The Pressure To Appear Confident

Do you feel pressure at times to appear confident in your decisions and plans? Are you actually certain, or are you trying to put on a brave face for your team members and/or external constituents? Are you afraid of appearing as though you are not sure how to proceed, or how the future will unfold for your organization? Fast Company's Kate O'Neill addresses the topic of confidence in a great new article titled Why the best leaders embrace ‘strategic disappointment’ (and how you can, too)  

O'Neill argues that the more success you have, the more likely you will disappointment your followers at some point. After all, expectations grow quickly if you deliver good results.  Moreover, she argues that you are probably not pushing the boundaries of innovation if you never disappoint.  O'Neill argues that we have to work through lofty expectations and potential disappointment, rather than trying to avoid ever disappointing others.  Managing expectations (our own and others' expectations) means understanding feelings of confidence very clearly. She writes: 

Part of the challenge is that we fundamentally misunderstand confidence. As Nobel laureate Daniel Kahneman explains, “Subjective confidence in a judgment is not a reasoned evaluation of the probability that this judgment is correct. Confidence is a feeling, which reflects the coherence of the information and the cognitive ease of processing it.”  In other words, our feeling of confidence often has more to do with how neatly our story fits together than with its actual likelihood of being correct. This creates a dangerous dynamic in leadership, where seemingly “confident” decisions may simply reflect coherent but flawed narratives, especially when those narratives align with what stakeholders want to hear... True confidence comes not from eliminating uncertainty, but from understanding precisely what we know and what we don’t, and responding appropriately.

In my view, this last sentence makes a crucial point. The best leaders acknowledge the gaps in their own knowledge and expertise.  As Microsoft CEO Satya Nadella says, they are "learn-it-all" leaders, not "know-it-all" leaders.  You can be confident without fooling yourself into thinking you have made all the correct assumptions and have made clear and accurate predictions of how the future will unfold.  Christa Quarles, CEO of Alludo, put it well when she says that effective and authentic leaders explain, "Here's what I know.  Here's what I don't know.  Now let's assemble the team and the people to go solve those problems in a holistic way."  

Employee Performance Depends, in part, on Leader Mindset

Source: Wikimedia

Katherine Muenks and her co-authors have published a fascinating article titled, "Does My Professor Think My Ability Can Change? Students’ Perceptions of Their STEM Professors’ Mindset Beliefs Predict Their Psychological Vulnerability, Engagement, and Performance in Class."  In my view, this paper about teaching and learning has very important implications for leadership, employee engagement, and employee productivity.   

The authors studied student perceptions about their professors' mindsets.  Did the instructor have a growth mindset (everyone can improve with the right effort, coaching, etc.) or a fixed mindset (individuals have a fixed level of ability in a particular discipline)?  Through a series of studies, the scholars show that student perceptions about the professor's mindset matters a great deal.  If students perceived that the faculty member believed in each person's ability to grow and develop his or her skills, then those students were more engaged. Moreover, they performed better in the class. The scholars go further though.  They write:

"Across all studies, we controlled for students’ personal mindset beliefs and found that, even while controlling for these personal beliefs, students’ perceptions of their professors’ mindset beliefs predicted their anticipated and experienced psychological vulnerability in class. In other words, students’ perceptions of what powerful people in the environment (e.g., their professors) believe about intelligence predict students’ psychological experiences and performance in that environment—regardless of what students themselves personally believe about intelligence...

Importantly, in Study 4, we were able to control for students’ general perceptions of how warm or competent their professor was. These analyses largely demonstrate that the associations of perceived professor mindset on students’ psychological experiences in class are not simply a function of how friendly or competent they perceive their professor to be."

In short, the professor's mindset mattered, even after controlling for the student's own mindset!  Moreover, the effect on student performance did not hinge on perceptions about the warmth or competence of the professor.  

What's the implication for business leaders?  I would argue that employees are also evaluating and judging their managers.  They are ascertaining whether that leader has a growth or a fixed mindset.  They will more engaged, more invested in their work and their own personal development, and more productive if their leaders display a growth mindset.   

Know-it-all vs. Learn-it-all Leaders

Listen to Microsoft CEO Satya Nadella speak about "know-it-all" vs. "learn-it-all" leaders and organizations.   Great way of applying growth mindset to organizational leadership and transformation.   He discusses this topic during the first portion of the video interview.

Stop Telling People to Find Their Passion

Source: Public Domain Pictures

Paul O’Keefe, Carol Dweck, and Gregory Walton have written a forthcoming article in Psychological Science titled, "Implicit Theories of Interest: Finding Your Passion or Developing It?"  In this paper, they draw upon Dweck's work on growth vs. fixed mindsets, and they apply this framework to the topic of people's passions and interests.   In this paper, they contrast individuals with a fixed theory of personal interests to those with a growth theory.   Those with a fixed theory believe that they possess a passion for certain types of work, and they simply must discover those interests.  Individuals with a growth theory believe that interests must be "cultivated through investment and persistence."  

The scholars conduct a series of studies to examine the impact that these different theories have on motivation and behavior.   They discovered that, "A fixed theory was more likely to dampen interest in areas outside people's existing interests."  Moreover, they found that people with a fixed theory believed that they would be highly motivated once they discovered their passion.  In a sense, they foresee an easy path once their underlying interests and passions are revealed/discovered.  Those with a growth theory of interests tend to adopt a more realistic outlook, namely that they will encounter difficulties as they pursue a passion.  

Finally, perhaps most importnatly, in their final experimental study, the scholars discover an important relationship between a growth theory and persistence in the pursuit of an area of interest:

Inducing a fixed theory led students to discount a newfound interest more definitively upon exposure to challenging content. Difficulty may have signaled that it was not their interest after all. Taken together, those endorsing a growth theory may have more realistic beliefs about the pursuit of interests, which may help them sustain engagement as material becomes more complex and challenging.

This new research strongly complements earlier work at Stanford by Bill Barnett and Dave Evans. In their book, "Designing Your Life: How to Build a Well-Lived, Joyful Life," Barnett and Evans apply deisgn thinking principles to the process of discovering and building a career.   They argue that one does not find his or her passion by sitting in a dorm room pondering life's big quesitons.  Instead, they argue that one should adopt a learn by doing approach, much like a design thinker.  You prototoype as a design thinker, and you can do the same with regard to building a career.  In short, you try various things, by shadowing an alumnus for a day, taking an internship, meeting with mentors in various fields, attending a professional conference, or trying a course in a different field.  Through these actions, you learn about what interests you and what does not.  In many ways, Barnett and Evans are arguing that you must cultvate and develop your interets through action, rather than waiting for a passion to be revealed through some "aha" moment.  Now, O'Keefe, Dweck, and Walton provided sound psychological research that complements the practical guide to designing a career offered by Barnett and Evans in their terrific book.  

The Difference Between the Top Job vs. Second-in-Command

In this article in the Wall Street Journal, Phred Dvorak writes about the difference between the CEO position and the COO position. Dvorak writes, "CEOs not only perform different tasks from their second-in-commands -- who typically focus on running operations -- but they have to act differently, too. That means the two roles often demand very different personality traits, say people who have been there."  He goes on to quote a number of executives who argue that some folks have the personality traits required to be a highly successful COO, but they don't have the attributes necessary to thrive as the CEO.   

I will acknowledge that some second-in-commands are not well-suited for the top job.  However, I think it's rather simplistic to argue that the two jobs require fundamentally different personality traits.  After all, most successful CEOs did spend time as a second-in-command prior to taking the top job.  I think it's more important to think about the skills, activities, and behaviors that differ between the two roles.  Then those who aspire to these roles must think about how they must CHANGE their behavior to thrive in each role.   Perhaps it may require some development or coaching to adjust to the new role.  In the end, a learning/development mindset enables people to consider taking on one of these roles and to grow into the job.  A "fixed" mindset simply falls back on the "traits" argument, suggesting that some are suited for particular roles and others are not.   Stanford's Carol Dweck has done extensive research about how those children with a developmental mindset are more successful in school than those with a fixed mindset.  I would argue that the same goes for executives.  Those who simply take their talents and skills as fixed are not as likely to succeed.   Those who believe that they can continue to grow and develop, even at a later stage in their careers, are more likely to thrive in various roles.