Mastery (The Modern Machiavellian Robert Greene Book 1)

by Robert Greene

This process of hardwiring cannot occur if you are constantly distracted, moving from one task to another. In such a case, the neural pathways dedicated to this skill never get established; what you learn is too tenuous to remain rooted in the brain. It is better to dedicate two or three hours of intense focus to a skill than to spend eight hours of diffused...

Once an action becomes automatic, you now have the mental space to observe yourself as you practice. You must use this distance to take note of your weaknesses or flaws that need correction—to analyze yourself. It helps also to gain as much feedback as possible from others, to have standards against whic...

Your skill is not something that can be put into words; it is embedded in your body and nervous system—it becomes tacit knowledge. Learning any kind of skill deeply prepares you for mastery. The sensation of flow and of being a part of the instrument is a precursor to the great pleasures that mastery can bring. In essence, when you practice and develop any skill you transform yourself in the process. You reveal to yourself new capabilities that were previously latent, that are exposed as you progress. You develop emotionally. Your sense of pleasure becomes redefined. What offers immediate pleasure comes to seem like a distraction, an empty entertainment to help pass the time. Real pleasure comes from overcoming challenges, feeling confidence in your abilities, gaining fluency in skills, and experiencing the power this brings. You develop patience. Boredom no longer signals the need for distraction, but rather the need for new challenges to conquer.

In other words, concentrated practice over time cannot fail but produce results.

Step Three: Experimentation—The Active Mode This is the shortest part of the process, but a critical component nonetheless. As you gain in skill and confidence, you must make the move to a more active mode of experimentation. This could mean taking on more responsibility, initiating a project of some sort, doing work that exposes you to the criticisms of peers or even the public. The point of this is to gauge your progress and whether there are still gaps in your knowledge. You are observing yourself in action and seeing how you respond to the judgments of others. Can you take criticism and use it constructively?

You will know when your apprenticeship is over by the feeling that you have nothing left to learn in this environment.

It is time to declare your independence or move to another place to continue your apprenticeship and expand your skill base. Later in life, when you are confronted with a career change or the need to learn new skills, having gone through this process before, it will become second nature. You have learned how to learn.

The era we have entered is not one in which technology will make everything easier, but rather a time of increased complexity that affects every field. In business, competition has become globalized and more intense. A businessperson must have a command of a much larger picture than in the past, which means more knowledge and skills. The future in science does not lie in increased specialization, but rather in the combining and cross-fertilization of knowledge in various fields. In the arts, tastes and styles are changing at an accelerated rate. An artist must be on top of this and be capable of creating new forms, always remaining ahead of the curve. This often requires having more than just a specialized knowledge of that particular art form—it requires knowing other arts, even the sciences, and what is happening in the world. In all of these areas, the human brain is asked to do and handle more than ever before. We are dealing with several fields of knowledge constantly intersecting with our own, and all of this chaos is exponentially increased by the information available through technology. What this means is that all of us must possess different forms of knowledge and an array of skills in different fields, and have minds that are capable of organizing large amounts of information.

The future belongs to those who learn more skills and combine them in creative ways.

And the process of learning skills, no matter how virtual...

In the future, the great division will be between those who have trained themselves to handle these complexities and those who are overwhelmed by them—those who can acquire skills and discipline their minds and those who are irrevocably distracted...

STRATEGIES FOR COMPLETING THE IDEAL APPRENTICESHIP

Do not think that what is hard for you to master is humanly impossible; and if it is humanly possible, consider it to be within your reach. —MARCUS AURELIUS

1. Value learning over money

As previously narrated in chapter 1 (see page 39), when Freddie Roach’s career as a boxer came to an end in 1986, he took a job as a telemarketer in Las Vegas. One day, he entered the gym where he himself had trained under the legendary coach Eddie Futch. He found many boxers there who were not receiving any personalized attention from Futch. Even though he was not asked, he began to hang around the gym every afternoon and help out. It turned into a job for which he was not paid, so he held on to his telemarketing position. Working the two jobs left just enough time to sleep. It was almost unbearable, but he could withstand it because he was learning the trade for which he knew was destined. Within a few years he had impressed enough young boxers with his knowledge to set up his own business, and was soon to become the most successful boxing trainer of his generation.

It is a simple law of human psychology that your thoughts will tend to revolve around what you value most. If it is money, you will choose a place for your apprenticeship that offers the biggest paycheck. Inevitably, in such a place you will feel greater pressures to prove yourself worthy of such pay, often before you are really ready. You will be focused on yourself, your insecurities, the need to please and impress the right people, and not on acquiring skills. It will be too costly for you to make mistakes and learn from them, so you will develop a cautious, conservative approach. As you progress in life, you will become addicted to the fat paycheck and it will determine where you go, how you think, and what you do. Eventually, the time that was not spent on learning skills will catch up with you, and the fall will be painful. Instead, you must value learning above everything else. This will lead you to all of the right choices. You will opt for the situation that will give you the most opportunities to learn, particularly with hands-on work. You will choose a place that has people and mentors who can inspire and teach you. A job with mediocre pay has the added benefit of training you to get by with less—a valuable life skill. If your apprenticeship is to be mostly on your own time, you will choose a place that pays the bills—perhaps one that keeps your mind sharp, but that also leaves you the time and mental space to do valuable work on your own. You must never disdain...

2. Keep expanding your horizons

Zora Neale Hurston’s story reveals in its barest form the reality of the Apprenticeship Phase—no one is really going to help you or give you direction. In fact, the odds are against you. If you desire an apprenticeship, if you want to learn and set yourself up for mastery, you have to do it yourself, and with great energy.

Mingle with as many different types of people as possible. Those circles will slowly widen.

Any kind of outside schooling will add to the dynamic. Be relentless in your pursuit for expansion. Whenever you feel like you are settling into some circle, force yourself to shake things up and look for new challenges, as Hurston did when she left Howard for Harlem. With your mind expanding, you will redefine the limits of your apparent world. Soon, ideas and opportunities will come to you and your apprenticeship will naturally complete itself.

3. Revert to a feeling of ...

Daniel Everett came upon a truth that has application far beyond his field of study.

What prevents people from learning, even something as difficult as Pirahã, is not the subject itself—the human mind has limitless capabilities—but rather certain learning disabilities that tend to fester and grow in our minds as we get older. These include a sense of smugness and superiority whenever we encounter something alien to our ways, as well as rigid ideas about what is real or true, often indoctrinated in us by schooling or family.

If we feel like we know something, our minds close off to o...

We see reflections of the truth we have already assumed. Such feelings of superiority are often unconscious and stem from a fear of what is different or unknown. We are rarely aware of this, and of...

Children are generally free of these handicaps. They are dependent upon adults for their survival and naturally feel inferior. This sense of i...

Through learning, they can bridge the gap and not feel so helpless. Their minds are completely open; they pay greater attention. This is why chil...

Understand: when you enter a new environment, your task is to learn and absorb as much as possible. For that purpose you must try to revert to a childlike feeling of inferiority—the feeling that others know much more than you and that you are dependent upon them to learn and safely navigate your apprenticeship. You drop all of your preconceptions about an environment or field, any lingering feelings of smugness. You have no fears. You interact with people and participate in the culture as deeply as possible. You are full of curiosity. Assuming this sensation of inferiority, your mind will open up and you will have a hunger to learn. This position is of course only temporary. You are reverting to a feeling of dependence, so that within five to ten years you can learn enough to finally declare your independence and enter full adulthood.

4. Trust the process

He had never failed at anything before; it was a matter of pride that he had conquered everything that had been presented to him so far in life. Now he faced a possibility that would devastate him. Seventy students had started out in the course, but almost every week one of them was cut from the program. It was a ruthless, whittling-down process. It looked as if he would be the next one to be cut, and such cuts were final. Once he was allowed back into the plane, he would only have a few chances to prove himself. He had already been trying his hardest. Where had he gone wrong? Perhaps unconsciously, he had become intimidated and afraid of the flying process itself. Now he was more afraid of failing. He thought back to his days in high school. Despite his relatively short height, he had managed to become the quarterback of his high school football team. Back then he had also experienced moments of doubt and even panic. He had discovered, however, that through rigorous training—mental and physical—he could overcome his fear and almost any deficiency in his skill level. In football practice, placing himself in circumstances that had made him feel uncertain had helped him to become familiar with the situation and not so afraid. What was necessary was to trust the process and the results that would come from more practice. This would have to be the way forward in his current situation. He tripled his time with the simulator, habituating his mind to the sensation of so many stim...

What separates Masters from others is often something surprisingly simple. Whenever we learn a skill, we frequently reach a point of frustration—what we are learning seems beyond our capabilities. Giving in to these feelings, we unconsciously quit on ourselves before we actually give up.

Among the dozens of pilots in Rodriguez’s class who never made the cut, almost all of them had the same talent level as he did. The difference is not simply a matter of determination, but more of trust and faith. Many of those who succeed in life have had the experience in their youth of having mastered some skill—a sport or game, a musical instrument, a foreign language, and so on. Buried in their minds is the sensation of overcoming their frustrations and entering the cycle of accelerated returns. In moments of doubt in the present, the memory of the past experience rises to the surface. Filled with trust in the process, they trudge on well past the point at which others slow down or mentally quit.

When it comes to mastering a skill, time is the magic ingredient. Assuming your practice proceeds at a steady level, over days and weeks certain elements of the skill become hardwired. Slowly, the entire skill becomes internalized, part of your nervous system. The mind is no longer mired in the details, but can see the larger picture. It is a miraculous sen...

The only real impediment to this is yourself and your emotions—boredom, panic, frustration, insecurity. You cannot suppress such emotions—they are normal to the process and are experienced by everyone, includi...

The boredom will go away once you enter the cycle. The panic disappears after repeated exposure. The frustration is a sign of progress—a signal that your mind is processing complexity and requires more practice. The insecuriti...

Trusting this will all happen, you will allow the natural learning process to move forward, and everyth...

5. Move toward resistance and pain A. Bill Bradley (b. 1943) fell in love with the sport of basketball somewhere around the age of ten. He had one advantage over his peers—he was tall for his age. But beyond that, he had no real natural gift for the game. He was slow and gawky, and could not jump very high. None of the aspects of the game came easily to him. He would have to compensate for all of his inadequacies through sheer practice. And so he proceeded to devise one of the most rigorous and efficient training routines in the history of sports. Managing to get his hands on the keys to the high school gym, he created for himself a schedule—three and a half hours of practice after school and on Sundays, eight hours every Saturday, and three hours a day during the summer. Over the years, he would keep rigidly to this schedule. In the gym, he would put ten-pound weights in his shoes to strengthen his legs and give him more spring to his jump. His greatest weaknesses, he decided, were his dribbling and his overall slowness. He would have to work on these and also transform himself into a superior passer to make up for his lack of speed. For this purpose, he devised various exercis...

Several years into this process, Keats came to a fateful decision—he would devote his life to writing poetry. That was his calling in life and he would find a way to make a living at it. To complete the rigorous apprenticeship he had already put himself through, he decided that what he needed was to write a very long poem, precisely 4,000 lines. The poem would revolve around the ancient Greek myth of Endymion. “Endymion,” he wrote a friend, “will be a test, a trial of my Powers of Imagination and chiefly of my invention …—by which I must make 4000 lines of some circumstances and fill them with Poetry.” He gave himself a rather impossible deadline—seven months—and a task of writing fifty lines a day, until he had a rough draft. Three-quarters of the way through, he came to thoroughly hate the poem he was writing. He would not quit, however, willing his way to the end, meeting the deadline he had set. What he did not like about Endymion was the flowery language, the overwriting. But it was only by means of this exercise that he could discover what worked for him. “In Endymion,” he later wrote, “I leaped headlong into the Sea and thereby became better acquainted with the Soundings, the quicksands and the rocks, than if I had stayed upon the green shore and … took tea and comfortable advice.” In the aftermath of writing what he considered to be a mediocre poem, Keats took stock of all of the invaluable lessons he had learned. Never again would he suffer from writer’s block—he ...

He had learned that it was in the actual writing of the poem that the best ideas would often come to him, and that he had to boldly keep writing or he would miss such discoveries.

Most important of all, as a counterexample to Endymion, he had hit upon a style that suited him—language as compact and dense with imagery as possible, with not a single wasted line. With these lessons in hand, in the years 1818 to 1819, before he became gravely ill, Keats would produce some of the most memorable poems in the English language, including all of his greatest odes. This added up to perhaps the most productive two years of writing i...

By nature, we humans shrink from anything that seems possibly painful or overtly difficult. We bring this natural tendency to our practice of any skill. Once we grow adept at some aspect of this skill, generally one that comes more easily to us, we prefer to practice this element over and over. Our skill becomes lopsided as we avoid our weaknesses.

We tend to also be quite conventional in our practice routines. We generally follow what others have done, performing the accepted exercises for these skills. This is the path of amateurs.

To attain mastery, you must adopt what we shall call Resistance Practice. The principle is simple—you go in the opposite direction of all of your natural tendencies when it comes to practice.

First, you resist the temptation to be nice to yourself. You become your own worst critic; you see your work as if through the eyes of others. You recognize your weaknesses, precisely the elements you are not good at. Those are the aspects you give precedence to in your practice. You find a kind of perverse pleasure in moving past the pain this might bring. Second, you resist the lure of easing up on your focus. You train yourself to concentrate in practice with double the intensity, as if it were the real thing times two. In devising your own routines, you become as creative as possible. You invent exercises that work upon your weaknesses. You give yourself arbitrary deadlines to meet certain standards, constantly pushing yourself past perceived limits. In this way you develop your own standards for excellence, generally higher than those of others. In the e...

6. Apprentice yourself ...

In 1901, a year and a half after it had started operation, the board of directors dissolved the company. They had lost faith in Henry Ford. In analyzing this failure, Ford came to the conclusion that he had been trying to make his automobile serve too many consumer needs. He would try a second time, starting out with a lightweight and smaller vehicle. He convinced Murphy to give him another chance, something rare in the fledgling automobile business. Still believing in Ford’s genius, he agreed, and together they formed the Henry Ford Company. Right from the start, however, Ford felt the pressure from Murphy to get the automobile ready for production so as to avoid the problems he’d had with the first company. Ford resented the interference from people who knew nothing about design or the high standards he was trying to establish for the industry. Murphy and his men brought in an outsider to supervise the process. This was the breaking point—less than a year after its establishment, Ford left the company. The break with Murphy this time was final. In the car business, everyone wrote Henry Ford off. He had blown his two chances and nobody was ever given a third, not with the amount of money at stake. But to friends and family, Ford himself seemed blithely unconcerned. He told everyone that these were all invaluable lessons to him—he had paid attention to every glitch along the way, and like a watch or an engine, he had taken apart these failures in his mind and had identifie...

When a machine malfunctions you do not take it personally or grow despondent. It is in fact a blessing in disguise. Such malfunctions generally show you inherent flaws and means of improvement.

You simply keep tinkering until you get it right.

The same should apply to an entrepreneurial venture. Mistakes and failures are precisely your means of education. They tell you about your own inadequacies. It is hard to find out such things from people, as t...

Your failures also permit you to see the flaws of your ideas, which are only revealed in the execution of them. You learn what your audience really wants, the discrepancy be...