Curious Cat Emerging 24” x 28” acrylic painting – NFS Curiosity motivates one to achieve mastery
When I was in my early thirties I had a dancing partner who could lift me into a wide variety of positions. I would run across the room and leap in his muscular arms to be spun over head and then placed gently on the floor. My body was flexible and strong due to years of practice. The experience was exhilarating because I was able to complete physical moves directed from my imagination. It was the first time that I truly understood the concept of personal mastery. Though I would never be a professional performer, my body was as fine-tuned as it would ever get. Unfortunately, this feeling of physical capability slowly dissolved as I aged and became busy taking care of children while getting a masters degree at Michigan State University.
In the same vein, a friend of mine shared a story that has stayed with me over the years. He taught music in a wealthy suburban high school where many students were excellent musicians. Deciding to start a jazz band with the very best of them, he assumed that with such talent all he had to do is circulate the score and they would play magnificently. Instead of music, however, what he got was discordant sounds that had no semblance of professional orchestration. He told me that he had to take the students back to basics, making sure they all joined in the same rhythm and played in-key before he could permit one or another band member to have freedom of self-expression. His students needed a conductor to closely monitor their movements. Though, each individual had a degree of mastery over his or her instrument, when it came to a collaborative effort, a different type of organization was needed. With his tale I discovered that some mastery results from a team effort.
I started to think about what it takes to be accomplished and why some people attain proficiency but so many more do not. In my teens I traveled across the Atlantic on a Holland American Line ship. The waiters were European and extremely well trained, insuring that every plate was properly placed and orders prepared with style. The server and his apprentice had excellent deportment and gave their complete attention to the diners they served. To me they appeared to be in a zen state, for they acted as one with what they were doing. These men took pleasure in their work and it was satisfying to give them a gratuity at the end of the voyage. Though I have been on a great many ships since that crossing I have never experienced similar service. I realized then that taking pride in what you are doing is an essential part of virtuosity.
More recently I have been become aware of the skills needed to be an industrial painter, noticing the satisfaction shown by graduates who complete four years of apprenticeship training. Because painting requires frequent inspection, their work is well reviewed. Those who are accomplished are recognized and rewarded by boss and colleagues. It is understandable that these skilled workers want to be treated with dignity and compensated for the mastery they bring to their work.
And so it goes . . .surgeons, dentists, computer programers and housecleaners all have an opportunity to master their professions and take pride in their work, but not all do.
Painting company managers complain that they have a difficult time getting enough trained employees willing to put in the effort to maintain excellence. They have to deal with those who are late to the job, leave unfinished spots (called holidays) and work for a pay check rather than out of joy.
I know of a dentist who acted similarly. He would arrive at his office, speak to a few of his most prestigious patients, then turn the work over to a subordinate so he could manage his investments. He made a lot of money and might have been quite competent when younger, but in his forties he lost his passion for his profession. To maintain mastery there needs to be an element of joy in what you are doing.
On June 7th, NPR had a program discussing the thousands of patients who die in small community hospitals from operations done by surgeons who do not have a great deal of experience with a particular type of surgery. Rates of success are much higher in large cities where doctors have opportunities to practice procedures under the watchful eye of an accomplished supervisor. Practice, practice, practice is a necessity for even motivated individuals. And, along with practice comes the need for focus. Mastery often involves putting blinders on to other activities. The old adage, “you can’t do it all,” comes into play.
So, why are some, but not all young people motivated to work for self-improvement rather than grades or monetary compensation? And, how did they obtain a desire for engagement that encompasses a willingness to overcome failures. Where did they acquire their thirst for knowledge?
According to Stanford psychologist Paul O’Keefe school and home environments play a major role in creating motivation. A culture that stresses learning for the sake of learning will more likely produce a person who wants to master an activity rather than simply perform it, and those who are curious are more likely to strive for mastery than those who are detached. If the focus becomes one of outperforming fellow students, rather than getting enjoyment from the activity, then the stress of competition is likely to produce anxiety. Environments that encourage intellectual risk-taking and reduce competition help students gain a desire for proficiency. The student who sets self-learning goals becomes willing to practice.
But, once competent, can everyone go from good to great? This question has been raised by researchers according to author Christopher Bergland, writing for a May 21, 2013 Psychology Today article. Studies show that there are quite a few factors involved in reaching elite status; the age you begin to learn the skill, innate ability, intelligence, amount of sleep you get and your working memory all come into play. Of course, study and practice are also important, but to be really great you have to love what you are doing. As Zach Hambrick of Michigan State University says, “you need to find the sweet spot between boredom and anxiety where your skill level perfectly matches the level of challenge.” With this balance a person obtains what he calls superfluidity, which leads to mastery.
The important lesson is that when people get an accurate assessment of their abilities and interests then they are more likely to choose fields to study where they can achieve their goals. The advice of Hambrick’s research is that you should “love what you do and pour yourself into it.” Without that passion, no amount of practice will make you an expert.
Since no one is good at everything, my advice for students of any age is to keep searching until a special activity is found to be enthralling. It could be a job or hobby, but once discovered, joy will follow from the process of learning and improving. Each successful step will increase motivation, develop confidence, promote happiness, and engender a sense of self-fulfillment.
With these thoughts about individual mastery I will leave the question of group mastery or team work for next week.
Please share your thoughts at eichingerfineart.com/blog.
Art work is always for sale at eichingerfineart.com
References:
http://news.stanford.edu/news/2012/may/shape-achievement-goals-051012.html – The environment had help shape achievement goals.
https://www.psychologytoday.com/blog/the-athletes-way/201305/can-practice-alone-create-mastery Secret to mastering a skill.
Home » Blog » Achieving Mastery
Table of Contents
Curious Cat Emerging 24” x 28” acrylic painting – NFS Curiosity motivates one to achieve mastery
When I was in my early thirties I had a dancing partner who could lift me into a wide variety of positions. I would run across the room and leap in his muscular arms to be spun over head and then placed gently on the floor. My body was flexible and strong due to years of practice. The experience was exhilarating because I was able to complete physical moves directed from my imagination. It was the first time that I truly understood the concept of personal mastery. Though I would never be a professional performer, my body was as fine-tuned as it would ever get. Unfortunately, this feeling of physical capability slowly dissolved as I aged and became busy taking care of children while getting a masters degree at Michigan State University.
In the same vein, a friend of mine shared a story that has stayed with me over the years. He taught music in a wealthy suburban high school where many students were excellent musicians. Deciding to start a jazz band with the very best of them, he assumed that with such talent all he had to do is circulate the score and they would play magnificently. Instead of music, however, what he got was discordant sounds that had no semblance of professional orchestration. He told me that he had to take the students back to basics, making sure they all joined in the same rhythm and played in-key before he could permit one or another band member to have freedom of self-expression. His students needed a conductor to closely monitor their movements. Though, each individual had a degree of mastery over his or her instrument, when it came to a collaborative effort, a different type of organization was needed. With his tale I discovered that some mastery results from a team effort.
I started to think about what it takes to be accomplished and why some people attain proficiency but so many more do not. In my teens I traveled across the Atlantic on a Holland American Line ship. The waiters were European and extremely well trained, insuring that every plate was properly placed and orders prepared with style. The server and his apprentice had excellent deportment and gave their complete attention to the diners they served. To me they appeared to be in a zen state, for they acted as one with what they were doing. These men took pleasure in their work and it was satisfying to give them a gratuity at the end of the voyage. Though I have been on a great many ships since that crossing I have never experienced similar service. I realized then that taking pride in what you are doing is an essential part of virtuosity.
More recently I have been become aware of the skills needed to be an industrial painter, noticing the satisfaction shown by graduates who complete four years of apprenticeship training. Because painting requires frequent inspection, their work is well reviewed. Those who are accomplished are recognized and rewarded by boss and colleagues. It is understandable that these skilled workers want to be treated with dignity and compensated for the mastery they bring to their work.
And so it goes . . .surgeons, dentists, computer programers and housecleaners all have an opportunity to master their professions and take pride in their work, but not all do.
Painting company managers complain that they have a difficult time getting enough trained employees willing to put in the effort to maintain excellence. They have to deal with those who are late to the job, leave unfinished spots (called holidays) and work for a pay check rather than out of joy.
I know of a dentist who acted similarly. He would arrive at his office, speak to a few of his most prestigious patients, then turn the work over to a subordinate so he could manage his investments. He made a lot of money and might have been quite competent when younger, but in his forties he lost his passion for his profession. To maintain mastery there needs to be an element of joy in what you are doing.
On June 7th, NPR had a program discussing the thousands of patients who die in small community hospitals from operations done by surgeons who do not have a great deal of experience with a particular type of surgery. Rates of success are much higher in large cities where doctors have opportunities to practice procedures under the watchful eye of an accomplished supervisor. Practice, practice, practice is a necessity for even motivated individuals. And, along with practice comes the need for focus. Mastery often involves putting blinders on to other activities. The old adage, “you can’t do it all,” comes into play.
So, why are some, but not all young people motivated to work for self-improvement rather than grades or monetary compensation? And, how did they obtain a desire for engagement that encompasses a willingness to overcome failures. Where did they acquire their thirst for knowledge?
According to Stanford psychologist Paul O’Keefe school and home environments play a major role in creating motivation. A culture that stresses learning for the sake of learning will more likely produce a person who wants to master an activity rather than simply perform it, and those who are curious are more likely to strive for mastery than those who are detached. If the focus becomes one of outperforming fellow students, rather than getting enjoyment from the activity, then the stress of competition is likely to produce anxiety. Environments that encourage intellectual risk-taking and reduce competition help students gain a desire for proficiency. The student who sets self-learning goals becomes willing to practice.
But, once competent, can everyone go from good to great? This question has been raised by researchers according to author Christopher Bergland, writing for a May 21, 2013 Psychology Today article. Studies show that there are quite a few factors involved in reaching elite status; the age you begin to learn the skill, innate ability, intelligence, amount of sleep you get and your working memory all come into play. Of course, study and practice are also important, but to be really great you have to love what you are doing. As Zach Hambrick of Michigan State University says, “you need to find the sweet spot between boredom and anxiety where your skill level perfectly matches the level of challenge.” With this balance a person obtains what he calls superfluidity, which leads to mastery.
The important lesson is that when people get an accurate assessment of their abilities and interests then they are more likely to choose fields to study where they can achieve their goals. The advice of Hambrick’s research is that you should “love what you do and pour yourself into it.” Without that passion, no amount of practice will make you an expert.
Since no one is good at everything, my advice for students of any age is to keep searching until a special activity is found to be enthralling. It could be a job or hobby, but once discovered, joy will follow from the process of learning and improving. Each successful step will increase motivation, develop confidence, promote happiness, and engender a sense of self-fulfillment.
With these thoughts about individual mastery I will leave the question of group mastery or team work for next week.
Please share your thoughts at eichingerfineart.com/blog.
Art work is always for sale at eichingerfineart.com
References:
http://news.stanford.edu/news/2012/may/shape-achievement-goals-051012.html – The environment had help shape achievement goals.
https://www.psychologytoday.com/blog/the-athletes-way/201305/can-practice-alone-create-mastery Secret to mastering a skill.
Table of Contents