Jeff "Skunk" Baxter - ASYMMETRICAL THINKING IN A CONVENTIONAL WORLD.

This is for the higher education visitors--and that also goes for the online MBA students whom I have recently taught. When I tell you to think outside the box, I mean the box doesn't necessarily have to be a square. Try a trapezoid box--or even better, a box that's octagonal--and then give it the opportunity to take on other shapes. At least, my mind goes in places that the traditional thinker may not go--but I find it comfortable.

Oh. He said, "At a high delta-V, in the exo-atmospheric interception using an S-Ban radar, how do you guarantee a high PK in a threat cloud?" Want to figure out what that means? Just listen: YOU're an out-of-the-box thinking manager, right? Let me try: "At a high velocity {delta speed range} in the upper atmosphere range of interception using a specific missile defense radar system, how do you guarantee a confirmed {high-rate} percentage rate of destroying the target (PK or 'kill percent rate') in a scenario where the warhead is also accompanied by the flying junk pile of debris created by launching a missile as well as by decoys or other countermeasures designed to complicate the missile defense job. All of these objects move together through space as part of a threat cloud."

You're welcome.

"Thinking outside the box for impromptu public speaking"

I've mentioned in another post about "Fluid Learning," which is what I call using both left-and-right-side halves of our brain to "think outside the box" when it comes to creativity, ideas, or general brainstorming. And I want to assure you that it is just as much of a challenge for me that I constantly work on improving because I have a learning-processing disorder and ADD. 

Let's look at an example of how to handle that event that so many people dread: How to do impromptu [on-the-spot] public speaking. And most times, this happens at an event where there's a microphone and a large audience who is celebrating something (or someone), and YOU are called up to front-and-center to say a few words. Here's a sure-fire thing to try that may help you come out with smiles, cheers, and applause.

Has this happened to me? Yes, at a higher education setting--in China, at a science university, and I was a guest of a Ph.D. candidate. (I can't speak Chinese and I don't know about the complexities of animal genetics!) And I was totally taken by surprise. My audience was learning English as a secondary language, and theirs is known for its complexity. Yet I stood before young men and women who not only had mastered their own language demands, but they were anxiously and eagerly working on their English skills. They were the ones who could have taught me more about speaking my own language. And I was proud of them and honored to be in their presence. And I was thankful for the chance to share my insights and reflections on the same path as they were now: learning to speak English.

Yes, perhaps you’re at a dinner or some kind of award ceremony, and the host or sponsors have just mentioned your name. And then they call you up to the podium to share a few words of wisdom, inspiration, humor, or whatever works. Light ‘em up, they say. And you smile (and shiver inside because you’re not ready for this sudden demand for communication and delivery). 

But yes, I assure you it’s very easy. Just follow these two ideas and watch yourself receive a thunderous round of applause and all the trimmings. All you have to say is this:

"I am Learning to Speak English (Again)"

 “Upon standing here in front of this wonderful audience, I am reminded that I am learning to speak English again.” And then watch the stares of amazement because most of the audience knows English is your native language—and they don’t understand what you meant with that statement.

(But instead, you’re trying to say):

 “I am learning to speak slowly, carefully, with deliberation and intention, and think of what is important while I am up here. I am learning once again to deliver my thoughts with reflection, contemplation, and appreciation for you, my audience. I am learning to share how I found the courage and to my surprise, the enjoyment of speaking in front of a crowd. 

"I am learning to speak English with a new view of vocabulary, and along with that, the ways of showing my appreciation for the opportunity to practice it once again. I am learning to speak with determination, deliberation, and endurance."

"I am learning to speak with determination: the choice to be more assured of my abilities to communicate and learn from them. I am learning to speak with deliberation: to speak more clearly, slowly, and with confidence, especially in a public venue. And I am learning to speak with endurance: to pace my way of speaking so that it is with clarity, focus, and projection to an eager audience. And I want to encourage you to feel the same way when your turn comes, and I hope it will be rewarding and fulfilling as you find you too are learning how to be comfortable, assured, and thankful for the ability to speak English so well. Thank you for this time before you. I am honored by your presence."

(If you don't get a standing ovation, I personally vow to wash the dishes at the facility hosting the presentation. I stand by my methods! LOL)

Then you get to return to your chair, have a sip of wine, and beam with "thank goodness that's over!"

(BTW: "Determination, perseverance, and endurance" should be your go-to phrases when someone asks "tell me about yourself" in any interview because it presents you as a force of intelligence, willingness to go onward, and motivation.)

Fluid Learning for Research Topics & Career Planning

I've said before that I consider myself a "fluid learner"--a phrase I coined to describe someone who thinks outside of normal parameters, and one that I feel more accurately describes the new generation of children who are not bound by traditional methods of teaching. With that in mind, I'll use the example of the 4 Elements (above) as a lesson in discerning how to narrow down a topic for research, as well as how to focus more specifically on a subject for academic or professional means.  

In this example, someone has just asked me to help them find an idea for an assignment--or they have just graduated from college and are trying to identify their career plans and goals.  The mention of "environmental studies" is the key.

My first response to this individual: "Let's use the 4 Elements as guiding points to help you identify where your interests are, and which one best suits your answer." After that is established, I then take each element and its nature, then apply a range of ideas that may be suitable.  For example:

Air: (Air) pollution - management of hazardous waste gases; quality of air control in residential or commercial locations

Water: Potable water supply and management; ocean pollution and recovery; oil & natural gas spillage-recovery

Fire: Recycling garbage for fuels

Earth: Alternative fuel sources; landfill management and soil reclamation; ecosystem preservation and recovery; animal and wilderness preservation

Do you have a subject or topic you'd like to see mixed-and-matched with the 4 Elements? Try Fluid Learning techniques and methods--or if you're in need of something different, write and ask me!