marian willeke, phd · @mhwilleke | cultivating the learning mindset felt encounter framework §...

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Cultivating the Learning Mindset

MARIAN WILLEKE, PHD

MHWILLEKE.COM /IN/MARIANWILLEKE @MHWILLEKE

@MHWILLEKE|CULTIVATINGTHELEARNINGMINDSET

Cognitive Learning

§ MEASURABLE

§ “FROM THE NECK UP”

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Affective Learning

§ PERSONAL AWARENESS

§ CONNECTION TO PERSONAL VALUE SYSTEM

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Our Questions Today

What motivates a learning mindset?

How do adults learn effectively?

How do we, as managers, influence a learning mindset?

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Growth Mindset

Whatismindset,anyway?

The perception of control over intellect that determines how to handle:

Threat Self-evaluation Performance

DWECK, 2007 | JOHNSON & STAPEL, 2010

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GROWTH MINDSET

CHALLENGE

PERSISTENCE

MASTERY

LEARNING

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GROWTH MINDSET

FIXED MINDSET

AvoidingChallenge

Embracing Challenge

CHALLENGE

PERSISTENCE

Give UpChallenged by

Setbacks

MASTERY

Efforts are Pointless

Efforts are a Journey

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GROWTH MINDSET

FIXED MINDSET

Dismiss CriticismEmbrace Criticism

LEARNING SUB-CONSTRUCTS

Insecure by Others’ Success Pleased by Others’

Success

Threatened by Others

Inspired by Others

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Catalyst: Whole Person Learning

§Cognitive Learning Domain BLOOM,

1956

§Affective Learning Domain KRATHWOHL, BLOOM, & MASIA, 1973

Affectivelearninghasbeenfoundasapredictor toattitudeandmotivation.

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Cognitive Learning Domain

Simple recall

Explain in own words

Perform task

Deconstruct elements of system

Critique based on experience and

theory

Add to existing

knowledge

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Affective Learning Domain

Present and Listening

Actively Participates

Believes Strongly

Organise Values into Personal Value System

Value System Influences Others

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Individuation

§ Metaphors and stories vs literal analysis provides emotional connection.

§ The emotional connection creates paths for resolution of issues.

§ Free writing, journaling, and symbol images helps pattern discovery individually and as groups.

A Path to Transformation

Through Understanding

One’s Self

JUNG,1969

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Felt Encounter Framework§ Approach a learning encounter as a verb instead of a noun.

§ Facilitate with the understanding that individuals will have a unique way of knowing something that is equally valid to a different way.

§ Distinguish between emotion and feeling in the learning.§ Feeling: detecting what you feel through inputs§ Emotion: determining what the feelings mean

Designing Learning Experiences to Include Affect

HERON,1992

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Authenticity Model

§ Maintain strong personal self-awareness.§ Be aware of the differences and preferences of the

individuals in your audience.§ Develop unique relationship between each individual

and yourself.§ Be aware of constraints.§ Engage in reflection.

Fostering Authentic Relationships

CRANTON,2006

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Promoting Growth Mindset

ANDRAGOGICALFRAMEWORK

LEARNINGPROCESS

LEARNINGTHEORY

Transformative

Experiential

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Movement from

dependency to self-directed

Applies experience to

learning

Learning readiness

connects to social roles

Problem centered (vs

subject centered)

Internal motivations are more effective

Knowing the “why” is essential

Andragogy Framework

KNOWLES, 1980

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ILLERIS, 2003

ENVIRONMENT

SOCIETY

FUNCTIONALITY SENSIBILITY

SOCIALITY

Meaning ability Mental balance

Integration

Acquisition

Inte

ract

ion

Learning Process

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MEZIROW, 2001

DESCRIPTIONWhat happened?§ Context§ Roles played by you and others

FEELINGSWhat were you thinking and feeling at the time? How have those feelings changed?

EVALUATIONWhat was good and bad about the experience? Make a judgement.

ANALYSISWhat sense can you make of the situation?§ Explore details & the ‘why’ of your judgements.§ What challenged you?

TEXTHow do class readings and lectures relate to your understanding of the incident?

CONCLUSIONWhat did you learn? What else could you have done? Asses the impact on you and on your future actions.

REFLECTIVECYCLE

Transformative Learning

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ACT

Concrete Experience

Facts (What Happened?)

Theory of Action

CONCEPTUALIZE

Abstract Conceptualization

Findings (Why Did This Happen?)

Revise Theory

REFLECT

Reflective Observation

Feelings (What Did I Experience?)

Asses Behavior & Consequences

APPLY

Active Experimentation

Futures (What Will I Do?)

Implement Revised Theory

DAVID KOLB ROGER GREENAWAY CHRIS ARGYRIS & DONALD SCHÖN

COMPILED BY ANDREA CORNEYwww.edbatista.com/2007/10/experiential.html

Learning Cycles

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EXCITERS COMFORTS

CHALLENGES FEARS

@ERWILLEKE

Understand Your People

Individuals are shaped by their backgrounds and experiences. Cherish it.

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There are no tradeoffs –the managers job is to:§ Empower your people to make the decisions

§ Facilitate the decision making process when they are afraid§ Let them fail

§ Change the context to ensure their success

How do I manage the constraints between learning and work?

Managing these constraints is a perceptionof making tradeoffs

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Building a Learning Mindset Space

§ Propel the growth mindset§ Connect to each individual authentically§ Understand how adults learn§ Demonstrate vulnerability in your own journey to

self-actualisation

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Your Action….

Pick one thing.

Do it.

Reflect on your success of doing it in 6 months.

Ask yourself:

§ Am I more aware?

§ Do I have more empathy?

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