Mindset: The New Psychology of Success

In three final studies, the researchers looked at MBA students enrolled in a course on negotiation. Here they measured the mindsets the MBA students already had, asking them how much they agreed with fixed mindset statements (“The kind of negotiator someone is is very basic and it can’t be changed very much,” “Good negotiators are born that way”) and growth mindset statements (“All people can change even their most basic negotiation qualities,” “In negotiations, experience is a great teacher”). Similar to before, they found that the more of a growth mindset the student had, the better he or she did on the negotiation task.

But does a growth mindset make people good just at getting their own way? Often negotiations require people to understand and try to serve the other person’s interests as well. Ideally, at the end of a negotiation, both parties feel their needs have been met. In a study with a more challenging negotiation task, those with a growth mindset were able to get beyond initial failures by constructing a deal that addressed both

parties’ underlying interests. So, not only do those with a growth mindset gain more lucrative outcomes for themselves, but, more important, they also come up with more creative solutions that confer benefits all around.

Finally, a growth mindset promoted greater learning. Those MBA students who endorsed a growth mindset on the first day of the negotiation course earned higher final grades in the course weeks later. This grade was based on performance on written assignments, in class discussions, and during class presentations, and reflected a deeper comprehension of negotiation theory and practice.

CORPORATE TRAINING: ARE MANAGERS BORN OR MADE?

Millions of dollars and thousands of hours are spent each year trying to teach leaders and managers how to coach their employees and give them effectivefeedback. Yet much of this training is ineffective, and many leaders and mangers remain poor coaches. Is that because this can’t be trained? No, that’s not the reason. Research sheds light on why corporate training often fails.

Studies by Peter Heslin, Don VandeWalle, and Gary Latham show that many managers do not believe in personal change. These fixed-mindset managers simply look for existing talent—they judge employees as competent or incompetent at the start and that’s that. They do relatively little developmental coaching and when employees do improve, they may fail to take notice, remaining stuck in their initial impression. What’s more (like managers at Enron), they are far less likely to seek or accept critical feedback from their employees. Why bother to coach employees if they can’t change and why get feedback from them if you can’t change?

Managers with a growth mindset think it’s nice to have talent, but that’s just the starting point. These managers are more committed to their employees’ development, and to their own. They give a great deal more developmental coaching, they notice improvement in employees’ performance, and they welcome critiques from their employees.

Most exciting, the growth mindset can be taught to managers. Heslin and his colleagues conducted a brief workshop based on well-established psychological principles. (By the way, with a few changes, it could just as easily be used to promote a growth mindset in teachers or coaches.) The workshop starts off with a video and a scientific article about how the brain changes with learning. As with our “Brainology” workshop (described in chapter 8), it’s always compelling for people to understand how dynamic the brain is and how it changes with learning. The article goes on to talk about how change is possible throughout life and how people can develop their abilities at most tasks with coaching and practice. Although managers, of course, want to find the right person for a job, the exactly right person doesn’t always come along. However, training and experience can often draw out and develop the qualities required for successful performance.

The workshop then takes managers through a series of exercises in which a) they consider why it’s important to understand that people can develop their abilities, b) they think of areas in which they once had low ability but now perform well, c) they write to a struggling protégé about how his or her abilities can be developed, and d) they recall times they have seen people learn to do things they never thought these people could do. In each case, they reflect upon why and how change takes place.

After the workshop, there was a rapid change in how readily the participating managers detected improvement in employee performance, in how willing they were to coach a poor performer, and in the quantity and quality of their coaching suggestions. What’s more, these changes persisted over the six-week period in which they were followed up.