A Guide to Mind Maps
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The document discusses mind maps as a tool for organizing information. It explains that mind maps structure information visually from a central concept rather than in linear paragraphs. The advantages of mind maps are that they are compact, flexible, help identify relationships between ideas, and facilitate recall. Creating mind maps involves starting from a central concept and linking associated ideas, images, and keywords without judgment. The document provides an example mind map about overcoming challenges to learning and change at the Asian Development Bank.
A Guide to Mind Maps
- 1. The views expressed in this presentation are the views of the author/s and do not necessarily reflect the views or policies of the Asian Development Bank, or its Board of Governors, or the governments they represent. ADB does not guarantee the accuracy of the data included in this presentation and accepts no responsibility for any consequence of their use. The countries listed in this presentation do not imply any view on ADB's part as to sovereignty or independent status or necessarily conform to ADB's terminology. A Guide to Mind Maps Olivier Serrat 2014
- 2. Thinking as a Skill Intelligence is a potential, and thinking is the operating skill through which it acts upon experience. Outside highly technical matters, perception is the most important part of thinking. If most errors of thinking are errors of perception— that being colored by emotions and values—thinking as a skill can be improved by practice and education.
- 3. Sundry Tools for the Job Numerous straightforward yet powerful tools encourage creativity and flexibility, and help optimize different styles of reasoning (including analyzing, integrating, planning, and problem solving). They include APC (A stands for Alternatives, P for Possibilities, and C for Choices), OPV (Other People's Views), PMI (P stands for Plus—the good points, M for Minus—the bad points, and I for Interesting—the interesting points), brainstorming, lateral thinking, and mind maps.
- 4. Of Mind Maps We usually write notes as sentences that we break into paragraphs, lists, or bullet points. In lieu of the list format conventionally relied upon to take notes, a mind map structures information visually: it develops from a single word (or short text), placed in the center of a sheet of paper, to which associated information is added in the form of sub-branches.
- 5. The Mind Mapping Process The process of drawing a mind map can be described in a few steps: (i) start at the center of a page (rather than from its top- left corner), (ii) adopt an open, creative attitude, (iii) associate and link keywords and images freely, (iv) think fast, (v) break black-and-white boundaries with different colors and styles, (vi) do not judge, (vii) keep moving, and (viii) allow gradual organization by adding relationships and connections.
- 6. The Mind Map Advantage Mind maps are compact, with no unnecessary words; easy to draw; very flexible; and can summarize pages of information. Mind maps help identify gaps in information and shine clarity on important issues. The visual quality of mind maps allows users to identify, clarify, classify, summarize, consolidate, highlight, and present the structural elements of a subject more simply than with a standard set of notes. (It also assists review.)
- 7. The Mind Map Advantage Mind maps facilitate recall because the clear association and linking of ideas mirrors the way the brain works— keywords and images are remembered with lesser effort than linear notes. The process of drawing a mind map is more interesting and entertaining than writing a report, or drafting a standard chart or table.
- 8. Overcoming Challenges to Learning for Change in ADB: A Mind Map Overcoming Challenges to Learning for Change in ADB R espondtodonor sÕagendasonknow ledge m anagem entandlear ning D eliver onStr ategy 2020 'scom m itm enttopr ovide know ledgesolutionstoclients Ensur eleader shipsuppor tand encour agem entfor know ledgem anagem ent andlear ning O ver com eor ganizationalÒsilosÓ M obilizeknow ledgefr om insideandoutsideAD B C r eatingavisionofknow ledgem anagem entand lear ningthatem phasizestheir cr iticalim por tanceto developm enteffectiveness R aisingthepr ofileofknow ledgem anagem entandlear ning D evelopingalear ningchar ter for AD B C ontr ibutingtow or kshopsandsem inar s Tar getingpublishinganddissem ination Aligningknow ledgem anagem entand lear ningw ithStr ategy 2020 Pr ior itizinglear ninganddevelopm entpr ogr am sr elatedto Str ategy 2020 anditsdr iver sofchange Sur veyingAD Bclients ' know ledger equir em ents O r ganizationalcultur e Leader shipcom petencies Buildingpsychologicalsafetyandtr ust Shar ingandr ew ar dinglear ningfr om successesandunexpectedoutcom es Buildinganor ganizationalcultur ethat clear lyvaluesw or kqualityasw ellasquantity Enablingm em ber sofdiver segr oupstobetter under standeachother s ' pr ofessionalm indsets D evelopingr ecognitionthatever yoneinAD Bisaknow ledgew or ker Ar ticulatingthelear ningbehavior sthatAD Bvaluesinitsstaff D evelopingcoachingandm entor ingskills Str engtheningexper tiseinleadinglear ning U singcr eativeinfor m ationandcom m unicationstechnologiestoim pr ove later alcom m unicationsacr ossfor m alstr uctur es M akinggr eater useofteam sw ithdiver sepr ofessionalm em ber ships D evelopingandusingstaffpr ofilepages D evelopingthem aticcom m unities M akinggr eater useofw or kshopsandsem inar s InsideAD B O utsideAD B D evelopingatoolkitfor r unningcom m unitiesofpr actice D evisinglear ninganddevelopm entpr ogr am sfor com m unitiesofpr actice Str engtheningcom m unitiesofpr acticebypr oviding r egular oppor tunitiesfor face - to - facem eetings Suppor tingthedevelopm entofinfor m alcom m unitiesofpr actice Ensur ingthatstaffpr ofilepagesar ekeptup -to - date M onitor ingtheuseofpublicationsandm ultim edia C ar efullytar getingpublicationsandm ultim edia tospecificaudiencesattheplanningstage Valuingclientsassour cesofknow ledgeandpar tner sinlear ning D evelopingtheknow ledgehubconcept O peningm em ber shipofcom m unitiesofpr acticetoother s Str engthenlinksam ongthe know ledgeser vicesofAD B Positionandr esour ce know ledgem anagem entand lear ningasacr osscuttingissue C r eateincentivesfor staff involvem entinknow ledge m anagem entandlear ning M axim izelear ningfr om evaluation Buildunder standingofand capacityfor know ledge m anagem entandlear ning Establishingr egular coor dinationm eetings involvingknow ledgem anagem entspecialists C ollabor atingonpublications C oor dinatingr esear chagendas Positioningtheknow ledgem anagem entcenter to em phasizetheim por tanceof know ledgem anagem entandlear ning Incr easingr esour cesfor know ledgem anagem entandlear ning Investinginknow ledgem anagem entandlear ning - r elated lear ninganddevelopm entpr ogr am s Appointm entofspecialistpr ofessionals Lear ninganddevelopm entpr ogr am s Suppor ttofor m alandinfor m al com m unitiesofpr actice D evelopm entofknow ledgehubs Tim eallocationtoindividualsfor r eflectionandknow ledgedevelopm ent Acknow ledgingcontr ibutionsto know ledgem anagem entandlear ning R ecognizinglear ningandknow ledgedevelopm entascor eactivities inthetim e - andper for m ance - m anagem entsystem s Pr ovidingtim eandper for m ancer ecognitionfor peoplew hoser veas coachesandr esour ceper sonsandshoulder r esponsibilitiesin com m unitiesofpr actice M axim izingtheuseofevaluationr epor tsbytar getingspecific issuestospecificaudiences Allow ingadequatetim efor identifyinglessonsfr om m onitor ing andevaluation M akinggr eater useofafter - actionr eview sandr etr ospects Em phasizinglear ningfr om achievem ents D evelopingandusingindicator sfor m onitor ingandevaluating know ledgem anagem entandlear ning M akingeffectiveuseofm eta - evaluations Pr ojectplanning Encour agingtheuseofpeer assists Incor por atingr equir em entsfor r egular r eflectionin pr ojectplanning M akingm or ecr eativeuseofquestioningatconcept developm entstage Str engtheningtheuseofpr ojectcom pletionand technicalassistancecom pletionr epor tsfor know ledgem anagem entandlear ning M akingeffectiveuseofexitinter view stostr engthenor ganizationalm em or y Ensur ingthatthestaffinductionpr ogr am intr oducesAD B ' sappr oachto know ledgem anagem entandlear ning Enhancingthepr ofessionaldevelopm entcur r iculafor keyar easofcom petence Achievingpr ofessionalaccr editationfor lear ninganddevelopm entpr ogr am s Intr oducingconceptsofknow ledgem anagem entandlear ningintoexisting lear ninganddevelopm entpr ogr am s Infor m ationand com m unicationtechnologies People D iver sifyingther angeoftheinfor m ationand com m unicationtechnologiesused D evelopingtheuseofonlinecollabor ativespaces for team s , pr ojects , andcom m unitiesofpr actice Pr ovidinglear ninganddevelopm entoppor tunities toencour agecr eativeuseofinfor m ationand com m unicationtechnologies D evelopingcom petenciesinr eflectivepr actice D evelopingstor ytellingcom petencies Enablinguseoftools , m ethods , andappr oachesfor know ledgem anagem entandlear ning Str engtheningteam w or kingcom petencies Source: ADB. 2009. Learning for Change in ADB. Manila. www.adb.org/publications/learning-change- adb, pp. 26–27.
- 9. Further Reading • ADB. 2008. The Reframing Matrix. Manila. www.adb.org/publications/reframing-matrix • ——. 2009. The Five Whys Technique. Manila. www.adb.org/publications/five-whys-technique • ——. 2009. The SCAMPER Technique. Manila. www.adb.org/publications/scamper-technique • ——. 2009. Drawing Mind Maps. Manila. www.adb.org/publications/drawing-mind-maps • ——. 2009. Wearing Six Thinking Hats. Manila. www.adb.org/publications/wearing-six-thinking-hats • ——. 2009. Learning for Change in ADB. Manila. www.adb.org/publications/learning-change-adb
- 10. Videos • ADB. 2012. The Critical Incident Technique. Manila. vimeo.com/67185516 • ——. 2012. The Five Whys Technique. Manila. vimeo.com/67185517 • ——. 2012. The Reframing Matrix. Manila. vimeo.com/67186254
- 11. Quick Response Codes @ADB @ADB Sustainable Development Timeline @Academia.edu @LinkedIn @ResearchGate @Scholar @SlideShare @Twitter