Improve how fast you think by 44%

May 22, 2008

Recently I surveyed my Graduate students at the University of Technology, Sydney on the effects of my work with them on my new concept of Speed Thinking. Yes, the sample size is small and the results tentative but none the less the results are quite amazing.

I asked each of my students in an elective subject called Marketing Creativity to rate how fast they were as a thinker at the beginning of the course on a ten point scale (1 being very slow, 10 extremely fast). Their average score was 4.61. This was a surprising low result in itself but perhaps they have not been encouraged to think quickly in a post graduate education experience. By comparison a group of small business owners self-scored themselves at 6.2. Which is expected (I believe) given the fast-paced world a small business competes in. In another comparison a group of facilitators scored themselves 6.5 on average. These scores also suggest that people reconise that there is room for improvement!

After approximately five hours (i.e. ten sessions of 30 minutes) of rather haphazard training by me in speed thinking I asked the students again and their score on average increased to 6.63–an increase of 44%!

I put the increase down to three main factors. Simply by talking about Speed Thinking raised student’s consciousness of it. Secondly they became more confident in it because they would practice it week in, week out. And thirdly I gave them a range of tools that seemed to increase their speed and confidence.

I also asked the students whether they considered themselves to be an extrovert or an introvert (again on a ten point scale) and found that the extroverts improved by 39% and the introverts by a whopping 51%. My proposition is that extroverts find speed thing easier than introverts because they tend to react quickly to external events rather than the introverts more internal deliberate style. Hence although introverts found the going slightly more uncomfortable they gained the most benefit. This finding will be explored more in the future.

Being able to think quickly in a time-poor world would seem to be an advantage that these students seem to appreciate and enjoy. These results tend to suggest that the pace at which we think can be improved and is not fixed.

I will bring you more results when these come to hand.

Dr. Ken Hudson

 

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