Two Kinds of Success
- Jun 8
- 2 min read
Consider two students who were successful in school. Both earned strong grades. Both completed assignments. Both have demonstrated the ability to meet expectations consistently. By the signals the system provided, both did well.
Now place them in a situation they have not been explicitly prepared for. They are each a part of a small team asked to make a plan for a situation that is still unfolding. The information is incomplete and the constraints are changing. The outcome matters, but no one knows exactly what the right answer looks like yet.
At first glance, there is no obvious difference between them. Both have succeeded in environments that rewarded their effort and ability, but the way they have learned to approach problems begins to surface almost immediately.
The first student looks for structure. What is the assignment? What are the criteria? What is the expected output? In the absence of clear answers, they hesitate. They begin working independently, trying to define the problem precisely before acting. They are careful, accurate in parts, but slow to move. Uncertainty feels like a signal to pause and seek guidance.
The second student also feels the uncertainty, but responds differently. They begin by talking with the group. What do we know? What don’t we know? What can we try? They suggest a rough approach, knowing it may be wrong, and move quickly to test it. They adjust based on what happens. They bring others in, divide the work, and revise the plan as new information emerges.
Over time, a pattern appears. The first student is effective when the task becomes clear. When expectations are defined, they execute well, but when the path is uncertain, progress is slow and dependent on external structure.
The second student improves as the situation unfolds. They are not necessarily more knowledgeable at the start, but they are able to organize effort, surface gaps, and adapt their approach. Their effectiveness increases as they interact with the problem and with others.
Both students are capable, but they have simply been shaped by different environments. One has been trained to succeed in systems where expectations are defined, performance is measured individually, and correctness is the goal. The other has been trained in environments where progress depends on identifying gaps, coordinating with others, and refining models over time.
Success in a system tells you what the system selects for. The world most adults operate in is defined by uncertainty, collaboration, and change. Problems are rarely fully specified. Information is often incomplete. Decisions must be made before everything is known, and progress depends on working with others while the situation evolves.
If this is the environment people must navigate beyond school, then we must consider what kind of success we are preparing learners for.
