Make it safe to fail
No one likes to feel incompetent, but how else can we learn?
Last week I had a conversation with a student (not one of mine) who approached me because she was struggling with an essay she had to write. The obvious question is “Why not go to your instructor to talk about this?” In response, she described how the author’s key points in the literary theory text that she was referencing were hard to grasp, and raised more questions than they answered. The material was so challenging that she was having trouble even framing clear questions. Because she prided herself on being a bright and engaged student, she felt like her inability to wrap her mind around this complex and highly abstract material would colour her instructor’s regard for her abilities. In other words, she valued his positive approval and she didn’t want him to conclude that maybe she wasn’t that smart after all.
Are you thinking “high achiever”?!
In the midst of our discussion two things became apparent:
1. Whether as instructors, managers or supervisors, we invariably tell students/staff/clinicians to come to us when they’re in difficulty. I’m certain that the instructor in this case told his students on numerous occasions that he’d be glad to connect with them outside of class.
2. What we don’t always do is lay the groundwork to make it possible for others to come to us with their questions, concerns or issues. This example made me wonder…what more could the instructor have added to create a climate in which students felt 100% safe to risk looking foolish, clueless, unthinking (and all of the other labels we often apply to ourselves when we’re in the weeds). And what more could I be doing in this area?
It’s a human trait to want others to think well of us. Yet paradoxically, it’s hard to advance our knowledge and skills without venturing into the realm of not-knowing. Our willingness to shine a light on our weaknesses or knowledge/skill gaps might just be the biggest determinant of success!
The next time I hear myself say, “Please feel free to come to me with any questions that you have”, I’m going to add something along the lines of:
“It can be hard to shine a light on things you’re not so good at, but how else do you get good at them? If you’re feeling less-than-competent that’s fantastic – it means you’re learning! What can I do to make you feel totally at ease approaching me?”
Of course, creating a climate of mutual trust takes more than a couple of sentences – it’s a way of being, communicating unconditional positive regard and respect. But making a point to explicitly affirm the value of positive risk-taking might help tip the balance when others are struggling.
Now back to the student – as she talked more about her ideas and interpretations of what she had been reading, she was able to answer most of her own questions. And then I shared my own learning (see above) with her.
Another good lesson: we all possess a powerful innate wisdom. And we all benefit when a caring other takes the time to evoke it.
I love this! I’m always amazed by the change I see in students’ engagement when I tell them to be OK with being wrong. It’s like a switch goes on and for ten minutes they are comfortable discussing ideas openly (and something I have to say to myself frequently). One of my students, Catalina, actually blogged about this very thing earlier this year: communicationsprofessionalwriting.com/2015/11/16/writers-block-and-procrastination/
Thankyou for the comment and for sharing the link – also the professional writing blog is wonderful.