Employee Performance Depends, in part, on Leader Mindset

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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.   

The Dangers of Decisiveness

Last week, Derek Pankratz and I published a new article in the Deloitte Review.  The article focuses on decisiveness, and it is titled, "Crossing the mental Rubicon: Don't let decisiveness backfire."   Here's a summary:

We demand that leaders be decisive, but research in social psychology and behavioral economics suggests that decisiveness is not an unequivocal good. Studies on “mindset” reveal that, when contemplating an important decision, prematurely focusing on execution can exacerbate decision-making biases and lead to overconfidence and excessive risk-taking.

In the article, we describe two mindsets for decision-makers.  We argue that people adhere to a deliberative mindset as they are making a critical choice.  They are contemplating the options they might pursue to achieve their goals, and they are evaluating the consequences of various courses of action. At some point, people shift to an implemental mindset. At this stage, individuals focus on how to execute a particular plan of action. They consider the key steps involved in implementation, who will be responsible for those elements of their plan, and how progress will be measured. Of course, decision-makers often look ahead to issues of execution as they are contemplating their choice. We argue that jumping ahead into the implemental mindset too soon can be dangerous. Here's the core of our argument:

Herein lies the danger. Even if a decision seems correct at the time it was made, new facts may arise, warranting reconsideration. However, the implemental mindsets we adopt to help us achieve our chosen goals can exacerbate a host of judgmental and decision-making biases. An execution-oriented frame of mind may encourage “tunnel vision” and lead to overconfidence and excessive risk taking. In the end, individuals may stick to decisions that no longer make sense, with potentially disastrous consequences.