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Recalibration II.

Motivation: … the psychological feature that arouses an organism to action toward a desired goal; the reason for the action; that which gives purpose and direction to behavior.” (Source unknown)

In my last post, I highlighted three main areas where I would like to improve – self-motivation, perseverance and connection.  In this post I’ll continue my exploration of motivation.

All too often, the word “motivation” has a positive connotation.  After all, how often do you hear public speakers or other leadership types exclaim “Be Motivated!”  Because of this, how can one not assume that being motivated is always the right thing to do?

In contrast to public opinion, I believe that being motivated to do something isn’t always the right decision.  Why?  Because you could be motivated to do the wrong thing – i.e. something that is misaligned with your core values and/or for the wrong reasons.  In the above definition, it’s easy to assume that the goal or “reason for the action” is clearly known, but in many cases it may not be.

In thinking about this concept, my belief is that truly understanding what motivates one to do something can ultimately help one achieve a particular goal faster than if that level of awareness is left unchecked. Along a similar path, gaining this understanding early on can also highlight whether the goal should be abandoned entirely – i.e. is being motivated truly the right path in a given situation?  In short, I think one needs to have a clear understanding of the goal (and the reasons why achievement of that goal is worth the pursuit) before being motivated to act.

Let me share a personal example to illustrate this concept in more depth.

I grew up in a family where education and success went together.  Over time, I started to believe that my success (the goal) was primarily dependent upon my education.  Not withstanding my desire to learn, even after my master’s degree I continued to take classes in the hope that I would eventually acquire enough knowledge to be “successful”.

My business coach challenged this long-standing belief late last year when I started formulating the basis for Big Generator.  Up until that time, I never thought that I was truly ready to move forward.  Did I know enough?  Did I have enough experience? The answer is that I’ll never know enough.  Thus, I consciously decided to accept this fact and the rest would need to come with more experience.

This example is relevant because being motivated to continue with my education vs. moving forward with my business could have been the wrong decision over the long-term.  Thus, being motivated to carry out the wrong goal for the wrong reasons doesn’t make the activity right.  Instead, being motivated to advance the business while continuing to gain knowledge is the right decision for me at this time in my life.

Formal education, while deemed worthy in nearly all contexts, is actually the direct opposite in this example.  In essence, formal education was employed as a “motivator” to help me meet a goal that I call “success”.  However, “success” takes more than being well-educated.  Thus, taking inventory of what I wanted to do and identifying the right motivators allowed me to break out of this cycle and make alternative decisions.

This isn’t to say that there will not be times when the mantra of “get motivated” doesn’t have value – particularly in situations where you aren’t excited about the path you’re on, but there really isn’t any choice but to use an alternative (positive) perspective and go ahead with the task at hand.  However, in the grand scheme of things, it’s important to understand what it is that you want and build a motivation framework to help you achieve that which you are seeking.

In my next post in this series, I’ll go into more depth about this framework and show some guidelines to make sure that you are motivated for the right reasons.

PLANESCAPE Generation 3: “Regeneration”

As mentioned briefly in the BIONIC post, I have been working fairly consistently on defining the next generation of PLANESCAPE, which I call “Regen”.  Over the next several posts, I will share the details behind this new approach as well as its multiple “advancement subsystems”.  I believe this new framework will allow even more intellectual and interpersonal growth over the coming years, so I am excited to share this here!

Q: What is Regeneration (or “Regen”)?

“Regen” is the third major release of the Planescape advancement framework.  It is an evolution based upon personal and professional experiences over the past 3-4 years, extensive research and intense self-analysis.

Q: What was the catalyst for Regen?

It is difficult to pinpoint “one” main driver.

At some point in 2008 I came to the realization I was not taking care of myself.  Unfortunately, by the time I realized this, my overall self-confidence and self-esteem were at an all-time low.  Recognizing this, I took steps to read more about the challenges I was facing and what I could do to better understand who I was, how to manage my thoughts, and advance to the next level of “life”.

I also came to a realization that I didn’t have a clear sense of my values.  In fact, up until this point, I really had not taken the time to identify values that were ultimately important to me.

Finally, I think came to the conclusion that things in my life were not “working” and I needed to make significant changes to make things better.

Q: How does Regen differ from previous Planescape “releases”?

When I first came up with the idea for Planescape, there was no real concept of an advancement “framework”.  Or if there was, the framework was quite simple – it consisted of dividing my life into short-term “phases”.  Each phase served as an entity for identifying and tracking goals for a 3-6 month time period.  It was a way for me to document my history and to learn from that history.  I call this “Version 1.0”.

Version 1.5 introduced the “Plane” concept.  At this point, I realized that the phases seemed to exhibit a natural “evolution” all on their own.  I wanted some way to capture this evolution while at the same time identify a long-term vision and align these phases within that vision.

Version 2.0 saw the introduction of numerous “foundational” elements.  It was at this time where I realized that having short and long-term goals was not enough to be successful.  In this version, I introduced “containers” for a formal self-esteem framework, standards and values, principles and “modules” for dealing with crises and even death.  This version also started to explictly define “areas of concentration” – i.e. what were the key things that interested me and that I wanted to pursue?

Version 3.0 (“Regen”) takes many of the ideas first explored in Version 2.0 and takes everything to the next level of refinement.  The main elements contained in this version include advancement “subsystems”, a “living rulebook” and value / strength / principle “inventories”.

“True” and “False” Advancement Experience

Ten years ago (yes, I think all the time), I wrote the following article about two concepts that I labeled “true” and “false” advancement (learning) experience:

True advancement experience (TAE) is experience that is pro-active and “real”.  Information is obtained on the way to a clear goal.  The more information and experience that is turned up along the way strengthens the overall advancement experience.  A goal must exist in order for true advancement to occur.

False advancement experience (FAE) is experience that is wasteful and potentially meaningless.  FAE occurs when there is no key goal in place.  Information that enters the system becomes quickly assimilated, but due to the increased flow, the retrieval and retention rate is decreases dramatically.  Information overload will always occur in this type of learning environment.  An example of a FAE is spending an increased amount of time configuring a windowing system when the command-line interface is already sufficient.  Experience gained from system-specific configuration is mostly FAE since most of the time spent is due to lack of planning and documentation more than anything else.

Knowing the differences between TAE and FAE is very important to overall advancement.  Time is always a commodity; therefore it must be used wisely.  Know exactly what you are attempting to learn and what you need to accomplish, and your advancement and success rate will increase.

Ten years later, has my perspective changed about TAE and FAE?  Yes and no.  Let me explain.

Let’s say that you are interested in computer graphics, and you have an interest in animation.  One potential starting point is to acquire a 3D animation program and start learning the basics.  After installing and launching the application, you are overwhelmed with the number of features.  This is where things become interesting.

If you start investigating other aspects of the program that have nothing (or little) to do with animation, you could label this “false” advancement experience since what you are learning is not essential to your end goal.  In contrast, if you stay true to your goal of becoming an animator (or at least learning how) and just focus on aspects of the program that involve “animation”, you will gain the experience that you were originally interested in and thus have gained “true” advancement experience.

One possibility of course is that you could choose to learn about other aspects of the program first and then eventually get back to the core “animation” functionality.  In this way, you are just taking a slight “detour” from your destination to gain broader context.  Is this really “false” advancement experience?

Another possibility is that you choose the second path – i.e. “true” advancement experience – and find out that you have to learn other aspects of the program to be able to start animating.  More specifically, you may need to learn how to create a 3D model that you can eventually animate!  Is this really “true” advancement experience?

As you can see here, labeling one’s learning (or advancement) experience as “true” or “false is perhaps too restrictive.

Given my pursuits of numerous goals, I think learning effectively comes down to awareness (“what do I want to learn?”) and focus (“how do I want to learn the material?”).

For example, in order to gain the most from your learning experience, you need to know what you want to accomplish.  The answer could very well be “I don’t know”.  This is a perfectly acceptable answer as it provides you with a lot of freedom to explore different areas.  In contrast, if you know that you want to be an animator (using the example above), this at least gives you a “learning beacon” towards which you can navigate.

Once you have awareness, you now need to focus.  Assuming you know you want to learn animation, you can still explore other areas of the software application without feeling that you are veering off-course.  The trick here is that the degree of your focus will determine how much time and effort you spend in a different area, and whether you ultimately return to your original “path”.

For example, let’s say that you need a 3D model to animate.  Instead of taking a separate path to learn how to model, you could instead focus your efforts on using an existing 3D model.  This would save you time and get you back on track.  But here again, there is some risk in being “too” focused on your end goal.  At some point you will eventually need to learn how to model new objects to further broaden your experience.  Should you do that now or later?

At this point, you can start to understand some of the challenges I’ve personally faced in learning new things.  My personality is one that loves to learn and build connections between unrelated topics.  Because I understand the benefits, I allow myself considerable freedom to explore new areas and concepts to formulate new ones.  However, as I learn new material, I take time to continuously refine where I am going (i.e. “awareness”).

In summary, when taking on a new challenge, take the time to gain awareness of what you want to learn and try to map out a strategy on how to accomplish your goal.  Once you get into the learning process, you will find new “pathways” that you need to consider taking.  Don’t be afraid to take these paths but keep your destination in mind, and don’t be afraid to change the destination.