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The Brain of a Leader
The area of our brain that we allow to control our thoughts and actions is a key factor in determining whether or not we are enabling ourselves and our organisations to deal effectively with new technological advances and rapidly changing circumstances. In this article Doug Long explains the default areas of control used by most of us and gives pointers to using a more effective area of control.
It's in the Brain - leadership and social issues
It is now fairly well accepted that the brain has three quite clear areas from which to control our behaviour – the area closest to the brain stem (sometimes called ‘the reptilian brain”), the limbic area (sometimes called “the mammalian brain”), and the cortical area (sometimes called “the human brain”. There is hard data that shows where teachers engage with students, the students become more responsive to learning and they don’t want to “let the teacher down”. In turn this has an impact by reducing antisocial behaviour in the community around the school. There is also hard data that shows where employees are engaged with their work and with their co-workers, there is significant reduction in lateness, absenteeism, sickness, and abuse of trust.
Myopic Leaders?
Scanning the overall environment in which you are working to ascertain threats and opportunities. A mindset that is constantly trying to position the organisation in a place where it can deal with any threats and take advantage of any opportunities. A broad vision rather than leadership myopia. The constant need for a leader to be creating and sustaining an environment in which everyone can be successful.
Optimising Learning Initiatives
Neuroscience can now tell us a lot about optimal learning processes. At the recent NeuroLeadership Summit in Boston, October 2010, Lila Divachi talked about a way to ensure memories stick for AGES. Using the accronym AGES, she talks through the neuroscience of Attention, Generation, Emotion and Spacing as the keys to improving memory rentention from training. As a student of then first Masters in Neuroscience of Leadership, the Summit provided invaluable additional research.

Other neuroleadership Related Articles

Neuroscience and leadership
Many of us are increasingly frustrated by the fact that today's problems were often caused by solutions that were provided yesterday – solutions which, with the benefit of hindsight, were patently inappropriate or inadequate. Mostly these are caused by people operating out of less than optimal worldviews coupled with a primarily ‘red zone’ area of brain control. In this article Douglas Long explores the issue of worldviews as developed by Clare Graves and couples this with some basic neuroleadership concepts

Optimising Learning Initiatives
Neuroscience can now tell us a lot about optimal learning processes. At the recent NeuroLeadership Summit in Boston, October 2010, Lila Divachi talked about a way to ensure memories stick for AGES. Using the accronym AGES, she talks through the neuroscience of Attention, Generation, Emotion and Spacing as the keys to improving memory rentention from training. As a student of then first Masters in Neuroscience of Leadership, the Summit provided invaluable additional research.
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