The Three Month Vacation Podcast

Storytelling has a lot of guidelines and rules. Yet, some of the critical elements slip under the radar. You don't realise storytelling elements and secrets that are hiding in plain sight. And storytellers can't always explain what they're doing?and so these elements of storytelling get left out. And yet, they're incredibly powerful. Like for instance, the concept of "anticipation" before the "problem". It's nowhere to be found? Unless of course you listen to this episode on how to tell riveting stories. Welcome to Goldilocks land! 

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Resources

To access this audio + transcript: http://www.psychotactics.com/56

Email me at: sean@psychotactics.com 

Twitter/Facebook: seandsouza

Magic? Yes, magic: http://www.psychotactics.com/magic

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In this episode Sean talks about how to create stories that are very powerful.

Part 1: How the ‘The Wall’ changes the pace of a story
Part 2: The power in using the ’The Reconnect’
Part 3: Why anticipation is so critical in storytelling
Right click here and ‘save as’ to download this episode to your computer.
 

Useful Resources and Links

The Brain Audit: How to introduce your product in a language the customer understands
Read or listen to: How to double your writing speed
Special Bonus: How to design the pricing grid for your product

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The Transcript


This is The 3 Month Vacation, and I’m Sean D’Souza.

I was about 2 years old when I first had a bout of convulsions. It didn’t start up as convulsions. I was standing there on the balcony, looking out on the road, and then I fell off the stool that I was standing on. As the story goes, I ran to my mother. She noticed that I was having convulsions, and she panicked. Now, panic would be the wrong word to use because what she did next was bundled me in her arms and ran with me to the hospital.

To put you in the frame of mind of what India was when I was growing up, there were no phones or most people didn’t have phones. They didn’t have cars. You probably had a scooter if you were well off. That’s just how things were back then. What she had to do was run a distance of 2 kilometers, maybe 3 kilometers to get to the nearest hospital. When she got to the hospital, they wouldn’t admit me because I had meningitis and the hospital was not in the position to deal with cases of meningitis. Somehow, she managed to get them to admit me.

At that point in time, they asked for the mother. Now, my mother was very young at that point in time and they assumed that she was somehow the sister. They said, “No. No. No. You have to get the mother.” This is very odd in India because people tend to get married very early in India and yet they were insisting that they had to have the mother before they could go ahead with anything. There I was, not doing so well and the hospital authorities wouldn’t go ahead without dealing with the mother. Now, she convinced them but once they admitted me, there was one more problem. The doctor wasn’t so sure that I would survive the meningitis. He told my parents, and by that point, my father was there as well. He said, “I have to tell you this. Your son will either die or he’ll go mad.”

What you just heard was the story of my youth. The question is, why did you keep listening? Why did the story work? What is it that caused you to pay attention and not move away from the story?

In today’s episode, we’re going to cover storytelling elements: How to Avoid Boring Articles? The core of avoiding boring articles is to be able to tell stories, but stories are useful for presentations. They’re useful for books. They’re useful for webinars. They’re useful for pretty much everything. What happens is most of us load up our information with facts and figures, and those are very tiring but stories, they encapsulate everything. We’re going to learn how to create stories that are very powerful.

The 3 things we’re going to cover today are one, the wall; second, the reconnect; and third, the anticipation.

Part 1: The Wall

Let’s start off with the first one which is the wall. Every afternoon, every weekday, I go through the same routine. I pick up my niece from school. She’s now 11, that’s Marsha. We speak about stuff in the car. We do multiplication tables. Recently, we’ve been doing storytelling. I usually when I asked her, “Tell me of story about what happened in the weekend.” She goes, “Nothing.” Then I say, “What happened in class?” She goes, “Nothing.” This is the interesting part. You think that there’s nothing happening in your life, but there is a lot happening all the time. Then, we have to zero in onto one little thing and make it interesting, just about anything becomes interesting in the way you dealt it.

I said, “Tell me about your piano class on Saturday.” Her little face brightens up and the smile comes on, and she goes, “I didn’t practice before going to piano class on Saturday. Then when I got to the piano class, I was really afraid because I thought I would the play the piece really badly. But as it appears, I played quite well. In fact, I played it so well that the piano teacher said, ‘I’m going to put you on a more advanced piece.’ Of course, once she gave me the advanced piece, I couldn’t play it. She said, ‘No. No. No. No. No. You’re playing it in the wrong key.’ I should try to play in the right key, but it didn’t worked.”

The piano teacher gave her another chance. Of course, she was not playing the piece well, so they went back to the old piece, which is what she had practice. Marsha was quite happily playing her old piece, but playing it by ear, not reading the notes. Happy as a luck when she looked at the corner of the room and there was her mother. According to Marsha, her mother was glaring at her because Marsha hadn’t improved and she was back to square one. How could the day have been worse for Marsha?

Now, that was a really short story. Why would you hook in to the story? The reason the story works is because there were these little blips along the way, what we call the wall. What is the wall? The wall is … Think of it as like a heart monitor. The heart monitor, when it’s absolutely flat, will go “Beeeep.” There is no sound. Then when the heart is beating, it will “Dub dub, dub dub, dub dub.” There is this little spike that jumps in every now and then, and that creates a wall. That creates that fact that you know that your heart is actually working. This is what happens in storytelling. Most people tell a story in a very boring fashion. The reason why they tell that is because there story would just go from one end to the other without the spikes.

What were the spikes in Marsha’s story? The first spike was the fact that she was afraid she hadn’t practiced. That got your attention. Then she went on to a new problem, which is that she had to go there to the class and then play a new piece. Then when she couldn’t play that new piece, she ran into a whole bunch of problems. She was thrown back to the old piece, which was a good thing, at least, to Marsha’s eyes but bad thing in the mother’s eyes, which is why the mother was glaring at her from the corner of the room. Then as Marsha finished the story, she says, “How could the day get worse?” This is a perfect, little story just told from one end to the other with all of these little blips, these little blips, the other wall. The other wall that you have to climb across so you can get into the alley and there’s a wall there and you have to climb over that wall to get to the other side. This is what creates interest.

The wall can be an obstacle. It can be something funny. It can be something unusual. As long as it changes the pace of the story, it becomes the wall because you now have to get over that wall onto the other side before the story can continue. More stories don’t run that way. For instance, if we look at Marsha’s story, we could say, “We went to piano class. On the way, I almost slipped in a banana peel, but then I recovered because I wasn’t feeling so well. Anyway, I got to the class and I played my piece. Then, I played the second piece.” You can see where the story is going, but at one point in time, when she slipped in the banana peel, you got that spike in your head. Even though you might not have thought about it at the time, there was that spike and you see the spike everywhere.

What’s more important is the spike has been with you right since you heard your first story being read to you as a kid. If you look at something like Red Riding Hood, it’s a very simple story. The girl goes to her grandmother’s house and she’s got this bag of goodies that her mother has packed for the grandmother. What happens along the way? Red Riding Hood runs into the wolf. Before that, there was no problem at all. The forest was not that intimidating. She got flowers along the way. Then, along came the wolf. The wolf creates the spike in the story. Now, this is a wall that she has to get over. She has to solve that problem.

If you look at all the stories that you heard or have told your kids, you will find a consistency in this wall, this obstacle, which means that we have to create stories with these spikes, with these obstacles. Then, we have to climb over these obstacles or rather take the reader or the listener across the obstacle and then to the other side.

Here’s what I do with Marsha. I make her sit down with a sheet of paper. Then I get her to draw a line across. At the starting point, she has, say, maybe she’s going to piano class. The ending point is whatever happens at the end. In between, I get her to draw little dots or little spikes, whatever you want to call them, and she has to put in those obstacles. As soon as she puts in those obstacles, we fill in the rest later. The point is once you identify those obstacles, you are able to turn out far better stories because now what you’ve done is you have created that bounce, you have created an obstacle, you have created a wall, and of course, people have to then go over it.

When I started out this podcast, I started out with a story about meningitis. I didn’t spend time explaining to you how I was looking out of the window. I went straight into the bounce, straight into the wall. I had convulsions. I fell down. I then had to run to my mother. You have been thrown right in the middle of this bounce. Of course, the bounce didn’t stop until we got to the hospital because now you’re thinking, “Okay, things are going to get okay.” Then, we have another wall. They won’t admit me to the hospital. Then, we get over that wall. Now, they were asking for the mother because they don’t believe that my mother was the mother, that they thought that she was the sister. Then, when all of those problems have been resolved, the doctor says the chances are not good. What we have of these bounces all along the way, these walls all along the way, and you have to cross over, get over these walls to create a great story. This is just the first element of storytelling.

Part 2: The Reconnect

The second one is the concept called the reconnect. What is the reconnect? Right at the end of the previous section, which is when I was talking about the wall, I went right back to the story of meningitis. Immediately, your brain went from wherever it was right back to that original story. This is what storytellers use very effectively. They use the reconnect. They connect back to something they told you a while ago. It’s very powerful because that creates a bounce of its own. It takes you from where you are to where you used to be. If you’re to watch the movie Star Wars, there is this concept called the force. It’s used the force. Luke used the force. How many times does the word force show up in Star Wars? Apparently, more than 16 times. There you are in the cinema or watching the movie on a DVD or maybe on your computer, but you run into this concept of the force. Every time that reference to the force shows up and you don’t really notice it, but it just shows up, it takes you back to wherever you originally heard it or saw it.

Why is this reconnection so cool? The first thing is that often, it makes you feel very intelligent. The story is set up in a way that you know what is coming. When it does arrive, it makes you feel extremely intelligent. That’s what storytelling is about. It’s about making the reader feel a lot happier or a lot sadder, that they use to feel. You can feel that happiness or sadness as I edge into the meningitis story. You know what is coming next. You know how that story ended. It makes you feel very intelligent. It makes the reader or the listener feel very intelligent.

The second thing it does is it creates bounce. It bounces you back to wherever you were, and that creates that spike. It’s doing a dual job, but it does one more thing. It closes a loop. You can start off a story, and then knot in the story. Noticek what happened with my story. I can close that loop. I told you that the doctor said I would die or go mad. The loop wasn’t closed. What you can do is if you’re reconnecting at some point, you can close that loop. It’s very trendy to keep the loop open, but it drives people crazy.

This morning, I was on my walk and I was listening to an audio book about the brain. This author was talking about how he was at a David Attenborough conference. He was sitting there with someone else. They were having a discussion. Then he went into the discussion. About 20 minutes later, I’m going, “What did David Attenborough had to do with it?” He never closed that loop, and he will never close that loop. It will leave that gap in my brain, and that’s not a good thing. You want to create that disconnect, but then you want to reconnect later, you want to close that loop. That is the power of the reconnect.

Part 3: The Anticipation

With that, we go to the third part, where we talk about anticipation and why it’s so critical in storytelling. We were doing our workshop in Campbell, California around the year 2006. One of the participants stood up. She was going to tell her story. She told us that her mother was very, very beautiful. She also told us that her sister was a lot like her mother. She then went on to tell us how her father would take photographs, but photographs of the mother and the sister. Notice how we haven’t completed that story. We haven’t really told you what comes next, but the anticipation is killing because you know what comes next. This is the beauty of anticipation. You create anticipation knowing fully well that you’re not leaving any gaps, but that the client, the listener, your reader is filling in the story, that 10%.

This is what Anil Dharker told me when I was growing up and I was just starting out in my cartooning career. Anil was the editor of a newspaper called Mid-day. I was drawing cartoons for that newspaper. One day, he came up to me and he says, “Sean, you’re giving too much away. You need to get the customer, the reader to anticipate that 10%. You’re giving away 90% of the story, but you are getting them to anticipate the 10% because readers and listeners and clients are very intelligent. What you should do is leave out the bits. Don’t give the entire story.”

Now, when you think about the advice you’re getting here on this podcast, you think, “Wait a second, you just said not to leave out gaps.” Yes, you don’t leave out the gaps. You reconnect, but you don’t tell the entire story upfront either. We’re taking the example, you got the story about the meningitis. You’ve got the story about how I got admitted to hospital. What happened next, you don’t know the rest to that story. That gap hasn’t been closed and yet you’re intelligent enough to figure out that there was an ending and how that ending shows up, that we’ll find out.

The reason why we have anticipation is because it creates suspense, it creates unknowing suspense. When you say the boy got on the bus, he would never get off. What you’re doing is you’re going into the brain of the customer and they can see something bad unfolding. When I told you about that father that never took photographs of one of the daughters, you could see that insecurity building up. You could see that loneliness, that detachment. No one had to explain that you, but you can do this very simply by saying, “I woke up expecting it to be a great day.” Within those few words, you have already created anticipation. The reader knows, the listener knows that it’s not going to be a great day.

How is it going to unfold? These are the lines that you have to put in your speech, in your presentation, in your writing because when you put in these lines, they create that pause, they create that white space, they create that breathing space. It allows the reader to anticipate what’s going to happen next. How is it going to twist and turn? Into Marsha’s story, where she talks about just how she went to piano class, she could say, “I thought it was going to be a very bad day.” Immediately, your mind goes [whizzing 00:19:00] forward to, “Wait, she said bad day but she didn’t sound like it was going to be a bad day. Did it turn out to be a bad day or not?” When she got to the piano class and she was able to play, now you’re relaxing. Then she puts in the other spike, and she goes, “I played that piece really well.” That created another problem for me. You notice what’s happening, the anticipation is setting you up for that spike, the problem that comes next. For us, the anticipation, then the problem. The anticipation, then the problem.

Really this is what you have to do when you’re writing great stories. You have to get the reader in the framework, in that frame of mind so that they know that there is something going to change, something I was about to open the drawer when or I walked down the garden, expecting it to be a completely miserable day. It had been raining all morning. You know, even though you don’t know the story is going to unfold, you know that there is going to be a change. You’re creating anticipation. You’re creating that space for the reader and the listener to fill in the gaps in the head. That makes them again feel very intelligent. It also sets it up for that spike that we talked about in the first section.

Summary

What we’ve covered in today’s podcast has been 3 things. The first thing has been the wall. The wall creates those spikes. It creates that drama. It creates all of those blips that cause you to pay attention to the story. The second thing we looked at was the reconnect. How we start of something at the beginning; then somewhere in the middle, we connect; and then, we connect at the end, and there are these connections all over.

If you listen to Episode #54, you can hear all of these connects. Go back to Episode #54 and you can see all these reconnects, walls, and anticipation. Of course, that takes us to anticipation, which is that moment that tells you that something is going to change. It creates the suspense. It’s very, very powerful in storytelling. It’s this breathing space, this quiet just before the storm.

What’s the one thing that you can do today? The one thing that you can do today is go back to Episode #54 and listen to that episode because I listened to it just a few days ago. It has all of the stuff. Most of the podcast have it, but I just listened to Episode #54, so I know it’s there, so go back and listen to it. You will see that the wall, the reconnect and the anticipation is there. You’ll get a much better idea because you’ll be able to know in advance when that’s showing up.

I had mentioned that we were going to do some workshops in Nashville, Tennessee and in Amsterdam, which is in the Netherlands. We are still looking for a venue. If you know some venues, let us know. In the meantime, if you would like to sign up for a storytelling workshop, then just email me at sean@psychotactics.com. We will send you more details. It’s still work in progress. As you know, we still haven’t found venue, which is the first step. If you know something, let us know.

Storytelling is incredibly important. A lot of us leave out storytelling. We give facts and figures. This is why most books and presentation and webinars are so boring. The reason why you find the Brain Audit so interesting is the number of stories and analogies and examples, and then go back and read your copy of the Brain Audit or go to www.psychotactics.com/brainaudit and buy a copy, and you will see how critical it is to have these stories and how it reminds you of what you learned weeks, months, years after you learned it.

In the end, statistics don’t sell. The story, the emotion that’s built in within that story, and a story well told is what sells a product or a service. You go for this year and the years to come must be to tell better stories, not to give more information. That brings us to the end of this episode. If you’re in 5000bc and you’re a member, then, please go in and ask questions about storytelling and I’ll be more than happy to answer your questions. If you haven’t joined 5000bc, then get your copy of the Brain Audit first, read the stories and then join 5000bc.

You know how I started this episode with the doctor saying that I would die or go mad. I didn’t die. That’s me, Sean D’Souza from The 3 Month Vacation saying bye for now. Bye-bye.

Still reading?
When we try to tell stories, we get stuck. When we try to learn a new skill, we get stuck. So, how do you dramatically increase your rate of learning without getting stuck? Find out here—Accelerated Learning: How To Incredibly Speed Up Your Skill Acquisition: Episode 52

Direct download: 56-Three_Unknown_Secrets_Of_Storytelling.mp3
Category:general -- posted at: 5:31am NZDT

When you're writing articles, it's easy to get locked into the mistake of simply starting up the article. That's a mistake—a big mistake. Outlining is what counts most of all, and yet outlines are hated with a vengeance. Is there a way to create outlines so you don't drive yourself crazy? And how do you create outlines for products, workshops etc? Let's find out in this episode on outlining, in The Three Month Vacation.-

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Note:

To access this audio + transcript: http://www.psychotactics.com/55

Email me at: sean@psychotactics.com 

Twitter/Facebook: seandsouza

Magic? Yes, magic: http://www.psychotactics.com/magic

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In this episode Sean talks about

Part 1: What is the ‘Concept of Curiosity’?
Part 2: The Three Part Outlining System
Part 3: What is the Extraction Method?
Right click here and ‘save as’ to download this episode to your computer.
 

Useful Resources and Links

5000bc: How to help you layer out distractions, and focus on the things you want.
Read or listen to : How To Get Ideas When Writing Article.

Special Bonus: How to increase your prices using the ‘Yes-Yes System’.

 

The Transcript


 

This is The Three Month Vacation, I’m Sean D’Souza.

In the Antarctic summer of 1912, a rescue party set out in search of Robert Falcon Scott and his expedition team. Scott and his group of explorers had been missing for over eight months. Now, when the search and rescue team found Scott’s body they were horrified at the irony. All of Scott’s men were dead, but not just lying in the snow a million miles from nowhere. They died just eighteen kilometers from a supply depot. This supply depot would have given them all the food and the heating they needed. This depot could of saved their lives.

Instead, there they were frozen to death in the unrelenting snow. What was even worse was what Scott and his team knew when they died, and that was that they had missed their opportunity to be first at the South Pole. Roald Amundsen got there first. Now, the difference between Scott and Amundsen could be attributed to many things including bad luck, but the core of Amundsen’s team was based on planning. Amundsen’s team had no friends, they just had experts that would know what to do when things went wrong, and of course there were details. Amundsen labored over the team’s clothing, the ambiance of the prefabricated Norwegian cabin, the supply chain depots. He just went over everything in great detail.

In the end, luck played its role, but the better planner won. Amundsen was not only the first one to get to the South Pole, but he also managed to get back safely and to glory. His guide through the entire process was planning the journey. Outlining is about planning. When I was growing up I didn’t have any outlining lessons. I don’t remember going to school and doing any outlining, but I do know that when we do the article writing course we run into a lot of people that have these problems with outlining. Something happened at school that caused a lot of people to absolutely hate outlining.

If this hate is so great we miss the opportunity of doing better work and quicker work, and so we have to get over this hate of outlining, because it’s critical not just for your day to day planning, your weekly planning, but it’s also critical for books and podcasts and webinars, and yes of course for articles. Today I’m going to talk about articles, and how you’re going to use outlining, or three methods that you could use to create an outline, without all of that hate of course. One of the biggest objections to outlining is the fact that we don’t have time, and this is critical. When you don’t have time, that’s when you have to outline, because outlining saves time.

We spend about a third of our time outlining in different ways. Whether it’s a plan for the week or the month, or if it’s a book that I’m writing, or an article, or even this podcast it has been outlined in great detail, and that’s what enables me to go start at 5:00, by 5:45 I’m done. The second element, which you probably haven’t considered is doing the outline on paper. I always leave the office, I always go some other place, maybe to the library, maybe to the café, but you want to do the outlining on paper. This saves you an enormous amount of time. Again, because you don’t have to deal with phone calls, or technology, or Facebook popping up. It’s just you and the paper.

Now that we’ve got these couple of things out of the way, what are the three things that we’re going to cover today? The first thing that we’re going to cover is the concept of curiosity. The second is the three part outline, and the third is extraction.

Part 1: Concept of Curiosity

Let’s start off with the first one which is curiosity. Let’s say I throw three words at you, and those three words are organic sourdough bread. Now, what is your reaction? Immediately what you have is a factor of curiosity, so you say, “What is it? How long does the bread last? What’s the best way to keep it? Can I freeze it? What are the types of bread? Do you get white bread, and grain bread, and specialty bread?”

Effectively what you’ve done is stepped into the shoes of a five year old kid, and that five year old doesn’t know stuff about bread, or clouds, or recording software. What they do know is curiosity, and so what they end up doing is asking you a whole bunch of questions which involve how, and why, and when, and where, and all of these questions, and this forms the basis of an article. This forms the basis of a book. This forms the basis of any kind of planning that you’re doing, but of course it’s the most critical when you’re writing an article, because we tend to write articles more often than anything else.

Now there are two ways to do this curiosity based planning or outlining, and you have to go through two stages for this. The first thing you have to do is list a topic. For instance, in The Brain Audit we talk about the concept of target profile. Now, when you have that target profile you have to come up with the subtopics. What you do is you brainstorm. You just sit at the café and you write everything you can think of, not analyzing what you’re writing, just keep going at it. This is how we teach outlining on the article writing course and on the headline course.

For instance, we had Kai on the headline course, and he came up with his topic which is search engine optimization. Then he came up with his subtopics, which is Google, Bing, Black Hat, White Hat, spam, Google Update Keywords, keyword, Intent, Biointent, Long Tail, Short Tail, Competition. What he is doing there is he’s got this topic, and then he’s brainstorming all the subtopics. When you look at it, all those subtopics look like big topics in themselves. You look at something like keywords, and that’s a topic in itself, but then you go down to a deeper level and you say, “Okay, let’s talk about keywords. What is a keyword? Why is it important? How does it work? When does it work? Where does it go wrong,” and effectively you’ve stepped into some five year old’s shoe.

Almost instantly an objection seems to pop up. You think, “Well, someone has written about this before.” Search engines and keywords, this is not new stuff. Do you have to write new stuff? No, you don’t, because the questions that are being asked are being asked by someone, but the answers that you give they are your own answers. They’re written in your own style. They’re written with your own experience in mind. Even if you have very limited experience, still I want to know it from you, that’s why I’m reading your article. When you are sitting down to outline, you need to do this brainstorming. Without really thinking about anything, and that’s what I do.

I’ll just sit there and just write a whole bunch of stuff without analyzing anything, but some days you will notice that I will ask for questions. The reason why I ask for questions is not because I don’t know how to ask how and why and when, it’s just that you get the energy from someone else. If you’re struggling to do this, this brainstorming, just come up with a word, maybe like keywords, and then call a friend. Ask them to pummel you with questions, or take them out to coffee, and ask them to ask you all the questions pertaining to a topic. If they don’t know the topic it’s even better, because that’s when they’re going to ask you the questions that come to their mind.

Which of course takes us back to the organic sourdough bread, and you have this factor of what is it, how long do you keep the bread out, what’s the best way to keep it, can I freeze it? Maybe, just maybe at some point in time that topic of freezing just becomes a topic in itself. Now you have to go down, what is this freezing? How do you make it work for you? How do you unfreeze it, what’s the best thing to do, and it becomes a whole new topic in itself and that’s cool. For this podcast, I got all this information about the bread, because someone asked the question. When you go to this website on bread, they ask all the questions, and they answer all the questions, and of course all of them go into the website and in the brochure.

When you look at outlining at the very core it is stepping into the shoes of a five year old. In asking all the curiosity based questions, and if you can’t do it get someone else to help you. That takes us to the end of the first part, which is curiosity as a method of outlining. Let’s go to the second part, which is the method I use most of all because it’s the most efficient, and it’s called the three part system.

Part 2: The Three Part Outlining System

When kids grow up they usually have different sorts of treats. When I was growing up my grandma gave me bread. Bread was my treat.

During my vacations I used to go to my grandmother’s house, and when the bread man came, and the bread man used to come to the house with the bread. The bread was always very hot, and they were these little squares of bread, which in India we called pav. Yep, that’s what she’d give me as a treat and I loved it. That’s just a story about bread, but if you would take that story anywhere and split it up you could create three parts. You could say, “Tell us about your love story of bread. What is the state of bread when you were growing up,” and, “How is it different now?” Of course I’m making this up as I go along, but the point is anything can be split up into three parts.

When we took that topic of freezing bread, we can ask why do you freeze bread, how to freeze bread, and finally how to defrost bread. What we’ve done now is split up the topic into a whole bunch of subtopics. We answer those questions, and this is what I do in every call, on every workshop, on every book. A topic is split up into three topics. This topic of outlining we’ll split up into curiosity, and three part, and extraction. If you look at just about anything else that I do it’s always three parts. I’m only trying to do three parts always, but the three part system of outlining is more sophisticated, and I’ll tell you why in a second.

When we looked at pure curiosity we went what and how and when and where, but when we go through the three part system we say, “Well, freezing bread.” Then we look at what is freezing bread, why is it important, how do we go about it, and so what we have here is a much higher level. Where we take a topic, break it up into three subtopics, and then we go into the curiosity. It becomes a far richer experience simply because of how we’ve approached the outlining. The question that arises when we’re doing this assignment is not that we can’t take a topic and break it up into three parts. We can all do that, the question that arises is, “Well, there are a hundred things to talk about anything.”

For instance, if I’m talking about microphones, you can talk about storage, you can talk about how to buy it how to sell it, how to get the best out of your microphone. The topics are endless, how am I going to pick three? The answer is, you just pick three. I always just pick three. There is no specific logic to the three. You have to just connect part one to part two, part two to part three, and as long as you can make the connection there needs to be nothing else that is common between them. If you took a topic like buying bread, and storing bread, and freezing bread, it looks like there’s a logic, but there is no logic. Those are just three topics.

If you go into a bread website, you can find a hundred topics. It’s just that what we’ve done is said, “Okay, we’re going to take these three topics, and then we’re going to connect them one to the other,” and that’s how you create an outline. What we’ve covered so far are two ways to create an outline. The first is curiosity. Just sit down and write who, what, why, when, et cetera, and you will start to outline something in a way that a five year old does. Then we looked at the three part system, which is we take one topic and then we purposely split it up into three topics. Knowing fully well that there are probably seven or eight or a hundred more things that you could talk about that topic, but the third part is what I often use as well.

Part 3: What is the Extraction Method?

Which is called the extraction method. What is the extraction method? They already know that we have a membership site at 5000bc. At 5000bc people, clients will often ask me a question, and I encourage them to ask me a question. Then I answer, but I don’t answer in the form of an article, or I don’t outline anything, I just answer. This is a forum, at least part of 5000bc’s a forum, and I will answer as if I were answering in a forum. Which is just a free flow of information. There is no specific structure to it. Of course, there will be some structure in my mind, but it’s just a free flow information, and then as I’m writing it I realize, “Okay, I’m covering this point and that point and that point,” or at the end of it I could go back and go, “What were the points I really covered in this?”

You will find that when you do this free flow you just answer a question, you will find that you’re covering two or three points in a longish answer. If someone were to ask you, “Which are the best places to visit in your city?” You could answer that question. You could say, “You should go here, and you should go there. You should go there,” and there you go. Once you’ve gone into that one, two, three, you’re now going to go into a lot of detail, and that is because you have to justify what you just said, and so you will talk about those three points in great detail, but you’re doing it in a free flow system. I don’t want to call it a system, because it’s not even a system, it’s just free flow.

This may not sound like outlining but it is, because you come back and you look at the points that you’ve covered, and there will be three things that you’ve covered. Then you have to go backwards into the three part system, and then further back into the curiosity, and take every one of them and expand them. Now, you’ve written all of that stuff, so you’ve covered a lot of that just by answering their question. Maybe you don’t have a forum, but then you do have email. Clients will ask you questions on email, and if you don’t have email you have Facebook. You can ask people to ask you questions on Facebook, and if you don’t have Facebook you can go to another forum, you can go anywhere.

You have to get into this habit of getting this free flow answer out, because there is no pressure when you’re in this free flow mode. Go for it, just answer the question, then pull out the stuff, and now you’ve got another form of outlining. I know all of these three systems of curiosity, of three part, and extraction seem relatively easy, and they are and they will become very easy over time. I use all three of them in different situations. I don’t have a system in place, as in I don’t sit down and go, “I’m going to do a three part. I’m going to do curiosity, I’m going to do extraction.”

It depends on what’s in front of me. If someone has asked a question in email, I will take as much time as I can to just free flow an answer, and then I will extract. Put it into three parts, then go to curiosity, and now we have an article. Now we have probably a booklet, or if there’s enough information, and there always is, it can become a book, or even a course. This is the beauty of outlining. If you use one of these three systems, or all of these three systems whenever you feel like, but what’s the one thing that you can do that gets consistent results? That to me is the three part system. I will take a topic, and I will make three subtopics or six subtopics.

I will pick a subtopic, and then that’s subtopic will be broken up in three parts. Like bread, which is the main topic, and then storing and freezing and cutting, whatever and then I’ll pick freezing. I’ll say, “What three things can I cover in freezing?” If I have to look up information and research that’s fine, but I can cover three things. Then I will expand that, and that’s how I get pretty much everything I do. The reason why you find that Psychotactics runs all these articles, and reports, and websites, and all of this stuff, this whole element of being prolific comes from planning.

It comes from being Roald Amundsen. It comes from making sure that you have all of your stuff ready for this South Pole expedition, and you can’t take anything to chance. You’re definitely not going to go in an article sitting at your computer and trying to work it out, no, no, no. You’re going to work out all the details at the café, on a piece of paper, and especially if you don’t have time, because outlining saves you time every single time. When in doubt use the three part system, because that’s the most efficient of all. That’s your one thing that you have to do today. Take a topic and break it up into three parts and work from there.

Summary

While that brings us to the end of this podcast, there are a few announcements. The first is a storytelling workshop that we’re going to have in Nashville, Tennessee, and probably in Amsterdam, which is in the Netherlands. If you’d like to register for this workshop, and yes there are no prices and stuff, but if you want more information email me at sean@psychotactics.com. It’s a really good price, because this is a beta workshop doesn’t mean that it’s going to be crappy. It’s going to be as good as any workshop. For the first time we’re having it, it’s going to be three days, it’s going to be in December, email me for details.

While you’re waiting for the workshop get to 5000bc.com, that’s our membership site. Why is it important to you, because you get questions answered. Most of the stuff on the internet … Well, you don’t know if it’s pertaining to you. You can’t ask back and forth questions. In 5000bc I’m there 5000 times a day, so that’s 5000bc.com. I’m on Twitter, I’m on Facebook at Sean D’Souza, and of course my email sean@psychotactics.com. That’s it for me, and The Three Month Vacation. Bye for now.

Still Reading? One of the biggest reasons why we struggle with our writing is because we run into resistance. There are hidden forces causing us all to resist doing what we really should do. Find out how to work with resistance, instead of fighting it all the time. Click here to get the free report on ‘How To Win The Resistance Game’.

Direct download: 55_Double_Your_Writing_Speed_With_Outlines.mp3
Category:general -- posted at: 1:03pm NZDT

It's easy to pick up bad habits. Knowing what causes bad habits to succeed enables you to make good habits meet with similar success. In this episode we dig deep into the trio of trigger, routine and reward mechanisms. And how every one of them play their role. But then we go deeper into the world of groups and how the groups matter.

If you've struggled to maintain good habits on an ongoing basis, this audio (and transcript) will show you the elements you have to put in place to succeed.

====

Useful Resources

To access this audio + transcript: http://www.psychotactics.com/54

Email me at: sean@psychotactics.com 
Twitter/Facebook: seandsouza
Magic? Yes, magic: http://www.psychotactics.com/magic

To subscribe to the podcast, please use the links below:

iTunes   |  Android   |  E-mail (and get special goodies)   | RSS


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In this episode Sean talks about

To create a good habit or a bad habit you have to have three core elements in place.
Part 1:
 How a good habit start with the cue

Part 2: Why routine is important
Part 3: Why no reward  leads to failure
Right click here and ‘save as’ to download this episode to your computer.
--------------------

Useful Resources and Links

5000bc: How to get helpful and specific feedback for your complex marketing problems?
Episode 14: How to Get Things Done: The Power of The Trigger
Resistance: How To Win The Resistance Game


The  Transcript


This is the Three Month Vacation and I’m Sean D’Souza.

You’ve probably heard of Batman. Now how does Batman get summoned by the police commissioner, who happens to be Police Commissioner Gordon? Apparently Batman was being summoned by a pager. Every time there was a crime in Gotham City that pager would go off in Batman’s pouch and he would have to respond to a crime.

Now you compare this with the bat signal. The bat signal is a distress signal that appears in various interpretations of the Batman myth. According to Wikipedia it is a specially modified Kleig searchlight with a stylized symbol of a bat attached to the light so that it projects a large bat on the sky or the buildings of Gotham City. No one knows for sure how that pager got thrown away and this elaborate bat signal came into play, but one thing we know for sure: that pager was no match for the elaborate bat signal that came up after one of Batman’s encounters with The Joker. Batman said that he was no longer happy to get this pager and skulk around in the shadows. He wanted this elaborate bat signal that would be projected on the building, that would be projected in the sky. That was his trigger.

Most of us don’t have such an elaborate trigger every time we want to achieve something. Let’s say we want to go for a walk every day or maybe we want to wake up every morning and do yoga. Maybe we want to learn how to draw or write or do something and learn a scale or a language. We seem to fall by the wayside simply because we don’t have the trigger. Is it just the trigger? In episode number 14 I covered this concept of the trigger, but since then I’ve realized that it’s a lot more. In the Power of the Habit by Charles Duhigg he specifically talks about three elements that need to be in place. In this episode we’re going to cover those three elements, and then we’re going to add the fourth missing element that makes the big difference.

To create a good habit or a bad habit you have to have three core elements in place. They are a cue, a routine, and a reward. What makes that cue, routine, and reward more powerful, especially when you’re trying to get a good habit rather than a bad habit? That’s the power of the group. In this episode we’re going to look at what is a cue, what is a routine, what is a reward, and how the group helps tremendously. Let’s start off with the first element, which is a cue.

Part 1: The Cue

Let’s go back to 1900. In 1900 one of the biggest problems that America had was that most people didn’t brush their teeth. Not a few people but most people. Now imagine you are someone who manufactures toothpaste and you want to get an entire country, probably the entire world, to use toothpaste. What do you do? If you’re lucky you have someone like Claude Hopkins around. Who was Claude Hopkins? Claude Hopkins was one of the first advertising geniuses of our time. He wrote the book Scientific Advertising. If you haven’t read that book, you should read it.

As the story goes, Mr. Hopkins was approached by an old friend with an amazing new creation. It was a minty, frothy toothpaste named Pepsodent. He somehow had to convince everyone that they needed Pepsodent. He has to create this habit from nothing at all. He has to create a cue. He had to create a trigger. What was that cue or trigger? In the book The Power of Habit Charles Duhigg goes on to talk about how this trigger came about. It seems that Claude Hopkins signed on to run the ads on Pepsodent but he had to go through a pile of dental textbooks. In his autobiography he wrote about how it was terrible, dry reading.

In the middle of one of the books he found a reference to something. That something was mucin plaques on teeth, which Claude Hopkins then called the film. When you wake up every morning you have this kind of film on your teeth. Most of us don’t notice it. Well, we didn’t notice it back in 1900. Now this film is a naturally occurring phenomenon and you don’t really have to worry too much about it, but Claude used it as the trigger, as the bat signal. He started running ads all over the place. He said just run your tongue across your teeth and you will feel a film. That’s what makes your teeth look off-color. That’s what invites decay. Then he pushed that button further. He said millions are using this new method of teeth cleaning. Why would any woman have dingy film on her teeth? Pepsodent removes the film. In that one action with that poster and that ad campaign, Claude Hopkins changed the habit by sending out that signal that when you wake up every day you’re going to have that film on your teeth. You’re going to run your tongue over it and you’re going to feel that. That became the trigger.

This is the starting point for any habit. We do this. We have an alarm clock that tells us we have to wake up and go into our yoga, or in my case I have Tuesdays, which is when I record my podcast. I know that by Tuesday morning I’ve got to get this podcast out 4 in the morning. It’s not enough to have the cue because we all sleep through the alarm. We all let Tuesdays slip into Wednesdays. Before you know it it’s Friday and then you’re all stressed out. To solve that problem you have to have the second element, which is the routine. Let’s look at routine.

Part 2: The Routine

When I started out as a cartoonist many years ago I used to do two sets of comic strips. These are daily comic strips. You do them every day five days a week. Now I had to do two sets, which means I had to turn out ten comic strips a week. The thing is that I was young. I was in my 20s so I didn’t have time to think about my actions. I just said yes when the newspaper editor said, “Would you like to put your comic strips in five days a week?” Then when you sit down and think about it, do you really want to do a comic strip every single day? Wouldn’t it be better to just do it once every week or once every 15 days?

Instead, what I found surprised me a great deal. I found that it was easier to do one or even two comic strips in this case and to do it every single day rather than to do one every 15 days. You know this to be true because it’s much easier to go for a walk on a regular basis or do something on a regular basis than to do it once every 15 days. Then when we went front cartooning into marketing, I started up this website called 5000bc.com. Now it’s the membership site of Psychotactics. It started out in 2003 and it’s still going. We still have our members and we still have a great time, but that’s not the point.

The point was when I started out 5000bc I had no ability to write articles at high speed. I was taking two days to write a single article. Then I started 5000bc and I promised the readers that I would put in five articles a week. Now how did I come to this five articles a week? I don’t know. I looked at some other membership sites and they were doing five articles a week so I decided to have five articles a week. So the habit started.

The routine was that somehow I had to have that cue, which is Monday morning or Tuesday morning, and then there was the routine where I had to go one, two, three, four, five. It was the end of the week, and then the next week. What you find with routine is that it’s much easier to do things on a regular basis than it is to do it every now and then. We took these concepts and we started applying them to our courses. In 2006 to 2008 we ran a completely different article writing course than we do today. At that point in time someone would write an article once a week. Then I would look at it and then comment on it. Then they would go away and then they would write another article once a week.

When you think about it, that’s pretty good. To write an article once a week, that’s pretty phenomenal. Around the year 2008 my instructions were misunderstood. I started up the article writing course as always and one of the participants … yes Paul, you know who you are … Paul decided to write an article every day thinking that’s what I meant. The rest of the group, they thought they had to write an article every day. I was sitting there looking at them writing an article every day and thinking should I tell them. I went to my wife Renuka. Should I tell them? I let them keep on writing.

Now this should have been amazing to me because to write an article every single day, how difficult is that? It wasn’t amazing. I’d learned this with the cartoons. I’d learned this with 5000bc. I’d learned this before. I knew that the routine helps you move along at a far greater speed. We see this with our daily brushing as well, which what Pepsodent started all those years ago. We brush our teeth once a day, many of us brush it twice a day, so the routine sits in.

What we’ve covered so far are two things. First is the cue and the second is the routine. This takes us to the third part, which is the reward.

Part 3: The Reward

If you started out that yoga routine every morning and then you suddenly find yourself not continuing, there is a reason for it. It’s not because of the cue or the routine. It’s because of the reward. What you have to do to get a habit in place is you have to have the reward in place. All bad habits are created by rewards. You start eating a muffin today at lunch time and then tomorrow at lunch time and the day after at lunch time. Suddenly you know the reward before the cue or the routine. Afternoon doesn’t have to show up. In the morning you’re thinking about that muffin.

For good habits you need so much more energy. You have to have the reward in place. When we go for a walk every day, and I’ve said this before, the reward is coffee, but not just any coffee. Because if the coffee wasn’t so good and in between we started running to these cafes that were not so good, your reward falls apart and then everything else falls apart with it. We had to look for this café that was open at 6:45 in the morning. Not 7:00 but 6:45, because that’s when we reach our destination, have our coffee, and then turn around.

We found this café where the barista was one of the top three in the All Japan Championships. As you can tell, the coffee is consistently good cup after cup after cup. That becomes the reward. That becomes the reason why we wake up when it’s raining, when it’s windy, when you have good weather or bad weather. We’re on the road and we get that reward. This is what you have to set in place whether you’re writing a book or learning a language or doing just about anything. Pepsodent had an in-built reward that no one really talked about.

When you have a great product, then you have great competition. Other toothpaste companies tried to sell their toothpaste just like Pepsodent had and they didn’t meet with a lot of success. This left all of those toothpaste companies totally confused. As far as they were concerned, there was a cue, that was the film, and then there was the routine, and that was waking up in the morning. The reward was clean teeth, wasn’t it? But it wasn’t, because Pepsodent had citric acid. It also had mint oil and it had some other exotic chemicals.

When people brushed their teeth they got this tingling sensation. That tingling sensation was their reward. It took the other competing companies a long time to figure out what this secret ingredient, this reward was really all about. If customers didn’t feel that tingling sensation in their mouths, they would feel like they hadn’t brushed their teeth at all, so there was no reward and the whole exercise fell flat on its face.

This is the reason why Pepsodent’s sales continued to soar and the habit continued to set vs. the other one where it wasn’t so good. That’s the same thing with the coffee. The fact that we know that there is a cue and the routine doesn’t make any difference if at the end of the trip the coffee is not stunningly good. I have the same kind of reward with the podcast. When I finish recording the podcast I have to then put in the music. The music is my reward, because I enjoy the music. I enjoy putting in all those little bits of music and increasing the volume just a little bit and reducing it. That’s my reward. All those cues and all those routines make no difference if there is no music.

If you told me to record this podcast without the music, yes I would do it but I would not have fun. If I don’t have fun, there goes the habit. This is why bad habits are so good, because they have fun, they have reward. Every time there’s that muffin at the end, you don’t need much of a cue or a routine. You can quite easily get to the muffin. When you have a bad habit, it’s very easy because there’s always that reward in place. This is thefundamental flaw with habits: that the reward needs to be in place right at the start. We have to do this in the article writing course or all our courses.

On Friday you get a gold star. You have to do your assignment on Monday and Tuesday and Wednesday and Thursday, and on Friday you get a gold star. Now it’s just a little icon. It’s just a little icon in the forum and you would think people would not be interested with that icon, but they are. That’s the reward. People crave that icon. How do we know that? We know that because you take it away and you see their reaction, and people say, “Hey, where’s my gold star for this week?” The reward can be tested.

If you put a reward in place and you take away that reward, that is your benchmark. That’s how you know that the reward is really good. If you take it away and no one cares, you have to change your reward system. This is whether you are setting a benchmark for yourself or for your clients. You have to start off with the reward, then work out the cue, then the routine. Then we have a habit in place. What we’ve covered so far is the cue, the routine, and the reward, which can be benchmarked. But we found out that there is something else that matters. That is the group.

Without a group it’s far easier to fall off the bandwagon. To give you an example of the group, let me talk about having a bad group. Now how do we define a group? A group is just more than one person. Two people, that’s a group. Four people, that’s also a group. Eight people, that’s also a group. 25 people: is that still a group? Apparently not. This is what we found when we started doing the courses. Now when you look online at many marketers they talk about how a thousand people turned up and 500 people turned up and 200 people turned up. Does that lead to change? Does that lead to a change in the habit? It doesn’t.

The reason why 95 or 98% of those people don’t reach their goal, whatever it is, to write a book or sing a song or do whatever it is, the reason why they don’t is because the group is too large. What we did was we had to break it down so that we had, say, only 25 people. Then the introverts stood up and they said, “No no no, 25 people is like having 500 people.” We asked them, “How many people do you need?” and they said, “How about six?” We found that six or seven people constitutes the right group in terms of the maximum number of people. Two people, that’s just you and someone else, that’s the smallest group possible. You have to have the group if you want to set a habit in place, especially because we’re so hopeless at creating and sustaining these habits all on our own.

The reason the group is so important is because one, you get to know other people, so it becomes a social environment but with just five or six other people, not with 500 people where you can get lost and no one can notice if you’ve dropped off. Even in the group of 25 it’s very easy to drop off and no one would notice. The may need to you have a tiny group, everyone notices. You know that everyone is noticing and so you show up. Once you show up, you become a responsible memorable of that group and you start pushing the group forward, the group starts pushing you forward. Now you have a habit.

Now there are other elements of the group that make it so powerful but at the very core, that element of someone else needing your support, that is what makes the group so powerful. Again, like the coffee, if the group doesn’t know each other or if they are anonymous, it doesn’t work because you have no connection to the group. The may need to you have a connection to the group you have a responsibility to the group. As soon as you have that responsibility, then you know that the other person is waiting for you to go for the walk. It sounds crazy. When you’re looking at a course there are people from South Africa, there are people from the United States, from New Zealand. Why would they be interested in someone else? But they are, and that’s the power of the group. That’s what creates that habit. That’s what sustains the cue, the routine, and the reward.

Summary

If you really want to create a habit, you have to start off with the reward, then take away the reward. Does it make any difference to you? That’s when you know that it’s a great reward or not. Then you find a group. Once you have the reward and the group, then you go into setting up the cue and setting up the routine. Then you have cue, routine, reward, and group. That is how you get a habit in place.

It’s 5:46 AM and at exactly three or four minutes from now I’m going to get my cue. It’s going to come through Facebook Messenger. Yes, my wife Renuka, she’ll Facebook me and say, “I’m up. Are you ready?” I have to respond, “I’m ready.” The group forms at that point in time. Then it’s time to hit the road and get our cup of coffee. When you’re working all by yourself it’s very difficult to form a habit, so here’s what I would suggest. At a primary level, join 5000bc.com. That’s our membership site. It’s very reasonable. It’s just $259 a year. Once you join, there are groups there and they will help you move forward. We purposely keep the groups very small. For instance, we’ve taken the info products course and we’ve set up groups. They’re working through the info products course.

The second thing that you want to do is you want to join one of our courses. You missed the headlines course and you’re probably missing the cartooning course, but there will be a course, there will be a workshop. You want to come to these events because you want to see how we implement these things. The reason why clients come back and pay $2,000 and $3,000 for the course is not because of the content alone. A lot of people give great content. It’s not just us. Now our system is different and we have the system of tiny increments, but at the very core we have this core of cue, routine, reward, and group. You’ll want to do one of the courses just to work through the system and see how it works for you and how you can implement it with your clients. That is the magic of Psychotactics.

Start off with 5000bc.com. Go there today and sign up, because there is a waiting list and we take two or three weeks to approve you before you get in. Get there quicker, get on the waiting list, and then you can join 5000bc.com and see how this reward system, how this cue and routine is put into place. Later, much later, you can do a course with us and you can see how that system works as well. It’s not just about courses but the applications are for pretty much everything whether you’re doing video games or just about selling toothpaste for that matter. That’s me, Sean D’Souza, saying bye for now. See you in 5000bc.com. Bye bye.

Once we have good habits, we have to then maintain the good habits—but we run into resistance.
Resistance is often just seen as a form of laziness, but that is not true at all. There are hidden forces causing us all to resist doing what we really should do. This slows us down considerably. Find out how to work with resistance, instead of fighting it all the time. Click here to get the free report on ‘How To Win The Resistance Game’.

Direct download: 054_Creating_Lasting_Habits.mp3
Category:general -- posted at: 12:00pm NZDT

Haven't you visited a web site and left shortly after reading an article? Why did the site fail to get you to sign up? Or why didn't you buy a product or service? The answer lies in the content of your articles and the way you structure them. Article writing is about creating a solid "next step", so that clients follow one of three sequences.

What are those sequences? Find out in this podcast on the "next step".

In this episode Sean talks about

The 3 successful ways to creating a next step with your articles.
Using these steps you will sell more products or consulting or workshops or whatever it is that you want your customer to go ahead or go forward with.

Part 1: The importance of the 'Editorial Next Step'
Part 2: The 'Sales Next Step' and how it causes resistance
Part 3: The 'Embedded Next Step'  and how to use it.

 


 This is The Three Month Vacation, and I'm Sean D'Souza.

Christmas for me was the most fun time of the year when I was growing up, and that was because as a kid, there were always presents and gifts. Then as I grew up and entered my 20s, we used to go dancing. In Mumbai around Christmas time, we have this very unusual setting where whole football stadiums are allocated for Christmas dances and New Year dances.

Several months before Christmas rolls along, you have to the buy the tickets to the event, you have to book your table and then it's the night of December 25th, and you have to put on your best suit and your tie and get your partner and go to the dance. The music would start at about 9 o'clock at night and go until 6 in the morning when we'd stagger home after this night of revelry. It was at one such dance when I met my wife, Renuka.

Because we used to go in a group, I didn't really know the names of all the girls that were around and I suddenly didn't know Renuka's name. All I know that she was wearing a red dress and because of the red dress, I called her Santa all night. Well, that caused a problem because I didn't really ask her name and then the dance was over and she went her own way and I went my own way. I happened to have her sister's phone number so I did call up their place and I was about to ask for her when I couldn't remember the name. What do you do on the phone? Do you ask for Santa? I very quickly put the phone down and I let it go. There was no next step.

Having a next step is extremely important when you want to go ahead with anything in life. The same applies to article writing. When you're writing an article, you think, "Well, I'm creating all these credibility," but that's not the end point. The end point is the next step. Where are we going to go from there. Today, we're going to explore 3 ways in which you can create a next step with your articles so that you can create even more credibility and then that finally ends up with either selling more products or consulting or workshops or whatever it is that you want to go ahead or go forward with.

In this episode, we'll look at the 3 methods. The first is the editorial next step, the second is the sales next step, and the third is the embedded next step. Let's start looking at the first one which is the editorial next step.

Part 1: Editorial Next Step

What is the editorial next step? In every article, your goal is to get the reader to experience a new world. The reason the reader gets to your article at all is because you're taking them on a journey, and this journey depends on what you're covering in the article. Now you may be showing the reader how to increase prices without losing customers. You may be showing them how to fix a roof on a garden shed. You may be asking them to watch a specific video. In every case, you're setting out to change or at least to nudge the customer into doing something. Now that is your goal right from the start or you wouldn't have written the article in the first place.

Let's say you've written the article and the most obvious thing that you want to do is you want to direct the reader to go forward to the next step. Now this step has no sales edge to it. There's nothing that you are selling, no products or services or workshops. You're just creating a deeper sense of credibility, and the way you do that is just to put a little link at the end of your article. It's the most obvious one but a lot of people don't do this, and that is either read more articles on pricing strategy or read the continuing series on how to create more durable roofs or watch this video and you'll see how the soil erosion is affecting our planet. The point is you are really not trying to sell anything. You were just moving them to the next step.

When you write your article, you have to ask yourself, "Do I have a next step? Are they doing something as a result of reading that article?" When we look at our own website or our own blogs, we'll have an article and then we won't have a next step. When we look at us posting our articles on someone else's blog, what we'll have is some kind of footer information and that is not good enough for people to go to the next step. What you've got to do is create some kind of encouragement. What we found very effective is to have a kind of report.

When you look at a lot of the articles that we'll post on guest blogs, at the end of the article, before that footer information, we're going to have a little report and that creates a next step. That creates the enticement for the reader to continue into that same trip as it were. If the article is about pricing, then the report will be about something that the reader has not considered about pricing and that will be the enticement so that they come to your blog or your website and then sign up for that report and of course they get into your subscriber list.

On your own website as well, you want them to move along so either you give them a report, yes you can do this on your own website, or you can drive them to read about more articles on the same topic or similar topic and that gets them deeper into your website and deeper into your information.

You have to remember that a customer buys long before they pay, and when they're buying into your stuff, they're buying into you and your credibility and your ability to transform their lives. The more time they spend on your podcast, the more time they spend on reading that information; the more they are going to like you, the more they are going to trust you, and the more they are likely to buy from you in the future. When you write your article, the first thing is the editorial next step. What is that editorial next step? Is it going to be a report or is it going to be another series of articles? Whatever it is, you need to have that at the end of every article.

This takes us to the second type of next step which has nothing to do with editorial at all.

Part 2: Sales Next Step

This is called the sales next step. The sales next step is simply a call to action to buy something or to do something that is more likely to lead to sales. How would you know if the nudge is leading to sales or to editorial? You have to ask yourself this question, will the customer feel a bit of resistance when they go to that next step? If so, then you're actually selling. It's a sales next step. If the customer has to fill in a form or they have to opt in or they have to jump over some barriers, they have to sign up, pay for something, then it's a sales next step.

The editorial next step, it seems like friendly advice. It's like, "Hey, see this movie," or "You should read this book," or "Go read other articles," or "Watch this YouTube video." The sales next step is different and you know there will be at least some resistance when your reader reads your message or listens to your podcast or watches your webinar. It's more likely that your message will be sales. It will be sign up for this course, sign up for this workshop.

For instance, we have a sales letter for the article writing course. When you read the sales letter, it doesn't read like a sales letter. It actually reads like an article. It talks about how I struggle with my article writing, how I used to take two days to write an article, and how I wished I had a fairy godmother, and what the fairy godmother would do to make my life simpler when it came to article writing. Then at the end of it, there is the link to the article writing course. It seems like editorial and it yet leads to a sales pitch. In advertising, they call this the advertorial; seems like editorial, it is editorial, it helps you a lot, but at the end of it, there is some kind of decision that you have to make that involves resistance.

You want to put this in all of your articles at some level. You could have this as links in between your articles. Let's say I'm talking about the Brain Audit; I could hyperlink that as I was talking about it. Or right at the end, I get them to move to the next phase, that next step. That next step is very important. If a customer spent all their time reading your article, they want to know what to do next and if you just leave them hanging there, then it doesn't really work in their favor or your favor.

We've covered 2 ways that you have to move that agenda forward. The first one is the editorial step and the second one is the sales next step. This takes us to the third one which is the embedded next step.

Part 3: Embedded Next Step

The embedded next step is where you have the entire sales pitch within your editorial. Let's say I was talking about pricing and then within that whole pricing model, I talk about a membership site at 5000bc and how it was priced and then I go on to how to increase the prices and what was the effect of that on 5000bc. I bring up 5000bc half a dozen times but all the time, it's editorial; all the time, it's informing you; all the time, it's giving you examples about 5000bc.

What this is doing is embedding 5000bc in your brain and there's nothing subconscious about it. It's pretty straightforward. However, there's no doubt that at the end of it, you're going to be curious about what lies behind this doorway. What lies behind this membership at 5000bc. Even as you're listening to this, even as you're reading this, you will start to think, "Well, I wonder. I should go and explore what 5000bc is all about." This is what an embedded next step is, where you're giving complete examples of something else. Maybe it's a product that you have or a service that you have, but you're breaking it down into editorial. You're giving where you succeeded, where you failed, what happened, what didn't happen, all the time that brand name, that product name is coming into the picture.

Yes, we're talking about articles here but I do this in presentations as well. A podcast is a presentation and if I were to give you a lot of examples from the Brain Audit about how customers buy and why they don't buy that eventually, you're going to be curious about the Brain Audit. Even as we're doing this podcast, you can see how this is working. You're thinking about 5000bc, you're thinking about the Brain Audit. It's part of the editorial and this is called the embedded next step.

Is the embedding sales pitch? It is. Some people may not see the sales pitch in it at all. It may appear to be 100% editorial and really, that's the beauty of the embedded next step. It has no next step involved. It's not asking you to buy anything. There is no link inside anywhere. There's nothing, but part of or the entire article revolves around their product or service. It creates the curiosity and so you take that next step. Should you put a link at the end of it? If you do, it looks like you are pushing me towards that all the time. I avoid it, but it's up to you to decide what you want to do. My advice would be to create it as editorial only, giving all these examples, creating that embedded next step, and then the customer makes their own mind up and goes to the next step.

Summary

Lets summarize what we've covered today. The first thing is the editorial next step. The editorial next step is part of the article itself. Often, it's just after the summary. It's towards the end of the article. It's more than likely to be the last few sentences of the article where you're driving the customer to read more, to watch more, and to create greater credibility for you, for the future is an investment in the future.

Second type of next step is the sales next step. Now that has a clear demarcation. It sits away from the editorial and it's clearly a sales-based nudge and anyone looking at it should be able to tell that it's a next which is going to have some resistance involved. You either have to fill in an opt-in form or you have to have some barrier or you're going to have to pay for it in some way, and they should be clear.

Sometimes we can put links within the article that leads to a product or a service, but having it at the end is also a very good strategy and that is the sales next step. You'll see this at the end of all the Psychotactics articles. There is this nudge. This is how customers go and they buy products and services from us.

Finally, you have the embedded next step which is embedded in the article itself. If I were to talk about 5000bc right through the article and explain how it is built and how we went about stuff and how we were pricing it, eventually you get this feeling that you want to go to 5000bc. It's the same thing with any product or service when you break it down and you explain it as a case study. Now what you're doing is creating an embedded next step. People want to part of that experience, they want to know more, and the logical step is for them to go and find out more about it.

When do you use these next steps? You can have the editorial and the sales next step in every other article. However, the embedded next step you need to use with some amount of prudence. You use it every now and then and clients get to know your products and your services in great detail to get the inside view, but you don't want to use this a lot. The other ones, use it freely all the time, there's no problem. This takes us to the one action that we have to do.

One of the things that you can do right away is go and look at 3 of your articles, any 3 articles, and look if there is a next step. Is there an editorial next step, because there should be one. Even if you don't have anything to sell at this stage, you need to have an editorial next step. If you're writing an article about pricing, then lead them to other articles about pricing. If you're writing an article about article writing, lead them to other articles about article writing. That way, you're creating credibility. People are buying long before they pay. You will get your payment at some point in time but you need to create that credibility, you need to get the customer that crossed you today. Having that next step makes a big difference, which also takes us back to our Christmas ...

I couldn't get in touch with Renuka after the Christmas dance because I really didn't know her name and I was too embarrassed to ask for Santa, and so I let it slide. Luckily, 3 months later, all the friends gathered around for a picnic and there she was yet again. This time, I made sure that I asked her name, got her phone number, and yes we worked out the next date and that's a long time ago and we've been pretty much together ever since. I say pretty much together because there is some story there as well, but that'll have to wait for another podcast. Right now, we have to go to our next step, don't we?

A good next step for you would be to send me an email about the questions that you have so that I can answer them on this podcast. I can create new information based on your questions. You can send it to me on Twitter on @seandsouza or on Facebook, again Sean D'Souza or sean@psychotactics.com. If you haven't already done your good deed for the day, then go to iTunes and click on the subscribe button so that you can subscribe to this podcast and of course, you can also leave a review because hey, that's your good deed for the day.

I have been embedding 5000bc and the Brain Audit in this podcast. If you haven't already read the Brain Audit, you should. It will completely change the way you look at how clients think and why they do what they do and why they back away at the very last minute. You can find that at psychotactics.com/brainaudit. That's it for me, Sean D'Souza and Three Month Vacation. Bye for now.

Still listening? Often, you want to organize a next step but sometimes life takes over. Like for instance when we had the InfoProducts workshop in Washington, DC and there were 2 belly dancers in the group and they decided that everyone in the room would like to do some belly dancing. Off we went, half of group formed the instrumentation as it were and half of them did the belly dancing. There was no compulsion, but everyone took part in it, took about 15, 20 minutes and we all had a great time. There you go. You don't always have to have this organization. Sometimes you just go with the flow. That's your little snippet from the Psychotactics archive. Bye for now.

 

Direct download: Episode_53_-_mastered_AAC.mp3
Category:general -- posted at: 12:00pm NZDT

How do you dramatically increase your rate of learning? And why do we get stuck when we're trying to learn a new skill? Strangely the concept of boxes comes into play. We move from beginner to average—and then we spin in that middle box, never moving to expert level. So how do we move to expert level? And how can we do that without instruction? Interestingly, there's an answer. Listen to the episode to find more about not just how to learn, but how to teach as well.

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In this episode Sean talks about

Part 1: Understanding the three boxes of learning
Part 2: How construction and deconstruction plays a role in learning
Part 3: How you can start using this accelerated learning system, today.
Right click here and 'save as' to download this episode to your computer. 

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Useful Resources and Links

 Special Bonus: How To Win The Resistance Game
DaVinci Cartooning Course:  How to draw cartoons to liven up your website, blog or presentations?
Story Telling: How to craft amazing stories
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The  Transcript


This is the Three Month Vacation. I'm Sean D'Souza.

It's a relatively unknown fact that the world's best chicken sexers come almost exclusively from Japan. Now chicken sexing is simply about telling the male chick from the female chick. For poultry owners, especially commercial poultry owners, this knowledge of which is a male chick and which is a female check is very important because that enables them to feed the female chicks and basically get rid of the male chicks, which are unproductive.

In the past, the poultry owners had a problem. They had to wait for about five to six weeks before differentiating male from female. When you have a problem there's always a solution, so from that problem you got the Zen Nippon Chick Sexing School. It began courses in training people how to accurately discriminate the sex of a day-old chick, not five or six weeks but day-old chick. People were able to discriminate instantly.

Of course you had all these experts who over time became very good at distinguishing the male from the female. Well, then you came along. What are you going to do? How many months or years are you going to spend trying to learn this skill? As it appears, you can do it extremely quickly. But you can't do it through traditional methods, which is where someone tells you exactly what you have to do. Instead, it's more a factor of the brain taking over.

We see something very similar unfolding in the Psychotactics cartooning course. If you went into a café and asked about 10 or 15 people, "Can you draw cartoons?" there's a very good chance that almost all of them will say no. Yet within just a few weeks of starting the cartooning course you will find that people are drawing cartoons like Snoopy and Sid from Ice Age and all these complex cartoons with relative ease. How does this transformation occur? What's really working? What is causing this factor of accelerated learning? That's what we're covering in the episode. Because accelerated learning enables you to do the very same task at a very high speed. Therefore you can go on more vacations. Yes, I know, everything ties up to the Three Month Vacation. You want to get very good at your skill and be very quick at it. That's what this episode is all about. It's about accelerated learning and how we can get there in a fraction of the time.

To understand this concept of accelerated learning we have to look at three elements. The first is box one, two, and three. How do they play a role and what causes us to get bogged down, and how can you move past that? Then in the second part we'll look at construction and deconstruction, and how that is important. Finally, we'll look at the practical usage of all of this stuff that we're going to look at today. How are we going to actually use this so that we can learn but also teach, because we're all teachers.

Let's start off with the first element, which is understanding box one, two, and three.

Part 1: Understanding Box One, Two, and Three

Let me tell you the story about my hairdresser. His name is Francis. Now Francis grew up in Samoa and he was brought up by his grandfather. His grandfather was a fisherman, but he also cut hair. Now Francis was 11 years old when his grandfather got him into their saloon, or what he considered to be a saloon. Francis was not allowed to touch the scissors. He was only allowed to sit there and watch or sweet the floor and watch, but all he was doing was watching and watching and watching. No matter how many times Francis asked, his grandfather said, "You're not ready, Francis. You're not ready."

Francis went through several years of just sweeping the floor and watching. Then one day when he was 15 he came home from school and he walked through the door, and his grandfather says, "Francis, you're ready." Francis turns around, "Ready? You're ready for what?" He says, "You're ready to cut hair." He gives him the scissor, and there is this guy sitting in the barber's chair. Now that happens to be Francis' grandfather's friend, so obviously he was ready for that kind of haircut from this absolute beginner who hadn't touched the scissor, who hadn't cut hair. He was trusting him to do a good job. As Francis tells the story, he had no problem whatsoever.

What's happening here? Why is Francis able to cut hair when he has no experience whatsoever? Why is he not feeling any fear when he's cutting the hair, when he should really be extremely fearful? This is the concept of box one, box two, and box three. Box one is when you are kind of hopeless at a task. We want to do something. We know we should do it, but we're not very good at it. Box two is the middle box. We're kind of good at the task but not that great. Eventually we get to box three. That is when we have this fluency and when we don't have to drain our brain's resources.

The problem is that most of us get stuck at box two, and it's the middle box, but you can effectively call it the muddle box. Because when we go from box one ... say we're learning a language like Spanish, so we go from box one to box two, and then we get stuck. We have phrases like "where you from" and "what's your name," and "I'm a professor" or "I'm a student," whatever. Then we're stuck there and we're spinning there. Why don't we go to box three? Because it's very difficult to go to box three.

That's what the chicken sexers learned. They learned that it was very easy for them to tell the male chicken from the female chicken, but they couldn't tell you how to go about it. Here's what they had to do. They got you to lift the chick and for you to guess. You could guess and you could say, "That's male," and they would say yes or no. Then you would go about putting the chick in the box, and so you'd go forward. Male chicken, female chicken, male chicken. They would say yes, no, yes, no, yes, no. Then suddenly you get it, and no one gave you any instruction.

You can probably imagine the surprise on their faces when they figured out that they didn't have to teach. The students were learning all by themselves. What was really interesting was that these beginners were doing as good a job as the experts. Now granted, chicken sexing is not a very complex job like drawing cartoons or writing a book or flying a plane. Still, to move from box one to box three, how do they do that?

The answer lies in how the brain works. The brain really has two parts: the left brain and the right brain. The left brain is the bully brain. This requires all the steps and methods and logic. This requires all the steps and methods and logic. Then you have to right brain. It doesn't require all of that stuff. It's the creative brain. The creative brain is able to work out the elements that you need to get to that point and then feed it to the left brain, and then work out all the logic. Sometimes that logic never has to happen, which is why those chicken sexers couldn't pass on that skill by telling them do this and do that, and go here and do that.

What the right brain is really doing is it's identifying the errors and eliminating them. When you look at talent, talent is a reduction of errors. These people are getting this skill by reducing the errors, but not knowing what errors they are reducing because the right brain doesn't care. Eventually you're able to get to that skill without having the steps and the logic and the system in place.

There was another part of the secret that needed unfolding, and that was that you needed to learn by example. You know when they were picking up those chicks and going male chick, female chick, male chick, female chick, well you had to go through about 300 examples before you figured it out. But not just 300 examples, but 300 good examples. This is where the expert came into play. The expert was accurate every single time, so they were able to tell you that you were wrong, so you had 300 great examples.

Then you were able to do the task. We see this on the cartooning course as well. What we do is we put people into groups. The groups don't matter as much as the examples. Year after year we get lots of good examples. You curate those examples and you show those groups the examples. What they do is they start to recognize a pattern. They see all these different examples. If you were to tell someone draw a circle, how many ways can you draw a circle? As it appears, many ways some people draw circles with pencils. Some people draw big circles. Some people draw complete designs or a swimming pool with circles. Some people draw characters with circles.

Suddenly the brain is working out a pattern. It's working out how to get from box one to box three, completely eliminating box two. Those 200 to 300 good or great examples of what people need to learn, or rather to eliminate the errors, and that makes them great artists, or great chicken sexers, or great writers, or great speakers. When we look at the Renaissance, we see Michelangelo Buonarroti. We see Leonardo da Vinci. We see Rafael. We see Donatello. We see all of these great artists.

But what's really happening at that point in time? What we are seeing is 200 to 300 great examples, all of them in the same or similar workshops experimenting but also comparing each other's work. There is an explosion of talent. There is this moment in time and history when you have amazing art and amazing architecture, and we can't explain why it happens, but we can. It's going from box one to box three requires those 200 to 300 good examples. That's how you move ahead, especially when a skill cannot be taught.

We see this in the article writing course or the cartooning course, or any of the courses that we've constructed. We've constructed it in this way because we know that if the clients just show up and they do their assignments, and we give them those great examples, they will get very good at that skill. Now granted that cartooning or copywriting or article writing is far more complex than, say, chicken sexing. Still, when you go through those examples and you go through a system, that's when your brain eliminates or reduces the errors, and that's when you get talent. It's not something inborn. It's something that can be acquired. You can go from box one to box three in an accelerated way if you know how to get there with those examples. The key to a Psychotactics course is the quality of the examples. There is another element, and we'll talk about that in the next section, which is construction and deconstruction.

This takes us to the second part, where we're talking about construction and deconstruction, and how it plays a role in learning, but learning in an accelerated format.

Part 2: Construction and Deconstruction

I think most of us remember when we learned to ride a bicycle. One thing becomes very clearly apparent, and that is no one can actually teach you how to ride a bicycle. You can have a mother or a father or some kind of guide, and they're teaching you how to ride. They're saying just pedal pedal pedal, balance, go to your left, go to your right. But they're not giving you an instruction.

In effect, the left brain, the bully brain, it can't do anything. It's stuck because it requires this instruction and it requires it in a systemized way, and it's not getting it in a systemized way, and you're crashing to the floor all the time. Then the left brain takes over and it works out the errors and eliminates those errors, and soon you're just riding down the road at top speed with no problem at all.

Most of us are not prepared to fall down and get bruised all the time when we're learning a skill like cartooning or when we're learning writing or storytelling or presentations. What we need now is a factor of construction. This is where a good teacher comes into play. Good teachers are teachers, not preachers. There's a huge difference between a teacher and a preacher. A lot of information that you have in books or courses or workshops, or even presentations, is based on preaching, not teaching. The reason why it's based on preaching is because it's easy. You can take information and stack it up one over the other and you can have a book, you can have a course, you can have anything you want.

Teaching, that requires deconstruction, so the teacher must be able to break it down to a very, very small part that you're able to apply. When you're looking at how you're going to learn very quickly through the method of deconstruction, you have to look for the teacher, because the teacher will have a system, and the carrier will have a group. Within that group there will be examples.

To begin with, the system will have very tiny increments. This is what we do at Psychotactics. We make sure that you go one inch or even one centimeter a day. You move very slowly ahead, because you master that skill and then you move to the next, and then you learn skill A and skill B, and then skill A and B and C, and you have this layering system. Groups make a huge difference as well, because groups or members of the group start to make mistakes. When they make mistakes, those mistakes can be identified, those mistakes can be corrected, and essentially that's what talent is. Talent is a reduction of errors.

You have to know the errors in the first place to fix them, and that's how the group works. A great teacher will have that system, will have those groups, will have those examples. That's how you learn, because they have deconstructed everything down to those tiny increments. You only have to do one little step every single day. You will still make the mistake. When you make that mistake, others learn from it, and of course the teacher can step in and fix the mistake.

You compare this with learning by yourself. First of all, you have this book and it has chapters. Within the chapters there are subchapters, and there's more and more and more information. There's not this factor of tiny increments. When you don't have tiny increments, and you don't have examples, and you don't all of this facility to learn, then learning becomes very difficult. This is why we abandon learning. This is why we need to change the way we look at learning, which involves the teacher, the system, the group, and the examples. Because the examples, those 200 to 300 examples, they're very important. Examples can come in many forms. They can come in stories, in case studies, in how to. But essentially those examples become the critical element that allows the brain to filter out all the rubbish and keep what is important. Suddenly, you become talented.

This brings us to the end of the second part where we look at the system that you could use to learn. One is through construction, which is what the brain does automatically. The second is to find a teacher that is really good at having the system and examples and group. They will teach you through these tiny increments and you get deconstruction. Then you can put the bits together and improve your skill, and become talented very quickly.

Now this takes us to the third part, which is how do we use this?

Part 3: How Do We Use This Accelerated Learning System?

How do we use this while learning or teaching? I mentor my niece Marsha every day. Marsha was having a problem with writing stories with drama. Now all of us know that we have to write better. One of the critical elements of stories is drama. How do you create this intensity where people want to listen to you, where they want to read your stuff? She was writing these stories that just didn't have any drama.

How are you going to teach an 11 year old kid how to work with drama? As it appears, it's remarkably simple. what I did was I used the same concept of chicken sexing. I started out with a good story, then a boring story, then a good story and a good story, and a boring story, boring story, good story. You know how this is going to unfold, don't you? Marsha was able to identify which was the boring story and which was the good story. Once I gave her a number of examples, and I continue giving her those examples whenever she's writing, what we have is a situation where she'll go back and she'll write a great story.

Now notice that I haven't specifically given her any method to write great stories, but she's worked it out. Her brain has worked out what is a boring story, what is a good story. Without too much effort, it has gone from box one to box three, and there's very little input except identifying which was good and which was bad. This is now where the second part comes in, which is the construction bits.

Now when you have to system, when say now we're going to concentrate on this little bit, then you can build on that, and that's when that skill goes from just average to brilliant. It goes from box one to box three, and then box 3.1 maybe. We do this on the headline writing course. You are soon able to write hundreds, even thousands of headlines, which incidentally you do on the course. You're able to do it because you can identify the good from the bad, but more importantly, you also have the construction methods, which is what makes a great headline.

Most people, they guess. They expect that they can just copy your headline and change the words. They don't understand what's happening. It's important not to understand, but it's also important to understand. The construction and the deconstruction is very critical. The ability to let your brain figure it out all by itself is very critical, but then to get to 3.1 it really helps to have those methods in place as well, the system that a teacher will bring, the tiny increments, the examples. You have high quality examples and high quantity examples.

That is precisely what happened in the Renaissance. All those great artists, sculptors, engineers, they all came from one age because they had high quality and high quantity. That is the same reason why Francis could pick up that scissor and cut hair when he came home from school. Which of course brings us to the end of this episode, in which we have covered just three things, which is very critical when you're teaching and when you're learning to learn just a little bit, very tiny increments.

Summary

We learned about box one, box two, and box three, and how we get stuck in that middle or muddle box, and how it's important to jump from box one to box three. How do we do that? We do that through high quality and high quantity examples. That's when we get to fluency.

The second thing is when you're looking at deconstruction and construction. While it's fine to fall around like we're doing on bicycles, it's not very helpful. What we have to do is find a teacher, a teacher with a system, a group, and of course tons of examples. Because that's where the magic really lies. Finally, when you're learning, you want to find 200, 300 great examples. But when you're teaching you can create the situation where you're creating good, bad, good, bad, good, bad. The client is then just made to identify it, and they become very good at it. Then you can bring in the construction bits. Then you can layer over your system and they move from box one to box three, and possibly 3.1.

What's the one thing that you can do today? It's going to be very hard to find examples, and hundreds of good examples, and high quality examples. What you can do is you can start to accumulate examples so that when you're teaching someone you have those examples in play. Then you stop becoming a preacher and you start becoming a teacher. Because they can learn just on the basis of the examples that you put together. That takes them to a whole new level of accelerated learning.

This brings us to the end of this accelerated learning episode. By the time you listen to this podcast, you've probably missed the headline writing course, so you missed a great opportunity to see how this unfolds. But there is also the DaVinci cartooning course. That's at psychotactics.com/davinci. If you've enjoyed this episode, share it with your friends. They need to learn how to learn better as well. This episode will really help them, so share it with them. If you've already done the sharing, go to iTunes and leave a review, because that really helps. You go to iTunes, leave a review, and there is the subscribe button, the purple subscribe button, hit that purple subscribe button, and yes, you get subscribed to this wonderful Three Month Vacation that comes to you week after week.

Finally, if you haven't already subscribed to the Psychotactics newsletter, then you should do so because you can get a great report on resistance. Go to www.psychotactics.com/resistance, and you'll find out why resistance plays an important role in learning, and how it's not just about laziness. That's psychotactics.com/resistance. That's me, Sean D'Souza, saying bye for now. Bye bye.

Don't forget to listen to this episode: The Early Years-Psychotactics-Moving to New Zealand: Episode 50

 

Direct download: Episode_52_-_mastered_v2_.mp3
Category:general -- posted at: 12:00pm NZDT

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