Tag: success

  • The Habits of Highly Successful People

    Forget “The 7 Habits of Highly Effective People.” These days, gurus across the internet claim dozens of routines will put you on the path to fulfillment. In one camp, there are the evangelists of wholesome habits: Get up early, make your bed, and exercise, and you’ll inevitably encounter success. Then you have the mindfulness contingent, who says daily meditation will deliver clarity to even the most frazzled capitalists. Other habit-based programs take consistency to the extreme, suggesting eating and wearing the same things each day. If you’re skeptical of these well-intentioned suggestions, don’t kick yourself for your cynicism. It’s hard to know if any of these habits truly work for you––or anyone. That’s why we experimented on our own, surveying over 1,000 people on how successful they feel in several major life areas. We then asked them about their habits to gain a statistical view of the practices that correlate most closely with fulfillment. If you’ve wondered which habits allow other people to achieve their purpose and prosperity, you won’t want to miss our results. Read on to see how successful people consistently spend the one resource they can’t replenish: their time.

    Defining success, by demographic

    Defining success, by demographicBefore we explore any particular habits, it’s helpful to learn how people define success more specifically. After all, it’s something of an abstract concept, although most participants agreed on its major components: More than 80 percent identified happiness and freedom as essential parts of success. Fulfilling family life and good physical and mental health were also popular selections. Interestingly, a smaller percentage said success could be defined regarding professional growth, one’s job, or one’s income. Even fewer said a great sex life was an integral part of succeeding, with less than 40 percent of respondents saying this kind of passion was a part of their vision for fulfillment. Some compelling differences cropped up among men and women, however. Women were slightly more likely to emphasize freedom, family life, and physical health. Conversely, men were more likely to associate success with mental health instead. Generational contrasts included a drop off in focus on family life with each successive generation. Over 90 percent of baby boomers said family was essential to success, whereas only 75.7 percent of Gen Xers said the same. Among millennials, family life didn’t even crack the top five success characteristics.

    Calling ourselves a success

    Calling ourselves a successIn every life area we designated, baby boomers were most likely to claim success. Call them boastful, but bear in mind they’ve had more time to succeed––and appraise their experiences with more gratitude in retrospect. In many ways, younger generations were dramatically behind in self-reported success, such as in the realms of family, friendships, and mental health. Interestingly, however, millennials were more likely to call themselves successful than Gen Xers in most categories. Perhaps these findings reveal Gen Xers in the throes of a midlife crisis or the hubris of youth among the millennial crowd. Contrasts among men and women yielded interesting insights as well, with female respondents more likely to feel successful in their family lives, friendships, and relationships. Meanwhile, men had the distinct upper hand concerning mental health and stress level. In what could be interpreted as a grim indication of workplace inequalities, men were also more likely to feel successful regarding their professional growth, jobs, and incomes. Given the lingering pay gap in America, there may be good reason nearly two-thirds of women feel thwarted on the subject of earnings. Overall, however, roughly three times as many people called themselves “unsuccessful” versus “highly successful.” That statistic may speak volumes about human nature and self-esteem, but we have a more pressing question to consider: What do these folks who feel highly successful do differently?

    Habits successful people share

    Habits successful people shareWhen we considered which habits highly successful people practice to a much greater extent than unsuccessful individuals, two major themes emerged: cleanliness and healthy choices. In the category of tidy practices, we found highly successful people cleaning their cars, changing their sheets, and making their beds far more often. Some suggest completing these tasks can help us feel accomplished and in control, so we face the rest of our days with some momentum. The same could perhaps be said for healthy habits that highly successful cohort tended to practice, including exercise, taking vitamins, and resisting frozen or prepackaged meals. In addition to these habits, meditation was a common denominator among folks who felt highly successful, and notably absent from the routines of those who felt unsuccessful as well. In fact, meditation was the habit around which successful and unsuccessful people differed most in several key life categories: friendships, jobs, mental health, professional growth, and stress. Given these potential payoffs, it’s no wonder many companies are encouraging their employees to adopt meditation practices in the workplace.

    Sanitize for success?

    Sanitize for success?Let’s take a closer look at how cleanliness might correlate with success, comparing the frequency with which different groups tackle household chores. In every specific cleaning activity studied, those who felt the highest degree of success tidied up most often. This positive correlation continued at every level of self-professed success: Those who felt moderately successful cleaned up more often than those who felt only slightly successful, who did so more frequently than unsuccessful respondents. Sometimes, the immediacy of cleaning seemed relevant as well. Nearly two-thirds of highly successful people did the dishes right after they were done using them. Similarly, 61 percent of highly successful people folded clean laundry as soon as the dryer was finished. Then again, some orderly habits did not correlate with success according to our data. Packing unfolded clothes in one’s suitcase or sweeping dirt out of sight rather than into the trash didn’t seem to hurt anyone in the long run, nor did buying new clothes instead of doing laundry.

    Maintaining the body and mind

    Maintaining the body and mindSelf-care should pay off in obvious ways: You don’t need to be a dentist to understand the benefits of flossing. But our findings indicate highly successful people were quite disciplined in this regard and feelings of success were correlated with the frequency of these self-care efforts. This connection extended to measures aimed at maintaining physical health, such as exercise and dental care regimens, but highly successful people also read and practiced meditation more often, suggesting intellectual well-being is also paramount. Successful respondents were also more likely to consume news regularly, a finding that contradicts recent research suggesting staying constantly informed can actually prove harmful. Additionally, successful people were less likely to stay up late, perhaps because so many of them are early risers with busy days ahead. On the other hand, our data demonstrate no correlation between success and going to sleep early or waking up before one’s alarm. Perhaps when it comes to beauty rest, success demands a reasonable middle ground.

    Ingest for success?

    Ingest for success?In a victory for parents everywhere, breakfast really does seem to be the most important meal of the day––or at least essential to those who feel highly successful. Conversely, frozen or prepackaged meals negatively correlated with success. On other questions of consumption, however, our results were more varied. Interestingly, highly successful participants ate out less often than moderately and slightly successful peers, although unsuccessful folks dined out least of all. Similarly, highly successful people were actually less likely to conduct meal prep than moderately successful respondents, suggesting a complex relationship between this habit and success. We did find a strong connection related to groceries, however. Only a third of highly successful people tried to take as many bags in at once as possible to avoid multiple trips. Among all other groups, about half attempted this “overload” method.

    Success means saving

    Success means savingHowever much we resist materialism, financial concerns arise at many points in our lives and may shape our understanding of success. We found people who identified as moderately or highly successful were quite likely to have a range of investments, especially savings and retirement accounts. Conversely, less than a third of people who felt unsuccessful had a retirement account, and only a fifth were invested in stocks. These data resonate with broader concerns about Americans’ lack of retirement savings and other assets that might support them later in life. Although some have said homeownership is no longer part and parcel of the American dream, property ownership was substantially higher among people who felt highly or moderately successful. Additionally, less than a fifth of slightly successful or unsuccessful respondents had other investments, such as an ownership stake in a business.

    Healthy habits, healthy home

    Perhaps we’ll never incorporate all potentially healthy habits into our lifestyles simultaneously––incremental improvement is more attainable. If our findings have revealed habits you find admirable, establish some priorities and pursue them passionately. If our data suggest anything, it’s that small actions can have sweeping implications. So set a few manageable goals for yourself and discover achievement is possible. After all, hopeful thinking may be the most important habit successful people have in common. If you’re looking to transform your home into an orderly space conducive to good habits, you don’t have to go it alone. Whether in need of painting or pest control, Porch helps homeowners connect with trusted professionals. Letting the pros handle your home-improvement hassles––now that’s a habit we can all get used to.

    Methodology

    To compile the data above, we surveyed 1,005 people through Amazon’s Mechanical Turk. The surveys all took place in March 2018. Each person was first asked to answer how often they performed certain behaviors and later asked to evaluate their success levels on a scale of 1 to 7 in various areas of their lives. Scores across all categories were averaged to identify a respondent’s overall success level. All correlations presented relating to behavior frequency, unless otherwise stated, were found to have statistical significance through ANOVA and Chi-squared analyses. Because the information we collected relies on self-reported data, it may have issues relating to selective memory, telescoping, attribution, and exaggeration. Because “success” is a subjective term, we did not have an objective measurement for it and relied solely on a respondent’s appraisal of their success across several types of success.

    Content Originally Created by Porch.com

  • 5 Steps to Stay Focused When Teaching Online

    Try Balancing High Intensity Activity with Periods of Recovery


    It’s only noon; you’re halfway through teaching your third virtual class of the day, and you just can’t take it anymore. Even with the air conditioning on full blast and slurping down your third cup of coffee, you can’t stare at the screen any longer. You feel increasingly distracted, increasingly frustrated, and you’re not even sure why. Worse yet, you know your students are feeling the same way. In your gut, you know there has to be a better way to keep focused and energized.

    In-person classes and meetings are challenging enough; after all, there’s a reason why Patrick Lencioni’s book Death by Meeting was such a hit. Then came COVID-19 and everything moved online, presenting a familiar yet even greater challenge for educators: how can I ensure my classes are efficient and engaging in a virtual setting?

    The good news is that, right now, as we think ahead to upcoming semesters, we have the opportunity to change how we approach and design virtual classrooms. With a few simple shifts, we can make virtual classrooms more efficient, productive, engaging, and collaborative, all while ensuring our sanity and focus as educators. It may surprise you that we can turn to the nearby (likely closed) gym for tips on how to optimize online teaching—and make it more enjoyable.

    High-Intensity Interval Training: Not Just for the Gym

    Maximizing results in a minimal amount of time is a mantra echoed in the fitness world with a concept known as high-intensity interval training, or HIIT. According to Medical News Today, HIIT is exercise that involves short bursts of challenging activity followed by rest or lower-intensity exercise. Studies have found that even a short HIIT workout, done a few times a week, maximizes health outcomes including reduced body fat, improved cardiovascular and metabolic health, and improved mental health.

    Imagine yourself in a workout class. The sweat is pouring from your face and arms as you push yourself to do just one more sit-up. You hear the voice in your head telling you that you just can’t do anymore.

    Tell yourself you can do this! There is no magic pill, yells the instructor. You surprise yourself by completing two more sit-ups. Your heart rate slows as you sip water, wipe down your station, walk to the treadmill, and give the instructor a beleaguered thumbs-up.

    While many gyms are quickly adopting this trending technique, the idea of maximizing results by balancing intervals of performance and rest is grounded in the basic theory of human well-being. In The Power of Full Engagement, authors Jim Loehr and Tony Schwartz talk about energy as a resource, a currency for performance. Loehr and Schwartz make the case that it is maximizing energy, not time, that will give you the edge you need to perform and renew.

    If balancing rest and movement supports healthier bodies, it can also help our mental focus and attention. Short intervals of a complex work or learning task followed by periodic breaks ensure that when we re-engage, we are cognitively ready to give our best effort to our work.

    5 Steps to Make Virtual Classes More Productive

    So how can educators apply the benefits of HIIT to their virtual classes? It’s a five-step process.

    Step 1: Get into the Right Mental Zone

    Virtual classes are different from in-person ones, but that doesn’t mean they have to be worse. Embracing a positive mindset is the first and most important step in changing how you approach virtual classes.

    For your students, you need to be a supportive coach. A positive outlook has a long-term impact on achieving learning goals. Reward students with a virtual high-five. Invite classmates to offer each other appreciative feedback.

    And for yourself, adjust your mindset about how much you can do in a class session. To be realistic, cut your expected outcomes and productivity goals by half. If you have four desired outcomes to achieve in an in-person class, plan to accomplish one or two virtually. In other words, retain the outcomes and activities that are most critical, so that you have the leanest, most essential program.

    Step 2: Hold Concise, Purposeful Class Sessions

    In a HIIT program, you might target arm strength on Monday and cardio and core on Tuesday. This ensures that you can work out consistently, building habits for success and not burning out any single muscle group. Apply this to your virtual teaching approach. Avoid squeezing a whole week’s worth of activity into one day. Remember that each activity takes longer online, while the attention span of your students shortens.

    You would never spend a whole workout watching your coach demonstrate the exercises. Participation—not presentations or lectures—is the most important part of a class session. Presentations are a one-way delivery, the equivalent of watching a YouTube video or the evening news. Reserve class time for participatory work that requires collaborative discussion.

    For long lectures, consider sending out a pre-recorded video or podcast. This enables students to engage with the content when they are ready to listen attentively. Then, when you do get together online, you can use your time discussing or working through the material.

    You might also consider creating a reverse classroom, where each small group learns a different part of the lesson and teaches it back to the entire class. In other words, think of your large class as several small group modules, and give students as much time as possible to get their hands (metaphorically) on the content.

    Step 3: Regulate Activity in Short-Burst Intervals

    Approach the design of your class session the same way you would design a HIIT program, in short-burst intervals like the ones shown in the figure below. Avoid presentations that run longer than 10 or 15 minutes before you have students engage in some way. Even a light activity, such as asking questions via the online platform’s chat function or taking a quick poll, is enough to hold focus.

    Favor small-group work and experiential learning whenever possible. If you have an hour of class time, think of ways to break it up into intervals of presentation, participation, reflection, and individual silent work and study, with the educator on hand to answer any questions that arise.

    Vary the activities you use to deliver content. Avoid too much frontal teaching or “talking heads.” Mix it up with engaging videos and breakout groups. Experiment with using an online shared workspace, such as a Google document or a MURAL board.

    You could splice up a long lecture into 15- to 20-minute chunks. Deliver a small chunk of content, then put the students into virtual breakout groups to discuss what they learned.

    Don’t forget to build in time to towel off and grab a sip of water. Ninety minutes is as long as a group can go without a break. A five- to 10-minute break every hour is recommended.

    Step 4: Set the Group Up for Success

    No one wants to do a workout they dread. Design your sessions to be ones people want to attend. Just as it takes time to transition from one workout circuit to the next, build in extra time for people to connect before diving into the next activity. Especially right now, people crave social connection. Build in five or 10 minutes for socializing in breakout sessions, if you can.

    And just like there is no one-size-fits-all workout, each person has different needs, attention spans, and energy for participation in an online class. Small-group breakouts give extroverts the space to talk through their ideas. Time for individual reflection gives introverts the space to think through what they would like to say.

    Step 5: Safety First—Warm Up, Cool Down, and Transition

    To work out without injury, we must warm up, know our equipment, cool down, and stretch. To lead a virtual class without “injury,” we must also take a few steps to ensure the well being of the class. This could mean incorporating agreements or ground rules up front to provide a safe space for collaboration. A few important agreements for virtual classes include the following:

    • Be present and eliminate distractions
    • Mute yourself when you’re not speaking
    • Use chat and virtual hand-raising when you want to speak

    The term “ice breaker” is often accompanied by eye rolls. Think of an ice breaker as a warm up, something that you do to help a group get ready for the hard work. You don’t run without walking first. You don’t lift weights without stretching first. A virtual ice breaker not only gets the group connected and ready to work, but also gives everyone a chance to play with the technology before beginning a session. Build in energizers (see sidebar) before each large content piece, as a way of warming up and maintaining a steady burn.

    Cooling down is just as important as warming up. In working with students online, this means three things:

    1. Summarize the learning objectives. Today, we learned about what led to the Great Depression.
    2. Clarify any remaining questions. Are there any parts of today’s lesson that were unclear?
    3. Announce the next topic and any upcoming assignments or examinations. Next time, we’ll look at what led to World War II, and your essay on life during the Great Depression is due Tuesday at 3 p.m. EST.

    Teaching and Learning at Our Best

    With the world in a constant state of uncertainty, it is hard to find things we can control. How we spend and share time in class is something that can be shaped. Applying the HIIT formula to virtual classes is one way of finding our balance, focusing, and performing at our best with the tools and resources we have.

    Original Content Courtesy of Harvard Business Publishing Education

    Written by: Rae Ringel, Brian Tarallo, and Lauren Green