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Duration 7 hours
Course Outline
- Foundations of Cognitive Development and the Be-Do-Get Framework
Acquisitive capacity is an inherent human trait; all individuals possess a fundamental requirement for cognitive engagement. It is a common misperception to conflate procedural compliance with actual learning outcomes. Behavioral evolution is continuous and adaptive rather than linear. The Be-Do-Get framework serves as a practical methodology for demonstrating how to achieve superior outcomes through effective learning strategies.
Be – Paradigm Shifts – Immediate transformation – Typically necessitated by experiential catalysts or an intrinsic motivation for change. This motivation may be positive or negative. Negative triggers often produce rapid but potentially damaging impacts on professional trust.
Do – Skill Acquisition and Execution – Gradual evolution – Requires sustained commitment, focused attention, interpersonal connection, consistent repetition, and disciplined effort.
Get – Outcomes – Indirectly managed through the alignment of the preceding elements. - Methodologies for Paradigm Transformation
- Examining habitual belief structures – Strategies to liberate the mind from predetermined conclusions, identifying the foundational assumptions that support these beliefs, and systematically addressing them (rather than attempting to forcefully dismantle the entire structure). - Organizational Informal Learning
- Techniques for integrating knowledge acquisition into daily operational workflows, moving beyond traditional classroom-based instruction. - Individual Cognitive Processing Styles
- Understanding preferred information processing methods to enhance the rate of learning and the retention of critical information. - Memory Optimization and Information Management Systems
- Practical techniques to facilitate the retention of high-priority information in working memory or long-term retention, while archiving secondary details for future reference. This ranges from mnemonic devices, such as the memory palace, to structured note-taking methods, such as the Cornell System. - Reflection and Strategic Action Planning
- Evaluating initial learning objectives and identifying one to three specific behavioral adjustments to implement upon returning to operational duties, including contingency plans to maintain trajectory if initial progress is interrupted.
Requirements
Target Audience:
Professionals seeking to adopt new behaviors to enhance professional efficacy, improve interpersonal relationships, and achieve personal and organizational objectives. Theoretical knowledge is distinct from practical execution. For instance, an individual may recognize the need for greater assertiveness and understand the necessary steps, but without genuine intent and self-efficacy, change will not occur. This course addresses this gap by facilitating the alignment of intent and action, particularly for those in government roles who require sustained behavioral change.
Testimonials (2)
All good
Ewelina - GE HealthCare
Course - How to Learn New Behaviours to Improve Your Results
Very interactive session
