Bureau voor Progressiegericht Werken

Progressiegericht Werken

Progress is made, but not noticed

Most people notice the negative quicker than the positive - and the negative has a stronger impact on them than the positive. This is known as the negativity bias and it probably has an evolutionary reason. For our survival it was more important to assume something was dangerous, than it was to assume something was safe and positive. Even though our circumstances have changed, and we’re less likely to be eaten by a lion when cycling to work, we are still overly sensitive to threats and negative information. We focus on the negative and are negatively affected by it. (meer…)
Read More

Preview Creating Progress

The new book Creating Progress is a practical book for coaches, leaders and teachers who are interested in the progress focused approach and who want to know more about its practical tools and techniques. You can find a preview of the book here: Creating Progress preview
Read More

Creating Progress – now available

Creating Progress is the very first English book about the progress focused approach. You can purchase the book here. The back cover says: Words play such a big role in our lives. They influence what we think and feel in the moment; an unexpected compliment cheers us up, whilst angry words can spoil our day. Words can have long term consequences; what’s being said can lead us to file for divorce, push us to go to war, give us the courage to start a new education or choose a new career path. Unlike many other things in life that we have less control over, we can choose our own words.…
Read More

Positive feedback that undermines intrinsic motivation

Does positive feedback always have a positive effect on intrinsic motivation? Studies such as described in this book provide clear answers. Well done, your finger placement is very good! Suppose someone is learning a new skill because he is interested in learning that skill. John, for example, took lessons to learn play the Cello. Suppose his teacher would say:” In our previous lesson I suggested you would practice your finger placement, remember? Could you play something, so that I can see if I have explained myself properly last time?’ Suppose John would then play something and afterwards his teacher would say: “Your finger placement is very good, well done! It’s…
Read More