The document discusses how developing a growth mindset can help organizations become learning organizations and promote agility. It addresses how growth mindset perpetuates learning, frameworks that can enhance growth mindset like cognitive, affective and experiential learning models, and actions organizations can take to influence a growth mindset like understanding constraints, adult learning, and shaping behaviors through authentic connections and vulnerability.
Call Girls in Gomti Nagar - 7388211116 - With room Service
Growth mindset - learning organisation - agility
1. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Growth Mindset -> Learning Organisation-> Agility
MARIAN WILLEKE, PHD
MHWILLEKE.COM /IN/MARIANWILLEKE @MHWILLEKE
AGILE CONFERENCE - ATLANTA GA - #AGILE2016
2. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Focus: Being a Learning Organisation
Achieving continuous improvement…
…To stay competitive in the market.
3. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Our Questions Today
1. Why does agility require a learning mindset?
2. How does growth mindset perpetuate learning?
3. What learning frameworks enhance growth mindset?
4. How can organizations influence a growth mindset?
Collaborative
Reflection
4. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Our Motivation
Why does agility require a culture of learning?
5. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Good Agile Thinking IS about Learning!
Requires Behaviour
Processes and tools
Documentation
Contracts
Following a plan
Requires Learning Practices
Individuals and interactions
Working software
Collaboration
Responding to change
http://www.agilemanifesto.org/
We are uncovering better ways of developing software by
doing it and helping others do it.
Through this work we have come to value:
6. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
However,
Agile
practices
are not
enough.
@michaelsahota
7. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Learning Culture = Agile Values
Ineffective Learning
Prescriptive learning
Content only
Evaluation based
Control
Competition
Effective Learning
Iterative learning
Culture and context
Visible feedback and reflection
Trust
Collaboration
http://www.agileineducation.org/
8. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Reflection: Our Motivation
Why does agility require a culture of learning?
9. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Growth Mindset
How does growth mindset perpetuate learning?
11. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Success Bias
FIXED MINDSET
“I got it done, didn’t I?”
Performance driven
“Why didn’t you deliver?”
Failure is incompetence
“How will we know this is
going to work?”
Low risk oriented
GROWTH MINDSET
Seeks challenges
“This will be fun!”
Failure is learning
“How will we approach
this next time?”
Risk is necessary
“What are the range of
outcomes?
Gino & Staats, 2015
Brain Activity when Making Errors
Moser, Schroder, Heeter, Moran, Lee, 2011
12. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Growth Mindset
The perception of control over intellect
that determines how to handle:
Threat Self-evaluation Performance
Dweck, 2007 | Johnson & Stapel, 2010
18. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Cognitive Learning
MEASURABLE
“FROM THE NECK UP”
Simple recall
Explain in own
words
Perform task
Deconstruct
elements of
system
Critique based
on experience
and theory
Add to
existing
knowledge
Bloom, 1956
19. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Affective Learning
PERSONAL AWARENESS
CONNECTION TO PERSONAL
VALUE SYSTEM
Present and
Listening
Actively
Participates
Believes Strongly
Organise Values
into Personal
Value System
Value System
Influences
Others
Krathwohl, Bloom & Masia, 1973
20. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Simple recall
Explain in own
words
Perform task
Deconstruct
elements of
system
Critique based
on experience
and theory
Add to
existing
knowledge
Present and
Listening
Actively
Participates
Believes Strongly
Organise Values
into Personal
Value System
Value System
Influences
Others
Affective learning has been found as a
predictor to attitude and motivation.
23. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
ENVIRONMENT
SOCIETY
FUNCTIONALITY SENSIBILITY
SOCIALITY
Meaning ability Mental balance
Integration
Acquisition
Interaction
Exercise
5-8 minutes
Describe a recent training that did
not meet your expectations.
Analyze if any of these were
missing…
1. Acquired meaningful skills
2. Experienced motivation
3. Collaborated to learn
24. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Employing Illeris’ Model
What focused skill do you want
them to investigate?
How are you wanting them to
relate to it?
What environment are you going
to shape for them to share and
learn?
Use a model for analyzing a
training experience.
Engage with peers through a
storytelling experience.
Integrate other people’s stories
into their own stories through
discussion.
25. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
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?)
Assess Behavior & Consequences
APPLY
Active Experimentation
Futures (What Will I Do?)
Implement Revised Theory
David Kolb Roger Greenaway Chris Argyris & Donald Schon
COMPILED BY ANDREA CORNEY
www.edbatista.com/2007/10/experiential.html
Learning
Cycles
27. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Our Actions
How can organisations influence a growth mindset?
28. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Incorporating a Learning Mindset Space
Understand the constraints
Understand how adults learn
Understand the value of reflection
29. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Interruptions … every 5 minutes
Video attention span … 4 minutes
Smartphone access … 9x / hour
You have 5-10 second to get their
attention
“I don’t have time to do my job”
Constraints
30. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Preparing for Adult Learning
What are the expectations from the learning?
How is the learning manifested?
Do these two things align?
31. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Change a behavior in
specific direction
Create maturity for
autonomous behavior
Develop capacity and
skills for learning
Learning different
roles and behaviors
through social
interaction and
observation
Construct meaning
from experience
Goal
32. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Change a behavior in
specific direction
Create maturity for
autonomous behavior
Develop capacity and
skills for learning
Learning different
roles and behaviors
through social
interaction and
observation
Construct meaning
from experience
Performance driven
improvement
Accountability
Whole person
learning
Facilitated
Social roles and
learning stages
How we learn
Mentoring
Socialisation
Experiential
Reflection
CoP
GoalApproach
33. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Behaviorialism Humanism Cognitivism
Social
Cognitivism
Constructivism
Change a behavior in
specific direction
Create maturity for
autonomous behavior
Develop capacity and
skills for learning
Learning different
roles and behaviors
through social
interaction and
observation
Construct meaning
from experience
Performance driven
improvement
Accountability
Whole person
learning
Facilitated
Social roles and
learning stages
How we learn
Mentoring
Socialisation
Experiential
Reflection
CoP
GoalApproach
34. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Influencing the Learning Mindset Space
Propel the growth mindset through behavior
Connect to each individual authentically
Demonstrate vulnerability in your
developing growth mindset
36. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Connect with Authenticity
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
with the
Authenticity Model
Cranton, 2006
37. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Understand
Your People
Individuals are shaped by
their backgrounds and
experiences.
Cherish it.
Be vulnerable in this
sharing.
EXCITERS COMFORTS
CHALLENGES FEARS
Eric Willeke
@erwilleke
PositiveFramingNegativeFraming
Active Emotion Passive Emotion
Exercise
5-10 minutes
38. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Reflection: Our Actions
How can organisations influence a growth mindset?
39. @MHWILLEKE | GROWTH MINDSET -> LEARNING ORGANISATION -> AGILITY
Which Way Are You Going?
Editor's Notes
Dweck provides us three sub-groups within the Learning construct, centering around how we handle criticism and success. There are, of course, times where criticism is an obvious outlier, or there’s simply nothing you can do when you have the 2 anonymous survey responses that hated everything but provided no comments. However, when you have received contextualised criticism, we should not dismiss it. Perhaps you deem it simply incorrect. But then, you have to ask yourself, why did they perceive it in that way? All the happy feedback is frankly not that useful. An individual on the journey towards growth mindset focuses on the criticism that will provide opportunity to learn.
Insecurity is no respecter of persons. The most successful people can have insecurity, but hide it in a plethora of masks or slip in and out of personas. However, there is a very simple way to indicate insecurity, and that is the reaction to somebody else’s success. Ask yourself … was the first reaction to explain your successes too, or to simply, be incredibly pleased for their success?
A similar self-test can be administered for threat. Do we feel that threat to our contribution with others’ success? Or does their success inspire you to continue your work and perhaps collaborate with them?
Until the needle on these three areas start moving towards growth, our learning capacity will always be inhibited.
We’ve seen this learning cycle in so many ways.
Agilists call it PDCA (plan, do, check, adjust) ORID (observations, reflections, interpretations, decisions).
Educators call it the experiential model.
The Lean software world often refers to the theory of action.
As we explore incorporating a growth mindset, or learning mindset, we have to understand the nature of our audience’s constraints, learning methods, and need for reflection. These three areas are especially important so that you can make decisions around shaping the learning space to maximise a growth mindset.