Energy Map Adedayo Adekoga Adedayo Adekoga Energy Map This is a chart of how much energy this person applies in typical situations, from start to finish. Spending prolonged periods of time outside of a zone of comfort will drain a person and ultimately lead to mental and physical stress and lower results. 1 EXPLORE Energy Map Adedayo is Effortless Adedayo performs naturally in this Dynamic. The participant can move in and out of it with ease. 1st Dynamic What Adedayo is like in 1st Dynamic DESCRIPTION: This Dynamic requires focused effort and attention inward on ideas, feelings and concepts. Explore Energy within a person is creative, independent and fluid. DESCRIPTION: Adedayo enjoys being in the world of ideas and possibilities. The participant has a great deal of creative energy. ORIENTATION: This Energy asks, "How?" It is process-oriented. ORIENTATION: The participant likes to know how things interrelate as part of the "bigger picture." APPLICATION: Explore Energy is most useful at the beginning of projects when new ideas, creativity and open-mindedness are required. APPLICATION: The participant often starts new projects. The participant searches for possibilities and connections at opportune moments. PERFORMANCE: The Explore Dynamic is most effective when participants think broadly, considering more ideas, information, connections and PERFORMANCE: The participant finds performing in a limitless and expanding environment invigorating. The participant is quite content when the Page 1 of 10 possibilities. 2 EXCITE Energy Map 3 EXAMINE Energy Map participant can indulge in the creative process. Adedayo has Stress Adedayo can become tense and drained if there is a great demand for energy in this Dynamic over a prolonged period of time. The participant may be highly adept at these actions. The issue is the ability to perform intensively over time without feeling stress. 2nd Dynamic What Adedayo is like in 2nd Dynamic DESCRIPTION: Activity within the Excite Dynamic is expressive and outward, sharing and invigorating the conceptual process from the Explore Dynamic. DESCRIPTION: The participant's energy can become depleted if the participant has to constantly relate, motivate and self-promote. ORIENTATION: This Energy asks, "Who?" It is interaction-oriented. ORIENTATION: The participant is not terribly concerned with "who," but can be rather particular about with whom the participant connects and communicates. APPLICATION: Excite Energy provides the impetus for progress. It generates synergy through inspiration, influence and persuasion. APPLICATION: Adedayo must use effort to incorporate social activities with business. PERFORMANCE: The Excite Dynamic is most effective when participants generate substantive, active discourse among stakeholders through both verbal and non-verbal communication. PERFORMANCE: Adedayo can experience anxiety when the participant has to relate to others primarily with emotion and intuition. It would help if the participant acquires the ability to read nonverbal language and sense shifts in people's tones. Adedayo is Effortless Adedayo performs naturally in this Dynamic. The participant can move in and out of it with ease. 3rd Dynamic What Adedayo is like in 3rd Dynamic DESCRIPTION: Activity within the Examine Dynamic is cautious and introspective, extracting realistic expectations from the energized vision from the previous Dynamics. DESCRIPTION: The participant will automatically judge what possibilities can become realities, based on facts and time constraints. ORIENTATION: This Energy asks, "Why?" It is detail- and fact-oriented. ORIENTATION: The participant is delighted to dive into the weeds of research, details and fact-finding missions. APPLICATION: Examine Energy provides the procedural strategy and informational tools required for APPLICATION: The participant has ample energy for creating and organizing structures, rules and timelines Page 2 of 10 4 EXECUTE Energy Map 5 EVALUATE Energy Map strategy and informational tools required for successful completion of the project. and organizing structures, rules and timelines to ensure a solid foundation for action. PERFORMANCE: During the Examine Dynamic, participants focus on avoiding and/or mitigating omissions, mistakes and potential weaknesses. PERFORMANCE: The participant will focus on flaws and anticipate problems on an ongoing basis. Adedayo is Effortless Adedayo performs naturally in this Dynamic. The participant can move in and out of it with ease. 4th Dynamic What Adedayo is like in 4th Dynamic DESCRIPTION: Execute is the Dynamic of external results, implementing the plan developed in the previous Dynamic and producing concrete action. DESCRIPTION: Adedayo has no trouble maintaining the stamina and energy necessary to force action, accountability, decision-making and taskcompletion. ORIENTATION: This Energy asks, "What?" It is goal- and control-oriented. ORIENTATION: The participant likes to have measured control over situations and people. The participant has an essential interest in the pride of (and even the reward for) accomplishment. APPLICATION: APPLICATION: Execute Energy focuses on completing tasks with accountability, authority and delegation. The participant can focus exclusively on taskcompletion. The participant is quite comfortable delegating and/or having authority. PERFORMANCE: Within the Execute Dynamic, participants thrive on challenge, competition and reward. PERFORMANCE: The participant has an essential interest in winning and in being rewarded. This is a universal Dynamic that requires each individual to reflect on the preceding Cycle and anticipate the next. DESCRIPTION: The focus of this Dynamic is both internal and external. Internal focus evaluates feelings of satisfaction and self-worth. External focus evaluates feelings of success and how one appears to others. ORIENTATION: This Dynamic asks all the open-ended questions - the ones that start with "Who," What," "Why" and "How." APPLICATION: Examine the process just completed according to these criteria: Where were individual and group strengths put to their best use? Where was productivity at its best, and where was it at its worst? Where was the work energized, and where did the energy dip? Repeat this advice for every Dynamic. PERFORMANCE: Page 3 of 10 PERFORMANCE: Take a careful look at whether you're free to move on to a new subject or process, or whether you should repeat what you've been working on. Before any process begins, think about what you would consider an ideal outcome. When the work is over, compare the results with that ideal result. Page 4 of 10 Learning Report Adedayo Adekoga Adedayo is the consummate, high achieving learner who relishes breaking the curve in the participant's class and becoming the most knowledgeable authority in whatever subject the participant is striving to learn. The participant loves to finish first because that gives the participant the control over the participant's destiny. That's because Adedayo is an independent, solitary achiever who knows what the participant wants and where the participant wants to go most of the time. The participant does interact intellectually with the participant's classmates, particularly if it's about a controversial subject. However, Adedayo's computer can become one of the participant's most reliable partners for learning, work and fun, if the participant just lets it. Adedayo is a visionary who is also a logical, pragmatic thinker and planner. The participant always needs three questions answered: "What's the objective or task?"; "Why is this happening?"; and "How does this work?" Whatever the participant is thinking about has to meet the rational/idealistic criteria of analysis, precision and structure. And additionally, its future direction has to have a factual and historical basis. If it does not pass those filters, Adedayo is skeptical and rigidly non-accepting if the participant can't create a synthetic understanding of the conclusions. In fact, the participant can be the ultimate skeptic who won't be moved to any action without "all of the participant's ducks in a row". However, overall, the participant can be a pragmatic realist who can get people to do what the participant wants. It's during these moments of verbal interaction that Adedayo can let associates know what needs to be accomplished, how to proceed and why it is necessary to do it immediately. To make the participant's directives clear so that together everyone meets the goal successfully, Adedayo will have a detailed plan with "out-of-the-box" alternatives set up for each person to accomplish every necessary task. Traditional learning (lectures and reading) comes easily to Adedayo, particularly if it uses a factual, logical, historical and synthetic approach. However, if the participant's teacher's presentation wanders from the topic, incorporates too many personal examples or grammatical mistakes, the participant's respect begins to dwindle. If these teaching errors continue, Adedayo may become impatient and intellectually presumptuous. Non-traditional projects can work well for Adedayo as well, provided the group is very serious, focused, and does not waste its time on chitchat. Everyone should know their roles and do their jobs. In such a setting, Adedayo can see the big picture and the details, while never losing sight of the finish line. The participant is an excellent listener and reader who easily memorizes and logically categorizes everything. Adedayo zeroes in on the details and builds the participant's own rational conclusions into very creative wholes. Then, the participant checks them over and over in many different ways. It's not that the participant is distrusting (even of themself), it's that the participant is a true, rational skeptic. Having to generate genuine enthusiasm and excitement in order to connect and communicate with others may create stress for the participant. Yes, for short periods the participant can combine parts and elements to form a whole as a learning or production tool, but the longer the participant does it, the more stressed the participant becomes. Without awareness, Adedayo's ability to access this particular learning process may occasionally be blocked. It's as if the participant has a blind spot in this part of the participant's learning repertoire. The participant simply doesn't like to have to use it as a primary tool for learning. The following may create stress for the participant if used for more than short time periods: Having to be charismatic and the center of attention while learning, Page 5 of 10 Needing to always be creative, innovative and humorous with others for extended periods of time as the participant is being taught, Learning most effectively through "dynamic" and multi-sensory methods, Having to participate in role plays or improvisational exercises, Reinforcing memory by using personal, interactive dialogue as a primary tool, Wanting teachers to always be expressive, personal and humorous in their delivery. Page 6 of 10 Learning Tips Adedayo Adekoga In Almost Every Educational Setting, The participant is Lucky to Be Traditional learning and teaching are tailored to the participant's style, enabling success in most learning environments. The participant has little need to adapt to a teacher's style, as most organize their lectures or presentations in a way that is very familiar to the participant. For the most part, learning and studying comes effortlessly for the participant. Learning can become an effort when content or presentations are disorganized or too anecdotal. Then, the participant has to fight being bored and analytical. Sometimes, it pays to be patient instead of intellectually superior towards certain types of "creative" presentations that wander off topic or become too personal. The participant's Middle Names Are "Logical" and "Factual" The participant has a natural bent for being logical and factual. In fact, the participant really enjoys it! "B" follows "A" and then is followed by "C." Everything has its place and its appropriate time. The more facts that the participant can add to the participant's rationale, the better the participant feels. Fortunately for the participant, most curriculums are built upon a logical and factual foundation. The participant should be sure to outline the participant's notes after every class and every chapter that the participant reads. Minding the Details and Putting Them in Their Right Places Everything has its place until proven otherwise. The participant loves to categorize facts and organize them into rational outlines. Once they're in this form, the participant can easily memorize them. The participant should use outlines from the participant's books and class notes to review, categorize facts and study for tests. The participant may find it helpful to start with a full outline, then create additional outlines with fewer and fewer levels of details, requiring the participant to fill in the missing information as the participant studies. When the participant has teachers who demand more critical and creative thinking on their tests or in the participant's papers, the participant needs to anticipate what type of questions those might be and form some outline answers when studying. The participant Should Know What The participant Wants Before Signing Up for a Class Tips for Learning in Traditional Settings In traditional classrooms, the best place for the participant to sit is off to the side and about one half-way back. From this perspective the participant can easily observe the teacher, presentations, board and other students. In classes where blackboard notes or presentations are mostly visually/graphically oriented, a recording device is very useful to track the conversations while the participant is copying the presentations. Thus, when the participant reviews, the participant can add the verbal parts of the class to the visuals in a more exacting outline. Remind the participant always to ask the teacher's permission before recording lectures. It is important for the participant to connect with other students who take learning as seriously as the participant does, in case the participant is absent from class and needs notes or if the participant wants to join a study group. Tips for Learning in Virtual Settings Best practices for online learning fall into four general strategies for success. Each category listed below roughly corresponds with an Energetic learning style. Whether these strategies just come naturally for a person or if that person has had to work at it, all of them are good practices, no matter the Energy profile. Understanding (Explore) Page 7 of 10 The participant has a high level of this Energy; the participant likely adopts these strategies instinctively, without having to consciously think about them. The participant may feel "energized" after engaging in this area, even for an extended time. At the start of each course, the participant should take the time first to read carefully through the syllabus and other relevant course documents to understand how the course will work (for example, "What resources will I need? When are the major assignments due? How many tests will there be?") Also, the participant shouldn't overlook the importance of maintaining an open rapport with the facilitator and should ask questions whenever they arise. The participant should consider keeping a notepad or device handy (not just during the participant's scheduled course times) to capture questions, ideas, or thoughts as they come to mind. The participant should then check this list during the participant's scheduled course times to ask questions, add to notes, review materials, etc. Inspiration (Excite) The participant has a lower level of this Energy; the participant can still use these strategies to the participant's full advantage, but it may require more of a conscious effort and some planning ahead. The participant may need a little time to "recharge" afterwards. The participant should discover and use the established means of staying connected and interacting with the facilitator and with the participant's peers for each course. The participant should be aware that virtual learning might not provide the participant with the level of personal interaction on which the participant normally relies; the participant may want to find other means or outlets for this need to interact. The participant should consider posting a visual, personal record of the participant's progress near the participant's learning space. For some people, this may take the form of an inspiration board; for others, it may simply be a list of assignments and grades received. Staying engaged with the participant's learning is especially important in a virtual environment. What inspires us is closely tied to our Energy profile; therefore, if the participant ever needs to "reconnect" to the participant's learning or a specific course, the participant should look first to the areas that correspond to the participant's naturally higher Energies. Explore Energy is inspired by ideas, theories, patterns, and making connections between them. Excite Energy is inspired by people, communication, and interacting with others. Examine Energy is inspired by facts, logic, precision, and correcting mistakes. Execute Energy is inspired by action, results, and influencing others. Organization (Examine) The participant has a high level of this Energy; the participant likely adopts these strategies instinctively, without having to consciously think about them. The participant may feel "energized" after engaging in this area, even for an extended time. The participant should use a calendar to schedule out the course ahead of time; the participant should map out due dates, study times, and course check-ins on the participant's calendar and then check this schedule when creating daily checklists. Depending on the participant's level of tech savvy, the participant may prefer traditional, pen-and-paper methods or seek out virtual study tools to help in the participant's learning; regardless of the tools, the participant should use the methods that best compliment the participant's unique Energy pattern for scheduling, note taking and review, paper writing, test taking, etc. For example, people with higher Explore Energy may create a multi-colored mind map to organize their notes, while people with higher Examine Energy may prefer to use an outline structure for the same purpose. The participant should create a study space that fits the participant's style and learning preferences. The participant should use this space consistently for course check-ins, to review notes, and to complete assignments. The participant Page 8 of 10 should only use this space for studying to stay focused and cut down on potential distractions. Time Management (Execute) The participant has a high level of this Energy; the participant likely adopts these strategies instinctively, without having to consciously think about them. The participant may feel "energized" after engaging in this area, even for an extended time. The participant should set SMART goals and use daily checklists to help the participant stay on task. The participant should consider scheduling small rewards to correspond with short-term goals; these rewards can help the participant to stay motivated and moving forward. The participant should use strategies to maintain focus and avoid distractions during scheduled study times. For example, stay focused on the participant's current task for 25 minutes, then take a 5-minute break before coming back for another 25 minute session. Adedayo's lowest level of Energy is in the Excite Dynamic and, without awareness, is where the participant most likely might struggle. The participant is fully capable of leveraging the strategies in this area, especially in light of the participant's other strengths, but it will require a longer, more sustained effort. The participant may need more time to "recharge" afterwards; engaging in tasks that correspond with the participant's higher Energies may help to speed up this process. Here are a few other tips that you may want to emphasize, regardless of if it's a traditional or a virtual learning environment: Set a clear and attainable goal for mastering the material. Review class notes often. Listen to any recordings made of the class. Read text more selectively and make handwritten notes next to the printed material. Outline notes in a logical, sequential order. Page 9 of 10 Working Style Graph Adedayo Adekoga How To Use Your Working Style Graph A Recipe For Your Learning The learning graph is your unique "Learning Recipe." It shows you the amount of ingredients and the type of ingredients you need to learn most effectively. Look at your graph and notice where the largest areas are. These indicate the working styles that you use often and find easy to digest. Smaller areas mean that you can learn in that style but it takes some effort. If your graph has a stressed area it indicates a learning style that you might find difficult to use. Find A Teacher Twin Have you ever had a teacher that you really admired and respected? Did you find the learning experience exciting and the lessons stuck with you well past the classroom period? Chances are this teacher had a learning graph very much like yours. Why not find teachers, mentors and tutors that teach and communicate in a way similar to you so you can accelerate your learning experience? Create Dynamic Learning Teams If you are working on a project with two or more people, you can make a successful team by choosing members who have different learning styles than you have. Try to get each learning style represented on your team. With this recipe you can be assured that this team will produce an excellent product on time with success and satisfaction. Page 10 of 10 
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