Although many successful givers start from the default of trusting others’ intentions, they’re also careful to scan their environments to screen for potential takers, always ready to shift from feeling a taker’s emotions to analyzing a taker’s thoughts, and flex from giving unconditionally to a more measured approach of generous tit for tat. And when they feel inclined to back down, successful givers are prepared to draw reserves of assertiveness from their commitments to the people who matter to them.
American organizational psychologist (b. 1981)
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Character is more than just having principles. It’s a learned capacity to live by your principles. Character skills equip a chronic procrastinator to meet a deadline for someone who matters deeply to them, a shy introvert to find the courage to speak out against an injustice, and the class bully to circumvent a fistfight with his teammates before a big game. Those are the skills that great kindergarten teachers nurture — and great coaches cultivate.
On matters of style, swim with the current,” Thomas Jefferson allegedly advised, but “on matters of principle, stand like a rock.” The pressure to achieve leads us to do the opposite. We find surface ways of appearing original — donning a bow tie, wearing bright red shoes — without taking the risk of actually being original. When it comes to the powerful ideas in our heads and the core values in our hearts, we censor ourselves.
Based on David Hornik’s story, you might predict that givers achieve the worst results — and you’d be right. Research demonstrates that givers sink to the bottom of the success ladder. Across a wide range of important occupations, givers are at a disadvantage: they make others better off but sacrifice their own success in the process.
Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people — it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people — they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong — and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life,