. The problem was that the Japanese did not know when they could get away with using bad language and when they couldn’t. In one embarrassing incident, they used the worst of all expletives to the president of the college at a formal reception. It was decided that someone had to spell out for them what they could say and what they could not. I was chosen for this dubious task.
I quickly found that the trickiest part of the explanation was teaching
them discernment. Why is it okay to say “darn” in public if you drop
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In a way, teaching employees who are ignorant of appropriate language and conversational topics is much the same. Even for Englishspeaking employees, you must spell out what your culture finds offensive, because that really does change from environment to environment.
Thus, conversations that are appropriate among nurses at a hospital
would not be appropriate in conference rooms. And just because an
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Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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I quickly found that the trickiest part of the explanation was teaching
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In a way, teaching employees who are ignorant of appropriate language and conversational topics is much the same. Even for Englishspeaking employees, you must spell out what your culture finds offensive, because that really does change from environment to environment.
Thus, conversations that are appropriate among nurses at a hospital
would not be appropriate in conference rooms. And just because an
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Taken From: 201 Ways to Turn Any Employee Into a STAR Performer
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