Mindset Book Cover

Next week we will complete our re-read of Mindset with a round-up and some thoughts on using the concepts in this book in a wholesale manner.  The next book in the series will be Holacracy.  Buy a copy today and read along!  I have had a couple of questions about why did not do a poll for this re-read.  As I noted last week, after my recent interview with Jeff Dalton on Software Process and Measurement Cast 433, I realized that I had only read extracts from Holacracy by Brian J. Robertson.  I think many of us are looking for an organizational paradigm for Agile organizations.  Hierarchies and matrix organizations have clear and immediate drawbacks.  Holacracy might be one tool to address this problem, which why we will read this book.

One more thing — If you are going to be at QAI Quest 2017 April 3 – 7, please come hear me speak and track me down for a coffee or adult beverage and we can talk shop!  (more…)

Mindset Book Cover

Today we tackle Chapter 3 in Carol Dweck’s Mindset: The New Psychology of Success (buy your copy and read along). In Chapter 3 Dweck provides a view into how different mindsets impacts how we learn and teach school and other learning scenarios.  The impact of mindsets can be wide and long lasting.

I have looked at a lot of resumes and talked to a lot of job applicants over my career and as a consultant, the tables are often turned on me in most sales calls. In these intimate dances, both parties are assessing the others abilities and accomplishments. During this assessment, we are making judgments of whether someone (or some organization) can satisfy our needs now and often whether they can grow to meet future needs. Perceptions about abilities and accomplishments color our thinking and our actions in many situations and in many ways.

Dweck opens the chapter with a discussion of how the two mindsets affect teachers and students in schools. Conceiving of a school setting might be difficult for a business person, therefore it would be easy to write off this chapter as not relevant. It is relevant, first as leaders we need to understand the long-term effect mindsets have on the people that are in our organization and secondly, the impact of mindsets can have on training and education that is delivered inside the organization. If you go no further and don’t read the chapter, the punchline in this chapter can be summarized as, people with fixed mindset will find excuses and rationalize any perceived failures while those with a growth mindset will tend to double-down and work harder as work gets more difficult.

As we have seen in other scenarios described in earlier chapters in Mindset, those with a fixed mindset spend a lot of time and effort in order to protect their ego and to avoid the perception of failure. The need to spend time on ego protection saps time and focus from all other endeavors. As another example, Dweck describes the impact of different mindsets on how individuals study. A person with a fixed mindset will tend to read and re-read their notes and the assigned course reading. A fairly classic approach to studying (I have used this method myself). Alternately, someone with a growth mindset will reformulate notes, look for themes in the material and leverage outside. Personally, reflecting on my studying performance, I used both methods on different topics, the difference being interest and passion. Dweck suggests that the difference is that the person with a growing mindset synthesizes the information so they can use it outside of the classroom rather than to take the test. Reflect on the people you talked to the last time you were in school or other form of educational environment which included a test. Can you remember hearing people complaining after a test that the question(s) asked weren’t exactly what the teacher or professor talked about in class?  I can and that is often a marker for a fixed mindset.

Dweck uses several other scenarios set in academic settings in the chapter to illuminate the central premise that people with a fixed mindset focus on protecting their ego while those with a growth mindset focus on learning and new challenges which improve motivation (and value to the organization).

The explicit, very bipolar, view of mindsets must be tempered with the understanding that everyone can change. Much of the chapter’s examples present how the student/teacher relationship influences whether a growth or fixed mindset is adopted.  One example presented by Dweck that resonated with me was that teachers who preached a growth mindset got different outcomes in the classroom. Children that started in the lower performance groups ended up in the higher groups by the end of the year. Expectations help frame how we treat people. Early in my eldest daughter’s scholastic career my wife and I changed her school because there was no expectation from some teachers that they needed to challenge her (it did not help that one teacher taught that dinosaurs and cavemen lived at the same time – in science class).  Expectations also work in the in the business environment (consider listening to the interview with David Marquet, author of Turn the Ship Around! On SPaMCAST xxx and xxx for more examples).

Expectations, effort, and struggle are key to growing capabilities and reflect a growth mindset. Giving up because something does not come naturally because you are not a prodigy, is a sign of a fixed mindset.

Expectations and the feedback generated by those expectations can be a double-edged sword. Praise for ability tends to foster more of the need for ego protection while expectations and praise for effort tend to elicit more effort (this supports the idea that mindsets can evolve). Dweck points out a study that found that when praise centered on ability nearly 40% lied about their results.

In this chapter, Dweck uses school and other learning examples. A growth mindset allows people to develop their minds fully versus a fixed mindset which is bound by the boundaries that they adopt. The chapter culminates with a set of questions to grow your mindset. For example, one question is, “Are there situations where you get stupid — where you disengage your intelligence?” The exercise is to consider those scenarios and think about how you can learn and improvement.

Chapter 3 – From a Coach’s Perspective

Transforming an organization (whatever size) requires growth. During an Agile transformation, people often need change how they work and interact with others around them.  This kind of a change can require people expand their capabilities, in the vernacular of the book, to shift mindsets. Instead of address individuals, a transformation coach often needs to focus on shifting the bias of the organization towards a growth mindset. Shifting the organization’s mindset bias towards growth will help to erode negative stereotypes and labels which will slow change.

Transforming a team can be approached more intimately. The coach and other leaders can create an environment and set expectations to reframe how people are treated. Setting and reinforcing a growth mindset will erode the silos that keep individuals from growing. Over the years as a leader, I have recognized that almost everyone has the ability to grow when given the chance. Coach have to help shape the environment and the language being used to in order to erase boundaries that limit achievement.

Previous Entries of the re-read of Mindset:

 

Mindset Book Cover

Today we tackle Chapter 2 in Carol Dweck’s Mindset: The New Psychology of Success (buy your copy and read along). In Chapter 2 Dweck provides a deeper dive into fixed and growth mindsets.  The chapter begins with Dweck’s relating how the discovery that there were two meanings to the word ‘ability’ shaped the work.  The first definition for ability is a fixed capability that needs to be proven (continually); the second definition is that an ability is a capability that can be developed through learning. The distinction between two definitions are at the heart of the behavioral differences between the growth and fixed mindsets.  Those that believe that abilities can be developed will seek stretch goals and view failures as a learning opportunities, while those with a fixed mindset will have a very different point of view. (more…)

Mindset Book Cover

This week we begin to get into the nitty gritty of the re-read of Carol Dweck’s Mindset: The New Psychology of Success. Today we are reflecting on Chapter 1, Mindsets, from the 2008 Ballantine Books Trade paperback edition version of the book.  First, we will summarize the chapter then we examine the concept from the point of view of an Agile coach.

Chapter 1 -Mindsets

Summary:

Dweck’s research has identified two different mindsets. The two mindsets are called the fixed mindset and the growth mindset. Dweck defined the two mindsets through her research into why people succeed and fail. (more…)

Mindset Book Cover

This week we begin the re-read of Carol Dweck’s Mindset: The New Psychology of Success. We will start slowly as I read ahead and give you time to find or buy a copy of the book.   I am reading the 2008 Ballantine Books Trade paperback edition version of the book (I had to re-buy the book as my first copy seems to have a new home).  

I was excited that the Software Process and Measurement Blog readers selected Mindset for Re-read Saturday.  I am looking forward to refreshing my understanding of the powerful ideas Dweck identifies as growth and fixed mindsets.  Mindsets are very useful for understanding why some people grow and others don’t and why some teams excel and other less so. Also, Mindset is easily the single most quoted book in I have seen in presentations at conferences for the past few years.   (more…)