Characteristics Of Effective Learning Quotes

I went back every evening, after work, for nearly a year. I learned the meaning of the cud of a leaf and the glisten of wet pebbles, and the special significance of curves and angles. A great deal of the writing was unwritten. Plot three dots on a graph and join them; you now have a curve with certain characteristics. Extend that curve while maintaining the characteristics, and it has meaning, up where no dots were plotted. In just this way I learned to extend the curve of a grass-blade and of a protruding root, of the bent edges of wetness on a drying headstone. I quit smoking so I could sharpen my sense of smell, because the scent of earth after a rain has a clarifying effect on graveyard reading, as if the page were made whiter and the ink darker. I began to listen to the wind, and to the voices of birds and small animals, insects and people; because to the educated ear, every sound is filtered through the story written on graves, and becomes a part of it. ("The Graveyard Reader")

Physiological stress, then, is the link between personality traits and disease. Certain traits — otherwise known as coping styles — magnify the risk for illness by increasing the likelihood of chronic stress. Common to them all is a diminished capacity for emotional communication. Emotional experiences are translated into potentially damaging biological events when human beings are prevented from learning how to express their feelings effectively. That learning occurs — or fails to occur — during childhood. The way people grow up shapes their relationship with their own bodies and psyches. The emotional contexts of childhood interact with inborn temperament to give rise to personality traits. Much of what we call personality is not a fixed set of traits, only coping mechanisms a person acquired in childhood. There is an important distinction between an inherent characteristic, rooted in an individual without regard to his environment, and a response to the environment, a pattern of behaviours developed to ensure survival. What we see as indelible traits may be no more than habitual defensive techniques, unconsciously adopted. People often identify with these habituated patterns, believing them to be an indispensable part of the self. They may even harbour self-loathing for certain traits — for example, when a person describes herself as “a control freak.” In reality, there is no innate human inclination to be controlling. What there is in a “controlling” personality is deep anxiety. The infant and child who perceives that his needs are unmet may develop an obsessive coping style, anxious about each detail. When such a person fears that he is unable to control events, he experiences great stress. Unconsciously he believes that only by controlling every aspect of his life and environment will he be able to ensure the satisfaction of his needs. As he grows older, others will resent him and he will come to dislike himself for what was originally a desperate response to emotional deprivation. The drive to control is not an innate trait but a coping style. Emotional repression is also a coping style rather than a personality trait set in stone. Not one of the many adults interviewed for this book could answer in the affirmative when asked the following: When, as a child, you felt sad, upset or angry, was there anyone you could talk to — even when he or she was the one who had triggered your negative emotions? In a quarter century of clinical practice, including a decade of palliative work, I have never heard anyone with cancer or with any chronic illness or condition say yes to that question. Many children are conditioned in this manner not because of any intended harm or abuse, but because the parents themselves are too threatened by the anxiety, anger or sadness they sense in their child — or are simply too busy or too harassed themselves to pay attention. “My mother or father needed me to be happy” is the simple formula that trained many a child — later a stressed and depressed or physically ill adult — into lifelong patterns of repression.

Our society’s almost doctrinal emphasis upon deductive reasoning, convergent thinking and selective retention perversely excludes divergent thinking, approximation and, importantly, guessing. If we are truly to understand the adolescent mind and develop effective ways to minimize the effects of risk-taking behaviour, we really need to understand these processes and engage with them. There is no logic involved with drug-taking and gambling. Adults can learn, too; understanding these mechanisms will also allow us to encourage creativity and value the spontaneity so characteristic of the adolescent mind.

Freedom from Expectations I don’t measure my effectiveness at all. I don’t believe in self-measurement. I feel like this is a form of self-discipline, self-punishment, and self-conflict. [1] If you hurt other people because they have expectations of you, that’s their problem. If they have an agreement with you, it’s your problem. But, if they have an expectation of you, that’s completely their problem. It has nothing to do with you. They’re going to have lots of expectations out of life. The sooner you can dash their expectations, the better. [1] Courage isn’t charging into a machine gun nest. Courage is not caring what other people think. Anyone who has known me for a long time knows my defining characteristic is a combination of being very impatient and willful. I don’t like to wait. I hate wasting time. I’m very famous for being rude at parties, events, dinners, where the moment I figure out it’s a waste of my time, I leave immediately. Value your time. It is all you have. It’s more important than your money. It’s more important than your friends. It is more important than anything. Your time is all you have. Do not waste your time. This doesn’t mean you can’t relax. As long as you’re doing what you want, it’s not a waste of your time. But if you’re not spending your time doing what you want, and you’re not earning, and you’re not learning—what the heck are you doing? Don’t spend your time making other people happy. Other people being happy is their problem. It’s not your problem. If you are happy, it makes other people happy. If you’re happy, other people will ask you how you became happy and they might learn from it, but you are not responsible for making other people happy. [10]

Now to picture the mechanism of this process of construction and not merely its progressive extension, we must note that each level is characterized by a new co-ordination of the elements provided—already existing in the form of wholes, though of a lower order—by the processes of the previous level. The sensori-motor schema, the characteristic unit of the system of pre-symbolic intelligence, thus assimilates perceptual schemata and the schemata relating to learned action (these schemata of perception and habit being of the same lower order, since the first concerns the present state of the object and the second only elementary changes of state). The symbolic schema assimilates sensori-motor schemata with differentiation of function; imitative accommodation is extended into imaginal significants and assimilation determines the significates. The intuitive schema is both a co-ordination and a differentiation of imaginal schemata. The concrete operational schema is a grouping of intuitive schemata, which are promoted, by the very fact of their being grouped, to the rank of reversible operations. Finally, the formal schema is simply a system of second-degree operations, and therefore a grouping operating on concrete groupings. Each of the transitions from one of these levels to the next is therefore characterized both by a new co-ordination and by a differentiation of the systems constituting the unit of the preceding level. Now these successive differentiations, in their turn, throw light on the undifferentiated nature of the initial mechanisms, and thus we can conceive both of a genealogy of operational groupings as progressive differentiations, and of an explanation of the pre-operational levels as a failure to differentiate the processes involved. Thus, as we have seen (Chap. 4), sensori-motor intelligence arrives at a kind of empirical grouping of bodily movements, characterized psychologically by actions capable of reversals and detours, and geometrically by what Poincaré called the (experimental) group of displacement. But it goes without saying that, at this elementary level, which precedes all thought, we cannot regard this grouping as an operational system, since it is a system of responses actually effected; the fact is therefore that it is undifferentiated, the displacements in question being at the same time and in every case responses directed towards a goal serving some practical purpose. We might therefore say that at this level spatio-temporal, logico-arithmetical and practical (means and ends) groupings form a global whole and that, in the absence of differentiation, this complex system is incapable of constituting an operational mechanism. At the end of this period and at the beginning of representative thought, on the other hand, the appearance of the symbol makes possible the first form of differentiation: practical groupings (means and ends) on the one hand, and representation on the other. But this latter is still undifferentiated, logico-arithmetical operations not being distinguished from spatio-temporal operations. In fact, at the intuitive level there are no genuine classes or relations because both are still spatial collections as well as spatio-temporal relationships: hence their intuitive and pre-operational character. At 7–8 years, however, the appearance of operational groupings is characterized precisely by a clear differentiation between logico-arithmetical operations that have become independent (classes, relations and despatialized numbers) and spatio-temporal or infra-logical operations. Lastly, the level of formal operations marks a final differentiation between operations tied to real action and hypothetico-deductive operations concerning pure implications from propositions stated as postulates.

Fascism feeds on social and economic grievances, including the belief that the people over there are receiving better treatment than they deserve while I’m not getting what I’m owed. It seems today that almost everyone has a grievance: the unemployed steelworker, the low-wage fast-food employee, the student up to her ears in debt, the businessperson who feels harassed by government regulations, the veteran waiting too long for a doctor’s appointment, the fundamentalist who thinks war is being waged against Christmas, the professional with her head brushing against a glass ceiling, the Wall Street broker who feels unfairly maligned, the tycoon who still thinks he is being overtaxed. Obviously, personal gripes—legitimate or not—have been part of the human condition ever since Cain decided to work out his jealousy on his brother. What is an added concern now is the lack of effective mechanisms for assuaging anger. As described above, we all tend to live in media and information bubbles that reinforce our grievances instead of causing us to look at difficult questions from many sides. Rather than think critically, we seek out people who share our opinions and who encourage us to ridicule the ideas of those whose convictions and perspectives clash with our own. At many levels, contempt has become a defining characteristic of American politics. It makes us unwilling to listen to what others say—unwilling, in some cases, even to allow them to speak. This stops the learning process cold and creates a ready-made audience for demagogues who know how to bring diverse groups of the aggrieved together in righteous opposition to everyone else.

In the last thirty years, I’ve read, heard, and seen the world’s most creative, gruesome, distasteful, and well-performed threats. I’ve learned that it’s important to react calmly, because when in alarm we stop evaluating information mindfully and start doing it physically. For example, a death threat communicated in a letter or phone call cannot possibly pose any immediate hazard, but the recipient might nonetheless start getting physically ready for danger, with increased blood flow to the arms and legs (for fighting or running), release of the chemical cortisol (which helps blood coagulate more quickly in case of injury), lactic acid heating up in the muscles (to prepare them for effort), focused vision, and increased breathing and heartbeat to support all these systems. These responses are valuable when facing present danger (such as when Kelly stood up and walked out of her apartment), but for evaluating future hazard, staying calm produces better results. A way to do this is to consciously ask and answer the question “Am I in immediate danger?” Your body wants you to get this question out of the way, and once you do, you’ll be free to keep perceiving what’s going on. The great enemy of perception, and thus of accurate predictions, is judgment. People often learn just enough about something to judge it as belonging in this or that category. They observe bizarre conduct and say, “This guy is just crazy.” Judgments are the automatic pigeon-holing of a person or situation simply because some characteristic is familiar to the observer (so whatever that characteristic meant before it must mean again now). Familiarity is comfortable, but such judgments drop the curtain, effectively preventing the observer from seeing the rest of the play. Another time people stop perceiving new information is when they prematurely judge someone as guilty or not guilty.

The next archetype, the Empress, is the Catalyst of the Mind, that which acts upon the conscious mind to change it. The fourth being the Emperor, which is the Experience of the Mind, which is that material stored in the unconscious which creates its continuing bias. Am I correct with those statements? Ra I am Ra. Though far too rigid in your statements, you perceive correct relationships. There is a great deal of dynamic interrelationship in these first four archetypes. (79.36) Questioner Would the Hierophant then be somewhat of a governor or sorter of these effects so as to create the proper assimilation by the unconscious of that which comes through the conscious? Ra I am Ra. Although thoughtful, the supposition is incorrect in its heart. (79.37) Questioner What would be the Hierophant? Ra I am Ra. The Hierophant is the Significator of the Body[57] complex, its very nature. We may note that the characteristics of which you speak do have bearing upon the Significator of the Mind complex but are not the heart. The heart of the mind complex is that dynamic entity which absorbs, seeks, and attempts to learn. (79.38) Questioner Then is the Hierophant the link, you might say, between the mind and the body? Ra I am Ra. There is a strong relationship between the Significators of the mind, the body, and the spirit. Your statement is too broad. (79.39) Questioner Let me skip over the Hierophant for a minute because I’m really not understanding that at all, and just ask you if the Lovers represent the merging of the conscious and the unconscious, or a communication between conscious and unconscious? Ra I am Ra. Again, without being at all unperceptive, you miss the heart of this particular archetype which may be more properly called the Transformation of the Mind. (79.40) Questioner Transformation of the mind into what? Ra I am Ra. As you observe Archetype Six you may see the student of the mysteries being transformed by the need to choose betwixt the light and the dark in mind. (79.41) Questioner Would the Conqueror, or Chariot, then, represent the culmination of the action of the first six archetypes into a conquering of the mental processes, even possibly removing the veil? Ra I am Ra. This is most perceptive. The Archetype Seven is one difficult to enunciate. We may call it the Path, the Way, or the Great Way of the Mind. Its foundation is a reflection and substantial summary of Archetypes One through Six. One may also see the Way of the Mind as showing the kingdom or fruits of appropriate travel through the mind in that the mind continues to move as majestically through the material it conceives of as a chariot drawn by royal lions or steeds. At this time we would suggest one more full query, for this instrument is experiencing some distortions towards pain. (79.42) Questioner Then I will just ask for the one of the archetypes which I am least understanding at this point, if I can use that word at all. I am still very much in the dark, so to speak, with respect to the Hierophant and precisely what it is. Could you give me some other indication of what that is, please? Ra I am Ra. You have been most interested in the Significator which must needs become complex. The Hierophant is the original archetype of mind which has been made complex through the subtile movements of the conscious and unconscious.[58] The complexities of mind were evolved rather than the simple melding of experience from Potentiator to Matrix. The mind itself became an actor possessed of free will and, more especially, will. As the Significator of the mind, the Hierophant has the will to know, but what shall it do with its knowledge, and for what reasons does it seek? The potential[s] of a complex significator are manifold.

The Importance of Becoming Metacognitively Sophisticated as a Learner Whatever the reasons for our not developing accurate mental models of ourselves as learners, the importance of becoming sophisticated as a learner cannot be overemphasized. Increasingly, coping with the changes that characterize today’s world—technological changes, job and career changes, and changes in how much of formal and informal education happens in the classroom versus at a computer terminal, coupled with the range of information and procedures that need to be acquired—requires that we learn how to learn. Also, because more and more of our learning will be what Whitten, Rabinowitz, and Whitten (2006) have labeled unsupervised learning, we need, in effect, to know how to manage our own learning activities. To become effective in managing one’s own learning requires not only some understanding of the complex and unintuitive processes that underlie one’s encoding, retention, and retrieval of information and skills, but also, in my opinion, avoiding certain attribution errors. In social psychology, the fundamental attribution error (Ross, 1977) refers to the tendency, in explaining the behaviors of others, to overvalue the role of personality characteristics and undervalue the role of situational factors. That is, behaviors tend to be overattributed to a behaving individual’s or group’s characteristics and underattributed to situational constraints and influences. In the case of human metacognitive processes, there is both a parallel error and an error that I see as essentially the opposite. The parallel error is to overattribute the degree to which students and others learn or remember to innate ability. Differences in ability between individuals are overappreciated, whereas differences in effort, encoding activities, and whether the prior learning that is a foundation for the new learning in question has been acquired are underappreciated.

PERSONAL PROFILE FOR EFFECTIVE COMMUNICATION Consider the following list of twelve characteristics that are central to communicating both in an interview and on the job. If you feel you are lacking in a particular category, you can use the explanations and suggestions given to enhance your interactive ability in the workplace. 1. Activation of PMA. Use positive thinking techniques such as internal coaching. 2. Physical appearance. Make sure to dress appropriately for the event. In most interviews, business attire (a suit or sport coat and tie for men; a suit, dress, or tailored pants for women) is recommended. What you wear to the interview communicates not only how important the event is to you but your ability to assess a situation and how you should behave in it. Appropriate grooming is essential, both in an interview and on the job. 3. Posture. Carry yourself with confidence. Let your posture communicate that you are a winner. Keep your face on a vertical plane, spine straight, shoulders comfortably back. By simply straightening up and using the diaphragmatic breathing you learned in Chapter 6 (which proper posture encourages), you will feel much better about yourself. Others will perceive you in a more positive light as well. 4. Rate of speech. Your rate of speech ought to be appropriate for the specific situation and person or persons it is intended for. Too fast is annoying, and too slow is boring. A good way to pace your speech is to speak at close to the rate of the person who is talking to you. 5. Eye contact. Absolutely essential for successful communication. Occasionally, you should avert your gaze briefly in order to avoid staring. But try not to look down at your lap or let your eyes wander all around the room as you speak. This suggests a lack of confidence and an inability to stay on track. 6. Facial expressions. You gain more credibility when you are open and expressive. The warmer personality will seem stronger and more confident. And perhaps most important, remember to smile in conversation. If you seem interested and enthusiastic, it will enhance the chemistry between you and the interviewer or your supervisor. You can develop the ability to use facial expressions to your advantage through a kind of biofeedback that makes use of the mirror and continuously experimenting in real life. Look at your reflection for several minutes. Practice being relaxed and create the expressions that are appropriate. Do you look interested? Alert? Motivated? Practice responding to an interviewer. Impress the “muscle memory” of these expressions into your mind.

Leadership is not about exposing the mistakes of other leaders. It is about learning from those mistakes and ensuring they are not repeated.

In general, though, new leaders are perceived as more credible when they display these characteristics: Demanding but able to be satisfied. Effective leaders get people to make realistic commitments and then hold them responsible for achieving results. But if you’re never satisfied, you’ll sap people’s motivation. Know when to celebrate success and when to push for more. Accessible but not too familiar. Being accessible does not mean making yourself available indiscriminately. It means being approachable, but in a way that preserves your authority. Decisive but judicious. New leaders communicate their capacity to take charge, perhaps by rapidly making some low-consequence decisions, without jumping too quickly into decisions that they aren’t ready to make. Early in your transition, you want to project decisiveness but defer some decisions until you know enough to make the right calls. Focused but flexible. Avoid setting up a vicious cycle and alienating others by coming across as rigid and unwilling to consider multiple solutions. Effective new leaders establish authority by zeroing in on issues but consulting others and encouraging input. They also know when to give people the flexibility to achieve results in their own ways. Active without causing commotion. There’s a fine line between building momentum and overwhelming your group or unit. Make things happen, but avoid pushing people to the point of burnout. Learn to pay attention to stress levels and pace yourself and others. Willing to make tough calls but humane. You may have to make tough calls right away, including letting go of marginal performers. Effective new leaders do what needs to be done, but they do it in ways that preserve people’s dignity and that others perceive as fair.

Single clean. The single clean is a natural progression from the swing and is the intermediary point between the swing and many of the overhead lifts. The clean introduces hand insertion, alignment points connected to the rack position, and positioning of the kettlebell in the hand in order to avoid injury and grip fatigue. It also teaches you how to use your legs to transmit vertical power from the lower to upper body. With practice, your clean becomes a smooth, rhythmic movement that you can sustain for extended lengths of time, although it may take hundreds of practice repetitions before it flows and becomes polished. Resting the kettlebell on the forearm is a distinguishing characteristic of kettlebells that makes them behave differently than dumbbells and makes them effective for developing the fitness that comes with high-repetition resistance training. By placing most of the load on the forearm, the muscles of the hand and grip are able to relax. It takes practice before the kettlebell will move smoothly in your hand and into position. Sometimes you will have bad repetitions and the kettlebell will crash into your forearm. To make this learning process a little kinder, you can wear wrist wraps or wristbands. In time your technique will become more polished and the kettlebell will just float into position on your arm in cleans and snatches, and at that point you may prefer to not use any wraps at all. However, it is an option for those with more tender arms—no sense giving yourself bruises if you do not need to. With the kettlebell on the floor, sit back with your hips and grip the handle with the fingers of one hand (see figure 7.11, a and b). Swing the kettlebell back through your legs as you did in the one-handed swing (see figure 7.11c), and as it swings forward, keep your forearm braced against your body (see figure 7.11d). During the swing, your arm comes away from the body as inertia pulls the kettlebell forward and up. During the clean, on the other hand, the arm does not disconnect from body, and at the point where the arm would disconnect during the swing, it instead moves vertically along the front of your body. Imagine you are standing inside a chimney. The walls of the chimney block you so that you cannot move out or to the side; you can only move the kettlebell up and down the chimney wall. When the hips reach forward extension, pull with the hip on the working side and give a gentle tug with your trapezius on the same side, pulling the kettlebell up the chimney (see figure 7.11e). Before the kettlebell settles to the chest, loosen your grip and open your hand to insert your fingers as deeply into the handle as you can at a curved angle until the medial portion of your forearm, the ulna, blocks you from inserting the hand any further (see figure 7.11f). Complete the vertical pull by letting the kettlebell rest on your chest and arm (see figure 7.11g) into what is called the rack position. This

while innate characteristics may influence performance among those who are just learning a new skill or ability, the degree and the effectiveness of training plays a more significant role in determining who excels among those who have worked to develop a skill.

When I laid the ground plan of my journey, there were definite questions to which I wanted matching answers. ... I suppose they could all be lumped into the single question: 'What are Americans like today?' In Europe it is a popular sport to describe what Americans are like. Everyone seems to know. And we are equally happy in this game. How many times have I not heard one of my fellow countrymen, after a three-week tour of Europe, describe with certainty the nature of the French, the British, the Italians, the Germans, and above all the Russians? Traveling about, I early learned the difference between an American and the Americans. They are so far apart that they might be opposites. Often when a European has described the Americans with hostility and scorn he has turned to me and said, 'Of course, I don't mean you. I am speaking of those others.' It boils down to this: the Americans, the British are that faceless clot you don't know, but a Frenchman or an Italian is your acquaintance and your friend. He has none of the qualities your ignorance causes you to hate. I had always considered this a kind of semantic deadfall, but moving about in my own country I am not at all sure that is so. Americans as I saw them and talked to them were indeed individuals, each one different from the others, but gradually I began to feel that the Americans exist, that they really do have generalized characteristics regardless of their states, their social and financial status, their education, their religious and political convictions. But if there is indeed an American image built of truth rather than reflecting either hostility or wishful thinking, what is this image? What does it look like? What does it do? If the same song, the same joke, the same style sweeps through all parts of the country at once, it must be that all Americans are alike in something. The fact that the same joke, the same style, has no effect in France or England or Italy makes this contention valid. But the more I inspected this American image, the less sure I became of what it is. It appeared to me increasingly paradoxical, and it has been my experience that when paradox crops up too often for comfort, it means that certain factors are missing in the equation.

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By comparing prior test scores, Sanders reasoned that the racial and socioeconomic characteristics of that student became unimportant. In effect, Sanders treated student learning as a finite quantity, with the teacher as the variable.

The learning context exerts very strong effects on whether a particular individual characteristic becomes an impediment to learning.

Resentful Stalker Unlike a rejected stalker, a resentful stalker is motivated completely by revenge. They are completely past the point of wanting to reconcile with their victim, making them one of the most dangerous types of stalkers. The threat level is extremely high as they only wish to distress and frighten their survivor.  Driven entirely by revenge and passion against someone who has upset them can cause serious harm to both the stalker and the victim. Most of the time, a stalker will see their victim as someone who has humiliated or oppressed them in the past, therefore making them believe that the victim deserves to be harmed by an action to strike back against their oppressor. A rejected stalker is normally irrationally paranoid. The behavior reflects their feelings of injustice and humiliation. The individuals primary focus relies on a compulsive relieving of the pain, making them seek revenge on their survivor. This may be because the individual does not believe that they are in the wrong. In their mind, they are the ones that are the victims of the situation. The stalker’s usual target is someone that they know but depending on the severity of their disorder, they can stalk a complete stranger as well.  If you are aware of a resentful stalker, it is important to take immediate action. According to studies, the longer the stalking continues, the less likely legal actions will be effective. Normally, if a stalker is confronted with legal sanctions in the early stages, they will leave their victims alone. Be aware of behavior that seems to be overly aggressive and revengeful. Even if you did happen to mistreat an individual, this should never result in harm or death.  Often times, a resentful stalker will be set off by an action that wouldn’t effect a normal individual. Remember that these people are usually mentally ill and have extreme personality disorders. Your best bet is to play safer if you have the slightest inkling of an issue. In the sections below, you will learn how to spot a stalker and what to do about them.  Additional Violent Stalker Characteristics As stated earlier, a stalker’s threat level can vary depending on the individual.

Within an authentic education framework, learners’ individual psychological and neurological characteristics (akin to social-emotional learning aspects) are given consideration and accepted/honoured as they are, promoting inclusive practices. For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not treated as constraints, maladjustments, or something antisocial; rather, they are considered as enriching a neurodiverse society to operate in a more balanced manner. All learners, including those with high developmental potential, get conducive environments to reach higher levels of development, similar to the self-actualised/self-transcended state. An authentic education system sends learners through a lasting deep learning and/or critical thinking experience, which human brains are capable of under conducive teaching-learning environments; human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems, unlike machines or computers that are good at executing routine steps in reaching specific answers at very high speeds. In effect, in an authentic learning environment, most parts of a human brain (a.k.a. whole brain) including the right hemisphere, are stimulated using appropriate instructions and activities; this contrasts from mainly addressing the left hemisphere in a traditional environment.

People are not interchangeable. They come from a variety of backgrounds and with a varied set of personalities, strengths, and goals. To be the best manager, you must manage to the person, accounting for each individual’s unique set of characteristics and current challenges. Craft unique roles that amplify each individual’s strengths and motivations. Avoid the Peter principle by promoting people only to roles in which they can succeed. Properly delineate roles and responsibilities using the model of DRI (directly responsible individual). People need coaching to reach their full potential, especially at new roles. Deliberate practice is the most effective way to help people scale new learning curves. Use the consequence-conviction matrix to look for learning opportunities, and use radical candor within one-on-ones to deliver constructive feedback. When trying new things, watch out for common psychological failure modes like impostor syndrome and the Dunning-Kruger effect. Actively define group culture and consistently engage in winning hearts and minds toward your desired culture and associated vision. If you can set people up for success in the right roles and well-defined culture, then you can create the environment for 10x teams to emerge.

Personal characteristics are important in learning. Behavior is not simply a direct effect of the environment but also includes personal characteristics, such as beliefs in one’s ability.

Based on our research and interviews, we have identified nine core characteristics that mark an individual as having high potential: Drive—the unrelenting need for achievement and constant self-improvement Resiliency—the ability to persevere in the face of challenge and bounce back from setbacks Adaptability—the ability to adjust according to the situation, learn new things, innovate, and try new methods Humility—self-confidence in one’s ability while understanding that there’s always room for improvement and that others’ experiences and knowledge are valuable Integrity—an adherence to not only what is legal but also what is right Effective intelligence—the ability to apply one’s knowledge to real-world scenarios Team-ability—the ability to function as part of a team, placing the success of the whole above the needs of the self Curiosity—a desire to explore the unknown and question the status quo in pursuit of better, more effective solutions Emotional strength—a positive attitude, high empathy, and control over one’s emotions, especially in chaotic and stressful situations

Contrary to conventional wisdom, Hattie found that influences associated with the home and the school have a less significant effect on student learning than the characteristics of the teacher, the quality of the curricula, and the quality of the teaching.

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