Most training changes
what you know.
This changes
how you think.
Knowing something and being able to do it under pressure are not the same thing, and the gap between them is where most training falls short. Research on the "knowing-doing gap", a term coined by Pfeffer and Sutton (2000) after studying why organisations consistently fail to act on what they learn, confirms that knowledge acquisition and behavioural change are governed by entirely different brain processes.
The inGeniusly method was built specifically to close that gap. It combines a precise diagnostic, a structured learning loop, and a framework of 12 interconnected cognitive skills, applied differently depending on who is in the room and what they are trying to achieve.
Tailored to You
THE 3A MASTERY LOOP
Exposure is not enough.
Skills are built through a specific sequence.
The loop does not end at three steps. Each time it completes, the skill deepens. Over time, what required conscious effort becomes automatic and the brain's capacity for the next skill increases.
1
Acquire
The first step is genuine understanding of how brain rewiring and the cognitive skills work, and how they connect to the specific context, whether it is a business, a classroom, a high-pressure situation. Without understanding, application is just guesswork.
The Acquire phase is carefully curated. For each of the 12 cognitive skills, we have drawn directly from the research behind that skill to identify the knowledge that will make the most difference in practice. Not everything that is scientifically interesting is practically useful, and not everything that sounds useful is grounded in evidence. The content of every Acquire phase reflects that distinction, built to create the kind of understanding that actually changes what someone does next, not just what they know.
2
Apply
Then comes deliberate practice: structured, focused work on the building blocks that make up the skill. Each cognitive skill is composed of smaller sub-skills, trained individually and in combination through targeted exercises, simulations, and fun drills. This is where the neural pathways begin to form.
Anders Ericsson's research on deliberate practice established that skill acquisition is not a function of time spent, but of the quality and structure of practice. Specifically, practice that targets the edge of current ability with immediate feedback (Ericsson et al., 1993). The exercises in this phase are designed with exactly that in mind: each one is calibrated to stretch without overwhelming, to build the specific sub-skill that matters most at that point in the sequence.
3
Adapt
Every brain is different, and this is where the skill becomes genuinely owned, shaped around how that specific brain works, what that person's challenges are, and what they are trying to achieve. This happens through personalised coaching and mentoring, where the trainer works directly with the individual to adjust, challenge, and anchor what has been practised into their real context.
This reflects a well-established principle in learning science: transfer of training, the ability to apply a skill outside the context in which it was learned, is significantly higher when learning is personalised and contextualised rather than generic (Bransford, Brown & Cocking, 2000, How People Learn, National Academies Press).
One thing runs through all three phases: the work is designed to be fun and engaging.
There is solid science behind why this matters.
THE 12 COGNITIVE SKILLS
Your brain runs on a system.
Every gap has a cost.
Every significant performance challenge, a slow decision, a missed detail, a conversation that did not land, a piece of work that took twice as long as it should, traces back to one or more of 12 trainable skills. When one is undertrained, the others compensate.
And that compensation costs energy, accuracy, and time.
Time DistortionDo more meaningful work, in less time, without the burnout
MAIN SKILLS
Time Management
Focus and Attention
Productivity
Make time decisions you will not regret
Control where your attention goes, and for how long
Spend your energy on what actually matters
Instant KnowledgeLearn faster, retain more, adapt quicker than the world changes
MAIN SKILLS
Speed Reading
Information Processing
Memory
Read more, faster, without losing comprehension
Turn complex information into clear understanding
Retain what matters, retrieve it when it counts
X-ray PerceptionSpot what others miss, think clearly, decide with real confidence
MAIN SKILLS
Attention to Detail
Critical Thinking
Lateral Thinking
Notice the one thing that changes everything
Reason clearly, spot flaws, challenge assumptions
Find the solution others were not looking for
World ReshapingTurn your thinking into real impact, influence, and results
MAIN SKILLS
Decision Making
Problem Solving
Presentation Skills
Decide clearly, even with incomplete information
Get from problem to solution faster
Communicate so your ideas land and lead
The 12 skills are not an arbitrary list. Each one maps to a construct with its own body of research: focus and attention to Csikszentmihalyi's flow states (1990) and Posner & Petersen's attentional networks (1990), memory to Ebbinghaus's forgetting curve (1885) and Baddeley's working memory model (1974), information processing to Buzan's work on active knowledge organisation, decision making to dual-process theory (Kahneman, 2011), critical thinking to metacognitive research (Flavell, 1979), and so on.
The framework organises trainable skills that cognitive science has independently validated as central to human performance.
THE PRIME METHOD
Most students work hard. Very few have been taught how to learn.
PRIME changes that. A structured framework that applies the 12 cognitive skills directly to academic contexts, giving students a repeatable process for tackling any learning challenge with clarity and confidence. Each step corresponds directly to a phase of the learning process identified in cognitive psychology research, from attentional priming through to retrieval and expression.
1
P — Prepare
Set the conditions for the brain to learn. This is not about motivation, it is about priming attention, managing cognitive load, and approaching material in a state that makes retention possible.
Research on pre-learning states shows that how a learner orients their attention before engaging with material significantly affects encoding quality (Posner & Petersen, 1990; Sweller, 1988).
2
R — Read
Active reading is a skill most students are never taught. PRIME trains the eyes and the brain to process written information more efficiently, absorbing more in less time, with better comprehension and less re-reading.
This draws (among others) on Kintsch's construction-integration model (1988), which shows how the brain builds meaning from text through active processing rather than passive exposure.
3
I — Internalise
Understanding is not the same as retention. This step uses memory techniques and association strategies to move information from short-term exposure to long-term storage, where it can actually be used under exam conditions.
The mechanism is explained by Craik and Lockhart's levels of processing framework (1972): the deeper the cognitive engagement with material, the stronger and more durable the memory trace it leaves.
4
M — Memory
Recall is trainable. Students learn specific techniques for retrieving information accurately and confidently, reducing the blank-page anxiety that comes from passive learning and inadequate consolidation.
Ebbinghaus's forgetting curve (1885) established why active reinforcement is not optional but necessary, and Baddeley's working memory model (1974) explains why structured memory techniques work at a neurological level.
5
E — Express
Performance is the point. Whether in written work, presentations, or oral exams, PRIME trains students to communicate what they know clearly and persuasively, so their ability is visible, not hidden behind nerves or unclear expression.
Flavell's research on metacognition (1979) underpins this step: the ability to monitor and articulate one's own understanding is a trainable skill, and one of the strongest predictors of how well knowledge transfers into performance.
