# Transcript: Lesser-known psychological principles for everyone who is learning ## Description Neurology and psychology are advancing rapidly and have long understood principles that business and education often stubbornly ignore. I’d be happy to share some of these with you. Who is Lukáš Bakoš Lukáš Bakoš has management experience in Telco and IT companies. Since 2009, he has led numerous projects at Maxman for both local and multinational companies across Europe and Asia. He studied psychology at the Faculty of Arts, Comenius University, completed postgraduate studies at UC Sydney in Australia, and earned a PhD at the Faculty of Management, Comenius University. He focuses on developing top executives, with a passion for building self-managing teams and helping companies create environments with high autonomy, agility, and independence. Alongside his work at Maxman, he teaches psychology and management students at several departments of Comenius University. ## Transcript **[00:00:00]** www.hradeckesluzby.cz **[00:00:30]** www.hradeckesluzby.cz **[00:00:32]** www.hradeckesluzby.cz **[00:00:34]** www.hradeckesluzby.cz **[00:00:38]** www.hradeckesluzby.cz **[00:00:42]** www.hradeckesluzby.cz **[00:00:46]** www.hradeckesluzby.cz **[00:00:50]** www.hradeckesluzby.cz **[00:00:54]** www.hradeckesluzby.cz **[00:00:58]** www.hradeckesluzby.cz **[00:01:02]** www.hradeckesluzby.cz **[00:01:06]** www.hradeckesluzby.cz **[00:01:10]** www.hradeckesluzby.cz **[00:01:14]** www.hradeckesluzby.cz **[00:01:18]** www.hradeckesluzby.cz **[00:01:22]** www.hradeckesluzby.cz **[00:01:26]** www.hradeckesluzby.cz **[00:01:30]** www.hradeckesluzby.cz **[00:01:34]** www.hradeckesluzby.cz **[00:01:38]** www.hradeckesluzby.cz **[00:01:42]** www.hradeckesluzby.cz **[00:01:46]** www.hradeckesluzby.cz **[00:01:50]** www.hradeckesluzby.cz 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them several handbags to examine, **[00:10:26]** some genuine and some fakes. **[00:10:30]** They wanted to see how well these people could tell **[00:10:34]** whether a handbag was original or fake. **[00:10:38]** To make it more complex, they divided them further into subgroups, **[00:10:42]** and one subgroup had 5 seconds to decide **[00:10:46]** if the handbag was genuine, and the other had 30 seconds. **[00:10:50]** Five seconds means you have no time. **[00:10:54]** Thirty seconds means you can look, open it, and so on. **[00:10:58]** And then they wanted to know how successful people are at recognizing whether **[00:11:02]** a handbag is real. And they found the following. **[00:11:06]** Laypeople, when given 5 seconds, were not able **[00:11:10]** to accurately tell if the handbag was real or fake. **[00:11:14]** When given 30 seconds, they were more successful. For experts, it was the opposite. **[00:11:18]** For experts, the intuitive first answer was right, **[00:11:22]** but the more they thought about it, the more complicated it became. **[00:11:26]** And the key conclusion for me is that yes, we can trust our intuition, **[00:11:30]** but only in areas where we are truly skilled, knowledgeable, **[00:11:34]** and have real expertise. Saying broadly that I have good intuition **[00:11:38]** is ultimately self-deception. **[00:11:42]** And when I talk about books on self-deception, Adam Grant and the book Originals, **[00:11:46]** I honestly haven't researched which of these books are available in Czech **[00:11:52]** and which parts are. The second barrier relates to how we deceive ourselves **[00:11:56]** when we tell ourselves whether we need to learn or develop. **[00:12:00]** One of my favorite authors, Marshall Goldsmith, **[00:12:04]** one of the top global coaches, says—and I confirm this, **[00:12:08]** because I work with very successful people—that **[00:12:12]** successful people, managers, and entrepreneurs **[00:12:16]** often confuse causality and correlation. Let me explain. **[00:12:20]** Imagine two statements. One is, I am successful, **[00:12:24]** and the other is, I behave in a certain way. **[00:12:28]** The causality that successful people tend to say is, **[00:12:32]** I am successful because I behave the way I do. **[00:12:36]** But in reality, it can sometimes be that I am successful and behave that way, **[00:12:40]** because I behave that way. **[00:12:44]** The downside when working with successful, capable people is **[00:12:48]** that they do most things well. **[00:12:52]** And the world gives them positive feedback that they are doing things right. **[00:12:56]** So it is much harder for them to realize that among all the things **[00:13:00]** they do well, there may be many things they do poorly. **[00:13:04]** It's hard for them to admit this and to work on it. **[00:13:08]** And when you do this, whether managing or leading, but not only then, **[00:13:12]** the book, which I think is called in Czech **[00:13:16]** How to Move to the Next Level—a strange translation, but I accept it, **[00:13:20]** talks about all kinds of self-deceptions we tell ourselves **[00:13:24]** that largely hold us back. **[00:13:28]** Another similar book is called Leadership and Self-Deception. **[00:13:32]** It deals with how we deceive ourselves and are unable to see some things **[00:13:40]** admit, and this should lead to the fact that feedback is one of the most important **[00:13:46]** tools, for me it is one of the most important tools, **[00:13:50]** to develop and progress. And I also consider this one of the barriers **[00:13:54]** why we don't progress more. Let me explain. Often, when I'm in companies, **[00:13:58]** I encounter statements like, feedback is a gift. **[00:14:02]** People are kind of primed, or even say feedback is the breakfast of champions, **[00:14:07]** I often hear. And it always makes me suspicious, **[00:14:11]** because the truth is, we basically can't handle and don't tolerate **[00:14:15]** feedback, especially negative feedback, **[00:14:19]** although I found that even positive feedback **[00:14:21]** can be a problem for people. Like telling someone, nice participation, **[00:14:24]** but that was just rushed, or nice blouse, but that's tacky. **[00:14:27]** So we even resist positive feedback. **[00:14:30]** But there are certain barriers that prevent us **[00:14:35]** from working with feedback. I teach students and future psychologists, **[00:14:41]** and we tell them, **[00:14:43]** that every normal healthy individual, we talk about a healthy population, **[00:14:47]** needs to have a so-called positive self-image. **[00:14:49]** To think of themselves as an OK person. **[00:14:52]** When I receive negative feedback, it's basically an attack **[00:14:55]** on my positive self-image. What happens is, **[00:14:59]** there is a strong need to protect one's positive self-image. **[00:15:03]** Ego defense mechanisms come into play. And this happens, I'm sure you know, **[00:15:06]** even those online, but in the general population ego defense **[00:15:11]** mechanisms are something that triggers when a person receives **[00:15:14]** negative feedback. Let me give you an example. **[00:15:17]** What is the best defense? Attack. Often it is said, **[00:15:20]** that the best defense is a good offense. Honza tells me, **[00:15:24]** Lukáš, you speak too fast. And I say to him, Honza, **[00:15:27]** have you ever listened to yourself, how fast you speak? **[00:15:31]** I didn't accept that feedback, my ego defense mechanism triggered, **[00:15:35]** and I attacked. Or Honza tells me again, **[00:15:38]** you speak too fast, and I say, but last time Skondra was here, **[00:15:42]** and he spoke even faster. **[00:15:45]** Why are you telling me? That's an ego defense mechanism, **[00:15:48]** called redirection. Or Honza tells me, **[00:15:51]** the recording, you spoke fast, and I say, no, I don't do that, **[00:15:54]** that doesn't exist. People don't say this out loud, **[00:15:58]** and the ego defense mechanism is underestimated, so decent people **[00:16:06]** They won't say it out loud, Honza tells me, you speak too fast, **[00:16:09]** and inside I think about how much he has already presented. **[00:16:13]** And what kind of audience is he even live in front of all the time? **[00:16:16]** What is he going to tell me? And again, I'm unable to process **[00:16:19]** that feedback because of this ego defense mechanism. **[00:16:23]** Minimizing is one of many, Anna Freud describes a whole range, **[00:16:27]** I picked six of my favorites, **[00:16:31]** you can guess why. Minimizing is when, **[00:16:34]** Honza tells me I speak too fast, and I say, well, **[00:16:37]** that's not the point, the important thing is the message I want to give them, **[00:16:40]** etc. etc. And my favorite, I must admit, **[00:16:45]** the one I use most often is rationalization. **[00:16:48]** You speak too fast, I say I speak fast because it forces them **[00:16:52]** to focus more. And all the reasonable reasons in the world, **[00:16:55]** why what I did is right. **[00:16:58]** You're not here, of course, but many of us have a big problem **[00:17:01]** with ego defense mechanisms because they prevent us from processing **[00:17:06]** feedback, developing, and moving forward. And the point is, **[00:17:10]** that properly receiving feedback is counterintuitive. **[00:17:14]** Because our own intuition tells us, don't listen to it, **[00:17:17]** it's nonsense, they don't know anything about it, others do it worse, **[00:17:20]** so do this, do that. **[00:17:22]** And if I had to pick one tool that would help any school, **[00:17:26]** company, or organization the most in helping people develop, **[00:17:31]** it would be learning to work with your own ego defense mechanisms. **[00:17:35]** Since we're on feedback, two books. **[00:17:39]** One book is called Radical Candor. **[00:17:42]** And I admit, it's a very popular book, and I'm ashamed, **[00:17:46]** but I don't know why. **[00:17:48]** It seems to me that one idea is excellent, **[00:17:51]** and the other 150 pages, or however many, felt like **[00:17:54]** maybe even overwork. **[00:17:56]** For me, the best book on feedback, and unfortunately, **[00:17:59]** and I found out it hasn't been published in Slovak or Czech, **[00:18:02]** is Black Box Thinking by Matthew Saedat. **[00:18:06]** If you can get it and read English, I recommend it. **[00:18:09]** And if any publisher is here, publish it in Czech. **[00:18:12]** It's worth it. **[00:18:14]** And another barrier. **[00:18:16]** It's already quite depressing, and it will get worse and worse, **[00:18:19]** how it is with us and self-development. **[00:18:22]** Energy. **[00:18:24]** The brain is programmed to save energy. **[00:18:27]** Evolutionarily, it's simply useful for us to save energy. **[00:18:29]** I don't know about you, but when I go to work, **[00:18:32]** maybe a little survey for this audience, you can write, **[00:18:35]** who always takes the same route to work? **[00:18:38]** I always take the same route, just on autopilot. **[00:18:41]** We are used to functioning as much as possible on autopilot, **[00:18:44]** because it saves energy. Evolutionarily, it's important. **[00:18:47]** A great example is when there are, I don't even know, **[00:18:50]** how to say it in Slovak, offsights, **[00:18:53]** when we are somewhere away, we have some meeting, **[00:18:56]** we are away at a hotel, a person comes on the first day for lunch, **[00:18:59]** sits at some table and from that moment on, it's their table. **[00:19:03]** And if you want to stir up some energy in the group, **[00:19:06]** in the evening you sit at a different table and then watch, **[00:19:09]** how the person comes and is completely shocked, **[00:19:12]** that you are actually sitting at their table. We are used to saving energy. **[00:19:15]** Research even says, and I admit, **[00:19:18]** I don't know how to comment on this, that from 40 to 60% of the time **[00:19:21]** we operate on so-called autopilot. **[00:19:24]** But this autopilot functioning, which is good from an evolutionary perspective, **[00:19:28]** is actually a barrier from the perspective of self-development. **[00:19:31]** And we also dislike disruptions, interruptions. **[00:19:36]** And I have a short story about that, which I really like **[00:19:39]** and want to share with you. **[00:19:42]** It beautifully illustrates that we dislike the routine. **[00:19:45]** Is there anyone here who likes jazz? **[00:19:48]** Yes, there are. For those who can't see, there are people **[00:19:51]** who like jazz. Let's go back to the 70s in Cologne, **[00:19:54]** to the open house in Cologne. **[00:19:57]** Vera Brandes, who is currently one... **[00:20:00]** and an excellent music producer, was a teenager then, **[00:20:04]** and started organizing jazz concerts at the Open House in Cologne. **[00:20:09]** And she was lucky to meet, already a star then, **[00:20:13]** Nakita Jared, an American jazz pianist, **[00:20:17]** who was touring Europe and she asked him, **[00:20:20]** if he would come to play in Cologne. **[00:20:22]** And he said, okay, I don't really know about this, **[00:20:24]** Since there are some pianists here, you can add online, **[00:20:28]** that this is really important, he said he would come, **[00:20:31]** on the condition that I get him a Bösendorfer piano. **[00:20:37]** Probably a really good piano, I guess. **[00:20:39]** So Vera Brandes got the piano and had it delivered there. **[00:20:44]** On the day of the concert, a thousand tickets sold, **[00:20:47]** on the day of the concert, Keith Jarrett arrived with his sound engineers, **[00:20:50]** with his producer, sat down, looked at the piano, **[00:20:53]** and said, this is too small. **[00:20:55]** I didn't know pianos come in different sizes, **[00:20:57]** he said it wouldn't fill the room with sound. **[00:20:59]** He tried playing it for a moment and said, **[00:21:02]** this piano is unplayable. **[00:21:04]** He had a problem, I don't know, with the pedal or something, I don't understand. **[00:21:07]** He said it's unplayable, I won't play tonight. **[00:21:10]** And the story goes, I don't know if it's true, **[00:21:13]** the story says Vera Brandes begged him on her knees **[00:21:16]** outside in the rain to do it, **[00:21:19]** to come and play since there were already a thousand people waiting. **[00:21:22]** He said, alright then, so I'll come. **[00:21:27]** His producer said, since we have the sound engineers here, **[00:21:30]** let's record it. **[00:21:32]** Keith Jarrett said, why should we record it? **[00:21:34]** No, no, no, at least we'll have a memory, **[00:21:36]** of what not to do. **[00:21:38]** So they recorded the concert. **[00:21:40]** The result? **[00:21:42]** It's the best-selling jazz solo piano album of all time. **[00:21:49]** And Keith Jarrett never surpassed it. **[00:21:53]** The point is, we operate in our usual routine **[00:21:56]** and don't want interruptions, **[00:21:58]** but those interruptions often lead us to **[00:22:01]** try new things. **[00:22:02]** By the way, if you find it on YouTube, **[00:22:04]** I don't know whose video it is, there are some, **[00:22:06]** but he stands and bangs on the piano, **[00:22:08]** to fill the room with sound, **[00:22:10]** and it led him to a completely different way of working, **[00:22:13]** to a completely different, fantastic approach. **[00:22:16]** So we don't want that, **[00:22:18]** we want to eat on autopilot, **[00:22:20]** we don't like disruptions **[00:22:22]** and in the end, **[00:22:24]** they are good for us. **[00:22:26]** Since we're on the topic of music, **[00:22:28]** there's a music producer named Brian Eno. **[00:22:30]** He produced albums **[00:22:32]** for fantastic artists, **[00:22:34]** and he has a trick, **[00:22:38]** which, as far as I know, he still uses. **[00:22:41]** A deck of cards, but not regular playing cards, **[00:22:43]** these are cards with tasks. **[00:22:46]** And when a band is recording, **[00:22:48]** he makes them draw a card **[00:22:50]** and forces them to do things **[00:22:53]** they actually didn't want to do. **[00:22:55]** Play it at a different tempo, **[00:22:57]** switch instruments, really play it differently. **[00:22:59]** Just all kinds of things. **[00:23:01]** They say they hated him for it, **[00:23:03]** and it's even said that **[00:23:05]** Phil Collins physically attacked him **[00:23:07]** and then apologized. **[00:23:09]** For me, one thing comes out of this, **[00:23:11]** if you disrupt people, **[00:23:14]** you help them perform better, **[00:23:17]** most progress and most improvement. **[00:23:20]** And do you know what reward you get? **[00:23:22]** They will hate you for it. **[00:23:25]** A question for all of us, **[00:23:29]** is it worth it or not? **[00:23:31]** And my answer is **[00:23:33]** the book Courage to be Disliked. **[00:23:35]** I think it was published in Slovak. **[00:23:37]** Interesting about Adlerian psychology, **[00:23:40]** it's a kind of story, I recommend it. **[00:23:42]** Since we're on barriers, **[00:23:45]** to be even more direct, **[00:23:51]** So another barrier is suffering. **[00:23:53]** I work with female and male students **[00:23:56]** and when we ask the students, **[00:23:58]** what can we do **[00:24:00]** so that you learn well, **[00:24:02]** so that you educate yourselves, **[00:24:04]** so that it works for you, **[00:24:06]** the students say **[00:24:07]** that we want really interesting lectures. **[00:24:10]** Because we look for the easy way. **[00:24:12]** Well, I'm on thin ice here, **[00:24:14]** we can comfortably sit for an hour, **[00:24:16]** listen, be entertained, **[00:24:18]** say, oh, I'm learning, developing myself, **[00:24:20]** it's also inspiring. **[00:24:22]** Well, the bad news is **[00:24:24]** that this is called the fluency illusion in English, **[00:24:26]** the illusion of fluency. **[00:24:28]** When I listen to a good lecture, **[00:24:30]** read an interesting book, **[00:24:32]** and understand everything, **[00:24:34]** I feel like I've learned it. **[00:24:36]** But the truth is that it doesn't work that way, **[00:24:38]** unfortunately, **[00:24:40]** learning and development hurts. **[00:24:44]** We want our children **[00:24:46]** to swim through it so that it's all interesting, **[00:24:48]** to learn through play and all those things. **[00:24:50]** Partly that's true, but partly learning **[00:24:52]** is simply demanding on the brain **[00:24:54]** and it's not entirely pleasant. **[00:24:56]** There is a concept in psychology, **[00:24:58]** introduced by Mihaly Csikszentmihalyi, **[00:25:00]** Mihaly calls it flow, it's also talked about in sports, **[00:25:02]** where you get into such a flow, **[00:25:04]** you stop perceiving time. **[00:25:06]** And that would be wonderful, **[00:25:08]** when you basically make excuses with it. **[00:25:10]** That you say, yes, I'm learning on the go **[00:25:12]** and I'm in the zone, **[00:25:14]** but flow unfortunately isn't enough. **[00:25:16]** And what I was saying, **[00:25:18]** if we want to move forward, **[00:25:20]** then at certain moments it is, **[00:25:22]** you could even say, **[00:25:24]** that straining the brain is often physically painful. **[00:25:26]** And a psychologist came up with this, **[00:25:28]** named Anders Eriksson, **[00:25:30]** and he says that effort is necessary. **[00:25:32]** I'll try to simplify it a lot. **[00:25:34]** He talks about two main types of learning. **[00:25:36]** One is, **[00:25:38]** and I don't know how to translate it exactly, **[00:25:40]** so I left it in English, **[00:25:42]** a typical or naive type. **[00:25:44]** Also, that on the job learning, **[00:25:46]** where I learn by doing things. **[00:25:48]** I do another project and learn that way. **[00:25:50]** The only problem is, **[00:25:52]** that this way **[00:25:54]** you quickly reach a ceiling. **[00:25:56]** That is, by repeatedly giving **[00:25:58]** a thousand presentations, **[00:26:00]** you quickly hit a ceiling **[00:26:02]** and stop progressing. **[00:26:04]** He says the only way **[00:26:06]** is so-called deliberate practice, **[00:26:08]** meaning targeted improvement. **[00:26:10]** And that already has a certain structure. **[00:26:12]** It means that for the next presentation **[00:26:14]** I'm going to do, **[00:26:16]** I say what my development goal is, **[00:26:18]** which skills I will train, **[00:26:20]** who will give me feedback, **[00:26:22]** and how I will evaluate it. **[00:26:24]** Simply put, many things around that push me forward **[00:26:26]** and make the big difference **[00:26:28]** between the naive approach **[00:26:33]** And the best book on learning, **[00:26:35]** As I have read, **[00:26:37]** it's Learning How to Learn **[00:26:39]** by Barbara Oakley. **[00:26:41]** I don't know if it's in Czech or Slovak. **[00:26:43]** I highly recommend it. **[00:26:45]** I haven't found it in Slovak. **[00:26:47]** I'm waiting until my daughter is old enough, **[00:26:49]** so she can read it in English, **[00:26:51]** because it's a game changer. **[00:26:53]** When I make the effort, **[00:26:55]** to give you bad news, I try **[00:26:57]** to deduce from your expressions **[00:26:59]** whether depression is already hitting **[00:27:01]** all of us. **[00:27:03]** And I'll give you one example **[00:27:05]** and explain one rule. **[00:27:07]** Don't take the math **[00:27:09]** behind it as relevant, **[00:27:11]** it's just for simplicity. **[00:27:13]** Let's say I read a hundred-page book **[00:27:15]** and it takes me 10 hours. **[00:27:17]** You might react that it's really slow reading. **[00:27:19]** That's irrelevant, it's just for the math. **[00:27:21]** If I read that hundred-page book **[00:27:23]** and keep going, **[00:27:25]** the truth is, I remember **[00:27:27]** simply put, **[00:27:29]** one page. **[00:27:31]** If after those ten hours of reading, **[00:27:35]** I spent 10% more, **[00:27:37]** that is one hour, **[00:27:39]** reflecting on what I read, **[00:27:42]** trying to recall from memory, **[00:27:44]** what I remembered from the book, **[00:27:46]** writing it down, making a mind map, **[00:27:48]** and four days later spent another half hour **[00:27:50]** reflecting on it, **[00:27:52]** I would remember 3 to 5 pages. **[00:27:55]** This is just simply put. **[00:27:58]** So invest 10% more, **[00:28:01]** I get 3 to 5 times the result. **[00:28:04]** Who among us does that? **[00:28:07]** Here, everyone does. **[00:28:09]** I admit I have to force myself **[00:28:11]** and often I don't do it, **[00:28:13]** even though I understand the logic. **[00:28:15]** If someone told you from a financial perspective, **[00:28:17]** that if you invest 10% in something, **[00:28:20]** you will get 3 to 5 times the result, **[00:28:22]** we would be crazy not to do it. **[00:28:25]** I call this the ten percent rule. **[00:28:27]** And it can apply to. **[00:28:29]** I had an hour-long sprint **[00:28:31]** and I spend 6 minutes after it **[00:28:33]** reflecting on it and doing some analysis. **[00:28:36]** Did you have an hour and a half Brain and Breakfast? **[00:28:40]** 9 minutes, I sit down and try to write on paper **[00:28:43]** the main takeaways I remember. **[00:28:46]** I'm not saying you have to do it, **[00:28:48]** but it's a ten percent recommendation. **[00:28:50]** Another good book is called Outsmart Your Brain. **[00:28:54]** Again, I don't know if it was published in Czech or Slovak, **[00:28:56]** but it talks about other techniques, **[00:28:59]** how to develop and learn, **[00:29:02]** and how to, as we say, hack it, **[00:29:05]** so it’s not so terribly hard. **[00:29:08]** Another barrier is so-called homophily. **[00:29:11]** And I'll explain, it relates to disruptions, **[00:29:14]** to running on autopilot. **[00:29:17]** And I'll tell you about one, **[00:29:19]** for me, extremely interesting experiment. **[00:29:21]** Catherine Phillips took four-person teams. **[00:29:24]** Imagine you work in a four-person team, **[00:29:27]** you get a bunch of various materials, **[00:29:30]** clues, hints, and you have to solve a detective mystery **[00:29:35]** in that four-person team. **[00:29:38]** And you have three suspects and at the end of the task, **[00:29:41]** you have to say which of the three suspects **[00:29:44]** is the perpetrator of the crime. **[00:29:47]** So that's the setup. **[00:29:49]** And now the point is again two types of four-person teams. **[00:29:52]** One type of four-person team, **[00:29:54]** imagine you are surrounded by three other people, **[00:29:56]** whom you know fantastically, **[00:29:58]** you get along with, understand each other. **[00:30:00]** I said they are friends. **[00:30:02]** The second type, you are with two other people, **[00:30:05]** whom you know very well, **[00:30:07]** so a compact trio, **[00:30:09]** and then one foreign element. **[00:30:11]** Once again, animation, **[00:30:13]** so you can enjoy it. **[00:30:15]** 4. compact team, foreign element. **[00:30:18]** Someone you don't know at all. **[00:30:20]** And you go to collaborate, **[00:30:21]** you go to solve those detective mysteries. **[00:30:23]** And what Catherine Phillips wanted to know is the success rate. **[00:30:26]** And now, if you have three possible perpetrators, **[00:30:29]** if you guessed randomly, **[00:30:31]** your success rate would statistically be one third. **[00:30:34]** The compact teams made up of four, let's call them, **[00:30:37]** friends who get along well, understand each other, **[00:30:40]** had about a 50% success rate. **[00:30:42]** The teams that had a disruptor, **[00:30:45]** had half the success rate higher **[00:30:48]** than those well-coordinated compact teams. **[00:30:50]** But that's just the first part. **[00:30:52]** In that experiment, the message is more important to me. **[00:30:55]** Before publishing the results, **[00:30:57]** they asked the individual teams, **[00:30:59]** how satisfied they were with the collaboration, **[00:31:02]** and how confident they were that they had the right answer. **[00:31:06]** And the compact teams said, **[00:31:08]** we are very satisfied and we have it right. **[00:31:10]** And the teams with the disruptor said, **[00:31:12]** hmm, bad collaboration and we have it wrong. **[00:31:15]** That we actually don't realize, **[00:31:17]** when we don't measure it, when we don't compare it, **[00:31:20]** when we don't have the research, **[00:31:22]** we tend to, homophilia is being surrounded by people, **[00:31:25]** who are similar. **[00:31:27]** We work well together, we develop well together, **[00:31:29]** we think it's effective. **[00:31:31]** And again, we'll challenge that a bit, **[00:31:33]** that it doesn't have to be. **[00:31:35]** And we therefore underestimate the value of diversity. **[00:31:37]** A beautiful book about unlearning, **[00:31:39]** but about diversity and innovation is **[00:31:41]** How Innovation Works by Matt Ridley. **[00:31:44]** If you're interested in innovation, **[00:31:46]** I highly recommend it. **[00:31:49]** Approach, another barrier. **[00:31:53]** God, I notice how we are about this. **[00:31:56]** I'll try it like this at the end, **[00:31:58]** at the end we'll try something optimistic for the future. **[00:32:00]** We'll see. **[00:32:02]** And we often have a tendency, **[00:32:05]** to choose some approach to learning. **[00:32:07]** There are many experiments and approaches. **[00:32:10]** I choose one that is very meaningful to me. **[00:32:13]** I don't know which of you, we already have, **[00:32:15]** jazz lovers, **[00:32:17]** visual art lovers, **[00:32:22]** if there are any here, I see there are. **[00:32:24]** Imagine this task. **[00:32:26]** There are some authors who are generally well known. **[00:32:29]** Painters. **[00:32:31]** And the task of these individuals **[00:32:34]** will be to learn to recognize the styles of these authors. **[00:32:38]** When I get a painting, I look at it **[00:32:40]** and I will be able to say that it's rubbish. **[00:32:43]** That's what I chose. **[00:32:47]** But you know what I mean. **[00:32:49]** And what they wanted to compare, **[00:32:51]** are two possible approaches to learning. **[00:32:54]** In English, one is called block learning **[00:32:56]** and the other is called interleaving, **[00:32:58]** but I'll explain. **[00:32:59]** Block learning means, **[00:33:01]** that I get paintings from one author, **[00:33:03]** I get to know them properly, **[00:33:05]** I have space to focus on them, **[00:33:07]** and I simply learn the author's style. **[00:33:09]** That's blocked learning. **[00:33:11]** Mixed learning is, **[00:33:13]** that I always get the whole spectrum in small parts, **[00:33:15]** so there's actually much more chaos in it, **[00:33:17]** and I try to deduce from that **[00:33:19]** the individual styles. **[00:33:21]** We won't ask you **[00:33:23]** which works better, **[00:33:25]** because experimenters asked **[00:33:27]** a large number of people, **[00:33:29]** including those involved in the experiment. **[00:33:31]** And when they asked them, **[00:33:33]** which style they prefer **[00:33:35]** and with which they learn more, **[00:33:37]** blocked learning won absolutely. **[00:33:39]** I focus on math, **[00:33:41]** I focus on Czech, **[00:33:43]** I focus on that one thing. **[00:33:45]** When they tested them, **[00:33:47]** they found out it was exactly the opposite. **[00:33:49]** That we also choose **[00:33:51]** to focus on one thing and learn it well, **[00:33:53]** and once I feel I know it well, **[00:33:55]** I go to learn the second thing, **[00:33:57]** but in reality, interleaving works much better, **[00:33:59]** mixing one thing with another. **[00:34:01]** This is for knowledge, **[00:34:03]** but they applied this experiment **[00:34:05]** to skills, they tried it **[00:34:07]** in all kinds of sports, **[00:34:09]** and found that there is a big difference there too, **[00:34:11]** whether you first just drill forehand **[00:34:13]** and then drill something else, **[00:34:15]** or whether you drill a combination. **[00:34:17]** And I even think, **[00:34:19]** and I haven't come across in those experiments, **[00:34:23]** that it concerns all kinds of skills. **[00:34:25]** This also applies to managerial skills, **[00:34:27]** abilities, and other soft skills. **[00:34:29]** We just intuitively choose **[00:34:31]** something we think **[00:34:33]** works, **[00:34:35]** that is evidence-based. **[00:34:37]** Another good book, and this one is **[00:34:39]** for those who develop others. **[00:34:41]** 'Learning how to learn' is for those **[00:34:43]** who want to learn and progress. **[00:34:45]** This one is for those of you who teach **[00:34:47]** and develop your people. **[00:34:49]** Again, it's by Barbara Oakley **[00:34:51]** and it's called Uncommon Sense Teaching. **[00:34:53]** Emotions are another barrier, **[00:34:55]** and I'll explain it with an experiment, **[00:34:57]** which I'm almost afraid to tell you about. **[00:35:01]** Imagine a job interview. **[00:35:03]** This is something experimenters said, **[00:35:05]** it was an experiment done on women. **[00:35:07]** They are on a thin line. **[00:35:09]** In a large group of women, they said, **[00:35:11]** imagine a job interview. **[00:35:13]** You are applying for a job, sitting in the interview. **[00:35:15]** Opposite you **[00:35:17]** sits a man in his forties. **[00:35:19]** Someone told me recently **[00:35:21]** he looks like George Clooney. **[00:35:23]** I said, no, don't imagine that. **[00:35:25]** Imagine an average, pleasant man in his forties. **[00:35:27]** He sits opposite you, you're in the interview. **[00:35:29]** He asks you questions, **[00:35:31]** and among those questions he asks, **[00:35:33]** do you have a partner? **[00:35:35]** He continues, asking more questions, **[00:35:37]** and after a few questions, he asks, **[00:35:39]** do you consider yourself an attractive woman? **[00:35:41]** He asks more questions, **[00:35:43]** and then he asks, **[00:35:45]** Do you ever go to work without underwear? **[00:35:47]** Don't imagine Clooney. **[00:35:49]** Imagine a pleasant-looking person. **[00:35:51]** That was a mental experiment. **[00:35:53]** They asked a large number of women, **[00:35:55]** how they would imagine it and then asked them, **[00:35:57]** how they would react in such a situation, **[00:35:59]** and what they would experience. **[00:36:01]** And the women's answers **[00:36:03]** were as follows. **[00:36:05]** 90% said they would be very **[00:36:07]** assertive to aggressive, **[00:36:09]** that they simply wouldn't allow it. **[00:36:11]** Many said **[00:36:13]** they wouldn't answer those questions. **[00:36:15]** At least one, but many said **[00:36:17]** they wouldn't answer those questions. **[00:36:19]** A third said **[00:36:21]** they would leave such an interview, **[00:36:23]** and some even said **[00:36:25]** that person would get slapped. **[00:36:27]** Then they asked them, **[00:36:29]** what they would feel. **[00:36:31]** A third said strong anger, **[00:36:33]** that it would really anger them, **[00:36:35]** that the person has no right to ask such things, **[00:36:37]** and a few said **[00:36:39]** they would be afraid. **[00:36:41]** Now here comes the point, **[00:36:43]** they then tested it in the real world. **[00:36:45]** There was a real job interview, **[00:36:47]** with many women being interviewed, **[00:36:49]** and the interviewer asked exactly those questions. **[00:36:51]** They wanted to see **[00:36:53]** how the reactions would look in the real world. **[00:36:55]** The truth is, **[00:36:57]** no one left. **[00:36:59]** No slaps, no aggressive behavior. **[00:37:05]** No one. **[00:37:07]** Each of those participants **[00:37:09]** answered every one of those questions. **[00:37:11]** And when they were asked about emotion, **[00:37:13]** most were surprised **[00:37:15]** and felt fear, **[00:37:17]** but did not mention anger. **[00:37:19]** And the point is, **[00:37:21]** in English they say, **[00:37:23]** and it can probably be well translated, **[00:37:25]** that there is a so-called hot state and cold state. **[00:37:27]** Emotional, **[00:37:29]** hot head, emotions, **[00:37:31]** and cold head. **[00:37:33]** And when we imagine situations with a cold head, **[00:37:35]** we think we will react in a certain way. **[00:37:37]** And the truth is, **[00:37:39]** that’s not how it is. **[00:37:41]** When we are in that emotional state, **[00:37:43]** we react completely differently. **[00:37:45]** And that’s why in education, **[00:37:47]** when I say, come on, try it out, **[00:37:49]** they say they don’t know and they know how they would react. **[00:37:51]** That’s not true. **[00:37:53]** And the only way to learn to react **[00:37:55]** in that emotionally charged state **[00:37:57]** is to train and learn **[00:37:59]** in an emotionally charged state. **[00:38:01]** And unfortunately, we tend **[00:38:03]** to underestimate this. **[00:38:05]** It applies to sports, it applies to skills, **[00:38:07]** management, and many other things. **[00:38:09]** A very interesting book. **[00:38:11]** I think it was also published in Slovak, **[00:38:13]** so I assume in Czech as well, **[00:38:15]** Useful Delusions. **[00:38:17]** I assume you will have that list **[00:38:19]** available somewhere, so you can take photos, **[00:38:21]** but you will get access to it. **[00:38:25]** We're already **[00:38:27]** at the end of that whole range of possible **[00:38:29]** barriers. Urgency is **[00:38:31]** one of those I consider **[00:38:33]** key. I didn't mention it at the start. **[00:38:35]** There's an anecdote that Stephen Covey shared, **[00:38:37]** which says a man **[00:38:39]** is walking through the forest and sees two people, **[00:38:41]** furiously sawing a tree. **[00:38:43]** He watches them for a moment **[00:38:45]** and then tells them, "Guys, you have **[00:38:47]** a dull saw, you need to sharpen it." **[00:38:49]** And they answer, **[00:38:51]** "We don't have time for that now." **[00:38:53]** And I know, **[00:38:55]** that in Czech from Ludovelo there was no **[00:38:57]** time to ask who is who. **[00:38:59]** And such... **[00:39:01]** And such **[00:39:03]** things often **[00:39:05]** also work in self-development. **[00:39:07]** That we don't have time **[00:39:09]** to sharpen the saw. **[00:39:11]** If you pay some attention to time management, **[00:39:13]** then the absolute classic in time management **[00:39:15]** is the so-called Eisenhower matrix, **[00:39:17]** or Eisenhower box, which says that **[00:39:19]** things can be urgent **[00:39:21]** and things can be important. **[00:39:23]** And those are two key dimensions. **[00:39:25]** And when you combine them, there are things **[00:39:27]** that are unimportant and not urgent, **[00:39:29]** and we shouldn't do those at all. **[00:39:31]** Then there are things that are unimportant but urgent, **[00:39:33]** and things that are important and urgent, **[00:39:35]** and of course we have to do those. **[00:39:37]** But the key quadrant **[00:39:39]** is the top left one. **[00:39:41]** These are all those activities and things, **[00:39:45]** which are important but not urgent **[00:39:47]** and self-development **[00:39:49]** and education is there by default. **[00:39:51]** I always tell myself, **[00:39:53]** yes, yes, it's important to develop, **[00:39:55]** it's important to improve my English, **[00:39:57]** but right now I have a lot of other things. **[00:40:00]** If you want to hit another point, health is a great example. **[00:40:04]** Everyone says health is obviously important, but right now not, **[00:40:07]** and we can't go swimming, and we still have this, and we have that client. **[00:40:10]** The only thing that works according to the Eisenhower matrix is, **[00:40:13]** that we block it out in the calendar in advance and then actually keep it. **[00:40:18]** But it's damn hard. **[00:40:20]** And in psychology, what happens to many of us is called the tyranny of the urgent. **[00:40:26]** Urgent things overwhelm us and we can't protect the top left quadrant, **[00:40:31]** the important but not urgent. **[00:40:35]** A classic example is the book, I don't know, ten years old now, **[00:40:39]** First Things First, by the mentioned Covey, **[00:40:42]** also the basic view on time management. **[00:40:44]** Many of its ideas are still valid in my opinion. **[00:40:47]** If you're interested in time management, it's a good book to start with. **[00:40:53]** If you still can, attention is another barrier. **[00:40:59]** That staying focused for any length of time is hard for us. **[00:41:03]** For me, a great experiment, and again, we often deceive ourselves. **[00:41:08]** A great experiment took a large group of people, **[00:41:11]** had them work on a task on a computer, **[00:41:14]** and in the background a screen was running something silently. **[00:41:19]** Which we are used to, even in a café, where news **[00:41:21]** or some sports broadcast is on. **[00:41:24]** Then they asked the people, using eye tracking, **[00:41:28]** which is increasingly used in psychology, **[00:41:31]** to find out where you are looking. **[00:41:35]** After they finished working on the computer, they asked, **[00:41:38]** how often did you look at the TV in the background? **[00:41:42]** How often did it actually take your attention? **[00:41:45]** People said on average about once every three or four minutes. **[00:41:49]** The truth is every 20 seconds. **[00:41:52]** Without even working on something else there. **[00:41:55]** And when they asked about big distractions, **[00:41:59]** if they really stared at it for a while, **[00:42:02]** and you watched for a moment to see what was happening, **[00:42:05]** so they said they estimate about 15 minutes. **[00:42:08]** And the truth is that every three minutes **[00:42:10]** they looked at the screen for a moment, **[00:42:12]** without sound, and then continued. **[00:42:14]** There are many things that steal our attention **[00:42:17]** and often we don't realize it at all. **[00:42:20]** There are many studies, I'm not saying this one is the most relevant, **[00:42:23]** but I saw that supposedly, when we are working, **[00:42:27]** we check our mobile on average 160 times a day. **[00:42:32]** And what I calculate is that every 6 minutes we are on our mobile. **[00:42:36]** And the distraction can be large and of course, it is individual. **[00:42:40]** One of the scary books, **[00:42:42]** if you want to read a scary book about attention, **[00:42:46]** is called Stolen Focus. **[00:42:50]** I knew that when I finished it, **[00:42:52]** I threw away my smartphone and went back to a button phone. **[00:42:57]** I lasted two weeks. **[00:43:02]** And it was a mistake. **[00:43:05]** And mistakes are another barrier that prevents us from moving forward and developing. **[00:43:12]** And ultimately, we are talking about fear of mistakes. **[00:43:16]** I really like one of my favorite authors, Tim Harford. **[00:43:19]** And he says that today the world is too complicated **[00:43:23]** to know the right solution in advance. **[00:43:27]** And he says the only thing that works is evolution. **[00:43:30]** Trial and error. I don't know what will be good. **[00:43:32]** I try one thing. **[00:43:33]** If it works, I continue with it. **[00:43:35]** If it doesn't work, I try something else. **[00:43:37]** But there is something that comes into play, you don't need to remember this, **[00:43:39]** but in psychology it's called atelophobia. **[00:43:42]** And that is a pathological fear of mistakes. **[00:43:44]** And if you look at how our education system is set up, **[00:43:47]** and how many companies are set up, **[00:43:50]** they are set up to punish people for mistakes, **[00:43:54]** and people are afraid to make mistakes. **[00:43:56]** And if I'm afraid to make mistakes, **[00:43:58]** I actually rob myself of the evolutionary approach **[00:44:01]** and the chance to learn new things. **[00:44:04]** And it would be good to completely... **[00:44:06]** But that would be a very long discussion, **[00:44:08]** about how to change the whole thing. **[00:44:10]** The book that recalls the evolutionary approach, **[00:44:14]** is called Adept. **[00:44:16]** And one of the things that has become popular recently **[00:44:20]** and came with Amy Edmondson, **[00:44:22]** relates to mistakes. **[00:44:24]** Amy Edmondson, still a postgraduate student, **[00:44:28]** conducted research on medical teams. **[00:44:32]** Healthcare workers, nurses. **[00:44:34]** And based on observations and surveys, **[00:44:39]** she divided the medical teams into those with strong cohesion, **[00:44:42]** collaboration, and teamwork, **[00:44:44]** and teams with weak cohesion. **[00:44:46]** That didn't stick together well. **[00:44:48]** She wanted to know which of those teams, which culture, **[00:44:52]** made fewer mistakes. **[00:44:54]** That were less prone **[00:44:56]** to all kinds of medical errors. **[00:44:59]** And her interesting finding was **[00:45:02]** that the cohesive teams, **[00:45:05]** the compact ones with a good atmosphere, **[00:45:08]** actually made more mistakes than those with a bad atmosphere. **[00:45:11]** And she couldn't accept that herself, **[00:45:13]** that it wasn't possible, **[00:45:14]** because logic would tell me **[00:45:16]** that more coordinated teams wouldn't make so many mistakes. **[00:45:18]** So she went back to the data, **[00:45:20]** reviewed everything, did more observations, **[00:45:23]** and found out that these were reported mistakes. **[00:45:26]** It wasn't about actual mistakes, **[00:45:28]** but about how many mistakes the teams reported. **[00:45:31]** And the point was **[00:45:33]** that the safe, cohesive teams **[00:45:35]** had no problem reporting **[00:45:37]** any of their mistakes. **[00:45:39]** And the teams without cohesion **[00:45:42]** almost tried to hide those mistakes **[00:45:45]** and not talk about them. **[00:45:47]** And she came up with a concept **[00:45:49]** and he recalls it in the book Fearless Organization, **[00:45:51]** he came up with the concept of psychological safety. **[00:45:54]** And that might be one of the solutions, **[00:45:56]** when we talk about **[00:45:58]** how children at schools and people in companies **[00:46:00]** should be willing to make mistakes, **[00:46:02]** because it's crucial, **[00:46:04]** they need to be surrounded by an environment **[00:46:06]** that is psychologically safe. **[00:46:08]** And I really like one classification, **[00:46:10]** and I'll quickly tell it to you, **[00:46:12]** that there are four types of psychological safety. **[00:46:14]** Member safety, I don't know how to translate it well, **[00:46:17]** meaning I feel part of the team, **[00:46:19]** I don't feel pushed aside. **[00:46:21]** Then there is so-called learner safety, **[00:46:23]** which means I'm not afraid to ask stupid questions **[00:46:27]** and I'm not afraid to say **[00:46:29]** that I don't understand something. **[00:46:31]** By the way, this is a very nice laminated sheet. **[00:46:33]** Often I experience that I'm in a meeting, **[00:46:35]** doing shadowing, **[00:46:37]** and the manager says at the end, **[00:46:39]** that everything is understandable, everything is clear. **[00:46:41]** And I say yes. **[00:46:43]** And now I leave the room **[00:46:45]** and it confuses me. **[00:46:47]** I have to find out, I don't know exactly. **[00:46:49]** We are afraid to say we don't understand, **[00:46:51]** and students are the same, students for sure, **[00:46:53]** they are afraid to ask a question, **[00:46:55]** so they don't look stupid. **[00:46:57]** The third component of a safe environment **[00:46:59]** is so-called contributor safety, **[00:47:01]** which means I can easily **[00:47:03]** share my suggestion or idea, **[00:47:05]** I'm not afraid of being ridiculed for it. **[00:47:07]** And the fourth is so-called challenger safety, **[00:47:09]** which means I'm not afraid to give **[00:47:11]** negative feedback to the boss, **[00:47:13]** either to the boss, or I say that I don't understand this. **[00:47:15]** I saw some reactions in the audience. **[00:47:17]** This is for me, **[00:47:19]** when I come into an organization **[00:47:21]** and see that they know how to give negative feedback **[00:47:23]** upwards, for me that's a sign of a safe environment. **[00:47:25]** This is a book, **[00:47:27]** which I do not recommend you read. **[00:47:29]** It describes those four **[00:47:31]** levels of psychological safety, **[00:47:33]** but that's all. **[00:47:35]** I've already explained them to you, you don't need to read it. **[00:47:37]** Let's move on. This is an example. **[00:47:39]** Let me cover my eyes. **[00:47:41]** To also bring it from a real environment, **[00:47:43]** in our company, **[00:47:45]** we have regular monthly meetings **[00:47:47]** and we have a point where **[00:47:49]** we compete for the biggest blunder of the month. **[00:47:51]** And we do this because, **[00:47:53]** we want everyone to realize, **[00:47:55]** that it's OK to make mistakes **[00:47:57]** and that it's OK to openly talk about those mistakes. **[00:47:59]** And we usually vote **[00:48:01]** and someone wins it every month. **[00:48:05]** The final barrier, **[00:48:07]** but that one actually **[00:48:09]** doesn't concern us at all. **[00:48:11]** So I'll just recall it again **[00:48:13]** from one experiment. **[00:48:15]** Experimenters usually give people, **[00:48:17]** again a large group of people, **[00:48:19]** a list of so-called biases, thinking errors, **[00:48:21]** and such things that we don't do correctly, **[00:48:23]** just like I told you now **[00:48:25]** about all those possible barriers. **[00:48:27]** And they observe the reactions of those people. **[00:48:29]** And typical reactions **[00:48:31]** not in this room. **[00:48:33]** Typical reactions are **[00:48:35]** Yes, yes, I know many people who **[00:48:37]** do exactly that. **[00:48:39]** But I don't. **[00:48:41]** In psychology, in English it's called **[00:48:43]** a bias, a blind spot. **[00:48:45]** That we are blind to our own **[00:48:49]** mistakes, biases, **[00:48:51]** and we call it **[00:48:53]** an ineffective type of behavior. **[00:48:57]** And I like a quote from Richard Feynman, **[00:48:59]** who says the principle is **[00:49:01]** that we must not deceive ourselves, **[00:49:03]** but the easiest to deceive is **[00:49:05]** ourselves. **[00:49:07]** And when it comes to those thinking errors, **[00:49:09]** there's a beautiful book, **[00:49:11]** with dozens of them, **[00:49:13]** short, one- or two-page chapters, **[00:49:17]** about the art of clear thinking, **[00:49:19]** I believe it's called that in Slovak. **[00:49:21]** So. **[00:49:25]** The truth is, **[00:49:27]** I shouldn't summarize it for you. **[00:49:29]** The truth is, **[00:49:31]** if we followed those principles **[00:49:33]** we're talking about, **[00:49:35]** now would be the time **[00:49:37]** to sit down **[00:49:39]** and try to pull from your mind onto paper **[00:49:41]** everything you remember, **[00:49:43]** even painfully. **[00:49:45]** This is, **[00:49:47]** what he calls Retrieval, **[00:49:49]** which strengthens **[00:49:51]** the memory trace, **[00:49:53]** when I force myself to recall. **[00:49:55]** It's not about just reviewing, **[00:49:57]** when he says Retrieval, **[00:49:59]** and highlighting it again and looking at it again. **[00:50:00]** It's a hard path I choose because I believe it works, **[00:50:04]** but the hard way works. Ideally, everyone would sit down **[00:50:08]** and try to remember, write down, not look at any photos, **[00:50:12]** or notes, but dig it out of their head. **[00:50:16]** But I'm too soft, so a short summary. **[00:50:20]** The Dunning-Kruger effect, when we think we know it all, **[00:50:24]** is suspicious. Feedback is counterintuitive. **[00:50:28]** Receiving feedback properly goes against our intuition and we have to fight it **[00:50:32]** and fight those ego-defense mechanisms. **[00:50:36]** And if possible, proactively disrupt people, **[00:50:40]** disrupt, I won't be popular, but it's worth it. **[00:50:44]** And if some learning approach is too easy, **[00:50:48]** it's quite likely it doesn't work. **[00:50:52]** Diversity is good, working with people in teams you don't like, **[00:50:56]** I think that's bad and that we get worse results, **[00:51:00]** but the overall effect can be perfect. **[00:51:04]** Interleaving means not learning one subject, **[00:51:08]** focusing on one thing, but learning most things. **[00:51:12]** Many schools already implement this, trying to work project-based and mix it up. **[00:51:16]** And if we want to learn to react well in emotionally tense states, **[00:51:20]** it only works if we train in emotionally tense states. **[00:51:24]** And it's also good to find time to sharpen the saw, **[00:51:28]** and the approach that works is trial and error, **[00:51:32]** make lots of mistakes and encourage others to **[00:51:36]** make lots of mistakes. **[00:51:40]** And my favorite quote: if at the end of the year I don't say, **[00:51:44]** 'God, how stupid I was a year ago,' it means **[00:51:48]** I haven't learned much that year. **[00:51:52]** So not only in self-development, but also in **[00:51:56]** helping others develop. It takes, **[00:52:00]** probably a lot of energy, because the whole system is set up **[00:52:04]** against research. And maybe my final favorite quote **[00:52:08]** from John Medina, a neurologist who says **[00:52:12]** that neurology and psychology have long known some key principles, **[00:52:16]** which business and education still stubbornly ignore. **[00:52:20]** I wish us all good luck. **[00:52:30]** Your turn. Shall I move? You will move. **[00:52:34]** I know there's time for questions, but if **[00:52:38]** you don't ask something now and a question comes up later, feel free to write to me. **[00:52:42]** I don't claim to respond within 24 hours, but sooner or later I will. **[00:52:46]** Well, I'm thinking now, **[00:52:50]** If I go straight back to the questions, because there's some depression here, **[00:52:54]** which you made, but you focus on education. **[00:52:58]** So why? **[00:53:02]** Exactly because Verich said it, **[00:53:06]** but you will remember better, **[00:53:10]** that the fight against human stupidity is endless, **[00:53:14]** something like that, but it simply makes sense. **[00:53:18]** So I think it's important, **[00:53:22]** that for all of us ... **[00:53:26]** Now I'll speak for Slovakia, where currently there's a depressive mood, **[00:53:30]** and in my opinion, if we educated ourselves and did it the right way, **[00:53:34]** we wouldn't be in the state we're in now. Education is, in my opinion, **[00:53:38]** actually key. But the problem is, it doesn't hurt. **[00:53:42]** In that upper quadrant, we say it's important, but not urgent. **[00:53:46]** I invited you here because **[00:53:50]** if we were giving this lecture ourselves, **[00:53:54]** about how it hurts and so on, it would be like praising our own children, **[00:53:58]** and we fight a lot, and you do too, in Slovakia, **[00:54:02]** to get corporate education to move from somewhere to somewhere else. **[00:54:06]** There are actually some established standards on how it's done, **[00:54:10]** and everyone fills out the NPS and says, yeah, I enjoyed it. **[00:54:14]** So what's your experience with corporate education? **[00:54:18]** Is it like you said, that many things **[00:54:22]** you implement very slowly? Exactly because **[00:54:26]** it's comfortable. Well, I want to be inspired, **[00:54:30]** I want to listen to the podcast and do other things, **[00:54:34]** but it's exhausting. And in education, we also do things **[00:54:38]** we know could be more effective. **[00:54:42]** But gradually, we try to push companies **[00:54:46]** to adopt better and higher quality methods. **[00:54:50]** On the other hand, I have one more thing. I think **[00:54:54]** Covid helped us all, I believe, because when the lockdown came, **[00:54:58]** people realized they suddenly had to learn a lot. **[00:55:02]** They had to learn to operate in a virtual world, everything possible. **[00:55:06]** And part of the population understood that self-development **[00:55:10]** and progress are important, that it benefits them. **[00:55:14]** I see it too lately, from over ten years of doing innovation. **[00:55:18]** What you said about diversity is very valuable, but **[00:55:22]** it doesn't happen much. I know what a problem learning always is, **[00:55:30]** to change the paradigm, to change the mindset, etc. **[00:55:34]** And it's just simply not easy. **[00:55:38]** The problem is, as I mentioned several times, that it's counterintuitive. **[00:55:42]** Often our intuition tells us this is the right way, **[00:55:46]** but when you look at the data and research later, you find out **[00:55:50]** that it's not the most effective way. But people want to follow **[00:55:54]** their intuitive path very often. **[00:55:56]** If I now put aside corporate education, **[00:56:00]** which we could spend another hour on. **[00:56:03]** No need. Children's education. **[00:56:07]** Do you see any progress in Slovakia? **[00:56:11]** I know this is a painful topic for you, but I have to ask. **[00:56:17]** I see a problem in the widening gap. **[00:56:21]** I don't know about the Czech Republic, but in Bratislava, all kinds of **[00:56:25]** alternative, private, interesting approaches are emerging. **[00:56:29]** For the chosen children, those who live in Bratislava, **[00:56:33]** or are from the upper middle class, many of which are paid for, **[00:56:37]** and the rest of Slovakia is stuck in the 18th and 19th centuries. **[00:56:43]** And progress is very slow, and I even think it might be, **[00:56:47]** I don't want to hear it, but it might be even worse, so **[00:56:51]** the differences will only grow. **[00:56:55]** That's a big issue. **[00:56:58]** I don't know how it is in the Czech Republic, whether Prague is exactly that, **[00:57:01]** where you can find interesting education from Montessori, I don't know what else, **[00:57:05]** but if you're outside, you don't have it, because in Slovakia **[00:57:09]** that's unfortunately how it is, Bratislava, and maybe some of the larger cities. **[00:57:13]** We have a few very, very interesting activities that are **[00:57:14]** driven by the nonprofit sector, not exactly by the government, **[00:57:18]** but for example Edu změna is something that takes into account the regional **[00:57:22]** context, where teachers are tested live, **[00:57:26]** principals live, etc., etc. **[00:57:30]** But I think we're a bit further ahead, since I can handle these things here... **[00:57:32]** I don't have an overview, nonprofits drive it hard in our country, but it's actually **[00:57:36]** sad when nonprofits have to fill the state's role. **[00:57:40]** At Red Button, we kind of believe that when improvements start **[00:57:44]** to happen and move forward at the corporate level, it will trigger some **[00:57:48]** social demand at the level of traditional schooling, **[00:57:51]** because there is a very frightening, **[00:57:55]** since we're on the topic, study from a few years ago **[00:58:03]** It came out that 79% of people are satisfied with education **[00:58:07]** in the Czech Republic. And so, at the moment when there isn't **[00:58:10]** such a social demand, well, who would change it, right? **[00:58:13]** That's exactly the problem, and this is already politics, **[00:58:17]** that when roads are broken or a person waits five hours at the doctor, **[00:58:22]** it hurts them. But when children are taught in a slow medieval **[00:58:26]** way, it basically doesn't hurt anyone. And therefore, **[00:58:30]** it's not a priority. **[00:58:33]** OK. Well, something more cheerful. Ask a question. **[00:58:38]** What, no, I think that, I think, **[00:58:41]** as you said, covid showed, it was like a huge impulse **[00:58:46]** to our whole world. **[00:58:49]** And I feel that, and I don't want to judge, **[00:58:54]** but many things happening around us force us to change **[00:58:57]** established orders and rules. And we find out that the status quo **[00:59:01]** simply isn't enough. That means it really drives **[00:59:03]** people to change. And we see it in companies **[00:59:06]** that come to us wanting to do things differently, **[00:59:09]** that want to move forward, that want to do it properly, and so on. **[00:59:11]** So I'm very happy about that. The question is, of course, some Prague, **[00:59:16]** Brno, and so on versus some regional manufacturing factory, **[00:59:20]** but I believe it will reach there too. **[00:59:24]** So a bit of positivity. I'll move on to your questions. **[00:59:29]** Don't the principles of diversity and trial and error contradict each other? **[00:59:34]** Exactly, an environment where people you don't get along with much, **[00:59:38]** in decision-making, with an open environment, making mistakes, **[00:59:41]** do diversity and trial and error contradict each other? **[00:59:45]** You said, I messed up and I realized it too, so thanks a lot. And you said psychological safety is basically that **[00:59:49]** when I feel safe, everything goes better for us, and so on. **[00:59:53]** And then you showed that intruder. **[00:59:57]** When that intruder is there, where we don't feel safe, **[01:00:00]** we are also, how to say, more productive. **[01:00:03]** So do these two things contradict each other? **[01:00:06]** Okay, maybe it's my fault for calling him a tough guy. **[01:00:08]** Don't take it as a person who deliberately wants to harm the group. **[01:00:12]** It's a person who just struggles to solve the task, **[01:00:17]** and it's just foreign, a different, new element for us. **[01:00:20]** So I think they don't exclude each other. **[01:00:24]** It's clear that in a psychologically safe environment, **[01:00:29]** If someone came who deliberately wanted to harm us, **[01:00:33]** they would break the team culture. **[01:00:35]** But it's just that we're used to people **[01:00:38]** who think the same way and have the same background, **[01:00:42]** and then someone comes who thinks differently, **[01:00:45]** but that shouldn't be the case, it shouldn't be a toxic person. **[01:00:48]** Right. **[01:00:49]** It wasn't meant as a toxic person, a well poisoner, **[01:00:52]** as they say, a manipulator or whatever. **[01:00:55]** It's just a person who operates in a different style. **[01:00:58]** I see it clearly, let's not talk about typology now, **[01:01:01]** but there are, I don't know, analytical people, **[01:01:03]** who work in a structured, Excel-like way, **[01:01:06]** and then suddenly an artist comes along, **[01:01:10]** who is wild, creative, but none of them mean harm. **[01:01:14]** And that's the diversity I'm talking about. **[01:01:16]** Diversity is not when someone comes in **[01:01:18]** who wants to grab for themselves at the expense of others. **[01:01:20]** That means diversity and psychological safety are one and the same, clearly. **[01:01:25]** Maria asks how to deal with negative feedback from a despotic boss, **[01:01:31]** who doesn't allow discussion and only points out mistakes. **[01:01:34]** Maria, I would advise, but... **[01:01:38]** God, this might be controversial, but why are you there? **[01:01:44]** For me, as it is, **[01:01:47]** let me add, it could also be an ego defense mechanism, **[01:01:50]** I'm not saying in Maria's case, **[01:01:52]** but it could be an ego defense mechanism that when someone gives me negative feedback, **[01:01:55]** I label them a despot, manipulator, or whatever. **[01:01:58]** But if they really are a despot, then for me it makes no sense. **[01:02:03]** I feel, if I could comment, **[01:02:06]** there is research showing **[01:02:09]** that people leave companies mostly because of their boss. **[01:02:12]** That's just how it is, so this happens. **[01:02:15]** And precisely because of this, and because of this expansion, **[01:02:18]** more and more companies want to work with management, with leadership, **[01:02:23]** because they realize that at least in the Czech market, **[01:02:26]** where unemployment is 2.8%, **[01:02:29]** it's very easy for someone to jump somewhere else, **[01:02:34]** and employee retention is definitely an issue. **[01:02:38]** So leadership is really important. **[01:02:40]** So Maria, if you feel like it, **[01:02:43]** you can send your boss to some leadership training **[01:02:46]** or take it yourself if that's a defense mechanism. **[01:02:51]** Honza is asking, **[01:02:53]** out of all the books you placed in the product place, **[01:02:57]** which is great, thank you for that, **[01:03:00]** by the way, the lecture and the list will be immediately available on Red Button EDU **[01:03:05]** under this ending, **[01:03:06]** which of all the recommended books should I read first? **[01:03:10]** Honza is asking, not me. **[01:03:11]** Sure. **[01:03:13]** And if you followed it with a focus on education and self-development, **[01:03:17]** which was the main motive, then Learning How to Learn by Barbara Oakley. **[01:03:24]** Great. **[01:03:27]** It's not available in Czech or Slovak. **[01:03:29]** It's not in Czech or Slovak. **[01:03:31]** And if you followed it from a managerial perspective, **[01:03:34]** then read Marshall Goldsmith. **[01:03:38]** It was published in Czech, How to Move to a Higher Level. **[01:03:45]** Nice question, which I also encounter very often, **[01:03:49]** so thanks a lot to another anonymous person. **[01:03:51]** I understand it's hard to write your name there, but it's always better. **[01:03:55]** If development is also your hobby, **[01:03:57]** how do you recommend fighting information overload FOMO? **[01:04:02]** Meaning, there's so much, where, what, and how? **[01:04:06]** I would say, follow Red Button EDU, **[01:04:09]** product placement. **[01:04:15]** For me, overall FOMO is almost about working **[01:04:19]** with your mental mindset. **[01:04:21]** Whatever it is. **[01:04:23]** Whether it concerns parties and the younger generation, **[01:04:27]** or the amount of books you can read and watch. **[01:04:31]** It's about knowing how to say to yourself that I'm okay with it, **[01:04:34]** I have some limits, I have some boundaries, **[01:04:37]** and I won't punish or beat myself up now **[01:04:41]** because I simply can't keep up with everything. **[01:04:43]** And in psychology, and I also work for a university, **[01:04:47]** and some of my colleagues work with a phenomenon **[01:04:51]** called self-compassion. **[01:04:54]** That means being able to be kind to yourself, **[01:04:57]** and normally, I'm not an expert in this, **[01:04:59]** but research shows, **[01:05:01]** that when a person works on it, **[01:05:03]** AI is more effective and works better for them, **[01:05:05]** knowing how to forgive yourself and have compassion for yourself, **[01:05:08]** which we often have for other people, **[01:05:11]** but we punish and beat ourselves up. **[01:05:13]** So we should be compassionate to ourselves. **[01:05:16]** I'm making this up, it doesn't mean it works **[01:05:19]** also for whoever asked, Anonymous? **[01:05:22]** Anonymous, that was Anonymous. **[01:05:24]** That it works for Anonymous too, **[01:05:29]** and so much time for self-development, **[01:05:31]** I pick some things to do then, **[01:05:34]** and I'm equipped, and I don't punish myself **[01:05:36]** for not having read, I don't know, how many books, **[01:05:38]** but only half of them. **[01:05:41]** What I might add is, **[01:05:44]** it personally helps me, **[01:05:47]** when I have a clearly defined, **[01:05:49]** clear direction for a certain period, **[01:05:51]** what I want to improve in, **[01:05:53]** and I'm disciplined enough **[01:05:55]** not to stray, but to say, **[01:05:57]** ok, now it's artificial intelligence, **[01:05:59]** and I want to advance in this, **[01:06:01]** and I filter out everything else, **[01:06:03]** so this is something, **[01:06:05]** either some educational strategy, **[01:06:07]** or a vision, and again we come back to, **[01:06:09]** it's good to have a strategy **[01:06:11]** for what, when, and how, **[01:06:13]** because we can study anything from knitting, **[01:06:15]** to stars, to, I don't know, **[01:06:19]** presentation skills, so... **[01:06:21]** It also depends a lot on personality type, I'm a person **[01:06:23]** who is structured, **[01:06:25]** I recommend, in coaching there is **[01:06:27]** a technique called will of life. **[01:06:29]** You have this kind of wheel, there you have **[01:06:31]** several areas, some have 8, some 10, **[01:06:33]** it doesn't matter, from family, **[01:06:35]** work, finances, I don't know what, **[01:06:37]** make a kind of will of life **[01:06:39]** for self-development. **[01:06:41]** Not just the overall, life one, **[01:06:43]** but make this kind of wheel, **[01:06:45]** what skills I need to have in my role, **[01:06:47]** or in my mission, **[01:06:49]** and evaluate at what level **[01:06:51]** I probably have them. **[01:06:53]** And based on that, set priorities and structure, **[01:06:55]** but that's for those who are structured, **[01:06:57]** I can imagine people who are spontaneous **[01:06:59]** and this would just kill them. **[01:07:01]** Now you actually reminded me **[01:07:03]** that we are struggling **[01:07:05]** with grandma and grandpa, **[01:07:07]** when actually, **[01:07:09]** where do they have the math, **[01:07:11]** and where do they have this, and where do they have that. **[01:07:13]** I say, I don't know. **[01:07:15]** They work project-based. **[01:07:17]** Well, that's interesting. **[01:07:19]** And a great question from another anonymous, **[01:07:21]** or anonymous woman. **[01:07:23]** I work in a team where there are many people and leaders **[01:07:25]** around who, **[01:07:27]** who want to keep doing everything **[01:07:29]** the way they've done it for 20 years. **[01:07:31]** How to entice, how to entice them, **[01:07:33]** and try to open them to change. **[01:07:35]** That's a never-ending story. **[01:07:37]** All educators, look, they don't want to, **[01:07:39]** and this and that, and they just manage it and so on. **[01:07:41]** Do you have some scheme or trick, **[01:07:43]** that we can put into that golem, **[01:07:45]** and it will change it. **[01:07:49]** Because it really depends a lot **[01:07:51]** on the context, on the organization, **[01:07:53]** on the specific people, **[01:07:55]** so this will also be boiled down to water, **[01:07:57]** since I don't know the context. **[01:07:59]** But if I were to take it, **[01:08:01]** theoretically from what I've heard, **[01:08:03]** then it needs **[01:08:05]** some percentage of people **[01:08:07]** in the team, **[01:08:09]** who are progressive and want to do it **[01:08:11]** in a different way. **[01:08:13]** There are even various studies on this, **[01:08:15]** but some percentage of people need **[01:08:17]** a kind of critical mass. **[01:08:19]** And it's quite possible **[01:08:21]** that some of those people **[01:08:23]** need to be gotten rid of. **[01:08:25]** Maybe not in this case, **[01:08:27]** but if I generalized it, **[01:08:29]** to win over some people, **[01:08:31]** who are set up this way, **[01:08:33]** to do it in a new, **[01:08:35]** more progressive way, **[01:08:37]** and some people who are the toughest, **[01:08:39]** maybe toxic nuts, **[01:08:41]** then get rid of them. **[01:08:43]** And then it starts to work. **[01:08:45]** And then, the magic is that **[01:08:47]** once it flips over, **[01:08:49]** the team attracts **[01:08:51]** like-minded people. **[01:08:53]** Those who operate in this style. **[01:08:55]** So if you manage **[01:08:57]** to get that critical mass **[01:08:59]** and probably also get rid **[01:09:01]** of some people, **[01:09:03]** then it starts to run **[01:09:05]** in a flywheel way. **[01:09:09]** I kind of recall **[01:09:11]** specifically with innovation theory, **[01:09:13]** that it's a critical mass, **[01:09:15]** but I know it somehow breaks at some point. **[01:09:17]** It varies. **[01:09:19]** Damon Sentola is pessimistic, though. **[01:09:21]** Otherwise, a good book. **[01:09:23]** It's called Change. **[01:09:25]** And they worked on big data analyses, **[01:09:27]** like how much it takes to influence a system, **[01:09:29]** and I think they found it to be 23%. **[01:09:31]** That's quite a lot. **[01:09:33]** But I don't know how to express that professionally. **[01:09:35]** What maybe works again **[01:09:37]** and quite well **[01:09:39]** is used **[01:09:41]** in companies in Education, **[01:09:43]** is when you start clustering people together. **[01:09:45]** That means you take them from individual **[01:09:47]** departments and put them together, **[01:09:49]** so they become more visible. **[01:09:51]** And you amplify their voice. **[01:09:53]** So I think this is one of the strategies **[01:09:55]** to work with it. **[01:09:57]** Marek. **[01:09:59]** I was afraid we wouldn't get to these questions... **[01:10:00]** Like we wouldn't. Marek has a maze runner's observational skill. **[01:10:05]** Why do you have each shoe a different color? Thanks for the great energetic lecture. **[01:10:10]** That's a completely irrelevant story. I have to tell it. **[01:10:16]** But you have to say now, I don't always take the same path, so I wear different socks. **[01:10:21]** You have to support that now, you know. **[01:10:25]** I'll tell you how it was. **[01:10:28]** I really hate shopping. **[01:10:31]** My wife called me, said they have nice shoes, come. **[01:10:34]** I said, I can't, I hate it. **[01:10:36]** No, you have to come, she said. So after work, I came. **[01:10:39]** They had these shoes, some in one color and some in another. **[01:10:43]** And I was really bored, I thought, oh God. **[01:10:46]** There was a salesman and he jokingly said, you could even mix them. **[01:10:51]** And that made me so happy, I said, great, really. **[01:10:54]** Suddenly, I found pleasure in shopping, I said, let's do it. **[01:10:59]** So we did, my wife was a bit surprised too. **[01:11:02]** I came home with the team, it was a huge success with the kids. **[01:11:07]** And since then, once I switched like that, I started wearing it. **[01:11:11]** And it's also an interesting smoltok. **[01:11:13]** When I go somewhere, people start asking, I talk about it. **[01:11:17]** It's nice, you know. **[01:11:19]** And there's no big psychological background behind it. **[01:11:26]** You can't win over human stupidity either, **[01:11:28]** The seller was good, he said that... **[01:11:32]** He was a professional. **[01:11:34]** I rather think he was someone from Baťa. **[01:11:38]** Who graduated from Baťa's business academy, you know. **[01:11:42]** I have two pairs, so one is just lying there. **[01:11:46]** You've got it covered for a while again. **[01:11:49]** Thanks a lot for the addition. **[01:11:51]** Here's another anonymous. Thank you, it was great. **[01:11:53]** Just as a reminder. **[01:11:56]** but you must never stop fighting against it. **[01:11:58]** Jan Werich. **[01:11:59]** Thank you. **[01:12:00]** Great. **[01:12:02]** What is your opinion on Carnegie's book **[01:12:05]** How to Win Friends and Influence People? **[01:12:09]** It's fascinating that the book is 100 years old. **[01:12:12]** That's very impressive. **[01:12:15]** And a large part of it absolutely still applies today. **[01:12:20]** And actually, I don't want to mislead, **[01:12:23]** I don't know if it's not the best-selling book **[01:12:26]** in the so-called self-help category, **[01:12:28]** which is a pejorative term. **[01:12:30]** So, great respect. **[01:12:32]** It's unbelievable that someone wrote it all that way 100 years ago. **[01:12:35]** That's right. **[01:12:39]** We recommend it too. **[01:12:40]** I think it was even featured in the book of the month. **[01:12:42]** So, nice. **[01:12:45]** Changing the education system is a long-term race. **[01:12:52]** What is one thing we can do right now **[01:12:54]** to make an impact? **[01:12:59]** That's a very difficult question. **[01:13:01]** From a parent's perspective, I think it's about causing discomfort. **[01:13:07]** Because the education system, unfortunately... **[01:13:09]** These are two approaches to changing the education system. **[01:13:12]** In Slovakia, I support one approach, **[01:13:15]** where more and more parallel initiatives are emerging. **[01:13:19]** Some are non-profit, some are paid, **[01:13:22]** so that education can be provided in a minority way **[01:13:26]** and taught in a good way by such teams. **[01:13:29]** A parallel world is emerging. **[01:13:31]** And it's possible that if this continues, **[01:13:34]** this parallel world will overtake the state education system. **[01:13:38]** But that's a very long race. **[01:13:41]** For the state education system to change, **[01:13:44]** politicians would have to say, **[01:13:47]** that it is important. **[01:13:49]** And they will only say that **[01:13:51]** if people show them **[01:13:53]** that it hurts and that it's simply bad. **[01:13:55]** So expressing dissatisfaction, **[01:13:57]** being unhappy, and on the other hand also helping. **[01:14:00]** I still remember this. **[01:14:02]** A positive thing. I just remembered a positive thing. **[01:14:05]** I teach one day a week during the semester at university. **[01:14:08]** And whenever I reach out to people from business, **[01:14:10]** whether they would donate time, come, talk, do something, **[01:14:14]** everyone is willing. **[01:14:18]** It has never happened to me that... **[01:14:20]** At most, if they don't have time then, we find another date. **[01:14:22]** There are many people willing to help education pro bono. **[01:14:25]** I think we should take advantage of that. **[01:14:29]** I feel that sometimes the education system resists it, **[01:14:31]** that they don't want it, but if they open up to it, **[01:14:33]** we can dramatically improve quality **[01:14:36]** without it costing us anything. **[01:14:40]** I don't know how long, when everyone starts using it, **[01:14:42]** how long business people will still be willing to come for free, **[01:14:48]** But so far, the atmosphere at least in my bubble is such that whoever I ask, **[01:14:50]** they come, talk, connect, **[01:14:53]** bring students into the company. **[01:14:55]** This is fantastic. **[01:14:57]** Hats off, and I assume it's similar in the Czech Republic. **[01:14:59]** Certainly not at all schools, but that active involvement is great. **[01:15:02]** If you don't bore the kids with some frontal lecture, **[01:15:06]** but also include some elements **[01:15:11]** that make sense from a learning perspective, **[01:15:13]** then it's absolutely awesome. **[01:15:16]** Here's another question. **[01:15:18]** Imagine the coach is here, **[01:15:20]** and now I don't know if it's a tennis coach. **[01:15:23]** And again, the question is, which book would you recommend first, **[01:15:25]** if you were a coach. **[01:15:28]** For a tennis coach? **[01:15:31]** Well, here I am a coach and want to learn. **[01:15:33]** For a coach? **[01:15:35]** For a coach. **[01:15:36]** I don't know. **[01:15:37]** That Uncommon Sense Teaching I mentioned, **[01:15:41]** can be applied a lot to skill development, **[01:15:44]** but I'm not a sports psychologist, **[01:15:49]** and I really don't want to pretend I am. **[01:15:52]** I assume there are excellent books and resources **[01:15:55]** that help set up the development **[01:15:59]** of sports skills, **[01:16:02]** but I can't say from my own experience. **[01:16:04]** Yeah, but from what I know, **[01:16:06]** and I've talked to many people involved in sports, **[01:16:09]** if you meet a coach **[01:16:12]** and see that they force your child to play for 40 minutes, **[01:16:14]** please, take them away from that school. **[01:16:18]** You probably don't do that. **[01:16:21]** You speak a bit fast, **[01:16:24]** so I missed the end of the question. **[01:16:26]** Whether imagined learning works better in sports too. **[01:16:28]** That means, as we actually discussed. **[01:16:31]** Yes, research shows that even in sports, **[01:16:35]** and I came across tennis, I came across hockey, **[01:16:38]** I came across golf, where they were trying exactly that, **[01:16:41]** that it is not just one type of stroke, **[01:16:44]** but a combination, a combination. **[01:16:47]** I would be interested if I can influence psychological, **[01:16:50]** for the question, and thank you very much Lucie, **[01:16:52]** I always like what I can actually do, **[01:16:55]** if I can influence the psychological safety of people **[01:16:58]** in my team, in a positive sense. **[01:17:01]** That means how I, whether as a leader or as a member, **[01:17:04]** can influence psychological safety. **[01:17:07]** And if I give one thing, **[01:17:10]** and of course, when we have some hierarchy, **[01:17:14]** and when there is a manager, **[01:17:17]** they have more influence on the culture, **[01:17:19]** than when it starts from the bottom. **[01:17:21]** And that one thing is, in English it's called, **[01:17:28]** That is openly talking about your fears, **[01:17:33]** mistakes, problems, failures, **[01:17:36]** because by doing that you influence everyone else, **[01:17:40]** that yes, as we say in Slovakia, you put your skin on the line, **[01:17:43]** but on the other hand, by doing that you create, **[01:17:47]** you influence the atmosphere so that others will also, **[01:17:50]** oh, okay, it's alright, and we can admit our mistakes, **[01:17:53]** and we can talk about our fears. **[01:17:56]** And we primarily work with managers, **[01:17:59]** and still in that hierarchical world there is also this, **[01:18:02]** that they think they can't show weakness. **[01:18:06]** That I can't say, if they ask me, **[01:18:09]** this happened, what are we going to do, **[01:18:11]** and I can't say, I don't know. **[01:18:14]** And I can't give them a bad answer, and I can't make a mistake. **[01:18:17]** And here I return to self-compassion, **[01:18:20]** to be kind to yourself, **[01:18:24]** and talk about your fears, talk about your worries, **[01:18:27]** admit your mistakes, and I think by doing that you create it. **[01:18:30]** If I were to do one thing, it would be this. **[01:18:34]** How to help, greetings to Jarka Michalkova, **[01:18:37]** how to help colleagues who are under stress **[01:18:39]** and if they can't stop, what do they do first? **[01:18:43]** I don't get it. They're stressed and can't stop, **[01:18:46]** those are kind of two different things. **[01:18:48]** I think it's meant like performance, performance, performance, **[01:18:51]** we're just going full throttle, and that stresses us out, **[01:18:53]** and therefore we can't sharpen the saw, **[01:18:55]** so we can't stop. **[01:18:57]** If I got that right, that's how it turned out. **[01:18:59]** Ah, clear, clear, that I'm so overwhelmed, **[01:19:01]** that I'm stressed out because of it. **[01:19:05]** And the bad news is, I'll make it up, **[01:19:09]** that I'm stressed and working twelve hours every day. **[01:19:12]** And we need to change that somehow. **[01:19:14]** So my bad news is that I need to add something to it. **[01:19:19]** I need to add some time, **[01:19:22]** when I sit down with my calendar, reflect, **[01:19:26]** tell myself what the important things are for me, **[01:19:28]** which are in the top left quadrant. **[01:19:30]** That they are important but not urgent. **[01:19:33]** And I pre-book that time in my calendar. **[01:19:36]** And no matter how busy I am, **[01:19:38]** my experience is that it can be five weeks, **[01:19:41]** seven weeks, but in two months in the calendar **[01:19:44]** we can find some space. **[01:19:46]** And when we start deliberately reserving time for key things, **[01:19:51]** then gradually, by doing that, that's sharpening the saw, **[01:19:55]** by sharpening the saw, **[01:19:57]** by maybe reserving time for reflection, **[01:20:00]** to know if I'm following my priorities, **[01:20:03]** I gradually get out of that stress into some normal. **[01:20:06]** The bigger the stress and the amount on me, **[01:20:09]** the longer the ramp-up curve can be, **[01:20:12]** and the initial investment is needed. **[01:20:15]** Unfortunately, that's the bad news, that it takes a while, **[01:20:18]** but there's a lot of it. It's really just about sitting down, **[01:20:21]** stopping, reflecting, pre-booking, **[01:20:24]** and then eating according to that plan. But if I'm in a toxic **[01:20:27]** environment, then I give... It's very context-dependent. **[01:20:30]** And if I'm in an environment where they beat me down, **[01:20:33]** and I'm stressed out by my boss **[01:20:36]** or a boss who is destroying me, **[01:20:39]** then it probably changes things. Or the result of that **[01:20:42]** hour of reflection should be that I change the environment. **[01:20:45]** It really depends on the context. **[01:20:48]** I'm a bit, how to say, **[01:20:51]** an opponent of such payments. **[01:20:55]** There are many companies where it's not good. **[01:20:58]** People there are falling flat on their faces and so on. **[01:21:01]** And so they buy an app with a psychologist. **[01:21:04]** And it's like a solution, or they hold a lecture **[01:21:07]** on how we should breathe. **[01:21:10]** And it's very popular now. **[01:21:13]** If I could, I would try to appeal **[01:21:16]** that such a new cause might be somewhere else. **[01:21:19]** Even though I know it's a beautiful business **[01:21:22]** and that it's developing and so on. **[01:21:25]** But maybe we should sometimes look at it through another lens. **[01:21:28]** I'll tell you a nice study about it. **[01:21:31]** I'm making up the person, **[01:21:34]** who is stressed, receiving lots of emails, **[01:21:37]** trying to manage somehow, but can't keep up. **[01:21:40]** And you teach that person to handle emails much faster. **[01:21:43]** I'm just making this up, just guessing. **[01:21:46]** Say it took them on average 5 minutes per email, **[01:21:49]** and you come up with a technique that makes it take 1 minute. **[01:21:52]** So they handle emails 5 times faster. Do you know what happens? **[01:21:55]** They will receive 5 times more emails. **[01:21:58]** People actually find out **[01:22:01]** that the faster you respond, the more **[01:22:04]** imbalance immediately arises, **[01:22:07]** and you basically stay in the same place. **[01:22:10]** So some of these techniques make absolutely no sense. **[01:22:13]** And this brings us back to deeper reflection, **[01:22:17]** I now see such paradigm shifts, **[01:22:20]** where many people do, like, these extra miles, **[01:22:23]** thinking about it from the perspective of AI, automation, **[01:22:26]** digitalization of processes, etc. And that's exactly the way **[01:22:29]** to maybe free people's hands. **[01:22:32]** Because there is a huge amount of time there, **[01:22:35]** and I speak from my own experience. Bad keyboard shortcuts **[01:22:38]** and Filip Dřímalka quotes me on all sorts of things, **[01:22:41]** like the bad keyboard shortcuts I wrote to him, **[01:22:44]** thanks to his coach Honza Dolejš, whom I greet, **[01:22:47]** they saved me hundreds and hundreds of hours. **[01:22:50]** And that's one, one tiny thing. **[01:22:53]** It means you really have to stop **[01:22:56]** and thank you very much for that. **[01:22:59]** The lecture is ending and I really like your T-shirt **[01:23:02]** and I wanted to wrap it up in a roundabout way. **[01:23:05]** Courage to be disliked is really nice. **[01:23:09]** What would you wish for those people, **[01:23:12]** who try to educate others? **[01:23:15]** Whether they are teachers, or trainers in companies, **[01:23:18]** or educators in companies, or managers, **[01:23:21]** who really want to build this. **[01:23:24]** It's simple: to persevere. **[01:23:27]** Persevere, it's a long-distance run **[01:23:30]** and probably also managing expectations. **[01:23:33]** Collins in the book Good to Great **[01:23:37]** mentions the Stockdale paradox. **[01:23:40]** And the Stockdale paradox was, and this is a story again, **[01:23:43]** that optimists die first. **[01:23:46]** Stockdale was a general who was captured, **[01:23:49]** and I don't remember exactly, I think in Vietnam, **[01:23:52]** but that's not important, he said optimists die first, **[01:23:55]** because when we were in brutal captivity, **[01:23:58]** the optimists said, we'll be home by Christmas. **[01:24:01]** And Christmas came and they weren't home. **[01:24:04]** And in the end, they just couldn't handle it mentally. **[01:24:07]** And he said the mindset should be, **[01:24:10]** I don't know how long this will last, but I'll endure. **[01:24:13]** So persevere. **[01:24:16]** Thank you very much. Thanks, Lukáš. **[01:24:19]** It was a pleasure. **[01:24:22]** Thank you. **[01:24:31]** Persevere, pioneer. **[01:24:34]** Yes, yes. **[01:24:37]** Thank you very much. **[01:24:40]** I really enjoyed it. **[01:24:43]** Thank you very much. It was pleasant. **[01:24:46]** I have lots of notes. **[01:24:49]** That's important to us. **[01:24:52]** It's also one of the barriers. **[01:24:55]** So feel free to send us some feedback, **[01:24:58]** either on redbutton.edu or here through Slido. **[01:25:01]** We would really appreciate it. **[01:25:04]** We're also always interested in one word **[01:25:07]** that you take away from this. **[01:25:10]** This already makes you think a bit. **[01:25:13]** You probably understand that this is something, **[01:25:16]** which others, and Lukáš already mentioned today, **[01:25:19]** might fit into the context, **[01:25:22]** and that is reflection. **[01:25:25]** So I encourage all of you sitting somewhere **[01:25:28]** with your colleagues, friends, and so on, **[01:25:31]** to take that extra 10%, talk about **[01:25:34]** what surprised you, what you can use right away, **[01:25:37]** what annoyed you, and so on. **[01:25:40]** We have a simple form for that on redbutton.edu. **[01:25:46]** The reflection circle is something integrated **[01:25:49]** into Brain&Breakfast. **[01:25:52]** It's called Digestive. **[01:25:55]** Lukáš and I will have it on February 9th at 9 a.m. **[01:25:58]** So if you want to dive deeper **[01:26:01]** into this topic, discuss more, **[01:26:04]** ask questions, and so on, **[01:26:07]** you'll have the chance together with Lukáš, **[01:26:10]** and there will always be other people **[01:26:13]** who have something to say about education. **[01:26:16]** We have confirmed Luboš Malý and others. **[01:26:19]** So this will be a great discussion, **[01:26:22]** which I personally look forward to. **[01:26:25]** The Red Button project also has something **[01:26:28]** called Book of the Month. **[01:26:31]** I think you've been given enough today, **[01:26:34]** so there's probably no need to say that in January, **[01:26:37]** we have another book here, and if you read **[01:26:40]** just a few of those Lukáš recommended, **[01:26:43]** that would be fantastic. **[01:26:46]** Watch Edu, it's something **[01:26:49]** where not only Rain and Breakfast is, **[01:26:52]** but many other opportunities to get inspired, learn, **[01:26:55]** meet people, visit companies, and so on, **[01:26:58]** so this is a platform we're putting together. **[01:27:01]** And maybe I'll add one more thing. **[01:27:05]** If anyone watching us wants to **[01:27:08]** take corporate learning much further, **[01:27:11]** we are just opening the spring run of something we call **[01:27:14]** a learning organization, which is a course where the principles **[01:27:17]** of how learning should work in an organization **[01:27:20]** are taught by people who are experts in this field. **[01:27:24]** But what awaits us in February? **[01:27:27]** February 22nd. **[01:27:30]** I was thinking about what it should be like, **[01:27:33]** and since the second war around us is approaching, **[01:27:37]** I asked a very qualified person **[01:27:40]** to share with us how **[01:27:43]** this war affects the security of the Czech Republic, **[01:27:46]** and Colonel Foltýn will come. **[01:27:49]** It will be a fantastic lecture. **[01:27:52]** I believe you'll make time, whether you, **[01:27:55]** watching us live, **[01:27:58]** until February 22nd. **[01:28:01]** And from 8:30, we'll meet here again in Magenta. **[01:28:04]** Thank you very much. **[01:28:07]** Thanks to you again, Lukáš. Take care, **[01:28:10]** write poems, bye and see you.