Changing on the Job

1. Adult development is a continuous journey of expanding complexity

Development can be helped or hindered (and in some severe cases arrested) by the individual's life experiences.

Continuous growth. Adult development is not a fixed progression but a dynamic journey of expanding complexity in how we make sense of the world. This growth happens through a series of qualitative shifts in our meaning-making systems, moving from simpler to more complex ways of understanding ourselves and our environment.

Subject-object shifts. A key mechanism of this development is the movement of aspects of our experience from "subject" (things we're unaware of and take for granted) to "object" (things we can examine and reflect upon). As more of our assumptions and beliefs become "object," we gain greater cognitive complexity and flexibility.

Developmental potential. While development follows general patterns, it is not predetermined. Our experiences, relationships, and deliberate efforts to grow can either support or hinder our developmental journey. This highlights the importance of creating environments and practices that foster ongoing adult development.

2. Forms of mind shape how we make sense of the world

Each form is a qualitative shift in the meaning-making and complexity from the form before it.

Evolving perspectives. The theory outlines several distinct "forms of mind" that represent qualitatively different ways of making sense of the world. These forms are not merely about accumulating knowledge, but about fundamentally different ways of organizing and interpreting experience.

Key forms of mind in adulthood include:

• Self-sovereign mind: Focused on concrete self-interest
• Socialized mind: Internalizes external perspectives and values
• Self-authored mind: Develops an internal compass and values
• Self-transforming mind: Sees connections across systems and perspectives

Developmental fit. No form of mind is inherently "better" than others. What matters is the fit between a person's form of mind and the complexity of their environment and responsibilities. This concept has important implications for leadership development and organizational design.

3. The socialized mind internalizes external perspectives

Those with a socialized form of mind internalize the feelings and emotions of others and are guided by those people or institutions (like an organization or synagogue or a political party) that are most important to them.

External orientation. The socialized mind represents a significant shift from earlier forms, as individuals become able to internalize and be guided by the perspectives, values, and expectations of important others or institutions. This allows for greater social coordination and the ability to be part of something larger than oneself.

Strengths and limitations. People with a socialized mind can be deeply loyal, committed team players, and excel in roles with clear expectations. However, they may struggle when faced with conflicting external expectations or when required to generate their own internal standards.

Key characteristics of the socialized mind:

• Strong desire to meet others' expectations
• Difficulty resolving conflicts between different external authorities
• Identity closely tied to roles and relationships
• Struggle with independent decision-making in ambiguous situations

4. The self-authored mind creates an internal compass

Those with self-authored minds have an internal set of rules and regulations—a self-governing system—that they use to make their decisions or reconcile conflicts.

Internal authority. The self-authored mind represents a shift towards greater independence in thinking and decision-making. Individuals at this stage develop their own internal "compass" of values, beliefs, and standards that guide their actions and choices.

Increased complexity. This form of mind allows for greater cognitive complexity, as individuals can now hold and compare multiple perspectives, including their own. They can make decisions based on their internal standards, even when those decisions conflict with external expectations.

Key characteristics of the self-authored mind:

• Ability to critically examine and potentially reject external expectations
• Development of a coherent set of personal values and beliefs
• Capacity to mediate between conflicting perspectives
• Greater comfort with ambiguity and complexity
• Potential blind spots in seeing the limitations of one's own system

5. The self-transforming mind sees connections across systems

Those at this form of mind are tuned in to all the various constituencies around them. They see multiple layers of every issue and can hold even very different perspectives simultaneously.

Systems thinking. The self-transforming mind represents a further expansion in cognitive complexity. Individuals at this stage can see connections and patterns across seemingly disparate systems and perspectives. They recognize the partial nature of any single viewpoint, including their own.

Embracing paradox. This form of mind is characterized by a greater comfort with paradox, ambiguity, and the ongoing process of change. Rather than seeking to resolve contradictions, they often see value in holding multiple, even conflicting, perspectives simultaneously.

Key characteristics of the self-transforming mind:

• Ability to see and value the partial truth in many perspectives
• Comfort with ongoing transformation and questioning of one's own assumptions
• Recognition of the constructed nature of belief systems and identities
• Capacity to hold and work with high levels of complexity and ambiguity
• Tendency to focus on the process of change rather than fixed outcomes

6. Asking different questions unlocks new perspectives

Asking different questions in a feedback setting is about understanding what it is you don't know about the situation and about which you might be genuinely curious.

Power of inquiry. Asking different questions is a fundamental tool for expanding our understanding and challenging our assumptions. By intentionally stepping outside our habitual patterns of inquiry, we can uncover new insights and perspectives.

Developmental practice. Cultivating the habit of asking different questions can be a powerful developmental practice. It helps move aspects of our experience from "subject" to "object," allowing us to examine and potentially change our assumptions and beliefs.

Strategies for asking different questions:

• Challenge your default questions: What do you typically ask in certain situations? How might you ask something different?
• Explore underlying assumptions: What beliefs or expectations are embedded in your usual questions?
• Seek genuine curiosity: Ask questions to which you don't already know (or think you know) the answer
• Embrace "beginner's mind": Approach situations as if you're encountering them for the first time
• Use open-ended questions: Encourage deeper exploration rather than simple yes/no answers

7. Taking multiple perspectives fosters growth and understanding

Taking multiple perspectives enables people to see a wider range of possibilities, be able to empathize, make deeper connections, and understand the views of others.

Expanding viewpoints. The ability to take multiple perspectives is a key aspect of adult development. It allows us to see beyond our own limited viewpoint and understand the complexity of situations and relationships more fully.

Developmental practice. Intentionally seeking out and trying to understand perspectives different from our own can be a powerful tool for personal growth. It challenges our assumptions, increases empathy, and helps us develop more nuanced and sophisticated ways of thinking.

Strategies for taking multiple perspectives:

• Seek out diverse viewpoints: Engage with people who have different backgrounds, beliefs, and experiences
• Practice empathy: Try to genuinely understand others' feelings and motivations, even when you disagree
• Explore "steelmanning": Make the strongest possible case for viewpoints you disagree with
• Use perspective-taking exercises: Imagine situations from different roles or viewpoints
• Reflect on your own biases: Consider how your background and experiences shape your perspective

8. Seeing systems reveals hidden patterns and relationships

Because we tend not to see what we are subject to (which is how we have remained subject to it), a facilitator often has to use some technology to make this hidden thing become more object.

Systems thinking. Developing the ability to see systems—interconnected networks of relationships and patterns—is a crucial aspect of adult development. It allows us to understand complex situations more fully and intervene more effectively.

Making the invisible visible. Many of the systems and patterns that shape our lives are invisible to us because we're "subject" to them. Deliberate practices and tools can help make these hidden systems "object," allowing us to examine and potentially change them.

Strategies for seeing systems:

• Map relationships: Create visual representations of the connections between different elements in a situation
• Look for feedback loops: Identify reinforcing or balancing cycles in systems
• Examine boundaries: Consider what's included or excluded from your current view of a system
• Explore multiple time scales: Consider short-term and long-term effects and patterns
• Seek out diverse perspectives: Different viewpoints can reveal aspects of systems you might miss
• Use systems archetypes: Familiarize yourself with common patterns in complex systems

9. Feedback can be a powerful tool for development

Feedback isn't something you should give to Jack to fix his yelling, because you simply don't know enough about the connection between the causes and effects.

Developmental opportunity. Feedback, when approached thoughtfully, can be a powerful tool for personal and professional development. It provides opportunities to see ourselves from new perspectives and challenge our assumptions.

Beyond simple correction. The book advocates for a more nuanced approach to feedback that goes beyond simply telling someone what they're doing wrong. Instead, feedback becomes a collaborative process of exploration and learning.

Key principles for developmental feedback:

• Separate observations from interpretations: Clearly distinguish what you've directly observed from the meaning you've made of those observations
• Explore multiple perspectives: Consider how different people might interpret the same situation
• Focus on learning: Frame feedback as an opportunity for growth rather than judgment
• Encourage self-reflection: Ask questions that help the recipient gain new insights about themselves
• Consider developmental readiness: Tailor feedback to the recipient's current form of mind and capacity for self-reflection

10. Organizations can cultivate growth-oriented cultures

If we finally find some extra money lying around, and we can find people with time on their hands, we're committed to using that for development. That will probably happen—next year or the year after.

Cultural shift. The book argues for a fundamental shift in how organizations approach development. Rather than seeing it as an add-on or luxury, development should be woven into the fabric of everyday work and organizational culture.

Systemic approach. Creating a truly developmental organization requires more than just individual training programs. It involves redesigning systems, processes, and cultural norms to support ongoing growth and learning.

Strategies for cultivating growth-oriented cultures:

• Integrate development into daily work: Create opportunities for reflection and learning within regular tasks and projects
• Design roles with developmental potential: Structure positions to challenge and stretch individuals appropriately
• Provide developmental feedback: Train managers to give feedback that supports growth, not just performance evaluation
• Create psychologically safe environments: Foster cultures where it's safe to take risks, make mistakes, and learn from them
• Align systems and incentives: Ensure that organizational structures and rewards support ongoing development
• Model a growth mindset: Leaders should demonstrate their own commitment to learning and development

11. Meetings can be spaces for collective learning and development

At every regularly held meeting, everyone in the room should learn something. At every regularly held meeting, something new should be created—a new idea, plan, product, solution.

Transforming meetings. The book proposes reimagining meetings as spaces for collective learning and development, not just information sharing or decision-making. This shift can dramatically increase the value and engagement of meetings.

Developmental design. Creating truly developmental meetings requires intentional design and facilitation. It involves creating structures and practices that encourage reflection, perspective-taking, and collaborative learning.

Strategies for developmental meetings:

• Set learning intentions: Clearly articulate what participants should learn or discover in the meeting
• Encourage diverse perspectives: Create space for different viewpoints to be shared and explored
• Practice reflection: Build in time for individual and collective reflection on insights and learnings
• Focus on generative dialogue: Move beyond debate to explore new possibilities and create shared understanding
• Use developmental practices: Incorporate exercises that challenge assumptions and encourage new ways of thinking
• Capture and apply learnings: Ensure insights and new ideas are captured and integrated into future work

Last updated: October 11, 2024