As you would expect, Michael Bungay Stanier’s book The Coaching Habit is all about how to be a more effective coach. Part of becoming a more effective coach involves understanding how the brain works so that you can understand how the people you coach are going to learn and react in certain situations. To help demonstrate the importance of knowing how the brain works, Bungay Stanier references Josh Davis and his colleagues from the NeuroLeeadership Institute and their model known as “AGES”. Specifically, Bungay Stanier focuses on the “G” from AGES.
G stands for Generation, and commenting on knowledge generation, Bungay Stanier writes, “Advice is overrated. I can tell you something, and it’s got a limited chance of making its way into your brain’s hippocampus, the region that encodes memory. If I can ask you a question and you generate the answer yourself, the odds increase substantially.” What is important here is understanding that we create memories and generate our knowledge in an active process. Learning and creating knowledge are not passive processes. We don’t sit in a sea of information and passively absorb new lessons and knowledge as tides of information wash into our brains. Instead, we hunt down the specific information we need or want (or sometimes we inadvertently pursue it) and emotion and engagement pull the knowledge into our minds.
Quoting the NeuroLeadership Institute, Bungay Stanier writes, “When we take time and effort to generate knowledge and find an answer rather than just reading it, our memory retention is increased.” The chance of us remembering something a professor says, or something we hear on TV, or the advice our parents give us is not great when it is just verbally directed toward us. If we truly seek out the information, if the information is presented to us in a way that forces us to be more engaged to get the answer we need, and if we have to truly use the faculties of our mind to find meaning, reason, and truth, then we will have a more powerful connection to the knowledge. We will generate new information in our brain and become more knowledgeable than we would if the information was simply presented to (or at) us.