📚 Potencial Oculto
🎯 Resumo da Obra
The book Hidden Potential addresses the capacity of people and organizations to Crie habilidades in order to find the hidden potential in people. To do this, it is necessary to build structures of 4 características do andaime (Scaffolding), use systems of Scaffolding, Pratica deliberada, Bootstrapping and Sistema de treliça. With this, it is possible to have a Medida de potencial and also Crescimento acelerado. In any case, it is important to understand that Progresso não é linear and that Pausas melhoram o aprendizado. In this way, it is possible to we are sponges and that we can Maximize a inteligência de grupo.
🧠 Minha Experiência
The book demonstrates in several ways how to create structures to discover hidden potential in ourselves and in others. The highlight of the book is that it does not delegate the burden of success to individuals and details how various systems and structures are used to penalize groups and restrict their potential.
Something very interesting about the book is the creation of group structures that allow the group’s performance to be greater and better than the sum of its parts. To achieve this, however, it is necessary to develop a lattice system in which lower-ranking people have easy access to leaders and that these leaders use systems that allow for accelerated growth and more rigorous assessment of individuals’ progress and not just their achievements.
📝 Notas de Conteúdo
- Crie habilidades
- Ambição e aspiração
- Caráter
- Scaffolding
- Medida de potencial
- Caráter versos personalidade
- Crescimento acelerado
- Timidez
- Industriosidade aprendida
- Seja uma esponja
- Capacidade absortiva
- Critic, fan and mentor
- O problema dos perfeccionistas
- 4 características do andaime (Scaffolding)
- Pratica deliberada
- Boreout
- Pausas melhoram o aprendizado
- Maldição do conhecimento
- Languishing
- Bootstrapping
- Progresso não é linear
- Organizational culture has 3 pillars
- Maximize a inteligência de grupo
- Brainwritting
- Sistema de treliça
- Princípio de Peter
- Trajetória de pontos da nota
🖍️ Destaques e Citações
- Traveling great distances requires the courage to seek out the right kinds of discomfort, the capacity to absorb the right information, and the will to accept the right imperfections.
- A rut is not a sign that you’ve tanked. A plateau is not a cue that you’ve peaked. They’re signals that it may be time to turn around and find a new route.
- If you doubt yourself, shouldn’t you also doubt your low opinion of yourself?
He knew from experience that although talent is evenly distributed, opportunity is not. He could see potential where others had missed it. He was looking to grow roses in concrete.
That motivation wasn’t innate; it tended to begin with a coach or teacher who made learning fun. “What any person in the world can learn, almost all persons can learn,” the lead psychologist concluded, “if provided with appropriate … conditions of learning.”
Recent evidence underscores the importance of conditions for learning. To master a new concept in math, science, or a foreign language, it typically takes seven or eight practice sessions.
What look like differences in natural ability are often differences in opportunity and motivation.
You can’t tell where people will land from where they begin. With the right opportunity and motivation to learn, anyone can build the skills to achieve greater things. — Página: 10
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People who make major strides are rarely freaks of nature. They’re usually freaks of nurture. — Página: 11
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What counts is not how hard you work but how much you grow. And growth requires much more than a mindset—it begins with a set of skills that we normally overlook. — Página: 11
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ambition is the outcome you want to attain. Aspiration is the person you hope to become. — Página: 11
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Chetty was able to predict the success that students achieved as adults simply by looking at who taught their kindergarten class. By age 25, students who happened to have had more experienced kindergarten teachers were earning significantly more money than their peers. — Página: 12
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Proactive: How often did they take initiative to ask questions, volunteer answers, seek information from books, and engage the teacher to learn outside class? Prosocial: How well did they get along and collaborate with peers? Disciplined: How effectively did they pay attention—and resist the impulse to disrupt the class? Determined: How consistently did they take on challenging problems, do more than the assigned work, and persist in the face of obstacles? — Página: 13
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Character is more than just having principles. It’s a learned capacity to live by your principles. — Página: 14
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He’s played ten games simultaneously against ten different opponents and won them all—blindfolded. But he believes character matters more than talent. — Página: 15
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As the Nobel laureate economist James Heckman concluded in a review of the research, character skills “predict and produce success in life.” But they don’t grow in a vacuum. You need the opportunity and motivation to nurture them. — Página: 16
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When people talk about nurture, they’re typically referring to the ongoing investment that parents and teachers make in developing and supporting children and students. But helping them reach their full potential requires something different. It’s a more focused, more transient form of support that prepares them to direct their own learning and growth. Psychologists call it scaffolding. — Página: 16
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It’s often said that where there’s a will, there’s a way. What we overlook is that when people can’t see a path, they stop dreaming of the destination. To ignite their will, we need to show them the way. That’s what scaffolding can do. — Página: 17
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They held one another accountable for recording every move of their games on score sheets so the whole group could learn from individual mistakes. They weren’t worried about being the smartest player in the room—they were aiming to make the room smarter. — Página: 17
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Hidden Potential is divided into three sections. — Página: 18
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The first section explores the specific character skills that catapult us to greater heights. — Página: 18
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The second section is about creating structures to sustain motivation. — Página: 18
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The third section focuses on building systems to expand opportunity. — Página: 19
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The true measure of your potential is not the height of the peak you’ve reached, but how far you’ve climbed to get there. — Página: 22
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In cognitive skills training, the founders took an accredited business course created by the International Finance Corporation. They studied finance, accounting, HR, marketing, and pricing, and practiced using what they learned to solve challenges and seize opportunities. In character skills training, the founders attended a class designed by psychologists to teach personal initiative. They studied proactivity, discipline, and determination, and practiced putting those qualities into action. — Página: 22
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Character doesn’t set like plaster—it retains its plasticity. — Página: 23
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Character is often confused with personality, but they’re not the same. Personality is your predisposition—your basic instincts for how to think, feel, and act. Character is your capacity to prioritize your values over your instincts. — Página: 23
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If personality is how you respond on a typical day, character is how you show up on a hard day. — Página: 23
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As more and more cognitive skills get automated, we’re in the midst of a character revolution. With technological advances placing a premium on interactions and relationships, the skills that make us human are increasingly important to master. — Página: 24
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Traveling great distances requires the courage to seek out the right kinds of discomfort, the capacity to absorb the right information, and the will to accept the right imperfections. — Página: 25
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But according to a growing body of evidence, the decline in the rate of language learning around age 18 is not a feature of our biology. It’s a bug in our education. — Página: 28
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Becoming a creature of discomfort can unlock hidden potential in many different types of learning. Summoning the nerve to face discomfort is a character skill—an especially important form of determination. — Página: 28
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The best way to accelerate growth is to embrace, seek, and amplify discomfort. — Página: 28
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What we now know is that your preference isn’t fixed, and playing only to your strengths deprives you of the opportunity to improve on your weaknesses. — Página: 29
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Many people associate procrastination with laziness. But psychologists find that procrastination is not a time management problem—it’s an emotion management problem. — Página: 31
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Unclear writing is a sign of unclear thinking. — Página: 32
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But learning is not always about finding the right method for you. It’s often about finding the right method for the task. — Página: 33
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Although listening is often more fun, reading improves comprehension and recall. Whereas listening promotes intuitive thinking, reading activates more analytical processing. — Página: 33
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If you want to understand it, you have to listen to it with your ears. If you want to speak it, you have to practice saying the words out loud. — Página: 34
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The popular adage “use it or lose it” doesn’t go far enough. If you don’t use it, you might never gain it in the first place. — Página: 34
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Comfort in learning is a paradox. You can’t become truly comfortable with a skill until you’ve practiced it enough to master it. — Página: 34
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Accelerating learning requires a second form of courage: being brave enough to use your knowledge as you acquire it. — Página: 34
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You don’t have to wait until you’ve acquired an entire library of knowledge to start to communicate. — Página: 36
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That took a third form of courage—not just embracing and seeking discomfort, but amplifying it by being brave enough to make more mistakes. — Página: 36
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Shyness is the fear of negative evaluation in social situations, — Página: 37
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When therapists treat phobias, they use two different kinds of exposure therapy: systematic desensitization and flooding. — Página: 37
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Systematic desensitization starts out with a microdose of the threat and gradually amps it up over time. — Página: 37
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Flooding is the opposite: a therapist might just drop a creepy-crawly on your arm. — Página: 37
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You can’t be ready for anything if you haven’t trained for everything. — Página: 38
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“One of the biggest mistakes I see language learners make is believing that studying languages is about acquiring knowledge,” Benny notes. “It’s not! Learning a new language is about building a communication skill.” — Página: 39
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Many experiments have shown that when students are learning new information, if they’re randomly assigned to guess wrong before being given the right answer, they’re less likely to make errors later on tests. — Página: 39
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Psychologists call that cycle learned industriousness. When you get praised for making an effort, the feeling of effort itself starts to take on secondary reward properties. Instead of having to push yourself to keep trying, you feel pulled toward it. — Página: 40
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If we wait until we feel ready to take on a new challenge, we might never pursue it all. There may not come a day when we wake up and suddenly feel prepared. We become prepared by taking the leap anyway. — Página: 41
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Being a sponge is more than a metaphor. It’s a character skill—a form of proactivity that’s vital to realizing hidden potential. Improving depends not on the quantity of information you seek out, but the quality of the information you take in. Growth is less about how hard you work than how well you learn. — Página: 42
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Basic literacy makes it possible to leverage character skills more effectively—to be proactive in learning more and learning faster. — Página: 45
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Cognitive skills that amplify our ability to take in and understand information lay the groundwork for becoming a sponge. As we become more spongelike, we become better equipped to achieve greater things. — Página: 45
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It hinges on two key habits. The first is how you acquire information: Do you react to what enters your field of vision, or are you proactive in seeking new knowledge, skills, and perspectives? The second is the goal you’re pursuing when you filter information: Do you focus on feeding your ego or fueling your growth? — Página: 46
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Absorptive capacity is the ability to recognize, value, assimilate, and apply new information. It hinges on two key habits. The first is how you acquire information: Do you react to what enters your field of vision, or are you proactive in seeking new knowledge, skills, and perspectives? The second is the goal you’re pursuing when you filter information: Do you focus on feeding your ego or fueling your growth? — Página: 46
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Learning is more likely when people are reactive and growth oriented. Responding with an eye toward improvement makes people moldable, like clay. — Página: 48
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The sweet spot is when people are proactive and growth oriented. That’s when they become sponges. They consistently take the initiative to expand themselves and adapt. That character skill is especially valuable when the deck is stacked against you—as a pair of young athletes in Africa learned. — Página: 48
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But in many walks of life, becoming a sponge depends on filtering more subjective guidance from others. As I learned early in my career, that feedback may not even arrive at all—and gathering it is not as simple as it seems. — Página: 51
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We’re confusing politeness with kindness. Being polite is withholding feedback to make someone feel good today. Being kind is being candid about how they can get better tomorrow. — Página: 51
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A critic sees your weaknesses and attacks your worst self. A cheerleader sees your strengths and celebrates your best self. A coach sees your potential and helps you become a better version of yourself. — Página: 52
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Rather than dwelling on what you did wrong, advice guides you toward what you can do right. — Página: 52
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It reminds me that not all advice is created equal, and the more suggestions you collect, the more important filtering becomes. How do you know which sources to trust? — Página: 53
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I like to break trustworthiness down into three components: care, credibility, and familiarity. — Página: 54
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Many people fail to benefit from constructive criticism because they overreact and under-correct. Mellody made a resolution to do the opposite: she told herself that champions adapt. — Página: 55
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Being a sponge is not only a proactive skill—it’s a prosocial skill. Done right, it’s not just about soaking up nutrients that help us grow. It’s also about releasing nutrients to help others grow. — Página: 56
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He knows that to be disciplined in some areas, we have to let others go. — Página: 58
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Tolerating flaws isn’t just something novices need to do—it’s part of becoming an expert and continuing to gain mastery. The more you grow, the better you know which flaws are acceptable. — Página: 59
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Perfectionism is the desire to be impeccable. The goal is zero defects: no faults, no flaws, no failures. — Página: 60
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Perfectionists excel at solving problems that are straightforward and familiar. In school, they ace multiple-choice tests that have a single right answer and fill-in-the-blank questions that allow them to regurgitate facts they’ve committed to memory. — Página: 60
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The real world is far more ambiguous. Once you leave the predictable, controllable cocoon of academic exams, the desire to find the “correct” answer can backfire. — Página: 61
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In their quest for flawless results, research suggests that perfectionists tend to get three things wrong. One: they obsess about details that don’t matter. They’re so busy finding the right solution to tiny problems that they lack the discipline to find the right problems to solve. They can’t see the forest for the trees. Two: they avoid unfamiliar situations and difficult tasks that might lead to failure. That leaves them refining a narrow set of existing skills rather than working to develop new ones. Three: they berate themselves for making mistakes, which makes it harder to learn from them. They fail to realize that the purpose of reviewing your mistakes isn’t to shame your past self. It’s to educate your future self. — Página: 61
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On the projects that matter deeply to us, we’ve all felt the urge to keep revising and refining until it’s exactly right. But traveling great distances depends on recognizing that perfection is a mirage—and learning to tolerate the right imperfections. — Página: 62
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if you don’t consider yourself a perfectionist, you’ve probably experienced those tendencies — Página: 62
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Wabi sabi is the art of honoring the beauty in imperfection. It’s not about creating intentional imperfections. It’s about accepting that flaws are inevitable—and recognizing that they don’t stop something from becoming sublime. — Página: 62
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Perfectionists don’t know any other way to be. Even if you’re not one, when you care about a goal, it’s hard to be disciplined in choosing what to prioritize, what to minimize, when to stop, and how to accept inescapable flaws. — Página: 66
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If I didn’t do my best, I still felt frustrated. When divers tell him they had a bad day, Eric likes to ask two questions: Did you make yourself better today? Did you make someone else better today? If the answer to either question is yes, it was a good day. His last name may be Best, but he’s all about better. — Página: 67
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Appreciating progress depends on remembering how your past self would see your current achievements. If you knew five years ago what you’d accomplish now, how proud would you have been? — Página: 67
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Beating yourself up doesn’t make you stronger—it leaves you bruised. Being kind to yourself isn’t about ignoring your weaknesses. It’s about giving yourself permission to learn from your disappointments. We grow by embracing our shortcomings, not by punishing them. Make it feel wrong. — Página: 68
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People judge your potential from your best moments, not your worst. What if you gave yourself the same grace? — Página: 68
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Pivoting is a popular concept in Silicon Valley, where it’s often said that done is better than perfect. — Página: 69
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Research indicates that one of the best ways to gauge the value of other people’s judgments is to look for convergence between them. If one person raises a red flag, it might be idiosyncratic. If a dozen people independently have the same issue, it’s more likely to be an objective problem. You have inter-rater reliability. — Página: 70
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For every project that matters to me, I’ve had judging committees for over a decade now. — Página: 71
Nota: People that you trust or that are relevant.
We have to be careful about how much weight we put on judges’ scores. A great deal of research shows that perfectionists tend to define excellence on other people’s terms. — Página: 72
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Ultimately, excellence is more than meeting other people’s expectations. It’s also about living up to your own standards. — Página: 72
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Before releasing something into the world, it’s worth turning to one final judge: you. If this was the only work people saw of yours, would you be proud of it? — Página: 73
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Aspiring to stay green is a commitment to continued growth, to staying unfinished. An apple that isn’t ripe is not fully formed—it’s incomplete and imperfect. That’s what makes it beautiful. — Página: 73
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four key features of scaffolding. — Página: 75
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One: Scaffolding generally comes from other people. — Página: 75
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Two: Scaffolding is tailored to the obstacle in your path. — Página: 75
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Three: Scaffolding comes at a pivotal point in time. — Página: 75
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Four: Scaffolding is temporary. — Página: 75
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Too often, it feels like our mistakes pile up, while our accomplishments disappear. With the right support at the right moments, we can overcome obstacles to growth. — Página: 76
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Continually varying the task and raising the bar made learning a joy. — Página: 78
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We’re often told that if we want to develop our skills, we need to push ourselves through long hours of monotonous practice. But the best way to unlock hidden potential isn’t to suffer through the daily grind. It’s to transform the daily grind into a source of daily joy. — Página: 79
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Deliberate practice is the structured repetition of a task to improve performance based on clear goals and immediate feedback. — Página: 79
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There’s reason to believe that he succeeded in spite of his compulsive practice, not because of it. — Página: 80
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Yes, boreout is an actual term in psychology. Whereas burnout is the emotional exhaustion that accumulates when you’re overloaded, boreout is the emotional deadening you feel when you’re under-stimulated. — Página: 80
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Harmonious passion is taking joy in a process rather than feeling pressure to achieve an outcome. You’re no longer practicing under the specter of should. I should be studying. I’m supposed to practice. You’re drawn into a web of want. I feel like studying. I’m excited to practice. — Página: 80
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Deliberate play is a structured activity that’s designed to make skill development enjoyable. — Página: 81
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Deliberate play often involves introducing novelty and variety into practice. That can be in the ways you learn, the tools you use, the goals you set, and the people with whom you interact. — Página: 81
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You’re not counting your hours; you’re tracking your improvement. — Página: 83
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Gamification is often a gimmick—an attempt to add bells and whistles to a tedious task. The aim is to offer a dopamine rush that distracts from boredom or staves off exhaustion. — Página: 84
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Passion for one task can lead us to neglect the less exciting ones on our plate. — Página: 85
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Practice involves multiple skills, and it’s rare to love them all. — Página: 85
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Brandon’s form of deliberate play, the person you’re competing with is your past self, and the bar you’re raising is for your future self. — Página: 88
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Hundreds of experiments show that people improve faster when they alternate between different skills. Psychologists call it interleaving, and it works in areas ranging from painting to math, especially when the skills being developed are similar or complex. — Página: 88
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It turns out that taking breaks has at least three benefits. — Página: 90
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First, time away from practice helps to sustain harmonious passion. — Página: 90
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Second, breaks unlock fresh ideas. — Página: 91
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Third, breaks deepen learning. — Página: 91
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Relaxing is not a waste of time—it’s an investment in well-being. Breaks are not a distraction—they’re a chance to reset attention and incubate ideas. Play is not a frivolous activity—it’s a source of joy and a path to mastery. — Página: 91
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One of the most frustrating parts of honing a skill is getting stuck. Instead of continuing to improve, you start to stagnate. It feels as if you’ve reached the upper bound of your mental or physical capacities. — Página: 94
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A rut is not a sign that you’ve tanked. A plateau is not a cue that you’ve peaked. They’re signals that it may be time to turn around and find a new route. — Página: 95
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When you’re stuck, it’s usually because you’re heading in the wrong direction, you’re taking the wrong path, or you’re running out of fuel. — Página: 95
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When we reach a dead end, to move forward, we may have to head back down the mountain. Once we’ve retreated far enough, we can find another way—a path that will allow us to build the momentum needed to reach the peak. — Página: 96
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It shouldn’t take an extreme event like an injury to push us to stop, reverse, and switch routes. But the truth is we’re often afraid to go backward. — Página: 97
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The drawback of a compass is that it only gives you direction—not directions. It can help you back away from the wrong path and point you toward a better one. But to navigate that path effectively, you need a guide. — Página: 100
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It turns out that if you’re taking a new road, the best experts are often the worst guides. — Página: 101
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There are at least two reasons why experts struggle to give good directions to beginners. One is the distance they’ve traveled—they’ve come too far to remember what it’s like being in your shoes. — Página: 101
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It’s called the curse of knowledge: the more you know, the harder it is for you to fathom what it’s like to not know. — Página: 101
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It’s often said that those who can’t do, teach. It would be more accurate to say that those who can do, can’t teach the basics. — Página: 102
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The further you progress toward mastery, the less conscious awareness you often have of the fundamentals. — Página: 102
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Experts often have an intuitive understanding of a route, but they struggle to articulate all the steps to take. Their brain dump is partially filled with garbage. — Página: 102
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Even if your chosen expert can walk you through their route, when you ask for directions on yours, you’ll run into a second challenge. You don’t share the same strengths and weaknesses—their hills and valleys aren’t the same as yours. — Página: 103
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Just as it’s unwise to seek rudimentary instruction from the most eminent experts, it’s a mistake to rely on a single guide. — Página: 103
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The point of engaging guides isn’t to blindly follow their leads. It’s to chart possible paths to explore together. — Página: 104
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Sometimes we need to discover things no guide can provide and write our own directions. — Página: 105
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Languishing is a sense of stagnation and emptiness. The term was coined by a sociologist (Corey Keyes) and immortalized by a philosopher (Mariah Carey). — Página: 106
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Languishing is the emotional experience of stalling. You may not be depressed or burned out, but you definitely feel blah. — Página: 106
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I’ve realized that languishing is more than the feeling of being stuck. It also keeps you stuck. Research shows that languishing disrupts your focus and dulls your motivation. It becomes a Catch-22: you know you need to do something, but you doubt whether it will do anything. That’s when you need to pull off the freeway and refuel. — Página: 107
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But the evidence tells a different story. A digression doesn’t have to be a diversion. It can be a source of energy. — Página: 108
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A detour is a route off your main road that you take to refuel. You’re not taking a break; you’re not sitting still, idling. You’re temporarily veering off course, but you’re still in motion. You’re advancing toward a different goal. — Página: 108
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What looks like a big breakthrough is usually the accumulation of small wins. — Página: 111
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In the short run, a straight line brings faster progress. But in the long run, loops lead to the highest peaks. — Página: 111
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The Golden Thirteen got something right that the rest of us often get wrong. In the face of seemingly insurmountable obstacles, it can be tempting to give up. It’s just too hard; the forces against us are just too strong. At times like this, we’re advised to pull ourselves up by our own bootstraps. The message is that we need to look inside ourselves for hidden reserves of confidence and know-how. But it’s actually in turning outward to harness resources with and for others that we discover—and develop—our hidden potential. When the odds are against us, focusing beyond ourselves is what launches us off the ground. — Página: 114
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Rigorous experiments with over 15,000 students reveal that nurturing a growth mindset among high schoolers boosts their grades only when their teachers recognize their potential and their schools have cultures of embracing challenges. — Página: 114
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Bootstrapping is using your existing resources to pull yourself out of a sticky situation. The term is sometimes traced to a folktale about a baron who was stuck in a swamp with his horse—and escaped by using his pigtails as a rope. — Página: 114
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excel on the exam, the students still had to master all the content—it wasn’t as simple as dividing and conquering the material. But if they wanted the extra credit on one question, they had to find out who knew what. So instead of cramming solo, they opted to study together. — Página: 115
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Considerable evidence shows that studying with knowledgeable colleagues is good for growth. — Página: 116
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Psychologists call this the tutor effect. It’s even effective for novices: the best way to learn something is to teach it. — Página: 116
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This is another twist on the trope that those who can’t do, teach. Those who can’t do yet can learn by teaching. — Página: 117
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Teaching others can build our competence. But it’s coaching others that elevates our confidence. — Página: 119
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We should listen to the advice we give to others—it’s usually the advice we need to take for ourselves. — Página: 120
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LIGHTING A SPARK The expectations people hold of us often become self-fulfilling prophecies. When others believe in our potential, they give us a ladder. — Página: 124
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Whereas high expectations offer support for us to climb, low expectations tend to hold us back—it feels like our boots are made of lead. — Página: 124
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When you’re invested in a goal, being doubted by experts is a threat. They may be credible, but since they don’t recognize your potential, they’re not coaches who will help you improve. Their disbelief quickly becomes your insecurity. It shatters your confidence and stifles your growth. That’s a self-fulfilling prophecy. — Página: 126
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Making progress isn’t always about moving forward. Sometimes it’s about bouncing back. Progress is not only reflected in the peaks you reach—it’s also visible in the valleys you cross. Resilience is a form of growth. — Página: 128
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We find our deepest reserves of resolve when an entire group is relying on us. — Página: 129
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It’s more important to be good ancestors than dutiful descendants. Too many people spend their lives being custodians of the past instead of stewards of the future. We worry about making our parents proud when we should be focused on making our children proud. The responsibility of each generation is not to please our predecessors—it’s to improve conditions for our successors. — Página: 130
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It’s possible to confront obstacles alone. Yet we reach the greatest heights when we attach our bootstraps to other people’s boots. — Página: 131
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When we think of geniuses as people with extraordinary abilities, we neglect the importance of life circumstances in shaping them. — Página: 132
Nota: Essa informação é super importante!
Nothing is more vital to the progress of future generations than the quality of our current education systems. — Página: 134
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Finland had an affluent, culturally homogeneous population of just five million people. — Página: 135
Nota: Ter uma sociedade homogênea e pequena pode significar ter ações mais simples e diretas
In Finnish schools, a popular mantra is “We can’t afford to waste a brain.” This ethos makes their educational culture distinct. — Página: 137
Nota: Ninguem é deixado para tras
In organizational psychology, culture has three elements: practices, values, and underlying assumptions. Practices are the daily routines that reflect and reinforce values. Values are shared principles around what’s important and desirable—what should be rewarded versus what should be punished. Underlying assumptions are deeply held, often taken-for-granted beliefs about how the world works. Our assumptions shape our values, which in turn drive our practices. — Página: 137
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And they focus on developing the individual interests of each student—not just promoting their success. — Página: 138
Nota: Parece ser uma estrategia que faz sentido
These reforms set the stage for Finnish schools to build cultures of opportunity. By placing such a premium on teaching, they instilled the assumption that everyone is teachable. — Página: 139
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Students who made significant progress didn’t have better teachers. They just happened to have the same teacher for two years in a row. — Página: 140
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Instead of just specializing in their subjects, teachers also get to specialize in their students. — Página: 141
Nota: Sera que isso funcionaria para o ensino superior?
Building an extended relationship did the most good for the teachers and students who were struggling. It gave them the opportunity to grow together. — Página: 141
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In Finland, every student has access to personalized help and support. It starts at the top: Finnish school leaders aren’t merely administrators. They’re responsible for checking in on the progress and well-being of every single student. And they’re expected to spend at least part of their week teaching classes of their own. — Página: 142
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During their first nine years of school, about 30 percent of Finnish students receive extra assistance. By identifying challenges early, they’re able to prevent bigger problems from brewing. — Página: 143
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Compared to the United States, in Finland teachers (and students) have an hour more break time. That gives teachers the space to do lesson planning, grading, and personal development during regular hours, shielding them from night and weekend work. — Página: 144
Nota: Como menos tempo gera mais tempo?
This is another practice backed by research: much like they do for adults, short activity breaks are known to improve children’s attention and some aspects of their learning. — Página: 145
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Because Finnish educators assume the most important lesson to teach children is that learning is fun. — Página: 145
Nota: Isso deveria ser verdade aate na gradação
policymakers understand that play fosters a love of learning. That’s a value best developed early on—and one that ultimately builds both better cognitive skills and better character skills. — Página: 146
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Extensive evidence shows that the wellspring of intrinsic motivation is having the freedom of opportunity to explore our interests. — Página: 148
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Cultivating the desire to read nourishes individual interests. — Página: 149
Nota: Ler é findamental para qualquer aprendizado
Children pay attention to our attention: where we focus tells them what we prize. — Página: 150
Nota: A maioria das pessoas faz a mesma coisa nao?
Research reveals that when students get to pick their own books and read in class, they become more passionate about reading. — Página: 150
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A teacher’s task is not to ensure that students have read the literary canons. It’s to kindle excitement about reading. — Página: 151
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Interest is amplified when we have the opportunity to choose what we learn and share it with others. — Página: 151
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Between the pressure to be perfect and the stress of studying for long hours, more than half of Chinese students reported feeling sometimes or always miserable, and over three quarters felt sometimes or always sad. — Página: 152
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Building schools where students achieve greater things isn’t about focusing on a select few and pushing them to excel. It’s about fostering a culture that allows all students to grow intellectually and thrive emotionally. — Página: 152
Nota: Muito importante entender o fundamental
When we face complex and pressing problems, we know we can’t solve them alone. We assume our most important decision is to assemble the most knowledgeable people. Once we’ve found the right experts, we put our future in their hands. But that’s not what the leaders of the Chilean mine rescue did. — Página: 155
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Maximizing group intelligence is about more than enlisting individual experts—and it involves more than merely bringing people together to solve a problem. Unlocking the hidden potential in groups requires leadership practices, team processes, and systems that harness the capabilities and contributions of all their members. The best teams aren’t the ones with the best thinkers. They’re the teams that unearth and use the best thinking from everyone. — Página: 155
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He’d found that in most cases, teamwork failed to make the dream work. It was more likely to be a nightmare … as anyone who ever did a group project in school can attest. Most teams were less than the sum of their parts. — Página: 156
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In a meta-analysis of 22 studies, Anita and her colleagues discovered that collective intelligence depends less on people’s cognitive skills than their prosocial skills. The best teams have the most team players—people who excel at collaborating with others. — Página: 157
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When they have prosocial skills, team members are able to bring out the best in one another. Collective intelligence rises as team members recognize one another’s strengths, develop strategies for leveraging them, and motivate one another to align their efforts in pursuit of a shared purpose. Unleashing hidden potential is about more than having the best pieces—it’s about having the best glue. — Página: 158
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What really makes a difference is whether people recognize that they need one another to succeed on an important mission. That’s what enables them to bond around a common identity and stick together to achieve their collective goals. — Página: 158
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They were evaluated on a collective outcome. They aligned around a common goal and carved out a unique role for each member. They knew their results depended on everyone’s input, so they shared their knowledge and coached one another on a regular basis. That made it possible for them to become one big sponge—they were able to absorb, filter, and adapt to information as it emerged and evolved. — Página: 158
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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. — Página: 159
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We get stuck following people who dominate the discussion instead of those who elevate — Página: 159
Nota: A internet é especialista nisso.
Research demonstrates that when organizations have cultures that prize results above relationships, if they have a leader who puts people first, they actually achieve greater performance gains. When everyone is scrambling to make a rapid rescue, you want someone in charge who cares about everyone. — Página: 160
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What made for effective leadership depended on how proactive a team was. — Página: 161
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When teams were relatively reactive, waiting for direction from above, extraverts drove the best results. They asserted their visions and motivated teams to follow their lead. But when teams were proactive, bringing many ideas and suggestions to the table, it was introverts who led them to achieve greater things. — Página: 161
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To unearth the hidden potential in teams, instead of brainstorming, we’re better off shifting to a process called brainwriting. The initial steps are solo. — Página: 163
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Research by Anita Woolley and her colleagues helps to explain why this method works. They find that another key to collective intelligence is balanced participation. — Página: 163
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Collective intelligence begins with individual creativity. But it doesn’t end there. — Página: 164
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We normally call that a climate for voice and psychological safety. There’s evidence that just being looked at by the leader is enough to encourage people who lack status to speak up. — Página: 167
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The system is simple. But it’s also stupid—it gives one individual far too much power to shut creativity down and shut people up. A single no is enough to kill an idea—or even stall a career. — Página: 167
Nota: Faz sentido para caramba!
Rather than one path of reporting and responsibility from you to the people above you in the hierarchy, a lattice offers multiple paths to the top. — Página: 168
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prototypes with thousands of musicians. A lattice system rejects two unwritten rules that dominate ladder hierarchies: — Página: 169
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lattice system rejects two unwritten rules that dominate ladder hierarchies: don’t go behind your boss’s back or above your boss’s head. — Página: 169
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A lattice system engages people at different levels to do peer reviews of the submissions. — Página: 170
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Weak leaders silence voice and shoot the messenger. Strong leaders welcome voice and thank the messenger. Great leaders build systems to amplify voice and elevate the messenger. — Página: 170
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If we listen only to the smartest person in the room, we miss out on discovering the smarts that the rest of the room has to offer. Our greatest potential isn’t always hidden inside us—sometimes it sparks between us, and sometimes it comes from outside our team altogether. — Página: 171
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In life, there are few things more consequential than the judgments people make of our potential. — Página: 173
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NASA missed the markers of José’s potential because their selection process wasn’t designed to detect them. They had information about work experience and past performance, not life experience and background. — Página: 174
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It’s a mistake to judge people solely by the heights they’ve reached. By favoring applicants who have already excelled, selection systems underestimate and overlook candidates who are capable of greater things. — Página: 174
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In principle, application processes invite people from a wide range of backgrounds to show what they’re capable of. But in practice, our systems for judging qualifications are flawed. — Página: 175
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Evaluators end up making life-altering decisions for candidates who have been reduced to thin slices of information. — Página: 176
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The key question is not how long people have done a job. It’s how well they can learn to do a job. — Página: 177
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This is an example of a phenomenon known as the Peter Principle. It’s the idea that people at work tend to get promoted to their “level of incompetence”—they keep advancing based on their success in previous jobs until they get trapped in a new role that’s beyond their abilities. — Página: 177
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If natural talent determines where people start, learned character affects how far they go. But character skills aren’t always immediately apparent. If we don’t look beyond the surface, we risk missing the potential for brilliance beneath. — Página: 178
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Yet when we judge potential, we often focus on execution and ignore degree of difficulty. We inadvertently favor candidates who aced easy tasks and dismiss those who passed taxing trials. We don’t see the skills they’ve developed to overcome obstacles—especially the skills that don’t show up on a resume. — Página: 180
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Accounting for their individual degree of difficulty points to a more helpful solution: adjusting skill expectations by access to opportunity. For example, orchestra auditions would have different standards for candidates who were self-taught than those who trained at Juilliard. — Página: 182
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The goal of measuring degree of difficulty at the individual level isn’t to advantage people who face adversity. It’s to make sure we don’t disadvantage people for navigating adversity. — Página: 182
Nota: Importantissimo!
Without being able to compare one curriculum to another, I was ill-equipped to compare one applicant’s accomplishments to another’s. I should’ve known better. — Página: 183
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But what really foreshadowed earning potential was whether students improved over time. — Página: 184
Nota: Melhor contantemente é importante!
It’s time for universities and employers to add another metric. Along with GPA, I think they should be assessing GPT: grade point trajectory. They can calculate the rate of improvement over time with basic division: rise over run. Early failure followed by later success is a mark of hidden potential. — Página: 185
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One caveat when using improvement as a mark of potential: it’s important to set reasonable expectations. In an initial screen, upward trajectories are hints that candidates have overcome adversity. But we can’t always expect a sharp rise. — Página: 186
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In the science of interviewing, there’s a name for these kinds of demonstrations. They’re called work samples. A work sample is a snapshot of an applicant’s skills. — Página: 188
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Instead of relying solely on what people say, you get to observe what they can do—which applicants appreciate. — Página: 189
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“There is more than one star in the sky and more than one goal and purpose in life.” — Página: 192
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Our job isn’t to apply the pressure that brings out their brilliance. It’s to make sure we don’t overlook those who have already faced that pressure—and recognize their potential to shine.
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My success wouldn’t depend on my initial ability. It would depend on my ability and motivation to learn.
Nota: A maioria do sucesso é feuto disso nao?
If you doubt yourself, shouldn’t you also doubt your low opinion of yourself?
Nota: Excelente pergunta!