{"id":925,"date":"2010-08-15T17:26:35","date_gmt":"2010-08-15T21:26:35","guid":{"rendered":"http:\/\/blogs.darden.virginia.edu\/brunerblog\/2010\/08\/making-a-start\/"},"modified":"2013-09-18T15:48:08","modified_gmt":"2013-09-18T19:48:08","slug":"making-a-start","status":"publish","type":"post","link":"https:\/\/blogs.darden.virginia.edu\/brunerblog\/2010\/08\/making-a-start\/","title":{"rendered":"Making a Start"},"content":{"rendered":"<p>\u201cThere are two mistakes one can make along the road to truth\u2026not going all the way, and not starting.\u201d &#8211;Hindu Prince <a href=\"http:\/\/en.wikipedia.org\/wiki\/Gautama_Buddha\">Siddartha Gautama<\/a>, the founder of Buddhism<em><\/em><\/p>\n<p><span class=\"has-dropcap\">T<\/span>his is it: the end of summer. For my colleagues and me, the new school year formally begins tomorrow, when we gather together the new class of students. A farewell to summer is overwhelmed by the sense of anticipation that a terrific experience is about to begin. We are making a start. Doing this well entails at least two tasks.<\/p>\n<p>First, a good start acknowledges the context. Certainly, the circumstances of the U.S. economy are bearish. There\u2019s never been a recession without a recovery. But it seems likely to take several years to restore the global economy to the level of activity it enjoyed before the onset of the recent recession. To give you a visual image of the \u201chole\u201d created by this recession, consider the following graph from the blog, <em><a href=\"http:\/\/www.calculatedriskblog.com\/2010\/08\/july-employment-report-12k-jobs-ex.html\">Calculated Risk<\/a><\/em>. It compares the unemployment in the U.S. economy in the most recent downturn versus several previous downturns. The hole is deeper than any recession since the Great Depression. Until employment recovers, consumer spending won\u2019t rise much. Until consumer spending rises, the economy will feel anemic. Until the economy grows robust, we won\u2019t return to the heyday of MBA recruiting: multiple offers, good salaries, and rising promotion prospects.<\/p>\n<table border=\"0\" cellpadding=\"0\">\n<tbody>\n<tr>\n<td><a href=\"http:\/\/blogs.darden.virginia.edu\/brunerblog\/files\/2010\/08\/clip_image002.jpg\"><img loading=\"lazy\" decoding=\"async\" style=\"border: 0px\" title=\"clip_image002\" src=\"http:\/\/blogs.darden.virginia.edu\/brunerblog\/files\/2010\/08\/clip_image002_thumb.jpg\" border=\"0\" alt=\"clip_image002\" width=\"468\" height=\"306\" \/><\/a><\/td>\n<td>\u00a0<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>One way to think about this context is as an opportunity. Every trough contains the seeds of the next recovery. A number of famous companies (e.g. Apple, Microsoft, Facebook) were founded in troughs. In the face of the bearish economy, my advice is, don\u2019t look back. Envision the economy to come, not just the one that exists. Live into the vision. It is pretty clear that the conventional wisdom in a variety of industries is being rewritten. In the past year, we have seen new legislation that will dramatically reshape industries as varied as banking, health care, and energy. Develop a view on where these fields are heading. As the hockey star, Wayne Gretzky said, you must \u201cskate to where the puck will be, not to where it is.\u201d<\/p>\n<p>The second task of making a good start is to take responsibility for your own learning. Reaffirm what you are embarking on, and why. The conventional wisdom is that students go to business school to get a job. But that\u2019s not quite right. The point is to get the knowledge and skills, and to build the attributes of character that will help you get a job. <em>The best safeguard you have against a difficult economic environment like this is what\u2019s between your ears!<\/em><\/p>\n<p>Some recent reading has shaped my thinking on this second point. I commend to students and teachers alike the book, <a href=\"http:\/\/www.amazon.com\/Why-Dont-Students-Like-School\/dp\/047059196X\/ref=sr_1_1?ie=UTF8&amp;s=books&amp;qid=1278372165&amp;sr=1-1\"><em>Why Don\u2019t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for Your Classroom<\/em><\/a><em>. <\/em>It is by Daniel T. Willingham, a colleague in UVA\u2019s Psychology Department. He asks, why does learning \u201cclick\u201d with some students, and not others? What drives real learning?<\/p>\n<p>The short answer to the question in the book\u2019s title is summarized on page 1: students don\u2019t like school because \u201cPeople are naturally curious; but people are not naturally good thinkers; unless cognitive conditions are right, we will avoid thinking. The implication of this principle is that teachers should reconsider how they encourage their students to think in order to maximize the likelihood that students will get the pleasurable rush from successful thought.\u201d OK, cognitive conditions promote good thinking.<\/p>\n<p>At Darden, we take seriously the quest for the \u201cpleasurable rush from successful thought.\u201d Simply yakking at students or demanding rote memorization does nothing to promote the rush. Our approach relies on the much more stimulating approach of high-engagement discussion. We apply a key principle: start from where the student is, not from where the teacher wants to be. One reason we have successful graduates, a highly bonded alum community, and very high rankings for our classroom experience is that we structure our programs in ways to elicit the curiosity, energy, and determination of our students. <em>Telling <\/em>students the solution to a problem does nothing for their capacity to think. Everything depends on questions\u2014this was the subject of <a href=\"http:\/\/www.darden.virginia.edu\/html\/deansblog.aspx?id=21436&amp;blogid=198\">my remarks at Darden\u2019s last graduation<\/a>: how we teach is what we teach; you can manage by asking questions, and thereby empower your employees to figure things out for themselves. The teacher and manager need to promote <em>puzzlement <\/em>in constructive ways.<\/p>\n<p>What is the role of the student in promoting good thinking? Graduate school is very different from undergraduate school or high school in that grad students bear <em>much<\/em> more responsibility for the success of their own learning. How does a student take responsibility for his or her learning? Thinking ((Thinking, according to Willingham, means \u201csolving problems, reasoning, reading something complex, or doing some mental work that requires some effort.\u201d )) is effortful, slow, and unreliable\u2014in no small part because we sail through quite a lot of our day rather automatically, applying past approaches that granted us success. Willingham says, \u201cwhen we can get away with it, we don\u2019t think. Instead, we rely on memory. Most of the problems we\u2019ve faced are ones we\u2019ve solved before, so we just do what we\u2019ve done in the past.\u201d (p.5) But old capabilities don\u2019t necessarily work in graduate school. In fact, the whole purpose is to develop <em>new<\/em> capabilities. I\u2019ll offer two suggestions:<\/p>\n<p>\u00b7 Turn off your autopilot, pay careful attention, and adapt. In previous blog postings, I\u2019ve written about <em>mindfulness <\/em>(see <a href=\"http:\/\/blogs.darden.virginia.edu\/brunerblog\/2009\/08\/leadership-and-lift\/\">this<\/a>, <a href=\"http:\/\/blogs.darden.virginia.edu\/brunerblog\/2008\/05\/being-there\/\">this<\/a>, and <a href=\"http:\/\/blogs.darden.virginia.edu\/brunerblog\/2007\/06\/the-impressionable-executive\/\">this<\/a>) and the need to <em>be present <\/em>(see <a href=\"http:\/\/blogs.darden.virginia.edu\/brunerblog\/2007\/12\/lead-from-where-you-are\/\">this<\/a>, <a href=\"http:\/\/blogs.darden.virginia.edu\/brunerblog\/2008\/05\/being-there\/\">this<\/a>, and <a href=\"http:\/\/blogs.darden.virginia.edu\/brunerblog\/2009\/01\/education-as-meeting\/\">this<\/a>)<em>.<\/em><\/p>\n<p>\u00b7 Find the <em>joy <\/em>in grappling with the new cases and problems. Willingham wrote, \u201cSolving problems brings pleasure.\u201d (p.8) This is what the Nobel Laureate Richard Feynman called, \u201cthe <a href=\"http:\/\/www.amazon.com\/exec\/obidos\/ISBN=0140290346\">pleasure of finding things out<\/a>.\u201d Indeed.<\/p>\n<p>Buddha\u2019s words capture well this moment for students, faculty, and staff. We are leaving the summer, the interregnum between job and student life, or the summer internship. The academic cycle starts anew. We are all looking for Truth and seeking to strengthen our capabilities. We wish the context were buoyant, but let\u2019s view it as an opportunity. Graduate students should take a large measure of responsibility for their own learning. Let us make a successful start.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201cThere are two mistakes one can make along the road to truth\u2026not going all the way, and not starting.\u201d &#8211;Hindu Prince Siddartha Gautama, the founder of Buddhism This is it: the end of summer. For my colleagues and me, the new school year formally begins tomorrow, when we gather together the new class of students. [&hellip;]<\/p>\n","protected":false},"author":18,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"footnotes":""},"categories":[58345,60830],"tags":[],"class_list":["post-925","post","type-post","status-publish","format-standard","hentry","category-economic-crisis","category-organizational-behavior"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v20.10 (Yoast SEO v28.2) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>Making a Start - Robert F. 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