How To Learn as a Busy Professional - Full Masterclass

00:35:43
https://www.youtube.com/watch?v=l7h1D2uA09I

الملخص

TLDRIn this video, a learning coach shares insights gained over 13 years of helping professionals improve their learning efficiency. Key strategies include starting fresh with no pre-existing study habits, learning in focused sprints, and developing a mindset of expertise rather than simply meeting current requirements. The coach stresses the importance of applying new knowledge immediately, reducing the reliance on note-taking and memorization, and using visual aids to connect information. Additionally, professionals are encouraged to ask better questions, learn deliberately, and maintain a high standard of critical thinking across all responsibilities. Ultimately, adopting these techniques leads to a marked improvement in career progression and learning ability.

الوجبات الجاهزة

  • 📝 Start from zero: Clean slate for learning habits.
  • ⏱️ Learn in sprints: Set clear, aggressive goals.
  • 👨‍🏫 Lead, don't follow: Adopt an expert mindset.
  • 📉 Write less: Focus on understanding, not note-taking.
  • 🧠 Don't memorize: Understand and connect information instead.
  • 🗺️ Map everything: Visualize the connections between knowledge.
  • 🔍 Ask better questions: Improve depth of understanding.
  • 📚 Tactically hit the books: Study with a clear purpose.
  • ✋ Don't overeat: Pace your consumption of information.
  • ⚖️ Slow is fast: Take time to process for efficient learning.

الجدول الزمني

  • 00:00:00 - 00:05:00

    The speaker discusses their experience as a learning coach, emphasizing that unlearning bad habits is crucial for efficient learning. They suggest starting from zero, meaning to reset previous learning techniques that no longer serve the individual in a professional context.

  • 00:05:00 - 00:10:00

    Learning in sprints is introduced as a technique for effective learning. Setting clear goals is emphasized, with aggressive consumption of knowledge followed by practical application to consolidate understanding.

  • 00:10:00 - 00:15:00

    Professionals should lead rather than follow by adopting the mindset of an expert. This perspective influences how new information is organized and understood, fostering deeper insights and more relevant applications in the workplace.

  • 00:15:00 - 00:20:00

    The speaker advises against excessive note-taking, which can detract from genuine learning. The focus should be on active engagement with the material in the brain rather than mere transcription of notes.

  • 00:20:00 - 00:25:00

    Memorization is criticized as ineffective for learning; understanding and applying information is prioritized. Techniques to simplify and connect new knowledge enhance retention without reliance on rote memorization.

  • 00:25:00 - 00:30:00

    Preparation is highlighted as a means to facilitate efficient learning. Familiarizing oneself with upcoming content can enhance understanding and reduce cognitive overload during actual learning sessions.

  • 00:30:00 - 00:35:43

    The danger of overconsuming information is discussed, with a recommendation to periodically pause and reflect to ensure comprehension rather than merely accumulating knowledge without processing.

اعرض المزيد

الخريطة الذهنية

فيديو أسئلة وأجوبة

  • What is the first step to become an efficient learner?

    Start from zero and wipe the slate clean of previous learning habits that aren't serving you.

  • How should professionals learn effectively?

    Learn in aggressive sprints and apply knowledge immediately after consumption.

  • Why is it better for professionals to learn like experts?

    Adopting an expert mindset enhances the depth of understanding and application of knowledge.

  • What is the common mistake in note-taking for professionals?

    Writing too many notes without focusing on understanding and processing the information.

  • How can one visualize their learning effectively?

    Use mapping techniques to visually represent connections and organize knowledge.

  • What is the latent learning period?

    The time gap between learning something new and receiving feedback on its accuracy.

  • How can I avoid cognitive overload while learning?

    Familiarize yourself with the main ideas before diving into detailed learning.

  • What is the best approach to reading books or courses?

    Tactically hit the books with a clear target for what knowledge you need to acquire.

  • How can I improve the efficiency of my learning process?

    Learn slowly and give yourself time to process information.

  • What is the final tip for becoming a better learner?

    Consistently bring your best thinking to every professional task and discussion.

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الترجمات
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التمرير التلقائي:
  • 00:00:00
    I've been a learning coach for the past
  • 00:00:01
    13 years. I've coached hundreds of
  • 00:00:04
    professionals, entrepreneurs, and CEOs
  • 00:00:07
    to learn effectively even under immense
  • 00:00:09
    time pressures and responsibilities.
  • 00:00:11
    This is going to be no BS advice on how
  • 00:00:13
    to learn as a professional. Number one,
  • 00:00:15
    start from zero. Let's say we have two
  • 00:00:18
    different types of professionals. The
  • 00:00:19
    first is a great diligent student
  • 00:00:21
    throughout university and the other is a
  • 00:00:24
    university dropout. Of the two, which
  • 00:00:27
    would you think is easier to coach to
  • 00:00:29
    become a super efficient learner? In my
  • 00:00:31
    experience, most of the time, the second
  • 00:00:33
    person who struggled, was a terrible
  • 00:00:36
    student, is actually easier to coach.
  • 00:00:39
    This is because they actually have less
  • 00:00:41
    built-in habits of learning. A lot of
  • 00:00:44
    professionals struggle with learning,
  • 00:00:46
    especially with high workloads, because
  • 00:00:48
    when they start learning, they use the
  • 00:00:50
    same techniques and habits that they
  • 00:00:52
    were used to while going through
  • 00:00:54
    university. not realizing that those
  • 00:00:57
    methods are not serving them anymore.
  • 00:00:58
    And a lot of the time it didn't serve
  • 00:01:00
    them back then either. They just got
  • 00:01:01
    away with it. And it's not to say that
  • 00:01:03
    book smarts is not important, but it's
  • 00:01:06
    about understanding that your learning
  • 00:01:08
    system probably is a combination of good
  • 00:01:10
    habits that are working and you should
  • 00:01:12
    keep doing them and then bad habits that
  • 00:01:14
    are holding you back which you are
  • 00:01:16
    probably not even aware of. And the hard
  • 00:01:18
    part about becoming an efficient learner
  • 00:01:19
    is not actually just learning new
  • 00:01:22
    methods and techniques. That is easy.
  • 00:01:24
    The hard part is discovering and then
  • 00:01:27
    unlearning your existing bad habits that
  • 00:01:29
    have set in over years. So start from
  • 00:01:32
    zero means just wipe the slate clean.
  • 00:01:35
    Forget about the way you used to learn.
  • 00:01:38
    If it's still working for you now, it
  • 00:01:40
    will come back into your system. But
  • 00:01:42
    don't build your learning system from,
  • 00:01:44
    okay, here's what I used to do in
  • 00:01:46
    university. Let's start from that. Just
  • 00:01:48
    start from what is my learning goal?
  • 00:01:50
    What's my current situation? and then
  • 00:01:51
    just build from a blank slate. Number
  • 00:01:53
    two, learn in sprints. When you go
  • 00:01:56
    through uni, everything is laid out for
  • 00:01:59
    you. There's a curriculum to follow and
  • 00:02:01
    all you have to do is just learn what's
  • 00:02:03
    given to you and then hit the
  • 00:02:04
    assessment, which they usually tell you
  • 00:02:06
    how they're going to market. None of
  • 00:02:08
    that applies in a professional learning
  • 00:02:10
    context. However, having that structure
  • 00:02:13
    makes it much easier to learn. So, one
  • 00:02:16
    of the things that I recommend any
  • 00:02:17
    professional to do is to actually set
  • 00:02:18
    very clear, explicit learning goals,
  • 00:02:21
    almost like lecture objectives for
  • 00:02:22
    yourself. What do I need to know? How
  • 00:02:25
    well do I need to know it? And in what
  • 00:02:27
    time frame do I need to achieve this
  • 00:02:29
    expertise by? Once you've set your
  • 00:02:30
    learning goals, learn aggressively. This
  • 00:02:33
    is the sprint part. Consume as much as
  • 00:02:35
    you can about this topic until you feel
  • 00:02:37
    like you're starting to lose track of
  • 00:02:39
    it. It's a little overwhelming. And that
  • 00:02:40
    may actually only take like a few hours
  • 00:02:44
    of learning about it and then apply what
  • 00:02:46
    you've learned immediately. So the
  • 00:02:48
    sprint is setting a learning goal,
  • 00:02:51
    consuming about this aggressively, and
  • 00:02:53
    then applying it usually for a more
  • 00:02:55
    extended period of time. Once you've
  • 00:02:57
    applied it enough that this new
  • 00:02:59
    knowledge feels like your own and you're
  • 00:03:01
    pretty comfortable with it, then you can
  • 00:03:03
    move into your next sprint where you set
  • 00:03:05
    your next learning goal and then again
  • 00:03:06
    consume aggressively. There's been
  • 00:03:08
    situations where I've spent maybe two
  • 00:03:10
    weeks to read a few books on something
  • 00:03:12
    and then I'll spend six months just
  • 00:03:14
    applying what I've learned because I
  • 00:03:16
    don't feel comfortable enough to consume
  • 00:03:18
    more information without having
  • 00:03:20
    consolidated and lived through the
  • 00:03:23
    learning that I've already accumulated.
  • 00:03:24
    Remember that the value of learning as a
  • 00:03:26
    professional is your ability to execute
  • 00:03:29
    and apply that knowledge. It doesn't
  • 00:03:31
    matter how much you've consumed and how
  • 00:03:32
    much you know. If you can't actually use
  • 00:03:34
    that and if you don't have the wisdom to
  • 00:03:36
    use that in the right way, it's
  • 00:03:38
    ultimately meaningless. Number three,
  • 00:03:41
    lead don't follow. I go around the world
  • 00:03:43
    doing workshops for various different
  • 00:03:46
    industries. And when I work with new
  • 00:03:48
    graduates, one of the most common things
  • 00:03:50
    that I see is that the new graduates
  • 00:03:53
    that really excel, whose managers see a
  • 00:03:56
    lot of potential in them, that they're
  • 00:03:57
    being picked to be the rising stars,
  • 00:03:59
    they do something different to the
  • 00:04:02
    typical graduate. And it's very rare.
  • 00:04:04
    What they do is they put themselves in
  • 00:04:06
    the mindset of becoming the expert. And
  • 00:04:10
    this is actually really important when
  • 00:04:11
    it comes to learning because the way
  • 00:04:13
    your brain will store and organize new
  • 00:04:16
    information that you learn is heavily
  • 00:04:19
    influenced by the context and the
  • 00:04:22
    purpose with which you're learning it.
  • 00:04:23
    So if you're learning just trying to hit
  • 00:04:26
    your current requirements and your
  • 00:04:28
    current level, then yes, you will be
  • 00:04:30
    able to reach that current level, but
  • 00:04:33
    90% of the value of that learning is
  • 00:04:36
    going to end there. But you can bet that
  • 00:04:38
    that same piece of information, if you
  • 00:04:40
    were to ask an expert about it, they
  • 00:04:42
    would know even deeper and more nuance.
  • 00:04:45
    It may not be new information that you
  • 00:04:47
    haven't learned, but it's a way of
  • 00:04:49
    seeing that information that the
  • 00:04:51
    beginner normally can't see. And so if
  • 00:04:53
    you're setting your sights on trying to
  • 00:04:55
    develop that higher level of expertise,
  • 00:04:58
    being the expert, not just following
  • 00:05:00
    along everyone else, but becoming the
  • 00:05:02
    leader within your level, then not only
  • 00:05:04
    will you hit your current requirements,
  • 00:05:06
    but because you are thinking like an
  • 00:05:09
    expert, the way that that knowledge is
  • 00:05:11
    consolidated into your brain is going to
  • 00:05:13
    be closer to that of an expert. So it's
  • 00:05:16
    actually going to carry you to the next
  • 00:05:18
    level and beyond. And trust me, when you
  • 00:05:21
    are tackling a new topic or a new client
  • 00:05:24
    or a new project and you have learned
  • 00:05:26
    about it and the way you contribute and
  • 00:05:29
    the questions you ask and the way you
  • 00:05:31
    think about it is way beyond your
  • 00:05:33
    current level, people will notice.
  • 00:05:36
    Number four, write less. You are not a
  • 00:05:39
    human photocopier and words on paper
  • 00:05:43
    don't mean anything. Back when you're a
  • 00:05:45
    student, some of you may have taken a
  • 00:05:48
    lot of pride in writing lots of really
  • 00:05:49
    nice, pretty comprehensive notes. But
  • 00:05:51
    what you will probably quickly realize
  • 00:05:53
    in a professional learning environment
  • 00:05:54
    is that writing a lot of notes takes a
  • 00:05:56
    lot of time and doesn't really provide
  • 00:05:58
    much benefit. Learning is not about
  • 00:06:01
    writing notes. Writing notes is a tool
  • 00:06:05
    to help you think so that you can do the
  • 00:06:09
    learning. The learning happens in the
  • 00:06:10
    brain. And if you're learning in the
  • 00:06:12
    right way, you're constantly comparing
  • 00:06:14
    and contrasting the new things that
  • 00:06:16
    you've learned with other new things
  • 00:06:17
    you've learned or with existing
  • 00:06:19
    knowledge you have. You're constantly
  • 00:06:21
    trying to make analogies. You're
  • 00:06:22
    constantly trying to simplify what
  • 00:06:24
    you're learning. That is a constant
  • 00:06:27
    active process that should be going on
  • 00:06:29
    in your brain. And it's hard to keep
  • 00:06:31
    track of all of these thoughts if you
  • 00:06:33
    just do it mentally. That's why you use
  • 00:06:36
    notetaking. It is a cognitive offload
  • 00:06:40
    mechanism. And so when you look at your
  • 00:06:42
    notes, it should be like a visual
  • 00:06:45
    representation of your thought process.
  • 00:06:48
    And any adjustment you make to your note
  • 00:06:50
    takingaking method that gets you closer
  • 00:06:52
    to this onetoone match with your thought
  • 00:06:55
    process and how your brain is trying to
  • 00:06:57
    organize that information, the more
  • 00:06:59
    effective your learning is going to be.
  • 00:07:01
    And therefore, naturally, you'll feel
  • 00:07:03
    that you need to write less notes. And
  • 00:07:05
    this logic also directly applies for the
  • 00:07:06
    next tip which is don't memorize.
  • 00:07:10
    Learning through memorization is a
  • 00:07:12
    losing game. You don't there's no way to
  • 00:07:15
    win this. The more you try to memorize
  • 00:07:18
    and learn through repetition, the less
  • 00:07:21
    efficient your learning is going to be
  • 00:07:23
    overall. There is going to be some
  • 00:07:25
    information that you do need to
  • 00:07:27
    memorize. You can't avoid it. Especially
  • 00:07:28
    if you are in a lot of scientific
  • 00:07:30
    disciplines or really technically uh
  • 00:07:32
    heavy disciplines. So when I was a
  • 00:07:34
    doctor, yes, there was lots of things
  • 00:07:35
    that I had to memorize. But what you
  • 00:07:37
    need to understand is that memorization
  • 00:07:39
    is a method of learning when all other
  • 00:07:42
    methods of learning are not applicable.
  • 00:07:44
    It is the process of your brain
  • 00:07:46
    receiving information that it doesn't
  • 00:07:48
    connect with, doesn't see the relevance
  • 00:07:50
    of, doesn't know why it's important,
  • 00:07:52
    doesn't know why it needs to keep it,
  • 00:07:54
    and therefore tries to remove it and
  • 00:07:56
    prune it from your memory because that's
  • 00:07:58
    what it's meant to do. and then you
  • 00:08:01
    taking it and then ramming it back into
  • 00:08:03
    your brain to say, "No, I need you to
  • 00:08:05
    hold on to this." And with enough
  • 00:08:07
    repetition, it does actually work. You
  • 00:08:10
    can deepen this neural groove so that
  • 00:08:13
    that information just stays there
  • 00:08:15
    stickier. But this requires repetition
  • 00:08:18
    and is very timeconuming if you're
  • 00:08:19
    trying to do this at scale. In the first
  • 00:08:21
    instance of learning new information,
  • 00:08:23
    your primary objective should be how can
  • 00:08:26
    I learn this in such a way that I don't
  • 00:08:28
    need to memorize it. How do I make it
  • 00:08:30
    simpler, inherently more intuitive, more
  • 00:08:34
    relevant? How can I find a way to apply
  • 00:08:35
    it and consolidate it straight away? And
  • 00:08:38
    the biggest barrier I see when coaching
  • 00:08:40
    people is that they are so used to
  • 00:08:41
    learning through memorization that
  • 00:08:44
    they're not even aware that they're
  • 00:08:45
    trying to memorize it. Whenever you hear
  • 00:08:47
    something or you're reading something
  • 00:08:50
    and you go into this loop of thinking,
  • 00:08:52
    I'm going to forget this. So, let me
  • 00:08:55
    repeat that again and again to try to
  • 00:08:57
    consolidate it into my memory. That
  • 00:09:00
    behavior, that thought process is you
  • 00:09:03
    trying to memorize. So start building a
  • 00:09:05
    a radar, an awareness of when you enter
  • 00:09:08
    into that habit and then use that as an
  • 00:09:10
    opportunity to say, okay, instead of
  • 00:09:12
    just repeating it again and again, maybe
  • 00:09:14
    I just pause for a moment and just think
  • 00:09:15
    about how I can connect it to something
  • 00:09:18
    or simplify it so that it's easier to
  • 00:09:20
    remember. Now, one thing I need to
  • 00:09:22
    mention is that even though I'm
  • 00:09:24
    packaging this information as a bunch of
  • 00:09:27
    tips, learning to learn is a messy
  • 00:09:30
    process. Some people watch my videos and
  • 00:09:32
    they assume that because they watched
  • 00:09:34
    it, they will magically get better at
  • 00:09:35
    learning. But if you are serious about
  • 00:09:38
    getting better, you cannot avoid putting
  • 00:09:41
    in the time and effort to try things,
  • 00:09:44
    make mistakes, and learn from them.
  • 00:09:46
    Personally, it took me over 7 years of
  • 00:09:48
    constant trial and error and reading
  • 00:09:51
    thousands of research articles. And
  • 00:09:52
    those years of experience are what have
  • 00:09:54
    allowed me to make YouTube videos like
  • 00:09:56
    this today. But if you're a busy
  • 00:09:59
    professional trying to become
  • 00:10:01
    hyperefficient at learning, you probably
  • 00:10:04
    don't have a spare seven years. This is
  • 00:10:06
    why I created the I can study program on
  • 00:10:09
    YouTube. I try my best to give you
  • 00:10:12
    content and valuable information, but
  • 00:10:16
    there is a lot to go through and if you
  • 00:10:18
    want to improve quickly, you need to be
  • 00:10:20
    focused on what to do next rather than
  • 00:10:23
    what video should I watch next. On the I
  • 00:10:26
    can study program, I'm able to distill
  • 00:10:28
    my years of experience into the ideal
  • 00:10:31
    order and structure. I can give you
  • 00:10:33
    tasks and check your understanding and
  • 00:10:35
    give you feedback. I can go into
  • 00:10:37
    examples and walkthroughs for your
  • 00:10:39
    specific goals. So, while I will keep
  • 00:10:41
    posting videos for free on YouTube, if
  • 00:10:44
    you are interested in a faster, more
  • 00:10:47
    guided, less confusing path to
  • 00:10:49
    improvement, you may be interested in
  • 00:10:51
    checking out my program at
  • 00:10:53
    iconstudy.com. If you'd like to explore
  • 00:10:54
    it, I'll leave a link to it in the
  • 00:10:56
    description below. And we'll move on to
  • 00:10:58
    the next tip, which is actually one of
  • 00:11:00
    the first lessons in the program as
  • 00:11:01
    well, which is to prep everything. Think
  • 00:11:04
    about your brain's ability to learn like
  • 00:11:07
    a physical muscle. If I give you like a
  • 00:11:10
    potato to carry, that's not going to be
  • 00:11:12
    very difficult. But if I'm constantly
  • 00:11:14
    throwing potatoes at you and now you've
  • 00:11:17
    got like you've got this sack of
  • 00:11:19
    potatoes and you're constantly trying to
  • 00:11:20
    catch more and hold this huge heavy sack
  • 00:11:24
    of potatoes, you're going to get very
  • 00:11:25
    tired. And the exact same thing happens
  • 00:11:27
    with our learning except instead of
  • 00:11:28
    muscular fatigue, we're going to enter
  • 00:11:30
    into cognitive fatigue or cognitive
  • 00:11:33
    overload. And so the trick to learning
  • 00:11:35
    efficiently is to balance our cognitive
  • 00:11:38
    resources. That's basically how much
  • 00:11:40
    mental energy and strength that we have.
  • 00:11:42
    And so if you imagine that you are in
  • 00:11:44
    some workshop or a seminar and you're
  • 00:11:47
    listening to someone give you this large
  • 00:11:49
    volume of very dense information that
  • 00:11:51
    you have never been exposed to before.
  • 00:11:53
    Your brain is trying to process that,
  • 00:11:55
    understand it, organize it in your brain
  • 00:11:58
    while simultaneously receiving the next
  • 00:12:00
    piece of information. And it's trying to
  • 00:12:02
    juggle so many things at the same time.
  • 00:12:04
    And if that's the situation you're in,
  • 00:12:06
    it's pretty much impossible to make your
  • 00:12:09
    learning more efficient except using
  • 00:12:11
    some very cognitively advanced
  • 00:12:13
    techniques. So when I say prep
  • 00:12:15
    everything, what I mean is to take that
  • 00:12:18
    big block of learning and to start
  • 00:12:21
    chipping away and working at it in
  • 00:12:23
    advance. And you can spend just five to
  • 00:12:26
    10 minutes just generally familiarizing
  • 00:12:30
    yourself with what the main ideas are
  • 00:12:32
    going to be about what you're learning,
  • 00:12:34
    what some of the more complicated ideas
  • 00:12:36
    might be, and just generally how it's
  • 00:12:38
    all connected and why you need to know
  • 00:12:41
    this, why it is important for you. and
  • 00:12:44
    how it's going to be relevant for you.
  • 00:12:45
    And it doesn't take very long to get a
  • 00:12:47
    general familiarity and a sense of
  • 00:12:49
    purpose with what you're about to learn.
  • 00:12:52
    And that means that when you learn that
  • 00:12:54
    information, your brain isn't trying to
  • 00:12:56
    process and understand it and then
  • 00:12:58
    desperately try to figure out where it
  • 00:13:00
    fits all at the same time. It has an
  • 00:13:03
    idea about where this information will
  • 00:13:05
    fit. And so, it's easier and faster to
  • 00:13:08
    store it away. Spending just 10 minutes
  • 00:13:10
    to prep yourself on what you're about to
  • 00:13:12
    learn can save you literally 10 times
  • 00:13:16
    that amount of time and effort in the
  • 00:13:18
    future. Having said that, one of the
  • 00:13:21
    most common ways that you can ruin the
  • 00:13:24
    benefit of that preparation is to
  • 00:13:27
    overconume information. Which brings me
  • 00:13:30
    to the next tip. Don't overeat. Learning
  • 00:13:34
    is essentially this constant battle of
  • 00:13:36
    consuming and digesting. You're
  • 00:13:39
    consuming new information and your brain
  • 00:13:41
    is digesting it. Figuring out how to
  • 00:13:43
    organize and store this into your
  • 00:13:45
    memory. The figuring out and storing
  • 00:13:48
    part of this process takes a lot of
  • 00:13:50
    effort and there's a limit to how fast
  • 00:13:52
    you can do this. This is the bottleneck.
  • 00:13:55
    It's very easy to consume a lot of very
  • 00:13:58
    dense information very quickly just like
  • 00:14:01
    how I actually realized in the last few
  • 00:14:03
    years that I tend to stress binge eat
  • 00:14:07
    and I didn't even know what overeing
  • 00:14:10
    actually meant. Uh and I'm working on
  • 00:14:12
    that now. You may also not know what it
  • 00:14:15
    actually means to over consume and
  • 00:14:17
    overeat new information. So, here is the
  • 00:14:20
    mental check that I use every time I'm
  • 00:14:24
    learning something new that makes sure I
  • 00:14:26
    never overeat. There are two questions I
  • 00:14:28
    am constantly asking myself while I'm
  • 00:14:29
    learning new information. The first is,
  • 00:14:32
    does this make sense to me? Not just do
  • 00:14:35
    I understand it, but do I actually feel
  • 00:14:38
    like it makes sense? It makes sense
  • 00:14:41
    because that pattern of connections is
  • 00:14:44
    something that your brain feels
  • 00:14:45
    comfortable and familiar with. The
  • 00:14:47
    second question is, do I feel like I'm
  • 00:14:49
    about to forget this? This question is
  • 00:14:52
    bringing our attention to a very similar
  • 00:14:54
    and important cognitive phenomenon. When
  • 00:14:56
    we have too many things that don't make
  • 00:14:58
    sense, where our brain doesn't know how
  • 00:15:00
    to organize it and file it away, then
  • 00:15:03
    it's going to prune that information out
  • 00:15:06
    of our memory. And so that feeling of I
  • 00:15:09
    feel like I'm going to forget this means
  • 00:15:12
    that your brain has not found a
  • 00:15:14
    worthwhile and meaningful way of
  • 00:15:17
    organizing this information. And if
  • 00:15:18
    there's lots of information you've
  • 00:15:20
    consumed in a in a short period of time,
  • 00:15:22
    your brain will probably struggle to get
  • 00:15:24
    meaning out of it because it's
  • 00:15:26
    overloaded. It's holding a very big sack
  • 00:15:29
    of potatoes. And so in that situation
  • 00:15:31
    where you feel like either it doesn't
  • 00:15:32
    make sense or you're about to forget it
  • 00:15:34
    or both, the most important thing you
  • 00:15:36
    can do is to stop eating. Put the potato
  • 00:15:39
    chip down. You don't have to, Justin.
  • 00:15:42
    Just because you opened up a bag of
  • 00:15:43
    chips doesn't mean you have to finish
  • 00:15:45
    it. You need to give your brain the
  • 00:15:46
    space to just process what it's already
  • 00:15:49
    consumed. This is where note-taking in a
  • 00:15:52
    way that reflects your thinking process
  • 00:15:54
    can really help. You write down what
  • 00:15:56
    you're thinking. You track your thoughts
  • 00:15:57
    and you use that note-taking to help you
  • 00:15:59
    to organize, group and simplify this
  • 00:16:02
    information. Now, how long it takes, how
  • 00:16:05
    long you need to pause for for this to
  • 00:16:07
    be
  • 00:16:08
    consolidated, this can be minutes,
  • 00:16:11
    seconds, or even hours or days depending
  • 00:16:14
    on your skill level and the amount of
  • 00:16:16
    practice you have as well as the
  • 00:16:18
    complexity of the information and how
  • 00:16:20
    much knowledge you already have about
  • 00:16:21
    the subject. But I can guarantee that if
  • 00:16:24
    you keep overeing and it doesn't make
  • 00:16:26
    sense and you feel like you're going to
  • 00:16:27
    forget it, then you the only thing
  • 00:16:30
    you'll be able to do when you overeat is
  • 00:16:32
    vomit it back up. You won't be able to
  • 00:16:35
    use that information probably for the
  • 00:16:36
    reasons you're trying to learn it in the
  • 00:16:38
    first place. And like I said, one of the
  • 00:16:39
    things that really helps you with this
  • 00:16:41
    is tip number eight, map everything. The
  • 00:16:44
    human brain is vastly more efficient at
  • 00:16:49
    processing visual information than
  • 00:16:51
    written information. Some studies
  • 00:16:53
    suggest 20 to 40,000 times faster. This
  • 00:16:57
    is why you can look at a painting of
  • 00:16:59
    something and understand what you're
  • 00:17:00
    seeing in half a second when it might
  • 00:17:03
    take you half an hour to read a detailed
  • 00:17:06
    description of everything that you saw.
  • 00:17:08
    Well, if you want to get more efficient
  • 00:17:09
    with learning, you have to develop the
  • 00:17:11
    habit of visually representing what you
  • 00:17:16
    are thinking about in your notes. Like
  • 00:17:18
    I've mentioned, the brain works in
  • 00:17:20
    connections. It forms networks of
  • 00:17:22
    knowledge that are all connected to and
  • 00:17:24
    influence each other. And when
  • 00:17:26
    information doesn't fit into this
  • 00:17:28
    network somewhere, it is eventually lost
  • 00:17:30
    and forgotten. It is your ability to put
  • 00:17:33
    something into a network and connect
  • 00:17:35
    that meaningfully that determines your
  • 00:17:38
    attention and your depth of expertise
  • 00:17:41
    aka how you can apply that information.
  • 00:17:43
    As a professional, most of the things
  • 00:17:45
    you are learning, you're expected to do
  • 00:17:47
    something with. Everything you learn is
  • 00:17:50
    connected to something and it is your
  • 00:17:52
    job as a learner to figure out what
  • 00:17:54
    those connections are. and mapping
  • 00:17:57
    nonlinear notetaking. Actually
  • 00:18:00
    physically representing connections and
  • 00:18:03
    flows and influences on paper as you
  • 00:18:07
    learn is an incredibly powerful
  • 00:18:09
    technique that can help your brain to
  • 00:18:11
    think of and see these connections. And
  • 00:18:13
    if you've tried mapping and note-taking
  • 00:18:15
    before and you haven't found it very
  • 00:18:17
    effective, then I can
  • 00:18:19
    guarantee it's not because the map is
  • 00:18:22
    not effective. It's because the way you
  • 00:18:25
    are thinking as you make the map is not
  • 00:18:28
    effective. And so one key tip to make
  • 00:18:31
    this more effective is to judge
  • 00:18:35
    everything. The value of each new piece
  • 00:18:38
    of information you learn is not always
  • 00:18:42
    equal. Some things are more important
  • 00:18:44
    than other things. Some things are
  • 00:18:46
    important in one context and less
  • 00:18:48
    important than another context. And the
  • 00:18:50
    reason something is important is usually
  • 00:18:51
    because of the influence or impact it
  • 00:18:54
    has on another piece of information.
  • 00:18:57
    This is the network. A great learner
  • 00:19:00
    doesn't just organize information based
  • 00:19:02
    on how someone tells them to organize
  • 00:19:05
    it. They actively think about why this
  • 00:19:09
    piece of information is important. They
  • 00:19:11
    judge and critique the information. And
  • 00:19:15
    sometimes this is how you gain a
  • 00:19:17
    perspective on knowledge that is
  • 00:19:19
    uncommon amongst your peers. Where your
  • 00:19:21
    peers can say, "Oh yeah, this thing is
  • 00:19:24
    made up of A, B, and C." But you can
  • 00:19:27
    talk about it as, "Yeah, this thing is
  • 00:19:29
    made up of A, B, and C, but really the
  • 00:19:31
    most important thing is B because of the
  • 00:19:34
    influence it has on A and C." And you
  • 00:19:36
    can immediately tell that the second
  • 00:19:37
    person has thought about it more and
  • 00:19:40
    understands the topic to a deeper level.
  • 00:19:43
    In fact, even if you don't make a map or
  • 00:19:47
    create a network or do any of the other
  • 00:19:48
    things, simply just asking yourself on a
  • 00:19:52
    scale of 1 to 10, how important do I
  • 00:19:56
    think this piece of information I've
  • 00:19:58
    just consumed is? Just asking yourself
  • 00:20:00
    that question can have immediate impacts
  • 00:20:03
    on your attention and your depth of
  • 00:20:04
    understanding. And one of the best parts
  • 00:20:06
    about judging everything and getting
  • 00:20:08
    into that habit is that allows you to do
  • 00:20:11
    the next tip, which is to ask better
  • 00:20:15
    questions. There's no such thing as a
  • 00:20:17
    stupid question. Sure. But there are
  • 00:20:20
    definitely some questions that are
  • 00:20:22
    better than others for learning. And the
  • 00:20:24
    best questions that help you to hold on
  • 00:20:27
    to information, make sense of
  • 00:20:29
    information, and use that information
  • 00:20:31
    like an expert would. that helps you to
  • 00:20:34
    be a leader and not a follower is when
  • 00:20:37
    you are asking questions that help you
  • 00:20:40
    to map and judge the information. Let's
  • 00:20:44
    say you learn two new facts and you're
  • 00:20:46
    trying to decide which of these two
  • 00:20:48
    facts are more important and in what
  • 00:20:51
    situations and how do they connect to
  • 00:20:54
    each other? How can I map it? You can
  • 00:20:56
    see that trying to do that, trying to
  • 00:21:00
    achieve that outcome of judging it and
  • 00:21:02
    mapping it forces you to think about
  • 00:21:05
    this information more deeply and in
  • 00:21:07
    relation to another. You might have
  • 00:21:09
    understood each thing
  • 00:21:11
    individually. I understand what this
  • 00:21:13
    concept means. I understand what this
  • 00:21:14
    concept means. But when you start
  • 00:21:16
    comparing, well, which one is more
  • 00:21:18
    important? How does it influence each
  • 00:21:20
    other? It's a whole new realm of
  • 00:21:22
    thinking. And naturally, if it's a new
  • 00:21:24
    topic, you may have questions. You will
  • 00:21:27
    have
  • 00:21:28
    hypothesis. I think this is more
  • 00:21:32
    important in this situation because I
  • 00:21:34
    feel like it impacts this and this and
  • 00:21:36
    you know whereas I feel like this one is
  • 00:21:38
    more important in a different situation
  • 00:21:39
    because I feel like it connects with
  • 00:21:41
    this thing and this thing but not this
  • 00:21:42
    thing. You can see these are hypotheses
  • 00:21:45
    and to clarify those, we ask questions
  • 00:21:48
    and depending on your your situation,
  • 00:21:50
    you know, where you ask that question
  • 00:21:51
    might depend. Maybe you leave it on a
  • 00:21:54
    separate notepad and you go over it
  • 00:21:55
    later in your in your own time in the
  • 00:21:57
    evening. Maybe you do a Google search.
  • 00:21:59
    Maybe you ask a supervisor or a manager
  • 00:22:01
    or a senior. And not only does asking
  • 00:22:04
    and then answering these questions help
  • 00:22:06
    with your learning and help you reach
  • 00:22:07
    that expert level, if you are in a
  • 00:22:10
    situation where questions are welcomed
  • 00:22:12
    and encouraged, then your supervisor or
  • 00:22:14
    your manager or even your client is
  • 00:22:17
    going to be impressed at how deeply
  • 00:22:20
    you're trying to think about this topic
  • 00:22:22
    and the types of questions that you're
  • 00:22:23
    asking. If I'm working with someone and
  • 00:22:26
    I know it's complicated and it's new to
  • 00:22:28
    them and they don't have any questions
  • 00:22:31
    for
  • 00:22:32
    me, almost always that's a red flag. It
  • 00:22:37
    means that they're not even thinking
  • 00:22:38
    about it at the level that they need to
  • 00:22:41
    to have these questions pop up into
  • 00:22:43
    their heads. And if I know there's a
  • 00:22:44
    certain standard that they need to hit
  • 00:22:46
    and they're also not even thinking at
  • 00:22:49
    that
  • 00:22:50
    standard, then there's almost no chance
  • 00:22:52
    they're going to hit it. On the flip
  • 00:22:53
    side, if someone is asking me questions
  • 00:22:56
    that shows that they're thinking at this
  • 00:22:58
    level, then nine out of 10 times I know
  • 00:23:01
    that the outcome, the quality of the
  • 00:23:02
    work that they produce is going to be
  • 00:23:04
    excellent. By the way, if you're liking
  • 00:23:05
    this and you want me to go even deeper
  • 00:23:07
    and explore some of the nuances and
  • 00:23:09
    variations of these techniques that took
  • 00:23:12
    me over a decade to figure out, then I
  • 00:23:14
    want to mention that I also have a free
  • 00:23:16
    weekly newsletter where I cover that.
  • 00:23:19
    You can find a link to that in the
  • 00:23:21
    description below. Now, on to the next
  • 00:23:24
    tip. Number 11, tactically hit the
  • 00:23:27
    books. When you go from high school to
  • 00:23:30
    university, there's a big shift in that
  • 00:23:32
    you take a lot more independence and
  • 00:23:34
    responsibility. You decide how to study,
  • 00:23:38
    when to study, or whether to study at
  • 00:23:40
    all. When you go from uni to the
  • 00:23:43
    workforce, there's another transition in
  • 00:23:45
    that you now decide what to study in the
  • 00:23:49
    first place. And so when you think about
  • 00:23:51
    studying and having dedicated study
  • 00:23:53
    sessions, think about studying as your
  • 00:23:57
    fourth optimal solution to a knowledge
  • 00:24:01
    problem. So if you need to know
  • 00:24:03
    something for work or for an exam, the
  • 00:24:08
    first option like the most ideal
  • 00:24:10
    solution to that problem, the knowledge
  • 00:24:12
    gap that you have is that you just know
  • 00:24:16
    it and you can just remember it. there
  • 00:24:17
    was a gap, you thought about a little
  • 00:24:19
    bit more and it's like, oh yeah, now you
  • 00:24:20
    filled it. The second option is that you
  • 00:24:22
    just quickly look it up. A quick Google
  • 00:24:24
    search, looking through notes, looking
  • 00:24:26
    at a reference piece of information and
  • 00:24:28
    the knowledge is there. The third option
  • 00:24:30
    is that you can't find the information
  • 00:24:32
    quickly. So, you have to do a deeper
  • 00:24:34
    search. It takes you a little bit longer
  • 00:24:35
    to find the answer. You're crawling
  • 00:24:37
    through reading like dozens of different
  • 00:24:40
    uh Google results. You're reading
  • 00:24:42
    through articles trying to figure this
  • 00:24:43
    out. And the fourth option is when you
  • 00:24:45
    have to do that deeper finding. It's
  • 00:24:48
    timeconuming. You have to troll through
  • 00:24:50
    things. However, it's not enough just to
  • 00:24:52
    have found an answer. It's when you not
  • 00:24:55
    only have to have an answer, but you
  • 00:24:57
    also need to know how to think about the
  • 00:24:58
    answer and how to think about the
  • 00:25:00
    problem and all the other things that
  • 00:25:01
    are related to it. You actually have to
  • 00:25:03
    have expertise on the topic. And in
  • 00:25:05
    order to achieve that, you need to do
  • 00:25:08
    studying. And the reason this tip is
  • 00:25:10
    called tactically hit the books is
  • 00:25:12
    because a very common thing that I see
  • 00:25:14
    is that people will have this general
  • 00:25:17
    knowledge gap within their discipline.
  • 00:25:19
    And so they'll find like a book or a
  • 00:25:22
    course that fills it and then they'll
  • 00:25:24
    just go through it. And it is a very
  • 00:25:27
    passive and inefficient and undirected
  • 00:25:30
    way of trying to fill that knowledge
  • 00:25:33
    gap. Some of the information isn't even
  • 00:25:34
    relevant to what you need and then you
  • 00:25:36
    have to sift through what is and isn't
  • 00:25:37
    relevant. It's often very timeconuming
  • 00:25:39
    and feels very boring and tedious like
  • 00:25:41
    you know going back to school and then
  • 00:25:44
    because it's not a targeted way of
  • 00:25:45
    filling your knowledge gap. It's not
  • 00:25:47
    providing you value for your daily work
  • 00:25:50
    straight away. You have to spend 3 weeks
  • 00:25:52
    finishing this course before you then
  • 00:25:54
    turn around and think okay did this help
  • 00:25:57
    solve my problem? But if instead you
  • 00:25:59
    think about the process of studying as
  • 00:26:01
    almost like this fourth option like this
  • 00:26:04
    really slow Google search then it means
  • 00:26:07
    you are much more deliberate about what
  • 00:26:10
    you are trying to learn and why you're
  • 00:26:12
    trying to learn it. What information do
  • 00:26:14
    you need to solve your knowledge gap and
  • 00:26:16
    how do you need to think about it for
  • 00:26:17
    this to be valuable? And if you start
  • 00:26:19
    here in a more targeted way then it's
  • 00:26:22
    easier to make this knowledge relevant.
  • 00:26:24
    It's easier to make it make sense. It's
  • 00:26:26
    more memorable naturally. It provides
  • 00:26:28
    you value straight away. And even if you
  • 00:26:31
    do go on and then study all the other
  • 00:26:34
    little details that may be less
  • 00:26:36
    relevant, it's easier to learn and
  • 00:26:38
    integrate that stuff later because
  • 00:26:40
    you're building on this solid foundation
  • 00:26:44
    of relevant material that makes sense to
  • 00:26:47
    you. And one thing that you should do to
  • 00:26:48
    try to make the knowledge that you gain
  • 00:26:50
    from hitting the books more relevant
  • 00:26:52
    more quickly is to delete the latent
  • 00:26:56
    learning period. If you studying in uni,
  • 00:27:00
    you might spend six weeks studying
  • 00:27:01
    something and then have an exam and then
  • 00:27:04
    in that exam you see how well you did.
  • 00:27:06
    Well, this is actually a very risky
  • 00:27:08
    studying strategy because it means that
  • 00:27:09
    if you've got gaps in your knowledge and
  • 00:27:11
    you weren't hitting the level, you don't
  • 00:27:13
    figure that out until the exam. So a
  • 00:27:15
    good student should be testing
  • 00:27:17
    themselves very regularly. So it's their
  • 00:27:19
    exam result is not a surprise to them.
  • 00:27:21
    Well, this is even more true if you're
  • 00:27:23
    learning as a professional. Forget 6
  • 00:27:25
    weeks. If you spend 6 days learning
  • 00:27:27
    about something, preparing some
  • 00:27:29
    solution, some strategy, solving a
  • 00:27:31
    certain problem at work, but the way
  • 00:27:33
    that you've approached it and what
  • 00:27:35
    you've learned has not been accurate,
  • 00:27:36
    hasn't been correct, then you've just
  • 00:27:39
    wasted that entire week and that time
  • 00:27:41
    and probably someone else's time and
  • 00:27:43
    money. And so that period from when you
  • 00:27:46
    start learning something through to the
  • 00:27:48
    point at which you start getting
  • 00:27:50
    feedback on the validity of what you
  • 00:27:53
    have learned, that's called the latent
  • 00:27:54
    learning period. And as a professional,
  • 00:27:57
    we want to bring that as close to zero
  • 00:27:59
    as possible. For a new and especially
  • 00:28:02
    complicated topic, it can be very
  • 00:28:04
    difficult to know what even is the
  • 00:28:06
    correct or right way of thinking about
  • 00:28:08
    it. And so we want to test the validity
  • 00:28:11
    of how we're thinking and structuring
  • 00:28:13
    this information very frequently. Go
  • 00:28:16
    from learning about it, making sense of
  • 00:28:18
    it, connecting it together, and then
  • 00:28:20
    proposing, okay, this is how I think I
  • 00:28:22
    should apply it. And try to do that
  • 00:28:25
    immediately. And then have that approach
  • 00:28:28
    or strategy checked by someone early and
  • 00:28:31
    frequently. If there are major errors in
  • 00:28:33
    the way that you're thinking about
  • 00:28:34
    something or learning something, you
  • 00:28:36
    want those to be signposted to you as
  • 00:28:38
    early as possible so you don't have to
  • 00:28:40
    then restructure your entire schema of
  • 00:28:43
    learning. But in reality, when I do
  • 00:28:44
    these workshops and I talk to these
  • 00:28:47
    professionals that I'm coaching, they'll
  • 00:28:49
    spend weeks learning about something and
  • 00:28:52
    only weeks or months later when they
  • 00:28:55
    actually apply it in a real world
  • 00:28:57
    setting at work do they realize that the
  • 00:29:00
    way they learned it isn't actually
  • 00:29:02
    helpful for their needs. And by having
  • 00:29:04
    this weeks or months long latent
  • 00:29:07
    learning period, we've just wasted all
  • 00:29:10
    of that time. And speaking of wasting
  • 00:29:13
    time, one of the most important things
  • 00:29:15
    that you can do to save time when
  • 00:29:17
    learning is to actually learn more
  • 00:29:20
    slowly. Because tip number 13, slow is
  • 00:29:25
    fast. This general manager of this
  • 00:29:27
    company that I worked with once told me
  • 00:29:29
    that good planning costs a lot, but not
  • 00:29:34
    planning costs much more. And I find
  • 00:29:36
    that this is really true for learning.
  • 00:29:39
    When we don't have a lot of time and
  • 00:29:40
    there's so much to learn, it's really
  • 00:29:43
    easy to want to learn faster and just
  • 00:29:47
    cover more content and overeat and just
  • 00:29:51
    just do whatever we can to get on top of
  • 00:29:53
    this knowledge gap. So you end up
  • 00:29:55
    reading a lot of books and attending
  • 00:29:58
    courses and and and workshops and you
  • 00:30:01
    know listening to a bunch of different
  • 00:30:02
    podcasts and audio books and all you
  • 00:30:05
    have is just more things that you're
  • 00:30:09
    forgetting. And the trap is that it
  • 00:30:12
    becomes so easy to get caught up in just
  • 00:30:17
    going through more material
  • 00:30:19
    quickly that we
  • 00:30:21
    deprioritize actually spending the time
  • 00:30:25
    to think and process and organize what
  • 00:30:28
    we've consumed. the idea of learning in
  • 00:30:31
    sprints and consuming and then just not
  • 00:30:35
    consuming anything else, just applying
  • 00:30:38
    and consolidating and checking and and
  • 00:30:40
    living through that. This is a very
  • 00:30:44
    confronting suggestion to a lot of
  • 00:30:46
    people who would say, well, if I do
  • 00:30:48
    that, I'm not going to be able to cover
  • 00:30:50
    my knowledge requirements because I'm
  • 00:30:52
    not getting through enough content
  • 00:30:54
    quickly. And my answer is that if the
  • 00:30:56
    problem is with the knowledge you have
  • 00:31:00
    in your brain, then flicking more pages
  • 00:31:03
    with your hands doesn't change that. And
  • 00:31:06
    sometimes what we need to think more is
  • 00:31:11
    to give ourselves the space by flicking
  • 00:31:14
    pages a little less. I would say that I
  • 00:31:17
    am a very efficient, fast
  • 00:31:20
    learner. You would hope so cuz it's my
  • 00:31:22
    literal job. But when you watch me
  • 00:31:26
    study, it's not I'm not blazing fast. My
  • 00:31:29
    pen isn't catching fire, you know? I'm
  • 00:31:30
    not breaking through my keyboard every
  • 00:31:32
    study session because I'm just like
  • 00:31:34
    studying so fast. Most of the time when
  • 00:31:37
    I'm learning something, I'm doing a lot
  • 00:31:39
    of just looking, thinking, pondering,
  • 00:31:43
    maybe a Google search. Mentally, there's
  • 00:31:46
    a lot going on and it's very quick. What
  • 00:31:48
    I'm focused on is fixing the biggest
  • 00:31:51
    bottleneck, which is my ability to
  • 00:31:53
    process and organize the information.
  • 00:31:55
    I'm acknowledging that it doesn't matter
  • 00:31:58
    how fast I consume. The consuming
  • 00:32:01
    information part is never the
  • 00:32:02
    bottleneck. I can always do that faster
  • 00:32:04
    or slower. The thing that affects my
  • 00:32:07
    speed of learning is how much time and
  • 00:32:10
    effort I devote into the thinking and
  • 00:32:12
    processing part. And sometimes that can
  • 00:32:15
    make it feel like you're learning very
  • 00:32:18
    slowly if you are used to measuring your
  • 00:32:21
    speed of learning by how quickly you're
  • 00:32:24
    covering content. But if you are
  • 00:32:26
    learning correctly, thinking in the
  • 00:32:28
    right ways, it should take more effort
  • 00:32:30
    and it should take a little longer. And
  • 00:32:34
    that's what saves you time in the
  • 00:32:36
    future. Going slow and doing it properly
  • 00:32:40
    is what makes your learning fast. And
  • 00:32:43
    the final tip I have for you is to bring
  • 00:32:45
    everything to the table. One of my
  • 00:32:47
    employees is also one of my former
  • 00:32:49
    students. They joined my program. They
  • 00:32:52
    learned the skills. They did very well
  • 00:32:55
    academically. We hired him and there was
  • 00:32:59
    this big difference between his ability
  • 00:33:01
    to perform academically which is very
  • 00:33:04
    high versus his ability to perform at
  • 00:33:07
    work. And what we eventually realized
  • 00:33:09
    was that these skills of thinking
  • 00:33:12
    critically and connecting everything and
  • 00:33:15
    judging everything and mapping
  • 00:33:16
    everything, he wasn't holding himself to
  • 00:33:19
    that standard consistently with his
  • 00:33:22
    work. He was only doing that when it
  • 00:33:24
    came to studying something. But the key
  • 00:33:27
    to being an exceptional professional, to
  • 00:33:31
    being a thought leader, to being someone
  • 00:33:33
    who's able to just learn and just adapt
  • 00:33:35
    and tackle projects with confidence, is
  • 00:33:38
    that your brain needs to get used to
  • 00:33:41
    thinking at this higher standard. It has
  • 00:33:44
    to get used to it so that it can become
  • 00:33:46
    a habit so that it can become easier and
  • 00:33:48
    faster. You don't want to need to like
  • 00:33:51
    take a quadruple shot of espresso every
  • 00:33:54
    single time you sit down to do some work
  • 00:33:56
    because your brain is just like having
  • 00:33:58
    to think so hard to think at this level.
  • 00:34:01
    With enough practice, it just becomes a
  • 00:34:04
    habit. It becomes as easy to think in
  • 00:34:06
    this way as whatever way you're
  • 00:34:09
    currently thinking of. Now, it takes
  • 00:34:11
    time and it takes effort to get to that
  • 00:34:13
    point, but that's where your goal should
  • 00:34:15
    be. And if on a Monday you're thinking
  • 00:34:17
    at a lower level and then on a Tuesday
  • 00:34:19
    you're thinking at a higher level and on
  • 00:34:20
    a Wednesday you are back low, this tug
  • 00:34:23
    of war is going to make it harder for
  • 00:34:25
    you to just consistently build this
  • 00:34:26
    habit. So show up every day holding
  • 00:34:30
    yourself to this standard. Every meeting
  • 00:34:33
    you're a part of, every conversation,
  • 00:34:34
    every problem you're solving, do your
  • 00:34:37
    best to think and maintain this standard
  • 00:34:39
    for yourself. become the person who's
  • 00:34:43
    valuable to involve in the conversation
  • 00:34:45
    purely because the way they think about
  • 00:34:47
    it is valuable. And when you bring
  • 00:34:49
    everything you can to the table
  • 00:34:52
    consistently, not only does it help you
  • 00:34:54
    to train your brain with these new
  • 00:34:56
    habits, but you become someone who is
  • 00:34:58
    more dependable, who is capable of more,
  • 00:35:01
    is given more responsibilities and given
  • 00:35:03
    more opportunities. So that's the advice
  • 00:35:05
    and I can tell you that in the hundreds
  • 00:35:08
    of professionals that I've done face tof
  • 00:35:10
    face workshops for all around the world
  • 00:35:12
    that the number of people that follow
  • 00:35:14
    even half of this advice is extremely
  • 00:35:16
    rare. And if you do follow all of this
  • 00:35:19
    advice, your ability to learn, your
  • 00:35:23
    growth trajectory, your career
  • 00:35:24
    trajectory will tangibly improve. So I
  • 00:35:27
    hope you found this useful. If there are
  • 00:35:29
    certain situations that you want me to
  • 00:35:30
    cover or questions you want me to
  • 00:35:31
    answer, leave a comment down below. So,
  • 00:35:33
    if you're interested in joining my
  • 00:35:34
    program to get a fast track on
  • 00:35:36
    developing these skills, there's also a
  • 00:35:38
    link to that in the description below.
  • 00:35:39
    Thank you so much for watching and I'll
  • 00:35:41
    see you in the next one.
الوسوم
  • learning
  • professional development
  • coaching
  • expertise
  • cognitive overload
  • visual mapping
  • study techniques
  • efficient learning
  • critical thinking
  • skill improvement