Part 1: Build Yourself
1.1. Adulthood
âTraditional schooling trains people to think incorrectly about failure. Youâre taught a subject,
you take a test, and if you fail, thatâs it. Youâre done. But once youâre out of school, there is no book, no test, no grade. And if you fail, you learn. In fact, in most cases, itâs the only way to learnâespecially if youâre creating something the world has never seen before.
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So much of what Iâve learned about growing up came from learning to lead.
In fact, the process of becoming me made me a better leader. The two processes, becoming a leader and becoming ourselves, are intertwined and interdependent; better leaders are better humans and better humans are better leaders. Leadership lessons, then, are, at their core, lessons in humanity.
Sometimes the belief systems that are most difficult to overcome arenât the ghosts in the machine of our childhood. Sometimes the most difficult belief systems fall under the rubric of âconventional wisdom.â Conventional wisdom, for example, dictates that, in our process of becoming warrior-leaders, we focus on the hard things. Big rocks, folks say knowingly. âBreak down the big rocks and then focus on the little rocks.â But how do you discern a big rock from a little rock?
Fortunately, if youâre designing your life, you canât be a failure. You may experience some prototypes and engagements that donât attain their goals (that âfailâ), but remember, those were designed so you could learn some things. Once you become a life designing person and are living the ongoing creative process of life design, you canât fail; you can only be making progress and learning from the different kinds of experiences that failure and success both have to offer.
As you will learn in this book, how we frame or reframe failure has a great deal to do with our capacity to fail well. Reframing failure is the life-enhancing skill that helps us overcome our spontaneous aversion to failure. It starts with the willingness to look at yourselfânot to engage in extensive self-criticism or to enumerate your personal flaws, but to become more aware of universal tendencies that stem from how weâre wired and are compounded by how weâre socialized. This is not about ruminationâa repetitive negative thought process that isnât productiveâor self-flagellation. But it may mean taking a look at some of your idiosyncratic habits. Without this, itâs hard to experiment with practices that help us think and act differently.
Note that healthy attributions about failure not only stay balanced and rational, they also take account of the waysâsmall or largeâthat you may have contributed to what happened. Maybe you didnât prepare sufficiently for the interview. This is not to beat yourself up or wallow in shame. Quite the contrary; itâs about developing the self-awareness and confidence to keep learning, making whatever changes you need so as to do better next time. Each of us is a fallible human being, living and working with other fallible human beings. Even if we work to overcome our emotional aversion to failure, failing effectively isnât automatic. We also need help to reduce the confusion created by the glib talk about failure that is especially rampant in conversations on entrepreneurship.
First, fear inhibits learning. Research shows that fear consumes physiologic resources, diverting them from parts of the brain that manage working memory and process new information. In a word, learning. And that includes learning from failure. It is hard for people to do their best work when theyâre afraid. Itâs especially hard to learn from failure because doing so is a cognitively demanding task. Second, fear impedes talking about our failures. Todayâs never-ending chore of self-presentation has exacerbated this ancient human tendency. The pressure to look successful has never been greater than in this age of social media. Studies find todayâs teens, in particular, are obsessed with putting forward a sanitized version of their lives, endlessly checking for âlikesâ and suffering emotionally from comparisons and slights, real or perceived. Our emotional reaction to a perceived rejection is the same as to an actual one, because itâs how we interpret a situation that shapes our emotional response. And itâs not just the kids who worry. Whether in professional accomplishment, attractiveness, or social inclusion, keeping up appearances can feel as necessary as breathing to full-grown adults. The real failure, Iâve found, is believing that others will like us more if we are failure-free. In reality, we appreciate and like people who are genuine and interested in us, not those who present a flawless exterior.