What to do if you fail the exam? – growth mindset

failure-sucess

Back in 2011 I wrote about what to do if you fail an exam, it’s one of my most read blogs. Last week I delivered an online presentation for the ACCA, (Association of Chartered Certified Accountants) on how having a growth mindset can help improve your chances of passing an exam, the very opposite of failing. But that is partly the point, very few successful people have never failed, in fact coping with failure is one of the reasons they ultimately succeed.   Having the “right mindset” can not only help you pass, it can give direction and motivation if you fail.

Mindset

The term “growth mindset” was coined by Carol Dweck, Professor of Psychology at Stanford University. She became fascinated as to why some children shrink in the face of problems and give up, while others avidly seek challenges, almost as a form of inspiration. What she discovered was that the type of mindset students held was at the heart of these two differing views. This search for resilience in the face of challenge and adversity has become her life’s work and something that has guided her research for over 40 years.

Fixed – When students have a fixed mindset, they tend to believe abilities are carved in stone, that you have a certain amount of let’s say talent or intelligence and that’s that. They perceive challenges as risky, that they could fail, and their basic abilities called into question. And the fact that they hit obstacles, setbacks, or criticism is just proof their views were correct in the first place.

Growth – In contrast, when students have more of a growth mindset, they believe that talents and abilities can be developed and that challenges were one way of doing this. Learning something new and difficult was in fact the way you get smarter. Setbacks and feedback are not seen as confirmation of frailty but as information that could be used to improve.

This does not mean that people with a growth mindset think talent doesn’t exist or that everyone is the same. To them it’s more a belief that everyone can get better at whatever they do, and improve through hard work and learning from mistakes.

How can you develop a growth mindset?

The good news is that you can develop a growth mindset, but just to be clear, the world is not divided into those with a growth mindset and those with a fixed one, a mindset is not a character trait. Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in one area but there can still be a thought or event that acts as a trigger and moves you into a fixed one. The secret is to work on understanding your triggers so that you’re able to stay in a growth mindset more often.

Beliefs – ask, what you believe about yourself and the subject you are studying. Do you believe you are below average, not very clever or that the subject or topic you are studying too hard? If this is the case you have wandered into a fixed mindset. What you believe is neither true nor false. What we can say is that it’s certainly not “helpful” to believe you are not clever, and is not what someone with a growth mindset would do.

Talent and effort – thinking that people are either naturally talented or not, is a classic example of being in a fixed mindset. You may never be top of your class but you can improve, and this is achieved by making more effort and working harder.

Positive self-talk – we all have voice inside our head, it’s called your inner speech. It has a significant impact on what you believe and how you behave. If you find your inner speech is telling you to give up or that you will never understand a particular topic or subject, change your voice, tell it off, and then say something more positive. Dweck says that just by adding NOT YET to the end of your statement can help. For example, I don’t understand portfolio theory – at least NOT YET.

The importance of mindset and failure

If you have failed an exam or just sat one and believe you have failed, I have two pieces of advice.

Firstly, on the whole students are not the best judge of their own performance. They tend to reflect on what they didn’t understand or thought they got wrong rather than what they might have got right. As a result, you may have done better than you think and are worrying about nothing.

Secondly, if you do fail, you have a choice as to what this might mean. On the one hand, it might simply be confirmation of what you already know, that you are not very good at this subject or clever enough to pass. Alternatively, you could move to a growth mindset, recognising that you have slipped into a fixed one.  Find out what areas you need to work harder on, and start again.

Everyone has to deal with failure, it’s what you do when you fail that matters most.

Putting the context into case study

Context

I am still reading Sensemaking by Christian Madsbjerg and as I always tend to do I have been trying to reduce the 216 pages down to something that is both meaningful and memorable. The rational for this is that if I can summarise the essence of what is being said into a single statement, then my level of understanding is reasonably good, and it makes it easier for me to use what I have learned in other situations.

So here goes, if I was to summarise what Sensemaking is all about, in one word it would be..….Context. In essence, in a world of complexity and abundance of information we are in danger of thinking that the “fact” we see on our computer screen, offered up by a search engine, driven by an algorithm is the truth, when in reality it’s only one version of it. Without the context from which this information came we are fooling ourselves as to its true meaning.

As a result of this discovery, I wondered into an area I  have wanted to write about before, the importance context plays in changing what something means, especially in examinations. Getting the meaning wrong could be the reason you fail the exam rather than pass it.  Even objective tests will have some form of context setting just before the actual question. But the type of exam where you are most likely to have a problem with context, is a case study.

Jokes play with context

A hamburger and a french fry walk into a bar.

The bartender says, “I’m sorry we don’t serve food here

The importance of context in case study

I have written about case studies before, “passing case study by thinking in words,” but focussed more on the process of how you think and write rather than how you interpret the information presented.  Case studies are becoming an increasingly popular way of assessing a student’s ability to apply knowledge from several different subjects (synoptic) in the context of a real-life situation.  This shift towards case studies is understandable given the need for improved employability skills. Here is a great story to illustrate how context changes the decision you would make or as often in a case study, the advise you would give.

A battleship had been at sea on its routine manoeuvres under heavy weathers for days. The captain, who was worried about the deteriorating weather conditions, stayed on the bridge to keep an eye on all activities.

One night, the lookout on the bridge suddenly shouted, “Captain! A light, bearing on the starboard bow.”

“Is it stationary or moving astern?” the captain asked.

The lookout replied that it was stationary. This meant a collision would result unless something changed. The captain immediately ordered a signal to be sent to the other ship: “We are on a collision course. I advise you to change course 20 degrees east.”

Back came a response from the other ship: “advise you change your course 20 degrees west.”

Agitated by the arrogance of the response, the captain asked his signalman to shoot out another message: “I am the captain of one of the most powerful battleships in the British navy, you change course 20 degrees east now.”

Back came the second response: “I am a second-class seaman, you had still better change course 20 degrees west.”

The captain was furious this time! He shouted to the signalman to send back a final message: Change course 20 degrees east right now or you will leave me no choice!

Back came the flashing response: “I am a lighthouse – your move.”

How to deal with context

It is easy even in the example above to think you know what is going to happen or what you would do. But when the context is revealed, your advice fundamentally changes. Case studies are created to see how well you respond in certain situations, so it’s important not to jump to conclusions.

And this is where sensemaking plays its part, use your senses, don’t just look at what is there, think in opposites, what is not there, what’s missing? Use visualisation, see yourself in that situation, look around, free up your thoughts, what do you see now? But most of all, be curious, ask questions of the scenario, how big is the ship, how long has the captain been in charge, what is the weather like, are there others close by?

Another excellent tool to use in these situations is called perceptual positions. Think of the event from different positions, firstly yours, what does the event look like through your eyes, secondly, the other person(s), what would you do if you were them, and thirdly what would the event look like if someone was looking in, observing both parties.

Case studies in the future will become even more sophisticated. Virtual reality offers up so many opportunities to create real world environments in which to tests students. And when that happens, you will definitely need to use all of your senses to get you through – take a look at this 360 VR surgical training, amazing.

And one last joke

Thomas Edison walks into a bar and orders a beer.

The bartender says, “Okay, I’ll serve you a beer, just don’t get any ideas.”

 

 

 

 

 

 

Sensemaking, humility and the humanities

human-being-girl-picture

For a variety of reasons, I have been engaged this month in thinking not so much about examinations but what subjects should be examined.

Whilst the news has been dominated by terrorism, Trump and Brexit, we may be facing a far bigger problem, of which these news stories are a good example, how can we be sure of making the right decisions in a world of mass information, complexity and change.

People voted Brexit for a whole variety of reasons, many “facts” were presented in simple terms, we will save £350m a week and this money will go into the NHS, immigration will be reduced as we gain control over our borders. Yet these facts are far too simplistic, any level of analysis, critical thinking and challenge would have revealed the difficulty of delivering them, and in many instances they won’t be delivered. If this is the case, did people vote to leave, or stay not on the facts as presented but using other criteria, maybe they were just naive and placed far too much trust in Politicians or perhaps they had never been taught about sensemaking, humility or studied the humanities.

Sensemaking

An interesting article caught my eye earlier in the month, “Silicon Valley needs to get schooled”. it was by Christian Madsbjeg, author of the book Sensemaking and senior partner in ReD, a strategy consulting company based on the human sciences. In the article Madsbjeg argues that the reason for a lack of new and exciting products from Silicon Valley is not because of a shortage of ideas but a complete failure to understand people.

In the book Sensemaking he expands on the problem. In order to cope with complexity, we look to science, logic and the algorithm (a rules based process) for a solution. On the face of it crunching big data so that it spews out the correct answer seems perfect, but, and this is a quote from the book, Madsbjeg makes a very important point, he says we stop seeing numbers and models as a representation of the world and we start to see them as the truth – the only truth”.  We are in fact looking at the numbers without the context of the world from which they came or a sufficiently deep understanding of the behaviours we are measuring.

We rely on science and the scientific method for so much of what we do but where people are involved we need a different approach. To put it another way “When human beings enter the equation, things go non-linear” Neil deGrasse.

Sensemaking is “how we make sense of the world so we can perform better in it”. It recognises that situations are complex and information ambiguous. It requires people to make a continuous effort to understand the connectivity that exists between people, places, and events in order to anticipate their trajectories and act accordingly.

Humility

trumpwillwin-notextIntellectual humility as defined by the authors of a recent paper entitled, Cognitive and Interpersonal Features of Intellectual Humility is the opposite of intellectual arrogance or conceit. It is in effect, recognising that you could be wrong. One of the findings from the research was that people who displayed intellectual humility were better than the control group at evaluating the quality of evidence they had been presented with. A very useful skill indeed, given the world of false news in which we currently find ourselves.

Humanities

And what job will you get after studying History for three years……

The humanities (English, History, Philosophy etc) have been given a bad press in recent times. Overshadowed by the drive to develop coding skills and with the constant chanting of STEM (Science, Technology, Engineering and Mathematics) in the background, it’s not surprising that less people are studying them. They were at an all-time low in 2014 at 6.1% of all bachelor’s degrees, a long way of the 1967 record of 17.2%.

But it is generally recognised that the humanities can teach us a lot. In another reference from Christian Madsbjeg’s book, Sensemaking, he suggests the humanities can teach us, one that other worlds exist, two that they are different and three, we learn how to imagine other worlds that in turn helps us better understand our own.

As with sensemaking and humility, are these not the types of skills we need to learn?

Examinations – what to examine?

What subjects should be examined depends to a large extent on what job you would like to do. But with the claim that 60% of 11 year olds will leave school to do jobs which have not yet been invented it’s hard to know the answer. What we do know is that the world is unlikely to slow down, change not happen, data become less available and complexity give way to simplicity. As a result, we need to teach people and so examine the skills that will help them better navigate this world. Maybe when those primary school children go onto higher education they will be studying sensemaking, humility and the humanities.

Even though the ink is barely dry on the letter sent by Theresa May bringing about our formal negotiations to exit Europe, the interesting thing is we will never know if this was a good or bad decision. Because post Brexit people will behave differently, some will work hard to make the impossible possible whilst others will continue to frustrate the process, and none of that could have been foreseen at the time.

So, let’s hope the basis for the original decision to leave was not because of the headline – We will save £350m a week and this money will go into the NHS!

And the badge goes to …….

la-la-land

And the winner is ……La La land……..you have to feel a little sorry for Warren Beatty and Faye Dunaway at this year’s Oscars, after all they only read out what was on the card, which is kind of what actors do. And I have to share some of the responsibility, it does seem as if my own profession played no small part in the mistake.

But what is it that makes 3,500 of the most well paid, successful people in their industry give up an evening to watch, on the whole other people receive an award. And why does anyone want an Oscar or the Academy Award of Merit to give its correct name, after all it’s only a 13.5-inch badge, and it’s not even gold.

Why do people want badges?

Perhaps we can answer this question by taking a closer look at gamification, the use of game based incentives in education of which I have written before. PBL (Points, badges and leader boards) is the term most often used to describe some of the elements within games that make them so compelling and worthy of further investigation.

Points and leader boards are perhaps self-explanatory but what is it about the badge, why do people like/want them? They are of course not new, teachers have awarded good students with a star for an excellent piece of work for years, the Scouts offer a whole range of badges when certain skills have been demonstrated, and those with qualifications will proudly display letters after their name as if in some way it mattered. The point is of course, it does.

Social psychologist and research scientist Judd Antin together with Elizabeth Churchill, collaborated on a paper called “Badges in Social Media: A Social Psychological Perspective” antin-churchill. There work helps shed some light on the value of badges.

The 5 Primary Functions of badges

Antin and Churchill suggested that badges could serve several individual and social functions depending on the nature of the activities that the badge rewarded and the application of the badge in a particular context.

  1. Goal setting – desire is the first part, you have to want or need something. But then the best way of satisfying that desire is to make it into a goal, planning the smaller steps that will help you get there.  Wanting the badge is motivational.
  2. Instruction – badges are instructive, showing the individual what is available and most valued. This may help direct learning and move students out of their silos as they see what else they might work towards. E.g. giving a badge for the student who attempts more questions might encourage others to do the same.
  3. Reputation – badges are a physical means of storing experience, expertise and interest. In fact, some argue that badges will replace CV’s in the future as they are a more dynamic and current record of what an individual has achieved and a means of measuring their reputation.
  4. Status/affirmation – badges advertise past achievements, and communicate accomplishments without you having to say anything. They are also a form of personal affirmation, confirming to yourself that you are successful. When studying becomes more challenging its possible self-doubt might creep in, maybe when you get to this point you might want to look at your past achievements, and a badge is a great way of storing past success.
  5. Group identification – badges are clear indications that you belong to a certain group or club, you are the same as someone else and so will be accepted by them. Are you a qualified accountant, if so you must be the same as me. A classic example of social ranking.

Antin and Churchill go on to suggest that badges don’t work for everyone and more research should be undertaken in different contexts to explore the circumstances in which badges are the most effective. But on the whole badges offer an incredibly simple and motivational way of changing behaviors, and getting people to take action rather than not.

A unique badge

La La land will of course never get the ultimate badge, the Oscar, but in years to come it may achieve something far more important, a unique badge that is unlikely to be given to anyone else. The badge that everyone will remember who didn’t win the Oscar for best picture in 2017.

Teaching to the test – another point of view

point-of-veiw-2A point of view is a programme on radio 4 that allows certain well-read, highly educated individuals, usually with large vocabularies to express an opinion. It lasts 10 minutes and is often thought provoking, concluding with a rhetorical question that has no answer.

This week Will Self the novelist and journalist gave his point of view on teaching to the test, as you might imagine it caught my attention. Self starts by telling a story about the life of a “good student,” and how it would unfold. He describes the way in which their concentration intensifies when the teacher states that what they are going to learn next is important and often examined. The story continues, as a result of their diligence and technique, the “good student” gets the necessary grades to go to University. They don’t however select the University on the basis of the course of study or on what they passionately wish to learn, no its based on the Universities credibility in league tables.

Upon successfully gaining a degree the student, now an employee gets a desk job that rewards a similar style of rubric mentality. As an employee, they are assessed against targets, performing well only on the ones that promise promotion and a pay rise. Eventually they retire and die.

Self concludes that this ordinary, dull, uninspiring life started back in the classroom all those years ago, when the teacher failed to educate and inspire, and simply taught to the test.

Over egging the pudding

There is a logic to this story, and it sounds ever the more inevitable as Self narrates it in his black and grey voice. But that’s all it is, a story. It avoids detail and colour, offering little regard as to the individual’s ability to reflect at some point in their life and ask searching and probing questions. It is as if somehow because the teacher highlighted the importance of one piece of knowledge it somehow stifled the student’s capacity to one day think for themselves.  Self is how they say, overegging the pudding, taking an interesting question as to the impact teaching to the test might have and serving up an omelette.

Teaching to the test is not bad

Brunel university asked a question as to what makes an unmissable lecture. In addition to many arguably more commendable answers, including the passion of the tutor and because they wanted to learn, the likelihood of the subject being taught having a high probability of being in the exam was key. Suggesting that a specific topic might be on the exam paper firstly, ensured a good attendance and secondly guaranteed the student listened intently.

Attention is important but even for the diligent student focus is vital. Learning everything is simply not possible, faced with 20 chapters, the student needs some clue as to where they need to direct their energy and time. Of course, the educationist will say that everything is important, but saying that will not make it so. Knowing that something is examinable at least gives a starting point and helps guide the student through the material quickly and efficiently. It’s also worth adding that It does not exclude the need to be inquisitive, in fact by making the student read a particular topic it may inspire them to find out more.

Exams and exam answers also provide examples of what is expected and the standard the student must reach if they are to be successful, no amount of narrative in the student handbook or curriculum guidance will do this as effectively.

The type of assessment matters

Of course, in Selfs world, teaching to the test removes the need to do anything more than learn about what will be in the exam. He suggests that students need to think outside the box rather than simply tick them. I have to admit I like that sentence.

But he does have a point, if the test is so narrow that it only assesses memory or a very small part of the syllabus then that is all the student will focus on. But that is just a bad test, this is of course where I am in danger of becoming idealistic and painting a picture that is not a true reflection as to what is happening. Not all tests are good, and undoubtedly some students will pass with limited thought and little more than good memory skills. Yet with changes in technology it becomes ever more possible to build tests and simulations that asses the student ability to perform in real world situations, and for that matter think outside the box.

Teaching to the test has become a term used to describe bad teaching and poor assessment and no one would agree that either of these are desirable. But it is not the process that’s problematic, it’s the application. Testing in its many forms is part of learning but it needs done well and thoughtfully.

In conclusion

Having now read the blog I would encourage you to listen to Will Self – click. It is of course not for me to say who presents the right point of view, you need to make up your own mind. For those however who were taught to the test no matter how long ago, you probably won’t understand even what I am asking because to the best of my knowledge this question has never been tested before……………?

 

The Paradox of on demand exams

paradox-of-choice-1

But which one is best when there is so much choice?

It is more blessed to give than receive, so it says in the bible, and Christmas is a time when you get to do this in abundance. What better feeling can there be when you find exactly the right present for that special person. You can even imagine the smile on their face when on Christmas day they rip open the paper to reveal the gift they either never new they wanted but did, or in their wildest dreams believed they could have or own.paradox-wonderful-christmas-time-1

BUT…….its not as easy as it used to be. Deciding on what you want to buy is one thing, finding the “best” or most suitable gift is another.

Paradox of choice

Although Psychologist Barry Schwartz wrote his book called The Paradox of Choice over 12 years ago, most if not all of what he said is more relevant today with the explosion of choice created by the internet and advances in technology. He argued that choice rather than being good, and by the way the basis for freedom, was not necessarily bad, but did not always result in the best decisions being made or to be precise, the feeling that the best decisions had been made.

There were two reasons for this, firstly, too much choice creates paralysis, a delay in the decision-making process (see also Buridan’s ass) that can result in no decision being made at all, and secondly if you do decide, ultimately you will become less satisfied with your choice for a variety of reasons e.g. regret, opportunity cost and the escalation of expectation.

But what has this all got to do with examinations?

On demand exams result in their own paradox

In the world of professional examinations for many years’ students and employers have been asking for more choice as to when the exam can be sat. Its only tradition and inflexible systems that have created a need for testing to take place at specific times of the year. But with technology comes flexibility and that flexibility now means that some examinations can be sat when you want, not when the professional body or university decides. Driving tests have long followed the concept of, “on-demand” testing.

This choice is however resulting in a paradox. Students are taking longer to pass their exams but despite having more time results are not improving. You would expect that having additional time to study would improve exam success not reduce it.

One of the reasons for taking longer to pass is because it is now within the student’s power to change the exam date if they so wish. There are a number of good reasons for doing this, for example, work pressure, not feeling ready for the exam or that you dont know enough. Logical reasons but are they “good” reasons?

That all depends of course on the objective, but if the objective is to pass the exam quickly, then the answer is no.

The best of both worlds

Schwartz never concluded that having a choice was bad, just that it was not the end game. Ultimate choice is not the objective. He did say that we should perhaps stop thinking in terms of maximising choice but set some standards that can be used to help navigate the choices available.  In fact, this is borne out by some initial research into this area which shows that students increase their chances of passing if they set an exam date, (the choice) enable sufficient time to study but don’t change the exam date later (the standard). The choice when to pass can be set but neither the length of study nor the exam date should change.

Alternatively:

Consult an expert – What do people do when they are faced with such a wide range of options they cannot decide, how about asking an expert? In this instance the expert would be the educational establishment or the examining body, what do they recommend?

Follow the norm – Data is now more readily available than ever before, many technologies make use of historical trends to make predictions or to offer advice when there are lots of choices. Everyone will be familiar with the web sites that suggest books or other items you should buy based on past behaviours. What worked best for you in the past, what did you do before that was successful or what do the most successful people do?

Now that we have cleared up how to make better decisions in a world of endless choices – I need to begin thinking about my New Year’s resolutions, oh dear if only there were not so many choices.

Happy new Year to you all

Click to watch Barry Schwartz TED lecture.

 

 

Mr/Madam President – who has had the best education

trump-clinton

I would like to return to the idea that education has to play a part in forming an individual, their views and ultimately who they are. In April 2015 I considered the educational experiences of the leaders of the different political parties in the UK. I concluded that in my opinion, Nick Clegg followed by Nigel Farage probably had the “best” education. The logic being they had both been exposed to a variety of views, opinions and cultures, whilst many of the so-called career politicians had relatively insular academic journeys. Given the recent US elections I thought it might be interesting, post results to see how the two presidential wannabes Hilary Clinton and Donald Trump compared.

Donald Trump

young-donald-trump-military-schoolDonald John Trump was born on June 14, 1946, in Queens, New York, the fourth of five children of Frederick C. and Mary MacLeod Trump. Frederick Trump was of German descent, a builder and real estate developer, who left an estimated $250-$300m. His Mother was from the Scottish Isle of Lewis. Trumps early years were spent at Kew-Forest School in Forest Hills, a fee-paying school in Queens. From there aged 13 he went to the New York Military Academy, leaving in 1964. Fordham University was his next stop but for only two years before moving to the Wharton School of Finance at the University of Pennsylvania, from which he graduated in 1968 with a degree in economics. After leaving Wharton Trump went onto to focus full time on the family businesses, he is now said to be worth $3.7bn.

As to how good or successful Donald Trump was as a student or in fact as to his achievements whilst at school, it is difficult to establish. Trump claims he was best in his class, and yet there are no records of this being the case. What we can say is that he did not graduate with honours. In addition, some claim that the only reason he got into Wharton was after an interview with a “friendly” Wharton admissions officer who was a classmate of Trump’s older brother.

“I went to the Wharton School of Finance, I’m, like, a really smart person.”

The most telling comment, and one I will use by way of summary is that Trumps favourite lecture was from a Wharton Professor, who argued that the essence of good business was to understand the desires and even the psychologies of those on the other side of the negotiating table.

Hillary Clinton
hillory-cHillary Rodham Clinton was born October 26, 1947, Chicago, Illinois. She was the eldest child of Hugh and Dorothy Rodham. Her father, a loyal Republican, owned a textile business which provided a “comfortable income”. Hillary’s mother who met Hugh Rodham whilst working as a company clerk/typist did not have a college education unlike her father. However Dorothy Rodham is said to have had a significant impact on Hillary and believed that gender should not be a  barrier.

Clinton’s academic career is far more traditional:

  • Eugene Field Elementary School, Park Ridge, Illinois, 1953-1957.
  • Ralph Waldo Emerson Middle School, Park Ridge, Illinois, 1957-1961
  • Maine Township High School, East and South, Park Ridge, 1961-1965
  • Wellesley College, Wellesley, Massachusetts, 1965-1969. As Senior Class president, Hillary Clinton became the first student speaker at graduation. Click to listen to the speech
  • Yale Law School, New Haven, Connecticut, 1969-1972. It was at Yale that she met Bill hillary-clinton-schoolClinton, they married in 1975. She graduated with a JD in Law and had a paper published in the Harvard review, under the title  “Children Under the Law”.

 Ambitious at one point to become an astronaut, she wrote to NASA and received a response that stunned her when she was informed that women were not accepted for the astronaut program.

After leaving Yale, she joined a small law firm, and in 1979 became a full partner at the Rose Law Firm. She was twice named in the list of “The 100 Most Influential Lawyers in America.”

And the winner is……

This is a far more difficult decision than looking at the UK leaders. There it was easier to see a clear distinction between those that had a broader educational experience compared to the more insular establishment bubble.

Of course, it could be argued that Clinton has followed this more traditional/establishment path, but she is self-made, having come from a relatively ordinary background and given the evidence has a far broader academic journey and the better academic record. Trump on the other hand was born into a very wealthy family but has made his way in the business world, much like Nigel Farage, he went to the university of life. An interesting comparison!

Perhaps the answer lies not so much in what you learned at school but in your ability to continue learning. The one that has had the best education will be the one who is willing to listen and continually learn, and on that basis, I think I know who my winner would be. For Hillary Clinton there is clearly much to reflect upon, but for Donald Trump I worry he has forgotten what learning is all about, lets hope not.