It is often said that;
“Successful entrepreneurs start with making dreams happen”.
Is this true at all?
Let me share with you some facts on neurosciences and how these facts may explain what exactly happens in a successful entrepreneur’s brain when he/she dreams of making things happen.
Do you know that our frontal lobe holds the secret for making our “dreams come true?”.
This secret is summarised in two words;
…which is the ability to voluntarily choose, from millions of pieces of data, which ones seem most relevant to your life.
Do you know what actions enhance your selective attention ability?
Daily meditation enhances our ability to focus our attention to virtually any goal we wish to achieve, and selective attention improves the memory functions of our brain.
Specifically, meditation helps to maintain working memory – the information we need to make any conscious decision – and it does this by discarding irrelevant and distracting data.
Desire and focus is enough to permanently alter your brain.
How does this happen?
Neurosciences has proven that when you intensely meditate on a specific goal over an extended period of time, your brain begins to relate to your idea as if it were an actual object in the world by increasing activity in your thalamus, part of the reality-making process of your brain.
The dream (concept) begins to take deliberate action in the world.
Do you dream to make something happen? Focus, meditate. Let it happen. Make it happen.
#myBrainInPinkFlippers #jomZoomotak #neurobizmalaysia
Didalam bidang neurosains dan psikologi, teori tindak balas ‘tend & befriend’ (jika diterjemahkan secara langsung bermaksud ‘cenderung & berkawan’), mengusulkan bahawa kita ‘berkawan’ atau ‘bersekutu’ (affiliate) apabila berasa tertekan dan kita cenderung (serta berpaling) kepada anak-anak apabila merasa terancam.
Secara amnya, tend and befriend membuatkan manusia berasa bersama dilindungi dan lebih selesa.
Tindak balas tend & befriend ini diasaskan daripada suatu ‘litar neuro’ hormon oxytoxin dan opioid peptide dalaman.
Apabila hubungan rapat sesama kita diancam atau dicabar, ataupun kita berasa tersisih, peningkatan plasma oxytoxin akan berlaku, suatu penanda biologi yang memberi isyarat perlunya ‘affiliation’ (gabungan atau persekutuan); oxytoxin menyebabkan perlakuan berkawan / bersekutu / bergabung apabila kita stress (tertekan).
Dengan hubungan sosial yang positif, oxytoxin mengurangkan tindakbalas biologi stress.
Tindakbalas ini dilihat lebih ketara didalam wanita berbanding lelaki, yang dikatakan bertindak ‘fight or flight’ (melawan atau meninggalkan).
Kajian juga menunjukkan respon neurologi ini sedikit sebanyak menjawab persoalan “mengapa wanita hidup lebih lama dari lelaki”.
Bayangkan bagaimana konsep ini digunapakai didalam kehidupan seharian, di tempat kerja contohnya.
Disebabkan inilah, kajian neuro-leadership memberi penekanan kepada pemahaman fungsi serta tindakbalas otak manusia demi meningkatkan keharmonian dan kesejahteraan (well being) di tempat kerja.
Sekejap…konsep unfriend pula bagaimana?
Bab ini, tunggu post seterusnya ya. 🙂
#MyBrainInPinkFlippers #jomZoomOtak #neurobizmalaysia
Sebahagian kajian fMRI yang menunjukkan perbezaan tindakbalas dalaman otak diantara wanita dan lelaki apabila stress (tertekan) dan terancam.
Sumber rujukan: https://doi.org/10.1016/j.ynstr.2019.100177
Universities Should Be Preparing Students for the Gig Economy
How well do universities prepare students to work independently in the Gig Economy?
Today’s graduates are joining a workforce where the Gig Economy — including consultants, independent contractors, freelancers, side giggers, and on-demand workers — makes up an estimated 30-40% of the U.S. workforce.
They’re also facing an economy in which alternative work arrangements are growing faster than traditional full-time jobs, and are only projected to keep growing. The recent news that the majority of Google’s workforce is made up of independent and temporary workers rather than full-time employees is just one example of the rapid transformation of the corporate workforce.
Despite these changes in how we work, universities have yet to integrate the study or practice of the Gig Economy into their curriculum or career services. Instead, they continue to educate and prepare students to become full-time employees in full-time jobs.
That approach does a disservice to students who will graduate ill-equipped and unprepared to succeed as independent workers. To better prepare their students for the workforce they’ll enter when they graduate, universities can take three important steps:
Teach the Basic Skills to Work Independently
Many of the skills required to be a successful independent worker can be taught: how to create a business entity, how to manage a small back office, how to negotiate prices and consulting contracts, and how to develop and execute a marketing and branding strategy.
These basic business school skills can be re-framed to prepare students to work independently and entrepreneurially to build a portfolio of gigs.
The students in my class have learned these skills and gone on to make significant changes in the way they work. I receive emails months and even years after graduation from students who have taken on side gigs to pursue work they love, quit their traditional jobs, started their own small businesses or consulting firms, moved to new locations, or who are traveling the world working remotely.
They tell me how grateful they are to do work they choose, live near family or in a place they love, and stop commuting to an office. Even the ones who make the choice to continue to work in a traditional full-time job tell me they feel more prepared to work independently if they should need to, or decide to, in the future. These are anecdotal results from one course, but they portend the impact that teaching basic entrepreneurial skills could have on students’ professional and personal lives.
Expand Career Services to Offer Gigs
University career services focus on matching students with full-time jobs and, so far, have ignored the rising incidence, and importance, of independent work in the Gig Economy.
I regularly hire independent workers to help with projects that involve research, writing and editing, as well as marketing and social media. University Career Services are the least receptive to this project work.
They are trapped in the mindset of thinking that work experience equals a full-time job and have little on offer to help students create a portfolio of work during the semester breaks, or to help them take on side gigs during the academic year.
Career Services must do a better job of helping students find work, not just jobs.
There are nascent signs of change. For instance, the University of Texas at Austin and Wellesley career services have begun educating students about the Gig Economy. The DePaul School of Music uses a student app called The Gig Connection to help students find gigs throughout Chicago, and Boston University has developed a Quick Job board, which includes short-term opportunities that range from raking leaves, to assisting in medical research studies, to developing a web site.
Dedicated platforms and apps like these that help students find short-term projects, assignments, and gigs are still rare, but the ones that exist illustrate what the future of career services could look like.
Teach What They Practice
It’s paradoxical that universities are active and enthusiastic participants in the Gig Economy, yet only prepare their students to work as traditional employees in full-time jobs.
Universities need only turn the mirror on themselves to see the work world their students must be ready to enter. Their own business models and practices are a case study about how employers are changing work and their workforce.
Universities rely on independent contractors.
Like Google, universities have already built blended, flexible workforces made up of more independent workers and fewer full-time employees. This is most evident in the growth of adjunct lecturers, who make up 50% or more of the teaching staff at many universities.
If universities are part of the trend of hiring significant numbers of independent workers, they should prepare their students for that future, too.
Most professors have side gigs.
Universities expect and allow their full-time tenured professors to have side gigs such as consulting and advisory work, paid research, Board positions, and speaking engagements, to elevate their brand and augment their income.
“The Tenured Entrepreneur,” who hustles for work on the side, is the university faculty norm – not the exception. Even among traditional liberal arts professors of English and History, for example, writing books, contributing to literary and popular magazines, and speaking are popular, and paid, side gigs.
Yet it’s not the norm for students. Too many students leave school with a transcript instead of a portfolio. Even small side gigs during the academic year, whether required as separate courses, or part of existing courses, create a way for students to experiment with a variety of work and acquire concrete skills and work experience.
Universities are going online.
Universities are separating the need to be on campus from the ability to earn course credits and degrees. Higher education’s fastest growing new product is the online remote courses and programs that allow students to learn when and where they choose.
The same desire for control and flexibility is driving the growth of remote independent work, and needs to be reflected in the opportunities that career services offers to students and that campus recruiting presents to graduates.
The Gig Economy is disrupting the way companies work, and the way they hire. Corporate leaders are increasingly choosing to work with independent contractors, consultants, and freelancer as needed, rather than creating full-time jobs filled with full-time employees.
To succeed, students need to learn how to be self-employed, entrepreneurial, and how to run a small business, because increasingly, that’s what each of us is and will do for at least some part of our careers. By teaching their students what they themselves already practice, universities can do a much better job preparing their graduates for the increasingly independent workforce of today, not the traditional jobs of yesterday.
So, are we ready?
Ini sambungan tulisan dari bacaan saya yang bertajuk:
How God Changes Your Brain (Bagaimana Tuhan Mengubah Otak Anda), 2009 -diterjemah sepenuhnya dengan tiada adaptasi/ubahan.
Sebagai seorang neurosaintis, semakin jauh saya mengkaji tentang otak manusia, semakin saya sedar bahawa manusia adalah suatu misteri.
Tetapi jika saya perlu memilih dua bahan yang telah saya pelajari – sebagai doktor, guru, suami dan bapa – saya akan nyatakan bahawa kehidupan adalah suatu yang suci (sacred).
Benar, kita di dorong untuk hidup kerana setiap sel dalam badan kita berjuang untuk hidup dan setiap neuron dalam otak kita berjuang untuk menjadi kuat.
Perkara kedua yang telah saya pelajari disebalik dorongan manusia untuk terus hidup (survive), adalah dengan adanya suatu kuasa, yang di dalam perkataan yang lebih tepat didefinisikan sebagai kepercayaan (faith).
Kepercayaan bukan sahaja kepada Tuhan dan juga kepada sains atau cinta, tetapi juga kepada diri kita sendiri dan diri orang lain.
Ada dikalangan manusia yang meletakkan kepercayaan kepada Tuhan manakala ada yang lain kepada sains, perhubungan, mahupun kerja.
Kepada mana manusia memilih untuk menaruh sepenuh kepercayaan, manusia tidak akan lari daripada persoalan tujuan hidup itu sendiri;
Apakah tujuan paling utama (ultimate pursuit) dan impian anda?
Apakah yang anda sebenarnya inginkan bukan sahaja untuk diri anda sendiri, tetapi untuk juga untuk dunia ini?
Dan bagaimana anda memulakan untuk impian ini menjadi realiti?
Mempunyai harapan dan kepercayaan adalah mustahak, tetapi tidak sepenting mempunyai kebolehan dan disiplin untuk mengurus otak anda dalam cara yang mampu memotivasi diri anda.
Tulisan bakal bersambung, InshaAllah.
Hanya 6 saat diperlukan untuk otak & badan manusia:
1) Menghasilkan impak emosi “belas kasihan” (compassion)
2) Mengawal marah
…dan kajian juga menunjukkan hanya 6 saat sahaja diperlukan bagi seseorang majikan mengimbas resume / CV seseorang calon.
Fikirkan bagaimana perniagaan anda dapat memanfaatkan informasi ini melalui;
1) strategi neuro-pemasaran (pengiklanan, promosi, dll) yang lebih berimpak tinggi – menggunakan emosi & stories (cerita) – hanya dlm 6 saat.
2) strategi mengurus perilaku pelanggan (customer behaviour management), perhubungan awam (PR), pengurusan konflik (conflict management), dll (dalam 6 saat, fikirkan apa yg harus disebut / dilakukan utk meredakan kemarahan pelanggan).
3) strategi merekrut pekerja baharu (tak perlulah membazir terlalu byk waktu utk mengimbas CV – fokus kepada strategy perekrutan yang lebih efisien, dll).
Nak join saya dlm kajian neuro-perniagaan? Jom!
In modern nations, infant swimming is nothing new. In Malaysia, though, it still is.
Do infants have the gifted ability to swim instantaneously? Can they?
You may have seen videos of very young babies moving under water or heard that newborns have an innate swimming ability due to floating in the womb. These stories and videos are deceptive because a newborn cannot float or hold his head above water.
However, newborns do possess two reflexes that simulate swimming, which could make it appear that the baby is swimming;
The diving reflex — also called the bradycardic response — involves a natural reflex for the baby to hold her breath when her head goes under the water. A baby’s heart rate will also slow down while under the water. This reflex disappears after about 6 months of age.
A newborn placed stomach-side down in water will move his arms and legs in a repetitive swimming motion. This reflex is called the “swimming reflex.” The swimming reflex begins to fade at about the 6-month mark.
So there you go. With the correct guidance and safety measures, an infant is able to swim, not instantly, ofcourse. These skills fade when they grow older.
Babies are cute. But can you ever find anything cuter than a baby paddling underwater? ? Aww…
#MyBrainInPinkFlippers #JomZoomOtak #neurobizmalaysia
1. Lebih sedikit TEKS, lebih efektif (6-10 patah perkataan adalah yg terbaik) – otak anda & saya memproses visual 60,000 lbh pantas dari teks.
2. Perlu membangkitkan pelbagai EMOSI dgn PERKAITAN kpd kehidupan seharian para pelintas (impak dari hormon spt cortisol, adrenalin, testosterone dll). Berbilion neuron otak anda juga akan aktif serta merta dan merangsang memori jangka pendek & panjang, cetusan kreativiti dan mampu juga membuat anda tersenyum (& mengubah ‘mood’ serta merta – walaupun sekejap.):):)
Why does our brain loves negativity?
Why are bad stuff easier to believe?
Bad stuffs versus good ones….the bad ones become super viral in an instant! Why?
Thanks to our ‘negative bias’.
Our brains are wired as such that a higher surge in electrical neural activity happens whenever we’re triggered by negative stimuli, showing how our attitudes are more influenced by bad news than good or neutral news.
Negative emotions excites our amygdala (the alarm bell in our brain) i.e. an almond-shaped brain structure. Our amygdala uses about two-thirds of its neurons to look for bad news.
Once it sounds the alarm, negative events and experiences get quickly stored in our memory, in contrast to positive events and experiences, which usually needs to be held in awareness for a dozen or more seconds to transfer from short-term memory buffers to long-term storage.
No wonder there’s so much negativity out there huh?
Imagine how marketeers (politicians? media?…etc) are profiting from negative campaigns nowadays.
#MyBrainInPinkFlippers #JomZoomOtak #neurobizmalaysia