Tag: Carol Dweck

Carol Dweck on Creating a Growth Mindset in the Workplace

Reading Time: 5 minutes

Carol Dweck‘s concept of Mindset permeates through every aspect of our lives.

One area particularity affected is in the workplace. We spend half of our day at work (some of you likely spend more than half) and both your mindset and the mindset of those around you will have a significant impact on your life, especially the mindset of your boss. Dweck comments:

Fixed-mindset leaders, like fixed-mindset people in general, live in a world where some people are superior and some are inferior. They must repeatedly affirm that they are superior, and the company is simply a platform for this.

These leaders tend to have a strong focus on personal reputation, generally at the expense of the company. Lee Iacocca, during his time at Chrysler, is a good example of this. Iacocca had his ego severely bruised when he was forced out of Ford. Fixed-mindset leaders tend to respond to failure with anger instead of viewing it as an opportunity to learn or get better.

So the king who had defined him as competent and worthy now rejected him as flawed. With ferocious energy, Iacocca applied himself to the monumental task of saving face and, in the process, Chrysler Motors. Chrysler, the once thriving Ford rival, was on the brink of death, but Iacocca as its new CEO acted quickly to hire the right people, bring out new models, and lobby the government for bailout loans. Just a few years after his humiliating exit from Ford, he was able to write a triumphant autobiography and in it declare, ‘Today, I’m a hero.’

He showed Ford that they made a mistake when they let him go, and he reveled in his triumph. But in his glory-basking, Iacocca forgot that the race wasn’t over yet.

This was a hard time for the American automotive industry, the Japanese were challenging the market like no one ever had before. Chrysler needed to respond to the competition or they would be in trouble again. Meanwhile, Iacocca was still focused on his reputation and legacy.

He also looked to history, to how he would be judged and remembered. But he did not address this concern by building the company. Quite the contrary. According to one of his biographers, he worried that his underlings might get credit for successful new designs, so he balked at approving them. He worried, as Chrysler faltered, that his underlings might be seen as the new saviors, so he tried to get rid of them.

Instead of listening to the advice of his designers and engineers, Iacocca dug his feet into the ground.

See, a fixed-mindset doesn’t easily allow you to change course. You believe that someone either has ‘it’ or they don’t: it’s a very binary frame of mind. You don’t believe in growth, you believe in right and wrong and any suggestion of change or adaptation is considered a criticism. You don’t know how to adopt grey thinking. Challenges or obstacles tend to make you angry and defensive. 

Iacocca was no different.

But rather than taking up the challenge and delivering better cars, Iacocca, mired in his fixed mindset, delivered blame and excuses. He went on the rampage, spewing angry diatribes against the Japanese and demanding that the American government impose tariffs and quotas that would stop them.

Blame is a big part of the fixed-mindset; when something goes wrong you don’t want to take responsibility because that would be akin to accepting inferiority. This can push some bosses to become abusive and controlling. They feel superior by making others feel inferior. Colleagues may feel this way too, but management has power. This is when you will notice the effect of mindset on your corporate culture. Everything starts to revolve around pleasing upper management. 

When bosses become controlling and abusive, they put everyone into a fixed mindset. This means that instead of learning, growing, and moving the company forward, everyone starts worrying about being judged. It starts with the bosses’ worry about being judged, but it winds up being everybody’s fear about being judged. It’s hard for courage and innovation to survive a companywide fixed mindset.

In these circumstances, the fear of punishment leads to groupthink. No one wants to dissent or put their hand up because it’s likely to get slapped. 

So what can you do if you’re new to a company and working against a fixed-mindset? This will be a difficult road but there are definitely ways of nudging your company towards a growth mindset.

Dweck outlines the main attributes that create a growth-mindset environment:

  • Presenting skills as learnable
  • Conveying that the organization values learning and perseverance, not just ready-made genius or talent
  • Giving feedback in a way that promotes learning and future success
  • Presenting managers as resources for learning.

At the end of each chapter of Dweck’s book, she has a brilliant section entitled ‘Grow Your Mindset.’ She reviews the chapter’s contents and asks the reader probing questions to help them evaluate their situation and suggests concrete ways to move forward. Here are a few pertinent examples to explore:

What kind of workplace are you in?

Are you in a fixed-mindset or growth-mindset workplace? Do you feel people are just judging you or are they helping you develop? Maybe you could try making it a more growth-mindset place, starting with yourself. 

Is it possible that you’re the problem?

Are there ways you could be less defensive about your mistakes? Could you profit more from the feedback you get? Are there ways you can create more learning experiences for yourself? How do you act toward others in your workplace? Are you a fixed-mindset boss, focused on your power more than on your employees’ well-being? Do you ever reaffirm your status by demeaning others? Do you ever try to hold back high-performing employees because they threaten you?

Can you foster a better environment?

Consider ways to help your employees develop on the job: Apprenticeships? Workshops? Coaching sessions? Think about how you can start seeing and treating your employees as your collaborators, as a team. Make a list of strategies and try them out. Do this even if you already think of yourself as a growth-mindset boss. Well-placed support and growth-promoting feedback never hurt.

Do you have procedures to overcome groupthink?

Is your workplace set up to promote groupthink? If so, the whole decision-making process is in trouble. Create ways to foster alternative views and constructive criticism. Assign people to play the devil’s advocate, taking opposing viewpoints so you can see the holes in your position. Get people to wage debates that argue different sides of the issue. Have an anonymous suggestion box that employees must contribute to as part of the decision-making process. Remember, people can be independent thinkers and team players at the same time. Help them fill both roles.

Mindset is filled with practical advice that will change the way in which you think and interact with the world. Through examples from her rigorous research Dweck eloquently explains the nature of the two mindsets and their influence on sports, business and relationships. Since culture eats strategy, it’s important to understand her main points. Understanding her core concepts will also add depth to your comprehension of metal models like confirmation bias and bias from overconfidence.

If you’d like a bit more on Mindset we suggest taking a look at Dweck’s Google talk or perhaps revisit a more detailed explanation of the two mindsets.

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Carol Dweck: When a Fixed Mindset is Better than a Growth Mindset

Reading Time: 4 minutes

“Inspiration is for amateurs — the rest of us just show up and get to work.”
— Chuck Close

***

“So far, the best idea I’ve heard about building grit in kids is something called growth mindset,” writes Angela Duckworth. “It is the belief that the ability to learn is not fixed. That it can change with your effort.” Carol Dweck’s insights about “fixed” vs. “growth” mindsets are the key.

Below find a talk Dweck gave at Google, with some excerpts that I found particularly interesting. She talks about what keeps her up at night, how to encourage children, the role of shame, and whether a fixed mindset can be more beneficial than a growth mindset.

When asked what keeps her up at night in regards to the thought of someone challenging, disproving or using her theories.

Yes. I always had this attitude of challenging my ideas and my theories because if you’re wrong you want to know it as soon as possible. You don’t want to spend your life on it. So… what keeps me up at night in a good way are different areas where it could be applied. So we have a whole program of research on peace in the Middle East where we’re using Mindset principles, I’m not minimizing the hugeness of the problem but we’re using Mindset principles to try to build some greater understanding. So I love to think of ways that we can extend it into areas we never thought of before. I love to think of ways to implement it so that more kids who need this way of thinking can benefit from it. And something that also keeps me up at night is that fear that people are developing what i’m calling a ‘false growth mindset’.It’s this idea ‘if it’s good I have it’. So a lot of people are kind of declaring they have it but they don’t. They think it just means open-minded or being a nice person or maybe they are saying it for fixed mindset reasons, I want you to judge me as being the right kind of person. So developing a growth mindset is really a journey, a lifelong journey of monitoring your trigger points and trying to approach things and a more growth mindset way of taking on the challenges, sticking to them, learning from them. Right now I’m writing something for educators that I’m calling ‘false growth mindset’ to tell them ‘no, you can’t just say it, you have to take a journey’ because we’re doing research now showing that many teachers and parents that say they have a growth mindset are actually responding to kids in ways that are creating fixed mindsets for kids. So that’s kind of the array of things that keep me up at night. But that said, I do sleep pretty well.

When asked what you should say to encourage a child when you can’t use words like smart.

The question is if you can’t say smart, what can you say? You can say so many other things. One thing is you can just show interest in the process that the child or other person is engaging in and in our research that’s what we’ve shown is effective, focusing on the process or appreciating the process someone is engaging in or has engaged in so just show interest, ask questions, give encouragement if they’ve been grappling with something and they’ve tried new strategies or stuck to the strategy. One parent said, ‘oh I hate it ’cause I can’t appreciate it when my child does something great.’ I said, ‘well where did you get that from?’ Of course you can appreciate it, then tie it to something they engaged in. ‘Oh, you couldn’t do that yesterday, you made progress, that’s so exciting, oh that’s great you really stuck to it and learned it. Or, you tried all different ways and look that worked.’ So you’re really appreciating some outcome where they are and you’re talking about how they got there. But if you don’t have that information just ask them. Never praise effort that isn’t there.

When asked how she thinks shame plays a part in a fixed versus growth mindset?

Oh, that’s a great question. We have studied that and we have shown that shame is a big factor in a fixed mindset. You don’t want to take on a challenge. It’s humiliating to have a setback within a fixed mindset, it means you’re not the person you want to be and other people aren’t going to look at you in the same way. We’ve studied it in adolescence, adolescents in a fixed mindset feel incredible shame when they are excluded or rejected and that makes them want to lash out violently. And research for many years, many people’s research has shown that shame is not a productive emotion. It makes you want to hide or lash out, both of which are not gonna get you, in the long run, where you want to be. In a growth mindset you can feel very disappointed. You can feel hurt. You can feel guilty. You can feel a lot of things but these are emotions that allow you to go forward and be constructive.

When asked if she sees any context in which a fixed mindset is more beneficial than a growth mindset?

Well, first let me say that a growth mindset doesn’t require you to go around improving everything. You can focus and you can say no I’m not gonna do that, no I’m not gonna do that. But research, not my research but research of others has in fact looked at this question and found two areas so far in which a fixed mindset is better. One is sexual orientation. People who accept that this is who they are and this is who they’re meant to be seem to be better adjusted than people who think ‘I should be changing.’ And the other is aging. So, it’s nice to feel you can stay young through exercise and so forth but people who run around nipping and tucking and the tummy tuck and the this that and the other and it’s kind of a desperate attempt to retain extreme youth that doesn’t seem to be so great either. But when it comes to skill areas it looks like a growth mindset is typically more advantageous.

Dweck’s book, Mindset: The New Psychology of Success, is worth reading in its entirety.

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Carol Dweck: A Summary of The Two Mindsets And The Power of Believing That You Can Improve

Reading Time: 7 minutes

Carol Dweck studies human motivation. She spends her days diving into why people succeed (or don’t) and what’s within our control to foster success. Her theory of the two mindsets and the difference they make in outcomes is incredibly powerful.

As she describes it: “My work bridges developmental psychology, social psychology, and personality psychology, and examines the self-conceptions (or mindsets) people use to structure the self and guide their behavior. My research looks at the origins of these mindsets, their role in motivation and self-regulation, and their impact on achievement and interpersonal processes.”

Her inquiry into our beliefs is synthesized in Mindset: The New Psychology of Success. The book takes us on a journey into how our conscious and unconscious thoughts affect us and how something as simple as wording can have a powerful impact on our ability to improve.

Dweck’s work shows the power of our most basic beliefs. Whether conscious or subconscious, they strongly “affect what we want and whether we succeed in getting it.” Much of what we think we understand of our personality comes from our “mindset.” This both propels us and prevents us from fulfilling our potential.

In Mindset: The New Psychology of Success, Dweck writes:

What are the consequences of thinking that your intelligence or personality is something you can develop, as opposed to something that is a fixed, deep-seated trait?

The Two Mindsets

Carol Dweck Two Mindsets

Your view of yourself can determine everything. If you believe that your qualities are unchangeable — the fixed mindset — you will want to prove yourself correct over and over rather than learning from your mistakes.

In Mindset, Dweck writes:

If you have only a certain amount of intelligence, a certain personality, and a certain moral character— well, then you’d better prove that you have a healthy dose of them. It simply wouldn’t do to look or feel deficient in these most basic characteristics.

[…]

I’ve seen so many people with this one consuming goal of proving themselves— in the classroom, in their careers, and in their relationships. Every situation calls for a confirmation of their intelligence, personality, or character. Every situation is evaluated: Will I succeed or fail? Will I look smart or dumb? Will I be accepted or rejected? Will I feel like a winner or a loser?

These things are culturally desirable. We value intelligence, personality, and character. It’s normal to want this. But …

In Mindset, Dweck writes:

There’s another mindset in which these traits are not simply a hand you’re dealt and have to live with, always trying to convince yourself and others that you have a royal flush when you’re secretly worried it’s a pair of tens. In this mindset, the hand you’re dealt is just the starting point for development. This growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts.

Changing our beliefs can have a powerful impact. The growth mindset creates a powerful passion for learning. “Why waste time proving over and over how great you are,” Dweck writes, “when you could be getting better?”

Why hide deficiencies instead of overcoming them? Why look for friends or partners who will just shore up your self-esteem instead of ones who will also challenge you to grow? And why seek out the tried and true, instead of experiences that will stretch you? The passion for stretching yourself and sticking to it, even (or especially) when it’s not going well, is the hallmark of the growth mindset. This is the mindset that allows people to thrive during some of the most challenging times in their lives.

***

Our ideas about risk and effort come from our mindset. Some people realize the value of challenging themselves, they want to put in the effort to learn and grow, a great example of this is The Buffett Formula. Others, however, would rather avoid the effort feeling like it doesn’t matter.

In Mindset, Dweck writes:

We often see books with titles like The Ten Secrets of the World’s Most Successful People crowding the shelves of bookstores, and these books may give many useful tips. But they’re usually a list of unconnected pointers, like “Take more risks !” or “Believe in yourself!” While you’re left admiring people who can do that, it’s never clear how these things fit together or how you could ever become that way. So you’re inspired for a few days, but basically, the world’s most successful people still have their secrets.

Instead, as you begin to understand the fixed and growth mindsets, you will see exactly how one thing leads to another— how a belief that your qualities are carved in stone leads to a host of thoughts and actions, and how a belief that your qualities can be cultivated leads to a host of different thoughts and actions, taking you down an entirely different road.

[…]

Sure, people with the fixed mindset have read the books that say: Success is about being your best self, not about being better than others; failure is an opportunity, not a condemnation; effort is the key to success. But they can’t put this into practice because their basic mindset— their belief in fixed traits— is telling them something entirely different: that success is about being more gifted than others, that failure does measure you, and that effort is for those who can’t make it on talent.

***

The mindset affects creativity too.

In Mindset, Dweck writes:

The other thing exceptional people seem to have is a special talent for converting life’s setbacks into future successes. Creativity researchers concur. In a poll of 143 creativity researchers, there was wide agreement about the number one ingredient in creative achievement. And it was exactly the kind of perseverance and resilience produced by the growth mindset.

In fact Dweck takes this stoic approach, writing: “in the growth mindset, failure can be a painful experience. But it doesn’t define you. It’s a problem to be faced, dealt with, and learned from.”

We can still learn from our mistakes. The legendary basketball coach John Wooden says that you’re not a failure until you start to assign blame. That’s when you stop learning from your mistakes – you deny them.

***

In this TED talk, Dweck describes “two ways to think about a problem that’s slightly too hard for you to solve.” Operating in this space — just outside of your comfort zone — is the key to improving your performance. It’s also the critical element to deliberate practice. People approach these problems with the two mindsets… “Are you not smart enough to solve it …. or have you just not solved it yet.”

Speaking to the cultural pressure to raise our kids for now instead of not yet, in the TED talk Dweck says:

The power of yet.

I heard about a high school in Chicago where students had to pass a certain number of courses to graduate, and if they didn’t pass a course, they got the grade “Not Yet.” And I thought that was fantastic, because if you get a failing grade, you think, I’m nothing, I’m nowhere. But if you get the grade “Not Yet” you understand that you’re on a learning curve. It gives you a path into the future.

“Not Yet” also gave me insight into a critical event early in my career, a real turning point. I wanted to see how children coped with challenge and difficulty, so I gave 10-year-olds problems that were slightly too hard for them. Some of them reacted in a shockingly positive way. They said things like, “I love a challenge,” or, “You know, I was hoping this would be informative.” They understood that their abilities could be developed. They had what I call a growth mindset. But other students felt it was tragic, catastrophic. From their more fixed mindset perspective, their intelligence had been up for judgment and they failed. Instead of luxuriating in the power of yet, they were gripped in the tyranny of now.

So what do they do next? I’ll tell you what they do next. In one study, they told us they would probably cheat the next time instead of studying more if they failed a test. In another study, after a failure, they looked for someone who did worse than they did so they could feel really good about themselves. And in study after study, they have run from difficulty. Scientists measured the electrical activity from the brain as students confronted an error. On the left, you see the fixed mindset students. There’s hardly any activity. They run from the error. They don’t engage with it. But on the right, you have the students with the growth mindset, the idea that abilities can be developed. They engage deeply. Their brain is on fire with yet. They engage deeply. They process the error. They learn from it and they correct it.

It’s easy to fall into the trap of now. Our kids become obsessed with getting A’s – they dream of the next test to prove themselves instead of dreaming big like Elon Musk. A by-product of this is that we’re making them dependent on the validation that we’re giving them — the gamification of children.

What can we do about this? Don’t praise intelligence or talent, praise the work ethic.

… [W]e can praise wisely, not praising intelligence or talent. That has failed. Don’t do that anymore. But praising the process that kids engage in: their effort, their strategies, their focus, their perseverance, their improvement. This process praise creates kids who are hardy and resilient.

How we word things affects confidence, the words ‘yet’ or ‘not yet,’ “give kids greater confidence, give them a path into the future that creates greater persistence.” We can change mindsets.

In one study, we taught them that every time they push out of their comfort zone to learn something new and difficult, the neurons in their brain can form new, stronger connections, and over time they can get smarter. … students who were not taught this growth mindset continued to show declining grades over this difficult school transition, but those who were taught this lesson showed a sharp rebound in their grades. We have shown this now, this kind of improvement, with thousands and thousands of kids, especially struggling students.

Mindset: The New Psychology of Success is a must read for anyone looking to explore our mindset and how we can influence it to be a little better. Carol Dweck’s work is simply outstanding.

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“That’s as far as they go. They can’t take it any further. And why not? Because they won’t put in the effort”

Reading Time: 3 minutes

A brilliant passage from Haruki Murakami’s Norwegian Wood on talent.

There just happen to be people like that. They’re blessed with this marvelous talent, but they can’t make the effort to systematize it. They end up squandering it in little bits and pieces. I’ve seen my share of people like that. At first you think they’re amazing. Like, they can sight-read some terrifically difficult piece and do a damn good job playing it all the way through. You see them do it, and you’re overwhelmed. You think, ‘I could never do that in a million years.’ But that’s as far as they go. They can’t take it any further. And why not? Because they won’t put in the effort. Because they haven’t had the discipline pounded into them. They’ve been spoiled. They have just enough talent so they’ve been able to play things well without any effort and they’ve had people telling them how great they are from the time they’re little, so hard work looks stupid to them. They’ll take some piece another kid has to work on for three weeks and polish it off in half the time, so the teacher figures they’ve put enough into it and lets them go to the next thing. And they do that in half the time and go on to the next piece. They never find out what it means to be hammered by the teacher; they lose out on a certain element required for character building. It’s a tragedy.

This sounds an awful lot like Carol Dweck

In her influential research, (Carol) Dweck distinguishes between people with a fixed mindset — they tend to agree with statements such as “You have a certain amount of intelligence and cannot do much to change it” — and those with a growth mindset, who believe that we can get better at almost anything, provided we invest the necessary time and energy. While people with a fixed mindset see mistakes as a dismal failure — a sign that we aren’t talented enough for the task in question — those with a growth mindset see mistakes as an essential precursor of knowledge, the engine of education.

And this bit from The Art of Learning: An Inner Journey to Optimal Performance:

Children who are “entity theorists” … are prone to use language like ‘I am smart at this.’ And to attribute their success or failure to an ingrained and unalterable level of ability. They see their overall intelligence or skill level at a certain discipline to be a fixed entity, a thing that cannot evolve. Incremental theorists, who have picked up a different modality of learning, are more prone to describe their results with sentences like ‘I got it because I worked very hard at it’ or ‘I should have tried harder.’ A child with a learning theory of intelligence tends to sense that with hard work, difficult material can be grasped- step-by-step, incrementally, the novice can become the master.

This is the path of amateurs:

By nature, we humans shrink from anything that seems possibly painful or overtly difficult. We bring this natural tendency to our practice of any skill. Once we grow adept at some aspect of this skill, generally one that comes more easily to us, we prefer to practice this element over and over. Our skill becomes lopsided as we avoid our weaknesses. Knowing that in our practice we can let down our guard, since we are not being watched or under pressure to perform, we bring to this a kind of dispersed attention. We tend to also be quite conventional in our practice routines. We generally follow what others have done, performing the accepted exercises for these skills.

This is the path of amateurs. To attain mastery, you must adopt what we shall call Resistance Practice. The principle is simple—you go in the opposite direction of all of your natural tendencies when it comes to practice.

If you want to get better at anything, you need to practice.

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Value Process Before Results

Reading Time: 1 minute

More insight from The Art of Learning: An Inner Journey to Optimal Performance:

The issue is fundamental to the pursuit of excellence in all fields. If a young basketball player is taught that winning is the only thing that winners do, then he will crumble when he misses his first big shot. If a gymnast or ballet dancer is taught that her self-worth is entirely wrapped up in a perfectly skinny body that is always ready for performance, then how can she handle injuries or life after an inevitably short career? If a businessperson cultivates a perfectionist self-image, then how can she learn from her mistakes?

And this quote based on research by Dr. Carol Dweck.

Children who are “entity theorists” … are prone to use language like ‘I am smart at this.’ And to attribute their success or failure to an ingrained and unalterable level of ability. They see their overall intelligence or skill level at a certain discipline to be a fixed entity, a thing that cannot evolve. Incremental theorists, who have picked up a different modality of learning, are more prone to describe their results with sentences like ‘I got it because I worked very hard at it’ or ‘I should have tried harder.’ A child with a learning theory of intelligence tends to sense that with hard work, difficult material can be grasped- step-by-step, incrementally, the novice can become the master.

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Stretching yourself to learn new things

Reading Time: 2 minutes

Carol Dweck, Daniel Coyle, and Noel Tichy all point out that you need to stretch to learn new things.

First, this from Carol Dweck …

My colleagues and I have conducted interventions with adolescents in which they learn that their brains and intellect are malleable. They discover that when they stretch themselves to learn new things, their neurons form new connections and they can, over time, enhance their intellectual skills. Compared to a control group that learned only study skills, these students showed marked improvements in motivation, and their declining grades were sharply reversed. Researchers Catherine Good and Joshua Aronson have found similar effects. In studies led by David Yeager, high school students who were taught a malleable view of their intellectual and social skills showed positive changes in their grades, stress level, conduct (including aggression), and health that lasted over the course of the school year.

Second, this passage from The Little Book of Talent: 52 Tips for Improving Your Skills:

There is a place, right on the edge of your ability, where you learn best and fastest. It’s called the sweet spot. … the underlying pattern is the same: Seek out ways to stretch yourself. Play on the edges of your competence. As Albert Einstein said, “One must develop an instinct for what one can just barely achieve through one’s greatest efforts.”

The key word is “barely.”

Finally, this passage from Deliberate Practice:

Noel Tichy, professor at the University of Michigan business school and the former chief of General Electric’s famous management development center at Crotonville, puts the concept of practice into three zones: the comfort zone, the learning zone, and the panic zone.

Most of the time we’re practicing we’re really doing activities in our comfort zone. This doesn’t help us improve because we can already do these activities easily. On the other hand, operating in the panic zone leaves us paralyzed as the activities are too difficult and we don’t know where to start. The only way to make progress is to operate in the learning zone, which are those activities that are just out of reach.

Update: This passage from The Art of Learning fits as well:

Usually, growth comes at the expense of previous comfort or safety. The hermit crab is a colorful example of a creature that lives by this aspect of the growth process (albeit without our psychological baggage). As the crab gets bigger, it needs to find a more spacious shell. So the slow, lumbering creature goes on a quest for a new home. If an appropriate new shell is not found quickly, a terribly delicate moment of truth arises. A soft creature that is used to the protection of built-in armor must now go out into the world, exposed to predators in all its mushy vulnerability. That learning phase in between shells is where our growth can come from.

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