A simple learning from the literature on persuasion: An ongoing examination of certain ideas & #8211; especially if these ideas are generated by yourself (Aronson, 1999) & #8211; increases their accessibility and thus their influence on people's later thinking, feeling and behavior (Crano & Prislin, 2006).
Accordingly, people who want to develop the agile mindset should - in addition to Measures on organizational and Team levelthat we in previous blog articles have dealt with - also regularly deal with a growth mindset.
If doubts arise on a personal level regarding the growth mindset (eg “I'm too old for that”), it is important to have your own individual development plan on hand.
11 tips for everyday life: Develop the agile mindset
1. Consider difficult tasks as an opportunity to learn what works and what doesn't work, and not as a barometer of whether you have a natural talent for it.
2. Always consider your successes and failures as Result of your efforts, Strategies and decisions & #8211; and not as an indicator of your (missing) innate talent.
3. Think back to the long learning processthat you put behind you to be able to read, write, calculate, etc. Hopefully you will notice that if you want to be really good at something, tenacity, perseverance and frustrating setbacks on the way are part of it.
4. Recall an event in which you find yourself through one performance check felt humiliated. Now realize that such events have rarely defined your potential performance. No matter what you want to learn & #8211; Spanish, Golf or Excel & #8211; It is important to always consider yourself as a zealous student with a beginner attitude and never as someone who cannot do something.
5. Have you ever heard something like this: “I want to develop myself further, but I don't think it works & #8211; that's just me ”? Not quite right. There is (almost) always one choice and question of your personal prioritization.
6. Think of a person whose talent you really have admire, Would you say that this person's talent was innate, or that they acquired it through enormous effort and time investment? Learn from your idols with what effort and which routines they achieved and maintain their level of performance.
7. Think of something you always wanted to learnbut you always believed that you didn't have it in you. Make a little experiment out of it and start learning this skill! Every time you think it doesn't work, you try 10 more attempts. In this way you will make many mistakes & #8211; that has nothing to do with your ability. Above all, you will actually learn something!
9. Don't be proud that you won something or achieved a goal. Be proud of how much time and effort you put into the process to get there.
10. Resist temptationto surround yourself with people who only ever confirm how “smart” you are & #8211; instead of challenging yourself to grow! Surround yourself with people who are trying to grow just like you in order to motivate each other.
11. If you have a fixed mindset thought, for example “the others just have more talent for kicking”, always answer with the growth mindset voice: “The others have already invested a lot more time in learning to play kickers.” And besides, why do we kick at all? Back to work. ;-).
You've heard it before. However, we hope that we can take a different perspective on this blog series & #8211; namely as a psychological concept - have illuminated:
No matter what the others say, no matter who you are and where you stand. You can always develop positively. You can still become the Chuck Norris of your discipline. Yes. Chuck Norris. #KeepGrowing
Aronson, E. (1999). The power of self-persuasion. American Psychologist, 54, 873-890.
Aronson, J., Fried, CB, & Good, C. (2002). Reducing the effects of stereotype threat on African American students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38, 113-125.
Crano, WD, & Prislin, R. (2006). Attitudes and persuasion. Annu. Rev. Psychol., 57, 345-374.
Dweck, CS (2006). Mindsets. New York: Random House.
Heslin, PA, Latham, GP, & VandeWalle, D. (2005). The effect of implicit person theory on performance appraisals. Journal of Applied Psychology, 90, 842-856.