Better Is The Only Way Forward

Slide 1

Slide 1 text

Better Is The Only Way Forward Alan Stevens

Slide 2

Slide 2 text

Contact Me Email/IM: [email protected] Blog: http://halanstevens.com Twitter: @alanstevens

Slide 3

Slide 3 text

Part I What is known about expertise?

Slide 4

Slide 4 text

Qualities of Expertise • Performance consistently superior to peers • Produces concrete results • Can be replicated

Slide 5

Slide 5 text

Everybody works, but not everybody improves. WHY? WHY?

Slide 6

Slide 6 text

The Dreyfus Model of Skills Acquisition Source: Pragmatic Thinking and Learning

Slide 7

Slide 7 text

"The vast majority of all users remain advanced beginners … never acquiring a more broad-based, conceptual understanding of the task environment" Hackos & Stevens, 1997, p. 36

Slide 8

Slide 8 text

Where are the masters?

Slide 9

Slide 9 text

I’ve met a few.

Slide 10

Slide 10 text

Douglas Crockford

Slide 11

Slide 11 text

Charles Petzold

Slide 12

Slide 12 text

Ward Cunningham

Slide 13

Slide 13 text

Who else?

Slide 14

Slide 14 text

"Ignorance more frequently begets confidence than does knowledge" Charles Darwin

Slide 15

Slide 15 text

No content

Slide 16

Slide 16 text

The Dunning-Kruger Effect Illusory superiority vs. Illusory inferiority

Slide 17

Slide 17 text

"the miscalibration of the incompetent stems from an error about the self, whereas the miscalibration of the highly competent stems from an error about others" David Dunning and Justin Kruger

Slide 18

Slide 18 text

According to Dunning And Kruger, incompetent people will: • Tend to overestimate their own level of skill • Fail to recognize genuine skill in others • Fail to recognize the extremity of their inadequacy • Recognize and acknowledge their own previous lack of skill, if they can be trained to substantially improve.

Slide 19

Slide 19 text

Actual competence may weaken self-confidence, as competent individuals may falsely assume that others have an equivalent understanding. David Dunning and Justin Kruger

Slide 20

Slide 20 text

The Knowledge Effect A tendency of individuals to assume that their own knowledge is shared by others. “Understanding and Reducing the Knowledge Effect: Implications for Writers” -- John R. Hayes and Diana Bajzek

Slide 21

Slide 21 text

Part II What does it take to become an expert?

Slide 22

Slide 22 text

Recipe For Greatness 1. Intensive practice 2.Devoted teachers 3.Enthusiastic support

Slide 23

Slide 23 text

10,000 hours to mastery 4-5-10 4 hours/day 5 days/week For 10 years!

Slide 24

Slide 24 text

Deliberate Practice is the hardest kind of work: 1. Isolate what you don’t know 2. Identify your weaknesses 3. Work just on that

Slide 25

Slide 25 text

Deliberate practice must include immediate and constant feedback.

Slide 26

Slide 26 text

Experts study themselves failing. Joshua Foer

Slide 27

Slide 27 text

Joshua Foer You’ve got to push yourself past where you’re comfortable. You have to watch yourself fail and learn from your mistakes. That’s the way to get better at anything.

Slide 28

Slide 28 text

Karl Rohnke’s CSP Model Comfort Zone Stretch Zone Panic Zone

Slide 29

Slide 29 text

“If you practice with your fingers, no amount is enough. If you practice with your head, two hours is plenty.” Violin Professor Leopold Auer

Slide 30

Slide 30 text

What if I’m talented?

Slide 31

Slide 31 text

No content

Slide 32

Slide 32 text

No content

Slide 33

Slide 33 text

Carol S. Dweck, Ph.D in Mindset The view you adopt for yourself profoundly affects the way you lead your life. Believing that your qualities are carved in stone, the fixed mindset, creates an urgency to prove yourself over and over.

Slide 34

Slide 34 text

Part III If talent doesn’t insure success, what does?

Slide 35

Slide 35 text

http://www.sxc.hu/photo/743509

Slide 36

Slide 36 text

The more decisions you make the more loss you experience. When you choose one possibility you lose another possibility by natural consequence. James Shelley

Slide 37

Slide 37 text

The ability to delay gratification was a far better predictor of academic performance than I.Q. Angela Lee Duckworth http://www.newyorker.com/reporting/2009/05/18/090518fa_fact_lehrer

Slide 38

Slide 38 text

The Plateau http://www.sxc.hu/photo/1364227

Slide 39

Slide 39 text

The Mastery Curve

Slide 40

Slide 40 text

The Dabbler

Slide 41

Slide 41 text

The Obsessive

Slide 42

Slide 42 text

The “Hacker”

Slide 43

Slide 43 text

“If you can deal with hot emotions, then you can study for the S.A.T. instead of watching television, and you can save more money for retirement. It’s not just about marshmallows.” Walter Mischel, Stanford professor of psychology in charge of the marshmallow experiment

Slide 44

Slide 44 text

Grit A passion for a single mission with an unswerving dedication to achieve that mission, whatever the obstacles and however long it might take. Angela Lee Duckworth

Slide 45

Slide 45 text

Part IV What are we to do with this information?

Slide 46

Slide 46 text

http://www.flickr.com/photos/locator/538441133/

Slide 47

Slide 47 text

http://www.sxc.hu/photo/1363645

Slide 48

Slide 48 text

http://www.sxc.hu/photo/1234025

Slide 49

Slide 49 text

“These are powerful instincts...The only way to defeat them is to avoid them, and that means paying attention to something else. We call that will power, but it’s got nothing to do with the will.” John Jonides, a psychologist and neuroscientist at the University of Michigan

Slide 50

Slide 50 text

Thomas M. Sterner in The Practicing Mind When we are totally focused in the present moment, and in the process of what we are doing, we are completely absorbed in the activity. As soon as we become aware of how well we are concentrating on something, we are no longer concentrating on it.

Slide 51

Slide 51 text

Flow requires challenge or boredom results.

Slide 52

Slide 52 text

Challenge vs. Skill Source: http://en.wikipedia.org/wiki/File:Challenge_vs_skill.jpg

Slide 53

Slide 53 text

Conditions Necessary to Achieve the Flow State • One must be involved in an activity with a clear set of goals. • One must have a good balance between the perceived challenges of the task at hand and his or her own perceived skills. • The task at hand must have clear and immediate feedback.

Slide 54

Slide 54 text

Chip and Dan Heath in Switch: How to Change Things When Change Is Hard Self-control Is An Exhaustible Resource It's like doing bench presses at the gym. The first one is easy when your muscles are fresh, but with each additional repetition, your muscles get more exhausted.

Slide 55

Slide 55 text

• Will and discipline are far more limited and precious resources than most of us realize • They must be called upon very selectively • Even small acts of self-control use up this limited reservoir • We have the capacity for very few conscious acts of self-control in a day. Jim Loehr and Tony Schwartz

Slide 56

Slide 56 text

Positive Energy Rituals

Slide 57

Slide 57 text

No content

Slide 58

Slide 58 text

Conclusion

Slide 59

Slide 59 text

Greatness is not a function of circumstances. Greatness, as it turns out, is largely a matter of conscious choice. Jim Collins in Good to Great

Slide 60

Slide 60 text

Resources

Slide 61

Slide 61 text

No content

Slide 62

Slide 62 text

No content

Slide 63

Slide 63 text

No content

Slide 64

Slide 64 text

No content

Slide 65

Slide 65 text

No content

Slide 66

Slide 66 text

Links to Additional Resources Expertise and Skilled Performance The Making of an Expert What It Takes to be Great Unskilled And Unaware of It (pdf) Developing Expertise: Herding Racehorses, Racing Sheep (video) Don't!: The Secret of Self Control What If the Secret to Success is Failure? Personal Best The Making of a Corporate Athlete (pdf) Tony Schwartz: The Myths of the Overworked Creative (video) Better

Slide 67

Slide 67 text

It is perhaps attitude, not aptitude, that gives us altitude in life. Anders Sorman-Nilsson

Slide 68

Slide 68 text

Thanks For Listening! Email/IM: [email protected] Blog: http://halanstevens.com Twitter: @alanstevens