Managing emotions and uncertainty

Name three common emotions when carrying out a project (for example: fear, enthusiasm, frustration) and explain for each one whether it helps or hinders you, and at what stage of the project it usually appears.

Match each thought with the emotion that usually goes with it — fear, euphoria, frustration or calm — and explain which one would help you most before speaking in public: (a) 'I'm bound to forget everything and they'll laugh'; (b) 'this is going to be a total success, no need to rehearse'; (c) 'I've tried three times and I can't do it, I'm a disaster'; (d) 'I've rehearsed, I may make mistakes and it will still be fine'.

Name three physical signs of nerves before speaking in public (racing heart, sweaty hands, shaky voice) and explain what happens to those signs if you interpret them as 'danger' versus if you interpret them as 'my body is switching on to perform'.

Explain the difference between risk and uncertainty using this example: running a lemonade stand (a) knowing that out of every $10$ cups you prepare you usually sell $8$, versus (b) having no idea whether local people like lemonade. In which of the two cases would you be making decisions with more data?

Explain in your own words what tolerance of uncertainty is and give two examples from your life: one situation where you tolerate it well and one where you struggle (waiting for a grade, not knowing whether people will come to your stall, starting a new game). What is the difference between the two?

Your team must decide today on the ticket prices for the school concert without knowing how many people will attend. Explain what it means to make decisions with incomplete information and describe two reasonable ways to reduce uncertainty before deciding (a quick survey, checking attendance from previous years, advance sales, etc.).

The diagram shows the cycle that converts a mistake into an improvement, but one of the stages is covered with a question mark.

1. a) State which stage is missing between 'Error' and 'Learn', and explain what is done in it.
2. b) Describe a real mistake (from studying, sports, or a project) and go through the entire cycle with it.

Distinguish between a mistake and a failure with a school example: handing in a poor practical assignment in the first week versus dropping the subject. Explain why calling an ordinary mistake a 'failure' makes it harder to get back up and carry on.

The first prototype of the bike rack bent on the very first test. The team says: 'we've wasted two weeks'. Counter this with arguments: what exactly have they gained, what would have happened if the flaw appeared at the fair, and how should they record what they have learnt?

After failing the first project presentation, Noa says: 'I'm just not cut out for this, numbers are my thing.' Her teacher replies: 'you failed one presentation, you haven't discovered who you are.'

1. a) Analyse the difference between the two sentences: what Noa's language does to her identity and why that leap (from 'it went badly' to 'I'm not cut out for it') is so damaging for entrepreneurship.
2. b) Write three honest rephrasings Noa could say to herself and design a small first step that gives her back a sense of control.

Your school app gets its first ten ratings: eight good ones and two very harsh ones. The team only talks about the two bad ones and considers redoing everything. Explain what emotional bias is at work (the disproportionate weight of the negative), how you would read the criticism with distance (what exactly are they asking for, how many people are asking for it) and what you would reply to the two harsh reviews.

You are offered two options: (a) keep a guaranteed $10\ \text{€}$, or (b) flip a coin: if you win you get $22\ \text{€}$ and if you lose you get $0\ \text{€}$. Option (b) is worth $11\ \text{€}$ on average, which is more than option (a), yet almost everyone chooses (a). Explain what emotion accounts for this decision, and argue whether you think it is a good or bad advisor when making financial decisions.

The school market team has to decide whether to change its star product just two weeks before the fair: the macarons are selling badly in the pre-sale, but switching to brownies means admitting that the first product 'has failed'.

1. a) Analyse which emotions push towards keeping the macarons even though the data says otherwise (pride, fear of looking foolish, cost already invested) and what continuing to invest to avoid admitting the loss is called.
2. b) Write how you would present the change to the team so that nobody feels singled out and the decision is made with data.

Explain what frustration is and how it differs from sadness. Give an example of a school project where frustration appears and describe one reaction that makes it worse and another that puts it to good use.

Tomorrow you are presenting the project to the whole class and you feel nervous: racing heart, cold hands, wanting to go last. Describe two concrete techniques for managing those nerves (breathing exercises, preparation, reframing self-talk) and explain why they work.

Your team has invested $40\ \text{€}$ and three weeks in a smoothie stall and the fair is cancelled because of rain. There is anger, an urge to throw it all away, and one teammate in tears. Describe what you would do over the next $24$ hours to manage the blow as a team: what you don't decide today, how you talk about it, and which three questions you will ask yourselves tomorrow to recover the materials and the learning.

Your group's jam stall sold $4$ jars at the school fair when you were expecting to sell $40$. There is disappointment, embarrassment, and a feeling of not wanting to try again.

1. a) Analyse which emotions are at play and how they could spoil decisions over the coming days.
2. b) Propose a three-step plan to turn failure into useful learning for the next fair.