The Good Project Core Concepts: Excellence

by Lynn Barendsen

At work, when and how do you consider questions about excellence? Some further questions that might come to mind about excellence at work are:

• Do you have time to reflect and consider the quality of your work?

• Do you answer to an immediate supervisor, and does their opinion impact your understanding of excellence at work?  

• Do you supervise others, and do you regularly discuss what is and isn’t quality work with them?

• How do you do your “best” work?

• Does your current work allow you to make the most of your skills?

• What is the relationship between high quality work and “good work”?

At The Good Project, “good work” is about three “Es”: ethics (contributing to the world in a positive way and doing no harm), engagement (meaningful, fulfilling), and excellence (high quality). This blog focuses on excellence: what we mean by this term, how it has evolved since our research began, and particular contexts to take into account when reflecting upon and discussing excellence in today’s climate.

During our original research of the nature of “good work” in the mid 1990s, we identified practitioners to interview via a process of recommendations, based predominantly on excellence. Each time we began to study a new profession (genetics, journalism, medicine or law, for example), we would conduct a series of informant interviews, talking with experts in that field. These “gatekeepers” would help us to identify emerging issues in that particular profession; they also helped us to identify established or emerging leaders. When we asked about leaders in the field, we asked only about excellent, or high quality, work; we didn’t ask for the most ethical leaders, nor did we ask about those who found meaning in their work. In other words, when we first began our research, “excellence” meant expertise: high-achieving, well-known, respected work. We wanted to talk with those who were leaders in their various professions in terms of high quality work (the other two “Es” were identified as a result of the data gathered through conversations with “excellent” workers).

In the decades since this research, our understandings of excellence in work have evolved in multiple ways. Today, we believe that it’s critical to take into account how personal standards for excellence may differ from one another. For example, someone who has been working in a particular field for decades will have developed a level of expertise not possible for a novice; someone raised with wealth and privilege will have a different approach to work than someone struggling with food insecurity and lack of housing. There are many other examples of difference with respect to the factors that impact how individuals approach their work. If we truly want to encourage excellence in work (not to mention ethics, engagement and other elements of good work we have yet to identify), everyone must feel motivated and supported, and we must recognize that what works for some doesn’t work for others. Often, excellence is our individual “best” effort, determined by any number of factors, at a particular moment in time.

Although an individual “best” on any given day can shift, what’s important are the standards to which we hold ourselves. We bring varied notions of excellence to the table based on a number of factors, including cultural and socioeconomic backgrounds, neurological and other differences. That said, there are of course standards of “excellence” that are important to keep in mind. For example, a surgeon’s “personal best” on a given day is not enough if it puts a patient’s life at risk. If she is tired and not able to meet her profession’s standards, perhaps her personal best on that day involves rest and recuperation rather than work in the operating room. Importantly, this is why we also have professional standards that must be met, so that is not just up to individual, personal judgment.

On The Good Project, we have come to believe that the concept of excellence - like the full good work framework - is:

• attentive to the particular qualities and behaviors we want to cultivate in ourselves and others; 

• more than meeting a particular benchmark (like a grade) and is attentive to complexity;

• regularly reflected upon for insight and growth; 

• guided by personal values and is context specific but open to flexibility (e.g., excellence as a nurse looks different than it does for a journalist, a restaurant worker, or a teacher)

An additional important question, especially considering the current mental health crisis: is striving for the “best” necessarily a good thing? As Jennifer Breheny Wallace has highlighted in her bestselling book, Never Enough, optimizing performance has become toxic and dangerous in an achievement culture within a particular subset of the population. (Some solutions to this toxicity are suggested in this interview with the author.) Also crucial to any conversation about excellence is an understanding about difficulty and even, at times, failure: how do individuals respond to obstacles in their work? As a recent article on Failing Well explains, “intelligent” failure is common with innovation, and if learning happens as a result of a failed experience, the net result may in fact be positive.

When we work with high school students, we have had to make clear that we are not insisting that every student be “excellent” every day and in every way. But where and how these lines are drawn are important topics of conversation, for educators, for students, for school communities as a whole and of course, for families.

Some questions we continue to ponder:

• Does all work have to be “excellent,” or can it be really good or great? Does this vary by the work carried out? What is the relationship between “perfection” and high quality work? Do you need to be an expert to do excellent work? What is the relationship between competence and high quality work?

• How are our expectations of “excellence” connected to the number of people impacted by the work carried out? Is there a difference, for example, in what we expect of a rocket scientist or an architect because the work they do can potentially help or harm a large number of people?

• Do we consider the years of training required to do a particular type of work, or the number of years someone has been in a particular position, in our expectations about excellence? In other words, do we expect more in some ways of a lawyer than a school bus driver, or more of a chef who has been in the kitchen for 15 years than one who has been working for 5?

• How are our understandings of excellence connected to the responsibilities of a particular type of work?

• What are the differences between the process of excellence and the product of the work? Consider, for example, the “journey” towards excellence versus the actual product of “being” excellent. Sometimes failing along the way is a positive process, as it allows for innovation. What are the important distinctions between the process of work and the end result of those efforts?

Below are some resources from The Good Project that you might use to explore excellence:

• A video describing the three Es of excellence, ethics and engagement

• “The Meaning of Grades” Dilemma

• “When In Doubt, Make it Excellent” Dilemma

• Famous Failures Activity

• What is Excellent Work Activity

Good Work for Brazilian Educators Featured on CNN

Professors Valéria Arantes and Ulisses Araújo of the University of São Paulo have for the past several years been working on an investigation of “good work” with Brazilian educators, part of The Good Project Brasil (link) initiative. Our team has been excited to observe how ideas from The Good Project have been applied in the Brazilian context.

Recently, this work appeared on CNN Brasil in two video features that highlighted ongoing research and implications for teachers, which we share below for our readers. (Note that the videos are in the original Portuguese.)

The first video spotlight described the investigation that Arantes and Araújo have done of “good teaching,” including the 3 Es of good work (excellence, ethics, and engagement). In interviews with 2,000 Brazilian public school teachers, participants were asked about their values and sense of purpose within education. Questions included:

1. What are your goals and plans for the coming years and a brighter future?

2. Tell us about your life purpose, describing in detail your thoughts, feelings, and actions about them.

83% of teachers in the sample described education as central to their vision of life. 88% commented on excellence, while 56% described a commitment to ethics and responsibility. Arantes, Araújo, and their colleagues conclude that teacher trainings should support educators to develop purpose and foster socioemotional skills.

The second feature includes teachers’ responses to a question regarding their “dream school,” with 97% of respondents desiring change from current educational models. Themes discussed by teachers included more democratic and inclusive institutions; active learning pedagogies; and a focus on citizenship.

We congratulate Valéria, Ulisses, and their team for this recognition of their work and look forward to continuing to follow their progress! 

The Difference an “n” Makes: A Good Project Puzzle

The other day, I was speaking to a friend about what we, as older scholars, should be saying and doing at this time–a historical moment fraught with political, pandemic, and personal challenges, and, perhaps, with opportunities.

He began speaking, and said “As XX said…” As soon as he had enunciated XX, I had in mind one French person, but he was actually about to quote another one.

Person 1: Jean Monnet—was a French economist and political leader. He is one of my heroes; in fact in my book on Leading Minds, I devote a chapter to him.   

The First World War convinced Monnet that the centuries-long pattern of European nations (and then states) entering into predictable combat was extremely destructive; it ought not be allowed to continue. And so, for the next half century, he led the efforts to create a United Europe. And though Europe experienced another even more devastating war, and there continued to be opposition, Monnet was able to witness the creation of the European Union and to observe a peace that has held for more than half a century… alas, whether it will remain at peace is uncertain at this fraught moment.

Two quotations capture the thinking and the program of action of Jean Monnet:

“Europe has never existed. One must genuinely create Europe.”

“There will be no peace in Europe if the States rebuild themselves on the basis of national sovereignty, with its implications of prestige politics and economic protection... The countries of Europe are not strong enough individually to be able to guarantee prosperity and social development for their peoples. The States of Europe must therefore form a federation or a European entity that would make them into a common economic unit.”

But my friend actually had in mind Claude Monet, quite likely better known to the public-at-large. The great painter epitomizes the breakthrough that was Impressionism; he is probably more valued than any of his artistic colleagues. Like his younger namesake, Claude Monet was also tremendously upset by the warring countries. But— a generation older—Monet felt that his greatest contributions could be made by continuing to paint the way that he had, even when he became frail. And indeed, for well over a century, his artistry has given pleasure—and sometimes inspiration—to millions of viewers around the world. As Claude Monet put it,

”Yesterday I resumed work. It’s the best way to avoid thinking of these sad times…if these savages must kill me, it will be in the middle of my canvases, in front of all my life’s work.”

Those of us who are involved in the study and the stimulation of the good—good persons, good workers, good citizens—face a similar choice. We cannot delude ourselves into thinking that our efforts alone will have an effort on the larger scene—though that does not mean that we should not try. But it is legitimate for us to wonder—should we continue to carry out research and writing; should we drop our work and become political activists; or should we attempt to lead the life that we admire and respect and hope that our example will also influence others.

To make it more vivid, we can personify this dilemma: Does it make sense to devote our selves to a political activist life, like Senators John Kerry or John McCain; to the creation of powerful art, like novelist Toni Morrison or painter Helen Frankenthaler; to the improvement of world health, like the recently deceased Paul Farmer; or attempt to straddle between art and public life, like cellist Yo-Yo Ma?

We need to understand the world; but we also need to know ourselves.

Afterthought:

I felt a bit foolish that I was thinking of one Monnet, while my friend had in mind the other large personality—Monet. But I am not the only one who was confused. Decades ago, Pamela Harriman was being considered to be Ambassador to France. Senator Jesse Helms opposed the nomination because he thought that Harriman belonged to a political Society— the Jean Monnet Society that supported a united Europe; but actually Harriman belong to an artistic society that honored painter Claude Monet. She was confirmed (click here to learn more).

One “N” –or, in social science terms—an “N” of one—can make a big difference!

Reference

Gardner, H. (1995). Leading minds : An anatomy of leadership. Basic Books.

Values in the Pandemic: Have They Shifted, and if so, How?

by Lynn Barendsen

What do we value, and how do we spend our time?  Both are key topics on the Good Project; it’s my hunch that responses to both questions have been considerably impacted by the pandemic.  In what follows, I review some research evidence and share my own reflections.

In my analysis, perhaps not surprisingly, values HAVE shifted. Perhaps more puzzling is the nature of the relationship between our values and how we occupy ourselves.  As we all know, the past two years have seen a remarkable change in our daily activities as we’ve adjusted (and readjusted, and then readjusted again) to the realities of life during a pandemic. So: have our values evolved because our activities have changed, or have we changed our activities because of what we value?

How we spend our time is clearly related to what we value.  Perhaps we do what we do because of what we value, or alternatively, perhaps we recognize our values—and whether or not they are being honored-- because of how we’ve been spending our time.  As this (link here) New York Times article points out, during the pandemic, individuals spent far more time alone, or only with close family members.  For some, this may mean a renewed appreciation of solitude (what they have); for others it may mean a recognition of the value of spending time with other family and friends (what they can’t have).

Two studies help to unpack these issues a bit more. A study (link here) of over 1000 Australians, ranging in age from 18-75, was conducted over several years (both pre and post pandemic);  the study revealed two sets of contact post pandemic (one at the beginning, and one 8-9 months later).    Using Shalom Schwartz’s (link here) categorization of values, the authors cite four sets of values: conservation values, openness to change values, self-transcendence values and self-enhancement values.  Three of the four categories (all but self-enhancement values) changed during the pandemic.  Conservation values (keeping safe, preserving order, stability and tradition) all became more important at the beginning of the pandemic, and as time passed, remained consistent at their new level.  Perhaps in this case, the actions related to “staying safe” and positive results reinforced the importance of the value of stability.

Openness to change values (independence, seeking adventure, creativity, change) decreased at the beginning of the pandemic, but later, increased.  At the beginning of the pandemic, individuals had less opportunity for adventure, certainly outside their homes; as time went on, perhaps adventure and creativity became increasingly important as individuals sought alternative modes of entertainment.  

Self-transcendence values (caring for others and for the world) were initially stable, but later decreased.  The authors suggest that perhaps as a result of being so focused on self-preservation, individuals had little capacity left for empathy. Importantly, many countries were more severely impacted by the pandemic than Australia, so it’s crucial to consider alternative, more extensive studies. 

Another study (link here) was conducted by the research agency Glocalities. Investigators interviewed 8,761 individuals in 24 countries, 9 months apart, at the beginning and end of 2020. The study sought to understand how the pandemic impacted individuals’ beliefs and values.

Not surprisingly, individuals increasingly value health and precautions, or taking care. As freedoms became more limited (i.e., as a result of lockdowns), they became more valued.  Additionally, a heightened awareness of economic disparities has led to increased calls for equity. The report concludes that although individuals are increasingly pessimistic and worried, they are simultaneously revisiting their values and thinking more about others besides themselves.  Interestingly, this contradicts the Australian study (which found a decrease in caring for others and the world). 

These are just a few examples of what will likely become an ongoing investigation into the impact of these past two years on individual values.  Clearly there are ambiguities that need to be resolved. Whether these initial trends are short or long term, whether they hold true across racial, cultural, socio-economic and other differences, is still to be determined.  But these are important questions, and we will continue to look for any emerging patterns.

Closer to home, over the course of the pandemic, our GP Team has had many conversations with colleagues (and ourselves) about values.  We consider ourselves fortunate. Although each of us have been impacted both personally and professionally by the pandemic, unlike many around the world, we have been able to keep working and able to do so from the safety of our homes. Of course there have been challenges (juggling parenting responsibilities with work responsibilities, for example), but for the most part, we have all appreciated supportive colleagues and work that feels important and timely. 

Additionally, we’ve remarked upon the fact that ethical dilemmas (a core component of Good Project resources) are in abundance these days. Constantly struggling with the best decision (as it’s not always clear that there’s one “right” answer) is important and exhausting. Often it comes down to values, and what we value most.  Or, as Michael Rozier explains, “our choices, individually and collectively, reveal who we are and who we want to be.”  In an article (link here) written relatively early during the pandemic (May 2020), this scholar asserts that the pandemic offers an opportunity to embrace previously undervalued virtues such as self-sacrifice and prudence.

Curious to consider whether – and, if so, how-- our own values have shifted over the past two years, four of us recently revisited the value sort (link here). Interestingly, three of us rated “creating balance in one’s life” and “rewarding and supportive relationships” in our top four values.  Three of us also had either “understanding, helping, serving others” or “social concerns, pursuing the common good” as one of our top 4.

I don’t want to speak for others, but for me the exercise brought about some useful realizations. I recognized that balance feels more important than it has before because the line between my personal and professional lives feels more blurred. For the bulk of the past few years, both my husband and I have been working from home, and for some of that time, our two college-aged sons were also working at home. We tried hard, for example, to make weekends feel different from the week and to establish boundaries.  Now that our sons have returned to college and it’s just the two of us, it’s easier to just keep working well into the evening, and balance becomes increasingly important. This was exacerbated during the lockdown when our usual exercise (regular martial arts practice at our dojo) was impossible. I recognize that I value balance more because I’ve missed it, and because I realize how essential it is to my peace of mind.

Additionally, both the pandemic and our current fraught political climate have made me more aware than ever of economic disparities. Financial status has had a major impact on how individuals experience the pandemic, and economic divides - previously substantial - have only increased. I feel more responsibility than I ever have before: to do work that’s important, to think about my neighbors, to be careful and responsible in my actions.  The impact of everything we do, of all our actions, feels real, and I’m constantly examining my decision making.  This is why “understanding and helping others” and “honesty and integrity” are in my top four. 

To return then to one of my initial questions: have my values shaped how I spend my time, or is it the other way around?  I’ll hedge and say it depends. There are core values that will always be a part of how I approach the world - “rewarding and supportive relationships” come to mind. No matter what the current climate, these will always be something I place high on my list of values. But other values may shift in and out of the top four depending on events. The momentary pause to reflect is helpful and serves as a check in the midst of an otherwise uncertain time. Am I still acting in ways that are true to me?  What IS important right now?

Have a look at the value sort (link here) and our video (link here) which asks you to consider how you spend your time.  We’d love to hear if you’ve noticed any changes in your own perspective, and if not, why you think your views have remained consistent over time.

You Told Us, We Listened: New Video Dilemmas!

In our work with educators, we hear it’s become increasingly difficult to engage students in discussions. In a recent conversation, teachers told us that it might be helpful if there were more video dilemmas available on our website to help spark these conversations. Just in time for 2022, we now have two new video dilemmas [link here] available! 

For those working with The Good Project Lesson Plans [link here], these new dilemmas are drawn from Lesson 1.2, which asks students to use a “See, Think, and Wonder” routine to learn how to differentiate and understand the relationship between “good work” and just “work.”

The first dilemma, “The Meaning of Grades [link here],” explores a Professor of Engineering’s relationship with grade inflation and its impact on his students’ future prospects. The second dilemma, “When in Doubt… Make it Excellent [link here],” tells the story of a high school student who turns around his school’s journalism club’s culture of making things up.  

Take some time to review the dilemmas and try engaging in the See-Think-Wonder routine on your own. 

• What do you see in these narratives? What do you notice? How do you see these narratives relating to the 3 Es?

• What do these narratives make you think about? Do they relate at all to your own life? 

• What do these narratives make you wonder? Do you have unanswered questions?

The Good Project Website Video Dilemmas