{"id":53758,"date":"2018-02-08t15:30:38","date_gmt":"2018-02-08t20:30:38","guid":{"rendered":"https:\/\/48e130086c.nxcli.net\/?p=53758"},"modified":"2020-05-21t13:32:22","modified_gmt":"2020-05-21t17:32:22","slug":"expect-embrace-failure-anytime-new-work","status":"publish","type":"post","link":"\/\/www.g005e.com\/2018\/02\/08\/expect-embrace-failure-anytime-new-work\/","title":{"rendered":"expect and embrace failure anytime you do new work"},"content":{"rendered":"
<\/a>instructions given are not magically understood.<\/strong><\/p>\n by bill reeb<\/i><\/p>\n the learning process is often frustrating. so why is it so difficult to learn new things?<\/p>\n more:\u00a0<\/b>be realistic regarding expectations<\/a> | stop wishing your life away<\/a> | don\u2019t let inertia determine your direction<\/a> | what does \u2018getting stuck\u2019 or \u2018being stuck\u2019 mean?<\/a> | 3 ways to get \u2018unstuck\u2019<\/a> one answer is that we don\u2019t have \u201chooks\u201d for what we don\u2019t know (neither the mental acuity nor the physical skills). an example of this is found anytime businesses train their employees. when this occurs, especially regarding the new information, most of it will likely come across like a fire hose shooting water \u2013 a stream of information splashing everywhere. except in rare circumstances, a high volume of splashing information does not change one\u2019s ability to perform. in order for our skills to improve, we typically need to go through a \u201clearn, try, fail\u201d cycle that looks like this:<\/p>\n as we perform steps two and three over and over in the \u201clearn, try, fail\u201d cycle, we are repetitively building new \u201chooks\u201d to hang new information or skill upon.<\/p>\n let me digress for a moment to better conceptualize this \u201chooks\u201d idea. picture a big coat closet full of hooks screwed on the wall. in this scenario, hooks represent our brain\u2019s access system to whatever is hanging in the closet, and coats represent information, experience or a combination of both that we want to access. some of the hooks in the closet will have heavy coats hanging on them, others light coats, and some no coats at all. additionally, picture a lot of room for new hooks to be screwed into the wall when more are needed.<\/p>\n now consider something as mundane as improving your skills using microsoft word. first, in order to teach someone how to use this program, as i noted above, you need to provide both an intellectual understanding of what to do as well as the opportunity to experience doing it. so, if i were to teach a class on this subject, i would want to explain the material in sections (chunking or learning in chunks) and then have each person perform specific tasks on their own to cement in that learning before moving on.<\/p>\n why? because in working through this cycle, the trainee will identify what he or she did<\/strong> and did not<\/strong> understand. each time someone identifies what is not understood, awareness starts to generate a new hook to store more information. if there was already some knowledge or comfort with the information just covered, then think of that situation as a hook being in place with only a windbreaker on it (some awareness of the topic, but needing more for a greater understanding and applicability). the more that person learns, or the better skilled the person becomes, the more that windbreaker turns into a heavy coat full of knowledge and expertise.<\/p>\n repetition is the fastest way to generate new hooks. we need to experience and re-experience what we have been learning, which will produce new hooks that will allow us to hang our developing knowledge and skill (coats). without hooks, the coats simply end up on the floor. and while the information may be in the coat closet, we have no easy way to retrieve it or build on it.<\/p>\n most organizations simply provide the planning or intellectual component of the training process. management tells people what to do and what steps to follow. even if they are conveying that information in the right amount of detail, the problem is that they mistake the transmission of facts and data with the recipient\u2019s ability to be able to assimilate it and do it. the recipient might have heard it all, even taken good notes, but if there are no available open hooks, all that new information will just be lying on the coat closet floor.<\/p>\n we typically jump to the erroneous conclusion that the recipient\u2019s successful assimilation of the new plan and knowledge equates to skill development (for example, i can watch a specific martial arts technique and understand it, yet not be capable of performing it). we need to know what we are trying to do, attempt it, evaluate what we did grasp, identify what we missed, and then repeat over and over. with each progression of the learn, try, fail cycle, we combine a little more knowledge and experience to create a little more skill.<\/p>\n don\u2019t short yourself by losing sight of this important cycle. put in the time to build the hooks you need in order to continue progressing toward whatever you are trying to achieve.<\/p>\n
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\nthere is a common misperception that intellectual understanding and skill development are the same. i see people regularly giving instruction to their direct reports and then walking away thinking that the employee is now capable of competently completing a task or project just because it was explained verbally. if an employee has successfully done this work before, and the explanation is simply a reminder of the steps and processes to be followed, then success is likely. however, most of the time, the person receiving the instruction is being bombarded with a combination of previously known and new information simultaneously.<\/p>\n\n