not something you can know until you’ve put in a lot of effort. Some of the world’s best athletes didn’t start out being that hot. If you have a passion for a sport, put in the effort and see.
• Sometimes being exceptionally endowed is a curse. These athletes may stay in a fixed mindset and not cope well with adversity. Is there a sport that came easily to you until you hit a wall? Try on the growth mindset and go for it again.
• “Character” is an important cept in the sports world, and it comes out of a growth mindset. Think about times you’ve needed to reach deep down inside in difficult sports matches. Think about the growth-mindset champions from this chapter and how they do it. What could you do next time to make sure you’re in a growth mindset in the pinch?
• Athletes with a growth mindset find success in learning and improving, not just winning. The more you can do this, the more rewarding sports will be for you—and for those who play them with you!
In 2001 came the announcement that shocked the corporate world. Enron—the corporate poster child, the company of the future—had gone belly-up. What happened? How did such spectacular promise turn into such a spectacular disaster? Was it incompetence? Was it corruption?
It was mindset. According to Malcolm Gladwell, writing in
As Gladwell writes, “This ‘talent mind-set’ is the new orthodoxy of American management.” It created the blueprint for the Enron culture—and sowed the seeds of its demise.
Enron recruited big talent, mostly people with fancy degrees, which is not in itself so bad. It paid them big money, which is not that terrible. But by putting complete faith in talent, Enron did a fatal thing: It created a culture that worshiped talent, thereby forcing its employees to look and act extraordinarily talented. Basically, it forced them into the fixed mindset. And we know a lot about that. We know from our studies that people with the fixed mindset do not admit and correct their deficiencies.
Remember the study where we interviewed students from the University of Hong Kong, where everything is in English? Students with the fixed mindset were so worried about appearing deficient that they refused to take a course that would improve their English. They did not live in a psychological world where they could take this risk.
And remember how we put students into a fixed mindset by praising their intelligence—much as Enron had done with its star employees? Later, after some hard problems, we asked the students to write a letter to someone in another school describing their experience in our study. When we read their letters, we were shocked: Almost 40 percent of them had lied about their scores—always in the upward direction. The fixed mindset had made a flaw intolerable.
Gladwell concludes that when people live in an environment that esteems them for their innate talent, they have grave difficulty when their image is threatened: “They will not take the remedial course. They will not stand up to investors and the public and admit that they were wrong. They2019;d sooner lie.”
Obviously, a company that cannot self-correct cannot thrive.
If Enron was done in by its fixed mindset, does it follow that companies that thrive have a growth mindset? Let’s see.
Jim Collins set out to discover what made some companies move from being good to being great. What was it that allowed them to make the leap to greatness—and stay there—while other, comparable companies just held steady at good?
To answer this question, he and his research team embarked on a five-year study. They selected eleven companies whose stock returns had skyrocketed relative to other companies in their industry, and who had maintained this edge for at least fifteen years. They matched each company to another one in the same industry that had similar resources, but did not make the leap. He also studied a third group of companies: ones that had made a leap from good to great but did not sustain it.
What distinguished the thriving companies from the others? There were several important factors, as Collins reports in his book,
Does this sound familiar? Collins wonders why his effective leaders have these particular qualities. And why these qualities go together the way they do. And how these leaders came to acquire them. But we know. They have the growth mindset. They believe in human development. And these are the hallmarks:
They’re not constantly trying to prove they’re better than others. For example, they don’t highlight the pecking order with themselves at the top, they don’t claim credit for other people’s contributions, and they don’t undermine others to feel powerful.
Instead, they are constantly trying to
Collins reports that Alan Wurtzel, the CEO of the giant electronics chain Circuit City, held debates in his boardroom. Rather than simply trying to impress his board of directors, he used them to learn. With his executive team as well, he questioned, debated, prodded until he slowly gained a clearer picture of where the company was and where it needed to go. “They used to call me the prosecutor, because I would hone in on a question,” Wurtzel told Collins. “You know, like a bulldog. I wouldn’t let go until I understood. Why, why, why?”
Wurtzel considered himself a “plow horse,” a hardworking, no-nonsense normal kind of guy, but he took a company that was close to bankruptcy and over the next fifteen years turned it into one that delivered the highest total return to its stockholders of any firm on the New York Stock Exchange.
Robert Wood and Albert Bandura did a fascinating study with graduate students in business, many of whom had management experience. In their study, they
Wood and Bandura gave these budding business leaders a complex management task in which they had to run a simulated organization, a furniture company. In this computerized task, they had to place employees in the right jobs and decide how best to guide and motivate these workers. To discover the best ways, they had to keep revising their decisions based on the feedback they got about employee productivity.
The researchers divided the business students into two groups. One group was given a fixed mindset. They were told that the task measured their basic, underlying capabilities. The higher their capacity, the better their performance. The other group was given a growth mindset. They were told that management skills were developed through practice and that the task would give them an opportunity to cultivate these skills.
The task was hard because students were given high production standards to meet, and—especially in their
