Feedback Is Important Quotes

I think it's very important to have a feedback loop, where you're constantly thinking about what you've done and how you could be doing it better.

When we stop caring about what people think, we lose our capacity for connection. When we become defined by what people think, we lose our willingness to be vulnerable. If we dismiss all the criticism, we lose out on important feedback, but if we subject ourselves to the hatefulness, our spirits gets crushed. It's a tightrope, shame resilience is the balance bar, and the safety net below is the one or two people in our lives who can help us reality-check the criticism and cynicism.

Feedback is important to people. We all want to know how well we’re doing. That’s why it is essential for an effective performance review system to provide ongoing feedback.

Another important consequence in the arrival of digital technology and its facilitation of feedback is that we can look at large systems and recognize them once more not only as part of ourselves, but also as components that can change... Now, though, we live in a world where text is fluid, where is responds to our instructions. Writing something down records it, but does not make it true or permanent. So why should we put up with a system we don't like simply because it's been written somewhere?

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

Persistence is very important. You should not give up unless you are forced to give up.” No doubt, entering space is an unforgiving business to deal with but Musk mastered it. His biggest advice is to, “really pay attention to negative feedback and actively solicit it, particularly from friends... hardly anyone does that. It's incredibly helpful.

Giving people room to make mistakes doesn’t mean excusing bad behavior, ignoring poor decisions, or avoiding the feedback they need to hear to be better. Teaching people to problem-solve on their own is important, but so is helping them grow from their mistakes. If they don’t realize they’re doing something wrong to begin with, someone has to tell them.

The next time you are part of a conversation that goes awry, ask for feedback. Let the other person know that the exchange didn’t go as you hoped and you wonder if you could have phrased things differently, or if you were focused on the wrong things, or if you didn’t understand their point. Then listen. Listen to what they have to say without taking offense. Maybe start with someone you know well, like a sibling or a friend. Listening to constructive criticism is never easy, but if your goal is to become better at conversations, it’s important to get an honest assessment of the areas most in need of improvement.

One important role pattern is called “accidental adversaries.”3 If two people bump into each other enough and cause each other enough frustration, each will begin considering the other an “adversary.” Each attributes the problem to the personality and questionable intentions of the other. But often the true culprit is the structure of the roles they are in, which are (accidentally) creating chronic conflict. If we are each at one end of a rope and our job is to pull, then merely doing our jobs creates a tug-of-war.

Seeing progress in changing numbers makes the repetitive fascinating and creates a positive feedback loop. Once again, the act of measuring is often more important than what you measure. To quote the industrial statistician George Box: “Every model is wrong, but some are useful.

Nonlinearities are important not only because they confound our expectations about the relationship between action and response. They are even more important because they change the relative strengths of feedback loops. They can flip a system from one mode of behavior to another.

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.

Symptoms of illness and distress, plus your feelings about them, can be viewed as messengers coming to tell you something important about your body or about your mind. In the old days, if a king didn't like the message he was given, he would sometimes have the messenger killed. This is tantamount to suppressing your symptoms or your feelings because they are unwanted. Killing the messenger and denying the message or raging against it are not intelligent ways of approaching healing. The one thing we don't want to do is to ignore or rupture the essential connections that can complete relevant feedback loops and restore self-regulation and balance. Our real challenge when we have symptoms is to see if we can listen to their message and really hear them and take them to heart, that is, make the connection fully.

Like technical debt, management debt is incurred when you make an expedient, short-term management decision with an expensive, long-term consequence. Like technical debt, the trade-off sometimes makes sense, but often does not. More important, if you incur the management debt without accounting for it, then you will eventually go management bankrupt. Like technical debt, management debt comes in too many different forms to elaborate entirely, but a few salient examples will help explain the concept. Here are three of the more popular types among startups: 1. Putting two in the box 2. Overcompensating a key employee, because she gets another job offer 3. No performance management or employee feedback process

the most important driver of autonomy is significance: the sense that what we’re doing matters to us or to others.

Having a learning system in place that enables feedback loops in a practical way is equally important.

When you practice a soft skill, focus on making a high number of varied reps, and on getting clear feedback. Don’t worry too much about making errors—the important thing is to explore. Soft skills are often more fun to practice, but they’re also tougher because they demand that you coach yourself. After each session ask yourself, What worked? What didn’t? And why?

Openness and transparency is a great first step, but it is equally as important to take the results of that openness--the feedback and market research--and integrate it into the product itself.

Performance = Mismatch (Expected Effort/Actual Sense of Effort) Where: Expected Effort= Previous Experience+ Psychological drive (importance) Actual Sense of Effort= (Internal + External feedback)* Hazard + current Psychological Drive

Paying attention to the present moment without letting your thoughts and ideas about the past and the future get in the way is essential. Why? Because it makes room for the views of others. It allows us to begin to trust them—and, more important, to hear them. It makes us willing to experiment, and it makes it safe to try something that may fail. It encourages us to work on our awareness, trying to set up our own feedback loop in which paying attention improves our ability to pay attention. It requires us to understand that to advance creatively, we must let go of something. As the composer Philip Glass once said, “The real issue is not how do you find your voice, but … getting rid of the damn thing.

When we stop caring about what people think, we lose our capacity for connection. When we become defined by what people think, we lose our willingness to be vulnerable. If we dismiss all the criticism, we lose out on important feedback, but if we subject ourselves to the hatefulness, our spirits get crushed. It’s a tightrope, shame resilience is the balance bar, and the safety net below is the one or two people in our lives who can help us reality-check the criticism and cynicism.

Breaking Free Activity #15 It can be difficult to make a direct link between your caretaking behavior and the emotional pukes which inevitably follow. Observe the ways you hurt the people you love. •Do you make cutting remarks or hurtful "jokes"? •Do you embarrass them in public? •Are you frequently late? •Do you "forget" things they've asked you to do? •Do you criticize them? •Do you withdraw from them or threaten to leave? •Do you let frustration build until you blow up at them? Ask the significant others in your life to give you feedback about your caretaking and emotional pukes. This information may be hard to hear and may trigger a shame attack, but it is important information for breaking out of the victim triangle.

The greater the challenge, the higher the probability that one seeks and needs feedback, but the more important it is that there is a teacher to provide feedback and to ensure that the learner is on the right path to successfully meet the challenges.

In addition to beginning and maintaining relationships, many women have let established relationships slip away. Small occasions and important events with other people are missed: there are an increasing number of missed thank-you notes, missed birthdays, or invitations that are not reciprocated. The connections just aren’t kept up, and eventually they’re gone. They then anticipate scolding, rejection, or negative reactions when they think about trying to reconnect or rectify a situation, so they tend to avoid them altogether. While this may be true for everyone to some extent, women with AD/HD with particular histories or wounds are especially sensitive to and avoidant of this kind of potentially critical feedback further increasing the negative cycle.

When a white woman starts to cry, I ask her to take some deep breaths as I invite the group to let her experience her feelings and not try to take care of her or rescue her in the moment. I clearly state that this person can easily be in her feelings and continue engaging and doesn’t need to be comforted or saved by anyone. I then refocus my attention onto the white woman and say how I really respect people who can express their emotions and talk through their tears. I then ask if she is ready to share her reactions to the feedback. In the vast majority of situations, white women are able to continue engaging effectively, and group members realize a number of things, including: people can cry and talk at the same time; jumping in to support someone may be more about trying to avoid our own feelings of discomfort; interrupting the learning moment by handing out Kleenex, rubbing someone’s back or challenging the person of color’s comments may deny the white woman a potentially important growth opportunity; and the entire group may benefit from fully experiencing and processing this emotional moment.

In Wegner’s studies, participants are asked to try hard not to think about something, such as a white bear, or food, or a stereotype. This is hard to do. More important, the moment one stops trying to suppress a thought, the thought comes flooding in and becomes even harder to banish. In other words, Wegner creates minor obsessions in his lab by instructing people not to obsess. Wegner explains this effect as an “ironic process” of mental control. 32 When controlled processing tries to influence thought (“Don’t think about a white bear!”), it sets up an explicit goal. And whenever one pursues a goal, a part of the mind automatically monitors progress, so that it can order corrections or know when success has been achieved. When that goal is an action in the world (such as arriving at the airport on time), this feedback system works well. But when the goal is mental, it backfires. Automatic processes continually check: “Am I not thinking about a white bear?” As the act of monitoring for the absence of the thought introduces the thought, the person must try even harder to divert consciousness. Automatic and controlled processes end up working at cross purposes, firing each other up to ever greater exertions. But because controlled processes tire quickly, eventually the inexhaustible automatic processes run unopposed, conjuring up herds of white bears. Thus, the attempt to remove an unpleasant thought can guarantee it a place on your frequent-play list of mental ruminations.

After seven centuries of existence and at least four centuries where few citizens existed without it, the datasphere – including the All Thing and all comm and access bands – simply ceased to be. Hundreds of thousands of citizens went insane at that moment – shocked into catatonia by the disappearance of senses which had become more important to them than sight or hearing. More hundreds of thousands of datumplane operators, including many of the so-called cyberpukes and system cowboys, were lost, their analog personas caught in the crash of the datasphere or their brains burned out by neural-shunt overload or an effect later known as zero-zero feedback.

a human mind with no fear, no happiness, nothing but a limited, artificially induced autism, bent to one task over all. But fear was deemed to be too important a feedback mechanism, too critical to the learning process, so our generation was left with most of our emotions intact, and the vague theory that time would teach us how to make the best use of things.

The strength of a balancing feedback loop is important relative to the impact it is designed to correct. If the impact increases in strength, the feedbacks have to be strengthened too. A thermostat system may work fine on a cold winter day—but open all the windows and its corrective power is no match for the temperature change imposed on the system. Democracy works better without the brainwashing power of centralized mass communications. Traditional controls on fishing were sufficient until sonar spotting and drift nets and other technologies made it possible for a few actors to catch the last fish. The power of big industry calls for the power of big government to hold it in check; a global economy makes global regulations necessary.

In Molecules of Emotion, Pert revealed how her study of information-processing receptors on nerve cell membranes led her to discover that the same “neural” receptors were present on most, if not all, of the body’s cells. Her elegant experiments established that the “mind” was not focused in the head but was distributed via signal molecules to the whole body. As importantly, her work emphasized that emotions were not only derived through a feedback of the body’s environmental information. Through self-consciousness, the mind can use the brain to generate “molecules of emotion” and override the system. While proper use of consciousness can bring health to an ailing body, inappropriate unconscious control of emotions can easily make a healthy body diseased,

We feel the emotions of the people whom we have helped or hurt, loved and hated, or affected positively or negatively. We feel their emotions very deeply, because this is a powerful learning device, a sort of instant intense feedback about our behavior while we were on earth, in physical bodies. We learn through relationships, and thus it is important that we understand how we have touched others.

When I took over as chair of the fashion program, I was horrified that only the faculty member was allowed to speak in a critique. I'm talking about perfectly nurturing teachers. But the rule was there would be no call of hands for students to contribute their feedback. It was embedded in the department's culture. That was alarming to me. When I was teaching, I was the least important person in the room as far as I was concerned--my students' points of view mattered most. I wanted to learn who they were and teach them to respect one another's perspectives. I would start off by saying something like, "I am having trouble understanding how this work solves the problem at hand. Here are some things about the work that I appreciate: X, Y, Z. But I see these virtues independent of the problem we're solving.

Jenna Wortham from the Times describes this mentality well: “We, the users, the producers, the consumers—all our manic energy, yearning to be noticed, recognized for an important contribution to the conversation—are the problem. It is fueled by our own increasing need for attention, validation, through likes, favorites, responses, interactions. It is a feedback loop that can’t be closed, at least not for now.

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).

Assuming you’re going to have to live with negative feelings, develop standards for behaving well in spite of them. No, you shouldn’t expect yourself to force smiles so much that they break your face and scare children. You should, however, invite feedback about your behavior from those you trust, so you can be confident that your actions and words don’t hurt people or interfere with your positive strategic goals and, most important, make you act like an asshole.

When we stop caring about what people think, we lose our capacity for connection. When we become defined by what people think, we lose our willingness to be vulnerable. If we dismiss all the criticism, we lose out on important feedback, but if we subject ourselves to the hatefulness, our spirits get crushed. It's a tightrope, shame resilience is the balance bar, and the safety net below is the one or two people in our lives who can help us reality-check the criticism and cynicism.

When we stop caring about what people think, we lose our capacity for connection. When we become defined by what people think, we lose our willingness to be vulnerable. If we dismiss all the criticism, we lose out on important feedback, but if we subject ourselves to the hatefulness, our spirits get crushed. It’s a tightrope, shame resilience is the balance bar, and the safety net below is the one or two people in our lives who can help us reality-check the criticism and cynicism. I

When calculating the likely future constraints on our options, the presence or absence of a competitive agent makes all the difference, just because when there is an information-gathering, feedback-loop-closing agent out there, one’s activities may be predicted by this agent, and hence foreseen and systematically thwarted.21 It is important that the airline pilot, in evading the thunderstorm, doesn’t have to worry about hiding his true intentions from the storm, which might, if it knew, switch its own course and come after him!

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 threat of nuclear holocaust fosters pacifism; when pacifism spreads, war recedes and trade flourishes; and trade increases both the profits of peace and the costs of war. Over time, this feedback loop creates another obstacle to war, which may ultimately prove the most important of all. The tightening web of international connections erodes the independence of most countries, lessening the chance that any one of them might single-handedly let slip the dogs of war. Most countries no longer engage in full-scale war for the simple reason that they are no longer independent.

Journalists are hardly immune to these forces. We become more polarized, and more polarizing, when we start spending our time in polarizing environments. I have seen it in myself, and I have watched it in others: when we’re going for retweets, or when our main form of audience feedback is coming from partisan junkies on social media, it subtly but importantly warps our news judgement. It changes who we cover and what stories we chase. And when we cover politics in a more polarized way, anticipating or absorbing the tastes of a more polarized audience, we create a more polarized political reality.

Hey Pete. So why the leave from social media? You are an activist, right? It seems like this decision is counterproductive to your message and work." A: The short answer is I’m tired of the endless narcissism inherent to the medium. In the commercial society we have, coupled with the consequential sense of insecurity people feel, as they impulsively “package themselves” for public consumption, the expression most dominant in all of this - is vanity. And I find that disheartening, annoying and dangerous. It is a form of cultural violence in many respects. However, please note the difference - that I work to promote just that – a message/idea – not myself… and I honestly loath people who today just promote themselves for the sake of themselves. A sea of humans who have been conditioned into viewing who they are – as how they are seen online. Think about that for a moment. Social identity theory run amok. People have been conditioned to think “they are” how “others see them”. We live in an increasing fictional reality where people are now not only people – they are digital symbols. And those symbols become more important as a matter of “marketing” than people’s true personality. Now, one could argue that social perception has always had a communicative symbolism, even before the computer age. But nooooooothing like today. Social media has become a social prison and a strong means of social control, in fact. Beyond that, as most know, social media is literally designed like a drug. And it acts like it as people get more and more addicted to being seen and addicted to molding the way they want the world to view them – no matter how false the image (If there is any word that defines peoples’ behavior here – it is pretention). Dopamine fires upon recognition and, coupled with cell phone culture, we now have a sea of people in zombie like trances looking at their phones (literally) thousands of times a day, merging their direct, true interpersonal social reality with a virtual “social media” one. No one can read anymore... they just swipe a stream of 200 character headlines/posts/tweets. understanding the world as an aggregate of those fragmented sentences. Massive loss of comprehension happening, replaced by usually agreeable, "in-bubble" views - hence an actual loss of variety. So again, this isn’t to say non-commercial focused social media doesn’t have positive purposes, such as with activism at times. But, on the whole, it merely amplifies a general value system disorder of a “LOOK AT ME! LOOK AT HOW GREAT I AM!” – rooted in systemic insecurity. People lying to themselves, drawing meaningless satisfaction from superficial responses from a sea of avatars. And it’s no surprise. Market economics demands people self promote shamelessly, coupled with the arbitrary constructs of beauty and success that have also resulted. People see status in certain things and, directly or pathologically, use those things for their own narcissistic advantage. Think of those endless status pics of people rock climbing, or hanging out on a stunning beach or showing off their new trophy girl-friend, etc. It goes on and on and worse the general public generally likes it, seeking to imitate those images/symbols to amplify their own false status. Hence the endless feedback loop of superficiality. And people wonder why youth suicides have risen… a young woman looking at a model of perfection set by her peers, without proper knowledge of the medium, can be made to feel inferior far more dramatically than the typical body image problems associated to traditional advertising. That is just one example of the cultural violence inherent. The entire industry of social media is BASED on narcissistic status promotion and narrow self-interest. That is the emotion/intent that creates the billions and billions in revenue these platforms experience, as they in turn sell off people’s personal data to advertisers and governments. You are the product, of course.

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.

The basic unit of analysis in face-to-face communication is the feedback loop. For example, if you were given the task of describing an interaction between a cat and a dog, you might make entries like: "Cat spits, ... dog bares teeth, ... cat arches back,... dog barks,... cat—" At least as important as the particular actions described is the sequence in which they occur. And to some extent, any particular behavior by the cat becomes understandable only in the context of the dog's behavior. If for some reason your observations were restricted to just the cat, you would be challenged by the task of reconstructing what the cat was interacting with. The cat's behavior is much more difficult to appreciate and understand in isolation.

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.

Equally important, statistical systems require feedback—something to tell them when they’re off track. Without feedback, however, a statistical engine can continue spinning out faulty and damaging analysis while never learning from its mistakes. Many of the WMDs I’ll be discussing in this book, including the Washington school district’s value-added model, behave like that. They define their own reality and use it to justify their results. This type of model is self-perpetuating, highly destructive—and very common. If the people being evaluated are kept in the dark, the thinking goes, they’ll be less likely to attempt to game the system. Instead, they’ll simply have to work hard, follow the rules, and pray that the model registers and appreciates their efforts. But if the details are hidden, it’s also harder to question the score or to protest against it.

they feel ignored, unappreciated, and unloved. That’s because their context-blind Aspie family members are so poor at empathic reciprocity. As we have learned, we come to know ourselves in relation to others. This doesn’t just apply when children are developing self-esteem. Throughout our lifespan, we continue to weave and re-weave the context of our lives, based on the interactions we have with our friends, coworkers, neighbors and loved ones. This is why it is so important for an NT parent/partner to get feedback from their spouse. A smile, a hug, a kind word, a note of encouragement: These are messages that reinforce the NT’s self-esteem and contribute to a healthy reciprocity in the relationship. Without these daily reminders from their loved ones, NTs can develop some odd defense mechanisms. One is to become psychologically invisible to others and even to themselves.

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).

But what separates human consciousness from the consciousness of animals? Humans are alone in the animal kingdom in understanding the concept of tomorrow. Unlike animals, we constantly ask ourselves “What if?” weeks, months, and even years into the future, so I believe that Level III consciousness creates a model of its place in the world and then simulates it into the future, by making rough predictions. We can summarize this as follows: Human consciousness is a specific form of consciousness that creates a model of the world and then simulates it in time, by evaluating the past to simulate the future. This requires mediating and evaluating many feedback loops in order to make a decision to achieve a goal. By the time we reach Level III consciousness, there are so many feedback loops that we need a CEO to sift through them in order to simulate the future and make a final decision. Accordingly, our brains differ from those of other animals, especially in the expanded prefrontal cortex, located just behind the forehead, which allows us to “see” into the future. Dr. Daniel Gilbert, a Harvard psychologist, has written, “The greatest achievement of the human brain is its ability to imagine objects and episodes that do not exist in the realm of the real, and it is this ability that allows us to think about the future. As one philosopher noted, the human brain is an ‘anticipation machine,’ and ‘making the future’ is the most important thing it does.” Using brain scans, we can even propose a candidate for the precise area of the brain where simulation of the future takes place. Neurologist Michael Gazzaniga notes that “area 10 (the internal granular layer IV), in the lateral prefrontal cortex, is almost twice as large in humans as in apes. Area 10 is involved with memory and planning, cognitive flexibility, abstract thinking, initiating appropriate behavior, and inhibiting inappropriate behavior, learning rules, and picking out relevant information from what is perceived through the senses.” (For this book, we will refer to this area, in which decision making is concentrated, as the dorsolateral prefrontal cortex, although there is some overlap with other areas of the brain.)

If you’re comfortable, I’m not teaching and you’re not learning. It’s going to get uncomfortable in here and that’s okay. It’s normal and it’s part of the process.” The simple and honest process of letting people know that discomfort is normal, it’s going to happen, why it happens, and why it’s important, reduces anxiety, fear, and shame. Periods of discomfort become an expectation and a norm. In fact, most semesters I have students who approach me after class and say, “I haven’t been uncomfortable yet. I’m concerned.” These exchanges often lead to critically important conversations and feedback about their engagement and my teaching. The big challenge for leaders is getting our heads and hearts around the fact that we need to cultivate the courage to be uncomfortable and to teach the people around us how to accept discomfort as a part of growth. For the best guidance on how to give feedback that moves people and processes forward, I turn to my social work roots. In my experience the heart of valuable feedback is taking the “strengths perspective.” According to social work educator Dennis Saleebey, viewing performance from the strengths perspective offers

The human mind wants to “win” whatever game is being played. This pitfall is evident in many areas of life. We focus on working long hours instead of getting meaningful work done. We care more about getting ten thousand steps than we do about being healthy. We teach for standardized tests instead of emphasizing learning, curiosity, and critical thinking. In short, we optimize for what we measure. When we choose the wrong measurement, we get the wrong behavior. This is sometimes referred to as Goodhart’s Law. Named after the economist Charles Goodhart, the principle states, “When a measure becomes a target, it ceases to be a good measure.”9 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. In our data-driven world, we tend to overvalue numbers and undervalue anything ephemeral, soft, and difficult to quantify. We mistakenly think the factors we can measure are the only factors that exist. But just because you can measure something doesn’t mean it’s the most important thing. And just because you can’t measure something doesn’t mean it’s not important at all.

Reducing your anxiety to zero isn’t possible or useful. Anxiety itself isn’t the problem. The problem occurs when anxiety gets to the point that it’s paralyzing, and you become stuck. I think of these bottlenecks as anxiety traps. We’re going to work on managing your responses to five anxiety traps: excessively hesitating before taking action, ruminating and worrying, paralyzing perfectionism, fear of feedback and criticism, and avoidance (including procrastination). The reason I’ve chosen to focus on these particular five traps is that I’ve found them to be the common threads that affect virtually all of the anxious clients I’ve worked with. The traps are self-perpetuating because they generate additional stress. For example, someone hesitates so much that she misses important opportunities, and this leads to being financially worse off. Or someone avoids feedback and then isn’t alerted to real problems that could have been rectified earlier. When people are caught in any of the five anxiety traps, they often fail to see the big picture and don’t problem-solve in effective ways. Learning how to navigate these bottlenecks will allow you to manage your anxious tendencies so that you can pursue your goals in life, whatever those goals may be.

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.

Subject Line:  This means a lot… Or Would love to get your opinion…   Email Text:  Dear friends, family, and colleagues:    Thank you so much for reading this email. This isn’t an easy one for me to send, but it is extremely important to me, so I sincerely appreciate you investing your valuable time reading (and hopefully responding to) it. This email is going out to only a select group of people. Each of you knows me well, and I’m hoping will give me honest feedback about my strengths and most importantly, my weaknesses (aka “areas of improvement.”) I’ve never done anything like this before, but I feel that for me grow and improve as a person, I need to get a more accurate picture of how I’m showing up to the people that matter most to me. In order to become the person I need to be to create the life and contribute to others at the levels that I want, I need your feedback. So, all I’m asking is that you take just a few minutes to email me back with what you honestly think are my top 2-3 “areas of improvement.” If it will make you feel better to also list my top 2-3 “strengths” (I’m sure it will make me feel better J), you are definitely welcome to. That’s it. And please don’t sugarcoat it or hold back anything. I will not be offended by anything that you share. In fact, the more “brutally” honest you are, the more leverage it will give me to make positive changes in my life. Thank you again, and if there is anything else I can do to add value to your life, please let me know. With sincere gratitude,   Your Name

I didn’t hate her because she was objectively very attractive, although that certainly didn’t help. I’d sometimes catch myself staring sideways, admiring her perfect profile, thinking, Imagine having that, imagine going out into the world with that, with those big, watery eyes and those cheekbones, imagine what that does to a person. I thought that some people had the compassion and intelligence to become fundamentally decent people while also being very beautiful, but that Kate wasn’t one of them. She reapplied her lipstick thirty times a day. She took a selfie every morning and afternoon—not to post or send to anyone, just to look at. She got anxious when she ate carbs. She rearranged her hair and asked for feedback on her posture every few hours. We were once in midconversation about an annoying meeting we had to attend, and she veered off to state “I’ve never had a brown coat,” to no one in particular. I found her a peculiarly oppressive presence—just being near her made me feel anxious. Being beautiful, I suspected, had ruined her life. Sitting next to her, I thought about how exhausting it must be to settle for nothing less than perfection because you had the capacity to obtain it. I felt grateful for my own average looks. My wide and unyielding forehead. My slightly crooked nose. It made me feel like what I was doing was very important and that it could maybe even help people. I started thinking I would work on initiating Kate into the Supper Club as a sort of end goal. If we could get her, we could get anyone.

To Greg, who had suffered from bouts of depression throughout his life, this seemed like a terrible approach. In seeking treatment for his depression, he—along with millions of others around the world—had found that cognitive behavioral therapy (CBT) was the most effective solution. CBT teaches you to notice when you are engaging in various “cognitive distortions,” such as “catastrophizing” (If I fail this quiz, I’ll fail the class and be kicked out of school, and then I’ll never get a job . . .) and “negative filtering” (only paying attention to negative feedback instead of noticing praise as well). These distorted and irrational thought patterns are hallmarks of depression and anxiety disorders. We are not saying that students are never in real physical danger, or that their claims about injustice are usually cognitive distortions. We are saying that even when students are reacting to real problems, they are more likely than previous generations to engage in thought patterns that make those problems seem more threatening, which makes them harder to solve. An important discovery by early CBT researchers was that if people learn to stop thinking this way, their depression and anxiety usually subside. For this reason, Greg was troubled when he noticed that some students’ reactions to speech on college campuses exhibited exactly the same distortions that he had learned to rebut in his own therapy. Where had students learned these bad mental habits? Wouldn’t these cognitive distortions make students more anxious and depressed?

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

Important: Be sure to put the outgoing email addresses in the BCC field of the email, so that each recipient doesn’t see everyone else you’re sending it to. (Or, you can copy and paste, then send the email to each person individually.) Subject Line: This means a lot… Or Would love to get your opinion… Email Text: Dear friends, family, and colleagues:  Thank you so much for reading this email. This isn’t an easy one for me to send, but it is extremely important to me, so I sincerely appreciate you investing your valuable time reading (and hopefully responding to) it.  This email is going out to only a select group of people. Each of you knows me well, and I’m hoping will give me honest feedback about my strengths and most importantly, my weaknesses (aka “areas of improvement.”) I’ve never done anything like this before, but I feel that for me grow and improve as a person, I need to get a more accurate picture of how I’m showing up to the people that matter most to me. In order to become the person I need to be to create the life and contribute to others at the levels that I want, I need your feedback.  So, all I’m asking is that you take just a few minutes to email me back with what you honestly think are my top 2-3 “areas of improvement.” If it will make you feel better to also list my top 2-3 “strengths” (I’m sure it will make me feel better ), you are definitely welcome to. That’s it. And please don’t sugarcoat it or hold back anything. I will not be offended by anything that you share. In fact, the more “brutally” honest you are, the more leverage it will give me to make positive changes in my life.  Thank you again, and if there is anything else I can do to add value to your life, please let me know.  With sincere gratitude, Your Name

All use of speech implies convention and therefore at least duality of minds. The problem of communication through language may in this light be seen as the search for the means supplied by the conventions (or code) to transmit a message from one mind to another. (This definition is as applicable to "literary" communication as it is to "non-literary.") ...Is the code exactly the same for transmitter and receiver? Indeed, can it ever be? It hardly seems likely, since in the strict sense no two people have ever acquired exactly the same code. Consequently, the correspondence between the writer's understand of his writing (I do not, of course, mean merely a conscious or reflective understanding) and the reader's understanding of it will be at least approximate. Another variable is the mental, emotional, and cultural constitution of the being who used the code to transmit a message, and of the being who decodes it. To what extent are they capable of understanding each other? To what extent will they be willing to cooperate in dealing with the inevitable problems in communication? To what extent will anticipated or actual reaction ("feedback") from the receiver affect the framing of the message? Perhaps more important than any of these variables, there is the as yet unresolved question of the very nature of language, and therefore of communication through language. What do agreed upon symbols stand for? Is it conceivable that they correspond to something objectively identifiable? Perhaps not. But even so, is it conceivable that a given message can recreate in another mind whatever it is supposed in the first place to represent in the mind of the sender? All of these questions are in the last analysis as relevant to literary studies as they are linguistics

We came to the city because we wished to live haphazardly, to reach for only the least realistic of our desires, and to see if we could not learn what our failures had to teach, and not, when we came to live, discover that we had never died. We wanted to dig deep and suck out all the marrow of life, to be overworked and reduced to our last wit. And if our bosses proved mean, why then we’d evoke their whole and genuine meanness afterward over vodka cranberries and small batch bourbons. And if our drinking companions proved to be sublime then we would stagger home at dawn over the Old City cobblestones, into hot showers and clean shirts, and press onward until dusk fell again. For the rest of the world, it seemed to us, had somewhat hastily concluded that it was the chief end of man to thank God it was Friday and pray that Netflix would never forsake them. Still we lived frantically, like hummingbirds; though our HR departments told us that our commitments were valuable and our feedback was appreciated, our raises would be held back another year. Like gnats we pestered Management— who didn’t know how to use the Internet, whose only use for us was to set up Facebook accounts so they could spy on their children, or to sync their iPhones to their Outlooks, or to explain what tweets were and more importantly, why— which even we didn’t know. Retire! we wanted to shout. We ha Get out of the way with your big thumbs and your senior moments and your nostalgia for 1976! We hated them; we wanted them to love us. We wanted to be them; we wanted to never, ever become them. Complexity, complexity, complexity! We said let our affairs be endless and convoluted; let our bank accounts be overdrawn and our benefits be reduced. Take our Social Security contributions and let it go bankrupt. We’d been bankrupt since we’d left home: we’d secure our own society. Retirement was an afterlife we didn’t believe in and that we expected yesterday. Instead of three meals a day, we’d drink coffee for breakfast and scavenge from empty conference rooms for lunch. We had plans for dinner. We’d go out and buy gummy pad thai and throat-scorching chicken vindaloo and bento boxes in chintzy, dark restaurants that were always about to go out of business. Those who were a little flush would cover those who were a little short, and we would promise them coffees in repayment. We still owed someone for a movie ticket last summer; they hadn’t forgotten. Complexity, complexity. In holiday seasons we gave each other spider plants in badly decoupaged pots and scarves we’d just learned how to knit and cuff links purchased with employee discounts. We followed the instructions on food and wine Web sites, but our soufflés sank and our baked bries burned and our basil ice creams froze solid. We called our mothers to get recipes for old favorites, but they never came out the same. We missed our families; we were sad to be rid of them. Why shouldn’t we live with such hurry and waste of life? We were determined to be starved before we were hungry. We were determined to be starved before we were hungry. We were determined to decrypt our neighbors’ Wi-Fi passwords and to never turn on the air-conditioning. We vowed to fall in love: headboard-clutching, desperate-texting, hearts-in-esophagi love. On the subways and at the park and on our fire escapes and in the break rooms, we turned pages, resolved to get to the ends of whatever we were reading. A couple of minutes were the day’s most valuable commodity. If only we could make more time, more money, more patience; have better sex, better coffee, boots that didn’t leak, umbrellas that didn’t involute at the slightest gust of wind. We were determined to make stupid bets. We were determined to be promoted or else to set the building on fire on our way out. We were determined to be out of our minds.

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.

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.

SUMMARY A vast array of additional statistical methods exists. In this concluding chapter, we summarized some of these methods (path analysis, survival analysis, and factor analysis) and briefly mentioned other related techniques. This chapter can help managers and analysts become familiar with these additional techniques and increase their access to research literature in which these techniques are used. Managers and analysts who would like more information about these techniques will likely consult other texts or on-line sources. In many instances, managers will need only simple approaches to calculate the means of their variables, produce a few good graphs that tell the story, make simple forecasts, and test for significant differences among a few groups. Why, then, bother with these more advanced techniques? They are part of the analytical world in which managers operate. Through research and consulting, managers cannot help but come in contact with them. It is hoped that this chapter whets the appetite and provides a useful reference for managers and students alike. KEY TERMS   Endogenous variables Exogenous variables Factor analysis Indirect effects Loading Path analysis Recursive models Survival analysis Notes 1. Two types of feedback loops are illustrated as follows: 2. When feedback loops are present, error terms for the different models will be correlated with exogenous variables, violating an error term assumption for such models. Then, alternative estimation methodologies are necessary, such as two-stage least squares and others discussed later in this chapter. 3. Some models may show double-headed arrows among error terms. These show the correlation between error terms, which is of no importance in estimating the beta coefficients. 4. In SPSS, survival analysis is available through the add-on module in SPSS Advanced Models. 5. The functions used to estimate probabilities are rather complex. They are so-called Weibull distributions, which are defined as h(t) = αλ(λt)a–1, where a and 1 are chosen to best fit the data. 6. Hence, the SSL is greater than the squared loadings reported. For example, because the loadings of variables in groups B and C are not shown for factor 1, the SSL of shown loadings is 3.27 rather than the reported 4.084. If one assumes the other loadings are each .25, then the SSL of the not reported loadings is [12*.252 =] .75, bringing the SSL of factor 1 to [3.27 + .75 =] 4.02, which is very close to the 4.084 value reported in the table. 7. Readers who are interested in multinomial logistic regression can consult on-line sources or the SPSS manual, Regression Models 10.0 or higher. The statistics of discriminant analysis are very dissimilar from those of logistic regression, and readers are advised to consult a separate text on that topic. Discriminant analysis is not often used in public

When you’re attempting to discover what you do best and what you enjoy most, it’s important to realize that these two things aren’t necessarily mutually inclusive. You may get lots of positive feedback about something you’re very good at but not truly enjoy it. Conversely, you can love doing something but have no gift for it, so that achieving success requires much more energy than it makes sense to invest.

If you won’t allow someone to evaluate what you are saying or give you feedback when you prophesy to him, then you are essentially saying you are more important and have more authority, wisdom, and connection to what you are prophesying about than he does. That is the exact opposite goal of prophecy. Prophecy is supposed to connect people to the world around them and the God who loves them, not place you in the center of the equation.

why has almost everyone done the calendar thing, but almost no one has moved everything else in their life into a similar zone, by capturing it all and creating the habit of assessing it all appropriately? Three reasons: First, the data that is entered onto a calendar has already been thought through and determined; it’s been translated down to the physical action level. You agreed to call Jim at noon on Monday: there is no more thinking required about what the appropriate action is, or where and when you’re going to do it. Second, you know where those kinds of actions need to be parked (calendar), and it’s a familiar and available tool. And third, if you lose track of calendar actions and commitments, you will encounter obvious and rapid negative feedback from people you consider important.

the inherently risky nature of innovation means that companies can’t reward innovation efforts the way they reward core activities: an innovation team can do the exact right things and still fail, or succeed in spite of doing the exact wrong things. Worse, remember that when it comes to innovation, perceived failure is often an important step toward ultimate success. A seminal study in the mid-1980s found that that many new product “failures” were critical milestones that often presaged future successes. Typically, valuable insights came in the form of direct feedback about the viability of technology, consumer acceptance of features and pricing, and how to target new consumer segments and geographic markets.

Such critical junctures are important because there are formidable barriers against gradual improvements, resulting from the synergy between extractive political and economic institutions and the support they give each other. The persistence of this feedback loop creates a vicious circle. Those who benefit from the status quo are wealthy and well organized, and can effectively fight major changes that will take away their economic privileges and political power.

The most important thing is not the feedback you receive, not the fear you have, but what's important is that you've done it wit all your love for him. So, do it for him.

The most important thing is not the feedback you receive, not the fear you have, but what's important is that you've done it with all your love for him. So, do it for him.

Your profile, your cover letter, your portfolio, and your feedback are all FAR more important than the tests you’ll take.

One of the methods that he and Bowie used on Low was the “Oblique Strategies” he’d created with artist Peter Schmidt the year before. It was a deck of cards, and each card was inscribed with a command or an observation. When you got into a creative impasse, you were to turn up one of the cards and act upon it. The commands went from the sweetly banal (“Do the washing up”) to the more technical (“Feedback recordings into an acoustic situation”; “The tape is now the music”). Some cards contradict each other (“Remove specifics and convert to ambiguities”; “Remove ambiguities and convert to specifics”). Some use Wildean substitution (“Don’t be afraid of things because they’re easy to do”). And several veer towards the Freudian (“Your mistake was a hidden intention”; “Emphasise the flaws”). The stress is on capitalising on error as a way of drawing in randomness, tricking yourself into an interesting situation, and crucially leaving room for the thing that can’t be explained—an element that every work of art needs. Did the Oblique Strategy cards actually work? They were probably more important symbolically than practically. A cerebral theoretician like Eno had more need of a mental circuit-breaker than someone like Bowie, who was a natural improviser, collagiste, artistic gadfly. Anyone involved in the creative arts knows that chance events in the process play an important role, but to my mind there’s something slightly self-defeating about the idea of “planned accidents.” Oblique Strategies certainly created tensions, as Carlos Alomar explained to Bowie biographer David Buckley: “Brian Eno had come in with all these cards that he had made and they were supposed to eliminate a block. Now, you’ve got to understand something. I’m a musician. I’ve studied music theory, I’ve studied counterpoint and I’m used to working with musicians who can read music. Here comes Brian Eno and he goes to a blackboard. He says: ‘Here’s the beat, and when I point to a chord, you play the chord.’ So we get a random picking of chords. I finally had to say, ‘This is bullshit, this sucks, this sounds stupid.’ I totally, totally resisted it. David and Brian were two intellectual guys and they had a very different camaraderie, a heavier conversation, a Europeanness. It was too heavy for me. He and Brian would get off on talking about music in terms of history and I’d think, ‘Well that’s stupid—history isn’t going to give you a hook for the song!’ I’m interested in what’s commercial, what’s funky and what’s going to make people dance!” It may well have been the creative tension between that kind of traditionalist approach and Eno’s experimentalism that was more productive than the “planned accidents” themselves. As Eno himself has said: “The interesting place is not chaos, and it’s not total coherence. It’s somewhere on the cusp of those two.

Blakely was taught to interpret failure not as a sign of personal weakness but as an integral part of the learning process. It’s this mind-set that prepared her to endure the risk involved in starting her own business. When coming up short is viewed as the path to learning, when we accept that failure is simply feedback on what we need to work on next, risk-taking becomes a lot easier. Her father’s question taught her an important lesson: If you’re not failing, you’re not growing.

Writing is not about the end product, yes that is extremely important. It's not even about the grammar or style you write in; style and grammar are in the eye of the beholder. With each person, someone will find problems so grammar and style are moot. Writing, truly diving in is about the creative process...discovering a newer side of yourself as you are writing; creating. The adventure from page one to being done is what it is about. Do you feel good with the end product? do you feel good half way through? The point to this is simple...feedback is vital to selling your work, paying attention to hurtful feedback can destroy your pursuit of your dreams. so write for you...sell to others but write from your soul. Whether it's fiction/faction/non fiction or somewhere in between if your heart and soul is not in it...you are not going to be happy with it.

people are more likely to get into flow when their environment has four important characteristics. First, and most important, they’re doing something where their skills match the challenge of the task. If the challenge is too great for their skills, they become frustrated; but if the task isn’t challenging enough, they simply grow bored. Second, flow occurs when the goal is clear; and third, when there’s constant and immediate feedback about how close you are to achieving that goal. Fourth, flow occurs when you’re free to concentrate fully on the task.

When it comes to your business, the people you surround yourself with can make or break you. The right people can help give you important feedback, get you exposure, bring in sales, and help you gain credibility quickly. The wrong people can run a business into the ground, create unnecessary negativity, and hold you back from doing something great. Be very picky and methodical with who you include in your business.

He married military history with science, building his theory upon Gödel, Heisenberg, Popper, Kuhn, Piaget and Polanyi, who highlighted the unavoidable feature of uncertainty in any system of thought (as well as the limits of the Newtonian paradigm). Cybernetics and systems theory offered him the concept of feedback, the combination of analysis–synthesis as well as the Second Law of Thermodynamics and entropy, the distinction between open and closed systems, the importance of interactions and relations, and the need for a holistic approach. The cognitive revolution, combined with neo-Darwinist studies, showed him the role of schemata formed by genetics, culture and experience. Chaos theory highlighted non-linear behavior.

it is important to listen to your thoughts, dispute them when they are out of line, and replace them if they are not positive, because our thinking affects our behaviour and our behaviour dictates the feedback the world gives us.

Guideline #8: Test-market your résumé. When you have completed writing your résumé, identify five to seven people whose opinions you value and ask for their honest feedback. You may want to show it to a human resource manager, an executive recruiter, or an English teacher. Ask these five to seven people if you left anything important out or if there is something that needs to be deleted. Have them look for any lingering typos or grammatical errors. When you have five to seven sets of eyes review your résumé, chances are you’ll end up with a perfectly constructed document that you can be proud of and that will do you proud!

Appendix 1 Our Family's Core Values and Mission YOUR CORE VALUES What are the most important values in your family? Do your kids know these are critical? Do both parents agree on the ranking of values? This worksheet will help you develop and communicate your top values. A "value" is an ideal that is desirable. It is a quality that we want to model in our own lives and see developed in the lives of our kids. For instance, honesty is a very important value, for without it you can't have trust in your relationships. Take time in writing your answers to the following questions. 1. When time and energy are in short supply, what should we make sure we cover in parenting our children? List a few ideas. Then circle the nonnegotiables. 2. What are the "we'd like to get around to these" values? These are the semi-negotiables. 3. What were the top three values of each of your families of origin (the family you grew up in)? Father Mother 1. 1. 2. 2. 3. 3. 4. Think about a healthy, positive family-one that serves as a role model for you. What would you say are their top three values? 1. 2. 3. 5. What are three or four favorite Scripture verses that communicate elements of a healthy family? 1. 2. 3. 4. Based on these verses, what are the three or four principles from Scripture that you'd like to see evidenced in your family? 1. 2. 3. 4. 6. What values are your "pound the table with passion" values? What are the ones that you feel very strongly about? (You may already have them listed.) To help you with this, complete the following sentences: More families need to ... The problem with today's families is ... DEVELOPING YOUR FAMILY'S MISSION STATEMENT Besides writing out your core values, you will do well to develop a family mission statement (or covenant). These important documents will shape your family. The founders of the United States knew that guiding documents would keep us on course as a fledgling democracy; so too will these documents guide your family as you seek to be purposeful. Sample mission statement: We exist to love each other and advance Gods timeless principles and his kingdom on earth. Complete the following: 1. Our family exists to ... 2. What are some activities or behaviors that you imagine your family carrying out? 3. Describe some qualities of character that you can envision your family being known for. 4. What is unique about your family? What makes you different? What are you known for? What sets you apart? 5. What do you hope to do with and through your family that will outlive you? What noble cause greater than yourselves do you want your family to pursue? 6. With these five questions completed, look for a Scripture that supports the basic ideas of your rough-draft concepts for your family mission statement. If there are several candidates, talk about them thoughtfully and choose one, writing it out here: 7. Using the sample as a template, your five questions and your family Scripture, write a rough draft of your family mission statement: 8. Rewrite the mission statement, keeping the same concepts but changing the order of the mission statement. This is simply to give you two options. 9. Discuss this mission statement as a family if the kids are old enough. Discuss it with a few other friends or extended family members. Any feedback? 10. Pray about your family mission statement for a couple of weeks, asking God to affirm it or help you edit it. Then write up the final version. Consider making a permanent version of your family mission statement to hang on a wall in your home.

I think mentoring is simply an inborn passion and not something you can learn in a classroom. It can only be mastered by observation and practice. I also realized that most mentees select you, and not the other way round. The mentor’s role is to create a sense of comfort so that people can approach you and hierarchy has no role to play in that situation. The mentee has to believe that when they share anything, they are sharing as an equal and that their professional well-being is protected, that they won’t be ridiculed or their confidentiality breached. As a mentor you have to create that comfort zone. It is somewhat like being a doctor or a psychiatrist, but mentoring does not necessarily have to take place only in the office. For example, if I was travelling I would often take along a junior colleague to meet a client. I made sure they had a chance to speak and then afterwards I would give them feedback and say, ‘You could have done this or that’. Similarly, if I observed somebody when they were giving a pitch or a talk, I would meet them afterwards or send them an e-mail to say ‘well done’ or coach them about how they could have done better. This trait of consciously looking for the bright spark amongst the crowd has paid me rich dividends. I spotted N. Chandrasekaran (Chandra), TCS’s current Chief Executive, when he was working on a project in Washington, DC in the early 1990s; the client said good things about him so I asked him to come and meet me. We took it from there. Similarly urging Maha and Paddy to move out of their comfort zones and take up challenging corporate roles was a successful move. From a leadership perspective I believe it is important to have experienced a wide range of functions within an organization. If a person hasn’t done a stint in HR, finance or operations, or in a particular geography or more than one vertical, they stand limited in your learning. A general manager needs to know about all functions. You don’t have to do a deep dive—a few months exploring a function is enough so long as you have an aptitude to learn and the ability to probe. This experience is very necessary today even from a governance perspective.

Organizer—Using work breakdown, estimating, and scheduling techniques, determines the complete work effort for the project, the proper sequence of the work activities, when the work will be accomplished, who will do the work, and how much the work will cost. • Point Man—Serves as the central point-of-contact for all oral and written project communications. • Quartermaster—Ensures the project has the resources, materials, and facilities its needs when it needs it. • Facilitator—Ensures that stakeholders and team members who come from different perspectives understand each other and work together to accomplish the project goals. • Persuader—Gains agreement from the stakeholders on project definition, success criteria, and approach; manages stakeholder expectations throughout the project while managing the competing demands of time, cost, and quality; and gains agreement on resource decisions and issue resolution action steps. • Problem Solver—Utilizes root-cause analysis process experience, prior project experiences, and technical knowledge to resolve unforeseen technical issues and to take any necessary corrective actions. • Umbrella—Works to shield the project team from the politics and “noise” surrounding the project, so they can stay focused and productive. • Coach—Determines and communicates the role each team member plays and the importance of that role to the project success, finds ways to motivate each team member, looks for ways to improve the skills of each team member, and provides constructive and timely feedback on individual performances. • Bulldog—Performs the follow-up to ensure that commitments are maintained, issues are resolved, and action items are completed. • Librarian—Manages all information, communications, and documentation involved in the project.

Mathematical models are particularly important in the study of dynamics, because dynamic phenomena are typically characterized by nonlinear feedbacks, often acting with various time lags. Informal verbal models are adequate for generating predictions in cases where assumed mechanisms act in a linear and additive fashion (as in trend extrapolation), but they can be very misleading when we deal with a system characterized by nonlinearities and lags. In general, nonlinear dynamical systems have a much wider spectrum of behaviors than could be imagined by informal reasoning (for example, see Hanneman et al. 1995). Thus,

Every word was loaded with the appropriate gravity. If Heather Lyons’s family saw this, they wouldn’t find anything in it to call disrespectful. That was always important to him, and it was one of the things that set Ben apart from most of his peers: As far as he was concerned, the worst thing about Kellis-Amberlee was the way it robbed the dead of their dignity. He wanted to give it back, inasmuch as he could, even if it was only one sentence at a time.

blitzscaling. It is an idea that applies to many different industries, as he and Chris explain in the last section of this book. But prioritizing speed over efficiency—even in the face of uncertainty—is especially important when your business model depends on having lots of members and getting feedback from them. If you get in early and start getting that feedback and your competitors don’t, then you’re on the path to success. In any business where scale really matters, getting in early and doing it fast can make the difference.

blitzscaling. It is an idea that applies to many different industries, as he and Chris explain in the last section of this book. But prioritizing speed over efficiency—even in the face of uncertainty—is especially important when your business model depends on having lots of members and getting feedback from them. If you get in early and start getting that feedback and your competitors don’t, then you’re on the path to success. In any business where scale really matters, getting in early and doing it fast can make the difference. This is especially true for two-sided business models, where you have two user groups that create positive network effects for each other. For example, LinkedIn wants to attract people who are looking for work as well as employers who want to hire them. Airbnb wants guests looking for a place to stay as well as hosts with space to rent. Uber wants to attract drivers as well as riders.

open by asking Angela, “Would you be willing to grant me the opportunity to repair the racism I perpetrated toward you in that meeting?” When she agrees, I continue. “I realize that my comment about Deborah’s hair was inappropriate.” Angela nods and explains that she did not know me and did not want to be joking about black women’s hair (a sensitive issue for many black women) with a white woman whom she did not have a trusting relationship with, much less in a professional work meeting. I apologize and ask her if I have missed anything else problematic in the meeting. “Yes,” she replies. “That survey? I wrote that survey. And I have spent my life justifying my intelligence to white people.” My chest constricts as I immediately realize the impact of my glib dismissal of the survey. I acknowledge this impact and apologize. She accepts my apology. I ask Angela if there is anything else that needs to be said or heard so that we may move forward. She replies that yes, there is. “The next time you do something like this, would you like feedback publicly or privately?” she asks. I answer that given my role as an educator, I would appreciate receiving the feedback publicly as it is important for white people to see that I am also engaged in a lifelong process of learning and growth. And I could model for other white people how to receive feedback openly and without defensiveness.

Survival is important,” said Kira, “but not if you lose yourself in the process. Surviving just to survive is . . . empty. That’s not a life, it’s a feedback loop.

Managers handle parallel projects all the time. They juggle with people, work tasks, and goals to ensure the success of every project process. However, managing projects, by design, is not an easy task. Since there are plenty of moving parts, it can easily become disorganized and chaotic. It is vital to use an efficient project management system to stay organized at work while designing and executing projects. Project Management Online Master's Programs From XLRI offers unique insights into project management software tools and make teams more efficient in meeting deadlines. How can project management software help you? Project management tools are equipped with core features that streamline different processes including managing available resources, responding to problems, and keeping all the stakeholders involved. Having the best project management software can make a significant influence on the operational and strategic aspects of the company. Here is a list of 5 key benefits to project professionals and organizations in using project management software: 1. Enhanced planning and scheduling Project planning and scheduling is an important component of project management. With project management systems, the previous performance of the team relevant to the present project can be accessed easily. Project managers can enroll in an online project management course to develop a consistent management plan and prioritize tasks. Critical tasks like resource allocation, identification of dependencies, and project deliverables can be completed comfortably using project management software. 2. Better collaboration Project teams sometimes have to handle cross-functional projects along with their day to day responsibilities. Communication between different team members is critical to avoid expensive delays and precludes the waste of precious resources. A key upside of project management software is that it makes effectual collaboration extremely simple. All project communication is stored in a universally accessible place. The project management online master's program offers unique insights to project managers on timeline and status updates which leads to a synergy between the team’s functions and project outcomes. 3. Effective task delegation Assigning tasks to team members in a fair way is a challenging proposition for most project managers. With a project management program, the delegation of project tasks can be easily done. In most instances, these programs send out automatic reminders when deadlines are approaching to ensure a smooth and efficient project workflow. 4. Easier File access and sharing Important documents should be safely accessed and shared among team members. Project management tools provide cloud-based storage which enables users to make changes, leave feedback and annotate easily. PM software logs any user changes to ensure project transparency within the team. 5. Easier integration of new members Project managers are responsible to get new members up to speed on the important project parameters within a short time. Project management online master's programs from XLRI Jamshedpuroffer vital learning to management professionals in maintaining a project log and in simplistically visualizing the complete project. Takeaway Choosing the perfect PM software for your organization helps you to effectively collaborate to achieve project success. Simple and intuitive PM tools are useful to enhance productivity in remote-working employees.

I have offered solutions to leaders who feel they are not getting any buy-in from their team. Many times, it is because the leaders have the strategy in their heads but have failed to effectively communicate it to their team. In other words, they were sitting in the front of the canoe paddling, while their family or team sat behind them—with no paddles, clear vision, or even an idea of their destination. It’s essential to have a confidential inner circle of mentors and friends that you can confide in. And, it is equally as important that you are open and prepared to listen to them when they offer you feedback. They will offer you sound advice without expecting anything but your success in return. Your willingness to listen and embrace their ideas during these opportunities is crucial to your progress.

important, valuable companies that follow this pattern. One reason marketplaces are powerful is because they often tap into two-sided network effects. While it is difficult to create a successful marketplace from a cold start, the first marketplace that does manage to achieve liquidity—the ability for buyers and sellers to quickly and efficiently find a counterparty to conduct a transaction—becomes very attractive to both sides of the market. As buyers and sellers pour in, the marketplace becomes even more attractive to both parties, triggering a positive feedback loop that makes it very hard for new entrants to win any market share.

I believe that there is a Maslovian hierarchy of fires that applies to most rapidly growing start-ups, where the top of the list is the most important fire to fight first: Distribution Product Revenue model Operations Competition What’s next? What this means is that for most consumer Internet start-ups, the most important fire is distribution; if your distribution goes up in flames, your company is doomed. If you are able to contain that fire, however, it will make fighting the other fires a whole lot easier. Acquiring users gives you feedback on how to improve your product. Acquiring millions of users or thousands of customers makes it a lot easier to generate revenue. Generating revenue makes it easier to pay for the infrastructure and personnel to scale up your operations, either out of cash flow or by raising investment. And if you have a successful and growing business, then it makes sense to worry about the competition.

key roles played by the project manager: Planner—Ensures that the project is defined properly and completely for success, all stakeholders are engaged, work effort approach is determined, required resources are available when needed, and processes are in place to properly execute and control the project. Organizer—Using work breakdown, estimating, and scheduling techniques, determines the complete work effort for the project, the proper sequence of the work activities, when the work will be accomplished, who will do the work, and how much the work will cost. Point Person—Serves as the central point of contact for all oral and written project communications. Quartermaster—Ensures the project has the resources, materials, and facilities it needs when it needs it. Facilitator—Ensures that stakeholders and team members who come from different perspectives understand each other and work together to accomplish the project goals. Persuader—Gains agreement from the stakeholders on project definition, success criteria, and approach; manages stakeholder expectations throughout the project while managing the competing demands of time, cost, and quality; and gains agreement on resource decisions and issue resolution action steps. Problem Solver—Utilizes root-cause analysis process experience, prior project experience, and technical knowledge to resolve unforeseen technical issues and take any necessary corrective actions. Umbrella—Works to shield the project team from the politics and “noise” surrounding the project, so they can stay focused and productive. Coach—Determines and communicates the role each team member plays and the importance of that role to the project’s success, finds ways to motivate each team member, looks for ways to improve the skills of each team member, and provides constructive and timely feedback on individual performances. Bulldog—Performs the follow-up to ensure that commitments are maintained, issues are resolved, and action items are completed. Librarian—Manages all information, communications, and documentation involved in the project.

When a new company is formed, its founders must have a startup mentality—a beginner’s mind, open to everything because, well, what do they have to lose? (This is often something they later look back upon wistfully.) But when that company becomes successful, its leaders often cast off that startup mentality because, they tell themselves, they have figured out what to do. They don’t want to be beginners anymore. That may be human nature, but I believe it is a part of our nature that should be resisted. By resisting the beginner’s mind, you make yourself more prone to repeat yourself than to create something new. The attempt to avoid failure, in other words, makes failure more likely. Paying attention to the present moment without letting your thoughts and ideas about the past and the future get in the way is essential. Why? Because it makes room for the views of others. It allows us to begin to trust them—and, more important, to hear them. It makes us willing to experiment, and it makes it safe to try something that may fail. It encourages us to work on our awareness, trying to set up our own feedback loop in which paying attention improves our ability to pay attention. It requires us to understand that to advance creatively, we must let go of something. As the composer Philip Glass once said, “The real issue is not how do you find your voice, but … getting rid of the damn thing.

Once you understand how incredibly valuable feedback is, you start to crave as much of it as you can find. You start looking for every opportunity to share your outputs and gain some clarity on how other people are likely to receive it. These moments are so important that you will begin changing how you work in order to get feedback as early and often as possible, because you know it is much easier to gather and synthesize the thoughts of others than to come up with an endless series of brilliant thoughts on your own. You will begin to see yourself as the curator of the collective thinking of your network, rather than the sole originator of ideas.

The concept of identity-based habits is our first introduction to another key theme in this book: feedback loops. Your habits shape your identity, and your identity shapes your habits. It’s a two-way street. The formation of all habits is a feedback loop (a concept we will explore in depth in the next chapter), but it’s important to let your values, principles, and identity drive the loop rather than your results. The focus should always be on becoming that type of person, not getting a particular outcome.

Neurodivergent Checklist Time Blindness: Many neurodivergent people have trouble properly perceiving time as it passes. It either goes by too quickly or slowly. The perception of time depends on the level of stimulation the neurodivergent person is dealing with. It also can vary depending on what you’re focused on. If you’ve ever found yourself unable to account for time, you may be neurodivergent. Executive Dysfunction: This is what you experience when you want to accomplish a task, but despite how hard you try, you cannot see it through. Executive dysfunction happens for various reasons, depending on the type of neurodivergence in question. Still, the point is that this is a common occurrence in neurodivergent people. Task Multiplication: What is task multiplication? It happens when you set off to accomplish one thing but have to do a million other things, even though that wasn’t your original plan. For instance, you may want to sit down to finish some writing, only to notice water on the floor. You get up to grab a mop, and on the way, you notice the laundry you were supposed to drop off at the dry cleaners. Stooping to pick up the bag, you find yourself at eye level with your journal and remember you were supposed to make an entry the previous day, so you’re going to do that now. On and on it goes. Inconsistent Sleep Habits: This depends on what sort of neurodivergence you’re dealing with and if you’ve got comorbid disorders. Most importantly, neurodivergent people sleep more or less than “regular” people. You may also notice that your sleep habits fluctuate a lot. Sometimes you may sleep for eight hours at a stretch for a week, only to suddenly start running on just three hours of sleep. Emotional Dysregulation: With many neurodivergent people, it’s hard to keep emotions in check. Emotional dysregulation occurs in extreme emotions, sudden mood swings, or inappropriate emotional reactions (either not responding to the degree they should or overreacting). Hyperfixation: This also plays out differently depending on the brand of neurodivergence in question. Often, neurodivergent people get very involved in topics or hobbies to the point of what others may think of as obsession. Picking Up on Subtleties but Missing the Obvious: Neurodivergent people may struggle with picking up on things neurotypical people can see easily. At the same time, they are incredibly adept at noticing the subtle things everyone else misses. Sensory Sensitivities: If you’re neurodivergent, you may be unable to ignore your clothes tag scratching your back, have trouble hearing certain sounds, and can’t quite deal with certain textures of clothing, food, and so on. Rejection Sensitivity: Neurodivergent people are often more sensitive to rejection than others due to neurological differences and life experiences. For instance, children with ADHD get much more negative feedback than their peers without ADHD. Neurodivergent people are often rejected to the point where they notice rejection even when it’s not there.

Balance praise and criticism Worry more about praise, less about criticism—but above all be sincere We learn more from our mistakes than our successes, more from criticism than from praise. Why, then, is it important to give more praise than criticism? Several reasons. First, it guides people in the right direction. It’s just as important to let people know what to do more of as what to do less of. Second, it encourages people to keep improving. In other words, the best praise does a lot more than just make people feel good. It can actually challenge them directly. Some professionals say you need to have a praise-to-criticism ratio of 3:1, 5:1, or even 7:1. Others advocate the “feedback sandwich”—opening and closing with praise, sticking some criticism in between. I think venture capitalist Ben Horowitz got it right when he called this approach the “shit sandwich.” Horowitz suggests that such a technique might work with less-experienced people, but I’ve found the average child sees through it just as clearly as an executive does. In other words, the notion of a “right” ratio between praise and criticism is dangerous, because it can lead you to say things that are unnatural, insincere, or just plain ridiculous. If you think that you must come up with, say, two good things for every bad thing you tell somebody, you’ll find yourself saying things like, “Wow, the font you chose for that presentation really blew me away. But the content bordered on the obvious.… Still, it really impresses me how neat your desk always is.” Patronizing or insincere praise like that will erode trust and hurt your relationships just as much as overly harsh criticism. In the case of criticism, most people are nervous about hurting someone’s feelings, so they often say nothing. In the case of praise, some people are eager to please those around them, so they always say something—sometimes inane things. Other people just aren’t in the habit of giving praise. If I’m not firing you, it means you’re doing fine. That’s not good enough.

for teams to flag problems that they see. On a monthly basis, bring people together to review them and figure out which ones are worth solving. 9. Stop assigning devil’s advocates and start unearthing them. Dissenting opinions are useful even when they’re wrong, but they’re only effective if they’re authentic and consistent. Instead of assigning people to play the devil’s advocate, find people who genuinely hold minority opinions, and invite them to present their views. To identify these people, try appointing an information manager—make someone responsible for seeking out team members individually before meetings to find out what they know. 10. Welcome criticism. It’s hard to encourage dissent if you don’t practice what you preach. When Ray Dalio received an email criticizing his performance in an important meeting, copying it to the entire company sent a clear message that he welcomed negative feedback. By inviting employees to criticize you publicly, you can set the tone for people to communicate more openly even when their ideas are unpopular.

Product: •What is the product? •Who is it for? •What does it do? •How does it work? •How do people buy and use it? Benefits: •How does the product help people? •What are its most important benefits? Reader: •Who are you writing for? •How do they live? •What do they want? •What do they feel? •What do they know about the product, or this type of product? •Are they using a similar product already? Aim: •What do you want the reader to do, think or feel as a result of reading this copy? •What situation will they be in when they read it? Format: •Where will the copy be used? (Sales letter, web page, YouTube video, etc) •How long does it need to be? (500 words, 10 pages, 30 seconds, etc) •How should it be structured? (Main title, subtitles, sidebars, pullout quotes, calls to action, etc) •What other types of content might be involved? (Images, diagrams, video, music, etc) Tone: •Should the copy be serious, light-hearted, emotional, energetic, laid-back, etc? Constraints: •Maximum or minimum length •Anything that must be included or left out •Legal issues (regulations on scientific or health claims, prohibited words, trademarks, etc) •How this copy needs to fit in with other copy that’s already been written, or that will be written in the future •Whether the copy will form part of a campaign, so that different ideas along the same lines will be needed in future (see ‘Take it further’ in chapter 9) •Which countries the copy will appear in (whether in English, or translated) •SEO issues (for example, popular search terms that should feature in headings) •Brand or tone of voice guidelines (see ‘Tone of voice guidelines’ in chapter 15) Other background information about: •The product (development history, use cases, technical specifications, distribution, retail, buying processes, buying channels, marketing strategy) •The product’s market position (price point, offers and discounts, customer perceptions, competitors) •The target market (size, history, typical customer profile, marketing personas) •The client (history, current setup, culture, people, values) •The brand (history, positioning, values) Project management points: •Timescales (dates for copy plan, drafts, feedback, final copy, approval) •Who will provide feedback, and how •Who will approve the final copy, and how •How the copy will be delivered (usually a Word document, but not always) These are only suggestions.