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A since deceased, highly-regarded fellow faculty member, Anthony (Tony) Athos, occasionally sat on a bench on a nice day at the Harvard Business School, apparently staring off into space. When asked what he was doing, ever the iconoclast, he would say, "Nothing." His colleagues, trained to admire and teach action, would walk away shaking their heads and asking each other, "Is he alright?" It is perhaps no coincidence that Tony often came up with some of the most profound insights at faculty meetings and informal gatherings. This story captures much of the sense of the responses to this month's question about why managers don't think deeply. The list of causes was much longer than the list of proposed responses. But in the process, some other questions were posed. Ben Kirk kicked off the list of reasons for the phenomenon when he commented, "… what rises to the top levels are very productive and very diligent individuals who tend not to … reflect and are extremely efficient at deploying other people's ideas," implying that this type of leader is not likely to understand, encourage, or recognize deep thinking in others. Adnan Younis added the possibility that "… managers are not trained for it." Dianne Jacobs cited the possibility that persisting assumptions borne out of success serve as "roadblocks to act on needed change" (proposed by those who engage in deep thinking?). Ulysses U. Pardey, whose comment triggered my recollection of Tony Athos, wrote that "Time-for-thinking is a special moment which can be resource consuming and an unsafe activity …" (Fortunately, Athos held a tenured position in an academic organization.) A number of comments alluded to the triumph of bureaucracies and large organizations over deep thinking. As Lorre Zuppan said, "I think Jeff Immelt's efforts to protect deep thinking reflect a nice sentiment but … If his team could carry the ball, would he need to announce that he's protecting it?" Tom Henkel was more succinct: "Ther

Hey guys, I am back with the last blog in the series for the webinar, 'Making Learning Stick', by Jay Cross. You can check out Part 1 and Part 2 of this series here. This time we are going to talk about some basics of making learning stick. I am sure you must be wondering why I am going the opposite way by starting off with the complexities and summing it up with basics. Well, basics are the most important component in 'Making Learning Stick' and I wanted you to remember them the most. So I decided to focus on them in the end. We will begin with glancing through some brain rules by John Medina that will help you align better both physically and mentally while recalling things, followed by some interesting and simple everyday techniques for better recall ability.

Join Raptivity for a 60 minutes session with Jay Cross, the Guru of Informal Learning, on April 30, 2013 at 11:00 am PDT to see how you can make learning stick in your learners' minds using a variety of innovative techniques.

"Education is not preparation for life; education is life itself. Learning does not cease, its timeless and forever!" Traditional teaching has been part of formal education over years, where in students assemble together in classrooms and learn. With the advent of technology, the skills and methods of approach towards learning are changing.