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#50by50 #18 – Read The RASC Observer’s Handbook 2018

The PolyBlog
November 1 2017

Despite the fact that I bought my telescope five years ago, I consider myself relatively new to astronomy. Mainly because of the myriad of alignment challenges that I’ve had over the last five years, I feel like I’m starting fresh, albeit with more knowledge than most enter the hobby. I’ve done some basic starhopping, attended numerous RASC meetings, gone to star parties, done some outreach. You know, got my feet wet.

As a RASC member, I also get the annual RASC Observers Handbook. Yet for the last five years, it’s been hit or miss with me whether it was useful. In 2015, I dove deep, and did a review (A newbie’s guide to the RASC Observer’s Handbook 2015) based on being a complete noob and how I found the contents. 2016 was okay, flipped through. In 2017, I didn’t even open the plastic wrap around it until a few weeks back when I got the alignment issues solved.

This year, I wanted to go hard core on the guide as part of my 50by50 challenge. The 2018 edition arrived two weeks ago, and my basic intent was to read it cover to cover. I know, I know, it’s part field guide, it’s not meant to be read cover to cover. Yet I wanted to know what was in it so that I could go back and dive into sections when I needed them. Here’s what I found…

Introduction

One of the biggest and most obvious challenges for an Observer’s Guide of this range is trying to hit a target audience of RASC members that combines newbies, solid amateurs, semi-professional astronomers and photographers, and outright astro-physicists. That is a huge spectrum of potential users, and there is virtually no way to write a single text that will fit all four stops on the spectrum. Yet, for me, a newbie alumni potentially, I found some quirks that bothered me.

One thing that bothers me is a number of website errors in URLs. Don’t get me wrong, the web changes every day, and trying to keep up to date on a series of links is a no-win battle. That’s true of almost any publication that is linking to publicly available information. Sites change their structure, move some files, and voila, a dead link. And I have this site which deals with dead links all the time.

But that’s not this type of error. Most of the links haven’t changed, and they are already up to date on the RASC main site. Just somehow they got edited before they went to print, and they no longer work. On page 10, there are some recommended readings, atlases and software links, and there is a link to an article by Andrew Franknoi. Except the link takes you to a generic entry portal for the magazine that the article is in, and it was only by other google searching that I luckily chose the right issue. However, later I was on the RASC national site for the 2017 guide, and the link was there. So I clicked it again, and it worked, took me right to the article. So between last year and this year, someone edited the URL for no apparent benefit. In the same section, there is a reference to Sky Safari being available on the desktop which was news to me. So I surfed and couldn’t find it. Until I realized that yes it was available on desktop, but only Mac. Would have been good to know before wasting time looking for something that doesn’t exist. Later on page 15, there are a list of selected internet resources. Some good ones in there, a standard list that appears every year. Which URL is wrong? The one for the Observer’s Handbook. On the site, it is rasc.ca/handbook; on the list, they called it rasc.ca/observers-handbook. Which doesn’t take you to the handbook, it just throws an error. Really? They got their OWN url wrong?

Page 16 starts with an article about using the handbook for teaching purposes, and I really like the resources they have for the Night Sky (page 17) around constellations, when they’re visible, and even just a list of them.

Basic Data

Page 25 has “observable satellites of the planets” and I’m very excited by the list. I’m sure some variant was in previous handbooks, but I’m adding it to my observing target list for 2018. Equally, page 38 has information on observing artificial satellites too.

Optics and Observing

Pages 49-59 are all about magnification, telescope parameters, night myopia and exit pupils. I read the articles twice and I was more confused than when I started. At the end of page 53, there are some examples, and it probably should have aimed to get there a lot faster. Ideally, and I may be missing some huge variables, they would take some basic types of scopes and give ranges…like for the Schmidt-Cassegrains that range in aperture from 4″ to 8″, or maybe even 11″, they could use basic eye piece sizes (32mm, 25mm, 20mm, 15mm, 10mm, 8mm, 4mm), show the magnification that goes with that, and add the exit pupil. Then use shading in the table to show the different ranges that are good combos. Then do the same for refractors, reflectors, dobs, etc. Heck, if they want, they could add in seeing quality to eliminate most of the “high magnification” values that are more theoretical than practical, unless you have near-perfect skies. I’m going to look for better explanations online. It is clear they know their stuff, it just doesn’t come across as very user-friendly to understand.

After the challenge of the first ten pages of the section, I was excited to see the updated article on binoculars that is included in some form annually. And so it has the great info on page 60 about what you can see, i.e. without needing a telescope, you can see a lot. Unfortunately, when it comes to practical information, the only pair it recommends is the Canon 10x42L with image stabilization. Sure, I agree it is a superb instrument. And for the almost $1500 it costs, I would expect that. I’m not sure why that pair is relevant as the majority of people buying are people who didn’t have $1000 for a scope or even $700. The reason there’s a market way less than that is because that is what people can afford. Much more useful would be some indication of the entry-level astro models with 2-3 examples, and then maybe a small jump up before going all the way to the wallet breaker.

By contrast, no pun intended, the filters article on page 64 is awesome. Great combo of basic info about all the different types of filters. Having recently experienced for the first time the benefits of the Ultra Block and an Oxygen III in viewing the Veil and Orion Nebulae, I was inspired to branch out more with this article.

Skipping over a few articles of limited resonance for me, I came to the one on Weather Resources. I think this article has appeared before, but I was struck on page 76 that it is incredibly outdated. It talks about the effects of fires in B.C. in 2002 and 2003 having implications for viewing far away, but so did the ones in 2015 and again this year. This year could be forgiven for being excluded due to time constraints in publishing, but we have much more recent examples than 2002. But where I just about lost my sh** was on page 77 when I read:

The popular Schmidt-Cassegrain telescopes do not come with cooling fans and they are known to suffer from internal turbulence, especially at large apertures. Only a few advanced amateur astronomers will have the courage to add fans to those telescopes. Any telescope, and particularly the Schmidt-Cassegrains type, should always be brought outside to cool it down at least two hours before the observing session. Better yet is to keep a telescope permanently outside in a backyard observatory.

The bold and italics are added by me. I don’t have a problem with the cooling info for SCTs. I do however have a huge problem with such a strong economic bias creeping into a field guide for observers. Just like with the previous article on binos, albeit written by a different author.

First of all, not everyone lives in a house to even have the chance to have a backyard. Lots of people live in apartments and condos. Second, separate from that, many wouldn’t have the money to build a whole separate observatory in their backyard or the space to do it, or even the lines of sight to make it useful, even if the skies were dark enough where they live. Third, this is in a paragraph about SCTs. Why are SCTs so popular? Because up to 8″, they’re highly portable. But sure, the best object is to go out and buy a house so you can have a backyard to put a SCT in your personal observatory. There’s a reason a lot of the people doing that are retired…they have retirement and savings, and have the time and resources to do that. Most Canadians don’t. I’m extremely fortunate to have a good job, and above average disposable income, and I don’t have the extra money to move to darker skies and build a personal observatory. I wouldn’t expect an article in a field guide to actually piss me off, but this one did.

Moving on, we come to light abatement, and there is a great chart on page 84 about star parks and dark sky preserves in Canada. Except for some reason, the chart is organized by reverse chronological order of when they were created — not by GPS coordinates, not by province, not by closest city, just by reverse chron. I suppose it shows history, but most people would want to know where they are in Canada…so why not put a map with a date next to it? I don’t get it.

I’m all the way to page 85 before I start hitting the mother lode. Alan Dyer’s deep-sky observing hints. Which starts with planning. Page 86 has Paul Markov on the observing logbook, and while I didn’t use the RASC default one (side note — the URL for this was wrong too, again one of RASC’s own links (!), although I did find it eventually on the national site), I found enough in the Markov article and elsewhere to design my own. I’m not quite finished with a couple last minute additions and tweaks, and adding a bunch of static info up front, but I’ll print and bind it in coil when I’m done so I’ll have a nice half-sheet size notebook.

Kathleen Houston has another inspiring article on sketching, and I confess I was a bit underwhelmed. Even though I have no ability whatsoever for drawing anything, I love the premise. Enough so that my logbook has a space for each observing to draw in, if I so choose. I figure if I put it in, I have the option; if I don’t, I’ll never do it. So it’s in for now. But I think what would make this article “sing” more is some actual practical examples. Like a few pictures with a corresponding simple sketch beside each one. To actually show people what we’re talking about, rather than pages of prose. After all, the whole point is that a picture/sketch is worth at least a couple hundred words, isn’t it?

I was a bit disappointed with the astrophotography primer, and maybe that isn’t fair to the author. It’s an almost impossible task to describe at any level of detail that will make the masses happy. But for me, the part that bothered me was around the afocal imaging and a rather basic / negative treatment of it. If anyone has doubts about the quality of imaging with a smartphone, check out Andrew Symes on Twitter. Based in Stittsville, he has some amazing planetary shots. All with his iPhone and Nexstar 8SE with Alt-Az mount. None of the equipment that people are supposed to use to do AP. And he’s getting amazing results.

The Sky Month by Month

Okay, I confess. My eyes glazed over reading this section, which admittedly is the meat of the book. Many people might buy it just for these chapters. A great overview of each month, all condensed down to 26 pages. Yet, I can’t help but feel there is something missing. Like Letterman doing a top 10 list for each month. Or maybe even just the top 3. Three things that are UNIQUE to that month. The best time all year to see Saturn. Or a fantastic view of some DSO that will be high in the sky with little distorting atmosphere between us and them. Or a meteor shower. January for example has 42 events listed for the month. Even if you go with the bold ones, there are 17. Sure, I can guess which ones are better. Hello, lunar eclipse! But it would be great for people to have almost a “basic” option, a “medium” option, and a “challenge” option for each month.

Eclipses

Page 122-146 has a lot of information, and while some of the lunar stuff is interesting, I confess I feel like the entire chapter is a year too late. I don’t remember if 2017 had such a chapter, as I said I just opened it(!), but there was a reason to have it this year. Without the solar eclipse in N.A. driving interest, I feel like the whole chapter is overkill. Even with a lunar one this year to aim for…

The Moon

I love this section. Maybe in part because I want to do the Lunar certificate for RASC sometime, and I think the moon is undervalued as an accessible target for people.

For me, the entire handbook is “made” just having the info from Bruce McCurdy on lunar observing starting on page 158 as it is perfect for me. Relative shifts per day (p. 158), Canadian content (p.160), the Hadley Rille (p.161), and the lunar certificate (p. 161) are all great elements for the coming year.

The Sun

Like the previous chapter, I am interested in this one as I have a solar filter. I don’t however have a solar scope. Which means what I can do is kind of basic. But it’s a start. And I can do it during the day. Kim Hay’s article on page 186 on solar observing is a bit more basic than I would like, would have been good to have a bit more detail like the moon article. Oddly enough, I found Roy Bishop’s article on Sky Brightness at midnight the most, ahem, illuminating. While fairly basic, I hadn’t thought of the night wind-down in terms of times and horizons, partly as I’m more constrained by sky glow of suburbs that don’t start to taper off until after 10:00 and often 11:00 or 12:00 anyway.

Planets and Satellites

Pages 211-240 cover the seven planets and is probably the most useful section in the short-term. Like the Month-by-Month section, I wish it was a bit clearer as to when the best viewing was, as some of the descriptions are kind of “on the one hand, this is good, but on the other, this is not so good”. Give me a date or a month, people! Break it down! I have what I *think* it means, but honestly, I have no guarantees I’m reading it right. But I took a LOT of notes in the margins.

Dwarf and Minor Planets // Meteors, Comets and Dust

I was going to skim read these two sections, I confess, as I’m usually in the city glow, not a dark sky, and I have an 8″ SCT. Which means my chances of picking these ones out are quite low in the beginning. Maybe later when I know what I’m doing, and I’m at a dark site, I might have a chance. But I’m willing to pick the best night of the year to try for it, and if I can time that for a dark sky viewing, I’ll go for it. I’m optimistic that some day I might get to it, but maybe not 2018.

Stars

The star section, pages 270-306, should be the simplest in my view, and yet I find the various lists confusing. First we have named stars, that seems simple enough, 85 stars whose names I have seen. Then there’s a list of the brightest stars. Equally simple, I thought. It even says there are 286 of them. Great. Except it organizes by the technical name, not the known name, so Mirach is Andromeda B. Umm, okay. Fine. I guess that makes sense. And then we have the 50 brightest stars by magnitude. WTF? Why wouldn’t you just combine this with the list of 286? Presumably they’re on the list. Couldn’t that REALLY detailed table have a column to identify it’s rank out of 286? Then there’s a list of nearby stars. Okay that makes sense too. Wait, a separate list of “easily observable” nearby stars. Okay, colour me confused. No wait, I haven’t got that far yet — I still have double stars, multiple stars, and carbon stars, before I get to coloured double stars. Not to mention variable stars and expired stars. I see lots of LONG lists, and not much of a guide to filtering them other than to do the 50 brightest or the easily observable nearby ones. It would be great if they were organized by season though. Not sure how I’m going to use much of the lists unless I can download the e-version.

The Deep Sky

Unlike the stars section, the deep sky section is just richness personified. I love all the lists and I want to do them all:

  • Deep Sky Selection – From Near to Far;
  • Open Clusters
  • Globular Clusters
  • Messier – by season
  • Finest NGC Objects – by season
  • Dark Nebulae
  • Deep Sky Challenge Objects
  • Deep Sky Gems – by season
  • Wide Field Wonders
  • 40 Optically Brightest Shapley-Ames Galaxies
  • The Nearest Galaxies
  • Galaxies with Proper Names

Conclusion

The RASC Observers Handbook 2018 has a huge amount of material that is useful to multiple users across the spectrum. And for me personally, there are a lot of things that I will try and turn into useful target lists for various nights. But there are some editorial and tone issues in a few places that made it a less than positive initial engagement with the guide.

Let’s see how it does in the field.

Posted in Pondside Planner | Tagged 2018, 50by50, astronomy, book review, goals, handbook, Observers, RASC | Leave a reply

#50by50 #14 – See a play at Ottawa Little Theatre (OLT)

The PolyBlog
October 29 2017

I’m not sure I was an unbiased viewer of tonight’s live performance — Arsenic and Old Lace at the Ottawa Little Theatre.

Some of you may remember back in the day when my lovely bride and I were married at that theatre. We had been season’s tickets subscribers in the past, it was near our old neighbourhood, and we were looking for an off-beat venue. It was perfect for us. So we kind of have a special place in our heart for the old girl. And this year we are season’s ticket holders again. We missed the first play, but I really wanted to see this one. So much so that we changed the tickets to a more convenient night as next weekend is a bit busy.

Why was I excited? Because it’s Arsenic and Old Lace, duh.

I know, I know, you probably don’t even know AOL as anything other than an internet provider that old people used to use. Well, no, A&OL is Arsenic and Old Lace. Lots of older people would remember it as an old Cary Grant movie. If they were truly aware, they would know that it was based on a hugely successful Broadway play starring Boris Karloff, who is referenced repeatedly throughout the original play, movie and tonight’s version. But me? I first heard it as an old-time radio broadcast following an “intro” to radio dramas in Grade 9 Canadian History class.

The comedy tonight has three main levels of cast members…tier 3 involves some beat cops, a visitor, a director of a sanitarium. Tier 2 involves a bride-to-be, a plastic surgeon, and three nephews. And tier 1 includes two elderly aunts. As you find out within the first few minutes of the play, Aunt Martha and Aunt Abby have taken to performing acts of charity with lonely old men — they poison them and bury them in the basement.

Now, with the two aunts, the show lives or dies by their delivery. If they’re “on”, the play sings; if they’re not “on”, it suffers. Tonight? Janet Banigan as Aunt Martha and Sarah Hearn as Aunt Abby were downright awesome. They tripped over lines a couple of times, but not egregiously, and they do occupy almost 40% of the play. Entirely believable. Played by Jean Adair and Josephine Hull in both Broadway and film versions, the characters are delicious to watch. Innocently spooky almost. Just don’t drink their elderberry wine.

The three nephews — Mortimer, the normal one; Jonathan, the criminal; and Teddy, the one who thinks he’s Teddy Roosevelt — were played by Kurt Shantz, Paul Williamson, Dan Desmarais (the roles occupied by Cary Grant, Raymond Massey as a clone of Boris Karloff, and John Alexander in film). Shantz and Williamson were pretty solid, although Shantz looked a bit too much like Dan Ackroyd in Trading Places at times when he was going for “smug”. Williamson was definitely thug-like for his role, a little bit nutty with a strong mean streak.

The Doctor was played by Claude Laroche, and I almost want to see the film version to see Peter Lorre in the role. Can’t even imagine him as Einstein. With Mary Whalen handling the part of Elaine, the girlfriend/bride-to-be (Priscilla Lane in the film in one of her last roles). I’ve seen Whalen before, and she’s hit and miss for some roles — tonight she did great. As did Laroche, in a role that is hard to balance between a little sleazy, a little weak, a little mousy, a little evil.

The rest of the cast is a bit of a wash both in terms of their performance as well as the roles themselves. In the radio drama, most of them don’t even show up — mostly it’s just the three nephews, two aunts, the doctor, and a beat cop. Seven cast members, not the 13 who were in tonight’s version.

I was nervous — I like the play so much and I just wanted them to nail it. Which they did.

One of the best performances Andrea and I have ever seen at the OLT. Great night…

Posted in Pondside Planner | Tagged 50by50, age, bucket list, goals, live, OLT, performance, play | Leave a reply

#50by50 #12 – Share my HR Guide in deck form

The PolyBlog
October 4 2017

I’ve been working on my HR Guide in varying forms for a long time. While I have wanted to share it as posts and eventually as a book, I haven’t made the time to finish it. There’s some simple and some complex reasons behind that, but regardless, I don’t have it in the full prose version that I want.

But last April, I was having a conversation with someone who basically said, “Oh, I don’t care if I get the prose yet, I’ll settle for the deck version you shared previously.”

Huh. I do HAVE a deck version, and it IS the basis for most of my prose. Just shorter. Way less complete. But done.

What if I shared that a bit more? So I did. And I went a step further. I uploaded it to my site, put it in a prominent place in the sidebar, and made it available to anyone who wanted to download it.

So how did that work out for me?

Well, just under 18 months later, I just surpassed 1000 downloads of it (1001 as of tonight).

I’m still working on the prose version, but I think 1000 downloads is worth including in my 50by50 achievements. Yay me!

Posted in Pondside Planner | Tagged 50by50, goals, HR Guide | Leave a reply

#50by50 #09 – Renew my French

The PolyBlog
September 1 2017

I’ve written a lot about my experiences learning French, and there are days where I wanted to rip my hair out with some of the aspects.

Background

I knew, from the get-go, that learning a new language is hard as an adult. That much is clear, as is the fact that the process of learning anything is often quite different for an adult learner. And I’ve blogged about my initial diagnostic test that said I would be fine for reading and writing but struggle with oral. I just didn’t have the ear for languages, it was clearly indicated on my test results.

And then I started at Asticou, at a very difficult time in my life emotionally, and with a horrible teacher. Where I struggled. A lot. I felt like the stupidest person on the planet, although it is hard to tell if that was because of the school, my emotional state, the teacher, or just the process of learning as an adult where I went from being competent at my job and getting praise to spending all day, every day, hearing nothing but corrections for my errors. Others were excited, I was demoralized. After 8 months, I was struggling with grief-induced depression, and work beckoned just in time to prevent a complete meltdown. I’ve also blogged about finally getting my B, and feeling relieved. Because I didn’t know if I could even pass the B level test at that point.

Yet seven years later, I found out that I actually had really good retention, was easily a B and that the previous test was hard because I was tested for C! In fact, I was ready to formally prepare for a C. How is that I didn’t know that coming out of Asticou? How could I have been so wrong about my “current ability” or even my “potential capacity”? How could the system have led me, or let me descend, so far into doubt?

I don’t know. But I got my C finally, doing just about everything against the rules for the actual test except one big thing — I managed my stress during the exam so that I only gave short answers to the questions asked. Fast forward another 10 years, and I did some refresher training. Then jump another two years to some internal placement testing, paving the way for some refresher training this past March. Which went horribly, in many ways.

Quatre semaines de réchauffement

I went to one of the popular schools downtown for four weeks of a refresher, all that there was room for in the divisional calendar before other needs would pull me back. I figured I needed between 3 and 5 weeks, so the 4-week attempt was a good compromise. I needed to renew my written level B and my oral level C, but I wasn’t that worried about the written. I’d had it before twice, once with little preparation, but I tried really hard to bump it up to a C. Not quite hard enough, still got a B. I’m very consistent on that one. Not so consistent on the oral practice, hence the training.

Week 1 was a bit tough after not using my french much in the last 20 years, honestly. Particularly in the last 9 years working on corporate planning work, all of which happens in English except for occasional bilingual meetings. But I survived the week, even if one of my teachers did not.

I suspect she was quite good, actually, very knowledgeable, and had a very firm view of what was necessary to prepare for the test. Except I don’t respond well to “my way or the highway” approaches, and I jettisoned her from my team after a week. If I was there for 12 weeks, or even 8, I might have struggled through to find our groove, but I only had 3 more weeks to go and I couldn’t waste time finding a good way to work with her. The replacement was good, and I passed the next three weeks okay. I didn’t feel as strong as I had previously when I got my C, but I was also really worried about the format of the new test. The new test has a much greater emphasis on comprehension than previous models, and I was worried that I could and would miss some nuances. My speaking is fine, as I don’t have the three most common challenges — flow, willingness to elaborate, or vocabulary. I’m usually okay for structures and adequate for pronunciation (I’ll always sound like an anglo speaker, but that’s not pertinent to the test). But my comprehension is my weakest area, particularly if it is an informal conversation or off-work topics or, gasp, fast talkers. And with a bunch of past practice and preparation, recordings were killing me.

I had one near-hysterical experience with one tutor. I listened to a recording in which a woman was leaving for vacation, she was responsible for “complaints” and couldn’t find anyone to look after it while she was gone. Her boss was “volunteering”, sort of willing to do it. It made little sense for protocol, but well, the vocabulary was fine. Except that wasn’t what it was about. She didn’t have plaintes (complaints) that needed managing, she had plantes. Like plants. I didn’t even know the word plante existed in french. But I knew plaintes for complaints. My tutor was much amused; 2 years later, I can see the humour, even if I don’t feel it.

And that continued with a lot of the sample recordings. I would listen, it would go well, and then there would be one where I missed a nuance or an entire substructure, and I would be completely lost. Hard to build up momentum. I was terrified that with the new structure of listening to recordings, I would be dead in the water. So I wanted to practice that a lot.

Ideally, I would have done my training and did my test immediately afterwards. Nope. My training ended the third week of March, and my test was set for early May and then bumped to July! The current scheduling approach for french exams is HORRIBLE, and lots of people are really stressed just because of the process, not knowing if they’ll get bumped at the last minute for higher priorities, never mind the stress of the test itself for many. I think it is ridiculous and haven’t figured out yet why one of the many unions hasn’t hit them with a series of grievances. When they tried to bump me from May 10 to July 10th (yep, almost four months after my training ended), I said, “Sure, no problem. Just put a litigation hold on all files related to scheduling for the last 18 months.” For those of you not in government, that is code wording that says “I’m about to crawl up your butt with a grievance or lawsuit.” Surprisingly, my test date was moved to May 30th instead, along with a polite question, “Is that okay?”.  And no, I wasn’t bluffing.

Bilingual capacity is a mandatory part of my job, I’m a priority for reclassification testing and a separate priority for talent management, plus in the midst at the time of job arrangements that required me to have my test done. Giving me the run around on scheduling violates the collective agreement as well as three separate internal rules for HR that I as a manager have to follow for my own staff, and yes, management has to follow for me too. This is happening to people across the government, and the stories are mind-numbingly bad. It almost makes Phoenix look like a well-run pay system. It also seems to be happening more to anglophones seeking french tests, and almost not at all to francophones seeking English tests, something that would have been my first step in a discovery motion to scare the complete crap out of them. I’m sure the reality is that they can meet the lower demand more easily, but the appearance of two different treatments is bad for employers winning grievances. But I digress.

My first attempt

I practiced before the test with my friend Andrew, just an evening out for dinner, as we had a few times previously with a couple of other guys as Andrew was preparing. I enjoyed those evenings, although I don’t know if it was helping me much. I just wasn’t relaxing into fluency enough.

Anyway, I did the test, and it was a good news / bad news situation.

The good news was the recorded part. I had no trouble with the recordings at all…they were professionally clear, surprisingly so for internal government services that often cut corners on IT tools. I was suitably impressed with the clarity. Bopped through it, and the dialogues were way easier than I had been practicing with at the school and on my own (for those of you not aware, there are 2 voicemails to listen to, 2 short dialogues between 2 people, and then later a longer dialogue between 2 people if you make it that far).

The bad news is that my stress was bad. I did not feel confident at all with ten weeks between my training and my test. I felt like I was going in cold. I couldn’t remember any good structures, I got messed up with my mots liens (linking words), and then I had a small near out of body experience.

There is one type of question I struggle with…inversions. So instead of asking “Est-ce que vous pensez…” (what do you think), the form is “Que pensez-vous…”. The problem for me is not every inversion, it’s that the inversion often separates out a beginning condition from a larger hypothesis, and thus the verb is in the conditional form (penseriez-vous). Just an extra roll of the R in the middle, and separated from the clause at the end, and together it is just enough to confuse me as to the intent of the question. And if they make it a harder verb like conseiller instead of penser (what would you advise instead of think), I often get lost in the subordinate clauses later in the question.

Which I did. I think the question was something like “what advice would I give someone managing a project like a corporate planning project”. Except I wasn’t fully certain that was the question. Plus I had a problem of a mental break. I had told her I was a planner, and that I did corporate planning (at the start of the test). Then for a presentation component, I described the steps of a project. So, as follow up, she was now asking me about a corporate planning project (merging the two). In my answer, I decided, for no apparent reason other than I would do so in a real conversation in English, that I would explain that there was a difference between corporate planning and planning a project. After going down that rabbit hole a few sentences, she even tried to throw me a rope to get back out, to which I basically said, “Don’t worry, I’ll get there, keep your shorts on” (not really, I just mean I acknowledged her attempt — and kept going another two sentences).  It wasn’t necessarily fatal, but by the time I got to the end, I’d forgotten the question. I tried to go back to it but didn’t hit it solidly. If I had been totally clean for the rest, I could have saved it, but of course, I wasn’t.

Why did I go down that rabbit hole? The inverted question form. I wasn’t quite sure I understood it, and so I stalled with this other context. Not surprisingly, I only got my B.

Returning to training

The stakes got higher after that. I found a new job (#50by50 #04 – Start a new job) and like all management positions, it requires a CBC-level profile for reading-writing-oral. I have an exemption for reading and renewed my B for writing, so I just needed the C in oral. In the interim, they let me start on secondment of four months less a day. Basically up to just past Hallowe’en, at which time, I would turn into a slowly decomposing pumpkin. The ironic part is that the organization box isn’t actually CBC, it is only BBB, which I could already meet. But they are in the process of reclassifying it, and they can’t put me in it at BBB knowing I don’t meet the CBC yet.

So I need a C to keep the job permanently. In March, I was confident after my training. By May 30th, not so confident. And I got a B. I knew I could get the C again, just a question of when.

My new boss agreed to schedule another week of training, and we did it in conjunction with the test. We scheduled the test, it came back as August 25th, and the training was adjusted to start August 18th. The perfect model — practice until the day before and go in hot.

I had five days to prepare. I rightly expected that Day 1 and Day 2 would be warm-up for me. I avoided full simulations in those days, I just wanted to practice speaking to get my rhythm going. Day 2 in the afternoon was the day of the eclipse and we even went outside for a while. It was great.

Day 3 started off well, but my simulation wasn’t great. The afternoon came, and I don’t know if it was the air in the building (terrible circulation there) or something I had for lunch, but I didn’t feel at all well. We knocked off early and I came home and slept.

Day 4, a Wednesday, was PERFECT. I was flying in the morning. I joke, but only partially, that if my test was that morning, I could have had a shot at the exemption. I was bopping back and forth in time, I was nailing the indirect voice, I remembered some of my mots liens, it was heaven. Not as strong in the afternoon, but still good. Progress.

Day 5, Thursday, started off okay. I wasn’t hot but I wasn’t bad. Then the afternoon started. And I hit a brick wall. I was struggling with EVERYTHING. I listened to a recording, and I missed 60% of it. We shifted into a small presentation of some topics I’ve done 100 times in my life, and I couldn’t even conjugate present tense well. I completely locked up.

And then it happened. I started to say something conditional, and instead of “Je pourrais…”, I actually said, “Je could…”. JE COULD? What the f*** was that? I haven’t made an error like that in 19 years. Wow.

My teacher wanted to continue, but I knew better. If I fought through that, by the time I was done, my confidence would be zero. I quit right then and went home. Not the most promising omens before the test the next morning. I hoped a good night’s sleep like Tuesday would put me in the realm of Wednesday’s performance, but I was restless that night.

The big day

Friday dawned, and off I went. I parked at work, checked the time of the appointment on my computer (there was some doubt as to whether it was at 10:00 as I told Andrea or 11:00 as I was expecting, but it was indeed 11:00, whew), and walked over to the building. Relaxed in the basement seating area with my hematite stone in my hand. I don’t know why but it relaxes me, as it did for my first successful attempt at the C back in 2005. I went upstairs, registered, waited, and then, the examiner arrived. It was on!

We went in, got set up, and my nerves about the format of the test were gone since I’d been through it before. I knew what she was going to say before she said it. We tested the volume, everything good to go.

We started with Part 1, which is general questions about where I work, how I got there that morning, my typical day, etc. I confess that I’ve had a small niggling doubt about something, and I decided there was nothing to be lost by hedging my bets. When it came to my title, I said I was an analyst. Not a manager. Sure, I mentioned that I manage a small team from time to time, but nothing that would indicate that I was a full manager, acting director, or even head of an entire division. In government philosophy, the bar is pretty high for management to be fully fluent yet lower for non-management. Does that translate into the rigour of the test? There’s no evidence either way, nor could there be, but nothing to be lost by diminishing my job a bit. And it’s not a lie, I do a lot of analyst duties. I just happen to have a full manager title. In the end, the questions are your basic A and B levels, nothing challenging there, but I didn’t want it to turn into a deep philosophical discussion in Part 4. For this test, Part 1 was easy peasy lemon squeezy.

Part 2 starts with the first two recordings, i.e. voicemails, and I used a mix of indirect style to describe in simple terms what they were about, how they ended, etc. My goal for each piece was to respond directly to the question, and generally forget the rules, structures, everything I memorized. Just talk and have a conversation. Nothing challenging in the voicemails.

The next two recordings were the dialogues, and again, nothing challenging. I understood every single word. No missed nuances.

With Part 3, the presentation, we were into solid B territory, and all three of my options were describing past situations. One of them allowed me to talk about my decision to quit law school. I haven’t practiced that a lot in French, but I have in English, including on this blog, so I wouldn’t search for something to say, just how to say it. I wasn’t as good as Wednesday, but I was flying pretty well. I was natural, I was at ease, I described the steps in the decision, and ended. I was a bit weak on the finale, but the opening and middle were solid.

We moved into the follow-up questions, and I went on hyper-alert. Here it comes, the inversion format. “Que conseilleriez-vous…”.

A-HA! GOTCHA!!

An inverted hypothesis with an option to give advice and express an opinion? I’m on it!

I used the conditional form to start (imparfait of avoir l’occasion, followed by a conditional form of proposer) and we were off to the races. I followed up with the switch to present tense, and then, I just talked naturally. I relied on my flow, my (reduced) elaboration and my vocabulary to outshine my pronunciation and grammar structures. Two more follow up questions, a bit repetitive, and then it was time for the tough part.

Part 4, which is well into high B and C territory, started with a dialogue. And I just about lost focus. First of all, I was expecting a recorded intro…nope, she spoke, asked if I was ready, and then the dialogue started direct. Except it wasn’t a dialogue. It was a man speaking very slowly, formally, announcing a change. I thought at first it WAS an intro before I realized it was the so-called dialogue. But he spoke for almost 90 seconds to 2 minutes with nobody else talking. It was a formal speech for a meeting, and then he asked if there were any questions or feedback. So a woman started talking and disagreeing with the change. The normal process for Part 4 and that part was fine.

I listened to the second part again, and I was a bit nervous with one word if I understood everything correctly. They kept saying “unités”. Which I had never heard used before. I assumed it meant units, but didn’t know it had an accent at the end. I just went with it. I used it the way they had. I did the indirect style, wasn’t perfect this time, but the dialogue was quite long. I summarized it like I’m supposed to, not provide a transcript, and we were into the follow-up questions.

The first was the standard “what’s my opinion of that”, easy enough. And again, I threw away my concern with the perfect structure, responded naturally to the direct question, and kept my answer a bit shorter than I would in practice. I got another follow-up, another chance to provide advice or opinion, same deal. And a third which was a weak softball question.

And that was it. We chatted naturally as we exited about our kids being sick, we said goodbye, and the test was over.

The aftermath

After the test, my reaction was immediate. “That was TOO easy!” The easiest test I’ve ever had in my career. I understood everything, I was relaxed, no games, just talking, biding my time until the tough questions came and they never did. The woman doing the test was awesome. She helped me relax, her diction was perfect, the pace was good. She asked for a clarification of something I said in Part 4 and it was easy to respond to it and explain what I had meant. It was almost fun.

I panicked about the “unité” word, then started to second-guess my use until co-workers told me it did indeed mean unit. I realized too that I had blanked on another vocabulary word when I was talking about my law school days. I tried to say the people in the cases had been dead for 70 years, and “morte” was not coming to me. I knew there was a word like “deceased” (décédé) and I think I said something close to that (décés) but I know one wrong vocabulary isn’t terminal (no pun intended).

What was interesting to me though is that while I was calm during the test, surprisingly so, when I got back to the office, my energy left my body at an alarming rate of fast-talking. I talked to my boss, my team, my old coworkers, random people in the hallway, and over two hours, I had verbal diarrhea to tell them about my experience. But mostly I was asking a question.

“It was easy…what does that mean? WHAT DOES THAT MEAN?”

I posted the same on FB. Then the waiting began.

In the past, you could have your results sometimes the same day. Usually the second day at the latest. Unless you were on the line between A and B or B and C, in which case they wanted someone else to listen to the tape too to verify the result. And back then, it was an actual tape cassette. So it took time to physically set someone up to hear it. Now it’s all electronic. And it took five days for my result to come in. A full five days.

I don’t know why, although maybe I was on the line again. I don’t know. I just know that during the week, I went from a high of “Yay me” to a low of “oh, I must have failed”. Most people go through it, I know, but the post-action self-criticism is a brutal experience. I’ve been checking my BB religiously all week.

Any results? Any RESULTS? ANY RESULTS?????

Today, I took Jacob to Appletree, long wait. And just before we left, I checked once again. SLE Results. Gulp.

I opened the PDF on my BB (which is a really tiny screen), zoomed to the result, and watched as the fuzzy little letter resolved to a C.

So I closed it and did it again to be sure. 🙂

Yep, I renewed my level. I can now deploy and not for nothing, keep the job I’m in. The level of pending complications if I didn’t get it this time is averted, and I’ve been trying not to think about it. Now I don’t have to do so.

My overall reaction to the renewal experience

I had a very strange experience on Tuesday during my practice/training. My tutor asked me if I had seen a video on Youtube called, “Who’s afraid of the big bad C?” Not cancer, it’s the C on the learning exam, and it’s done by the same company that has prepared the tools that the learning school uses internally, MyLearningMyWay.com.

So we watched the video, which is open to anyone to watch.

The video provoked two completely different reactions in me, hence the weird experience.

On the one hand, I saw a whole bunch of things I disagreed with for the advice. Basically things like saying focusing on grammar or mots liens or structures were an indication you were still only a B. That those weren’t things to worry about. Except of course those are things people DO often need to worry about because they both aid in communication if used right and hinder communication if used wrong. If I had watched that video around the time of my first test in 2005, I would have disagreed with almost EVERYTHING. Even back in March, I would have dismissed it as philosophy over real preparation.

But now I had the other reaction too. The emphasis she argues is on communications of ideas, not the structures etc. And I had some evidence of this. My wife got her B a number of years ago, and has been clearly capable of higher levels with training and practice. She has a great ear for comprehension, something I am very jealous of her having. She had to renew this year too, and a B was guaranteed, no problem. Easy peasy. But she prepared a bit more for this one. She looked at some of my materials from my training, she looked at some of the online stuff, she practiced some of the areas and she learned what the structural elements were in the test. And she went in, responded directly to the questions, badda bing badda bang, she got a C! A full letter upgrade with no additional training. She just communicated with the tools she had already learned. Freaking awesome, she is.

And that’s what was on my mind going into the test. Making sure I played to my strengths (flow, elaboration but not too much, vocabulary) and not fussing as much about my weaknesses (linking words, comprehension). Not because I totally agreed with the video, but that I realized that I could communicate my ideas, and if the structure wasn’t perfect, worrying about it wouldn’t help. If I had something in my toolbox that I knew well enough to use, I would use it; if I didn’t, I wouldn’t. I was as ready as I could be with what I had in my toolbox.

I also had a small hidden weapon in my confidence. During the week of practice, one of my tutors and I had a conversation about HR processes, how the government works, and basically everything related to my HR guide for the upfront part of finding a job. I did it all from memory, an almost 2-hour conversation where we just discussed how it worked. In short, the exact same conversation that I have had with lots of people over the years in English. But I was doing it in detail in French. And she understood me just fine.

I am exaggerating slightly, but this was the most “real” demonstration of my ability in my career. A real conversation, 2 hours, unstructured, questions, answers, clarifications, explanations, examples. All of it. Exactly as I would do and have done in English. All in French. Was I perfect? Hell no.

But I communicated. And that’s what I tried to harness for the exam. And I did.

It’s almost like getting the C was just a bonus.

(Oh, who am I kidding? I GOT MY FREAKING C AGAIN. Booyah! If that isn’t worth an entry on my 50 by 50 list, nothing is! Besides telling my wife and my boss the results, I also sent a message to a friend at work who had a funny story of her nephew getting a hole-in-one in mini-golf and I used his mixed French/English phrase as my subject line — “J’ai got it!”).

I’m curious in part by what comes next. Sure, the obvious, I get to deploy from my old job and accept the new one completely. Plus I get my bilingual bonus back. All good.

Yet there is something else in my need for the renewal that has been blocking me on other things. I want to do some new astronomy stuff. I want to learn to fly a drone. I have some learning courses I’m interested in. Maybe some photography work. But ALL of them were ones that I felt needed to wait until my french was renewed. Not that I was spending 24/7 doing french, but just that I couldn’t afford to divert any of my mental energy into a large new project until that one was done. Now that it’s done, I’m curious to see where my desire to grow takes me. On with the journey!

Posted in Pondside Planner | Tagged Canada, French, lessons, public service, renewal, results, test, training | 4 Replies

How to set goals

The PolyBlog
August 6 2017

Earlier today, I had a strange experience. I was catching up on people’s posts on Facebook, and I saw a post from a friend who said that she had set aside the weekend for reflection, planning and goal-setting for an upcoming change in her work life. She then asked everyone, “What are your top techniques for setting and effectively reaching your goals?”

My immediate thought was, “Which post on my blog will I send her?” 🙂

That isn’t as arrogant as it might sound, because I’m kind of passionate about goals. I’ve been doing a version of yearly goal- and priority-setting since back in the late ’90s, about the time I turned 30. So I have almost 20 years of decent experience and success in trying different things and figuring out what works for me. Plus over the last 5-10 years, I’ve blogged about my goals and progress regularly. Checking my site, I have 107 posts about goals. But here’s the strange thing. I don’t have hardly any about “how to set goals”.

Sure, I’ve done some informal coaching of others. I’ve had many conversations with a coworker about things like “Getting Things Done”, the “Seinfeld Method”, Harvard studies, etc. And I’ve worked in planning and performance measurement for work for the last 9 years, plus a fair amount of professional exposure to the topic and related fields in the last 20 years, plus formal training here and there. I just had a conversation with a former colleague who is now heading up a unit at another department, and she wanted to pick my brain about the planning world and how to move forward. I’ve even entertained the thought of writing a book about some of it at some point, because most of what I read is, well, crap.

Okay, that’s a little harsh. I really mean that it’s either too prescriptive or theoretical with no real world testing and application, or it’s way too general to be of much use. I also find that it often confuses goal-setting, objectives, indicators, measurement, and time management. Those are all VERY different things. So I thought it was a great topic for a post. And here we are.

Understanding goal-setting

Almost anyone starting on a new goal-setting exercise is going to trip over advice to set “SMART” goals. The pop advice is to make sure all your goals are:

  • Specific
  • Measurable
  • Attainable
  • Relevant
  • Timebound

While almost NONE of the books draws the advice back to the king of examples, most having been written by people who weren’t alive when the example took place, everyone knows one of the most infamous “SMART” goals of all time.

I believe that this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to the earth.

John F. Kennedy, May 25, 1961

A specific goal (to go to the moon and back), clearly measurable (yes or no, moon or not, safely or not), attainable (welllll, that wasn’t quite true at the time of the speech, now was it?), relevant (set by a new president early in his term), and timely (before the decade is out).

Some more historical experts in the field LOVE that goal. And trot it out as evidence of a perfect goal that was realized.

Except the idea that goals should be SMART is, in my view, one of the worst things you can do, at least when you are SETTING goals. Does anyone really think the goal was moon + safe + 10 years?

Of course it wasn’t. The goal was to go to the moon. That’s all they talked about. That’s also how the idea would have started. “Go to the moon.” Everyone at NASA, everyone in the labs, everyone involved knew the goal — to go to the moon. If they “expanded” on that in their vocabulary, it was simply to go to the moon AND get back.

Goals are not meant to be specific, measurable, attainable, relevant, or timebound — they’re meant to inspire you. They should even scare you. They should make you want to get out of bed in the morning and you should be able to say on a second’s notice, “What’s my goal? My goal is X”, whatever X is.

What’s the most common goal people set? Weight-loss. What do they do? They say, “I want to lose weight” or if they use the SMART approach, they say, “I want to lose 15 pounds by Easter.” SMART says the second way is better. Specific, measurable, probably attainable although past success says otherwise, relevant, and timebound. Perfect. And they’ll miss the goal. Because losing 15 pounds by Easter isn’t a goal that will inspire most people. For some people, it’s great, but they’re also the ones that don’t have any trouble setting and achieving goals. Which is often because they aimed too low. And SMART encourages you to do that, again and again.

What’s my approach? It actually draws from time-management, which is surprising, I know, after I said most people confuse the various topics, and here I am seeming to do it intentionally.

What are your rocks?

There’s a story about a Harvard business professor teaching his students about time management. He came to class with a glass vase and started filling it full of large rocks. He then asked the class if it was full. They said yes, and then he started filling up the extra space with medium-sized rocks. Then he asked again if it was full, and the class said yes. So he used smaller rocks, and the class said this time tentatively no, it wasn’t full. He then added sand, and finally water. At which point, the vase was truly full. So he asked what this taught them about time management. They said, “No matter how full your schedule is, you can always fit more in?”.

He replied, “No, it teaches you that if you don’t put the big rocks in first, they don’t go in at all.”

So, while the metaphor was about time management, for goal-setting, the question is clear — what are YOUR big rocks? What are the big things that YOU want to accomplish but are afraid you won’t do if you don’t set your sights high?

If I take the weight-loss example above, you can ask the person “Why lose 15 pounds?”. They’ll immediately say because they’ll be (generally) healthier. Really? Cuz they could starve themselves and lose the weight, it wouldn’t make them healthier. Oh, they’ll say that they mean by working out. So ask them why 15 and not 10 or 20? is it a failure if they lose the 15 but don’t feel healthier? or if they only lose 14? or they just turn their fat into muscle? Keep asking them why they want to do it, and eventually they’ll say because they want to be more fit, able to do things, live longer, etc.

I’ll digress for a minute. I love the TV show American Ninja Warrior. I love watching the “average Joe or Jane” take on these obstacles and hit a buzzer. But what I love most about the show? The fact that people of incredibly different body shapes and types can do it. Kacy Catanzaro is 5 feet tall, a little more than a hundred pounds. There are guys on the course that are 18 inches taller than her, and almost double her weight. They’re all incredibly healthy. So it’s not about the exact weight, that’s not the goal. The short-term goal is to hit the buzzer, but the real goal is to be physically fit so they can individually run the course with the body they can create.

Let’s take another health goal instead, where someone says they want to run a 2-hour marathon by the end of the year. SMART, right? Except, well, why? If they hit 2:01, will that be a failure? 2:00:01, a single second off…is that a failure? Again, a great specific goal but if you poke them hard enough, they’ll really say they want to be in better shape, to run faster, to have more stamina at higher speeds, and then they’ll break it down to the nuts and bolts — the 2 hour mark is just a way of measuring it.

Hallelujah! Yes, they have seen the light.

The 2-hour number was a way of measuring success on a goal, as was the 15 pound weight loss. It was a way of measuring a goal, not the goal itself.

With my work in government, the goal might be a healthy population, or a skilled workforce, or combat-ready troops. The GOAL isn’t to have a population with an average BMI of x or longevity of y, or # of troops ready by October. The goal is BIG. It is ASPIRATIONAL. It is possibly UNATTAINABLE.

But BAU doesn’t sell books. SMART does, but it won’t get you closer to your goals. Don’t get me wrong, SMART has its place, but not in goal-setting.

Figuring out your rocks

If you are setting a small set of goals for something specific, you probably already know what they are. Kennedy knew, NASA knew, everyone knew — it was to go to the moon. Heck, even the janitors at NASA knew (a classic story for another time). Or at least you know the “category” they’re in. Work. Health. Relationships. Finances. Whatever your heart can dream, you can set goals for it.

However, for me, that isn’t what I do each year. Instead, I have a long history of setting a LOT of goals and I’ve done a lot of thinking about how to group them so that they inspire me. Or simply so that I can remember and remain committed to them instead of them being simply shelfware that doesn’t help me achieve anything.

That’s often the problem with people’s bucket lists, in a way. The only common thread for them is “things to do before I die”. But would “bungee-jumping” ever be in the same category as “weigh 200 pounds” or “go hunting” or “see the Taj Mahal” or “drive a dogsled”? How would you compare them? Rank them? Choose which one is next? It’s why most people’s bucket lists are theoretical, not actionable.

And for me, the laundry list of priorities is often at the wrong level, often closer to SMART goals than true goals. At one point in my career, I spent a bunch of time trying to harmonize Amartya Sen’s and Mahbub ul Haq’s human development model with Robert Putnam’s approach to social capital, along with Maslow’s hierarchy of needs, with just a touch of learning approaches and preferences thrown in. I didn’t succeed to my boss’ level of satisfaction at the time, perhaps the goal of doing it was unattainable at the time, but it did start me thinking about various aspects of a person’s life. I may not have succeeded at the work project, but I did come away with thoughts on how to merge a bunch of it with Carl Jung’s approach to archetypes, and the various parts of a person’s personality.

While that sounds very scholarly, what it really means is that I came up with a model that resonates with me. Your mileage may vary, but here’s the model:

I can tell you that there is a LOT going on in that model, and if I ever do write a book about goal-setting, it will be the basis for the first third of the book. Suffice to say for these purposes, I have it grouped around four main aspects of my life:

  • Blue — the intellectual and cerebral part of my life, including analytical / rational things like being organized, understanding myself, etc.;
  • Green — this is the emotional side of my life, around things like relationships with family and friends, a sense of belonging, connectedness;
  • Yellow — this is the more “social side” of things, going beyond the intimacies shared with friends, but also expanding out to things like creativity, etc; and,
  • Red — the action-oriented, take-charge side of life, for work, health, etc.

I blogged about this when I created it (First draft of my new personal development model , My “red” goals for 2016, My “yellow” goals for 2016, My “blue” goals for 2016, and My “green” goals for 2016).

It was just a way to let me keep track of all areas of my life and make sure I wasn’t “neglecting” an area simply because I didn’t want to spend time on it. Take health for example. I’m mostly a slug. I’ve love to be the type to do the American Ninja Warrior course, but it hasn’t motivated me enough to take concrete action. Partly as I’m more naturally drawn to “blue” intellectual goals. I’ll talk a bit more below about resistance to change, but suffice it to say that I look at all four areas for one specific reason.

Balance.

Everybody uses the generic phrase about work/life balance, but do they have any idea what that means? In its purest form, you would spend 12 hours at work and 12 hours doing “life” things. Sooo, you’re saying work isn’t part of your life? You get no satisfaction from work, it’s just a prison that you do to pay for the rest? I think I have a new priority for you — it’s called get a better job you don’t hate. What people really mean in that sense is something like making time for family and making sure they aren’t either always at work, or too tired when they come home that they can’t “unplug”. That’s not what I mean by balance. Another way people interpret it is to say “Family comes first”. Well, okay, you’ve got your priority. Perfect. So, you’re going to quit your job and stay home with the family, right? Cuz family comes first. And the phrases are so vague that they might as well be as useless as “Lean In” as a piece of advice (just the slogan, not the sub-parts, some of which are decent).

The real goal that everyone can probably get behind is a bit more Zen. It is to be in the moment whether you are at work or at home or working out. To commit to what you are doing RIGHT THEN, and not always thinking of work or worrying about your finances or whatever else that pulls you out of the moment. What often pulls people out is thinking, “Oh, I’m not doing X, which is really important, and I’m not making progress on it, so I should be doing that instead.”

It’s a popular feeling, particularly for those who are new to setting goals. It makes them think it is all or nothing. If they are working out, they’re going to do it EVERY SINGLE DAY FOR A YEAR! YEAH! With typical and expected results of quitting the first time they miss a day.

However, if you use the “balanced” approach that I use, you might have the same feeling I get…which is that I have blue goals, green goals, yellow goals, and red goals (I try to keep the overall GOAL-SETTING somewhat balanced at least in the sense that I have some of each). So if I happen to be doing something “yellow” at that moment, I don’t suddenly panic that I’m not doing a blue, green or red goal. You have all four in your personality, and if you have goals in all four, you get to embrace all four at different times. And just as you can have too much of a good thing, having too much of one colour isn’t great either (hence the person who looks like a workaholic because they put all their “goals” in the red column around employment and work, and didn’t give themselves permission or support to do some blue, green or yellow things too).

I posted the links above, but the basic “sub-headings” that will likely work for most people are:

  1. Blue / Rational
    1. Learning
    2. Self-confidence, calm
    3. Organizing
  2. Green / Emotional
    1. Family and friend (intimacy)
    2. Emotional intelligence
    3. Spiritualism
    4. Social connections
  3. Yellow / Social
    1. Creativity
    2. Social friendships (light)
  4. Red / Action-oriented
    1. Employment/career
    2. Health
    3. Finances
    4. Housing

What does goal-setting look like?

Initial stages of goal-setting should look a lot like simple brain-storming. No ideas are off the table. Take for example those 13 “sub-headings” above and ask yourself, “What could I consider as a goal for myself for _____?”

Maybe for creativity you have always wanted to write an opera. Great, put it down. Are you going to do it? Maybe, maybe not. But the act of goal-setting isn’t about being rational, it’s about dreaming big. Scare yourself if you can. Don’t say too many vague things, dream big. Don’t say you want to travel, say you want to visit every continent in the same year. An around-the-world tour. Heck, if you want, say you want to go to the moon. At least for now, there are no obstacles. You’re just dreaming.

So let’s say you’ve done that, what’s next? Well, believe it or not, you just wrote down a list of possible rocks. Some are big, some are small, some are just right for Goldilocks. Now group them in their categories and look at them again. At this stage, I want you to come up with three blue goals, three green, three yellow, and three red. But not just any three, or even the three most important.

I want:

  1. One that you think you can do in a year;
  2. One that you think you can do in three years; and,
  3. One that you think is scary as heck, but if you could achieve THAT, well, dang, that would be something;

I have to digress for a minute and talk about terminology semantics. For most people, these are truly goals. Maybe not worded the best, but the list was “goals” — things you wanted to achieve. For me, that’s not entirely true. I think your goal was do more “blue” things or more “green” things or more “yellow” things or more “red” because you felt that area of your life was in some sort of deficit or at least stagnating.

But “Be more blue” doesn’t really have the same ring as “Going to the moon”, now does it?

Yet technically those were your goals, more red / blue / green / yellow or all of the above, and they can stay that way for a bit longer (big and generic colour commitments). Which then makes the “sub-goals” really something else — objectives. This is why I asked you to think of one you can do in a year, 3 years, or a lifetime. And so I’m telling you that I’m going to talk about them as “objectives” from here on out instead of “goals”, as I can almost guarantee the terminology is a bit off from normal usage.

Almost time to be SMART

Now for each of those, I want you to try rewording them slightly, not quite “SMART” so much as SAR. Forget measurable and timebound for the moment.

If you did true brain-storming, your three objectives per colour are likely to be of different levels of prevision i.e. not all three are equally “SPECIFIC”. They might be either way though — too narrow (lose 15 pounds) or too general (sing more). Try and be a bit more specific, but generally avoid any numbers (I’ll explain why shortly).

At this point, you should have 12 “objectives” (formerly goals or sub-goals), and they are likely specific. Now, ask yourself a really difficult question…are they relevant to you?

This is perhaps the most difficult of all, and there is no room here to explain why. That would take up a whole psychology textbook. So I’ll give you an example. Lots of people are culturally/socially indoctrinated to think that their life will be “right” if they have a spouse, house, picket fence, 2.2 children, and a dog.

For me, the biggest question mark I had for a long time was about children. I was single when I started making my goals, and kind of messed up for knowing what I wanted or not. And I was ambivalent about having a child. Kind of, “Well, if it happens, it happens, if it doesn’t, it doesn’t”. At least, that’s what I told myself. Because I was single. And male. So having a kid on my own was a bit of a complicated world. I kind of needed a partner, and not just because I didn’t think I would make a good single parent, but just pure logistics. It wasn’t like adoption agencies were lining up to give kids to single males. Hell, to be blunt, I didn’t even think it was really possible at the time. So since I couldn’t do it on my own, I just said, “Well, that’s off the table, no need to figure anything out.” Except it wasn’t true. I actually knew that I DID want kids. Not alone, but if I was with someone and they were willing, then I wanted them. Wholeheartedly.

But the house, fence, and a dog were kind of just scripts that I was following. Parts of the normal stereotypical life. I like dogs, but I don’t want to own one, or more accurately, I don’t want to look after one. There is a very long list of things I looked at over the course of five years before I started to really understand not only who I was but what I wanted out of life.

So, relevance is a huge weedwhacker for goals. Are they truly YOUR goals, manifestations that resonate deep within your soul, or are they just things you think you should do? Or things your spouse or children or parents or friends think you should do? Do you really want to attend more parties even though you generally hate them? Or do you just think it would be cool to be the type of person who went to a lot of parties?

The goals have to be yours, and yours alone. Or they aren’t worth writing down because you’ll never commit to them.

Last but not least, it’s time for a reality check. You did a basic one when you applied the 1, 3 and lifetime criteria to them, but now it is time to be harsh with yourself.

You do not have infinite time nor infinite resources. Can you REALLY do it? The harsh reality is we have lives already in progress. We’re also not newborn babies with our whole lives in front of us. We’ve made choices, we’re living with the outcomes now. I love space, but deciding to become an astronaut at age 50 is a bit outside of reality. However, nothing stops me from getting into astronomy. Or if I really wanted to, I could try saving up money for a SpaceX voyage when I’m old and grey.

Let’s be clear though…I’m not saying to jettison the goal, I’m asking if you can tweak it to make it slightly more attainable. Realistic.

Putting the M and T back in SMART

I asked you above not to worry about measurement or time because those aren’t about goals or objectives. They are about indicators.

Now we take those specific, attainable and relevant goals and ask ourselves, “How will I measure them? How will I know if/when I’ve achieved it?”.

Kennedy knew what the real goal was — to dominate space. And the objective was to go to the moon and return safely. But the measurement and time was to do it (yes/no) and to do it in a specific timeframe (within the decade). Those aren’t the goal itself, it’s measuring how we’ll know if we achieved the objective or not.

You might even have several indicators. Maybe the marathoner wants to have improved stamina and speed as their goal (a little low, but workable), their objective is a fast marathon time, and their indicators are more than one marathon, improved times, and perhaps even to break the 2 hour mark. The weight loss person wants improved fitness, their objectives are healthier food choices and working out, and their indicators are signs of weight-loss and/or BMI. Not perfect examples, but you get the idea.

Working backwards

Most people stop at this point. They have goals, they have objectives, and they have their indicators. All done, right? Not necessarily. You *can* stop here, but it increases the likelihood of failure.

There’s actually four other things to consider.

First, your goals might still be the equivalent of “more red” or “more blue”. Not very inspiring. But you know what your three blue goals are now, you have them narrowed down, with smart objectives and indicators. Which should help you to work backwards to think again about the overall “goal” level. If for blue, for example, you had learn a new language, take a course, and set your goals (i.e. the exercise you’re doing), maybe your “goal” could be something like “Challenge your mind”. It’s a little soft, but you get the idea. What does each of your objectives have in common that you could explain to someone else, “Yes my blue goal is X, my objectives are Y1, Y2, Y3, and my indicators are Z1A, Z1B, Z2A, Z2B, Z3A, Z3B” and it would make sense to them. Why is that important?

Because if you can explain it to someone else in a coherent fashion, you can explain it to yourself. It’s obvious how X, Y, and Z fit together. It’s (almost) a full plan.

Second, time for the kicker. You have 4 or 5 goals now, with 9-12 objectives. Which ones are your priorities?

That’s right. You may have a nice rockpile of 12 objectives (or old sub-goals), but it’s time to know, “What are your rocks that are going into the vase?” Because you likely can’t fit them all in. You essentially have two choices now:

  1. Cut the number down to a smaller set of priorities for this year; or,
  2. Implement tiered progress.

There’s a popular saying that life is about the journey, not the destination, and most of the time, we forget that idea when we talk about goals. The act of planning for your goals is really important, but when you’re done, the plan isn’t as important as the process you went through to get there. Tiered progress lets you keep all of your goals, but recognizes that you cannot meet all of them simultaneously. And, so, you go back to your indicators and say, for example, your marathon time is 2h15 right now. Tier 1 progress would be if you get it below 2h12. Tier 2 is to get it to say 2h07. And tier 3 would be 2h00. I started this approach this year, but I did it because I set a LOT of goals, and often then feel like I’m really slacking because I’ll miss most of them. Of course I do, there’s 50-odd goals some years. I was bound to miss most. But by implementing “tiers”, I give myself permission to celebrate progress towards a goal, even if I can’t reach full attainment this year for every goal, for whatever reason. I can aim for tier 1 on all of them (progress), rather than full for all.

I have just finished reading Jeffrey Kottler’s “Change” and I love his chapters that talk about resisting change. Someone may want to lose 15 pounds, but they don’t because their psyche has stopgaps in the way that resist change. Like for example being heavy has given them an excuse not to go running with their neighbour, or perhaps reinforces a belief that they’re single because they’re fat, and if they lose the weight, and they still don’t go running or find a date, then their excuse is gone and they have to accept that they’re too lazy to run or hate their neighbour, or that they’re single because of a fear of intimacy or being vulnerable. Often our goals tell us things that we want to change but haven’t been able to do without a conscious concerted effort, which means full attainment is not necessarily likely in the first attempt. Which is okay. Progress lies in the attempt, not only in the full achievement, grasshopper.

Your third step, and probably just as important as your “relevance” test above, is to ask yourself, “Why might I not try as hard as I think I should?”. If you want, think of it as cataloging your likely factors for failure. It’s one of the reasons why some addiction programs suggest going through it while single i.e. avoiding relationships because one of the biggest resistors of change are anchors to the past, including those in your previous life who saw you in a certain way. In some ways, their continued presence can be a reminder of past failures, and it isn’t uncommon for addicts to use them as an excuse to relapse…”Oh, my family / parents / wife / brother / sister / friends think I am just an addict, so I might as well just prove them right.” It’s not real, it’s just rationalization, but resistors exist in a lot of rationalizations. They allow you to avoid doing the hard work to change, which is often the trigger for setting goals — wanting to rationally commit to a new course of action to achieve something you wouldn’t achieve otherwise. And hopefully will identify some mitigation factors for the factors that might stop you from progressing.

Last but not least, you can think about some time management aspects. You know how big your vase is, how are you going to arrange your rocks each day? For some people, they want to write, and they do it on the bus or train on the way to work. Or at break. Or they get up an hour before their kids. Or they have their spouse or friend look after the kids two nights a week, while they have “writing time”. Lots of specialized texts will turn this into habits, i.e. write everyday at lunch for a month and it will become a habit. I prefer the Seinfeld method, which really is doubtful that it had anything to do with Seinfeld (he disputes it himself), but the idea is that you try to do things every day and you just track whether or not you do them. Keeping a “streak” alive. But if you miss a day, that’s okay. It happens. You start the next streak. Your goal is the longest chain / streak you can do. For those who are treating it like creating a habit (like working out every day), as soon as they miss a day, they bust. The Seinfeld method says, “You know you’re going to bust eventually, so don’t use that as an excuse to quit. Start again.” Not unlike sobriety for alcoholics. Day by day, count the days. If you relapse, you’re not done. You just start over.

A more positive image is likely that of “Number of days without a workplace accident”. They know accidents happen eventually, but the goal is to see how long they can go without one and build awareness. If it happens, or more accurately, when it happens, that doesn’t mean they say “Screw it, let them happen all the time now.” It just means that streak ended, and you start a new one.

I am going to end on another quote from Kennedy as I think it shows the true “breadth” of goal-setting, as it starts to show the degree of planning that goes into one of the most famous goals ever publicly announced:

For the eyes of the world now look into space, to the moon and to the planets beyond, and we have vowed that we shall not see it governed by a hostile flag of conquest, but by a banner of freedom and peace. We have vowed that we shall not see space filled with weapons of mass destruction, but with instruments of knowledge and understanding…

We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win, and the others, too…

But if I were to say, my fellow citizens, that we shall send to the moon, 240,000 miles away from the control station in Houston, a giant rocket more than 300 feet tall, the length of this football field, made of new metal alloys, some of which have not yet been invented, capable of standing heat and stresses several times more than have ever been experienced, fitted together with a precision better than the finest watch, carrying all the equipment needed for propulsion, guidance, control, communications, food and survival, on an untried mission, to an unknown celestial body, and then return it safely to earth, re-entering the atmosphere at speeds of over 25,000 miles per hour, causing heat about half that of the temperature of the sun–almost as hot as it is here today–and do all this, and do it right, and do it first before this decade is out–then we must be bold.

John F. Kennedy, speech to Rice University, September 12, 1962

Be bold, not SMART.

Posted in Pondside Planner | Tagged goal-setting, goals, how to, kennedy, moon | 2 Replies

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