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Similarly, the way the self-transforming mind receives information includes the advantages of the self-authoring mind’s filter, but is not a prisoner of that filter. People at this level of mental complexity can still focus, select, and drive when they feel they have a good map. But they place a higher priority on information that may also alert them to the limits of their current design or frame. They value their filter and its ability to separate the wheat from the chaff, but they know it can also screen out “the golden chaff”, the unasked-for, the anomaly, the apparently inconsequential that may be just what is needed to turn the design on its head and bring it to the next level of quality.

Those with self-transforming minds are more likely to have the chance even to consider such information, because people are more likely to send it to them. Why is this? Because those with self-transforming minds not only attend to information once it gets to their door; they also realize their behavior can have a big effect, upstream, on whether people decide to approach the door. Others are not left guessing whether to send potentially “off-mission” communication they judge to be important. They send it because people with self-transforming minds have found ways to let them know such information will be welcomed.

Taken together, the cumulative data speaks anew to the problem of complexity: we begin to see how being at a given level of mental complexity can make a “complex world” more or less manageable.

These developments create demand for higher levels of education and training than were required of previous generations. Everyone acquainted with business culture knows this. What is not understood is that these developments also create new demands on our psychological resources. Specifically, these developments ask for a greater capacity for innovation, self-management, personal responsibility, and self-direction.

Heifetz distinguishes between two kinds of change challenges, those he calls “technical” and others he calls “adaptive.”

An event-focused approach views the successful completion of

the test as the concludingstep, the hurdle overcome or the obstacle

removed. Once we conduct that test (especially if it seems like a successful experience), we can feel the relief and sense of accomplishment of having completed an important task. We can savor and

appreciate the work that’s been done. This is all well and good, but it

is not learning. For purposes of adaptive learning, it’s important to

understand that the goal in conducting the test is not just to perform

the activity specified in the test. We need to collect data about what

happens as a consequence of that action, and then interpret those

outcomes to confirm or revise our big assumption.In other words,

the test has not actually been successful until its result ...

Similarly, the way the self-transforming mind receives information includes the advantages of the self-authoring mind’s filter, but is not a prisoner of that filter. People at this level of mental complexity can still focus, select, and drive when they feel they have a good map. But they place a higher priority on information that may also alert them to the limits of their current design or frame. They value their filter and its ability to separate the wheat from the chaff, but they know it can also screen out “the golden chaff”, the unasked-for, the anomaly, the apparently inconsequential that may be just what is needed to turn the design on its head and bring it to the next level of quality.

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