The Master Teacher Blog

The most important and urgent challenge educators face today is to prepare today’s students for the future. To help them succeed in life and in their future careers, we teach our students basic and universal academic skills, nurture social skills, coach resilience, promote mental and physical health, and encourage other habits and competencies we know will be important to their future. However, we may not be spending enough time considering some higher-order skills that we can predict will become increasingly important in the world where today’s students will live and work.

A recent report from the World Economic Forum provides a strong reminder of the importance of thinking skills as our students prepare to enter life beyond formal education. The Future of Jobs Report 2025 is based on data from more than 1000 employers worldwide, across 20 industries and 55 global cultures.

While much of the report presents predictions for job growth, changes, and losses in the remainder of this decade, it also identifies three types of thinking skills that employers globally believe will be crucial for career success and that they will seek in the workers they hire: critical thinking, creative thinking, and analytical thinking. Let’s explore these crucial skills, the role they are likely to play in a world infused with artificial intelligence, and how we can teach and nurture these skills in our students.

Critical thinking: Critical thinking describes the ability to recognize and question assumptions, interpret information, discern biases, synthesize information, evaluate options, reflect, and make good decisions. The value of critical thinking has long been recognized, but it takes on new importance in the context of AI. More information will be available in the coming years than in all recorded history. Our students will be challenged to understand the implications, assess the value, and harness available information to accomplish worthy purposes and goals. In a world of AI, workers need to be able to assess what is important, what fits, what makes sense, and what will be useful in a specific context.

We can teach and nurture critical thinking by:

• Asking important, open-ended questions that encourage deeper thinking and by having students wrestle with “why,” “how,” and “what if” questions.
• Engaging students in analysis of case studies, scenarios, and simulations to sharpen their thinking, predict outcomes, and defend their reasoning.
• Giving students opportunities to experience problem-based learning in which they collect and evaluate information, collaborate with others, and discover and assess potential solutions.
• Encouraging students to reflect on and make sense of their learning and life experiences through activities such as discussions, journaling, and reflection prompts.
• Participating in debate around important, complex, and even controversial subjects, including consideration of other’s points of view and defending their positions with logic, reason, and facts.

Creative thinking: Creative thinking is generally defined as the capacity to think flexibly, generate new ideas, identify new approaches to solving problems, imagine new possibilities, take responsible risks, and develop novel insights. While AI possesses growing capabilities, there will remain a role and need for human prompts, technology collaboration, insight and foresight to frame challenges, and the ability to bring fresh ideas and rich imagination to bear on the challenges and opportunities the world will present.

We can teach and nurture creative thinking by:

• Encouraging students to engage in the arts and employ drawing, drama, storytelling, movement, and music to express ideas and demonstrate learning.
• Challenging students to develop multiple approaches and develop multiple answers to tasks and problems.
• Providing students with open-ended challenges that allow them to generate ideas, structure approaches, and create solutions.
• Celebrating mistakes and missteps as valuable opportunities to learn.
• Exposing students to wide-ranging perspectives, cultures, histories, styles, and ways of thinking.

Analytical thinking: Engaging in analytical thinking involves the ability to uncover patterns, recognize relationships, evaluate data, draw conclusions, and employ structured approaches to solving problems and making decisions. While AI can be a powerful tool to provide and support analyses, humans still play a role in discerning appropriateness, deciding application, determining utility, and monitoring the accuracy of AI processes. Understanding information and data presented to AI will be crucial to making decisions that take advantage of what AI presents.

We can teach and nurture analytical thinking by:

• Nurturing logical reasoning strategies through puzzles, riddles, problem-solving, and mathematical proofs.
• Developing student competence in varied forms of structured problem solving such as the scientific method, SWOT (strengths, weaknesses, opportunities, and threats) analysis, Venn diagrams, and decision trees.
• Teaching students to employ and interpret varied forms for organizing and presenting data such as graphs, charts, heat maps, and infographics.
• Coaching students to identify potential bias and faulty assumptions through analysis of news reporting, advertisements, opinion writing, and political propaganda.
• Engaging students in inquiry-based learning to investigate phenomena, solve problems, and uncover answers by framing questions, gathering evidence, making reasoned conclusions, and providing evidence and reason-based defenses.

We might think that such high-level thinking skill are only important for students who will engage in work roles that require extensive education and technical skills. However, the world for which we are preparing today’s students will demand of its workers the ability to think critically, creatively, and analytically in any role— and reward them for it.

After the end of an eventful school year, the beginning of a well-deserved summer break can be a good time to step back, reflect, and attempt to make sense of the shifting, stirring, and often stubborn issues and challenges we face. The pace of our work can often make it difficult to see and make sense of what is happening in the world around us. Consequently, while we might busy ourselves trying to fix symptoms of problems, we might not truly understand the root causes of what vexes us.

Teachers, administrators, paraeducators, and other school staff members share many frustrations and distractions that can get in the way of serving students and supporting their learning. The challenge is to frame issues so that they can be understood and addressed. Fortunately, questions can often serve as tools to begin the process of understanding and lead us to see issues with greater depth and insight.

As we reflect on this school year and think about the next one—or the ones after that—we can use some key questions to guide our thinking, planning, and actions. Here are ten questions that may be useful to the quest.

• How is the make-up of our student body changing? What do we know about changes in poverty levels, shifting demographics, expectations of education, career aspirations, and other experiences, expectations, and challenges that shape our students’ relationships with us and learning? How might shifts in make-up of the student body be having an impact on academic achievement, behavior, social cohesiveness, and other issues we observe?
• What forces are shaping the ways in which our students relate to each other and us? Technology, social media, and political divisions may be at play. Shifts in housing development and availability or in socioeconomic appearances might also be factors. We may not be able to change or dismantle these forces, but recognizing them can help us to understand, give guidance, and provide resources where appropriate. We might teach students more or different coping mechanisms, coach useful skills, and offer other opportunities to counter what they face.
• What rules and expectations no longer serve the purposes for which they were established? Consider that chewing gum was a big no-no in the 1950s (and in some schools and classrooms still to this day!). Hair and skirt length were flashpoints in the 60s. Some schools had policies about students’ “bold beauty” expressions in the 80s. What battles are we fighting today that need a “ceasefire” and a reset? Cellphones and smartwatches are receiving lots of attention, for valid reasons, but they are likely not the only elements to consider.
• What routines and rituals no longer seem relevant to—or serve the interests of—our students? Tradition components of student dances, pep assemblies, theme days, and some clubs might be places to start our reflection. How are we shifting what we offer to align with what students find interesting and worth engaging in? Esports, niche clubs, and student-generated activity ideas might be good starting places.
• What instructional practices no longer generate the same levels of engagement and learning? Teaching harder, persisting longer, and pushing more may not be the answer, especially when those things occur at the expense of teacher morale and student achievement. It may be time to shift approaches, let go of long-held assumptions, and explore other strategies. As examples, what if we began our instruction where students are, not where we want—or where the curriculum expects—them to be? What if we gave students more choice and voice in what and how they will learn? What if, instead of us setting goals for students, students were expected and supported to set goals for their own learning?
• How clear are we about the future for which we are preparing our students? Of course, no one can fully predict the future, but there is much that we can anticipate and plan for. What skills will students need to be successful? Where and how well are we teaching, nurturing, reinforcing, and having students utilize these skills as they learn?
• Do we need to revisit how are we defining success? Are test scores enough? Many educators, if not most, say no. What other data and indicators should be captured and analyzed? What might a comprehensive profile of success look like for our students? For our school or district? Students and learning are complex, and determining what defines success needs to reflect that.
• How are parent expectations changing? We know that in general, parent support has waned. What might be causing this shift? What might we do to better align what we do with what parents are expecting? What can be done to see higher levels of parent support, and how do we get there? Similarly…
• How are the ways in which parents and the community communicate and engage with us changing? Are periodic newsletters effectively communicating our message? How effective are the channels through which parents and the community communicate with us? Might we need to engage new or shift social media and messaging platforms? How will we know when we get it right?

Obviously, not every question on this list is relevant to your circumstance, and some of the ideas mentioned are more actionable than others. There also may be issues or topics missing from this list that you need to consider and plan for as you think about the coming year. You know your community and the issues and pressures that are likely to require attention and leadership in the next school year. Consider framing these items as questions for your reflection, investigation, and planning during the summer months—but make time to focus on relaxation and restoration, too.

This is a time of the year when educators can feel as though our energy levels have been depleted and are in need of a boost so that we can fully enjoy our summer breaks. For some of us, the school year has left us feeling utterly spent and focused only on getting through each day. As a result, we might have narrowed some of our interests and neglected activities that have excited, energized, and motivated us in the past. Or we may be looking for something to refocus, reenergize, and renew our sense of purpose and direction, especially as we look toward the summer months and hope for rejuvenation.

There is a historical figure whose approach to life can provide inspiration and guidance for living life to its fullest, staying vibrant, and being interested in the world around us: Benjamin Franklin. It must be said that there were aspects of Franklin’s life that were not admirable and are not to be emulated. Nevertheless, he was someone who fully embraced life. His contributions to science, culture, and other areas have endured. There is much we can learn from how he approached and lived his life, things that we can apply to our own lives to keep us fresh, alert, and engaged.

Richard Munson’s “Ingenious: A Biography of Benjamin Franklin, Scientist” is filled with insights and examples of what made Franklin and his life exceptional. Here are six lessons we can glean from his approach to life and the behaviors he practiced and promoted.

Benjamin Franklin was insatiably curious. Franklin had a wide variety of interests; his curiosity extended to include science, politics, literature, philosophy, history, and more. He did not fear appearing uninformed. In fact, what he did not know drove his enthusiasm for learning.

Lesson: We do not have to fear what we do not know or what people might think. Being willing to ask, explore, and experience can lead to energizing, motivating, and enlightening new insights.

Benjamin Franklin was deeply reflective. Benjamin Franklin began each day by reflecting on what he wanted to accomplish and ended the day with reflection on what he succeeded in accomplishing and what he needed to learn and improve. He believed that reflection is the key to remaining focused, moving forward, and becoming better.

Lesson: Life is a series of experiences. However, they only have an impact when we take time to reflect on and learn from them. Reflection can help us to avoid having repeated experiences that lead nowhere, and it encourages us to view every experience as an invitation to learn, grow, and move forward.

Benjamin Franklin reveled in discovery. He appreciated discovery when it was what he expected, but he delighted in discoveries that were not what he anticipated. In fact, Franklin treasured discoveries that dispelled assumptions and revealed new insights.

Lesson: Every day features activities and outcomes, some of which are planned and expected and others that are not. We might be reassured when what we expect happens, but the unexpected often reveals something worth exploring, appreciating, and treasuring. Our choice to revel in discovery can be an excellent source of inspiration and renewal.

Benjamin Franklin was a voracious learner. He was an avid reader and prolific writer. His reading included topics far afield from his formal career. Franklin understood that exposure to a variety of disciplines and perspectives broadened his understanding and grew his knowledge. His writing offered a means to process what he learned and sharpen his thinking.

Lesson: We can access information today through multiple means, but exposing ourselves to other perspectives, views, and knowledge is no less beneficial to our thinking and understanding. Similarly, we may not write letters and depend on formal communication as much as during Franklin’s lifetime, but the process of writing, through whatever means, can still solidify our thinking and keep our minds sharp.

Benjamin Franklin was a constant networker. He maintained a wide array of friends, colleagues, and contacts. His engagement with others spanned an expansive array of disciplines, expertise, and backgrounds. Franklin saw interactions with others as valuable sources for learning, discovering fresh ideas, and challenges to his thinking.

Lesson: The social networks we form can be excellent sources of information, insight, and encouragement. When our networks include people who think differently than we think, have experiences that are different than our experiences, and who bring insights and ask questions that challenge our thinking, they can be great resources for freshening our learning and sustaining our growth.

Benjamin Franklin sought balance in life. Despite the breadth of interests and involvements that filled his life, Franklin advocated for balance and moderation. Finding time for recreation and rest from work helped him to maintain his energy and remain mentally sharp.

Lesson: Life can seem to be filled with limitless expectations and demands. As a result, we can find ourselves spending a disproportionate amount to time and energy in one area while neglecting others. Unless we commit to setting boundaries, finding balance, and practicing discipline, exhaustion and frustration will be our frequent companions as we make our way through life.

Without question, life today can be challenging. However, there are elements and aspects of life that are universal and timeless. Benjamin Franklin lived in a difference century, but much of what he promoted and practiced still has value today. Our task is to learn the lessons we need to live the life we seek.

As humans, it’s fair to say that we generally like to feel competent and confident. Confidence comes with knowing what is expected of us, and we feel competent when we know how to respond effectively to the challenges we face. Feeling competent provides us with a sense of comfort, control, and stability.

However, preoccupation with feeling competent can get in the way of our learning and growth. Wanting to feel competent can keep us in our comfort zone when we need to venture outside of it and into our learning zone. Moving beyond our comfort zone can expose us to risks, missteps, mistakes, and fear, and in turn, we can experience stress, feel anxious, and be embarrassed.

Still, we are not likely to grow unless we are willing to nudge ourselves to gain new experiences, try new approaches, and build our learning. We need the courage to experience feelings of incompetence if we hope to grow, learn, and move to new levels of competence.

At times, we may actively choose to venture into circumstances that leave us feeling incompetent. At other times, the conditions and context within which we live and work change, leaving us feeling incompetent and needing to change and grow in order to regain our competence. Let’s explore five circumstances in which our feelings of incompetence can be the stimuli we need to move us forward and lift us higher.

1. When taking on a new role. Early days and weeks in a new role can present us with tasks and challenges that generate feelings of incompetence. At the same time, these experiences can offer the freedom to explore the purpose and effectiveness of common practices and procedures. While we may ask many “how” questions, we can be free to ask just as many “why” questions. We can also explore different approaches and test common assumptions that later, when we have settled in, might cause uncertainty and create consternation among colleagues. Our willingness to embrace our feelings of incompetence and our commitment to learning can be the fuel we need to gain the confidence and competence we need to succeed.
2. When practicing a new strategy. Learning and applying new strategies can feel awkward and inefficient at first. Yet, overcoming feelings of incompetence requires that we persist until we gain the understanding and skill necessary for the strategy to work. Meanwhile, trying something new often offers opportunities to make mistakes without undue shame or embarrassment. We can take risks, examine consequences, and learn from experience. We can be free to try various options and discover what works best before settling into a preferred approach.
3. When conditions change. When circumstances change, populations shift, or teams are reformed, we face the challenge of discovering how we need to alter our thinking and practices. Assumptions about what works may no longer apply. Consequently, we may no longer feel competent in areas we used to take for granted. A new context can free us to explore new approaches, develop a new understanding of our work, and create new relationships that lead to learning and new levels of competence.
4. When learning to use new tools. New tools come with new processes and new applications and may even require new skills. Old ways of doing things may be replaced by more efficient approaches and new processes. Our lack of knowledge and experience can free us to explore uses of and applications for the new tool(s). Our feelings of incompetence can free us to ask what may seem like obvious questions without others expecting us to already have the answers, and we can tap the insights and experience of colleagues to accelerate our learning and build our competence.
5. When facing new expectations. Feelings of incompetence that accompany new expectations may present the greatest challenge. New expectations can leave us feeling that what we have been doing is not good enough. They can challenge what we believe and assume about ourselves, our practice, and our students. We can feel resentment and be resistant. Yet, new expectations can also be an invitation to re-examine common processes and practices. They can lead us to set new goals. We can choose to open ourselves to new ideas and explore new approaches. Our confidence and feelings of competence return when we realize that we are capable of meeting new expectations with the adjustments we make and the strategies we adopt.

Feeling incompetent may not be comfortable, but it may be the push we need to build our skills, strengthen our confidence, and position us for future success. The key is to see what we face as an opportunity to take advantage of rather than a problem to avoid.

There are several facts we know about stress. First, in the lives of practicing educators, it is inevitable; each day is filled with expectations for high performance, decisions that have an impact on the lives of others, and priorities that compete for our attention and action. Second, not all stress is bad; while some types and levels of stress can certainly gnaw at our confidence and sap our energy, other kinds of stress can nudge us to do our best work. The third thing we know about stress is that, when sustained, it is harmful to our mental and physical health; we need to have breaks from high levels of stress to recover and regain our emotional balance and energy.

Another thing is certain: If we fail to manage our stress, it will manage us. Failing to manage stress can lead to depression, exhaustion, and burnout. Sophia Mullins, founder of the Wall Street Wellness consultancy and former Wall Street investment banker, notes in Fast Company that roughly half of all workers are chronically exhausted from stress. The numbers are even higher for educators.

Mullins argues that the secret to having a healthy relationship with stress is to manage our energy. She notes that by becoming more aware of situations that carry varying levels of stress, we can adjust our approach to regulate and preserve our energy, thus reducing the negative impact of sustained stress.

Mullins proposes three states of energy that people experience throughout their day. Intentional intensity occurs when we invest maximum levels of energy and mental focus. Stress during these times activates adrenaline and cortisol, two performance-enhancing chemicals. A second state, relaxed productivity, allows us to perform routine tasks without investing the high levels of mental energy required in stressful circumstances. A third state is restorative time, when we shift our attention and allocate our energy in areas apart from work and other stress-inducing activities. Of course, the key is to recognize when it is time to shift our energy and minimize “spillover” from other energy states. Let’s examine these energy states in greater detail and then discuss how we can manage energy transitions successfully.

Intentional intensity: These times represent our zone of peak performance. These are times of high stakes, high impact, and high pressure. They ask us to be our most efficient, give our highest levels of focus, and do our best work. These times require our full attention, best judgment, and most impactful communication. Providing initial instruction, attempting a new strategy that moves us out of our comfort zone, offering feedback, redirecting student attention, and dealing with behavior are examples of when we may exert intentional intensity. However, too much time spent at this energy level can lead to burnout, so we need to move away from it when what we are doing does not require such a level of focus and effort.

Relaxed productivity: These are periods when we need to be productive, but the tasks we are working on do not demand our full mental capacity. This is the state of energy where most professional work is accomplished. For educators, the tasks that fall into this category might include designing lessons, responding to emails and other correspondence, reflecting on our actions and experiences, consulting with colleagues, and reviewing student work. These responsibilities are important, but they are not typically all-consuming of our energy.

Restorative time: These are times when we fully detach from work thoughts and tasks. Time for restoration is important and should be included in every day, but it does not always have to be lengthy. Examples of restorative time might include taking a walk, listening to music, engaging in a favorite hobby, and visiting with friends, family, and colleagues. Too few restorative periods and too little time spent at this level of energy can lead to burnout as certainly as spending too much time engaged in intentional intensity.

To some extent, as we transition from one activity to another or relocate from one setting to another, we may naturally transition from one energy level to another. When finishing a lesson, wrapping up an important meeting, or completing the workday, we might automatically shift our energy—but not always. We may maintain the mental state and energy of a high-stress activity into another that demands less, thus wasting energy and depleting our reserves.

Mullins recommends that we create physical or sensory signals that tell us it is time to switch our energy state, like taking a few deep breaths, going on a short walk, stretching, or even just rolling our shoulders. Depending on our circumstances and preferences, we may even have playlists to help us make key transitions to productive or restorative times. The key is to have as many signals for our body as we can to alert our nervous system that we can step back, shift gears, or even “turn off’ for a few minutes.

Our ability to match our energy to the situations we face and switch as circumstances shift can make a significant difference in the weight of the stress we carry and our ability to thrive despite it. Remember, emotional exhaustion is not just the result of working too hard. It is the result of not taking the time to recharge.

Source:

Mullins, S. (2025, February 13). Work-life balance is a myth. Here’s why I practice intentional intensity. Fast Company. https://www.fastcompany.com/91277352/work-life-balance-is-a-myth-heres-why-i-practice-intentional-intensity

Most of us have experienced times when our energy and enthusiasm 
have “bottomed out.” We may have faced a major task, a difficult challenge, or something else that we wanted to avoid. Despite knowing that we needed to act, our energy was low and we chose to procrastinate and make excuses—to ourselves or someone else.

Some might label this state as laziness, and laziness has a bad reputation. We associate it with lack of initiative, avoiding responsibility, and absence of effort. However, feeling low levels of energy can be complicated. For many people, feeling or acting in way that might be considered lazy is the result of some force or factor that is driving their mental and physical state. It is possible that we are experiencing something mental or physical that needs attention. If the condition persists, we need to consult a professional with expertise to diagnose and treat the situation.

The cause of our low energy may also be a temporary psychological conflict or letdown. We may be avoiding something that we anticipate will be unpleasant, difficult, or uncomfortable. We might doubt our chances of succeeding at something, or maybe we are afraid of what will happen if we do succeed. Or we may question whether what lies ahead is worth the effort and if it will bring the benefits promised. What we feel and perceive may or may not be realistic, but the fact remains that it is still likely to influence our choices and behavior.

The question is: How can we get past the feeling, renew our energy, and avoid having it become a habit? Obviously, we need to examine the cause. Once we isolate what is making us hesitate, procrastinate, or avoid what we face, we can explore ways to confront and get beyond it. With this information in mind, here are eight energy-boosting strategies to consider:

• Break down tasks or challenges into manageable steps. We can counter feeling overwhelmed by identifying achievable components and taking small initial steps. Chunking challenges out like this can build our confidence, renew our energy, and create momentum to keep moving forward.
• Set clear, achievable, time-bound goals. Goals can help us to clarify purpose, develop confidence, and build commitment to move forward. Understanding why we need to act can build motivation and help us to persist when we face resistance or our energy ebbs.
• Develop a workable structure for action. Consider establishing a schedule and work plan. For example, we might work on a project for a defined amount of time and then take a break to refresh or focus on something else before returning. Making progress can be a significant energy builder.
• Focus on action and effort rather than immediate results. Achieving sought-after results may take some time. Giving attention to steps we have taken and actions we have completed can build our confidence while also bringing us closer to achieving what we seek.
• Celebrate small wins. We can build energy and momentum by paying attention to our progress. Acknowledging our progress can build our confidence and restore our stamina. Celebrating milestones and completed tasks can create energy and sustain our commitment.
• Practice positive self-talk. Daily affirmations and mantras can help us to shift our thinking, build our confidence, and change our behavior. What we say to ourselves often exerts more influence on our thoughts and behaviors than what we hear from others.
• Shift thinking habits. Rather than focusing on what to avoid or how to put off difficult or uncomfortable things, commit to seeing challenges as opportunities to learn and grow. Rather than fearing difficult conversations, think of them as opportunities to clear the air, build understanding, and seek a workable solution.  
• Let go of what holds you back. When we choose not to pursue an opportunity, complete an important goal, or pursue a new role, we may be allowing something from the past to hold us back. Deciding to let go, releasing ourselves from guilt and regret, or deciding to forgive someone or something can give us energy, hope, and confidence to move forward and take the action we need to find the success and satisfaction we deserve.

A final thought: Experiencing low energy is not necessarily a bad thing. Occasionally, we need to step back, take a break, and find some respite from what is driving us. Rest and recovery can be important to our mental and physical health. A refreshed spirit and renewed energy can be the beginning of a cycle of creativity, productivity, and difference-making.

We know that the choices our students make about who they’re friends with matter. Students who spend most of their time with peers who value learning, achieving, and succeeding do better in school. For example, students who join athletic teams, participate in the arts, and join other purpose-driven groups tend to misbehave less and succeed more in academics. Similarly, students who spend most of their time with others who expect to graduate also graduate at higher rates themselves. Likewise, students whose friends plan to go on to higher education have a higher rate of participation in formal education after high school.

However, the influence of social networks is not confined to young people. It turns out that the people we spend time with as adults—our friends, colleagues, and associates—also tend to have a significant impact on our sense of well-being, our productivity, our level of motivation, and even our character. For example, a recent study found that workers who are surrounded with high performers experienced an increase of 15% in their productivity. Attitudes and behaviors such as curiosity, innovation, and motivation have a “spillover effect.”

Surrounding ourselves and spending significant time with positive people, high achievers, and action-oriented individuals can also have a significant impact on our attitude. We tend to feel better more often when the people around us are optimistic, take action to make things better, and show resilience in the face of challenges.

Of course, we cannot always choose those with whom we work and occasionally must spend time. Nevertheless, we can choose to minimize social and unstructured time with negative, pessimistic, and otherwise toxic people. When we must spend time with such people, we can consciously resist being dragged down, depressed, or otherwise influenced by them. Just being aware of the potential to be influenced can provide significant immunization from their impact.

Each of us has networks of people around us. We may have social networks formed by commonalities like the same workplace or field, or we may have networks based on our faith or religion to feed and renew our faith and spirituality. We may even be part of other networks that meet a need, feed an interest, or serve another purpose for us. Each of these associations plays a role in our lives and can have an influence on our happiness, satisfaction, sense of belonging, and self-worth.

There is yet another type of network to consider if we are not already part of one. This network is comprised of people we admire, people who are high achievers in an area of interest or aspiration and who can serve as models to emulate. Our commitment to and participation in this network can play a determinative role in our career success or in other areas of importance to us. When choosing or building this kind of network, there are several factors to prioritize so we can embrace its “spillover effect.” Here are factors to consider in our search:

• Look for thought leaders who provide access to valuable ideas, perspectives, and insights.
• Look for models of mindsets and patterns of behavior that lead to success.
• Pay attention to curious mindsets, innovative approaches, and novel thinking.
• Search for people who are energized by exploring and embracing ideas.
• Seek out skilled, interested listeners who invite your ideas and will provide thoughtful feedback.
• Find people who inspire and challenge your thinking.
• Embrace opportunities to share your knowledge and expertise.

It may be challenging to find or form a network that includes all these features. Just know that the more exposure to and engagement you have with sources of possibility, the greater impact it will have on your thinking, aspirations, performance, and overall satisfaction.

References:

Housman, M., & Minor, D. (June 2016). Workplace design: The good, the bad, and the productive. Harvard Business School. https://www.hbs.edu/ris/Publication%20Files/16-147_c672567d-9ba2-45c1-9d72-ea7fa58252ab.pdf

Corsello, J., & Minor, D. (2017, February 14). Want to be more productive? Sit next to someone who is. Harvard Business Review. https://hbr.org/2017/02/want-to-be-more-productive-sit-next-to-someone-who-is