Page 131 - Hard Goals
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122                                                HARD Goals



        being less satisfi ed with their purchases and experienced much
        more regret. By contrast, people that were offered fewer choices
        were signifi cantly happier, experienced less regret, and in the
        case of the fi rst study I mentioned, were 10 times more likely to
        buy something.
            Remember that our brains are always calculating costs and
        benefi ts. When we see too many choices, our brains get over-
        whelmed and crash like a cheap laptop. So before you go into
        a situation laden with choices, narrow your options and then
        pick one. In the studies I mentioned, good outcomes were those
        where people made a purchase or chose a retirement plan. When
        it comes to goals, good outcomes are those where you stick to
        your goals, and bad outcomes are those where you do some-
        thing clearly incongruous with those ends.
            So narrow your choices, and you’ll have a much better
        chance of sticking to your goals. Read the restaurant’s menu
        before you go out to dinner so you don’t get overwhelmed by
        the dessert tray and end up gorging on that chocolate cake and
        spending the subsequent hours in a cycle of self-recrimination.
        Plan your trips to the gym well before you have that long day
        at work and then don’t feel like going. Don’t buy your company
        that online training library that has 300 different course titles
        and just throw it out there expecting your employees will initi-
        ate an educational binge; pick a narrow menu of specifi c courses
        you want everyone to complete.
            Finally, anytime you have a deadline on any type of goal,
        don’t give yourself too many choices. In one study, researchers
        Dan Ariely (author of the terrifi c book Predictably Irrational)
        and Klaus Wertenbroch analyzed how people set their own
        deadlines in a class and what happened to their grades when
                    9
        they did so.  This was an executive education class at MIT (in
        other words, not a freshman class but rather seasoned profes-
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