Cultivating the Learning Mindset

@MHWILLEKE | CULTIVATING THE LEARNING MINDSET
Cultivating the Learning Mindset
MARIAN WILLEKE, PHD
MHWILLEKE.COM /IN/MARIANWILLEKE @MHWILLEKE
LEAN KANBAN CENTRAL EUROPE 2015 #LKCE15

Cognitive Learning
 MEASURABLE
 “FROM THE NECK UP”

Affective Learning
 PERSONAL AWARENES
 CONNECTION TO PERSONAL
VALUE SYSTEM

Our Questions Today
What motivates a learning mindset?
How do adults learn effectively?
How do we, as managers, influence a learning mindset?

Growth Mindset
What is mindset, anyway?
The perception of control over intellect that
determines how to handle:
Threat Self-evaluation Performance
DWECK, 2007 | JOHNSON & STAPEL, 2010

GROWTH
MINDSET
CHALLENGE
PERSISTENCE
MASTERY
LEARNING

GROWTH
MINDSET
FIXED
MINDSET
Avoiding
Challenge Embracing
Challenge
CHALLENGE
PERSISTENCE
Give Up
Challenged by
Setbacks
MASTERY
Efforts are
Pointless
Efforts are a
Journey

GROWTH
MINDSET
FIXED
MINDSET
Dismiss
Criticism Embrace
Criticism
LEARNING
SUB-CONSTRUCTS
Insecure by
Others’ Success Pleased by
Others’ Success
Threatened by
Others Inspired by
Others

Catalyst: Whole Person Learning
 Cognitive Learning Domain
BLOOM, 1956
 Affective Learning Domain
KRATHWOHL, BLOOM, & MASIA, 1973
Affective learning has been
found as a predictor to
attitude and motivation.

Cognitive Learning
Domain
Simple recall
Explain in own
words
Perform task
Deconstruct
elements of
system
Critique based
on experience
and theory
Add to
existing
knowledge

Affective Learning
Domain
Present and
Listening
Actively
Participates
Believes Strongly
Organise Values
into Personal
Value System
Value System
Influences
Others

Individuation
 Metaphors and stories vs literal analysis
provides emotional connection.
 The emotional connection creates paths for
resolution of issues.
 Free writing, journaling, and symbol images
helps pattern discovery individually and as
groups.
A Path to
Transformation
Through
Understanding
One’s Self
JUNG, 1969

Felt Encounter Framework
 Approach a learning encounter as a verb instead
of a noun.
 Facilitate with the understanding that individuals
will have a unique way of knowing something
that is equally valid to a different way.
 Distinguish between emotion and feeling in the
learning.
 Feeling: detecting what you feel through inputs
 Emotion: determining what the feelings mean
Designing Learning
Experiences to
Include Affect
HERON, 1992

Authenticity Model
 Maintain strong personal self-awareness.
 Be aware of the differences and preferences
of the individuals in your audience.
 Develop unique relationship between each
individual and yourself.
 Be aware of constraints.
 Engage in reflection.
Fostering Authentic
Relationships
CRANTON, 2006

Promoting Growth Mindset
ANDRAGOGICAL
FRAMEWORK
LEARNING
PROCESS
LEARNING
THEORY
Transformative
Experiential

Movement
from
dependency
to self-
directed
Applies
experience
to learning
Learning
readiness
connects to
social roles
Problem
centered
(vs subject
centered)
Internal
motivations
are more
effective
Knowing the
“why” is
essential
Andragogy
Framework
KNOWLES, 1980

ILLERIS, 2003
ENVIRONMENT
SOCIETY
FUNCTIONALITY SENSIBILITY
SOCIALITY
Meaning ability Mental balance
Integration
Acquisition
Interaction
Learning Process

MEZIROW, 2001
DESCRIPTION
What happened?
 Context
 Roles played by you and others
FEELINGS
What were you thinking and
feeling at the time? How have
those feelings changed?
EVALUATION
What was good and bad about
the experience? Make a
judgement.
ANALYSIS
What sense can you make of the
situation?
 Explore details & the ‘why’ of your
judgements.
 What challenged you?
TEXT
How do class readings and
lectures relate to your
understanding of the incident?
CONCLUSION
What did you learn? What else
could you have done? Asses the
impact on you and on your future
actions.
REFLECTIVE
CYCLE
Transformative
Learning

ACT
Concrete Experience
Facts (What Happened?)
Theory of Action
CONCEPTUALIZE
Abstract Conceptualization
Findings (Why Did This Happen?)
Revise Theory
REFLECT
Reflective Observation
Feelings (What Did I Experience?)
Asses Behavior & Consequences
APPLY
Active Experimentation
Futures (What Will I Do?)
Implement Revised Theory
DAVID KOLB ROGER GREENAWAY CHRIS ARGYRIS & DONALD SCHÖN
COMPILED BY ANDREA CORNEY
www.edbatista.com/2007/10/experiential.html
Learning
Cycles

EXCITERS COMFORTS
CHALLENGES FEARS
@ERWILLEKE
Understand Your
People
Individuals are shaped by their
backgrounds and experiences.
Cherish it.

There are no tradeoffs –
the managers job is to:
 Empower your people to make the decisions
 Facilitate the decision making process when
they are afraid
 Let them fail
 Change the context to ensure their success
How do I manage the constraints between
learning and work?
Managing these constraints
is a perception of making
tradeoffs

Building a Learning Mindset Space
 Propel the growth mindset
 Connect to each individual authentically
 Understand how adults learn
 Demonstrate vulnerability in your own
journey to self-actualisation

Your Action….
Pick one thing.
Do it.
Reflect on your success of doing it in 6 months.
Ask yourself:
 Am I more aware?
 Do I have more empathy?

Cultivating the Learning Mindset

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