Group items tagged

Focus on innovation.

The organization disintegrates into a group of isolated camps, with little incentive to collaborate, share information, or team up to pursue critical outcomes. Various groups develop impervious boundaries, neutralizing the effectiveness of people who have to interact across them. Local leaders focus on serving their individual agendas - often at the expense of the goals of the rest of the organization. The resulting internal battles over authority, finances and resources destroy productivity, and jeopardize the achievement of corporate objectives. Talented (and frustrated) employees walk out the door - or worse yet, stay and simply stop caring.

Reward collaboration.

Step 4: Make Steady Changes

So begin with a victory you can define and which means something to you.

Some of the choices that trigger dopamine's release: eating sweet foods, taking drugs, having sex.

One way to break that cycle is to reward ourselves in a different way. Instead of eating cake, we can go play a game or listen to music.

How long does it take to form a new habit? An average of 66 days, according to a 2009 study from University College, London. Repetition and giving yourself time to adjust are the main factors in forming a new behavior pattern.

there are three main principles to consider when effectively changing habitual behavior. First, you must derail existing habits and create a window of opportunity to act on new intentions.

Wendy Wood explains in her session at the American Psychological Association's 122nd Annual Convention.

teach students to relish a challenge

keeping a balance between valuing learning and performance.

(a) valuing learning and challenge and (b) valuing grades but seeing them as merely an index of your current performance, not a sign of your intelligence or worth.

Work harder, avail yourself of more learning opportunities, learn how to study better, ask the teacher for more help, and so on.

They are very performance-oriented during a game or match. However, they do not see a negative outcome as reflecting their underlying skills or potential to learn. Moreover, in between games they are very learning-oriented. They review tapes of their past game, trying to learn from their mistakes, they talk to their coaches about how to improve, and they work ceaselessly on new skills.

Teaching students to value hard work, learning, and challenges; teaching them how to cope with disappointing performance by planning for new strategies and more effort; and providing them with the study skills that will put them more in charge of their own learning.

there is no relation between a history of success and seeking or coping with challenges.

praising students' effort had many positive effects.

We should praise the process (the effort, the strategies, the ideas, what went into the work), not the person.

By motivation, I mean not only the desire to achieve but also the love of learning, the love of challenge, and the ability to thrive on obstacles.

work through the plans, make adjustments, and find ways to share resources and align incentives.

cross-functional collaboration is easy to talk about but hard to do, particularly because we tend to get stuck in cooperating mode.