Personal Development

Doug Harrington and Helen Lappert on Planning for Freshness

I neglected to take a photo during the session, so here is a pic of two very positive people to set the sceneI neglected to take a photo during the session, so here is a pic of two very positive people to set the sceneAt last week’s Harmony College, I was running the Directors’ Stream, in my capacity as LABBS Chorus Director Development Specialist. (Nice job title, eh? Useful for when I need to tell people what my role is in the association these days.) Our theme for the weekend was ‘Keeping it Fresh’, and one of the ways we kept things fresh for our delegates was having input from a variety of the faculty on hand for the event.

This included a rather wonderful double act from guest educator Doug Harrington and Helen Lappert, director of Amersham A Cappella on the subject of planning for freshness. I wanted to have a mull on it today as not only did include lots of useful practical advice, but there were some interesting resonances with the session I had done on Saturday on the psychology of Flow, and with Philip Zimbardo’s ideas about our relationship with time I explored some years ago.

Music Teams and Johari Windows

Johari Window model: this version (c) Alan ChapmanJohari Window model: this version (c) Alan Chapman

While we're thinking about music teams (well, I am even if you haven't been), it seemed a good moment to reflect on an analytical grid that was developed specifically as a way to think about how team members work together. It's name, Johari, makes it sound rather exotic I always think, but in fact it was named after its inventors, who went by the names Joe and Harry.

The grid categorises information about a person as either known or unknown, both to themselves and to the rest of the team. 'Information' here can be knowledge, skills, thoughts, feelings - basically anything that can be known or unknown about a person. The point of the analysis is that the more that is known to all (the open quadrant, top left), the better a team can communicate and cooperate.

New! Workshops for Music Team Training

teamroles2I am delighted to announce a new set to add to my collection of themed workshops: in addition to those for choirs and choral directors I am now offering three designed specifically for music teams. Many choral groups have a team drawn from the membership to support their director in the musical development and leadership of the ensemble, usually involving some combination of assistant director, section leaders, vocal coach, librarian, and possibly performance coach.

The team members are generally appointed on the basis of their general musical/vocal skills, but many find, once in post, that their role also demands a variety of rehearsing and coaching skills in which they may not have much prior relevant experience. Learning on the job is a fine thing to do of course - often the director who appoints them will be doing likewise - but people feel more confident if they can receive some guidance and feedback on the way.

On End-Gaining

The concept of ‘end-gaining’ comes from Alexander Technique, which defines it as a kind of relationship with the world in which you are so focused on getting the result you want (gaining your end, indeed) that you go about it way which way without adequate attention to how, or as AT puts it, the ‘means whereby’. AT is all about inhibiting habitual or impulsive responses for long enough to assert control over the means whereby you do things.

End-gaining is on the face of it about impatience. It is also about focusing on outcome goals to the exclusion of process goals. The mind-set that leads people to game the system, or - in extremis - to cheat, is one of end-gaining, as it comes with an emphasis on extrinsic rather than intrinsic rewards. In other contexts, end-gaining drives you into that state of unhappy over-practising where you hammer away at the notes of the too-hard passage without stepping back to analyse either the musical structures that holds it together or the technical skills it requires. 10,000 hours of this kind of work produces injury rather than mastery.

On the Locus of Control

I have been thinking again recently about the concept of the ‘locus of control’, something I have mentioned every so often in this blog, but not mused about at length for some time. This is the idea that how you experience and interpret events is strongly shaped by where you attribute causation. If you believe that you make things happen, you have an internal locus of control; if you believe that things happen to you, your locus of control is external.

So I guess the first thing to note is why it is desirable to have an internal rather than external locus of control. On one hand, it affects how you feel about things: the sense that what you do makes a difference makes you feel more purposeful, less passive. You feel more optimistic about the future if you don’t feel like the victim of circumstance. On the other, it affects what you can achieve. Not everything we attempt is destined to succeed, but if we go in with the mindset that we can shape our own destinies, we are more likely to attempt things more often and to persevere longer in the face of obstacles.

Kahneman’s System 1 and Unconscious Prejudice

kahnemanDaniel Kahneman’s ideas about two different kinds of thinking helped me better understand two major areas in which I have long-term interests. I wrote about the first, the acquisition of skill, the other day. Today we get to mull over the thorny issue of unconscious prejudice.

Conversations about inequality and its impact in daily life are often fraught with anxiety and defensiveness because nobody really likes to think of themselves as unfair. Even more the case, nobody likes being accused of it - whether that is benefitting from an unfair advantage bestowed by others (aka privilege) or behaving differently to others along established lines of social hierarchy.

But research shows that many of the endemic structural inequalities we find in material terms are evident in social attitudes even of people who disapprove of them. Identical job applications are read more favourably when associated with a male name than with a female one. Measurements of pupil dilation show a more positive response to pictures of white faces than of black. Unconscious prejudice is clearly rife, but by its very nature is hard to identify and therefore hard to address.

On Kahneman’s Two Systems and the Acquisition of Skill

kahneman

Last time I wrote about this, I gave an overview of the Daniel Kahneman’s model of two types of thinking we use, their functions, and their relationship. Today I want to mull over the implications of this for teaching and learning.

The ultimate goal of skill acquisition is to get System 1 doing all your routine operations. You want to be able to do your thing fluently, automatically, with ease and pleasure. It’s not just that it feels good to work in this mode, it’s that complex tasks need so many decisions to be coordinated that even if you had the cognitive resources to make them all in real time, it would be too slow to work properly. This is how it feels performing on a bad day when your inner voice is hectoring you: you react too late, and then you over-react.

Thinking Slowly About Daniel Kahneman

kahnemanYou know you really should read a book when you find several people you know from completely different contexts all independently saying you’d like it. And when the most recent recommendation comes just before a long journey, you’re primed to make an impulse purchase when you see that book in a shop at the airport. My friends know me well: Daniel Kahneman’s Thinking, Fast and Slow turned out to be exactly the kind of book I’d enjoy reading, and then mulling over repeatedly.

My purpose today is to organise my thoughts about his central model of two modes of thinking referenced in his title: the fast, intuitive, associative System 1 and the slow, effortful and painstaking System 2. There may be future posts where I work through the implications of this model in various contexts - principally the mechanisms of unconscious bias and the process of skill acquisition - but before I start to untangle those, I need to get my thoughts straight about the underlying concepts.

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