Feedback Motivational Quotes

Purposeful planning is most effective when you are actively seeking and getting feedback from those whose judgement you trust and respect.

If you were neglected by emotionally immature parents during childhood, you may find yourself willing to put up with unsolicited analysis and unwanted advice from others. This is common among people who are hungry for personal feedback that shows someone is thinking about them. But this kind of “advice” isn’t nourishing attention; rather, it’s motivated by a desire to be in control.

Russell Barkley similarly describes the primary problem in ADD as a deficit in the motivation system, which makes it impossible to stay on task for any length of time unless there is constant feedback, constant reward.

Even the most motivated and intelligent student will advance more quickly under the tutelage of someone who knows the best order in which to learn things, who understands and can demonstrate the proper way to perform various skills, who can provide useful feedback, and who can devise practice activities designed to overcome particular weaknesses.

None of us receives enough positive feedback. Each of us is our own worst critic.

Direct, personal feedback really is the simplest and most effective form of motivation.

Why fear feedback? Why stigmatize failure in the workplace when it’s bringing you closer to achieving your organizational goals.

When people receive feedback about what they’ve done, they feel more motivated the next time around.

Report cards are not a potential prize, but a way to offer students useful feedback on their progress. And Type I students understand that a great way to get feedback is to evaluate their own progress.

The purpose of feedback is to improve conceptual understanding or increase strategic options while developing stamina, resilience, and motivation—expanding the vision of what is possible and how to get there.

Appreciation — motivates and encourages. Coaching — helps increase knowledge, skill, capability, growth, or raises feelings in the relationship. Evaluation — tells you where you stand, aligns expectations, and informs decision making.

It’s hard to exaggerate how much the “like” button changed the psychology of Facebook use. What had begun as a passive way to track your friends’ lives was now deeply interactive, and with exactly the sort of unpredictable feedback that motivated Zeiler’s pigeons. Users were gambling every time they shared a photo, web link, or status update. A post with zero likes wasn’t just privately painful, but also a kind of public condemnation: either you didn’t have enough online friends, or, worse still, your online friends weren’t impressed. Like pigeons, we’re more driven to seek feedback when it isn’t guaranteed.

In Every Relationship There Should Not Be Only Sweet Talks But Timely Feedback As Well”.

Achieving a mixture of both short term and long term goals provides a healthy composite of feedback, where we reap the rewards of our efforts on a consistent basis.

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

Generally speaking, meaningful positive feedback is one of the crucial factors in maintaining motivation. It can be internal feedback, such as the satisfaction of seeing yourself improve at something, or external feedback provided by others, but it makes a huge difference in whether a person will be able to maintain the consistent effort necessary to improve through purposeful practice.

Achievement requires continuous feedback. And if you’re going to get the most out of your people, it’s imperative that you be the one who is the most up on what the numbers are and what they mean. Motivators

Children who grow up in family situations that facilitate clarity of goals, feedback, feeling of control, concentration on the task at hand, intrinsic motivation, and challenge will generally have a better chance to order their lives so as to make flow possible.

Children who grow up in family situations that facilitate clarity of goals, feedback, feeling of control, concentration on the task at hand, intrinsic motivation, and challenge will generally have a better chance to order their lives so as to make flow possible. Moreover,

Bad emotions, bad parents, and bad feedback have more impact than good ones, and bad information is processed more thoroughly than good. The self is more motivated to avoid bad self-definitions than to pursue good ones. Bad impressions and bad stereotypes are quicker to form and more resistant to disconfirmation than good ones.

For one, there is a heavy price just in terms of human dynamics. The fact is, motivation and cooperation deteriorate when there is a lack of purpose. You can train leaders in communication and teamwork and conduct 360 feedback reports until you are blue in the face, but if a team does not have clarity of goals and roles, problems will fester and multiply.

Habits are a dopamine-driven feedback loop. When dopamine rises, so does our motivation to act. It is the anticipation of a reward—not the fulfillment of it—that gets us to take action. The greater the anticipation, the greater the dopamine spike. Temptation bundling is one way to make your habits more attractive. The strategy is to pair an action you want to do with an action you need to do.

how you can be a better spouse, and regardless of the other’s attitude, act on what he or she tells you. Continue to both seek more input and comply with those wishes with all your heart and will. Assure your spouse that your motives are pure. 2. When you receive positive feedback, you know there is progress. Each month make one nonthreatening but specific request that is easy for your spouse.

A little kid’s life bursts with autotelic experiences. Children careen from one flow moment to another, animated by a sense of joy, equipped with a mindset of possibility, and working with the dedication of a West Point cadet. They use their brains and their bodies to probe and draw feedback from the environment in an endless pursuit of mastery. Then—at some point in their lives—they don’t. What happens?

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

Every game is delayed at least once. Every game developer must make tough compromises. Every company must sweat over which hardware and technology to use. Every studio must build its schedules around big trade shows like E3, where developers will draw motivation (and even feedback) from throngs of excited fans. And, most controversially, everyone who makes video games has to crunch, sacrificing personal lives and family time for a job that seems to never end.

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

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

Jobs asked some questions about education, and Gates sketched out his vision of what schools in the future would be like, with students watching lectures and video lessons on their own while using the classroom time for discussions and problem solving. They agreed that computers had, so far, made surprisingly little impact on schools—far less than on other realms of society such as media and medicine and law. For that to change, Gates said, computers and mobile devices would have to focus on delivering more personalized lessons and providing motivational feedback.

Feedback works well when it provides useful information that can guide future learning. If feedback tells you what you’re doing wrong or how to fix it, it can be a potent tool. But feedback often backfires when it is aimed at a person’s ego. Praise, a common type of feedback that teachers often use (and students enjoy), is usually harmful to further learning. When feedback steers into evaluations of you as an individual (e.g., “You’re so smart!” or “You’re lazy”), it usually has a negative impact on learning. Further, even feedback that includes useful information needs to be correctly processed as a motivator and tool for learning.

The ways this separation manifests itself negatively are immense: We can’t work with other people if we’ve put up walls. We can’t improve the world if we don’t understand it or ourselves. We can’t take or receive feedback if we are incapable of or uninterested in hearing from outside sources. We can’t recognize opportunities—or create them—if instead of seeing what is in front of us, we live inside our own fantasy. Without an accurate accounting of our own abilities compared to others, what we have is not confidence but delusion. How are we supposed to reach, motivate, or lead other people if we can’t relate to their needs—because we’ve lost touch with our own?

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

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

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

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

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

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.

According to famed psychologist David McClelland, there are three basic types of motivation: 1) Achievement, 2) Authority and 3) Affiliation. Achievement Seekers Those who seek Achievement are looking for the following things: They attain realistic but challenging goals. Achieving the task is its own reward. Financial reward is a measurement of success. Security/status are not the primary motivators. Feedback is a quantifiable measure of success. They seek improvement. Authority Seekers Employees who seek Authority are looking for the following things: They value their ideas being heard and prevailing. Having influence and impact is the most important reward. They show leadership skills and enjoy directing others. Increasing personal status and prestige is important. Affiliation Seekers Employees who are motivated by Affiliation are looking for the following things: They need friendly relationships and are motivated by interaction with others. Being liked and held in high regard is important. They are team players. Emotions are a larger motivating factor than quantifiable data. They are in tune with others’ feelings and seek to make others happy.

We all deserve a degree of criticism, but we all are also worthy of constructive feedback.

Work can often have the structure of other autotelic experiences: clear goals, immediate feedback, challenges well matched to our abilities. And when it does, we don’t just enjoy it more, we do it better. That’s why it’s so odd that organizations tolerate work environments that deprive large numbers of people of these experiences. Harvard’s Teresa Amabile, whose groundbreaking work I’ve cited earlier in the book, has also done research that examines the day-to-day motivation levels of people on the job. She has found that the single greatest motivator is “making progress in one’s work.” The days that people make progress are the days they feel most motivated and engaged. By creating conditions for people to make progress, shining a light on that progress, recognizing and celebrating progress, organizations can help their own cause and enrich people’s lives.

People need to know if they're making progress toward the goal or simply marking time. Their motivation to perform a task increases only when they have a challenging goal and receive feedback on their progress.8

With an objective eye, take an inventory of your successes and enlist the honest feedback of a trusted and respected mentor or peer. Chances are they see you in a better light than you see yourself!

The best way to make your feedback heard is to make the listener feel safe, and to show that you’re saying it because you care about her and want her to succeed. If you come off with even a whiff of an ulterior motive—you want to be right, you’re judging her, you’re annoyed or impatient—the message won’t get through.

The Regal Seven – 7 Self-Training Strategies for Self-Leadership 1. Motivate yourself and take up challenges in the social service / human service tasks that are allotted. 2. It is not about competing with others but self-competing to be the better version of yourself every time you perform. 3. Solicit feedback from the team, peer groups, and the ones to whom you report/managers/bosses. 4. Build resilience; build your vision, and be vigilant. 5. Learn to grasp risks that you ascertain that you can strike at. 6. Stand up against evil practices that are against society building and human building. 7. Stand up for your team and the organization you are a part of.

Feedback is most powerful when it is linked to a goal and it informs the learner how they are progressing toward that goal. Feedback that compares the learner’s outcomes to the outcomes of others draws attention to the self and has been shown to reduce motivation for learning.

The 2nd Law of Behavior Change is make it attractive. ■ The more attractive an opportunity is, the more likely it is to become habit-forming. ■ Habits are a dopamine-driven feedback loop. When dopamine rises, so does our motivation to act. ■ It is the anticipation of a reward—not the fulfillment of it—that gets us to take action. The greater the anticipation, the greater the dopamine spike. ■ Temptation bundling is one way to make your habits more attractive. The strategy is to pair an action you want to do with an action you need to do.

Chapter Summary The 2nd Law of Behavior Change is make it attractive. The more attractive an opportunity is, the more likely it is to become habit-forming. Habits are a dopamine-driven feedback loop. When dopamine rises, so does our motivation to act. It is the anticipation of a reward—not the fulfillment of it—that gets us to take action. The greater the anticipation, the greater the dopamine spike. Temptation bundling is one way to make your habits more attractive. The strategy is to pair an action you want to do with an action you need to do.

If you give employees more freedom instead of developing processes to prevent them from exercising their own judgment, they will make better decisions and it’s easier to hold them accountable. This also makes for a happier, more motivated workforce as well as a more nimble company. But to develop a foundation that enables this level of freedom you need to first increase two other elements: + Build up talent density. At most companies, policies and control processes are put in place to deal with employees who exhibit sloppy, unprofessional, or irresponsible behavior. But if you avoid or move out these people, you don’t need the rules. If you build an organization made up of high performers, you can eliminate most controls. The denser the talent, the greater the freedom you can offer. + Increase candor. Talented employees have an enormous amount to learn from one another. But the normal polite human protocols often prevent employees from providing the feedback necessary to take performance to another level. When talented staff members get into the feedback habit, they all get better at what they do while becoming implicitly accountable to one another, further reducing the need for traditional controls.

Our new care pathways were effective because they were led by physicians, enabled by real-time data-based feedback, and primarily focused on improving the quality of patient care,” which “fundamentally motivated our physicians to change their behavior.” Crucial too was the fact that “the men and women who actually work in the service lines themselves chose which care processes to change. Involving them directly in decision making secured their buy-in and made success more likely.” What we can learn from the Geisinger example is the importance of having providers develop and monitor performance measures. The fact that the measures were in keeping with their own professional sense of mission was crucial.

Trusting other people and giving them the freedom to make technical decisions (even ones that you disagree with!), understanding other people’s motivations, learning to give difficult feedback, knowing when to pick your battles - these are all useful skills to have.

In summary, the cue triggers a craving, which motivates a response, which provides a reward, which satisfies the craving and, ultimately, becomes associated with the cue. Together, these four steps form a neurological feedback loop—cue, craving, response, reward;

Our culture, obsessed with numbers, has given us the idea that what we can measure is more important than what we can’t measure. Think about that for a minute. It means that we make quantity more important than quality. If quantity forms the goals of our feedback loops, if quantity is the center of our attention and language and institutions, if we motivate ourselves, rate ourselves, and reward ourselves on our ability to produce quantity, then quantity will be the result. You can look around and make up your own mind about whether quantity or quality is the outstanding characteristic of the world in which you live.

When people are in the grip of a threat response, they’re less capable of absorbing and applying your observations.” The best way to make your feedback heard is to make the listener feel safe, and to show that you’re saying it because you care about her and want her to succeed. If you come off with even a whiff of an ulterior motive—you want to be right, you’re judging her, you’re annoyed or impatient—the message won’t get through. This is why positive feedback is so effective. Just ask any preschool teacher or pet owner, and they’ll tell you that recognizing what’s going well is more likely to change behavior than only pointing out mistakes. Saying, “Hey, I thought that thing you did was awesome,” reinforces what you’d like to see more of without being threatening.

Gurus don’t use anger, harsh words, or fear to inspire their students. They realize that fear is a good motivator in the short term but over the long term it erodes trust. Criticism is lazy communication. It’s not constructive, compassionate, or collaborative. Look for ways to communicate so that the other person can consume, digest, and apply your input effectively. Offer them a “love sandwich” where you deliver a piece of constructive criticism between two tasty slices of positive feedback.

Children careen from one flow moment to another, animated by a sense of joy, equipped with a mindset of possibility, and working with the dedication of a West Point cadet. They use their brains and their bodies to probe and draw feedback from the environment in an endless pursuit of mastery. Then—at some point in their lives—they don’t. What happens? “You start to get ashamed that what you’re doing is childish,” Csikszentmihalyi explained.

Reducing batch sizes reduces cycle times and variability in flow, accelerates feedback, reduces risk and overhead, improves efficiency, increases motivation and urgency, and reduces costs and schedule growth

In the workplace, people are thirsting to learn about how they’re doing, but only if the information isn’t a tacit effort to manipulate their behavior. So don’t tell the design team: “That poster was perfect. You did it exactly the way I asked.” Instead, give people meaningful information about their work. The more feedback focuses on specifics (“great use of color”)—and the more the praise is about effort and strategy rather than about achieving a particular outcome—the more effective it can be.

Type I’s like being recognized for their accomplishments—because recognition is a form of feedback. But for them, unlike for Type X’s, recognition is not a goal in itself.

First, consider nontangible rewards. Praise and positive feedback are much less corrosive than cash and trophies.

Second, provide useful information. Amabile has found that while controlling extrinsic motivators can clobber creativity, “informational or enabling motivators can be conducive” to it.7 In the workplace, people are thirsting to learn about how they’re doing, but only if the information isn’t a tacit effort to manipulate their behavior. So don’t tell the design team: “That poster was perfect. You did it exactly the way I asked.” Instead, give people meaningful information about their work. The more feedback focuses on specifics (“great use of color”)—and the more the praise is about effort and strategy rather than about achieving a particular outcome—the more effective it can be.

Instead of using one exam as the primary summative assessment, he told teachers to use multiple formative assessments along the way—assignments, discussions, observations, and conversations—to inform semester grades. Instead of focusing on getting a grade on a specific exam, he wants students to focus on doing interesting work and teachers to focus on providing meaningful feedback throughout the semester.

Rejection is just feedback in disguise. It is not a reflection of your worth but a part of the process. Use it as motivation to refine and improve. Rejection is a temporary setback. The path to success is rarely linear. Embrace the detours and setbacks; they often lead to unexpected opportunities.

But keep in mind one ginormous caveat: Repeated "now that" bonuses can quickly become expected "if-then" entitlements-which can ultimately crater effective performance.. ... First, consider nontangible rewards. Praise and positive feedback are much less corrosive than cash and trophies. In fact, in Deci's original experiments, and in his subsequent analysis of other studies, he found that "positive feedback can have an enhancing effect on intrinsic motivation." So if the folks on the design team turn out a show-stopping poster marbe just walk into their offices and say, "Wow.

In summary, the cue triggers a craving, which motivates a response, which provides a reward, which satisfies the craving and, ultimately, becomes associated with the cue. Together, these four steps form a neurological feedback loop—cue, craving, response, reward; cue, craving, response, reward—that ultimately allows you to create automatic habits. This cycle is known as the habit loop.

Praise is also not helpful, because it supports the idea of "fixed mindset" or intelligence (Dweck, 2006). More effective is corrective and supportive timely feedback and the encouragement for effort.

Over those nine months in 1999, when we were rushing to reboot this broken film, the Braintrust would evolve into an enormously beneficial and efficient entity. Even in its earliest meetings, I was struck by how constructive the feedback was. Each of the participants focused on the film at hand and not on some hidden personal agenda. They argued—sometimes heatedly—but always about the project. They were not motivated by the kinds of things—getting credit for an idea, pleasing their supervisors, winning a point just to say you did—that too often lurk beneath the surface of work-related interactions. The members saw each other as peers. The passion expressed in a Braintrust meeting was never taken personally because everyone knew it was directed at solving problems. And largely because of that trust and mutual respect, its problem-solving powers were immense.

What Info Should a Persona Provide? Good personas convey the relevant demographic, psychographic, behavioral, and needs-based attributes of your target customer. Personas should fit on a single page and provide a snapshot of the customer archetype that's quick to digest, and usually include the following information: Name Representative photograph Quote that conveys what they most care about Job title Demographics Needs/goals Relevant motivations and attitudes Related tasks and behaviors Frustrations/pain points with current solution Level of expertise/knowledge (in the relevant domain, e.g., level of computer savvy) Product usage context/environment (e.g., laptop in a loud, busy office or tablet on the couch at home) Technology adoption life cycle segment (for your product category) Any other salient attributes

THE PRAISED GENERATION HITS THE WORKFORCE Are we going to have a problem finding leaders in the future? You can’t pick up a magazine or turn on the radio without hearing about the problem of praise in the workplace. We could have seen it coming. We’ve talked about all the well-meaning parents who’ve tried to boost their children’s self-esteem by telling them how smart and talented they are. And we’ve talked about all the negative effects of this kind of praise. Well, these children of praise have now entered the workforce, and sure enough, many can’t function without getting a sticker for their every move. Instead of yearly bonuses, some companies are giving quarterly or even monthly bonuses. Instead of employee of the month, it’s the employee of the day. Companies are calling in consultants to teach them how best to lavish rewards on this overpraised generation. We now have a workforce full of people who need constant reassurance and can’t take criticism. Not a recipe for success in business, where taking on challenges, showing persistence, and admitting and correcting mistakes are essential. Why are businesses perpetuating the problem? Why are they continuing the same misguided practices of the overpraising parents, and paying money to consultants to show them how to do it? Maybe we need to step back from this problem and take another perspective. If the wrong kinds of praise lead kids down the path of entitlement, dependence, and fragility, maybe the right kinds of praise can lead them down the path of hard work and greater hardiness. We have shown in our research that with the right kinds of feedback even adults can be motivated to choose challenging tasks and confront their mistakes. What would this feedback look or sound like in the workplace? Instead of just giving employees an award for the smartest idea or praise for a brilliant performance, they would get praise for taking initiative, for seeing a difficult task through, for struggling and learning something new, for being undaunted by a setback, or for being open to and acting on criticism. Maybe it could be praise for not needing constant praise! Through a skewed sense of how to love their children, many parents in the ’90s (and, unfortunately, many parents of the ’00s) abdicated their responsibility. Although corporations are not usually in the business of picking up where parents left off, they may need to this time. If businesses don’t play a role in developing a more mature and growth-minded workforce, where will the leaders of the future come from?

Decision-making compresses trial-and-error learning experiences into an instantaneous mental evaluation about what the consequence of a particular action will be for a given situation. It requires the on-line integration of information from diverse sources: perceptual information about the stimulus and situation, relevant facts and experiences stored in memory, feedback from emotional systems and the physiological consequences of emotional arousal, expectations about the consequences of different courses of action, and the like. This sort of integrative processing, as we've seen is the business of working memory circuits in the prefrontal cortex. In chapters 7 and 8 , we discussed the role of the prefrontal cortex in working memory and considered the contribution of the lateral and medial prefrontal cortex. Here, we will focus on two of the subareas of the medial prefrontal cortex in light of their relation to the motive circuits outlined above.

Take the path less traveled and learn from your mistakes. Don’t just let life happen around you; control your future. Learn to ask questions, set small goals, and dream of big ones. Absorb any criticism and let it fuel you. Convince others that you are worthy of your dream, and show them that you are willing to put up a damn good fight for it.

No one creates a perfect resume on their first try.

Specificity and rapid feedback cycles energize, motivate and drive company morale and culture.

Knowledge is only the first step. It is the foundation of further learning processes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 102 “Students engage in learning when two conditions are fulfilled. The goals, standards, or objectives must be of value for them. But it is not sufficient that they attribute personal value to the goal: They must be convinced that they can reach it.” – Inez De Florio, Effective Teaching and Successful Learning, p. 108 “The expertise of a teacher does not consist only of his ability to plan a lesson or a comprehensive teaching unit and put it into practice; at least as important as these basic tools of the teaching profession are knowledge and flexibility regarding how to surmount unexpected difficulties.” – Inez De Florio, Effective Teaching and Successful Learning, p. 119 “When planning a teaching intervention, the most important question often remains unasked: In what ways does the chosen learning content or skill refer to the needs and interests of the students?” – Inez De Florio, Effective Teaching and Successful Learning, p. 122 “Teaching is more effective and learning more successful when students participate in planning and starting the lesson.” – Inez De Florio, Effective Teaching and Successful Learning, p. 136 “What is a good explanation? Explanations should be clear and well-structured. They should take students’ age and their prior knowledge into account. They are supposed to correspond to the interests of the learners.” – Inez De Florio, Effective Teaching and Successful Learning, p. 144 “There is an unjustified differentiation between tasks for learning and tasks for testing. • First, all tasks should be meaningful and motivating, not only those destined for classroom practice. … • Second, all tasks have to contribute to an improvement of learning.” – Inez De Florio, Effective Teaching and Successful Learning, p. 159 “Deepening the learning processes during independent practice should at least prepare the transfer of new concepts or schemata to other situations than those in which the new content first occurred.” – Inez De Florio, Effective Teaching and Successful Learning, p. 172 “Cooperative learning and problem-/project-based approaches aim at further deepening the new learning content. They offer the learners multiple and motivating opportunities to lead to automaticity of knowledge and skills, and to promote the desired attitudes.” – Inez De Florio, Effective Teaching and Successful Learning, p. 176 “During the lesson, feedback should have three directions: from teachers to students, among the learners, and from students to teachers.” – Inez De Florio, Effective Teaching and Successful Learning, p. 199 “During work in small groups, teachers cannot eliminate peer feedback. It occurs as such because feedback is frequent in the life contexts of children, adolescents and adults. Therefore adequate training is of utmost importance not only for classroom learning but also with regard to future professional and private requirements.” – Inez De Florio, Effective Teaching and Successful Learning, p. 210

If you want to enjoy confidence, engagement, positive feedback, connection, and reward in your relationships, start being and doing what it takes to make it happen.

Speaking on Stage Speakers and presenters have only a few short seconds before their audience members begin forming opinions. True professionals know that beginning with impact determines audience engagement, the energy in the room, positive feedback, the quality of the experience, and whether or not their performance will be a success. A few of the popular methods which you can use to break the ice from the stage are: • Using music. • Using quotes. • Telling a joke. • Citing statistics. • Showing a video. • Asking questions. • Stating a problem. • Sharing acronyms. • Sharing a personal story. • Laying down a challenge. • Using analogies and comparisons. • Taking surveys; raise your hand if . . . Once you refine, define, and discover great conversation starters, you will enjoy renewed confidence for communicating well with new people.

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.

Your body provides you with constant feedback that can help improve your running performance while minimizing biomechanical stress. Learn to differentiate between the discomfort of effort and the pain of injury. When you practice listening, you increase competence in persevering through the former and responding with respect and compassion to the latter.

Logotherapy focuses rather on the future, that is to say, on the meanings to be fulfilled by the patient in his future. (Logotherapy, indeed, is a meaning-centered psychotherapy.) At the same time, logotherapy defocuses all the vicious-circle formations and feedback mechanisms which play such a great role in the development of neuroses. Thus, the typical self-centeredness of the neurotic is broken up instead of being continually fostered and reinforced. To be sure, this kind of statement is an oversimplification; yet in logotherapy the patient is actually confronted with and reoriented toward the meaning of his life. And to make him aware of this meaning can contribute much to his ability to overcome his neurosis. Let me explain why I have employed the term “logotherapy” as the name for my theory. Logos is a Greek word which denotes “meaning.” Logotherapy, or, as it has been called by some authors, “The Third Viennese School of Psychotherapy,” focuses on the meaning of human existence as well as on man’s search for such a meaning. According to logotherapy, this striving to find a meaning in one’s life is the primary motivational force in man. That is why I speak of a will to meaning in contrast to the pleasure principle (or, as we could also term it, the will to pleasure) on which Freudian psychoanalysis is centered, as well as in contrast to the will to power on which Adlerian psychology, using the term “striving for superiority,” is focused.

For one, there is a heavy price just in terms of human dynamics. The fact is, motivation and cooperation deteriorate when there is a lack of purpose. You can train leaders on communication and teamwork and conduct 360 feedback reports until you are blue in the face, but if a team does not have clarity of goals and roles, problems will fester and multiply.

Jobs’s taste for merciless criticism was notorious; Ive recalled that, years ago, after seeing colleagues crushed, he protested. Jobs replied, “Why would you be vague?,” arguing that ambiguity was a form of selfishness: “You don’t care about how they feel! You’re being vain, you want them to like you.” Ive was furious, but came to agree. “It’s really demeaning to think that, in this deep desire to be liked, you’ve compromised giving clear, unambiguous feedback,” he said. He lamented that there were “so many anecdotes” about Jobs’s acerbity: “His intention, and motivation, wasn’t to be hurtful.

For now, what I hope to convey is that experts and beginners have different motivational needs. At the start of an endeavor, we need encouragement and freedom to figure out what we enjoy. We need small wins. We need applause. Yes, we can handle a tincture of criticism and corrective feedback. Yes, we need to practice. But not too much and not too soon. Rush a beginner and you’ll bludgeon their budding interest. It’s very, very hard to get that back once you do.

configure work assignments so that employees had clear objectives and a way to get quick feedback. And instead of meeting with their charges for once-a-year performance reviews, managers sat down with employees one-on-one six times a year, often for as long as ninety minutes, to discuss their level of engagement and path toward mastery.

greater job satisfaction among employees whose bosses offered “autonomy support.” These bosses saw issues from the employee’s point of view, gave meaningful feedback and information, provided ample choice over what to do and how to do it, and encouraged employees to take on new projects.

Experience is so essential for wiring a large brain that the “first draft” of the brain includes a strong motivation to practice behaviors that will give the brain the right kind of feedback to optimize itself for success in the environment that happens to surround it. That’s why young mammals are so keen to play, despite the risks.

Through individualized feedback, educators nurture students' sense of competence and provide tailored guidance that celebrates progress and cultivates confidence in their abilities.

Narcissus is trapped in a vicious narcissistic feedback loop. The name Narcissus comes from the Greek narc, which means numbness—a kind of stupor. It is the sting of addiction that Narcissus experiences. Healthy self-love would have motivated him to befriend every wounded and weary part of himself. Self-contempt motivated him to search in vain for what he thought he needed to live, only to die from a neglect of what he really needed.

The 2nd Law of Behavior Change is make it attractive. The more attractive an opportunity is, the more likely it is to become habit-forming. Habits are a dopamine-driven feedback loop. When dopamine rises, so does our motivation to act. It is the anticipation of a reward—not the fulfillment of it—that gets us to take action. The greater the anticipation, the greater the dopamine spike. Temptation bundling is one way to make your habits more attractive. The strategy is to pair an action you want to do with an action you need to do.

If you can begin to see your life as a feedback mechanism that is reflecting who you are, with the ultimate goal to help you live better and more fully. All of a sudden you realize it was never the world standing in your way but your own mind.

If you can begin to see your life as a feedback mechanism that is reflecting who you are, with the ultimate goal to help you live better and more fully. All of a sudden you realize it was never the world standing in your way but your own mind.

Over lunch, Csikszentmihalyi and I talked about children. A little kid’s life bursts with autotelic experiences. Children careen from one flow moment to another, animated by a sense of joy, equipped with a mindset of possibility, and working with the dedication of a West Point cadet. They use their brains and their bodies to probe and draw feedback from the environment in an endless pursuit of mastery. Then—at some point in their lives—they don’t. What happens? “You start to get ashamed that what you’re doing is childish,” Csikszentmihalyi explained. What a mistake. Perhaps you and I—and all the other adults in charge of things—are the ones who are immature. It goes back to Csikszentmihalyi’s experience on the train, wondering how grown-ups could have gotten things so wrong. Our circumstances may be less dire, but the observation is no less acute. Left to their own devices, Csikszentmihalyi says, children seek out flow with the inevitability of a natural law. So should we all.

Stefan Falk, a vice president at Ericsson, the Swedish telecommunications concern, used the principles of flow to smooth a merger of the company’s business units. He persuaded managers to configure work assignments so that employees had clear objectives and a way to get quick feedback. And instead of meeting with their charges for once-a-year performance reviews, managers sat down with employees one-on-one six times a year, often for as long as ninety minutes, to discuss their level of engagement and path toward mastery.

Critical feedback is the breakfast of champions. Defensiveness is the dinner of losers. Dharmesh Shah

The fact is, motivation and cooperation deteriorate when there is a lack of purpose. You can train leaders on communication and teamwork and conduct 360 feedback reports until you are blue in the face, but if a team does not have clarity of goals and roles, problems will fester and multiply. This is not just my theory or something I read in another business book. In gathering data from more than five hundred people about their experience on more than one thousand teams, I have found a consistent reality: When there is a serious lack of clarity about what the team stands for and what their goals and roles are, people experience confusion, stress, and frustration. When there is a high level of clarity, on the other hand, people thrive. When there is a lack of clarity, people waste time and energy on the trivial many.

Praise and positive feedback are much less corrosive than cash and trophies.

trial and error. Other experimenters recorded the visual fields of target subjects exposed to the color red. Trainees who learned, through feedback, to approximate that same neural activity reported seeing red in their mind’s eye. Since those days, the field had shifted from visual learning to emotional conditioning. The big grant money was going to desensitizing people with PTSD. DecNef and Connectivity Feedback were being touted as treatments to all kinds of psychiatric disorders. Marty Currier worked on clinical applications. But he was also pursuing a more exotic side-hustle. “Why not?” I told my wife. And so we volunteered in her friend’s experiment. IN THE RECEPTION AREA OF CURRIER’S LAB, Aly and I chuckled over the entrance questionnaire. We would be among the second wave of target subjects, but first we had to pass the screening. The questions disguised furtive motives. HOW OFTEN DO YOU THINK ABOUT THE PAST? WOULD YOU RATHER BE ON A CROWDED BEACH OR IN AN EMPTY MUSEUM? My wife shook her head at these crude inquiries and touched a hand to her smile. I read the expression as clearly as if we were wired up together: The investigators were welcome to anything they discovered inside her, so long as it didn’t lead to jail time. I’d given up on understanding my own hidden temperament a long time ago. Lots of monsters inhabited my sunless depths, but most of them were nonlethal. I did badly want to see my wife’s answers, but a lab tech prevented us from comparing questionnaires. DO YOU USE TOBACCO? Not for years. I didn’t mention that all my pencils were covered with bite marks. HOW MUCH ALCOHOL DO YOU DRINK A WEEK? Nothing for me, but my wife confessed to her nightly Happy Hour, while plying the dog with poetry. DO YOU SUFFER FROM ANY ALLERGIES? Not unless you counted cocktail parties. HAVE YOU EVER EXPERIENCED DEPRESSION? I didn’t know how to answer that one. DO YOU PLAY A MUSICAL INSTRUMENT? Science. I said I might be able to find middle C on a piano, if they needed it. Two postdocs took us into the fMRI room. These people had way more cash to throw around than any astrobiology team anywhere. Aly was having the same thoughts

Any attempts to trick ourselves into work with external rewards (like doing something nice after finishing a chapter) are only short-term solutions with no prospect of establishing a positive feedback loop. These are very fragile motivational constructions. Only if the work itself becomes rewarding can the dynamic of motivation and reward become self-sustainable and propel the whole process forward

What to Do Tonight Support autonomy, support autonomy, support autonomy. Explore where your child’s true inner motivation lies. You can do this by asking when in life he or she feels “really happy.” Kids with a healthy self-drive will commonly think of times when they perform well in school or in sports, are engaged in pleasurable pastimes, or do something fun with their friends or family. In contrast, kids who are obsessively motivated or have difficulty sustaining motivation and effort will often say that they feel happiest when they have no responsibilities, when nothing is expected of them, and when they feel no pressure. Make a point of speaking with your kids about what it is they want in life. What do they love to do? What do they feel they’re good at? If there’s a reason they’re here, what might that be? Help your child articulate (and write down) goals. We will explore this in more depth in Chapter Ten. For now, simply the act of voicing where she wants to get is a remarkably constructive step. Encourage flow in any activity by giving your kids the space and time they need to do what they love. Teach and model a love of challenge and persistence in the face of difficulty. Attribute positive motivational qualities to young kids (e.g., “I’ve noticed that you don’t give up on things.”). Teach your kids not to be overly preoccupied with pleasing others. If they’re focused on external feedback, consider occasionally saying something like, “Everybody feels good when they’re successful at things and get positive feedback from other people. It’s completely normal. My experience, though, is that the wisest thing is to evaluate your own performance and to focus on getting better at doing the right thing.” If your child doesn’t seem to have a passion, remember that there are many people and experiences that will positively influence their lives. Seek out mentors or role models in different fields, and expose them to a range of careers and life choices.

Everyone needs someone close to them who gives them motivation and appreciation. It’s like fuel. Even avoidants need some emotional feedback… someone who shows they appreciate their efforts. Everyone needs to know they are loved. According to Abraham Maslow, a psychologist, we need the esteem of others. It is one of our higher psychological needs.

People from all cultures believe in “constructive criticism.” Yet what is considered constructive in one culture may be viewed as destructive in another. Getting negative feedback right can motivate your employees and strengthen your reputation as a fair and professional colleague. Getting it wrong can demoralize an entire team and earn you an undeserved reputation as an unfeeling tyrant or a hopelessly incompetent manager.

They Respect Your Boundaries Emotionally mature people are innately courteous because they naturally honor boundaries. They’re looking for connection and closeness, not intrusion. For emotionally immature people, on the other hand, getting close to someone often leads to taking the person for granted. They seem to think closeness means manners don’t matter. Emotionally mature people will respect your individuality. They never assume that if you love them, you’ll want the same things they do. Instead, they take your feelings and boundaries into account in any interaction. This may sound like a lot of work, but it isn’t; emotionally mature people automatically tune in to how others are feeling. Real empathy makes consideration of other people second nature. An important gesture of courtesy and good boundaries in relationships is not to tell partners or friends what they should feel or think. Another is respecting that others have the final say on what their motivations are. In contrast, immature people who are looking for control or enmeshment may “psychoanalyze” you to their own advantage, telling you what you really meant or how you need to change your thinking. This is a sign that they disrespect your boundaries. Emotionally mature people may tell you how they feel about what you did, but they don’t pretend to know you better than you know yourself. If you were neglected by emotionally immature parents during childhood, you may find yourself willing to put up with unsolicited analysis and unwanted advice from others. This is common among people who are hungry for personal feedback that shows someone is thinking about them. But this kind of “advice” isn’t nourishing attention; rather, it’s motivated by a desire to be in control.