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Energy Map

Gabriel Bernabe

Gabriel Bernabe

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 Gabriel is Effortless
EXPLORE Gabriel performs naturally in this Dynamic.
Energy Map He can move in and out of it with ease.

1st Dynamic What Gabriel is like in 1st Dynamic

DESCRIPTION: DESCRIPTION:
This Dynamic requires focused effort and Gabriel enjoys being in the world of ideas and
attention inward on ideas, feelings and possibilities. He has a great deal of creative
concepts. Explore Energy within a person is energy.
creative, independent and fluid.

ORIENTATION: ORIENTATION:
This Energy asks, "How?" He likes to know how things interrelate as part

It is process-oriented. of the "bigger picture."

APPLICATION: APPLICATION:
Explore Energy is most useful at the He often starts new projects. He searches for
beginning of projects when new ideas, possibilities and connections at opportune
creativity and open-mindedness are required. moments.

PERFORMANCE: PERFORMANCE:
The Explore Dynamic is most effective when He finds performing in a limitless and
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The Explore Dynamic is most effective when He finds performing in a limitless and
participants think broadly, considering more expanding environment invigorating. He is
ideas, information, connections and quite content when he can indulge in the
possibilities. creative process.

2 Gabriel has Stress


EXCITE Gabriel can become tense and drained if there is a great demand for energy in this
Energy Map Dynamic over a prolonged period of time. He may be highly adept at these actions. The
issue is the ability to perform intensively over time without feeling stress.

2nd Dynamic What Gabriel is like in 2nd Dynamic

DESCRIPTION: DESCRIPTION:
Activity within the Excite Dynamic is His energy can become depleted if he has to
expressive and outward, sharing and constantly relate, motivate and self-promote.
invigorating the conceptual process from the
Explore Dynamic.

ORIENTATION: ORIENTATION:
This Energy asks, "Who?" He is not terribly concerned with "who," but
It is interaction-oriented. can be rather particular about with whom he
connects and communicates.

APPLICATION: APPLICATION:
Excite Energy provides the impetus for Gabriel must use effort to incorporate social
progress. It generates synergy through activities with business.
inspiration, influence and persuasion.

PERFORMANCE: PERFORMANCE:
The Excite Dynamic is most effective when Gabriel can experience anxiety when he has to
participants generate substantive, active relate to others primarily with emotion and
discourse among stakeholders through both intuition. It would help if he acquires the ability
verbal and non-verbal communication. to read non-verbal language and sense shifts

in people's tones.

3 Gabriel is Effortless
EXAMINE Gabriel performs naturally in this Dynamic.
Energy Map He can move in and out of it with ease.

3rd Dynamic What Gabriel is like in 3rd Dynamic

DESCRIPTION: DESCRIPTION:
Activity within the Examine Dynamic is He will automatically judge what possibilities
cautious and introspective, extracting realistic can become realities, based on facts and
expectations from the energized vision from time constraints.
the previous Dynamics.

ORIENTATION: ORIENTATION:
This Energy asks, "Why?" He is delighted to dive into the weeds of
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This Energy asks, "Why?" He is delighted to dive into the weeds of
It is detail- and fact-oriented. research, details and fact-finding missions.

APPLICATION: APPLICATION:
Examine Energy provides the procedural He has ample energy for creating and
strategy and informational tools required for organizing structures, rules and timelines to
successful completion of the project. ensure a solid foundation for action.

PERFORMANCE: PERFORMANCE:
During the Examine Dynamic, participants He will focus on flaws and anticipate
focus on avoiding and/or mitigating omissions, problems on an ongoing basis.
mistakes and potential weaknesses.

4 Gabriel is Effortless
EXECUTE Gabriel performs naturally in this Dynamic.

Energy Map He can move in and out of it with ease.

4th Dynamic What Gabriel is like in 4th Dynamic

DESCRIPTION: DESCRIPTION:
Execute is the Dynamic of external results, Gabriel has no trouble maintaining the stamina
implementing the plan developed in the and energy necessary to force action,
previous Dynamic and producing concrete accountability, decision-making and task-
action. completion.

ORIENTATION: ORIENTATION:
This Energy asks, "What?" He likes to have measured control over
It is goal- and control-oriented. situations and people. He has an essential
interest in the pride of (and even the reward for)
accomplishment.

APPLICATION: APPLICATION:
Execute Energy focuses on completing He can focus exclusively on task-completion.
tasks with accountability, authority and He is quite comfortable delegating and/or
delegation. having authority.

PERFORMANCE: PERFORMANCE:
Within the Execute Dynamic, participants He has an essential interest in winning and in
thrive on challenge, competition and reward. being rewarded.

5 This is a universal Dynamic that requires each individual to reflect on the preceding
EVALUATE Cycle and anticipate the next.
Energy Map
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:
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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:
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.

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Learning Report
Gabriel Bernabe

Gabriel is the consummate, high achieving learner who relishes breaking the curve in his class and becoming the most
knowledgeable authority in whatever subject he is striving to learn. He loves to finish first because that gives him the control
over his destiny. That's because Gabriel is an independent, solitary achiever who knows what he wants and where he wants to
go most of the time. He does interact intellectually with his classmates, particularly if it's about a controversial subject. However,
Gabriel's computer can become one of his most reliable partners for learning, work and fun, if he just lets it.

Gabriel is a visionary who is also a logical, pragmatic thinker and planner. He always needs three questions answered: "What's
the objective or task?"; "Why is this happening?"; and "How does this work?" Whatever he 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, Gabriel is skeptical and rigidly non-accepting if he can't create a synthetic
understanding of the conclusions. In fact, he can be the ultimate skeptic who won't be moved to any action without "all of his
ducks in a row".

However, overall, he can be a pragmatic realist who can get people to do what he wants. It's during these moments of verbal
interaction that Gabriel can let associates know what needs to be accomplished, how to proceed and why it is necessary to do it
immediately. To make his directives clear so that together everyone meets the goal successfully, Gabriel 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 Gabriel, particularly if it uses a factual, logical, historical and
synthetic approach. However, if his teacher's presentation wanders from the topic, incorporates too many personal examples or
grammatical mistakes, his respect begins to dwindle. If these teaching errors continue, Gabriel may become impatient and
intellectually presumptuous.

Non-traditional projects can work well for Gabriel 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, Gabriel can see the big picture and the
details, while never losing sight of the finish line.

He is an excellent listener and reader who easily memorizes and logically categorizes everything. Gabriel zeroes in on the
details and builds his own rational conclusions into very creative wholes. Then, he checks them over and over in many different
ways. It's not that he is distrusting (even of himself), it's that he is a true, rational skeptic.

Having to generate genuine enthusiasm and excitement in order to connect and communicate with others may create stress for
him. Yes, for short periods he can combine parts and elements to form a whole as a learning or production tool, but the longer
he does it, the more stressed he becomes. Without awareness, Gabriel's ability to access this particular learning process may
occasionally be blocked. It's as if he has a blind spot in this part of his learning repertoire. He simply doesn't like to have to use it
as a primary tool for learning.

The following may create stress for him if used for more than short time periods:

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Having to be charismatic and the center of attention while learning,
Needing to always be creative, innovative and humorous with others for extended periods of time as he 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.

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Learning Tips
Gabriel Bernabe

In Almost Every Educational Setting, He is Lucky to Be


Traditional learning and teaching are tailored to his style, enabling success in most learning environments. He 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 him. For the most part,
learning and studying comes effortlessly for him.

Learning can become an effort when content or presentations are disorganized or too anecdotal. Then, he 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.

His Middle Names Are "Logical" and "Factual"


He has a natural bent for being logical and factual. In fact, he really enjoys it! "B" follows "A" and then is followed by "C."
Everything has its place and its appropriate time. The more facts that he can add to his rationale, the better he feels. Fortunately
for him, most curriculums are built upon a logical and factual foundation. He should be sure to outline his notes after every class
and every chapter that he reads.

Minding the Details and Putting Them in Their Right Places


Everything has its place until proven otherwise. He loves to categorize facts and organize them into rational outlines. Once
they're in this form, he can easily memorize them. He should use outlines from his books and class notes to review, categorize
facts and study for tests. He may find it helpful to start with a full outline, then create additional outlines with fewer and fewer
levels of details, requiring him to fill in the missing information as he studies. When he has teachers who demand more critical
and creative thinking on their tests or in his papers, he needs to anticipate what type of questions those might be and form some
outline answers when studying.

He Should Know What He Wants Before Signing Up for a Class


Tips for Learning in Traditional Settings
In traditional classrooms, the best place for him to sit is off to the side and about one half-way back. From this perspective he
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 he is copying the presentations. Thus, when he reviews, he can add the verbal parts of the class
to the visuals in a more exacting outline. Remind him always to ask the teacher's permission before recording lectures.

It is important for him to connect with other students who take learning as seriously as he does, in case he is absent from class
and needs notes or if he 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.

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Understanding (Explore)
He has a high level of this Energy; he likely adopts these strategies instinctively, without having to consciously think about
them. He may feel "energized" after engaging in this area, even for an extended time.

At the start of each course, he 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, he shouldn't overlook the importance of maintaining an open rapport with the facilitator and should ask questions
whenever they arise.
He should consider keeping a notepad or device handy (not just during his scheduled course times) to capture questions,
ideas, or thoughts as they come to mind. He should then check this list during his scheduled course times to ask
questions, add to notes, review materials, etc.

Inspiration (Excite)
He has a lower level of this Energy; he can still use these strategies to his full advantage, but it may require more of a conscious
effort and some planning ahead. He may need a little time to "recharge" afterwards.

He should discover and use the established means of staying connected and interacting with the facilitator and with his
peers for each course.
He should be aware that virtual learning might not provide him with the level of personal interaction on which he normally
relies; he may want to find other means or outlets for this need to interact.
He should consider posting a visual, personal record of his progress near his 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 his learning is especially important in a virtual environment. What inspires us is closely tied to our
Energy profile; therefore, if he ever needs to "reconnect" to his learning or a specific course, he should look first to the
areas that correspond to his 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)
He has a high level of this Energy; he likely adopts these strategies instinctively, without having to consciously think about
them. He may feel "energized" after engaging in this area, even for an extended time.

He should use a calendar to schedule out the course ahead of time; he should map out due dates, study times, and course
check-ins on his calendar and then check this schedule when creating daily checklists.
Depending on his level of tech savvy, he may prefer traditional, pen-and-paper methods or seek out virtual study tools to
help in his learning; regardless of the tools, he should use the methods that best compliment his 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

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outline structure for the same purpose.
He should create a study space that fits his style and learning preferences. He should use this space consistently for
course check-ins, to review notes, and to complete assignments. He should only use this space for studying to stay
focused and cut down on potential distractions.

Time Management (Execute)


He has a high level of this Energy; he likely adopts these strategies instinctively, without having to consciously think about
them. He may feel "energized" after engaging in this area, even for an extended time.

He should set SMART goals and use daily checklists to help him stay on task.
He should consider scheduling small rewards to correspond with short-term goals; these rewards can help him to stay
motivated and moving forward.
He should use strategies to maintain focus and avoid distractions during scheduled study times. For example, stay
focused on his current task for 25 minutes, then take a 5-minute break before coming back for another 25 minute session.

Gabriel's lowest level of Energy is in the Excite Dynamic and, without awareness, is where he most likely might struggle. He is
fully capable of leveraging the strategies in this area, especially in light of his other strengths, but it will require a longer, more
sustained effort. He may need more time to "recharge" afterwards; engaging in tasks that correspond with his 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.

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Working Style Graph
Gabriel Bernabe

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.

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