The Winning Helix - The Art of Learning and Manifesting Your True Potential

webmaster@medrounds.org (MedRounds Publications) — Mon, 24 Jul 2006 21:59:00 +0000

"In business, as in life, winning isn’t a matter of life or death,
it is far more important than that. Most businesses fail because its leadership
and management play not to lose, rather than to win. Winning doesn’t mean
trampling over the bodies of your opposition, rather it means developing,
preparing and manifesting an attitude to achieve your true potential. Winning is
a combination of an art and a science. The art is developing the proper mental
attitude; the science is developing the learning skills that are so essential to
manifesting the winning attitude and making it part of your DNA.

Cristina Andersson, in her book The Winning Helix, takes you on
a journey of discovery of defining the DNA of a winning attitude, the science of
an action-learning process and how to mobilize the energy to apply these
techniques to achieve your objective. As one reader commented “Winning is an
episode of learning. An episode , where with the help of difficulties and
obstacles and after a physical, spiritual or social struggle a person manages to
surpass their limits.” To be a winner in life and/or business one has to
constantly train as any championship athlete. The Winning Helix is the training
manual that lays out the roadmap to winning at everything to which you aspire.

As the book takes you though the winning process you become intimately
involved with the author as she allows you to overhear the conversations she had
with her coach and mentor as she developed into a professional operatic singer
that has entertained heads of state. The techniques described are so efficiently
presented that Silver Fox Venture Partners makes the book required reading for
anyone before we invest in them."

Dr. Gerry Lemberg
Chairman
Silver Fox Venture Partners

Table of Contents

1. Foreword
2. Who will benefit from reading this book?
3. How to read this book
4. People appearing in this book, acknowledgements
5. Introduction

PART I Encode your Action-Learning Double-Helix with winning

Chapter 1 The Winning Code – sustaining mental energy
Chapter 2 Mental Virtues – directing action
Chapter 3 Coachability Skills – enhancing learning

PART II Intensify your Action-Learning DoubleHelix

Chapter 4 The Structure of the DoubleHelix
Chapter 5 The Major Groove
Chapter 6 The Minor Groove

PART III Mobilize your energy

Chapter 7 Mobilizing Energy
Chapter 8 Winning Awareness
Chapter 9 Dynamic Attunement

Epilogue

THE WINNING HELIX: THE ART OF LEARNING AND MANIFESTING YOUR TRUE POTENTIAL
By Cristina Andersson
In collaboration with Collin Hansen
Edited by Marie Hunt
Copyright © 2006 by Cristina Andersson

First printing 2005 by Develor Oy Productions, Finland, www.develor.fi
Published and distributed by F.E.P. International, Inc.
www.fepint.org/winning-helix/

All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission except for brief quotations embodied in critical articles and reviews.
Printed in the United States of America.

For information write F.E.P. International, Inc.
941 25th Avenue, #101
Coralville, IA 52241
ISBN 0-9769689-2-4

Original cover art concept/design/typography/colors and internal graphic diagrams designed by Tuomas Antero Karttunen, graphic artist, MA, Helsinki, Finland, EU. The colors of the original edition were specially mixed, using metallic colors for the spheres on the frontside. Contacts: tuomas.karttunen@helsinkinet.fi.

Applied cover/color changes for the revised edition, paper choices and print supervision by Daniel Hunt. www.sidekick-design.com.

Typesetting by Patricia Duffel

Table of Contents 3

webmaster@medrounds.org (MedRounds Publications) — Mon, 24 Jul 2006 21:55:00 +0000

The Winning Helix

Contents

1. Foreword
2. Who will benefit from reading this book?
3. How to read this book
4. People appearing in this book, acknowledgements
5. Introduction

PART I Encode your Action-Learning Double-Helix with winning

Chapter 1 The Winning Code – sustaining mental energy
Chapter 2 Mental Virtues – directing action
Chapter 3 Coachability Skills – enhancing learning

PART II Intensify your Action-Learning DoubleHelix

Chapter 4 The Structure of the DoubleHelix
Chapter 5 The Major Groove
Chapter 6 The Minor Groove

PART III Mobilize your energy

Chapter 7 Mobilizing Energy
Chapter 8 Winning Awareness
Chapter 9 Dynamic Attunement

Epilogue

IX Dynamic Attunement 189

webmaster@medrounds.org (MedRounds Publications) — Mon, 24 Jul 2006 20:08:00 +0000

Picture 7 - Dynamic attunement – the emotional frequencies

How does learning feel in different phases of the doublehelix? The study of emotional frequencies strives to give an answer this question. We also pursue to explain how the learner can attune into a mood that matches with the task at hand so that the best possible result can be achieved in each phase and moment of the action-learning process.

Emotions are unconscious states of mind that emanate from different perceptions entering the awareness. Like frequencies they vibrate and quiver causing actions and changes in actions both in body and mind.

The frequencies presented here are all important. This means that the learner should not always be seeking for the feeling of the peak-performance but rather try to attune into a mood according to the phase where his action-learning process is at the moment.

Chapter VI Minor Groove 155

webmaster@medrounds.org (MedRounds Publications) — Thu, 20 Jul 2006 21:26:00 +0000

Picture 6 - The depths of transition
The height of the shift depends on how deeply the learner has gone into the transition. The highest level of learning involves change as a human being, and that requires examination and change in the deepest levels of existence.
Changes in the surface levels – the environment, actions or knowledge – do not lead to a shift but are needed to reform the current level of skill.
In order to take the shift, the transition must reach the levels of beliefs, identity and the purpose of life. This requires courage to look at oneself openly and honestly and preparedness to deal with the pain of confronting the dark side of the Self.

Chapter VI Minor Groove 146

webmaster@medrounds.org (MedRounds Publications) — Thu, 20 Jul 2006 21:07:00 +0000

Picture 5 - The minor groove – phases during the transition
The minor groove -- unlike the major groove – does not contain loops. This means that the transition zone should not be orbited but passed through without turning back. Taking the necessary time to elaborate each phase and then move on without looking back, without regret.
Most shifts are not taken because of the fear of transition. Giving up something that feels safe; experiencing the emptiness – the feeling of being nothing and nobody; confronting the scary moment of taking a leap to the next level, to the unknown, can be so frightening that many, maybe most of us, would rather stay orbiting the same major groove for the rest of our lives.
The learner whose pursuit is to win might be afraid of transition but enters it anyway with grace and courage. He lets himself fall apart with a smile on his lips and tears in his eyes, convinced that the coming shift will take him higher than ever before.

Chapter V Major Groove 139

webmaster@medrounds.org (MedRounds Publications) — Wed, 19 Jul 2006 23:22:00 +0000

Picture 4 - The learning wheel
The learning wheel is a theoretical illustration of learning. It aims to provide understanding and support for learning in the action-learning process.
The main idea of the wheel is that the purpose of learning is to create and improve performance. Together with mental virtues, the improvement of performance turns into pursuit for excellence.
The wheel is – and should be – in constant motion. The different fields and loops act simultaneously to improve performance in accordance with the phase of the action-learning process. Sometimes, however, it is good to take a view to performance at a distance to get reminded of its true purpose and to recognize the false, unnecessary and harmful patterns and actions misleading the performance and blurring the goals. The learning orbit illustrates the process of taking a blue-sky view to performance.

Chapter V Major Groove 104

webmaster@medrounds.org (MedRounds Publications) — Wed, 19 Jul 2006 21:02:00 +0000

Picture 3 - The Shift
True learning involves growth. The growth within the stage of skill, the major groove, is horizontal; a spiral–like motion of improvement and organic development that improves the quality of the performance until the current stage of skill is mature.
Growth between the levels of skill is vertical, an abrupt growth that we call here the “shift.” The shift to the next level of skill is a result of a transition, experienced in the minor groove. The thoroughly elaborated transition is an essential precondition for the successful launching of the shift.
The shift – like winning – is a result of preparation. It cannot be done -- one can only let it happen when the time is right. The momentum for the shift is the “quantum leap,” an energetic moment indicating that it is time to leave the transition and move on to the next level and new learning endeavors.

Chapter IV Structure 93

webmaster@medrounds.org (MedRounds Publications) — Wed, 19 Jul 2006 01:35:00 +0000

Picture 2 – The DoubleHelix
The heart of this book, the process of preparing to win, is the action-learning process – the ”doublehelix.” The doublehelix is an energetic model, striving to explain how the energy is allocated and directed in the process.
The doublehelix is divided into two differetn stages – ”grooves.” The stage of skill, its use and improvement is called in the metaphor as teh major groove. The stage of trnasition that precedes the shift to the next stage adn level of skill is called teh monor groove.
Teh individual processes of action adn learning are described as ”strands,” which are connected with base-pairs. It is vital to realize that action and learning are not automatically combined to serve the same goal and therefore teh active study and cultivation of intention and volition is highly necessary.

Chapter I Base Pair 36

webmaster@medrounds.org (MedRounds Publications) — Tue, 18 Jul 2006 23:47:00 +0000

Picture 1. – The Base Pair
In the metaphor for the action-learning process – the doublehelix – winning is encoded in the “base-pair,” the column of willpower which connects the strands of action and learning.
The base-pair is composed of volition, the inner desire energized with “will to do” and intention, and connection to an outer challenge energized with “will to achieve.”
Intention and volition are connected with an interchanging alignment which illustrates the varying ratio of intention and volition within the base-pair.
The action-learning process is supported by coachability skills – skills that enhance learning and action-taking and improve interaction
Mental Virtues are patterns that guide both the process and the performance towards successful and winning results.

Foreword 6

webmaster@medrounds.org (MedRounds Publications) — Mon, 24 Jul 2006 21:49:00 +0000

Foreword 15

webmaster@medrounds.org (MedRounds Publications) — Tue, 18 Jul 2006 22:55:00 +0000

2. Who will benefit from reading this book?

"The intention of this book is to help those people who possess the will to develop as a person, constantly improve their skills and strive towards higher achievements.”

This book will serve everybody, both individuals and teams – even organizations, on their quest to prepare for winning and success through developing their skills to manifest their personal greatness and achieve the results they expect their skill to yield to them.

The idea of the book is not to give practical and detailed advice about what to do, but rather to present a framework with an action-learning process that helps the reader to coach him- or herself to develop his/her skills and to prepare to win.

The book, however, is not an overall guide for better life in general, though I believe that manifesting the true potential leads to a better life. The purpose of this book is to help those people who find that they have a special skill, who possess the will to develop as a person who want to improve the skill constantly and strive towards higher achievements, and who are ready to make a commitment towards an intensive and persevering action-learning process.

Foreword 11

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• The training programs provided a lot of knowledge, but didn’t prepare to execute the change and confront its consequences.
• Learning was assumed complete when the training-programs were concluded.

And finally my naïve and simple statement:

• People and companies are not prepared to win – they don’t want to win, rather, they focus on surviving.

People are not prepared to win. It is more important to feel safe and protected.

When I, for the first time, spoke out this idea, naively, with a childish voice, I felt funny. I thought that “the people don’t want to win” cannot be a real issue. At the same time, an inner voice whispered that there is something in it, something deserving more thought.

Foreword 20

webmaster@medrounds.org (MedRounds Publications) — Tue, 18 Jul 2006 23:00:00 +0000

I also thank:

Virpi and Anssi Juutilainen, Jorma Hynninen, Keith Armstrong, Barry Smith, Dave Stathos, Eve Arpiainen, Jari Sarasvuo, Lenita Airisto, Seppo Kimanen, Riikka Paasikivi, Richard Fagerström, Antti Kauppi, Jorma Elorinne, Raimo Summanen, Kristiina Harju, Hannu Nykvist Heljä Angervo.

Special thanks to Mr. Tuomas Karttunen for making this book understandable with his clear graphics and beautiful layout.

Very special and loving thanks to my sons Tomi and Nicholas who supported me and helped me in many ways, making this book possible.

Foreword 19

webmaster@medrounds.org (MedRounds Publications) — Tue, 18 Jul 2006 22:59:00 +0000

Collin has played the piano his entire life. He studied in the Eastman School of music and later he came to Finland to teach in the Sibelius Academy. Collin has experienced peak-performance and flow in his work but also the difficulties that a creative performing artist encounters in his life. Collin’s deep understanding for different aspects of life makes his advice and teachings even more valuable.

Team Jokerit has offered me a place to go with my questions about sports, coaching and winning. The opportunity to follow hockey-life between the games has given me valuable information and widened my understanding about how a team prepares to meet a challenge to win. Jokerit has also many times helped me to get my feet back on the ground when I have been overwhelmed by my theories. To realize the complications of running a business where the high expectations towards both economical success and success in the field of traditional sports should be met has been valuable for this study too. I thank Harry Harkimo and Matti Virmanen for their kind co-operation. A thousand thanks to all those players, especially Tomek Valtonen, who have been targets for my questions.

The “captain of the hockey-team” is Antti Törmänen. Antti has won the Finnish Championship with Jokerit five times. He also is a world-champion and a bronze medalist from the Nagano Olympics. Antti has a very important role in my study. Thanks to Antti, I had to find a new and better point of view for my study in an early phase of the project.

Foreword 17

webmaster@medrounds.org (MedRounds Publications) — Tue, 18 Jul 2006 22:58:00 +0000

I must say that Collin has not always agreed with my language, but I had it my way anyway. The reader can be the judge of how my vocabulary works and is also invited to find his/her own words to describe the complex and ambiguous representations of the mysteries of the human mind.

Sometimes the mysteries of the human mind are so mysterious that no theory can provide an explanation that would come even close to the truth as it is experienced by an individual human being. Therefore we have used a lot of poetry and quotes that might open up new visions for thinking and understanding. Stephen Hawking said, “The best theories are poetic creations.” We think that the best poetic creations can be most valuable theories.

A word of caution: this book is not easy to read, though the ideas and the action-learning model are taken from life itself. The fact that the English language is foreign for me is one reason, but another is that the way of representing the idea is new and might give an impression of mystery or confusion.

I wish the reader to have patience to go deeply into the text and illustrations. Then she or he might get the same feeling as one of my listeners. I was lecturing about the topic of the book for a group of media people. When I concluded my one and half hour presentation, the room became totally quiet. The silence took about five minutes (that is a long time after a presentation, believe me!) and I was already beginning to wonder what went wrong. Finally somebody said, “It became quite silent here.” Right after this, a woman started to speak, beginning, “But she was talking about my life…”, and she continued telling her story. After her, another person told her story, and then another…