American organizational psychologist (b. 1981)
It’s widely assumed that there’s a tradeoff between quantity and quality — if you want to do better work, you have to do less of it — but this turns out to be false. In fact, when it comes to idea generation, quantity is the most predictable path to quality. “Original thinkers,” Stanford professor Robert Sutton notes, “will come up with many ideas that are strange mutations, dead ends, and utter failures. The cost is worthwhile because they also generate a larger pool of ideas — especially novel ideas.
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,
I’ve noticed a paradox in great scientists and superforecasters: the reason they’re so comfortable being wrong is that they’re terrified of being wrong. What sets them apart is the time horizon. They’re determined to reach the correct answer in the long run, and they know that means they have to be open to stumbling, backtracking, and rerouting in the short run. They shun rose-colored glasses in favor of a sturdy mirror. The fear of missing the mark next year is a powerful motivator to get a crystal-clear view of last year’s mistakes. “People who are right a lot listen a lot, and they change their mind a lot,” Jeff Bezos says. “If you don’t change your mind frequently, you’re going to be wrong a lot.
Entrepreneurs who kept their day jobs had 33 percent lower odds of failure than those who quit. If you’re risk averse and have some doubts about the feasibility of your ideas, it’s likely that your business will be built to last. If you’re a freewheeling gambler, your startup is far more fragile. Like the Warby Parker crew, the entrepreneurs whose companies topped Fast Company’s recent most innovative lists typically stayed in their day jobs even after they launched. Former track star Phil Knight started selling running shoes out of the trunk of his car in 1964, yet kept working as an accountant until 1969. After inventing the original Apple I computer, Steve Wozniak started the company with Steve Jobs in 1976 but continued working full time in his engineering job at Hewlett-Packard until 1977. And although Google founders Larry Page and Sergey Brin figured out how to dramatically improve internet searches in 1996, they didn’t go on leave from their graduate studies at Stanford until 1998. “We almost didn’t start Google,” Page says, because we “were too worried about dropping out of our Ph.D. program.” In 1997, concerned that their fledgling search engine was distracting them from their research, they tried to sell Google for less than $2 million in cash and stock. Luckily for them, the potential buyer rejected the offer. This habit of keeping one’s day job isn’t limited to successful entrepreneurs. Many influential creative minds have stayed in full-time employment or education even after earning income from major projects. Selma director Ava DuVernay made her first three films while working in her day job as a publicist, only pursuing filmmaking full time after working at it for four years and winning multiple awards. Brian May was in the middle of doctoral studies in astrophysics when he started playing guitar in a new band, but he didn’t drop out until several years later to go all in with Queen. Soon thereafter he wrote “We Will Rock You.” Grammy winner John Le
When we select leaders, we don’t usually pick the person with the strongest leadership skills. We frequently choose the person who talks the most. It’s called the babble effect. Research shows that groups promote the people who command the most airtime — regardless of their aptitude and expertise. We mistake confidence for competence, certainty for credibility, and quantity for quality. We get stuck following people who dominate the discussion instead of those who elevate it.
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.
givers always score high on other-interest, but they vary in self-interest. There are two types of givers, and they have dramatically different success rates. Selfless givers are people with high other-interest and low self-interest. They give their time and energy without regard for their own needs, and they pay a price for it. Selfless giving is a form of pathological altruism, which is defined by researcher Barbara Oakley as “an unhealthy focus on others to the detriment of one’s own needs,” such that in the process of trying to help others, givers end up harming themselves.
By asking questions rather than thinking for the audience, we invite them to join us as a partner and think for themselves. If we approach an argument as a war, there will be winners and losers. If we see it more as a dance, we can begin to choreograph a way forward. By considering the strongest version of an opponent’s perspective and limiting our responses to our few best steps, we have a better chance of finding a rhythm.