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Now you have seen multiple examples of hand-drawn or

software-generated idea maps. Sometimes it can be

intimidating to see others' maps (especially those that have

beautiful imagery). When first learning how to create idea

maps, I remember feeling that I had such a long way to go before

I would be able to master the skill. It's possible that your

own mapping skills still feel a bit unnatural. Don't worry-

that's normal at this point. This chapter will cover the following

topics:

• Learning any new skill takes good lessons, time, persistence,

and the right model.

• Three individuals will share their idea-mapping journeys.

You will see their progression of maps and hear

their words of wisdom.

• Finally, I'll cover some typical questions and comments

I receive regarding idea mapping.

Learning a New Skill

I wish I had kept copies of my first few maps. They were

dreadful. I'm disappointed I can't entertain you with them!

Yet with practice, I improved. It is amazing to see how individuals'

skills and styles take shape over time. It also gives a

sense of accomplishment to look back and see the progress.

I've heard skeptics say, "This idea mapping takes too long to

150

learn." I disagree. Mapping is an easy skill that can be taught

quickly. The challenge is persisting long and frequently

enough that the tool becomes as natural for you as linear

note taking. That's what takes some time and patience.

I learned to golf from a friend of mine after we signed

up for a company scramble. She was a novice herself, but

took me to the driving range for her version of a crash course

in golfing. As a result, I learned some bad habits. For the next

5 years I faithfully practiced and reinforced those habits and

wondered why my score did not improve. Then I married an

avid golfer. The summer after the wedding Kevin signed us

up for professional lessons-mostly for my benefit. The instructor

changed my stance, my grip, and my swing-and

that was just the beginning. I was overwhelmed, I felt awkward,

and when I went out to play nine holes my scores were

worse than prior to my lessons! It's at this point that I've seen

many people quit golf (or the learning of any new skill), and

I was tempted right then to do the same. Fortunately, I did

not quit, but my scores didn't improve until the new techniques

became natural and comfortable instead of new and

awkward. They eventually did get better (a little) as I put the

time into practicing.

You may experience something similar in the process

of learning to create idea maps. Give yourself a break! How

long have you been taking linear notes? Are you that surprised

that idea mapping feels strange? Remain patient and

persistent. The results will be worth it. I recommend keeping

your first maps and several others along the way. This will

encourage you by providing a documented history of improvement

and growth. My friend who taught me to golf did

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not provide me with a good model. You on the other hand,

have already seen excellent idea-mapping models throughout

Chapters 6 and 7 (with more to come!). The only part of

the success formula that is missing for you right now is time

and persistence.

Lesson Ten-

Be patient with yourself.

You're learning a new skill!

What follows is a series of idea-mapping examples from two

individuals. I think it is important for novice mappers to see

how this skill evolves with perseverance. What seems awkward

today will seem easy tomorrow. These maps should be

an encouragement to you. The individuals sharing their

maps are willing to show you some of their first attempts in

order to help you with your learning.

The Journey for Beth Schultz

Dr. Beth Schultz O.D., M.S. Clinical Pharmacology, is an

assistant professor teaching at the Pennsylvania College of

Optometry (PCO)-the leading school of optometry in

the United States. We met when I taught an idea-mapping

workshop to nearly all the faculty at PCO. (See Figures 8.1

through 8.5 for the progression of Beth's maps.) Notice

the transformation from her first map (where she writes

upside down, has no images, and uses no color) to the last

map (where hierarchies are clearer; color and imagery is

present; and she's implemented a creative connection and

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coding scheme to enhance recall). She briefly describes

each map and then shares some words of wisdom about her

learning.

Chemical Warfare (Figure 8.1)

At this point, I had heard only a description of the concept of

idea mapping from an international student. I had not yet

read any books on the guidelines of mapping, but thought it

would be a useful tool for studying. As a student in a parttime

master's degree program for pharmacology, I took a

challenging course called "Toxicology." The toxicology lecture

topic centered in the idea map is Chemical Warfare Agents.

The professor presented the material chronologically according

to history of use. My numbering of these major events represents

the chronological order. For instance:

1. Criteria for Chemical Warfare Agent Development.

2. Mustard Gases.

3. Agents Developed by Lee Lewis (never used-war

over).

4. Nerve Gases.

5. Phosgene.

I must have learned the information since I got an A+ on the

exam! Here are a few key points that I learned about idea

mapping from this example:

• The critical need to use CAPITAL letters for major

branches to distinguish them from minor branches.

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Figure 8.1 Chemical Warfare

• The value of using single words or shorter phrases for

each branch to condense information from sentences into

key ideas.

Antihistamines (Figure 8.2)

As I completed my master's program in clinical pharmacology,

I began to teach the pharmacology course at the PCO. One of

the first lectures I gave to the students was on the topic of

Antihistamines. I made this map in order to create the lecture

handout and presentation. The idea map covers the use

of antihistamines to treat allergies.

Histamine is released from mast cells so I drew a picture

of a mast cell to look like a flag coming off the mast of a boat.

Off the mast cell "flag" are three major branches according

to the type of antihistamine. Available types are H1, H2,

and H3 according to the type of histamine receptor to which it

binds. H1 binds to blood vessels-hence the red circle; H2

binds to parietal cells of the stomach-hence the digestive

tract; and H3 binds to nerves in the central nervous system-

hence the brain and spinal cord. A fourth major branch represents

mast cell stabilizers, which are also used to treat allergies

by preventing histamine release from the mast cell.

Here are a few key points that I learned about idea mapping

from this example:

• The importance of color to distinguish different types of

items.

• The enormous benefit of drawing pictures to trigger detailed

memories of the concepts.

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Figure 8.2 Antihistamines

Antianemia Drugs (Figure 8.3)

This map immediately followed the Antihistamine map. I

enjoyed mapping my lectures as opposed to generating traditional

outlines because it allowed for boundless creativity with

color, pictures, [and] connections with other courses and course

instructors through shared fundamental concepts. Traditional

outlines seemed to truncate my ideas, limit how I could present

them in class, and isolate my topic from other instructors'

materials that were closely intertwined with mine. It seemed

natural to create my word document handout and PowerPoint

presentation from my maps.

This idea map views the treatment of anemia according

to the type of anemia or blood dyscrasia. For instance, the

major branches include: Iron deficiency, Folic Acid deficiency,

Vitamin B12 deficiency, Erythropoietin deficiency, and Sickle

Cell anemia. For each type of anemia there is one type of

treatment aimed at replacing or supplementing the deficient

entity.

Here are a few key points that I learned about idea mapping

from this example:

• The value of representing central ideas with a picture to

emphasize that everything else radiates from this topic.

• I created an inventive use of a specialized color-coding

system to represent common domains. To describe characteristics

of drugs we apply them back to the domains of

Pharmacology: Pharmacodynamics, Pharmacokinetics,

Therapeutic Uses, and Adverse Effects, so I assign a color

to each domain to increase recall.

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Figure 8.3 Antianemia Drugs

Antihypertensives (Figure 8.4)

I made the Antihypertensive map for my next lecture. The

central idea here is that the changes to the peripheral blood

vessel can cause hypertension or raise blood pressure. So I

drew a blood vessel with this problem. Inside the blood vessel,

I drew a staircase to show the different stages of hypertension

according to levels of blood pressure measurement. From

that abnormal problem, all the major branches off the blood

vessel correspond to different types of drug classes used to

treat hypertension by regulating the blood vessel.

Here are a few key points that I learned about idea mapping

from this example:

• The value of print size to establish uniformity amongst

major branches (larger print) and subbranches (smaller

print).

• The use of overlapping color to recognize names with the

same suffix. Since drugs from the same class often have

the same suffix, this shared color overlap helps in recalling

them as members of the same class.

Antianginals (Figure 8.5)

A month after the Antihypertensives lecture I was assigned to

give another lecture on Antianginals. I had done some more

reading on mapping to gather methods to improve memory

retention for both my students and me.

For the Antianginals map I drew an upper body as the

central image. Inside the chest is a painful heart resulting from

a lack of oxygen caused by arteriosclerosis and/or coronary

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Figure 8.4 Antihypertensives

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Figure 8.5 Antianginals

artery disease. Below the causes are the types of angina. Above

the heart coming off the shoulders are the two strategies used

to treat the lack of oxygen to the heart: increase the supply of

oxygen and/or reduce the demand on the heart. Branching

off that are the drugs that are used based on those respective

strategies. Above the neck is a tongue with a bottle to show

that these drugs are usually placed under the tongue for quick

relief of chest pain. Also, chains are drawn linking several

drugs that are used in combination with each other.

Here are a few key points that I learned about idea mapping

from this example:

• The comfort gained (to your neck) by writing all

branches on a horizontal plane rather than spinning

the page upside down!

• How to connect ideas that may be on opposite sides of

your map by drawing a simple connecting object-like a

chain link.

• Using multiple colors for the central idea can accentuate

its role. I discovered a higher percentage of recall after

seeing a picture versus a word, so I drew pictures to describe

all the mechanisms of the diseases, the mechanisms

of the drugs, how the drugs are administered, and the

mechanisms of the adverse effects of the drugs.

I recently returned to PCO. This time I was teaching the

idea-mapping workshop to their first-year optometry students.

They are required to absorb overwhelming amounts

of information, and we knew that idea mapping would help

them in this task. Beth joined me as a guest speaker and

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shared this series of maps with the students. As a result, the

students are creating idea maps, asking Beth lots of questions,

and requesting that Beth and other faculty members

share their maps as part of their lectures.

The Journey for Debbie Showler

Debbie Showler is an Advanced Business Analyst working

for a large information technology company outside of Toronto,

Ontario. I initially met Debbie in 1991 when I was

teaching a leadership course in Canada. Debbie and I met

again in June of 1992 when she attended one of my Mind

Matters workshops. The major topics in that course were

learning, creativity, and idea mapping. It happened to be

one of the first Mind Matters workshops I ever taught. Her

learning and idea maps were outstanding in so many ways

that it prompted me to stay in touch with her. Debbie's journey

has been one I have followed for over 14 years.

It was difficult to decide what part of this book would

provide the vehicle for her to impact you, the reader, in the

greatest way. She is one of the best "real-time" mappers I've

ever met (you will learn more about that skill in Chapter 13).

Her artistic skills have grown in amazing ways. She has mastered

the art of creating and teaching idea mapping, and I

treasure the words of wisdom she will share with you. Meet

my friend Debbie. (Refer to Figures 8.6 through 8.10 as she

describes her maps.)

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Figure 8.6 Uses of Idea Mapping

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Figure 8.7 Introduction Presentation

Uses of Idea Mapping (Figure 8.6)

A fabulous journey! I look back on this early map and it returns

me to a participant's seat in a Mind Matters workshop

I attended in 1992. Not long after that, I created this map and

used it as an overhead transparency to share my uses of idea

mapping with students in a subsequent Mind Matters workshop.

Angular, rigid, and constraining are the words I would

use to describe this early map compared to the style that has

evolved.

The only color in this map besides black is a hint of light red

added to the central image. The lines are very straight, and a

few are upside down in this example. There are only a handful

of images compared to her current style of mapping. Let's

move on to the next map in her series.

Introduction Presentation (Figure 8.7)

This map was for a presentation I gave about the results that

the Mind Matters course and the idea-mapping tool had

given me. I used the map to walk the audience through the

content. The lines are still straight, but I added more color. I

didn't keep a consistent color for each branch. At the time, I

was not aware of the benefit behind that guideline. There

were still very few pictures.

To Do Map (Figure 8.8)

This is an idea map of everything I had to do for a single day.

This is likely well over a hundred maps later, and you'll see

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Figure 8.8 To Do Map

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Figure 8.9 One to One Map

how the style is more fun and organic. The central image is a

lilac because they bloom here in May. You'll see more appropriate

use of color and increased use of images. I'm feeling a

real confidence now!

One to One Map (Figure 8.9)

The need to learn and assimilate large amounts of information

is what drove the creation of many maps of books and text

documents. Using this tool in conjunction with speed-reading

is a powerful combination that produced many valuable maps

for me. I use them as a reference tool and for learning volumes

of information. This example is an idea map of a book titled

The One to One Future by Don Pepper and Martha Rogers.

It displays 10 chapters and over 344 pages of information on

one page. I color-coded page numbers I thought I might need

to refer to at some point in the future

Corporate Vision (Figure 8.10)

Have you seen a vision statement as an idea map before?

This represented the core values, behaviors, and business of

this organization. This map was used as the primary communication

tool to share and support that vision. A copy of

this map was then distributed to the team members of this

organization.

From 1992 until now, this has been a tool that I frequently

draw upon in my personal and professional life. I have

created thousands and thousands of idea maps to this point and

cannot recall any two that have turned out exactly the same.

It's been a tool to develop a strong business plan, purchase a

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Figure 8.10 Corporate Vision

home, plan my day, organize my thoughts, and to solve many

of life's small and big challenges.

The creation of each map is a fun learning process. I

have learned to listen and look for key words or phrases that

capture the essence and root of the subject at hand. Eventually

I became an instructor of idea mapping and a master trainer

of this technique for my employer. This gave me opportunities

to share the benefits of and to further the use of this amazing

thinking tool! Today my maps are a more creative, fluent, and

fun reflection of ideas. I feel it's a more playful display of my

brain and its limitless capabilities. I can hardly wait to see

what the next 1,000 maps give me!

Notice the difference from Debbie's first idea map to the last

one shown in Figure 8.10. She went from black and white to

color, from no images to virtually all images, and from a linear

look to an organic look. Over the years, her maps and

their applications have captured vast amounts of complex information.

For the new mapper, these maps can be a bit intimidating.

Remember, Debbie (and some of the others who

share their maps in this book) has been using this tool for 14

years. Be patient. It's a process.

Carey Grow

My very first client was American Bankers Association

(ABA) out of Washington, D.C. I met Carey in the first of

several workshops I taught for that organization. She was an

associate director for ABA and a self-proclaimed skeptic.

During the class, I recommended that participants track

their idea-mapping progress through their first 100 maps.

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Carey actually did just that. What follows is a description of

Carey's journey through her 100 maps. She sent me this note

only 2 months after the end the course.

Since the class in May of 1996, my life has changed dramatically.

I came to the workshop for just another "fluff " class and

was prepared with an exit excuse should it turn out to be a

nonproductive session. The result? Previously held intellectual

paradigms were shattered and inaccurate preconceptions

were dispelled. I am writing to share this amazing transformation.

Idea mapping has turned out to be a golden key with

which I have unlocked so many exciting opportunities for myself.

This is somewhat ironic considering I demonstrated such

reluctance to experience this new thought process. Since the

class, I have completed 65 out of the 100 recommended maps.

It does get easier with practice. It has become so second nature

to me now that I am literally mapping every major decision

and task in my life.

As mentioned before, idea mapping was a difficult concept

for me to embrace. The habit of linear outlining was definitely

deeply ingrained. At first, it felt silly and childlike; but

a little voice in my head wouldn't let me condemn this concept

without giving it an honest try.

First, I bought a set of 36 colored markers to replace my

black pen and number 2 pencil. Somewhere around map

number 16, the process switched from being silly to being fun.

I found freedom with map number 27. Map number 27 represented

the tangible, feasible pursuit of unrealized dreams

that I had banished to the bottom of my mental hope chest.

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Since map number 27, the process has switched from being

childlike to being inspiring. Map number 27 helped me realize

that most of my "limitations" and phobias regarding my

own capabilities had been self-imposed or superimposed by a

variety of societal systems.

Most importantly, I have started to grow again as an individual.

Instead of viewing myself as half-way done, I now

see myself as only half begun. Map number 27 allowed me to

envision seven possible new employment avenues. In map

number 28, I developed. a proposal for a seminar that sold out

within a week and a half after the brochure hit the street.

Map number 32 formulated the concept of a professional consortium

whereby like-minded individuals could consult with,

mentor, and develop each other's strengths.

Map number 38 embodied the manifestation of a secretly

held dream which fear prevented me from acknowledging.

From the age of 7, I have wanted to be a writer. However,

fear of rejection, fear of financial instability, and fear of

lack of talent convinced me at an early age that writing was

nothing more than a pipe dream. It seems as if everything

that I have ever done in my life has been in preparation for

this dream; I was just waiting for permission to follow the

dream. I now have a book outlined. I have consulted with a

literary agent as well as a best-selling writer regarding my

potential, and have begun research with local sources to begin

formulating the manuscript.

Idea mapping has shown me that anything is feasible.

If the mind can think it, it can be mapped-and if it can be

mapped, it can be created. Finally, if it can be created, it is

therefore possible.

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When Carey wrote this note she had made it to map number

65. There was silence for a few months and then she called

me when she completed map number 100. I don't remember

if it was a particularly profound map or not. I just know that

she felt like she had achieved a huge accomplishment and

given herself a great gift. The idea-mapping process of learning

for Carey was less about how the maps changed over time

and more about how this tool led her to new ways of thinking.

To this day, I have never seen anyone buy more stickers

to put in their maps! Some people will go to all lengths to add

images to their maps!

Go to www.IdeaMappingSuccess.com to see color versions

of the examples in this chapter.

Questions and Comments

Over the years, I have received a number of recurring questions

and comments. You may be wondering the same things,

so in the following space are those questions or comments

and my responses.

Question #1: Do you find that there are particular

types of people who are more open to learning this technique?

Answer: This is probably my number 1 question.

People have a tendency to think that this might be best suited

for those with learning differences, academic problems, different

cultures, younger people, creative individuals, or any

other category you can think of. After 15 years of teaching

and nearly 15,000 workshop participants, I can only identify

one group of individuals who are more open to idea map-

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ping-those who are willing to learn something new. I know

it sounds simple, but it's true. It is the only differentiating

factor.

Question #2: Do people think you are strange when

they see you in a meeting taking notes with colored markers?

Answer: It definitely attracts their interest! However,

the maps intrigue most people. The colors, images, and the

one-page summary (because they have pages of notes!) attract

their attention. I remember attending a meeting about

10 years ago. We took a break, and when I returned to the

room, there were four or five people standing around my

map deciphering the content of everything covered to that

point.

Question #3: How long does it take to become comfortable

with idea mapping?

Answer: That depends. Frequency of use and variety

of applications enhances comfort. You can't create a map once

a month and expect miracles. That is not often enough. I recommend

doing several maps each week until it feels more

natural.

Question #4: Does your husband use idea maps?

Answer: Yes, he can and does when appropriate. As a

registered representative in the securities industry, all presentations

must be NASD approved in addition to being approved

by his compliance department. However, idea mapping

has been a nice supplement to helping him organize and

emphasize key points when making formal proposals.

Question #5: Why haven't I heard about this before,

and why isn't this taught in schools?

Answer: Some schools and teachers are using various

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mapping strategies. More often teachers use a simpler tool

called "webbing" or "clustering." Unfortunately, those tools

do not take advantage of color or imagery and are rarely applied

to subjects beyond language arts. I think the main reason

it's not taught and you haven't heard about it is simply because

the tool is not well known.

Question #6: When taking notes on written materials,

do you read everything first, or map as you read?

Answer: I take a layered approach to written materials.

I start by doing what Vanda North calls a "power browse" of

the material. Whether it's a book or an article, I quickly view

every page-marking the text or figures that catch my eye.

This gives me a feel for the content, layout, and complexity

of the material. It helps me decide what portions I need to

read or if I need to read the material at all! Then I create the

main branches. From that point on, I usually map as I read.

Question #7: Are there any statistics on timesavings,

productivity gains, or how this technique has helped in

schools?

Answer: There are thousands of individual examples

of timesavings, productivity gains, and educational benefits.

I survey the organizations where I teach anywhere from 30 to

60 days after the workshop. This is how I gather statistics for

a particular group. I compile the results and feed that document

back to the sponsor of the event. The key is getting

enough respondents to make the data statistically relevant. I

have created measurement documents for many clients. Below

is the cumulative response to one of the survey questions

asked to 20 participants who attended my 2-day workshop.

This information was gathered 60 days after the course. This

is a typical response.

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The learning in this class has helped me improve my: (give

each skill a rating from 1-5. 1 = Strongly Disagree, 2 = Disagree,

3 = Neutral, 4 = Agree, 5 = Strongly Agree)

4.4 Ability to be more creative

4.1 Ability to learn new skills

4.7 Note taking skills

4.1 Project management skills

4.1 Ability to have more fun on the job

3.9 Self-confidence

4.4 Brainstorming

3.5 Ability to manage change

4.9 Idea-mapping skills

4.7 Thought organization

4.5 Planning skills

4.0 Job performance

4.25 Productivity

4.2 Memory

4.1 Motivation

4.25 Break problems into smaller components

One of the most astounding statistics I've personally witnessed

was when I was teaching a group of 55 students and

10 teachers from Willow Run High School in Ypsilanti,

Michigan. I met with this group three times over a period of

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3 months. Sharon Maynard, who at that time was one of the

school counselors, measured student grade point averages

(GPAs) before the sessions and then at the end of the semester.

The average GPA increased nearly half a point.

Question #8: How can I teach my children to idea

map and how old should they be?

Answer: If children can draw, they have all the necessary

skills. I wouldn't force it on them. As they watch you create

a map (especially if you are using colored markers), it will

stir their curiosity. Once you have their interest, have them

pick a topic. It could be themselves, a hobby, the family, their

pet, or what they did that day. Just like adults, they may get

frustrated with their drawing, so encourage their patience.

Once they master something simple, then you can introduce

using it for some of their schoolwork! Creating book reports,

history lessons, foreign language-the list of possibilities is

endless.

Question #9: What is the most unusual map you ever

created?

Answer: I would have to say that my hurricane Wilma

evacuation plan has to be the most unusual map for me. In

October 2005 I was certifying a group of 17 idea-mapping

instructors from all over the world that could potentially get

stranded in Florida, and it was unknown as to whether we

would be forced to evacuate. What would be the criteria for

evacuation? If we had to evacuate, where would we go and

how would we get there? If we stayed, how would we plan for

food, water, and communication? There was another group

flying in from all over the world (Australia, Singapore, Hong

Kong, Italy, Canada, and the United States) for a class the

following week. How would we notify those still flying in

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about our evacuation location? Should we cancel that class

after they had prepared for months? These were some of the

questions I struggled through while creating this map along

with one of the other participants.

We ended up not evacuating based on the criteria and

the fact that we were not asked to by the state police. The

certifications continued the following week without electricity

or water, since the storm hit much stronger than expected.

It was an amazing opportunity for creativity and an

incredibly memorable experience for all of us. Someday I'll

share our recipe for Hurricane Salad!

Now the activities are going to get more challenging.

The next chapter will introduce you to an advanced application

of idea mapping called the Team Mapping Process. Figure

8.11 gives a summary of this chapter.

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Figure 8.11 Chapter 8 Summary