WHY YOU NEED TO FILL OUT THIS BOOKLET!
Theory is useless compared to action.
This booklet is what will separate you from
everyone else.
The science is unequivocal: Learning science
has shown that retention increases dramat-
ically when new information is immediately
recalled (verbally or via writing), as well as
when it is practically applied to your life.
NOW WHAT?
Watch the video online or on your USB Flash
Drive.
Pause the video as needed to fill out the
booklet.
Don’t worry about finishing all at once. Stop.
Start. Come back. It’s all up to you.
Apply the techniques discussed in the book-
let to your life.
Notice the results. Then double down on
what especially works for you.
WHAT YOU WILL LEARN:
1. At a time when you are constantly being asked to
retrain and reinvent yourself to adapt to new tech-
nologies and changing industries, this book shows
you how to uncover and develop talents you didn’t
realize you had—no matter your age or background.
2. You need to focus intently to be able to solve
problems—yet that focus can also block you from
accessing the fresh approach you may need. This
book teaches you how to open that gateway.
3. You are more likely to develop a passion for what
you are good at. The mistake is thinking if you ar-
en’t good at something, you do not have and can
never develop a passion for it. This book teaches
you to revisit those areas that you’ve misconceived
as weaknesses.
NOTE
You do NOT need to read A Mind for
Numbers to learn and apply its key
points. You should read it, but you
don’t have to.
 BIG IDEA #1 SECOND SKILLING

BALANCE APPLICATION

Traditionally, career development has been informed
by a T-shaped trajectory. An employee acquires one
predominate expertise. This deep expertise is bal-
anced by a variety of other, lesser “horizontal” skills
such as social or computer skills. Now, employees
are expected to have a π-shaped approach: two ar-
eas of deep knowledge, balanced by a modicum of
insight in other areas.
“Second-skilling” is necessary for ca-
reer resiliency—giving you options
and flexibility.”
In Mindshift, Oakley visits Singapore where the
economy has experienced many peaks and troughs.
Singapore has an unusual tripartite approach where
government, unions and business employers work
together to enhance the workforce. Therefore, the
government works with those who are forty and
above to enhance their skillsets—providing coun-
seling-related certifications which may not help in
an employee’s current work, but prepares them
in the case of their job’s obsolescence. Every Sin-
gaporean who’s above 25 receives five hundred
Singapore dollars in a virtual credit account to
offset training expenses.

Second-skilling has two dimensions. A second skill

can grow from work-related needs, or from passion.
An optimal second skill can arise from both. Consid-
er what skills will allow you to move into or across
or up for career advancement.

“You often have more talent and ability within you than
you think. Second-skilling isn’t necessarily about a job—
it’s also about respecting your multifaceted ability to be
good at different things.”
3
 SKILLS = DOLLAR BILLS
EXAMPLES
Image 1. Scott Adams of Dilbert fame describes the
“talent stack” approach to understanding career
success. It’s easy to forget that there is much more
to a successful career than expertise in one specific
area.
4
Image 2. There are other shapes beyond the “T”
and “π” approaches that can be used to help envi-
sion careers. A “mushroom” approach means having
broad competencies, all supported by a broad stem
of expertise.
 SKILLS = DOLLAR BILLS

QUESTION EXERCISE

What’s your current specialization?
I currently have a degree in accounting and attend con-
tinued professional education courses to stay ahead of
new regulations.
List skill subsets that could bring you a cut above
your peers or would make you invaluable if you
chose to pivot to another career path.
1.

2.

3.

4.

5.

QUESTION QUESTION

How could improving your skillset make you even What might you do broaden your learning toolkit?
more compatible?

5
 BIG IDEA #2 SELECTIVE IGNORANCE

CLARITY WILL COME SAY NO

Selective ignorance can be a vital tool to improving Oftentimes, new employees want to learn every-
productivity. By rejecting anything that stands as an thing about the company, which ends up getting
obstacle to the plan in place—clarity presents itself. them drafted into projects they had no interest in
participating in. Cultivating selective ignorance will
Dr. Oakley speaks with Terri Sejnowski who pivot- allow you to say “no” more often.
ed from theoretical physics to neuroscience. When
it came time to join Harvard for his postdoc, he
feared his strong technical background would pi-
geonhole him into the modeling and technical pro-
gramming side of his studies. Therefore, he vowed
not to touch computers for the three years of his
postdoctoral studies—doing nothing but living and
breathing neurobiology.

“You only have so much cognitive energy. Be selective

about what you choose to become an expert in—you
don’t want to be typecast as an expert in areas you do
not want to spend time on.”
6
 IGNORANCE IS BLISS

QUESTION QUESTION

To make time to adopt a skillset, list the five worst Could these time sucks be delegated or eliminated
offenders of absorbing your time unnecessarily. entirely?

I’m often drafted into troubleshooting IT issues because

I’m tech savvy. I’d prefer to leave that to the profession-
als.

I’m normally responsible for getting the kids ready and

then taking them to school. If my partner freed up one of
those jobs so that I could take an online course.

1.

2.

3.

4.

5.

7
 BIG IDEA #3 REFRAMING
CHANGE THE MEANING
Consciously finding a way to change the meaning of
what is experienced reduces the flood of stress-re-
lated neurotransmitters released by the fear sector
of the brain. This provides a pathway for the mind
to uncover deeper truths, even if it’s through what
appears to be mental sleight of hand.
Reframing is such a powerful approach that it lies
at the heart of cognitive behavioral therapies used
to treat depression, anxiety, and other psychological
challenges.
“Whatever you think you are, you are actually bigger than
that.You can find a way to go beyond.”
8
DAILY PLANS
Dr. Oakley collected a fascinating metaphor for
motivation... It’s like bathing—it doesn’t last. One
can’t wash once and be clean for the rest of her
life. No matter how often or how long one spends
in the bath—she will eventually have to bathe again.
Likewise, no matter how strong the motivation, the
world can be a negative place.
Therefore, learn how to motivate yourself every day,
just like washing.
Choose to believe that everything happens for a rea-
son. Review not just what you want to do, but why
you want to do it every day.
 REFRAME YOUR PERCEPTION

LANGUAGE EXERCISE THOUGHT EXPERIMENT

- Replace “I am not...” with “I will become” Recall a major challenge in your life that you can
reframe as an opportunity. Jot down what concrete
steps you could take that might allow you to make it
an advantage, either now or in the future.

- Replace “I’m not good at...” with “I am learning how

to...”

- Replace “I could never learn how to...” with “I’m

excited about the challenge of learning how to...”

QUESTION

Do you have a weakness you can change into a

strength?

9
 BIG IDEA #4 FOCUSED VS. DIFFUSED MODE

ATTENTION WANDERS POMODORO TECHNIQUE

Research has shown that there are two fundamen-
tally different operating modes: “focused” and “dif-
fuse.” Focused mode pops into gear as soon as at-
tention is turned to something. Diffuse mode, on the
other hand, pops up when one isn’t thinking about
anything—like when you’re standing in the shower
or looking out a window.
Learning involves two steps. First, focusing attention
and activating the conscious part of the learning pro-
cess.Then, taking focus off the learning curve at hand.
This step allows the brain to creatively consolidate
what’s being absorbed.
The Pomodoro technique is a deceptively simple,
yet extremely powerful focusing technique devel-
oped by Francesco Cirillo in the 1980s. Pomodoro
is Italian for “tomato,” and the timers Cirillo rec-
ommended were often shaped like tomatoes. To do
the Pomodoro, all one needs to do is turn off all
potentially distracting beeps or buzzers from smart-
phones or computers, set a timer for 25 minutes,
and focus until the timer runs out. Then allow your
brain to rest for 5 minutes—take a walk, surf the
web—anything to comfortably allow yourself to
be distracted. Repeat.
Take breaks. Blink to trigger a change in mode. Set
aside daily time when your mind is encouraged to
relax and wander freely. Employ the Pomodoro
method.

“Problem solving in any discipline often involves an exchange be-

tween the two fundamentally different modes. One mode will
process the information it receives and then send the result back
to the other mode. This volleying of information back and forth
as the brain works its way toward a conscious solution appears
essential for understanding and solving all but trivial problems
and concepts.”
10
 FOCUS ON POSSIBILITIES

QUESTION ACTIVITY

How can you systematize deep work (focused See whether you can form a new triangle that points
mode) with mental breaks (diffused mode) to opti- down by moving only three coins. When you relax
mize your learning efficiency? your mind, releasing your attention and focusing on
nothing, the solution can easily come to you.

11
 BIG IDEA #5 CHUNKING

RINSE AND REPEAT REMEMBER!

Becoming an expert in something new, whatever the
subject, means building small chunks of knowledge
using day-by-day practice and repetition.
By picking a few key phrases, algorithms or conjuga-
tions to learn by heart, they will serve as a founda-
tion for later material. Gradually, these small chunks
can be knit together into mastery.
Simply doing lots of easy exercises instead of sys-
tematically stepping back to understand, practice,
and repeat is like playing air guitar to learn how to
play a real guitar.
Institute deliberate daily practice. Chunking requires
self-discipline and commitment to constant reitera-
tions.

A common example of chunking is learning how to

read and play music. Consider the guitar. Each week a
teacher puts forth a set number of chords to memo-
rize. Every day, the student devotes thirty minutes to
practice finger placements in the chord formations.
The following week, the student learns an additional
chord progression and practices switching back and
forth until it becomes second nature.

“Moments of insight, which arise from new synaptic con-

nections, can fade away—the connections withering—if
they are not repeated soon after the original connections
are formed.”
12
 CHUNK CHANGE

QUESTION QUESTION

What topic/industry should you be able to quickly What is a good tiny chunk for you to practice with
recall information about, in order to move forward over several days?
in your career and life?

As a museum tour guide, I need to know not only the

ins and outs of the collection, but also the history of the
museum itself. When was it constructed? Who were the
noteworthy donors? What were the first acquisitions?

QUESTION

What is a daily cue that could be used to practice

the routine of chunking?

13
 BIG IDEA #6 PROCRASTINATION

PAIN CENTERS DO THE HEALTHY VERSION

When a big task is in front of you, the pain centers of
the brain light up. Only when actually in the midst of
doing the task do the lights recede. Procrastination
is a single, monumentally important “keystone” habit.
Procrastination tends to ratchet up stress levels.
Once stress goes too high, the ability to think clearly
will disappear.
Practice healthy forms of procrastination such as
drafting a to-do list so you can pause and reflect
before jumping in and accomplishing something. Be
patient with sustainable changes—drastic alterations
in your work habits tend to wear away. Use the Po-
modoro technique.

Imagine if you started getting in shape a week be-

fore your wedding day. Kudos to you, but will a week
make a huge difference on those timeless photos?
I think not! Your muscles will be achy and swollen.
You’ll be cranky from lack of food.You’ll fall off track
by the time the cake is served. In just the same
way, you can’t overcome a substantial challenge or
out earn the competition if you just cram at the
last minute.

“People who make a habit of getting their work done in

binges are much less productive overall than those who
generally do their work in reasonable, limited stints.”

14
 WHAT ARE YOU WAITING FOR?

QUESTION BRAINSTORM

Of the discussed techniques for getting over pro- Think of a challenge that you have been
crastination, which will you adopt and why? putting off. What kind of thoughts would help you
actually do it?

EXERCISE

Write down three “microtasks” that you can do

within a few minutes to ease the burden of a larger
task that has you overwhelmed.

If you sit down to work and find yourself frittering

away your time – what will you do to get yourself
back on task?

15
 BIG IDEA #7 ILLUSION OF COMPETENCE

READ VS UNDERSTAND THE ALGEBRA CLASS

Humans often erroneously believe that they are
learning simply by reading material that is on the
page in front of them.
Wanting to learn the material, and spending a lot of
time with it, doesn’t guarantee you’ll learn it.
Consider a basic algebra class. Oftentimes, a text-
book outlines a daily concept—there’d be a prob-
lem, a step-by-step work through and then the solu-
tion. The student reads it, maybe studies the steps
and then says, “Yes, I can do this.” And yet, when the
time comes to do a problem set—the solution isn’t
immediately clear. They must revisit the explanation.
Internalize. Pause. Understand. Recall. Repeat.

Work with flash cards. Engage with the material by

writing in the margins. Highlight sparingly.

“Pick a mathematical or scientific concept from your

notes or from a page in the book. Read it over, then look
away and see what you can recall—working toward un-
derstanding what you are recalling at the same time.Then
glance back, reread the concept, and try it again.”
16
 BE CAPABLE OF COMPETENCE

QUESTION QUESTION

What is an occasion in which you thought you What strategy can you use to help avoid falling for
knew everything about a subject only to realize this illusion in the future?
you knew nothing?

17
 BIG IDEA #8 TESTING & TEACHING
SIMPLIFY
Even if what you are studying is very advanced, sim-
plifying so you can explain to others who do not
share your educational background can be surpris-
ingly helpful in building your understanding. Self-test-
ing prompts the same wonderful way of concentrat-
ing the mind.
Retelling whatever you are learning about not only
helps fuel and share your own enthusiasm, but
also clarifies and cements the ideas in your mind,
so you’ll remember them better in the weeks and
months to come.
“If you compare how much you learn by spending one
hour studying versus one hour taking a test on that same
material, you will retain and learn far more as a result of
the hour you spent taking a test.”
18
DO EASY
Start with the most difficult problem, but when you
get stuck, move on to an easier question. Test tak-
ing is like being a highly efficient chef. While you’re
waiting for a steak to fry, you can swiftly slice the
tomato garnish, then turn to season the soup, and
then stir the sizzling onions. The hard-start-jump-to-
easy technique may make more efficient use of your
brain by allowing different parts of the brain to work
simultaneously on different thoughts.
Draft questions immediately after reading material
so that you can revisit later. Ask yourself after re-
counting, “Does this really make sense?”
 TESTING LEADS TO FAILURE,
FAILURE LEADS TO UNDERSTANDING

QUESTION QUESTION

Who will be your students when learning/teaching a Why would you want to shift your attention mo-
new concept or skill? mentarily before rechecking your answers on a prac-
tice test?

19
 BIG IDEA #9 PROCESS VS PRODUCT

FLOW OF TIME

If you find yourself avoiding certain tasks because

they make you uncomfortable, there is a great way
to reframe things: Learn to focus on process, not
product. Process means the flow of time and the
habits associated with it. Product is an outcome.

Prevent procrastination by concentrating your at-

tention on building processes---habits---that coinci-
dentally allow you to do the unpleasant tasks that
need to be done.

Avoid focusing on the product. Focus on the small

chunks of time you need over days or weeks, to
solve the homework problems or prepare for tests.

“The essential idea here is that the zombie, habitual part

of your brain likes processes, because it can march mind-
lessly along. It’s far easier to enlist a friendly zombie habit
to help with a process than to help with a product.”
20
 METHOD / MADNESS

QUESTION QUESTION

Why do you think the zombie-like, habitual part of What can you do to encourage a process orienta-
your brain might prefer process to product? tion even two years from now?

EXERCISE

Make a Product / Process Map.

21
 BIG IDEA #10 GO TIME

GET STARTED! INSIGHT

The clear and compelling evidence put forward here
should give you the confidence to try techniques
without the doubt and resistance that often sabotag-
es our best efforts. The ultimate evidence will come
when you evaluate your performance and attitude
once you deploy these strategies.
By understanding your brain’s default settings­
—
the natural way it learns and thinks—and taking
advantage of this knowledge, you, too can become
an expert.
Lady luck favors the one who tries.

Get started! A little insight into learning how to learn best doesn’t
hurt, either.

“This kind of long term stick-to-it-iveness is what can

help get us past the inevitable naysayers or unfortunate
vicissitudes of life that can temporarily make our goals
and dreams seem too far to grasp.”
22
 NO TIME LIKE THE PRESENT

IMAGINE QUESTION

Imagine yourself killing it... What did it look like? How does it feel?

I saw myself being interviewed by the local news—high-

lighted not only for the novelty of my new business but
the positive change that has resonated throughout the
community since it opened.

QUESTION

What did you do to breeze past obstacles?

23
MY OWN NOTES

24
MY OWN NOTES

25