{"id":3511,"date":"2025-12-01T12:00:42","date_gmt":"2025-12-01T20:00:42","guid":{"rendered":"https:\/\/www.carnegiefoundation.org\/?p=3511"},"modified":"2026-01-28T09:20:05","modified_gmt":"2026-01-28T17:20:05","slug":"acceptable-failure","status":"publish","type":"post","link":"https:\/\/www.carnegiefoundation.org\/acceptable-failure\/","title":{"rendered":"Acceptable Failure"},"content":{"rendered":"
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While failure is often identified as a necessary part of learning, not all failure productively advances learning or growth. The authors of this blog identify three conditions which must be met in order for failure to actually enable improvement.<\/p>\n\n\n\n

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Acceptable Failure<\/strong><\/a><\/p>\n\n\n\n

January 5, 2017 | By Paul LeMahieu and Donald J. Peurach<\/p>\n\n\n\n

We\u2019ve heard them so much they\u2019ve become clich\u00e9s: \u201cFail fast; fail often!\u201d \u201cFailures are gifts.\u201d \u201cLeaders must learn to tolerate failure.\u201d \u201cThere\u2019s no shame in failure, the shame is when we fail to learn from our failures.\u201d These are powerful statements that urge new attitudes and new ways of operating in improving organizations. But the stakes are high \u2026 Read the full blog post <\/em>here<\/em><\/strong><\/a>.<\/em><\/p>\n\n<\/div>\n<\/div>\n\n\n

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While failure is often identified as a necessary part of learning, not all failure productively advances learning or growth. 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