For Corporate/Government Organizations

Conventional training methods waste money and inhibit growth. Now there is a science-based solution.


“The ability to learn faster than your competitors may be the only substantial competitive advantage.”
– Arie de Geus, Former VP of Planning for Royal Dutch Shell

Learning Organizations Win!

While all 32 Elements of the Learning Code are important, the ones below are especially relevant in order to accelerate the speed of learning and behavioral change in your organization.

What Is Learning?

Discover specifically what you need to make happen in the brains of the individuals in your organization in order to alter their beliefs, create profound learning and produce sustained behavioral change. Find out more…

What Is Intelligence?

History has shown that organizations that do not learn fast enough die! In fact over 330 of the companies listed in the Fortune 500 in the 1960s no longer exist today.

In the 21st century, corporations and government organizations recognize that the speed at which their workforces can learn dictates their success. Unfortunately, most of us who have worked in these institutions recognize that there are severe limitations to the standard lock-them-in-a-box (classroom), talk-to-them, make-them-study-and-test-them method of learning. It is estimated that 85 to 90 percent of what the average attendee is taught at a traditional training course is forgotten within 12 weeks!

By understanding how to turn on the Learning Code, organizations can dramatically accelerate the speed of learning and the depth of behavioral change in their workforces.

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Intelligence is what all learning systems try to increase. But we can’t hope to effectively increase intelligence unless we understand what it actually is. We have mistakenly made the correlation between, IQ, SAT and grade scores and our ability to succeed in the real world. To succeed outside of academia, you don’t need to raise your workforce’s IQ factor – you need to raise its Adaptability/Intelligence (AI) Factor. Find out more…

Six and a Half Billion Intelligences – Not One

Genetic variation builds unique brains, ensuring that none of 6.5 billion people on earth will ever learn in exactly the same way. This Element explains how and why each member of your organization has acquired a mode of learning that is totally unique to them. Find out more…

The 11 Biological Intelligences

While at first, the task of developing learning systems for 6.5 billion people, all with different neurological structures may seem overwhelming, it is made much less complicated by recognizing that, while human brain plans dramatically vary in detail, they all fit into a limited number of general designs. In this Element, you will learn about the 11 biological intelligences, how to identify them and which one a person most favors. Some organizations may prefer some of these biological intelligences more than others. Find out more…

We Learn Through Selection Not Instruction

To anyone who has passed though our educational system, the title of this Element seems outrageous. Yet we are discovering from the worlds of neuroscience, biology, and genetics that our observations are wrong. Science is now allowing us to realize for the first time that Aristotle and Plato were off the mark. The individuals in your organization do not learn by being told by someone else what to learn but through the brain’s selection, from the environment, of what is needed to survive and thrive in the world. Find out more…

Environment Is Everything to Increasing Your Adaptability / Intelligence Factor

The environment is all powerful in the process of building and shaping the genetic and neurological structures that are the wellspring of all our thoughts and behaviors. Your biology can only select what the environment presents – the good as well as the bad!

This Element demonstrates why the environment created by your organization has so much impact on the learning and behaviors of the individuals you want to influence. Find out more…

Meaning – the Holy Grail of Learning

In this Element, we focus on one of the main tenets of the Learning Code: There is no learning without meaning. Here we will see through the eyes of science what we have intuitively known: We remember what is meaningful to us and forget almost everything else. Personal meaning is the holy grail of learning, memory and behavioral change because it is the primary key to unlocking the Learning Code. You must access what is personally meaningful to the individuals in your organization or you will fail to influence them. Find out more…

“No Meaning, No Learning”: The Meaning Network

In this Element, we find that before new information can be efficiently selected into our long-term memory banks, it must first stimulate a group of neurological structures, called the “Meaning Network.” For the most part, traditional government and corporate learning systems fail to create profound long-term memory formation and behavioral change because they fail to target this group of structures. Find out more…

No Learning Without Emotion

As the 21st century dawns, neuroscience informs us that our emotions are not frivolous luxuries in which we indulge ourselves, nor interlopers in the process of rational thought, but instead are the primary organizing factors upon which consciousness, reason and memory are built. Without emotional marking we find there can be little or no learning. Find out more…

The Motivational Problem

We are now finding that the authoritarian carrot-and-stick approach to learning and behavioral change, which dominates virtually every institution in the world, may itself be a major inhibitor of the learning process. In this Element we learn how and why internal motivation is far superior to external motivation in producing both long-term memory and behavioral change. Find out more…

The Power of Concepts Over Details

Most of us are not very good at thinking or remembering details, not because we are stupid, lazy, or have inefficient brains, but because our brains have not been developed by evolution to emphasize isolated facts. The brains of the individuals in your workforce were designed to learn concepts before they learned details. Because of this fact, any learning system that emphasizes detail acquisition over concept formation will be in conflict with how the brain naturally processes and encodes information. Find out more…

Associative Learning – the Power of Simultaneous Neural Firing

Discover why training programs must create simultaneous neural firing (the firing of many neurons at the same time) in the brains of learners in order to produce associative learning, concept formation, metaphor construction, intuition and creativity. Find out more…

Why Humans Are Such Copycats

Why did you pick out that shirt or blouse you have on? Why did you buy those particular shoes? How about that belt or watch you have on – what made you choose those? For that matter, why do you yawn when you see others yawning or feel sad around depressed people? Why do your employees keep imitating the bad habits of their coworkers? We now have the answer. We imitate because we have genes and neurons that compel us to mimic one another – the good and the bad! Find out more…

“Yesterday’s success formula is often today’s obsolete dogma…We must continually challenge the past so that we can renew ourselves each day.”
Ghoshal, S. & Bartlett, C.A. “Rebuilding Behavioral Context: A Blueprint for Corporate Renewal,” Sloan Management Review, Winter 1996)

Why Experience Beats Linguistic Learning Every Time

Educational systems try to pour words into learners’ heads like we pour water into a jug. The only difference is that most of the words leak out, never to be remembered. Since life first appeared on earth 3.5 billion years ago, evolution has used experience, not words, as the primary basis of learning, represented by change at the level of genes and nerve tissue. In this Element, you will find the six reasons why the brains of the individuals in your organization prefer experiential learning over classroom learning. Find out more…

Memory Is Not an Event: The Four Stages of Learning

In this Element, we find that learning is not an event but a process. You do not form a memory in one fell swoop. In order to learn, your brain must go through four distinct stages of the learning process. Here you will find out what the four stages are and how to access them so that you may accelerate the speed of learning and behavioral change in your organization. In this Element we focus on the first three stages of the learning process. Find out more…

The Incubation Stage of Learning

Once you have processed data in the first three stages of learning, something else must take place before this information can be selected into your long-term memory banks. That something else is a period of relaxed physical downtime, in which the brain’s neurochemistry is altered. Like a fresh flower bud, newly learned information is very fragile and cannot be effectively logged into long-term memory until you pass through the incubation stage of learning. In this Element, you will learn that your workers need to experience relaxed downtime in order to integrate the learning and behavioral changes you so desperately want to implement. Find out more…

Stress – the Death of Learning

Although science has shown that the greatest facilitator of learning and memory is relaxed mental states, new research is now uncovering a very disturbing fact: The greatest inhibitor of long-term memory formation is the opposite of relaxed states – stress. We are now finding that stress can destroy your ability to learn in many ways, including killing your brain cells and withering neural connections. Considering that most workers feel that they are under huge amounts of stress in their lives, this turns out to be a very disquieting discovery. Find out more…

The Cycle of Transformation

This Element explains that brains must go through a cycle of transformation before they can reach higher-ordered mental states. Before a brain can reach these more-evolved states it must pass through a phase of chaos, which is often perceived as confusion. It is when our brain exits this chaotic stage that we experience the revelation “aha” moments in our lives. Find out more…