Living Large in Seventh Grade

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NaBloPoMo 2018: What I’m Learning

Did you know that Abraham Maslow never represented his hierarchy of needs as a pyramid?  I didn’t either!  To be clear, I have not read the paper I just linked; it was linked in a different article I read today, describing more about Maslow’s work than I have ever known before.  It’s in Scientific American, entitled, “What Does It Mean to be Self-Actualized in the 21st Century?” by Scott Barry Kaufman.

Especially later in his life, Maslow’s focus was much more on the paradoxical connections between self-actualization and self-transcendence, and the distinction between defense vs. growth motivation. Maslow’s emphasis was less on a rigid hierarchy of needs, and more on the notion that self-actualized people are motivated by health, growth, wholeness, integration, humanitarian purpose, and the “real problems of life.”

I was intrigued by this piece because I remember so clearly when I first learned about Maslow’s Hierarchy.  It was in seventh grade, and I can’t remember anymore the class or context.  I just recall that it made so much sense, and I felt such a swell of joy at the possibility that something so complex could be distilled and explained so simply.  It would have been fair to predict at that time that I would go on to become a psychologist.  The boy I had a crush on that year (and all through high school, actually) asked me where I saw myself on the pyramid.  I remember looking at the tiers and thinking, very clearly, oh, I’m at the top.  I felt a little sheepish, afraid I would be seen as bragging, but it was the honest answer, and I said so.  “Bullshit,” was his reply.  I can’t remember our verbal exchange thereafter, but I think I was able to convince him that I really felt like I was ‘there.’  And I left that encounter feeling both a bit more self-aware and also proud that I had stood my ground and defended a truth.  You could also have guessed I would later entertain a brief interest in law school.

Kaufman has revisited Maslow’s work, including his hierarchy of needs, and evaluated the components in the context of modern life.  Reassuringly, 10 of 17 of Maslow’s self-actualization characteristics still stand up to ‘scientific scrutiny,’ (not sure how he measured this).  He names the ten characteristics in the article, and you can ‘take the quiz’ to see how self-actualized you are today.  I love quizzes like this.  I have done the Myers-Briggs at least 5 times.  Others I love are Gregorc Mind Styles, Insights Discovery, and the Gallup Strengths Finder.  The most useful ones tell you what you already know about your strengths, and also offer advice and insights on how to manage your blind spots.

But the most interesting aspect of Kaufman’s article to me was Maslow’s interest in self-actualization and its relationship to self-transcendence.  We can understand self-actualization as ‘achieving one’s full potential’ and self-transcendence as ‘decreased self-salience and increased feelings of connectedness,’ (again, not read the paper; it’s linked in Kaufman’s article) or basically subsuming and/or integrating oneself within a greater whole.  At first you may think that these are mutually exclusive states of mind and being.  The coolest thing is that it’s not actually an either/or proposition; it is absolutely both/and:

While self-actualization showed zero relationship to decreased self-salience, self-actualization did show a strong positive correlation with increased feelings of oneness with the world.

Self-actualized people don’t sacrifice their potentialities in the service of others; rather, they use their full powers in the service of others (important distinction). You don’t have to choose either self-actualization or self-transcendence– the combination of both is essential to living a full and meaningful existence.

It reminds me of another subsection of Chapter 3 in Leading Change in Healthcare, wherein Suchman et al discuss holding the tension and balance between self-differentiation (clear sense of individuality) and attunement (deep awareness and acceptance of how we are connected and resonant with those around us).  It also reminds me of Brené Brown’s work on trust; she describes eloquently in Rising Strong how we can neither trust others nor be trustworthy ourselves without clarity and boundaries around who we are and our core values, and living in that integrity all of the time.

Once again, I find encouraging and validating evidence for something I really feel I have known since an early age:  We are all our best selves and our best communities not in competition, but in collaboration.   Cohesion in diversity weaves a stronger social fabric of connections, more flexible and elastic.  But that means we need to know exactly what we as individuals each bring to contribute.  Personal, intrinsic meaning and purpose are foundational for substantive interactions with others and resilient communal relationships.

Our world can meet each and every one of our physiologic, psychologic, and self-fulfillment needs—we can provide this for one another.  We can each strive for our own goals, alongside our peers, and still help each other on the rocky, uphill parts.  We really need to stop with the scarcity thinking and get on with the business of working together, maximizing each of our strengths, and making society better for all of us.

Onward.

Fear, Ego, and Control

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NaBloPoMo 2018:  What I’m Learning

In this post I will attempt to describe some exciting connections between readings from the Harvard Business Review, Dr. Anthony Suchman and colleagues, and Carol Dweck.

An HBR article landed in my inbox this week, catching my inner Imposter’s attention.  The title, “Ego is the Enemy of Good Leadership,” triggered my ‘Is that me?’ reflex.  Because much of the time, I think I’m a pretty good leader (“I’m awesome”).  But I’m forever fearful that my ego will get the best of me and make me exactly the kind of leader I loathe (“I suck”).  I saved the article to read later.

Meanwhile, I continued to Chapter 3 of Leading Change in Healthcare: Authentic, Affirmative, and Courageous Presence.  Basically this chapter deals with earning and building trust.  Chapter subsections include self-awareness, reflection, emotional self-management, clarifying one’s core beliefs, and accepting oneself and others.  In the part on core beliefs, the authors reference Dr. Suchman’s 2006 paper, “Control and relation: two foundational values and their consequences.”  In it, he differentiates between these two ‘foundational world views’:

Control

The beliefs, thoughts and behaviors of the control paradigm are organized around a single core value: that the ultimate state to which one can aspire is one of perfect willfulness and predictability. What one desires happens, with no surprises; all outcomes are intended. For the clinician, the control paradigm is expressed in the questions, ‘‘What do I want to happen here?’’ and ‘‘What’s wrong and how do I fix it?’’  Personal success or failure is judged by the clinical outcome, the extent to which one’s intended outcome was realized.

Relation

In the relation paradigm, the most valued state to which one aspires is one of connection and belonging. In this state, one has a feeling of being part of a larger whole – a team, a learning group, a dance troupe, a community, even the world itself. One’s individual actions seem spontaneously integrated with those of others to a remarkable degree, contributing to the evolution of a higher order process, i.e. one at a higher system level than that of the individuals of which it is comprised…  One asks the question, ‘‘What’s trying to happen here?’’ and, according to one’s best approximation of an answer, seeks to shape others and the world while also remaining open to being shaped oneself. This balance between control and receptivity puts one in the best possible position to recognize and make use of serendipitous events.

In Leading Change the authors write about control, “…This is a fear-based paradigm in which one trusts oneself more than others and holds tightly to power…  It predisposes leaders toward dominance, distracts them from cultivating relationships and leads them to set unrealistic expectations of control.”  And about relation, “This is a trust-based paradigm, anchored in the belief that the sources of order, goodness and meaning lie beyond one’s own creation…  It predisposes leaders to do their best in partnership with others, to attend to the process of relating and to personal experience (their own and others’) and to remain open to possibility.”

When I finally read the HBR article, the message about ego reflected the control paradigm:

Because our ego craves positive attention… when we’re a victim of our own need to be seen as great, we end up being led into making decisions that may be detrimental to ourselves, our people, and our organization.

When we believe we’re the sole architects of our success, we tend to be ruder, more selfish, and more likely to interrupt others. This is especially true in the face of setbacks and criticism. In this way, an inflated ego prevents us from learning from our mistakes and creates a defensive wall that makes it difficult to appreciate the rich lessons we glean from failure.

The ego always looks for information that confirms what it wants to believe [confirmation bias].  Because of this, we lose perspective and end up in a leadership bubble where we only see and hear what we want to. As a result, we lose touch with the people we lead, the culture we are a part of, and ultimately our clients and stakeholders.

Going to bed last night, I wondered, “Is Fear actually driving when we see Ego in charge?”  I think the answer is undoubtedly yes, but it’s more complex than that.  It’s not a fear that we feel consciously, or that we are even aware of.  It’s not sweaty palm, palpitative, panic attack fear.  Rather it’s a deep, visceral, existential fear—of being found out, of not being enough—akin to imposter syndrome, if not exactly that.  Control, Fear, Ego—they all seem lump-able with/in the Fixed mindset, as described by Carol Dweck.  The simplest example of this mindset is when we tell kids how smart they are, they then develop a need to appear smart, lest they lose their identifying label.  So they stop taking risks, trying new things, risking failure.  Their experiences narrow as they, often inadvertently, learn that control of outcome and outward appearance of competence is the primary objective of any endeavor.

Back in August I listened to Dweck’s book, having heard about it and already embraced its theory in the last few years.  I had already started making the connection between fear and fixed mindset, but this day I saw a sudden, reciprocal relationship between fixed mindset, confirmation bias, and imposter syndrome.  I love when these lightning bolt moments happen—I was in my car on the way to work, and this triad came to me.  As soon as I parked and turned off the engine I tore into my bag for the journal I carry with me everywhere and scrawled the diagram as fast as I could, as if the idea would evaporate if I didn’t get it down in ink.  Later I added the comparison to Growth mindset—holding space for learning, integration, and possibility.  I held it in mind for a while, and then forgot it (which is okay—that’s why I wrote it down!).  Then today, putting together this post in my head, I remembered it with excitement.

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The point of it all is that we are at our best, both individually and as groups, when we are in right relationship with ourselves and one another.  It all starts with relationship with self.  If I live in fear of being found out as flawed or imperfect, then I project that fear onto others.  I act out in an effort to control how others perceive me—when in reality I have no control over that whatsoever.  The negative perception of my ‘Ego’ by others then provokes myriad responses including fear, insecurity, false deference, resentment, disloyalty, and subversion, and the team falls into disarray.  If, on the other hand, I cultivate self-love and connection with others, I never feel that I am going it alone.  I am an integral member of a high-functioning, mutually respectful team, one in which I can admit my weaknesses and maximize my strengths.  We all feel confident that we can handle whatever adversity comes our way, and we rise to each and every occasion–together.

I’m still putting it all together, working out how it translates into daily behaviors, actions, and decisions.  For now I’m definitely paying closer attention to my feelings, especially in conflict, and taking a lot more deep breaths before speaking or replying to triggering emails.  I ask a lot more clarifying questions.  I try to make the most generous assumptions about people’s intentions, and remember always that we are on the same team—Team Humanity.

More learning happening around the clock, I say!  Hoping to articulate better in the sharing hereafter…

What do you think about all of this, does it make any sense at all??

See, Do, Teach

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NaBloPoMo 2018:  What I’m Learning

When did you first notice you were led well?  Who was it, what was the circumstance?

See

I was in 7th grade math class.  The teacher was Joe Alt.  I met him 33 years ago, when I was 12, and I still consider him one of my greatest and most important mentors.  He could teach anything and make it interesting, and we learned not only math and science, but how to be good people.  In a class that included both uber-nerd me and ultra-headbanger dude, he helped us both to see each other as people and get along so we could all learn.

Later I would find leadership role models in my athletic coaches, professors, program directors, committee colleagues, and hospital administrators.  At their best, these people were/are:

  • Attuned
  • Empathic
  • Reflective
  • Articulate
  • Intrinsically Motivated
  • Actively Engaged
  • Personal
  • Approachable
  • Genuine

I have also studied on my own, seeking guidance from sources like Benjamin and Rosamund Stone Zander, Simon Sinek, Brené Brown, Daniel Goleman, Chip and Dan Heath,  Rachel Naomi Remen, The Harvard Business Review, most recently Anthony Suchman, and, soon again, Marcus Aurelius.  I’m always looking for the next new or old related idea, the next dot to connect in order to draw my leadership map with more depth and detail.

Do

Recently I asked a new mentor what books he likes to read about leadership, organizations, etc.  He said he reads some, but prefers to simply do, always learning, adapting, applying, and evolving along the way.  I have had small leadership roles at school and work, in my professional society, as well as in my community, over the years.  They have all given me tremendous opportunities to practice what I read.  More and more, I see the value in getting my nose out of the books, looking up, and stepping forward.

Teach?

I spoke with a high school freshman athlete recently.  She plays two sports, both teams comprised of both upper and lower class(wo)men.  She contrasted the coaches’ personalities and styles, and how she learns about the respective sports as well as teamwork, integrity, etc.  We noted how much better it feels when the coach knows you personally, and pays attention to your state of mind as well as your performance.  The team with the less attuned coach will soon choose a captain for next year.  It’s usually a senior, perhaps regardless of leadership skill or potential.  She described the various candidates to me, and why she thought they would be good captains (or not).

I asked her whether the team feels like a true team, or more like just a group of individuals.  She said right now, it’s the latter.  I asked how she would show up if one of the less desirable candidates were named captain.  She had not really thought about it other than to continue working on her own sports skills.  I then found myself offering copious unsolicited advice:

You have a few choices, I told her.  First, you could remain an individual, holding your own goals as primary.  You may or may not improve, your team may or may not do well, and your personal contribution to the success of the whole will be proportional to your own individual performance.  Second, as you progress in your skills and newer kids join the team, you can help teach and mentor them.  You could observe the new captain, identify her weaknesses. If possible, and if you’re so inclined, you can fill in the gaps for the team—lead from within the pack.  You could help build morale, create a true team from its inside, cultivate relationships that will make the whole greater than the sum of its parts.  You could set your sights higher than your own personal achievement and really help the team succeed.  Third, you could take it to the next level by cultivating an advisory relationship with the captain herself.  If you have her trust, and exercise tact, you could help her see and maximize her strengths, navigate around her weaknesses—you can ‘coach up.’

The latter choices are, obviously, harder and more labor intensive.  I would also argue that they would make membership on the team exponentially more meaningful for everybody.  By serving as a connector among teammates (with boundaries, realistic expectations, and self-care, of course), this young athlete could make connectors of her teammates, too.  And a few years from now, if she herself is tapped to lead, she will have already earned her peers’ respect.  They’ll follow out of course; it will feel only natural.  And, they may then already be the cohesive team that she really wants to serve as leader.

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These ideas poured forth in a torrent of consciousness, forming sentences before I could actually think them.  As happens so often, I found myself saying words, advising someone else, that I myself needed to hear at exactly that moment.  Most of the time it’s about eating, sleep, or exercise.  This was an A-ha! moment on my personal leadership journey.

Now I see the true meaning behind the phrase, “See one, do one, teach one.”  It’s not about becoming a teacher.  It’s about always remaining a student, because the best way to truly understand anything is to try teaching it.

See, do, teach.  It’s not linear.  It is, no question, completely cyclic.

Culture of Medicine, Part II

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NaBloPoMo 2018:  What I’m Learning

So, what did you think of how trainees described the Culture of Medicine?  If you’re in medicine, how much did you resonate?  If you’re not in medicine, how much were you surprised, or not?  How do you think this affects our relationships with you, our patients?

Do you wonder how we get through any given day?

I asked the group:  What are characteristics or traits of Culture of Wellness (COW) Leaders?  Once again, I present their responses here, in order of discussion.

  1. “They ask how people are doing.” They are proactive about it, opening the door, making it safe to talk honestly about how we really are doing.  They exhibit the ‘body language of listening.’  It’s still hard to talk about it, one student pointed out.  The best leaders explicitly carve out time to talk, to invite feedback.  It also matters what they do with the information once they get it—empathizing and acting on it if needed, rather than dismissing.
  2. Mentor. This is someone who knows you and whose role it is to help you ‘unconditionally,’ different from any of your evaluators—maybe an advisor.  It can be an informal relationship, maybe just someone you want to emulate.  Trainees agreed that it often happens organically, and they seek it actively.  One resident identified her program director as ‘absolutely a COW leader.’
  3. Walk the Talk. Examples: work/life balance/integration, acceptance of mistakes, admitting when you don’t know something.  NO DEFLECTING; OWN YOUR SHIT.  This one hit home with me—this is Integrity.  As Brené Brown says, integrity is “choosing what’s right instead of what’s fun, fast, or easy.  It is living your values rather than simply professing them.”

The next several descriptors emerged in a flurry.  The atmosphere in the room swelled with positive energy as one label after another of what we admire about our teachers and colleagues overtook the downtrodden mood just moments before:

  • Consistency
  • Proactivity
  • Openness
  • Empathy
  • Personally engaged
  • Curiosity
  • Caring
  • Kindness
  • Vulnerability—willing to share
  • Positivity—seeing mistakes as learning opportunities. Encouraging—“We’ got this!”
  • (Understand the importance of) Food: attending to physical needs
  • Humor—acknowledging the challenge and weight of the work and also holding it loosely
  • Validating
  • Appreciative
  • Grateful

The last one triggered a story.  One student rotated on an inpatient service.  Critically ill patients poured into the hospital; all work hour restrictions were necessarily violated.  Nerves were more than frayed, and people were at their worst.  He witnessed open hostility by senior residents toward interns, backstabbing, undermining.  The attending, present only minimally, was oblivious.  And, “They never said thank you.”  The student, who had planned to enter this field, considered switching.  It was that bad.  But somehow, he was able to get perspective and remind himself that this one bad experience did not represent the whole of this specialty.  It had been an unusually busy month at the end of a long, hard year.  Maybe the cumulative exposure to some of his COWL role model traits had rubbed off, and buoyed him when he stepped onto a leaky boat.

A senior student admitted that when she started medical school she had heard of burnout.  “I initially didn’t believe it could happen to me…  Then later I realized it can happen to anybody—it could absolutely be me, if I don’t take care of myself.”  I asked what that means, taking care of yourself?  They answered:

  • Sleep
  • Nutrition: “Any food your intern year; choices matter more when you’re PGY (post graduate year) 3!”
  • Outside interests
  • Finding a practice situation that fits: eg caring for the underserved, women’s health, hospital medicine, etc.
  • Find Your Tribe. The trainees did not use these words, but this is what I wrote in my notes—they expressed a need for belonging.
  • People at work: truly collegial relationships, especially across specialties
  • Confidants: safe people to share with, your emotional support network
  • Physician-Patient relationships: mutually vulnerable and open

I asked them what they needed to take care of themselves.

  1. Purpose
  2. Time—to be given by the system, and also to be responsible and efficient with themselves.
  3. Habits—established and also adaptible

Overall the discussion felt productive and successful in the end.  We had just mapped out the way(s) to Be The Change we seek in our profession.  Some of them took pictures of my notes (so Millennial), which made me feel gratifyingly connected.  I had tried to question more than lecture, to explore and facilitate more than ‘teach.’  I wanted each of them to own their own path to leading from any chair, now and forever.  I proposed that they could start the moment they walked out of the conference room door—no elevated status or title necessary.

This is why the calling still resounds compellingly, why our enthusiasm for the work persists resolutely, despite the hardships.  It’s Hope.  And at its foundation lies the bedrock of our best relationships—with ourselves, with one another, and with our patients.  On the march toward a true Culture of Wellness, real leaders go in front and set the example.  The rest of us learn by mimicking.  Thus we all have leadership potential and, dare I say, responsibility.  We are the system; we make the culture—each and every one of us makes a unique contribution.  Nothing we do is too small to matter.

Onward.

What The Best Teachers Do

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NaBloPoMo 2018:  What I’m Learning

The post last night was a long time coming, maybe.  It took longer than I thought it would to actually write, edit, and publish, but it poured out in a flurry of energy that has built up over several months.  I received immediate feedback from members of my Counsel of Wisdom, supportive and encouraging, gratifying.

As I thought more, I realized that my best teachers growing up practiced emergent design and strategy.  Imagine you teach the same subject, the same skill, the same content, year after year.  Your approach is to do it the same way, expecting the same result.  Would you not get bored?  And if you’re bored, no question your students may want to gore their eyeballs out with their writing implements.  In medical school my classmate and I met a physician in his office for a lecture on his area of expertise.  We sat across from him in his big armchair behind a mahogany desk piled high with papers in disarray, the sun shining through the window at his back.  He spoke in a slow, bass monotone.  The words that dribbled forth practically fused together, such that I strained to distinguish and make sense of them.  And I kid you not, he literally put his elbow on the desk and rested his face in his palm while he spoke, as if he may have a near death experience from the sheer dullness of it all. That was not his best teaching moment, I’m sure he would agree.

My best instructors, on the other hand, engaged us learners in real time, with rapt energy.  They asked us what we knew about the topic, encouraged us to consider and describe how core principles applied in real life situations.  In classrooms, my best teachers were both goal-oriented and open-minded.  They had a clear learning objective but held the map only loosely. They allowed space for the learning journey and path to unfold before the class, always with an eye on the destination. We learners all got to choose the way, and we still ended up where we needed to be.  And every time I bet it was a little different for the teachers, so it was fun for them and they always learned, too.  I know that’s how it feels for me.  That’s what keeps any of us engaged and improving, I think—the confidence of knowing we hold the reigns coupled with the excitement of not knowing which new trail our class will blaze to apprehend the learning.

My Counselor friend described it as, “The map becomes a new and storied journey with each iteration of participant-cartographers.”  Is she not eloquent?  I have invited her to write a post with me soon.

Coach Christine reminded me, “What you describe is coaching at its best – the fundamental philosophy of the coaching I’m trained in is, the client is naturally creative, resourceful and whole. Not broken, doesn’t need fixing.  Capable of digging deep to find the answers within themselves, and /or where to find the help they need.”  Creative, resourceful, and whole.  I had not heard or seen those words in this context in a long time.  So grateful for the reminder—Thanks, Christine!

What are you teaching these days?  How might you hold your leadership map more loosely and allow those you lead to point to a new or different way?  What might you all gain in the process?

I Hurt My Friend Today

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NaBloPoMo 2018:  What I’m Learning

Bummer, it’s no longer November 8.  Well, that’s the humbling kind of week it’s been.

I sat in a meeting with a friend today.  I expressed a perception and opinion about an issue on which she and I have divergent perspectives.  It was early morning (not my best time of day), and I was still emotionally hung over from yesterday.  I spoke up more and louder than usual and may have been a bit aggressive—not toward her or anyone personally, but about my opinion.

Afterward I asked her, “Was I too bitchy?”  I was querying her impressions of how my words and expressions landed on others.  Turns out I had really hurt her personally, and I had no idea.  The fantastic news is this friend shares my values of honesty, empathy, and open communication, so we talked it through in the afternoon.  Even though we had discussed the issue before, today we took more time.  We each listened hard and heard, more clearly than before, details about how decisions were made and how messages were received and perceived.  We dug deeper into underlying snags in relationships between groups, the culture and mindset of team members, and the dynamics that basically hamstrung everybody’s best efforts in the situation.

In the end we agreed that we’re all doing the best we can, and we also have a lot to learn from one another.  We acknowledged that there is room for everybody to own their shit a little more, and that calling a ‘my bad’ and ‘do-over’ of some parts may be the best way to make amends and move forward with more trust and cohesion.  We agreed that we could all benefit from more conversation, acknowledgement, transparency, empathy, attention to people’s feelings and mindset, and mutual understanding.  We brainstormed about what that all might look like; I got kinda excited.

At the end of the conversation we congratulated ourselves on both our courage to give each other some hard feedback, and how we were able to listen with love and generosity of spirit.  Maybe it was easier because we are friends.  But it’s the practice when it’s easy that prepares us for when it’s hard, right?  I’m so proud of us; we really lived into our best relationship potential today.  We walked our talk.  Nobody witnessed it, but we know what we did.  [fist bump, high five emojis]

Here’s to friends holding each other accountable for the consequences of our words and actions, and upholding each other to be our best selves. I wish you all more friends like this.

Diversify Your Network

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NaBloPoMo 2018:  What I’m Learning

Are you friends with a plumber?  My friend Dennis is, or was, as of c.1997.  I forget his friend’s name, let’s call him Frank; they knew each other in high school.  Dennis and I were both medical students when I met Frank.  Looking back he must have thought I was a little strange.  I asked what he did for a living, and when he told me he was a plumber I interrogated him, hard.  “What’s that like?  How do you train, is there a school (I was a straight-through biology pre-med who knew next to nothing about trade schools)?  What are your hours like, are there days when you don’t work?  How do you figure out what the problem is?”  I was just so curious—I had never met anyone who did that kind of work, and it was so different from anything I knew.  He didn’t talk to me for long.  We were at Dennis’s birthday party and Frank quickly found other friends to connect with.

I’m so grateful to work in medicine, where I get to meet people from all walks of life every day.  In the exam room I have met coders, lawyers, teachers, construction workers, professional dog walkers, stylists, food critics, financial columnists, hedge fund managers, engineers, HR directors, leadership coaches, musicians, and myriad others…but I can’t remember any plumbers.  I love when I have time to ask, “What’s that like?” and “What do you spend your days doing?”  I always learn something new, and the best days are when I find some parallel between our work lives.  My husband the orthopaedic surgeon remembers patients by their x-rays.  I remember them by their social histories.

The Harvard Business Review sent an article to my inbox today entitled, “How to Diversity Your Professional Network.”  It cites studies that show “people who are connected across heterogeneous groups and who have more-diverse contacts come up with more creative ideas and original solutions.”  Reading it triggered an avalanche of memories and cognitive dot-connecting, hence my story about Frank.

First, I’m reminded of my first coaching call after accepting my new role at work.  Coach Christine asked about my ‘allies,’ the people whose counsel I value and who will hold me up and accountable through the growth process and pains that are leadership.  She pointed out that allies are not always people who agree with me.  They can be my challengers, my opposition, my rivals.  Through them, I am forced to grapple with my own integrity; they serve as the crucible for my values.  This idea helps me stay open to people whom I might otherwise dismiss.  Diversify.

Second, I remembered of The Big Sort, by Bill Bishop.  It’s thick with data and research, but the part that struck me hardest was the idea that our ideology becomes more extreme when we spend time with like-minded people.  I suppose you might think, well yeah, duh.  But when you consider how this affects decision making on the individual, community, and policy levels, it’s a little scary.  In his description of research by Cass Sunstein and colleagues, Conor Friedersdorf writes:

But for all the benefits of agreement, solidarity, and spending time with like-minded people, there is compelling evidence of a big cost: the likeminded make us more confident that we know everything and more set and extreme in our views. And that makes groups of like-minded people more prone to groupthink, more vulnerable to fallacies, and less circumspect and moderate in irreversible decisions they make.

Groupthink.  That reminded me of Originals by Adam Grant, a book I have listened to at least twice now.  As I have thought incessantly about culture and how to nurture a healthy one where I work, Grant’s advice on hiring for contribution rather than fit holds my feet to the fire:

Emphasizing cultural fit leads you to bring in a bunch of people who think in similar ways to your existing employees. There’s evidence that once a company goes public, those that hire on cultural fit actually grow more slowly because they struggle to innovate and change. It’s wiser to follow the example from the design firm IDEO, and hire on cultural contribution. Instead of looking for people who fit the culture, ask what’s missing from your culture, and select people who can bring that to the table.

So what does all this mean?  I have decided to take it as validation of my curiosity and desire to learn as much as I can from a vast array of different people.  Whether I know them socially or professionally, whether our diversity is race, culture, politics, religion, or music preference, there is always something that connects us.  The search and exploration are what make life colorful and fun.

I wonder whom I’ll get to meet tomorrow?