Tony Gurr

Posts Tagged ‘Tim Hartford’

Is FAILURE really NOT an option?

In Book Reviews, Our Schools, Our Universities on 22/03/2012 at 3:12 pm

A few days ago, I did a post entitled – How have you FAILED today? (and, who might “find out” about it…) – and highlighted two recent books that are actively attempting to fight the myth that …failure is NOT an option.

Both Tim Hartford and Paul Schoemaker have been working very hard to help us see that mistakes or failures should be viewed as “portals of discovery” – and that it is the reflection on and analysis of failure that creates success.

 

Schoemaker takes this even further and advises organisations and institutions to build “ecosystems” that actually promote failure, allow mistakes to actively add value to people within those organisations – and, even develop a “portfolio of mistakes”.

As I noted, a lot of educational institutions would have trouble adopting this “model” – many indivduals in our schools, colleges and universities still lack the type of reflective and forensic mind-set to step that far out-of-the-box!

  • Why is this?
  • Why is it that we are so scared of “failure” – or worse “being seen to fail by others”?

 

Hartford, in his great book “Adapt”, poses a similar question. He asks:

  • What are the obstacles to “learning from our mistakes”?

…and, comes up with three very sensible reasons:

  • Denialbecause we cannot separate our error from sense of self-worth
  • Self-destructive Behaviorbecause we compound our losses by trying to compensate for them
  • The “Rose-tinted” Approach to Reflectionwhereby we remember past mistakes as though they were triumps, or mash together our failures with our successes.

Most of us will recognise these “habits” as being pretty common – we are humans, after all, and many of us are never fully comfortable with “self-doubt”. We often fail to see the difference between the phrases “I screwed up” and “I am a total screw-up” – and while we do not like to admit that a lot of us have the potential for a wee bit of self-destruction from time-to-time, we do love our off-red sunglasses!

 

However, as I pondered Hartford’s explanations, I kept coming back to this notion of “habits” – and “culture”. It seems to me that one of the most important obstacles is our preference for a “culture of blame” and (still) an obsession with the “win-lose” mentality.

How often have you heard the questions:

  • Whose fault was it?
  • Who’s to blame?
  • What bloody idiot screwed up this time?

Rather than the far more constructive questions:

  • What’s the big picture here?
  • Who’s the best person to help us out with this?
  • What options do we have? How do we fix it?

Or, even:

  • Mmmmm, what can we LEARN from this?

It’s almost as if “finger pointing” and “playing the blame game” is hardwired into our DNA!

 

We forget that:

…especially, in a organisational or institutional context. This approach is just plain dumb!

 

Schoemaker helps us see this when he defines a mistake or failure as:

…a decision, an action or a jugdment that is less than optimal, given what was possible to know at the time (p.13)

Why do we rush to assign blame for something that most of us could not have known ahead of time, for the future consequences of past decisions made with imperfect knowledge?

And, how the hell does pointing fingers help indivduals make better decisions or take better decisions in the future – when they are living in constant fear of being “caught out”?

Talk about God complexes! Perhaps, we should all remember – let she that has never screwed up…

Schoemaker’s notion of “a brilliant mistake” may be a bit of an oxymoron – but people who actively promote and maintain our institutional cultures of blame are simply mega-morons!

 

As I mentioned habits earlier, we might be able to call on someone that can help us with all this. In his latest book, The 3rd Alternative: Solving Life’s Most Difficult Problems, Covey tells us:

Although his book is essentially a refreshing new take on conflict resolution, he suggests a very simple way of overcoming many of the obstacles we face when dealing with failure and mistakes in a finger-pointing culture.

His Third Alternative is amazingly simple to grasp – but needs people to “see” the flaws of our more traditional “alternatives”:

  • the First Alternative is “my way”
  • the Second Alternative is “your way”

These two approaches to problem-solving are based on the same win-lose mentality that feeds our cultures of blame.

When a mistake is made, someone has to pay and lose,  – and it better not be me!

Covey’s Third Alternative“Our Way” – takes us beyond “my way” or “your way” to a higher and better way. A way that does not involve anyone having to give something up – a “LEARNing way” where everyone “wins”.

Obviously, Uncle Stephen is interested in helping his readers co-create new and better results and build stronger relationships. However, it is his attention to a “win-win” approach to dealing with failures and mistakes that interests me most. 

 

Darwin once said:

 

It is not so much our “fear of failure” that leads to such motherhood statements as “failure is NOT an option” – it is the mindscapes we have created and allowed to “evolve” and flourish in our schools, colleges and universities. We have been playing the same game for years (some less than others, granted) – but, it has not helped us one bit…


Time to stop! After all…

 


How have you FAILED today? (and, who might “find out” about it…)

In Book Reviews, News & Updates (from the CBO) on 19/03/2012 at 3:26 pm

 

At a recent teacher training symposium I was “told off” for being “overly negative”!

Now, those of you that know me might think that this was a bit unfair. I am, as you know, a veritable “ray of sunshine”an eternal optimist, even…

 

 

So, why would someone suggest that little ‘ole me was less than “positive”? Well, it seems that the trainer in question had been listening to a few of things I had been saying over the day (…least she was awake). Things like:

  • What was the real problem?
  • What did you get wrong in the initial stages?
  • What did you learn from messing up?
  • What other weaknesses did that expose? How did you fix them? 

OK, I may have used phrases like “screw up”, too – but what was interesting was the way in which so many of my “core” phrases were “seen” as carrying an unnecessarily “less-than-positive” message. This was evidenced in the way I was asked to modify my own language - I was advised that I should be using phrases like “areas for improvement” or “challenges” and avoid words like “problems” or “failure”.

Since when did education become a “no FAILURE” zone…

And, when did it become acceptable for us not to say what we mean…(does that also imply that we should not mean what we say)?

 

Today, we can hardly open a newspaper or download a web page without being confronted with headlines reporting of the “failures” of education systems, the so-called screw ups of schools and universities and the gaffs in the way we run the business of LEARNing. With so many reports on our “mistakes” (and if we believe the maxim about the importance of LEARNing from these) we should be LEARNing, ADAPTing and TRANSFORMing as if we were on steroids!

Perhaps, the reason these articles or reports have become such a staple of our day-to-day media is that we have not been exploring our soft spots, our mistakes, our failures…enough.

I get that many more “traditional” trainers still like to open their workshops with a choral rendition of “Kum bay ya, my Lord, kum bay ya, O Lord, kum bay ya” – and hand out flowers with their resource packs.

But, come on! Who are we kidding, really?

 

I think a lot of these sentiments stem from the sensitivity we trainers and teacher educators have when giving feedback to others (especially in the context of classroom observation or performance reviews) – sensitivity that is wholly required.

However, when we extend this approach to allthingseducation and avoid the whole issue of “failure” – we miss the many of the opportunities for meaningful exploration, for real growth and powerful LEARNing.

Rather than avoiding discussion of our failures or mistakes – we need to embrace them, analyse them and LEARN from them.

But, it’s not just teacher educators.

 

We do not like to talk about “failure” in education (full stopperiod). And, sadly, still like to play the “blame game” and opt for use of “smoke-and-mirrors” then the “fit-hits-the-shan“.

This is why I was so pleased to see a recent post from Peter DeWitt on “The Benefits of Failure”– and then another a few days ago “What is Failure?” (in Education Week).

I loved his honesty:

For full disclosure, I have failed many times. I have failed as a friend, and as a teacher. As a young student I was retained in elementary school and spent a great deal of my formative years failing a variety of subjects. I dropped out of a couple of community colleges and that was after barely graduating from high school. I have seen failure many times and learned a great deal. First and foremost, I never wanted to fail again.

Haven’t we ALL?

 

The problem is that we do not find many similar “confessions” from our Principals or Rectors, from our Deans or HoDs – even fewer from our Ministries of Education!

So, to gain a few insights into the real benefits of failure we might need to turn to a few non-educators (for now) – Tim Hartford or Paul Schoemaker, for example. Both Hartford and Schoemaker have published best-sellers recently that openly advocate a more adaptive, experimental approach to the application of trial and error in business – and seek to encourage CEOs and business leaders to view failure as a “gift”. Both of them are great story-tellers and pack their pages with example after example of failures and mistakes from the worlds of business and politics.

 

Hartford was very canny is choosing the title of his book – “Adapt”. After all, ADAPTation lies at the heart of LEARNing – and, we could argue, at the heart of the human condition itself. He’s obviously, in addition to his amazing level of literacy in allthingseconomics, very well-read in the work of Charles Darwin and draws strongly on the notion of “evolution”.

He points out:

Hartford, and Schoemaker too, both sing the praises of screwing up royally – and help us see that failure is both necessary and useful…for success!

Schoemaker takes this a step further and even suggests that we all need to consider making even more mistakeson purpose. Indeed, this is the whole point of the book and he gives us some great advice on how brilliant (not “dumb”) mistakes can be promoted, planned and “mined” – to maximise the potential for real LEARNing.

It’s so easy to see his point. For example, how many of us would not even be reading this post, if Alexander Flemming had been working in a “no FAILURE zone”:

Half of us would probably be dead!

 

As I read through Schoemaker’s recommendations, however, I couldn’t help thinking that there would be very few educational institutions ready, willing and able to base their development and strategic planning processes around the concept of “intentional mistake-making”.

Most of them are already scared to death of slipping up – or rather being seen to slip up. This is especially true in our universities and academies (of the ivory tower variety), where even admitting to “LEARNing” is frequently seen as an admission of ignorance – and “weakness”!

Failure (and making mistakes) is an important initial first step in LEARNing and ADAPTation (TRANSFORMation, even) – and few would disagree that most of us do need to tone down our over-use of “risk aversion” and experiment a lot more. However, the purpose of education lies in making meaningful differences to the lives of our learnersand some risks may be just too risky.

 

Hartford touches on this (albeit through the examples of “nuclear reactors” and banks that were, we assumed, too important to “fail”).

His solution is that we have to also consider making any experiments “survivable” and he draws on Peter Palchinshy’s 3 Principles:

  • Try new things, expecting that some will fail.
  • Make failure survivable: create safe spaces for failure or move forward in small steps.
  • Make sure you know when you have failed, or you will never learn.

Sensible man!

 

But, as he notes, advocating this type of approach and walking-our-talk are two very different things:

 

…this requires that we exercise that little “self-doubt muscle” we all have – and stop worrying if others see us exercising!

 

 

If you are interested in the “art” of failing or the “beauty” of making mistakes, why not take a look at the following:

 

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