Growth Mindset

Believing you can learn a new skill or improve is the key to a Growth Mindset.

While some believe that it takes working hard and ‘trying’ again and again, the secret to a Growth Mindset is evaluating results and the process of learning the skill. Is it a success, with each attempt showing improvement? Great- keep up the same methods. If it is not showing successful improvement – what can be done differently? What other methods, coaching, training or skills are needed? Make adjustments and try again, repeat to achieve a positive result.

With a Static or Fixed Mindset– a person believes that skills or intelligence even, are basically unchangeable traits. If trying hard doesn’t bring success- then a Fixed Mindset says it it ‘must’ be due to lack of natural ability, not the method. Long term- it creates a barrier to improvement as the focus is on showcasing a natural ability rather than on learning or improving.

Realistically, most people seem to have a combination of both Growth & Fixed Mindsets. For example- someone might believe they can learn a new computer program, but believe that learning to cook a meal is impossible because they were not born with a talent for cooking.

Our interactive sessions involve challenges, analyzing level of success and then making adjustments to the next challenge attempt.

 

Applying the Growth Mindset in Business

To improve as an individual and as a team- it is vital to understand the impact of your view of ability to improve skills and abilities vs.  a view that skills and abilities are fixed. We engage your team with an interactive workshop. Activities highlight the importance of working to learn or improve, then reviewing success and working at it again as needed.

Programs are recommended as a 2-4 hour block at your business or offsite.

  Active Learning and Growth Mindset for Youth

 Youth often receive mixed messages about whether skills and abilities are “fixed and unchangeable” or whether the same skills can be “learned and improved.”

For example, attributing high score on a test to “being smart” may encourage youth to develop a more fixed mindset, believing studying and doing homework is not as important as being naturally smart.

Our sessions focus on the value of trying a challenge, then looking at whether there was a progress or improvement toward a successful outcome. What could be adjusted when we try again? 

Typical sessions are held in classroom during single class periods or for a partial day morning or afternoon.

excerpt below from Carol Dweck ‘s 2006 book Mindset: The New Psychology of Success

“Individuals can be placed on a continuum according to their implicit views of where ability comes from. Some believe their success is based on innate ability; these are said to have a “fixed” theory of intelligence (fixed mindset). Others, who believe their success is based on hard work, learning, training and doggedness are said to have a “growth” or an “incremental” theory of intelligence.  Individuals may not necessarily be aware of their own mindset, but their mindset can still be discerned based on their behavior. It is especially evident in their reaction to failure. Fixed-mindset individuals dread failure because it is a negative statement on their basic abilities, while growth mindset individuals don’t mind or fear failure as much because they realize their performance can be improved and learning comes from failure. These two mindsets play an important role in all aspects of a person’s life.

This is important because (1) individuals with a “growth” theory are more likely to continue working hard despite setbacks and (2) individuals’ theories of intelligence can be affected by subtle environmental cues. For example, children given praise such as “good job, you’re very smart” are much more likely to develop a fixed mindset, whereas if given compliments like “good job, you worked very hard” they are likely to develop a growth mindset. In other words, it is possible to encourage students, for example, to persist despite failure by encouraging them to think about learning in a certain way.”