Mind maps improve the way we record information in ways that enhance creative problem solving.

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
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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

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