Feedback Is Good Quotes

Sadly, to deny one’s negative emotions is to deny many of the feedback mechanisms that help a person solve problems.

You make good work by (among other things) making lots of work that isn't very good, and gradually weeding out the parts that aren't good, the parts that aren't yours. It's called feedback, and it's the most direct route to learning about your own vision. It's also called doing your work. After all, someone has to do your work, and you're the closest person around.

In reality, failure is simply feedback. It’s not that you are bad or not good enough or incapable. Failure (or feedback) gives you the opportunity to look at what’s not working and figure out how to make it work.

Bad emotions, bad parents, and bad feedback have more impact than good ones, and bad information is processed more thoroughly than good. The

Being polite is withholding feedback to make someone feel good today. Being kind is being candid about how they can get better tomorrow

Every relationship has problems, because every person has problems, and the place that our problems appear most glaringly is in our close relationships. The key is whether or not we can hear from others where we are wrong, and accept their feedback without getting defensive. Time and again, the Bible says that someone who listens to feedback from others is wise, but someone who does not is a fool.

(Feedback) People become addicted to it. That’s why journalism is so popular, because you want to hear, every day, what people think of what you just wrote. I think a little patience on that front can be good, too.

When you spend significant amounts of time with someone they offer constant feedback, becoming part of the patterning of your brain. In other words, part of you. But I take your point -- constant feedback is not always deep feedback. A good measure of how much of you they've become is your level of distress when they're gone. If they form a large measure of your patterning, then you'll experience a major culling of the self. That's what's known as grief.

Again, there’s no question that feedback may be one of the most difficult arenas to negotiate in our lives. We should remember, though, that victory is not getting good feedback, avoiding giving difficult feedback, or avoiding the need for feedback. Instead it’s taking off the armor, showing up, and engaging.

Another pitfall of having permissive parents: the child doesn’t get enough feedback from her parents. She is left to figure out for herself what she can expect from herself: what she’s good at, what her weaknesses are, what she should strive for.

continuous and harsh feedback he received accelerated the growth of his ability.

the best solicited feedback is confidential feedback. It’s good because nobody gets embarrassed or defensive.

Because when you give too many fucks—when you give a fuck about everyone and everything—you will feel that you’re perpetually entitled to be comfortable and happy at all times, that everything is supposed to be just exactly the fucking way you want it to be. This is a sickness. And it will eat you alive. You will see every adversity as an injustice, every challenge as a failure, every inconvenience as a personal slight, every disagreement as a betrayal. You will be confined to your own petty, skull-sized hell, burning with entitlement and bluster, running circles around your very own personal Feedback Loop from Hell, in constant motion yet arriving nowhere. The

People will come to care about you, but only if you give them a valid reason. Don’t assume they’ll give you love like your parents, emotional support like your best friend, and cheerful feedback like a soccer coach for seven-year-olds. Because they won’t, unless you give them good reason to. And even then, they still probably won’t.

When a measure becomes a target, it ceases to be a good measure.” Measurement is only useful when it guides you and adds context to a larger picture, not when it consumes you. Each number is simply one piece of feedback in the overall system.

It takes humility to seek feedback. It takes wisdom to understand it, analyze it and appropriately act on it.” —Stephen Covey

Feedback turns good into better and better into best.

good judgment may require the ability to listen carefully to feedback from the body.

Rather than perceiving the former as “bad” and the latter as “good,” we should recognize both as feedback.

The important thing about little bets is that they’re bite-sized. You try one. It takes a few months at most. It either succeeds or fails, but either way you get important feedback to guide your next steps. This

The system can be paralyzed in yet another way. Every feedback system needs a margin of “lag” or error. If we try to make a thermostat absolutely accurate–that is, if we bring the upper and lower limits of temperature very close together in an attempt to hold the temperature at a constant 70 degrees–the whole system will break down. For to the extent that the upper and lower limits coincide, the signals for switching off and switching on will coincide! If 70 degrees is both the lower and upper limit the “go” sign will also be the “stop” sign; “yes” will imply “no” and “no” will imply “yes.” Whereupon the mechanism will start “trembling,” going on and off, on and off, until it shakes itself to pieces. The system is too sensitive and shows symptoms which are startlingly like human anxiety. For when a human being is so self-conscious, so self-controlled that he cannot let go of himself, he dithers or wobbles between opposites. This is precisely what is meant in Zen by going round and round on “the wheel of birth-and-death,” for the Buddhist samsara is the prototype of all vicious circles. We saw that when the furnace responds too closely to the thermostat, it cannot go ahead without also trying to stop, or stop without also trying to go ahead. This is just what happens to the human being, to the mind, when the desire for certainty and security prompts identification between the mind and its own image of itself. It cannot let go of itself. It feels that it should not do what it is doing, and that it should do what it is not doing. It feels that it should not be what it is, and be what it isn’t. Furthermore, the effort to remain always “good” or “happy” is like trying to hold the thermostat to a constant 70 degrees by making the lower limit the same as the upper.

the Corps, I was taught to use the concept of “command and feedback.” You don’t control your subordinate commanders’ every move; you clearly state your intent and unleash their initiative. Then, when the inevitable obstacles or challenges arise, with good feedback loops and relevant data displays, you hear about it and move to deal with the obstacle.

deny one’s negative emotions is to deny many of the feedback mechanisms that help a person solve problems. As a result, many of these repressed individuals struggle to deal with problems throughout their lives. And if they can’t solve problems, then they can’t be happy.

I have learned a lot about myself over the years, mostly because I was open to hearing feedback. I wear my emotions on my sleeve. I usually dislike someone before I like them. I’m sensitive—especially when I’m tired or feel I’m being misunderstood. This may sound like the “About Me” section on a bad online dating profile, but knowing this stuff has allowed me to keep my contacts, my reputation, and my sanity throughout a long and often stressful career. Being self-aware means knowing when you’re about to act bad—and then not acting bad.

What is more, the whole apparatus of life has become so complex and the processes of production, distribution, and consumption have become so specialized and subdivided, that the individual person loses confidence in his own unaided capacities: he is increasingly subject to commands he does not understand, at the mercy of forces over which he exercises no effective control, moving to a destination he has not chosen. Unlike the taboo-ridden savage, who is often childishly over-confident in the powers of his shaman or magician to control formidable natural forces, however inimical, the machine-conditioned individual feels lost and helpless as day by day he metaphorically punches his time-card, takes his place on the assembly line, and at the end draws a pay check that proves worthless for obtaining any of the genuine goods of life. This lack of close personal involvement in the daily routine brings a general loss of contact with reality: instead of continuous interplay between the inner and the outer world, with constant feedback or readjustment and with stimulus to fresh creativity, only the outer world-and mainly the collectively organized outer world of the power system-exercises authority: even private dreams must be channeled through television, film, and disc, in order to become acceptable. With this feeling of alienation goes the typical psychological problem of our time, characterized in classic terms by Erik Erikson as the 'Identity Crisis.' In a world of transitory family nurture, transitory human contacts, transitory jobs and places of residence, transitory sexual and family relations, the basic conditions for maintaining continuity and establishing personal equilibrium disappear. The individual suddenly awakens, as Tolstoi did in a famous crisis in his own life at Arzamas, to find himself in a strange, dark room, far from home, threatened by obscure hostile forces, unable to discover where he is or who he is, appalled by the prospect of a meaningless death at the end of a meaningless life.

This is why not giving a fuck is so key. This is why it’s going to save the world. And it’s going to save it by accepting that the world is totally fucked and that’s all right, because it’s always been that way, and always will be. By not giving a fuck that you feel bad, you short-circuit the Feedback Loop from Hell; you say to yourself, “I feel like shit, but who gives a fuck?” And then, as if sprinkled by magic fuck-giving fairy dust, you stop hating yourself for feeling so bad.

You get anxious about confronting somebody in your life. That anxiety cripples you and you start wondering why you’re so anxious. Now you’re becoming anxious about being anxious. Oh no! Doubly anxious! Now you’re anxious about your anxiety, which is causing more anxiety. Quick, where’s the whiskey? Or let’s say you have an anger problem. You get pissed off at the stupidest, most inane stuff, and you have no idea why. And the fact that you get pissed off so easily starts to piss you off even more. And then, in your petty rage, you realize that being angry all the time makes you a shallow and mean person, and you hate this; you hate it so much that you get angry at yourself. Now look at you: you’re angry at yourself getting angry about being angry. Fuck you, wall. Here, have a fist. Or you’re so worried about doing the right thing all the time that you become worried about how much you’re worrying. Or you feel so guilty for every mistake you make that you begin to feel guilty about how guilty you’re feeling. Or you get sad and alone so often that it makes you feel even more sad and alone just thinking about it. ..Welcome to the feedback loop from hell.

As CEO, you should have an opinion on absolutely everything. You should have an opinion on every forecast, every product plan, every presentation, and even every comment. Let people know what you think. If you like someone’s comment, give her the feedback. If you disagree, give her the feedback. Say what you think. Express yourself. This will have two critically important positive effects:   Feedback won’t be personal in your company. If the CEO constantly gives feedback, then everyone she interacts with will just get used to it. Nobody will think, “Gee, what did she really mean by that comment? Does she not like me?” Everybody will naturally focus on the issues, not an implicit random performance evaluation.   People will become comfortable discussing bad news. If people get comfortable talking about what each other are doing wrong, then it will be very easy to talk about what the company is doing wrong. High-quality company cultures get their cue from data networking routing protocols: Bad news travels fast and good news travels slowly. Low-quality company cultures take on the personality of the Wicked Witch of the West in The Wiz: “Don’t nobody bring me no bad news.

Juggling is about throwing, not catching That’s why it’s so difficult to learn how to juggle. We’re conditioned to make the catch, to hurdle whatever is in our way to save the day, to—no matter what—not drop the ball. If you spend your time and energy and focus on catching, it’s inevitable that your throws will suffer. You’ll get plenty of positive feedback for the catches you make, but you’ll always be behind, because the throws you manage to make will be ever less useful. Paradoxically, if you get better at throwing, the catches take care of themselves. The only way to get better at throwing, though, is to throw. Throw poorly, throw again. Throw well, throw again. Get good at throwing first.

Now here’s the problem: Our society today, through the wonders of consumer culture and hey-look-my-life-is-cooler-than-yours social media, has bred a whole generation of people who believe that having these negative experiences- anxiety, fear, guilt, etc. - is totally not okay.....Meanwhile...you can’t help but think your life sucks even more than you thought. The Feedback Loop from Hell has become a borderline epidemic, making many of us overly stressed, overly neurotic, and overly self-loathing. -The Subtle Art of Not Giving a F*ck

No methodology can guarantee success. But a good methodology can provide a feedback loop for continual improvement and learning.

Welcome to the Feedback Loop from Hell !!!

At the end of every week he prints his numbers to see how well he achieved this goal, and then uses this feedback to guide himself in the week ahead.

There is no failure, only feedback

Abuse and criticism disguised as ‘feedback’ doesn’t deserve your attention.

To maximize your chances of success, you should deploy small, concrete experiments that return concrete feedback.

And when a woman does fail, she is more likely to believe it’s personal—she sucked—while men view it as circumstantial (the business sucked). It’s not all bad. Women’s fear of failure may prompt them to become better informed; they take the time to read up on their ideas so they can supply evidence. But then of course there’s the feedback loop: People who fear failure are less likely to put forward ideas, to take intellectual risks, and more likely to quit. They tend to avoid new challenges in favor of sticking to what they’re already good [at].

Banishing those evil twins: -Talk about values -Don’t assume people understand your motives -Don’t be above explaining yourself -Dare to invite feedback -Understand the impact of good intention

Most fundamentally, I used to write because I received positive feedback. To a guy who was picked on pretty relentlessly through a lot of his childhood, the respect and affection of students and teachers is addictive. It was a couple years after grad school that I realized that a need for affirmation wasn’t a good enough reason to keep writing, especially in the face of rejection after rejection after even personal rejection, and that if I was going to do it, I had to acknowledge that it was going to take my whole life. The decision to do it until I’m dead has made the writing and the writing life so much easier.

Ask subjects to estimate the likelihood of the same events again. Adults incorporate the feedback into the new estimates. Adolescents update their estimates as adults do for good news, but feedback about bad news barely makes a dent. (Researcher: “How likely are you to have a car accident if you’re driving while drunk?” Adolescent: “One chance in a gazillion.” Researcher: “Actually, the risk is about 50 percent; what do you think your own chances are now?” Adolescent: “Hey, we’re talking about me; one chance in a gazillion.”) We’ve just explained why adolescents have two to four times the rate of pathological gambling as do adults.

Experience is necessary for learning. But we process that experience in a biased way. This means that the very feedback you need to become a better decision-maker can interfere with your ability to learn good lessons from experience.

This focus on stretching your ability and receiving immediate feedback provides the core of a more universal principle—one that I increasingly came to believe provides the key to successfully acquiring career capital in almost any field.

Thankfully existing only in SMALL pockets within our discipline, is “intellectual” snobbery. It’s a hushed but ugly truth that people are made to feel not worthy to be among a certain set – didn’t attend the right school or don’t have the requisite abbreviations to follow their name. I know what that feels like. Good thing I'm pigheaded, have a bigger vision and committed to my craft, or I would’ve succumbed to it long ago. That is why when I meet an emerging writer who’s serious about developing their craft, I try to encourage them as much as I can. I say IGNORE the highbrow cliques and prove your mettle by growing, accepting balanced feedback and most of all, creating work that will stand the test of time. Period.

It should be possible to discuss what I have put forward. Sometimes, when it has not been a good lecture, it would need very little, just one question, to put everything straight. However, this question never comes. The group effect in France makes any genuine discussion impossible. And as there is no feedback, the course is theatricalized. My relationship with the people there is like that of an actor or an acrobat. And when I have finished speaking, a sensation of total solitude ...

Investors think independently, anticipate things that haven’t happened yet, and put real money at stake with their bets. Policymakers come from environments that nurture consensus, not dissent, that train them to react to things that have already occurred, and that prepare them for negotiations, not placing bets. Because they don’t benefit from the constant feedback about the quality of their decisions that investors get, it’s not clear who the good and bad decision makers among them are.

4. Reward appropriate behavior openly and generously If you want to persuade people to do the right thing, add some sort of public display which acknowledges the right kind of behavior. Even adding a simple smiley face to their bill whentheir account is in order, for example, will encourage people to keep doing the right thing. This kind of positive feedback can be proven scientifically to be more effective than complaining about bad behavior. Find something good to focus on and build on that. 5.

You make plans and decisions assuming randomness and chaos are for chumps. The illusion of control is a peculiar thing because it often leads to high self-esteem and a belief your destiny is yours for the making more than it really is. This over-optimistic view can translate into actual action, rolling with the punches and moving ahead no matter what. Often, this attitude helps lead to success. Eventually, though, most people get punched in the stomach by life. Sometimes, the gut-punch doesn’t come until after a long chain of wins, until you’ve accumulated enough power to do some serious damage. This is when wars go awry, stock markets crash, and political scandals spill out into the media. Power breeds certainty, and certainty has no clout against the unpredictable, whether you are playing poker or running a country. Psychologists point out these findings do not suggest you should throw up your hands and give up. Those who are not grounded in reality, oddly enough, often achieve a lot in life simply because they believe they can and try harder than others. If you focus too long on your lack of power, you can slip into a state of learned helplessness that will whirl you into a negative feedback loop of depression. Some control is necessary or else you give up altogether. Langer proved this when studying nursing homes where some patients were allowed to arrange their furniture and water plants—they lived longer than those who had had those tasks performed by others. Knowing about the illusion of control shouldn’t discourage you from attempting to carve a space for yourself out of whatever field you want to tackle. After all, doing nothing guarantees no results. But as you do so, remember most of the future is unforeseeable. Learn to coexist with chaos. Factor it into your plans. Accept that failure is always a possibility, even if you are one of the good guys; those who believe failure is not an option never plan for it. Some things are predictable and manageable, but the farther away in time an event occurs, the less power you have over it. The farther away from your body and the more people involved, the less agency you wield. Like a billion rolls of a trillion dice, the factors at play are too complex, too random to truly manage. You can no more predict the course of your life than you could the shape of a cloud. So seek to control the small things, the things that matter, and let them pile up into a heap of happiness. In the bigger picture, control is an illusion anyway.

If you make music, don’t give up if you’re not making money, getting any recognition or not getting good feedback. You were doing it wrong in the first place if you thought that. Do it for yourself..bleed the thoughts out on that canvas in musical form.

I try to criticize the action, not the person. We all make mistakes. What matters is whether a person has a good feedback loop, can seek criticism from others, and can improve. Physics does not care about hurt feelings. It cares about whether you got the rocket right.

The key is whether or not we can hear from others where we are wrong, and accept their feedback without getting defensive. Time and again, the Bible says that someone who listens to feedback from others is wise, but someone who does not is a fool. As Proverbs 9:7–9 says: “Whoever corrects a mocker invites insult; whoever rebukes a wicked man incurs abuse. Do not rebuke a mocker or he will hate you; rebuke a wise man and he will love you. Instruct a wise man and he will be wiser still; teach a righteous man and he will add to his learning.

I was so struck by Flow’s negative implications for parents that I decided I wanted to speak to Csikszentmihalyi, just to make sure I wasn’t misreading him. And eventually I did, at a conference in Philadelphia where he was one of the marquee speakers. As we sat down to chat, the first thing I asked was why he talked so little about family life in Flow. He devotes only ten pages to it. “Let me tell you a couple of things that may be relevant to you,” he said. And then he told a personal story. When Csikszentmihalyi first developed the Experience Sampling Method, one of the first people he tried it out on was himself. “And at the end of the week,” he said, “I looked at my responses, and one thing that suddenly was very strange to me was that every time I was with my two sons, my moods were always very, very negative.” His sons weren’t toddlers at that point either. They were older. “And I said, ‘This doesn’t make any sense to me, because I’m very proud of them, and we have a good relationship.’ ” But then he started to look at what, specifically, he was doing with his sons that made his feelings so negative. “And what was I doing?” he asked. “I was saying, ‘It’s time to get up, or you will be late for school.’ Or, ‘You haven’t put away your cereal dish from breakfast.’ ” He was nagging, in other words, and nagging is not a flow activity. “I realized,” he said, “that being a parent consists, in large part, of correcting the growth pattern of a person who is not necessarily ready to live in a civilized society.” I asked if, in that same data set, he had any numbers about flow in family life. None were in his book. He said he did. “They were low. Family life is organized in a way that flow is very difficult to achieve, because we assume that family life is supposed to relax us and to make us happy. But instead of being happy, people get bored.” Or enervated, as he’d said before, when talking about disciplining his sons. And because children are constantly changing, the “rules” of handling them change too, which can further confound a family’s ability to flow. “And then we get into these spirals of conflict and so forth,” he continued. “That’s why I’m saying it’s easier to get into flow at work. Work is more structured. It’s structured more like a game. It has clear goals, you get feedback, you know what has to be done, there are limits.” He thought about this. “Partly, the lack of structure in family life, which seems to give people freedom, is actually a kind of an impediment.

Pushing past what’s comfortable, however, is only one part of the deliberate-practice story; the other part is embracing honest feedback—even if it destroys what you thought was good. As Colvin explains in his Fortune article, “You may think that your rehearsal of a job interview was flawless, but your opinion isn’t what counts.” It’s so tempting to just assume what you’ve done is good enough and check it off your to-do list, but it’s in honest, sometimes harsh feedback that you learn where to retrain your focus in order to continue to make progress. Alex

Thank you to GoodReads diva extraordinaire Sue Bee for taking the time to beta read this book. Your feedback and guidance helped tremendously, and I was so happy when the queen of fictional alpha males told me that I had nailed Gavin, and that his hot and cold personality was perfect.

To be exploited fundamentally means to be confused. When you're not confused you can't be exploited because you have clarity about the situation. To confuse people you must provide contradictory information. People who really want to do you harm will provide you confusing measures of good and bad feedback because that keeps you disorientated. Evil always want to camouflage itself as virtue witch means all the bad things that evil does is called justice against immorality. So they camouflage their brutality as a mask of virtue. Camouflage is so fundamentally an aspect of the predator-prey relationships. The mugger does not camouflage himself but, that's because he can leave. He is gonna run off and you'll never find him or catch him or at least that's the goal or plan right? The relationships were you're supposed to stay and continue to provide resources are the ones were camouflage is the most essential because you're constantly looking at somebody who is a predator and that have to continually camouflage themselves as somebody who is not a predator. The most fundamental thing is the camouflage of non-empathy with empathy. This is why people who lack empathy always use the language of empathy and that's whats so confusing. There are a lot of great antidotes to this. I mean, you just ask that person questions about yourself that they dont have any self interest in knowing and find out whether they know the answers. All the things personal to you that dont have any direct impact on the other person. It's a great way to find out whether they have empathy or curiosity about you or not.

Goats' refusal of young blackbrush shoots, furthermore, is outright. They want nothing to do with it. Provenza pointed at his hand, then his arm and body, and said, "Every organ and every cell has receptors similar to what's in your nose and on your tongue." Creatures communicate within their environment the same way they communicate within their own bodies -- through chemical trigger substances that bind to receptors and produce responses. "It's all part of a feedback system," Provenza said, "that tells the body what's good and what isn't." Goats are not stupid after all. They don't bumble through the world eating what they were born to like. They experience need states, satisfaction, and delight along with aversions to strong a mere hint of something can make them turn away in disgust. Flavor is what nutrition feels like to a goat. If goats had a word for delicious, it would have two meanings. The first would be: I like this. The second would be: This is what my body needs. For goats, they are the same thing.

What if you aren’t ready to launch? Well, you’re hardly ever fully ready . . . so here’s a trick. Go ahead and publish your offer, but add the label “beta” to it. You could also call it “early version” or any other phrase that sounds good. Doing so will allow you to continue working on it while also getting real feedback, and hopefully some sales as well.

What was shocking were the rewards my father's cousins had gathered in the intervening couple of decades. They farmed now on thousands of acres, not hundreds. They drove fancy pickup trucks, owned lakefront property and second homes. A simple Internet search offered the truth of where their riches had come from: good ol' Uncle Sam. Recently I clicked again on a database of farm subsidy payments, and found that five of my father's first cousins had been paid, all told, $3 million between 1995 and 2005 - and that on top of whatever they'd earned outright for the sale of their corn and soybeans. They worked hard, certainly. They'd saved and scrimped through the lean years. They were good and honorable yeoman, and now they'd come through to their great reward: a prime place at the trough of the welfare state. All that corn syrup guzzled down the gullets of America's overweight children, all that beef inefficiently fattened on cheap feed, all that ethanol being distilled in heartland refineries: all of it underwritten by as wasteful a government program as now exists this side of the defense industry. In the last ten years, the federal government has paid $131 million in subsidies and disaster insurance in just the county [in Minnesota] where I grew up. Corn is subsidized to keep it cheap, and the subsidies encourage overproduction, which encourages a scramble for ever more ways to use corn, and thus bigger subsidies - the perfect feedback loop of government welfare.

I can make you feel touched.” He paused. “It would be easier if I showed you. Do I have permission?” Yes. “No.” Being touched by Mad Rogan wasn’t a good idea. We kept walking. What would it be like?” “Does it hurt?” “No.” How would it feel? Would it feel . . . oh hell. “Okay.” I stopped. We were in front of a small alcove. Nobody was around. If I made an idiot out of myself, nobody would notice. “Just once.” A soft burst of heat touched the back of my neck. I’d never felt anything like it before. It was as if someone had touched me with a heated mink glove, but the touch wasn’t soft, it was firm. It felt . . . it felt . . . The heat slid down my neck, fast, over my spine, setting every single nerve on fire before melting in the small of my back, its echoes pulsing through me. My body sang. He’d strummed me like I was a guitar. I wanted him and I wanted him now. “That was . . .” I saw his eyes. Words died. All the hardness had vanished from his eyes. They were alive and heated from within. “You want me.” “What?” The magic warmth slid over my shoulders, melting into pure pleasure. “I feel the feedback.” He took a step toward me, grinning. “Nevada, you’re a liar.” Uh-oh. I backed up. “What feedback?” “When I do this . . .” The heated pressure zinged from my back up my ribs. I gasped. Oh dear God. “. . . what you feel loops back to me. I’m partially emphatic.” “You didn’t mention that.” My heart was doing its best to break through my chest, and I couldn’t tell if it was alarm, lust, or some weird mix of both. He grinned, coming closer. “The hotter you are, the hotter I am. And you’re on fire.

NO PERFORMANCE MANAGEMENT OR EMPLOYEE FEEDBACK PROCESS Your company now employs twenty-five people and you know that you should formalize the performance management process, but you don’t want to pay the price. You worry that doing so will make it feel like a “big company.” Moreover, you do not want your employees to be offended by the feedback, because you can’t afford to lose anyone right now. And people are happy, so why rock the boat? Why not take on a little management debt? The first noticeable payments will be due when somebody performs below expectations: CEO: “He was good when we hired him; what happened?” Manager: “He’s not doing the things that we need him to do.” CEO: “Did we clearly tell him that?” Manager: “Maybe not clearly . . .” However, the larger payment will be a silent tax. Companies execute well when everybody is on the same page and everybody is constantly improving. In a vacuum of feedback, there is almost no chance that your company will perform optimally across either dimension. Directions with no corrections will seem fuzzy and obtuse. People rarely improve weakness they are unaware of. The ultimate price you will pay for not giving feedback: systematically crappy company performance.

What, in fact, do we know about the peak experience? Well, to begin with, we know one thing that puts us several steps ahead of the most penetrating thinkers of the 19th century: that P.E’.s are not a matter of pure good luck or grace. They don’t come and go as they please, leaving ‘this dim, vast vale of tears vacant and desolate’. Like rainbows, peak experiences are governed by definite laws. They are ‘intentional’. And that statement suddenly gains in significance when we remember Thorndike’s discovery that the effect of positive stimuli is far more powerful and far reaching than that of negative stimuli. His first statement of the law of effect was simply that situations that elicit positive reactions tend to produce continuance of positive reactions, while situations that elicit negative or avoidance reactions tend to produce continuance of these. It was later that he came to realise that positive reactions build-up stronger response patterns than negative ones. In other words, positive responses are more intentional than negative ones. Which is another way of saying that if you want a positive reaction (or a peak experience), your best chance of obtaining it is by putting yourself into an active, purposive frame of mind. The opposite of the peak experience—sudden depression, fatigue, even the ‘panic fear’ that swept William James to the edge of insanity—is the outcome of passivity. This cannot be overemphasised. Depression—or neurosis—need not have a positive cause (childhood traumas, etc.). It is the natural outcome of negative passivity. The peak experience is the outcome of an intentional attitude. ‘Feedback’ from my activities depends upon the degree of deliberately calculated purpose I put into them, not upon some occult law connected with the activity itself. . . . A healthy, perfectly adjusted human being would slide smoothly into gear, perform whatever has to be done with perfect economy of energy, then recover lost energy in a state of serene relaxation. Most human beings are not healthy or well adjusted. Their activity is full of strain and nervous tension, and their relaxation hovers on the edge of anxiety. They fail to put enough effort—enough seriousness—into their activity, and they fail to withdraw enough effort from their relaxation. Moods of serenity descend upon them—if at all—by chance; perhaps after some crisis, or in peaceful surroundings with pleasant associations. Their main trouble is that they have no idea of what can be achieved by a certain kind of mental effort. And this is perhaps the place to point out that although mystical contemplation is as old as religion, it is only in the past two centuries that it has played a major role in European culture. It was the group of writers we call the romantics who discovered that a man contemplating a waterfall or a mountain peak can suddenly feel ‘godlike’, as if the soul had expanded. The world is seen from a ‘bird’s eye view’ instead of a worm’s eye view: there is a sense of power, detachment, serenity. The romantics—Blake, Wordsworth, Byron, Goethe, Schiller—were the first to raise the question of whether there are ‘higher ceilings of human nature’. But, lacking the concepts for analysing the problem, they left it unsolved. And the romantics in general accepted that the ‘godlike moments’ cannot be sustained, and certainly cannot be re-created at will. This produced the climate of despair that has continued down to our own time. (The major writers of the 20th century—Proust, Eliot, Joyce, Musil—are direct descendants of the romantics, as Edmund Wilson pointed out in Axel’s Castle.) Thus it can be seen that Maslow’s importance extends far beyond the field of psychology. William James had asserted that ‘mystical’ experiences are not mystical at all, but are a perfectly normal potential of human consciousness; but there is no mention of such experiences in Principles of Psychology (or only in passing).

Follow these steps—over and over again for a decade—and you just might become a master: • Remember that deliberate practice has one objective: to improve performance. “People who play tennis once a week for years don’t get any better if they do the same thing each time,” Ericsson has said. “Deliberate practice is about changing your performance, setting new goals and straining yourself to reach a bit higher each time.” • Repeat, repeat, repeat. Repetition matters. Basketball greats don’t shoot ten free throws at the end of team practice; they shoot five hundred. • Seek constant, critical feedback. If you don’t know how you’re doing, you won’t know what to improve. • Focus ruthlessly on where you need help. While many of us work on what we’re already good at, says Ericsson, “those who get better work on their weaknesses.” • Prepare for the process to be mentally and physically exhausting. That’s why so few people commit to it, but that’s why it works.

Leadership is a skill you will need to learn to be successful in business. Good leaders are able to inspire their teams and achieve more than those who are overly forceful or too weak. The best business leaders have a mix of formal education and street smarts, stay focused on the mission, welcome feedback, and listen to their teams. They seek to bring out the best in people. Sometimes being a leader means making tough decisions—you have to be prepared to take the rap for whatever choices you make.

Among medical specialties, anesthesiologists benefit from good feedback, because the effects of their actions are likely to be quickly evident. In contrast, radiologists obtain little information about the accuracy of the diagnoses they make and about the pathologies they fail to detect. Anesthesiologists are therefore in a better position to develop useful intuitive skills. If an anesthesiologist says, “I have a feeling something is wrong,” everyone in the operating room should be prepared for an emergency.

7. Education is the only positive reward you need. If you don’t believe this you devalue your profession. I have seen all sorts of reward systems and positive feedback systems and empathy techniques. These do not lead to classroom control, but to manipulation. The idea that you need to motivate students with gimmicks and pep talks gives the message that education is not something desirable in and of itself but requires bribery. If students want to know what their reward for good behavior is, I tell them it is an education.

Life is a closed loop control system. You take inputs from your environment, from what you read, from your social interactions and from your family and it goes as a feedback into your system, modifying you a little every day. Those who are obstinate are like an open loop control system where nothing affects them. It isn’t really good to remain in an open loop for not only will you be isolated, but also miss out important things in life. It isn’t too wise either to let that feedback system be so strong that you forget your own ideals and principles. A balance is necessary.

The self-conscious feedback mechanism of the cortex allows us the hallucination that we are two souls in one body -a rational soul and an animal soul, a rider and a horse, a good guy with better instincts and finer feelings and a rascal with rapacious lusts and untruly passions. Hence the marvelously involved hypocrisies of guilt and penitence, and the frightful cruelties of punishment, warfare, and even self-torment in the name of taking the side of the good soul against the evil. The more it sides with itself, the more the good soul reveals its inseparable shadow, and the more it disowns its shadow, the more it becomes it.

To be clear, splitting your time evenly between product and traction will certainly slow down product development. However, it counterintuitively won’t slow the time to get your product successfully to market. In fact, it will speed it up! That’s because pursuing product development and traction in parallel has a couple of key benefits. First, it helps you build the right product because you can incorporate knowledge from your traction efforts. If you’re following a good product development process, you’re already getting good feedback from early customers. However, these customers are generally too close to you. They often tell you what you want to hear.

Because when you give too many f*cks—when you give a f*ck about everyone and everything—you will feel that you’re perpetually entitled to be comfortable and happy at all times, that everything is supposed to be just exactly the fucking way you want it to be. This is a sickness. And it will eat you alive. You will see every adversity as an injustice, every challenge as a failure, every inconvenience as a personal slight, every disagreement as a betrayal. You will be confined to your own petty, skull-sized hell, burning with entitlement and bluster, running circles around your very own personal Feedback Loop from Hell, in constant motion yet arriving nowhere.

Hermione," Harry said seriously, as he started to dig down into the red-velvet pouch again, "don't punish yourself when a bright idea doesn't work out. You've got to go through a lot of flawed ideas to find one that might work. And if you send your brain negative feedback by frowning when you think of a flawed idea, instead of realizing that idea-suggesting is good behavior by your brain to be encouraged, pretty soon you won't think of any ideas at all." Harry put down two heart-shaped chocolates beside the book. "Here, have another chocolate. Besides the one from earlier, I mean. This one is to reinforce your brain for generating a good candidate strategy.

I purposely used a pretty cocky, abrasive writing style in Sex and Crime, to stir up some drama. My confrontational style quickly became the talk of the scene. Some of the things I wrote were so inflammatory, people had to vent about it on online forums. So suddenly everyone in the scene was talking about Sex and Crime, just as I had hoped. I enjoyed playing the role of agitator, and people from competing hacking crews didn't even realize that the more they bitched about the things I wrote, the more credibility and notoriety they were adding to my scene mag. Thanks to all the positive as well as negative feedback I was getting, the things I wrote actually mattered. Suddenly I was the most important opinion maker in the scene.

Jobs also attacked America’s education system, saying that it was hopelessly antiquated and crippled by union work rules. Until the teachers’unions were broken, there was almost no hope for education reform. Teachers should be treated as professionals, he said, not as industrial assembly- line workers. Principals should be able to hire and fire them based on how good they were. Schools should be staying open until at least 6 p.m. and be in session eleven months of the year. It was absurd, he added, that American classrooms were still based on teachers standing at a board and using textbooks. All books, learning materials, and assessments should be digital and interactive, tailored to each student and providing feedback in real time.

As with any other flow activity, family activities should also provide clear feedback. In this case, it is simply a matter of keeping open channels of communication. If a husband does not know what bothers his wife, and vice versa, neither has the opportunity to reduce the inevitable tensions that will arise. In this context it is worth stressing that entropy is the basic condition of group life, just as it is of personal experience. Unless the partners invest psychic energy in the relationship, conflicts are inevitable, simply because each individual has goals that are to a certain extent divergent from those of all other members of the family. Without good lines of communication the distortions will become amplified, until the relationship falls apart. Feedback

The people around you are mirrors, I think to myself. The dog is paddling in the lake, I watch her lap at the water. You see yourself reflected in their eyes. If the mirror is true and smooth, you see your true self. That's how you learn who you are. And you might be a different person to different people, but it's all feedback that you need, in order to know yourself. But if the mirror is broken or cracked or warped, I continue, taking another drag, then the reflection is not true, and you start to believe that you are this bad reflection. When I look in Courtney's eyes, I see a crazy, overbearing woman, with unbearable good fortune, who is trying to ruin him. I pause. I love him, but he hates me, that is what I see. I will have to tell Courtney to leave. I can't live with him anymore.

A good example of this method is the act of walking, which is as simple a use of the body as one can imagine, yet which can become a complex flow activity, almost an art form. A great number of different goals might be set for a walk. For instance, the choice of the itinerary: where one wishes to go, and by what route. Within the overall route, one might select places to stop, or certain landmarks to see. Another goal may be to develop a personal style, a way to move the body easily and efficiently. An economy of motion that maximizes physical well-being is another obvious goal. For measuring progress, the feedback may include how fast and how easily the intended distance was covered; how many interesting sights one has seen; and how many new ideas or feelings were entertained along the way.

The Earth is bathed in a flood of sunlight. A fierce inundation of photons—on average, 342 joules per second per square meter. 4185 joules (one calorie) will raise the temperature of one kilogram of water by one degree Celsius. If all this energy were captured by the Earth’s atmosphere, its temperature would rise by ten degrees Celsius in one day. Luckily much of it radiates back to space. How much depends on albedo and the chemical composition of the atmosphere, both of which vary over time. A good portion of Earth’s albedo, or reflectivity, is created by its polar ice caps. If polar ice and snow were to shrink significantly, more solar energy would stay on Earth. Sunlight would penetrate oceans previously covered by ice, and warm the water. This would add heat and melt more ice, in a positive feedback loop.

through the wonders of consumer culture and hey-look-my-life-is-cooler-than-yours social media, has bred a whole generation of people who believe that having these negative experiences—anxiety, fear, guilt, etc.—is totally not okay. I mean, if you look at your Facebook feed, everybody there is having a fucking grand old time. Look, eight people got married this week! And some sixteen-year-old on TV got a Ferrari for her birthday. And another kid just made two billion dollars inventing an app that automatically delivers you more toilet paper when you run out. Meanwhile, you’re stuck at home flossing your cat. And you can’t help but think your life sucks even more than you thought. The Feedback Loop from Hell has become a borderline epidemic, making many of us overly stressed, overly neurotic, and overly self-loathing.

Play Fair You’re sure to elicit a threat response if you provide feedback the other person views as unfair or inaccurate. But how do you avoid that, given how subjective perceptions of fairness and accuracy are? David Bradford of the Stanford Graduate School of Business suggests “staying on our side of the net”—that is, focusing our feedback on our feelings about the behavior and avoiding references to the other person’s motives. We’re in safe territory on our side of the net; others may not like what we say when we describe how we feel, but they can’t dispute its accuracy. However, when we make guesses about their motives, we cross over to their side of the net, and even minor inaccuracies can provoke a defensive reaction. For example, when giving critical feedback to someone who’s habitually late, it’s tempting to say something like, “You don’t value my time, and it’s very disrespectful of you.” But these are guesses about the other person’s state of mind, not statements of fact. If we’re even slightly off base, the employee will feel misunderstood and be less receptive to the feedback. A more effective way to make the same point is to say, “When you’re late, I feel devalued and disrespected.” It’s a subtle distinction, but by focusing on the specific behavior and our internal response—by staying on our side of the net—we avoid making an inaccurate, disputable guess. Because motives are often unclear, we constantly cross the net in an effort to make sense of others’ behavior. While this is inevitable, it’s good practice to notice when we’re guessing someone’s motives and get back on our side of the net before offering feedback.

For years, she had a debilitating habit. She would sit on the bus on the way home from her lab creating a long list of her perceived failings. It was her mental default mode. “I could have done that better,” she would say to herself. “That wasn’t as good as it could have been. I shouldn’t have been so nervous speaking in public.” Recently, she vowed to make a change. To break this negative pattern, Petitto decided to react to it by reminding herself of three things she’d done well. Now, when the negative ruminations start, she consciously goes through her list of achievements and successes: “That was a good paper I finished,” the interior monologue might now go. “I got that lab report done quicker than I expected. I had a good conversation with my new grad student.” Such thought exercises rewire the brain and break the negative feedback loop.

Metalearning: First Draw a Map. Start by learning how to learn the subject or skill you want to tackle. Discover how to do good research and how to draw on your past competencies to learn new skills more easily. Focus: Sharpen Your Knife. Cultivate the ability to concentrate. Carve out chunks of time when you can focus on learning, and make it easy to just do it. Directness: Go Straight Ahead. Learn by doing the thing you want to become good at. Don’t trade it off for other tasks, just because those are more convenient or comfortable. Drill: Attack Your Weakest Point. Be ruthless in improving your weakest points. Break down complex skills into small parts; then master those parts and build them back together again. Retrieval: Test to Learn. Testing isn’t simply a way of assessing knowledge but a way of creating it. Test yourself before you feel confident, and push yourself to actively recall information rather than passively review it. Feedback: Don’t Dodge the Punches. Feedback is harsh and uncomfortable. Know how to use it without letting your ego get in the way. Extract the signal from the noise, so you know what to pay attention to and what to ignore. Retention: Don’t Fill a Leaky Bucket. Understand what you forget and why. Learn to remember things not just for now but forever. Intuition: Dig Deep Before Building Up. Develop your intuition through play and exploration of concepts and skills. Understand how understanding works, and don’t recourse to cheap tricks of memorization to avoid deeply knowing things. Experimentation: Explore Outside Your Comfort Zone. All of these principles are only starting points. True mastery comes not just from following the path trodden by others but from exploring possibilities they haven’t yet imagined.

Grab Bag of Questions for Coach and Coachee Who has given you feedback well? What was helpful about how they did it? Have you ever gotten good advice that you rejected? Why? Have you ever received good advice that you took years later? What motivates you? What disheartens you? What’s your learning style? Visual, auditory, big picture, detail oriented? What helps you hear appreciation? What’s something you wish you were better at? Whose feedback-receiving skills do you admire? What did your childhood and family teach you about feedback and learning? What did your early job experiences teach you? What’s the role of time/stages? What’s the role of mood and outlook? What’s the role of religion or spirituality? What has been the impact of major life events? Getting married? Getting laid off or fired? Having children? Death of a parent? What do you dislike most about coaching? About evaluation? What helps you change?

It’s the same with horse behavior. The behavior a horse offers up is just information until we put a value on it. The horse, on the other hand, has no stake in its behavior or how we perceive it. It is simply supplying us with feedback. The woman’s horse that needed to get to the other end of the arena before he could go to work was simply supplying us with information. Bill’s acting up on the trail was supplying us with information. A horse that wrings its tail, shakes his head, or paws at the ground is offering information. How we perceive that information—the value we put on it—will create our response. Of course, the good news in all this is that in the end, the choice is entirely up to us. We can either look at the behavior with a quiet mind and see it for what it is without judgment, or we can see it as something else. Either way, we will end up responding accordingly, and either way, it will dictate the level of success we will ultimately have.

The family context promoting optimal experience could be described as having five characteristics. The first one is clarity: the teenagers feel that they know what their parents expect from them—goals and feedback in the family interaction are unambiguous. The second is centering, or the children’s perception that their parents are interested in what they are doing in the present, in their concrete feelings and experiences, rather than being preoccupied with whether they will be getting into a good college or obtaining a well-paying job. Next is the issue of choice: children feel that they have a variety of possibilities from which to choose, including that of breaking parental rules—as long as they are prepared to face the consequences. The fourth differentiating characteristic is commitment, or the trust that allows the child to feel comfortable enough to set aside the shield of his defenses, and become unselfconsciously involved in whatever he is interested in. And finally there is challenge, or the parents’ dedication to provide increasingly complex opportunities for action to their children.

Summary of Rule #4 The core idea of this book is simple: To construct work you love, you must first build career capital by mastering rare and valuable skills, and then cash in this capital for the type of traits that define compelling careers. Mission is one of those traits. In the first chapter of this rule, I reinforced the idea that this trait, like all desirable career traits, really does require career capital—you can’t skip straight into a great mission without first building mastery in your field. Drawing from the terminology of Steven Johnson, I argued that the best ideas for missions are found in the adjacent possible—the region just beyond the current cutting edge. To encounter these ideas, therefore, you must first get to that cutting edge, which in turn requires expertise. To try to devise a mission when you’re new to a field and lacking any career capital is a venture bound for failure. Once you identify a general mission, however, you’re still left with the task of launching specific projects that make it succeed. An effective strategy for accomplishing this task is to try small steps that generate concrete feedback—little bets—and then use this feedback, be it good or bad, to help figure out what to try next. This systematic exploration can help you uncover an exceptional way forward that you might have never otherwise noticed. The little-bets strategy, I discovered as my research into mission continued, is not the only way to make a mission a success. It also helps to adopt the mindset of a marketer. This led to the strategy that I dubbed the law of remarkability. This law says that for a project to transform a mission into a success, it should be remarkable in two ways. First, it must literally compel people to remark about it. Second, it must be launched in a venue conducive to such remarking. In sum, mission is one of the most important traits you can acquire with your career capital. But adding this trait to your working life is not simple. Once you have the capital to identify a good mission, you must still work to make it succeed. By using little bets and the law of remarkability, you greatly increase your chances of finding ways to transform your mission from a compelling idea into a compelling career.

to be open and straightforward about their needs for attention in a social setting. It is equally rare for members of a group in American culture to honestly and openly express needs that might be in conflict with that individual’s needs. This value of not just honestly but also openly fully revealing the true feelings and needs present in the group is vital for it’s members to feel emotional safe. It is also vital to keeping the group energy up and for giving the feedback that allows it’s members to know themselves, where they stand in relation to others and for spiritual/psychological growth. Usually group members will simply not object to an individual’s request to take the floor—but then act out in a passive-aggressive manner, by making noise or jokes, or looking at their watches. Sometimes they will take the even more violent and insidious action of going brain-dead while pasting a jack-o’-lantern smile on their faces. Often when someone asks to read something or play a song in a social setting, the response is a polite, lifeless “That would be nice.” In this case, N.I.C.E. means “No Integrity or Congruence Expressed” or “Not Into Communicating Emotion.” So while the sharer is exposing his or her vulnerable creation, others are talking, whispering to each other, or sitting looking like they are waiting for the dental assistant to tell them to come on back. No wonder it’s so scary to ask for people’s attention. In “nice” cultures, you are probably not going to get a straight, open answer. People let themselves be oppressed by someone’s request—and then blame that someone for not being psychic enough to know that “Yes” meant “No.” When were we ever taught to negotiate our needs in relation to a group of people? In a classroom? Never! The teacher is expected to take all the responsibility for controlling who gets heard, about what, and for how long. There is no real opportunity to learn how to nonviolently negotiate for the floor. The only way I was able to pirate away a little of the group’s attention in the school I attended was through adolescent antics like making myself fart to get a few giggles, or asking the teacher questions like, “Why do they call them hemorrhoids and not asteroids?” or “If a number two pencil is so popular, why is it still number two,” or “What is another word for thesaurus?” Some educational psychologists say that western culture schools are designed to socialize children into what is really a caste system disguised as a democracy. And in once sense it is probably good preparation for the lack of true democratic dynamics in our culture’s daily living. I can remember several bosses in my past reminding me “This is not a democracy, this is a job.” I remember many experiences in social groups, church groups, and volunteer organizations in which the person with the loudest voice, most shaming language, or outstanding skills for guilting others, controlled the direction of the group. Other times the pain and chaos of the group discussion becomes so great that people start begging for a tyrant to take charge. Many times people become so frustrated, confused and anxious that they would prefer the order that oppression brings to the struggle that goes on in groups without “democracy skills.” I have much different experiences in groups I work with in Europe and in certain intentional communities such as the Lost Valley Educational Center in Eugene, Oregon, where the majority of people have learned “democracy skills.” I can not remember one job, school, church group, volunteer organization or town meeting in mainstream America where “democracy skills” were taught or practiced.

Don’t come to someone with feedback (or a problem) unless you have one or more solutions—In this approach the responsibility lies with the person giving the feedback to also come up with the best solution for acting on the feedback. That sounds totally reasonable and helpful: you’re telling people about the problem and the solution in one bite. • The feedback sandwich—You know this one. You open with good news, slip in some bad news, and then close with good news. That way, the person in front of you is opened up for the bad news by hearing the good news and still likes you in the end because you’ve closed with something good.6 And we’re supposed to give more positive feedback than negative feedback (the best ratio is at least 3:17), so this puts us well on our way to that. • Socratic questioning—Here, you leave people to draw their own conclusions by simply asking a set of helpful questions to take them to the realization that there’s an issue (and the hope is that they’ll then ask you for a solution or even stumble on your solution and offer it up as if it were their own). This, we’re told, increases ownership of the issue because the other person—the person needing to change—came up with the idea himself.

all teachers in the content-based French immersion classes they observed used recasts more than any other type of feedback. Indeed, recasts accounted for more than half of the total feedback provided in the four classes. Repetition of error was the least frequent feedback type provided. The other types of corrective feedback fell in between. Student uptake was least likely to occur after recasts and more likely to occur after clarification requests, metalinguistic feedback, and repetitions. Furthermore, elicitations and metalinguistic feedback not only resulted in more uptake, they were also more likely to lead to a corrected form of the original utterance. Lyster (1998) has argued that students receiving content-based language teaching (where the emphasis is on meaning not form) are less likely to notice recasts than other forms of corrective feedback, because they may assume that the teacher is responding to the content rather than the form of their speech. Indeed, the double challenge of making the subject-matter comprehensible and enhancing knowledge of the second language itself within content-based language teaching has led Merrill Swain (1988) and others to conclude that ‘not all content teaching is necessarily good language teaching’ (p. 68). The challenges of content-based language teaching will be discussed further in Chapter 6.

Psychologists who study peer influence ask what it is about teenage girls that makes them so susceptible to peer contagion and so good at spreading it. Many believe it has something to do with the way girls tend to socialize.35 “When we listen to girls versus boys talk to each other, girls are much more likely to reply with statements that are validating and supportive than questioning,” Amanda Rose, professor of psychology at the University of Missouri, told me. “They’re willing to suspend reality to get into their friends’ worlds more. For this reason, adolescent girls are more likely to take on, for instance, the depression their friends are going through and become depressed themselves.” This female tendency to meet our friends where they are and share in their pain can be a productive and valuable social skill. Co-rumination (excessive discussion of a hardship) “does make the relationship between girls stronger,” Professor Rose told me. But it also leads friends to take on each other’s ailments. Teenage girls spread psychic illness because of features natural to their modes of friendship: co-rumination; excessive reassurance seeking; and negative-feedback seeking, in which someone maintains a feeling of control by angling for confirmation of her low self-concept from others.36 It isn’t hard to see why the 24/7 forum of social media intensifies and increases the incidence of each.

Here are four more strategies to help you stack the deck in your favor when seeking a raise or a promotion: ✓ DO YOUR RESEARCH: Understand your market value and, more important, your value to the company. Be prepared to explain, candidly and concretely, what you feel you’re doing that you’re not being compensated for. Have confidence in your own worth. ✓ ASK TO BE PAID FOR THE JOB YOU’RE ACTUALLY DOING: If your responsibilities have increased but you haven’t been recognized since, say, you’ve taken over for the manager who left several months earlier, approach your new boss and say, “I’ve been effectively doing this person’s job since she departed and I’d like to formally assume her position.” Have a conversation. Express that you feel confident you can grow in this role and create value for the organization. ✓ PROVE YOUR WORTH: To earn an increase in salary, you need to be increasing your responsibilities and performing at a higher level than when you were hired. ✓ DON’T NEGOTIATE IF YOUR BOSS SAYS NO: Typically no means no when it comes to this type of discussion. If your boss says no, you have two choices: you either accept the rationale, think about it, and grow based on the feedback, or you leave. This is a good time to be reflective. Ask why you haven’t earned the increase. You may not walk away with a new title or more money, but hopefully you’ll learn something that will help you correct your course moving forward.

Believe in Your Ability to Cope with Negative Feedback Just like everyone has a vision blind spot, everyone has cognitive blond spots that can lead to making less than stellar choices. For example, you think an outfit looks good on you, and in reality it doesn’t. Or you thought you understood what your boss wanted but later realize you took the instructions in an unintended direction. Since we all have blind spots, making some mistakes and getting some negative feedback is unavoidable. Therefore, unless you plan to go live in a cave, you’re going to need a game plan for how you’ll cognitively and emotionally cope when negative feedback happens. We’ll cover behavioral strategies later in the chapter, but let’s work on the thinking and emotional aspects for now. Experiment: Think about a specific scenario in which you fear negative feedback. If your fears came true: --How would you go about making the required changes? --How could you be self-accepting of your sensitivity to criticism? How could you talk to yourself gently about the emotions you’re feeling instead of criticizing yourself for feeling upset? How could you be patient with yourself while you’re having those feelings? --What self-care would you do while you wait for your heart and upset feelings to pass? (Yes, rewatching episodes of ‘90s TV is a totally acceptable answer.) --What personal support would you access to cope with your emotions? For example, you’d talk to a friend.

The Cycle of Addiction (What Keeps Us Stuck) The cycle of addiction, the second part of the Two-Part Problem, is a response to what’s happening at the root—that brings with it its own set of problems. Addiction is essentially a symptom of those root issues that becomes its own “disease”—when we use any substance or behavior to manage our underlying pain, and use it repeatedly, we enter into a cycle, or a feedback loop. To understand what the cycle of addiction is, or in the case of alcohol what would be classified as Alcohol Use Disorder (AUD), we need to look at how alcohol dependence is formed. When we consume alcohol, our body reacts to the substance by releasing artificially high levels of dopamine. Dopamine is the neurochemical of wanting and motivation, and it lives in the midbrain—the part of our brain that is tasked with ensuring our survival. Typically, our midbrain releases dopamine when we encounter something that keeps us alive or that aids in procreation, like when we eat a piece of chocolate or have good sex. Dopamine is released in order to tell our brain that some activity or substance is good for survival, and the higher the levels of dopamine that are released, the more we are programmed to repeat the activity. When dopamine floods into the brain, it sends a signal that the activity is good for survival, and in order to make sure we repeat the behavior, our brain releases another neurochemical called glutamate to lock in the memory of the event, so that we are wired to do it again.

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

One winter day in 1993, Bob, Giselle, and Dan proposed taking me out to dinner with the stated purpose of “giving Ray feedback about how he affects people and company morale.” They sent me a memo first, the gist of which was that my way of operating was having a negative effect on everyone in the company. Here’s how they put it: What does Ray do well? He is very bright and innovative. He understands markets and money management. He is intense and energetic. He has very high standards and passes these to others around him. He has good intentions about teamwork, building group ownership, providing flexible work conditions to employees, and compensating people well. What Ray doesn’t do as well: Ray sometimes says or does things to employees which makes them feel incompetent, unnecessary, humiliated, overwhelmed, belittled, oppressed, or otherwise bad. The odds of this happening rise when Ray is under stress. At these times, his words and actions toward others create animosity toward him and leave a lasting impression. The impact of this is that people are demotivated rather than motivated. This reduces productivity and the quality of the environment. The effect reaches far beyond the single employee. The smallness of the company and the openness of communication means that everyone is affected when one person is demotivated, treated badly, not given due respect. The future success of the company is highly dependent on Ray’s ability to manage people as well as money. If he doesn’t manage people well, growth will be stunted and we will all be affected.

Become Aware of Memory Bias When people are anxious, they often have biased recall for events. For example, Brian talks himself into believing he screwed up an interview for a promotion because he thinks over and over about things he could’ve said. However, he doesn’t as easily recall the good answers he gave. He endlessly mentally rehashes ambiguous cues the interviewers gave off, such as appearing to rush through questions, but doesn’t as easily recall when the interviewers responded positively. Another example: A friend of mine used to talk herself into believing she’d failed every exam she ever took. She’d ruminate over all the answers she hadn’t known and wouldn’t recall questions she’d been able to answer correctly. The take-home message when you’re ruminating: Don’t trust your memory. You might be ruminating about something fictional or at least magnified. This also applies to ruminating about how you think others perceive you; you may just be mind reading based on a biased memory of interactions. Experiment: Do you have any current rumination topics where memory bias might be playing a role? If you can’t think of anything now, come back to this experiment when you have an issue that fits. Answer the following questions: 1. What’s your ruminating mind telling you? 2. What are the objective data telling you about whether your ruminative thoughts are likely to be correct? For example, my friend who always convinced herself she’d failed exams had never failed anything. 3. Are you recalling feedback as harsher than it was or recalling blips in your performance as worse than they were?

Skills Unlocked: How to Build Heroic Character Strengths If you want to make a change for the better or achieve a tough goal, don’t worry about motivation. Instead, focus on increasing your self-efficacy: confidence in your ability to solve your own problems and achieve your goals. The fastest and most reliable way to increase your self-efficacy is to learn how to play a new game. Any kind of game will do, because all games require you to learn new skills and tackle tough goals. The level of dopamine in your brain influences your ability to build self-efficacy. The more you have, the more determined you feel, and the less likely you are to give up. You’ll learn faster, too—because high dopamine levels improve your attention and help you process feedback more effectively. Keep in mind that video games have been shown to boost dopamine levels as much as intravenous amphetamines. Whenever you want to boost your dopamine levels, play a game—or make a prediction. Predictions prime your brain to pay closer attention and to anticipate a reward. (Playing “worst-case scenario bingo” is an excellent way to combine these two techniques!) You can also build self-efficacy vicariously by watching an avatar that looks like you accomplish feats in a virtual world. Whenever possible, customize video game avatars to look like you. Every time your avatar does something awesome, you’ll get a vicarious boost to your willpower and determination. Remember, self-efficacy doesn’t just help you. It can inspire you to help others. The more powerful you feel, the more likely you are to rise to the heroic occasion. So the next time you feel superpowerful, take a moment to ask yourself how you can use your powers for good.

Much of my research had stated that people with PTSD had shrunken prefrontal cortices—that experiencing triggers often shut down the logical centers of our brains and left us irrational and incapable of complex thought. But Siegle told me he’d discovered that research to be flawed. He’d found that with many people with complex PTSD, the exact opposite was happening. In moments of intense stress and trauma, our prefrontal cortices were actually far more active. Normally, if you’re facing a threat, your body immediately reacts to it. Your heart starts pumping blood. The hair on the back of your neck stands up. This is all in service of getting blood to your legs so you can run the hell away from it. On top of this, you feel your heart beating faster. You recognize that you’re freaking out. That makes you even more anxious, and your heart beats even faster. But Siegle told me, “As far as we can tell with complex PTSD, in really stressful situations, you’ve got this coping skill that allows the prefrontal cortex to just shut off some of our evolutionary freak-out mechanisms and instead have high levels of prefrontal activity. So our bodies stop reacting.” In other words, in some moments of intense stress, we are super-duper good at dissociation. Our hearts don’t pump as hard. Our brains cut themselves off from our bodies, so we don’t really have that feedback loop of getting anxious about getting anxious. Instead, our prefrontal cortices blink online—we become hyperrational. Super focused. Calm. Siegle explained it this way: “If running away has never been an option for you, you have to be cunning and do other things. So it’s like, this is time to bring all of our resources online, because we’re going to survive this.

WE’RE GOOD AT WRONG SPOTTING If you’ve ever received feedback at work—or had an in-law—you are familiar with the many shapes and sizes of wrong: It’s 2 + 2 = 5 wrong: It is literally incorrect. I could not have been rude at that meeting because I was not at that meeting. And my name is not Mike. It’s different-planet wrong: Somewhere in the universe there may exist a carbon-based life form that would have taken offense at my e-mail, but here on Earth everyone knows it was a joke. It used to be right: Your critique of my marketing plan is based on how marketing worked when you were coming up. Before the Internet. And electricity. It’s right according to the wrong people: Some see me that way, but next time, talk to at least one person who is not on my Personal Enemies List. Your context is wrong: I do yell at my assistant. And he yells at me. That’s how our relationship works—key word being “works.” It’s right for you, but wrong for me: We have different body types. Armani suits flatter you. Hoodies flatter me. The feedback is right, but not right now: It’s true that I could lose a few pounds—which I will do as soon as the quintuplets are out of the house. Anyway, it’s unhelpful: Telling me to be a better mentor isn’t helping me to be a better mentor. What kind of mentor are you anyway? Why is wrong spotting so easy? Because there’s almost always something wrong—something the feedback giver is overlooking, shortchanging, or misunderstanding. About you, about the situation, about the constraints you’re under. And givers compound the problem by delivering feedback that is vague, making it easy for us to overlook, shortchange, and misunderstand what they are saying. But in the end, wrong spotting not only defeats wrong feedback, it defeats learning.

Principles That Great Teachers Follow Great teachers know that each brain is unique and uniquely organized. Great teachers know that all brains are not equally good at everything. Great teachers know that the brain is a complex, dynamic system and is changed daily by experiences. Great teachers know that learning is a constructivist process, and that the ability to learn continues through developmental stages as an individual matures. Great teachers know that the search for meaning is innate in human nature. Great teachers know that brains have a high degree of plasticity and develop throughout the lifespan. Great teachers know that MBE science principles apply to all ages. Great teachers know that learning is based in part on the brain’s ability to self-correct. Great teachers know that the search for meaning occurs through pattern recognition. Great teachers know that brains seek novelty. Great teachers know that emotions are critical to detecting patterns, to decision-making, and to learning. Great teachers know that learning is enhanced by challenge and inhibited by threat. Great teachers know that human learning involves both focused attention and peripheral perception. Great teachers know that the brain conceptually processes parts and wholes simultaneously. Great teachers know that the brain depends on interactions with other people to make sense of social situations. Great teachers know that feedback is important to learning. Great teachers know that learning relies on memory and attention. Great teachers know that memory systems differ in input and recall. Great teachers know that the brain remembers best when facts and skills are embedded in natural contexts. Great teachers know that learning involves conscious and unconscious processes. Great teachers know that learning engages the entire physiology (the body influences the brain, and the brain controls the body).

I believe that social media, and the internet as a whole, have negatively impacted our ability to both think long-term and to focus deeply on the task in front of us. It is no surprise, therefore, that Apple CEO, Steve Jobs, prohibited his children from using phones or tablets—even though his business was to sell millions of them to his customers! The billionaire investor and former senior executive at Facebook, Chamath Palihapitiya, argues that we must rewire our brain to focus on the long term, which starts by removing social media apps from our phones. In his words, such apps, “wire your brain for super-fast feedback.” By receiving constant feedback, whether through likes, comments, or immediate replies to our messages, we condition ourselves to expect fast results with everything we do. And this feeling is certainly reinforced through ads for schemes to help us “get rich quick”, and through cognitive biases (i.e., we only hear about the richest and most successful YouTubers, not about the ones who fail). As we demand more and more stimulation, our focus is increasingly geared toward the short term and our vision of reality becomes distorted. This leads us to adopt inaccurate mental models such as: Success should come quickly and easily, or I don’t need to work hard to lose weight or make money. Ultimately, this erroneous concept distorts our vision of reality and our perception of time. We can feel jealous of people who seem to have achieved overnight success. We can even resent popular YouTubers. Even worse, we feel inadequate. It can lead us to think we are just not good enough, smart enough, or disciplined enough. Therefore, we feel the need to compensate by hustling harder. We have to hurry before we miss the opportunity. We have to find the secret that will help us become successful. And, in this frenetic race, we forget one of the most important values of all: patience. No, watching motivational videos all day long won’t help you reach your goals. But, performing daily consistent actions, sustained over a long period of time will. Staying calm and focusing on the one task in front of you every day will. The point is, to achieve long-term goals in your personal or professional life, you must regain control of your attention and rewire your brain to focus on the long term. To do so, you should start by staying away from highly stimulating activities.

But if the same man is in a quiet corner of a bar, drinking alone, he will get more depressed. Now there’s nothing to distract him. Drinking puts you at the mercy of your environment. It crowds out everything except the most immediate experiences.2 Here’s another example. One of the central observations of myopia theory is that drunkenness has its greatest effect in situations of “high conflict”—where there are two sets of considerations, one near and one far, that are in opposition. So, suppose that you are a successful professional comedian. The world thinks you are very funny. You think you are very funny. If you get drunk, you don’t think of yourself as even funnier. There’s no conflict over your hilariousness that alcohol can resolve. But suppose you think you are very funny and the world generally doesn’t. In fact, whenever you try to entertain a group with a funny story, a friend pulls you aside the next morning and gently discourages you from ever doing it again. Under normal circumstances, the thought of that awkward conversation with your friend keeps you in check. But when you’re drunk? The alcohol makes the conflict go away. You no longer think about the future corrective feedback regarding your bad jokes. Now it is possible for you to believe that you are actually funny. When you are drunk, your understanding of your true self changes. This is the crucial implication of drunkenness as myopia. The old disinhibition idea implied that what was revealed when someone got drunk was a kind of stripped-down, distilled version of their sober self—without any of the muddying effects of social nicety and propriety. You got the real you. As the ancient saying goes, In vino veritas: “In wine there is truth.” But that’s backward. The kinds of conflicts that normally keep our impulses in check are a crucial part of how we form our character. All of us construct our personality by managing the conflict between immediate, near considerations and more complicated, longer-term considerations. That is what it means to be ethical or productive or responsible. The good parent is someone who is willing to temper their own immediate selfish needs (to be left alone, to be allowed to sleep) with longer-term goals (to raise a good child). When alcohol peels away those longer-term constraints on our behavior, it obliterates our true self. So who were the Camba, in reality? Heath says their society was marked by a singular lack of “communal expression.” They were itinerant farmworkers. Kinship ties were weak. Their daily labor tended to be solitary, the hours long.

Most exciting, the growth mindset can be taught to managers. Heslin and his colleagues conducted a brief workshop based on well-established psychological principles. (By the way, with a few changes, it could just as easily be used to promote a growth mindset in teachers or coaches.) The workshop starts off with a video and a scientific article about how the brain changes with learning. As with our “Brainology” workshop (described in chapter 8), it’s always compelling for people to understand how dynamic the brain is and how it changes with learning. The article goes on to talk about how change is possible throughout life and how people can develop their abilities at most tasks with coaching and practice. Although managers, of course, want to find the right person for a job, the exactly right person doesn’t always come along. However, training and experience can often draw out and develop the qualities required for successful performance. The workshop then takes managers through a series of exercises in which a) they consider why it’s important to understand that people can develop their abilities, b) they think of areas in which they once had low ability but now perform well, c) they write to a struggling protégé about how his or her abilities can be developed, and d) they recall times they have seen people learn to do things they never thought these people could do. In each case, they reflect upon why and how change takes place. After the workshop, there was a rapid change in how readily the participating managers detected improvement in employee performance, in how willing they were to coach a poor performer, and in the quantity and quality of their coaching suggestions. What’s more, these changes persisted over the six-week period in which they were followed up. What does this mean? First, it means that our best bet is not simply to hire the most talented managers we can find and turn them loose, but to look for managers who also embody a growth mindset: a zest for teaching and learning, an openness to giving and receiving feedback, and an ability to confront and surmount obstacles. It also means we need to train leaders, managers, and employees to believe in growth, in addition to training them in the specifics of effective communication and mentoring. Indeed, a growth mindset workshop might be a good first step in any major training program. Finally, it means creating a growth-mindset environment in which people can thrive. This involves: • Presenting skills as learnable • Conveying that the organization values learning and perseverance, not just ready-made genius or talent • Giving feedback in a way that promotes learning and future success • Presenting managers as resources for learning Without a belief in human development, many corporate training programs become exercises of limited value. With a belief in development, such programs give meaning to the term “human resources” and become a means of tapping enormous potential.