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Self Conscious
CHAPTER XII
MAKING EXPERIENCE AN ASSET: JUDGMENT FORMATION
WHY is it that of two men who are working at the same desk or bench the one acquires valuable experience rapidly and the other slowly?
Why is it that of two houses each employing a thousand men the one sees its employees securing experiences that enhance their earning capacity rapidly, but the other house is compelled periodically to secure new blood by importing men from rival firms?
Modern psychology teaches that experience is not merely the best teacher but the only possible teacher. All that any instructor can do is to select and to provide the conditions necessary for appropriate experiences and to stimulate the learner to make the most of them. The ignorant is changed into the learned
by means of the utilization of profitable experiences. By the same method the novice is changed into the expert; the amateur into the professional; the inefficient into the efficient; and the errand boy into the manager.
One of the most important questions any man can ask is this: What experience am I actually getting from day to day and what experience might my situation offer?
One of the most important questions the employer of men can ask is this: How much more efficient will my men be to-morrow because of the experience of to-day? How might their experience be changed or utilized so that their efficiency might be increased more rapidly?
In planning to secure permanent increase in efficiency, whether for one's self or for one's employees, we simplify our problem by considering it under the two following subdivisions:--
What Experiences are Most Valuable?
How may these Most Valuable Experiences be Secured and Utilized?
Preparatory to the answering of these two questions it will simplify matters to consider the general conditions which affect the value of experience.
GENERAL CONDITIONS GIVING VALUE TO EXPERIENCE
1. Health and Vigor.
The mind and body are so intimately connected that the value of an experience is seriously affected by depletion or exhaustion of the body. The experiences acquired when one is fresh and vigorous are remembered; those acquired when one is tired are forgotten. Most college students find that lessons gotten in the morning are better remembered and are more readily applied than those learned after a day of exhaustive work. We get most out of those experiences secured when we are feeling the most vigorous, whether the vigor be dependent upon age, rest, or general health.
2. Experience is valuable proportionately as we apply ourselves to the task on hand. By intensity of application we not only accomplish
more, but each unit of work contributes more to our development. Under the stress of voluntary and spontaneous attention, under the stimulus of personal efficiency-ideals, and under such social demands as competition and imitation we develop new methods of thought and action which are thereupon adopted as the methods for future action.
3. The value of an experience depends upon what has been called the ``personal attitude'' sustained during the experience. Three forms of ``personal attitudes'' have been distinguished and are designated as follows:--
(a) The submissive or suggestible attitude.
(b) The self-attentive attitude.
(c) The objective or the problem attitude.
(a) One is likely to be thrown into the submissive attitude when a new situation arises (a business problem), if one knows that he is in the presence of others who could solve the problem with relative ease or accuracy. In such a situation the individual is hampered in his thinking by the presence of those who are more expert than he. His thinking is
therefore futile for the present difficulty and is devoid of educative value.
(b) The self-attentive attitude is similar to the submissive attitude, but is not to be confused with it. If when confronted with a difficult problem my attack upon it is weakened by the expectation of assistance from others, I am in a submissive attitude. If, however, my attack is weakened by my realization that I am on trial,--that what I do with the problem will be observed by others,--then I become self-conscious and am thrown into the self- attentive attitude. If I am conscious that I am being watched, it is quite difficult for me to hit a golf ball, to add a column of figures, or to deliver a lecture on psychology. So long as I am self-attentive my efficiency is reduced; I hit on no improved methods of thought or action, and my experience therefore has no permanent value.
(c) So soon as I can forget others and myself and can take the objective, or the problem attitude, the chances of efficient action are greatly increased. I find it relatively easy
to assume this attitude when I feel that I stand on my own responsibility; that the problem cannot possibly be referred to any higher authority, but that the solution depends upon me alone. My chances of solving the problem would be much reduced, if it were proposed to me at a time when I felt domineered by a superior, or when I felt that he knew much more about it and could settle it much more easily and surely than I. If the problem demanded previous experience and the possession of knowledge which I did not possess, it would be likely to make me self-conscious and hence incapable of utilizing even the experience and the knowledge that I do possess. Past success, the possession of wide experience, and technical instruction keep me from assuming the self-attentive attitude and enable me to take the problem or objective attitude. This is the only attitude consistent with improved form of thought or action, and hence is the attitude essential for valuable experience.
4. That experience is the most valuable that is acquired in dealing with conditions similar
to those in connection with which improvement is sought. Experience in wood-chopping makes one a better chopper but does not necessarily increase his skill in sawing wood. Experience in bookkeeping increases one's ability in that particular, but does not appreciably increase his ability to handle men. Speed and accuracy of judgment secured in inspecting one sort of goods cannot be depended upon, if a different sort of goods is to be inspected.
The experience secured in responding to one situation will be valuable in responding to a similar situation because of the three following facts:--
(a) Two similar conditions may secure identical factors in our activity. Thus school life and the executive's work secure such identical activities as are involved in reading, in writing, or in arithmetic, and so forth, whether accomplished in the schoolroom or the office.
(b) The method developed in one experience may be applied equally well to another activity. In connection with a course in college, a student may acquire a scientific method of
procedure. At a later time he may (or he may not) apply this same method to the problems arising in his business or industrial life.
(c) Ideals developed in one experience may be projected into other experiences. If the ideals of promptness, neatness, accuracy, and honesty are developed in one relationship of life, the probabilities are somewhat increased that the same ideals will be applied to all experiences. |
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