on is to use humor or fun. The purpose of this is to diffuse those tense moments that pull us away from this focus.

6. Rhythmic structure:

When we have known structures we can deal with the chaos of the unknown and remain focused on the vision.

The weekly meeting has the same agenda items each time, what fills the slots varies. It is familiar and reassuring. Within this familiarity we can deal with the chaos of the unknown, and our reaction to it. We can then quickly come back to resolving the situation in favor of the vision.

Leaders use some or all of the above to enable others to enter this state of accelerated learning. Once they are there they can get excited about the vision. From here they can choose. Do they want to contribute to the vi

We need to engage our listeners and transform them into excited, willing and committed supporters of the vision - for the duration of delivery!

Logic, our intellect, doesn’t know how to do this. It knows how to present the facts. Facts are important but they don’t excite others, or attract them.

Our limbic brain – the part that remembers and stores emotionally charged events does and, can cooperate and deliver! It’s all about emotional excitement. You want them committed as much as you are. This is the most challenging and sort after achievement.

Imagine if we could use the tools of accelerated learning when we showcase our vision!

Accelerated learning creates an environment that provides relaxed alertness, trust, belief in the people, interactive play and rhythm to rapidly access the emotional learning centers and enable appreciation of the vision!

George Lozanov founded the principles of this form of rapid learning and it has since been adopted in full or part by many wise institutions. It enables us to be excited and contribute to our environment from our limitless talents rather than our limitations or resentment.

The factors that create an environment of accelerated learning are:

1. Acceptance of our self imposed limitations:

All of us have assumptions about what we can and can’t do. Many have been learned in emotionally charged environments, such as our childhood, and are not true.

We were taught to look after the tribe, then the family and then ourselves. Many of us have taken this so far we don’t know our own needs.

We were taught to pay everyone else first and ourselves last. The most prevalent teaching of creating wealth is to pay yourself first. When we invest this payment we create capital to make more money.

Once so we let go of our assumptions we no longer have limitations and are open to all possibilities.

2. Development of Calm Anticipation or Relaxed Excitement:

Leaders create an environment of anticipated success; they communicate the results and benefits of the success, and, the contribution of each individual in the success.

In a team sport, the leader - either the captain or the coach, has to communicate the vision of winning the game such that all can participate. If they identify the contribution of each individual they gain the commitment to winning. This creates a coherent environment of team spirit that is relaxed excitement.

3. Trust:

The leader shows trust that the project can be delivered and that they will be able to handle all the issues as they arise as a result of the process of delivery.

4. Offers praise and encouragement:

A leader shows their trust in each individual that has been selected for each role. The leader has constructive faith the person can and will deliver their contribution, even though they may not know the steps now.

5. Playfulness and Humor:

What gets in the way of a lot of projects is the emotion committed to an individual’s ego, the way we go beyond this and put the emotional focus back on the vision is to use humor or fun. The purpose of this is to diffuse those tense moments that pull us away from this focus.

6. Rhythmic structure:

When we have known structures we can deal with the chaos of the unknown and remain focused on the vision.

The weekly meeting has the same agenda items each time, what fills the slots varies. It is familiar and reassuring. Within this familiarity we can deal with the chaos of the unknown, and our reaction to it. We can then quickly come back to resolving the situation in favor of the vision.

Leaders use some or all of the above to enable others to enter this state of accelerated learning. Once they are there they can get excited about the vision. From here they can choose. Do they want to contribute to the vis

e play and rhythm to rapidly access the emotional learning centers and enable appreciation of the vision!

George Lozanov founded the principles of this form of rapid learning and it has since been adopted in full or part by many wise institutions. It enables us to be excited and contribute to our environment from our limitless talents rather than our limitations or resentment.

The factors that create an environment of accelerated learning are:

1. Acceptance of our self imposed limitations:

All of us have assumptions about what we can and can’t do. Many have been learned in emotionally charged environments, such as our childhood, and are not true.

We were taught to look after the tribe, then the family and then ourselves. Many of us have taken this so far we don’t know our own needs.

We were taught to pay everyone else first and ourselves last. The most prevalent teaching of creating wealth is to pay yourself first. When we invest this payment we create capital to make more money.

Once so we let go of our assumptions we no longer have limitations and are open to all possibilities.

2. Development of Calm Anticipation or Relaxed Excitement:

Leaders create an environment of anticipated success; they communicate the results and benefits of the success, and, the contribution of each individual in the success.

In a team sport, the leader - either the captain or the coach, has to communicate the vision of winning the game such that all can participate. If they identify the contribution of each individual they gain the commitment to winning. This creates a coherent environment of team spirit that is relaxed excitement.

3. Trust:

The leader shows trust that the project can be delivered and that they will be able to handle all the issues as they arise as a result of the process of delivery.

4. Offers praise and encouragement:

A leader shows their trust in each individual that has been selected for each role. The leader has constructive faith the person can and will deliver their contribution, even though they may not know the steps now.

5. Playfulness and Humor:

What gets in the way of a lot of projects is the emotion committed to an individual’s ego, the way we go beyond this and put the emotional focus back on the vision is to use humor or fun. The purpose of this is to diffuse those tense moments that pull us away from this focus.

6. Rhythmic structure:

When we have known structures we can deal with the chaos of the unknown and remain focused on the vision.

The weekly meeting has the same agenda items each time, what fills the slots varies. It is familiar and reassuring. Within this familiarity we can deal with the chaos of the unknown, and our reaction to it. We can then quickly come back to resolving the situation in favor of the vision.

Leaders use some or all of the above to enable others to enter this state of accelerated learning. Once they are there they can get excited about the vision. From here they can choose. Do they want to contribute to the vi

this so far we don’t know our own needs.

We were taught to pay everyone else first and ourselves last. The most prevalent teaching of creating wealth is to pay yourself first. When we invest this payment we create capital to make more money.

Once so we let go of our assumptions we no longer have limitations and are open to all possibilities.

2. Development of Calm Anticipation or Relaxed Excitement:

Leaders create an environment of anticipated success; they communicate the results and benefits of the success, and, the contribution of each individual in the success.

In a team sport, the leader - either the captain or the coach, has to communicate the vision of winning the game such that all can participate. If they identify the contribution of each individual they gain the commitment to winning. This creates a coherent environment of team spirit that is relaxed excitement.

3. Trust:

The leader shows trust that the project can be delivered and that they will be able to handle all the issues as they arise as a result of the process of delivery.

4. Offers praise and encouragement:

A leader shows their trust in each individual that has been selected for each role. The leader has constructive faith the person can and will deliver their contribution, even though they may not know the steps now.

5. Playfulness and Humor:

What gets in the way of a lot of projects is the emotion committed to an individual’s ego, the way we go beyond this and put the emotional focus back on the vision is to use humor or fun. The purpose of this is to diffuse those tense moments that pull us away from this focus.

6. Rhythmic structure:

When we have known structures we can deal with the chaos of the unknown and remain focused on the vision.

The weekly meeting has the same agenda items each time, what fills the slots varies. It is familiar and reassuring. Within this familiarity we can deal with the chaos of the unknown, and our reaction to it. We can then quickly come back to resolving the situation in favor of the vision.

Leaders use some or all of the above to enable others to enter this state of accelerated learning. Once they are there they can get excited about the vision. From here they can choose. Do they want to contribute to the vi

each individual they gain the commitment to winning. This creates a coherent environment of team spirit that is relaxed excitement.

3. Trust:

The leader shows trust that the project can be delivered and that they will be able to handle all the issues as they arise as a result of the process of delivery.

4. Offers praise and encouragement:

A leader shows their trust in each individual that has been selected for each role. The leader has constructive faith the person can and will deliver their contribution, even though they may not know the steps now.

5. Playfulness and Humor:

What gets in the way of a lot of projects is the emotion committed to an individual’s ego, the way we go beyond this and put the emotional focus back on the vision is to use humor or fun. The purpose of this is to diffuse those tense moments that pull us away from this focus.

6. Rhythmic structure:

When we have known structures we can deal with the chaos of the unknown and remain focused on the vision.

The weekly meeting has the same agenda items each time, what fills the slots varies. It is familiar and reassuring. Within this familiarity we can deal with the chaos of the unknown, and our reaction to it. We can then quickly come back to resolving the situation in favor of the vision.

Leaders use some or all of the above to enable others to enter this state of accelerated learning. Once they are there they can get excited about the vision. From here they can choose. Do they want to contribute to the vi

on is to use humor or fun. The purpose of this is to diffuse those tense moments that pull us away from this focus.

6. Rhythmic structure:

When we have known structures we can deal with the chaos of the unknown and remain focused on the vision.

The weekly meeting has the same agenda items each time, what fills the slots varies. It is familiar and reassuring. Within this familiarity we can deal with the chaos of the unknown, and our reaction to it. We can then quickly come back to resolving the situation in favor of the vision.

Leaders use some or all of the above to enable others to enter this state of accelerated learning. Once they are there they can get excited about the vision. From here they can choose. Do they want to contribute to the vision? Are they in it for the delivery? What contribution do they wish to make and own?