The Design Mindset Study

The Design Mindset Study

The Design Mindset Study

Flipping failure in graphic design: A design mindset
method to navigate mindset loops and pathways to professional success

Introducing the Design Mindset Method: Cultivating Creativity and Problem-Solving for Enhanced Learning

This study reviewed literature from graphic design, education, and psychology to examine the relationship between failure and mindset. We conducted semi-structured interviews with industry designers investigating problem-solving processes in communication design; how designer navigated through failure and what the process is when considering mindset.

We explored failures experienced by graphic designers in work environments involving social connections like clients, art directors, account managers, and colleagues.

The goal of this study is to understand how fixed mindsets, growth mindsets, and creative mindsets influence design practice.

Nine graphic designers currently working in the industry were interviewed using semi-structured questions that focused on mindset characteristics; fixed, growth and creative focusing on the challenges faced by designers including obstacles and criticism they encounter. The participants shared their experiences with failure in the industry as well as their problem-solving approaches.

The insights gained from literature reviews and interview analysis informed the development of the Design Mindset Method (DMM)—a novel method introduced in this study.

The DMM has potential applications in communication design education for teaching students how to approach failures more effectively whether working individually or collaboratively.

This study reviewed literature from graphic design, education, and psychology to examine the relationship between failure and mindset. We conducted semi-structured interviews with industry designers investigating problem-solving processes in communication design; how designer navigated through failure and what the process is when considering mindset.

We explored failures experienced by graphic designers in work environments involving social connections like clients, art directors, account managers, and colleagues.

The goal of this study is to understand how fixed mindsets, growth mindsets, and creative mindsets influence design practice.

Nine graphic designers currently working in the industry were interviewed using semi-structured questions that focused on mindset characteristics; fixed, growth and creative focusing on the challenges faced by designers including obstacles and criticism they encounter. The participants shared their experiences with failure in the industry as well as their problem-solving approaches.

The insights gained from literature reviews and interview analysis informed the development of the Design Mindset Method (DMM)—a novel method introduced in this study.

The DMM has potential applications in communication design education for teaching students how to approach failures more effectively whether working individually or collaboratively.

This study reviewed literature from graphic design, education, and psychology to examine the relationship between failure and mindset. We conducted semi-structured interviews with industry designers investigating problem-solving processes in communication design; how designer navigated through failure and what the process is when considering mindset.

We explored failures experienced by graphic designers in work environments involving social connections like clients, art directors, account managers, and colleagues.

The goal of this study is to understand how fixed mindsets, growth mindsets, and creative mindsets influence design practice.

Nine graphic designers currently working in the industry were interviewed using semi-structured questions that focused on mindset characteristics; fixed, growth and creative focusing on the challenges faced by designers including obstacles and criticism they encounter. The participants shared their experiences with failure in the industry as well as their problem-solving approaches.

The insights gained from literature reviews and interview analysis informed the development of the Design Mindset Method (DMM)—a novel method introduced in this study.

The DMM has potential applications in communication design education for teaching students how to approach failures more effectively whether working individually or collaboratively.

Mindset refers to a core belief system that shapes our approach to challenges. In a fixed mindset, individuals perceive problems as insurmountable, while a growth mindset believes in the potential for growth and the ability to find solutions.

Carol Dweck, the pioneer of mindset research, has highlighted how learning barriers can hinder our growth, particularly when our mindset is fixed and we respond negatively, like feelings inadequate, lacking motivation, avoiding challenges. This negative mindset can act as a barrier, preventing us from overcoming obstacles.

Those with fixed mindsets may believe that their intelligence is unchangeable and view failures as reflections of their abilities.

Dweck's work demonstrates that individuals with growth mindsets believe in their ability to improve through learning and mastering knowledge. They are motivated by challenges, see effort as play and persist despite setbacks.

Embracing a growth mindset allows individuals to mobilise their learning resources effectively without being discouraged by failure. It cultivates resilience and mastery necessary for overcoming real-world challenges.

While promoting a growth mindset is beneficial, it's important not to overlook the potential for excessive persistence leading to false hope or engaging in unhealthy behaviours. Knowing when it's appropriate to abandon goals or reassess them becomes crucial.

In considering design students and emerging designers specifically, understanding the challenges they face in achieving goals includes recognising when it's necessary to let go of certain goals temporarily or altogether. For example; a students design path may be focussed on design fixation, this is when the design goal requires shifting or shelving.

Additionally, understanding how to navigate mindsets and what the actual process is has not yet been identified until know. The DMM illustrates the mindsets enabling the individual a deeper understanding of self and possible mindset pathways to explore.

Understanding Mindset

Understanding Mindset

Teaching individuals the value of a growth mindset transforms the meaning of effort and difficulty, offering individuals the chance to get smarter (Dweck, 2014), gaining craft ability. Developing a growth mindset gives individuals the ability to move forward in becoming confident, self-directed learners, a skill required throughout life.

A value that is essential to openness, lifting spirits and improving communication skills, and acting as a significant influence in determining students’ learning, including responding to negative feedback (Li & Bates, 2007).

Social belonging is an essential factor in feeling safe enough to express ideas or concerns, unpack problems and communicate the journey from appreciating the infinite possibility of ideas through to goal-setting that benefits students’ ownership of learning and academic achievements (Dweck, 2014; Yeager et al., 2016; Ryoo; Kekelis, 2018a).

Developing trust and support is critical to learning, as this involves openness that supports a positive mindset.

Research conducted by Jean Ryoo and Linda Kekelis (2018a) provides strong evidence supporting youth to feel safe to better work through failures, building on mindset and problem-solving in an after-school maker mindset program. The students worked in groups, inventing and building interactive projects

Teaching individuals the value of a growth mindset transforms the meaning of effort and difficulty, offering individuals the chance to get smarter (Dweck, 2014), gaining craft ability. Developing a growth mindset gives individuals the ability to move forward in becoming confident, self-directed learners, a skill required throughout life.

A value that is essential to openness, lifting spirits and improving communication skills, and acting as a significant influence in determining students’ learning, including responding to negative feedback (Li & Bates, 2007).

Social belonging is an essential factor in feeling safe enough to express ideas or concerns, unpack problems and communicate the journey from appreciating the infinite possibility of ideas through to goal-setting that benefits students’ ownership of learning and academic achievements (Dweck, 2014; Yeager et al., 2016; Ryoo; Kekelis, 2018a).

Developing trust and support is critical to learning, as this involves openness that supports a positive mindset.

Research conducted by Jean Ryoo and Linda Kekelis (2018a) provides strong evidence supporting youth to feel safe to better work through failures, building on mindset and problem-solving in an after-school maker mindset program. The students worked in groups, inventing and building interactive projects

Teaching individuals the value of a growth mindset transforms the meaning of effort and difficulty, offering individuals the chance to get smarter (Dweck, 2014), gaining craft ability. Developing a growth mindset gives individuals the ability to move forward in becoming confident, self-directed learners, a skill required throughout life.

A value that is essential to openness, lifting spirits and improving communication skills, and acting as a significant influence in determining students’ learning, including responding to negative feedback (Li & Bates, 2007).

Social belonging is an essential factor in feeling safe enough to express ideas or concerns, unpack problems and communicate the journey from appreciating the infinite possibility of ideas through to goal-setting that benefits students’ ownership of learning and academic achievements (Dweck, 2014; Yeager et al., 2016; Ryoo; Kekelis, 2018a).

Developing trust and support is critical to learning, as this involves openness that supports a positive mindset.

Research conducted by Jean Ryoo and Linda Kekelis (2018a) provides strong evidence supporting youth to feel safe to better work through failures, building on mindset and problem-solving in an after-school maker mindset program. The students worked in groups, inventing and building interactive projects

with working and moving parts – developing persistence and grit through the ‘maker mindset’, flipping failure to inspire creativity in education.

This study, conducted over a year with female high school students, analysed through observation comparing two groups:

• Group one persisted through challenging moments (Ryoo & Kekelis, 2018a)

• Group two did not persist through challenging moments (Ryoo & Kekelis, 2018a).

The evidence reveals the centrality of playfulness, teamwork and ownership of projects to persist through challenges that arise in inquiry-based projects (Ryoo & Kekelis, 2018a). Mindset study of children with cognitive ability and educational attainment conducted by Li and Bates (2007) states that mindset was predicted to significantly influence students’ learning and the ability to respond to negative feedback.

The growth mindset allows the problem-solver to see challenges as opportunities to acquire new skills despite the risk of failure (Dweck, 2009; DeBacker et al., 2018). Additionally, people with a growth mindset see failures as an opportunity to learn and improve themselves (Dweck, 2015; Ryoo; Kekelis, 2018a), an essential prescription component.

with working and moving parts – developing persistence and grit through the ‘maker mindset’, flipping failure to inspire creativity in education.

This study, conducted over a year with female high school students, analysed through observation comparing two groups:

• Group one persisted through challenging moments (Ryoo & Kekelis, 2018a)

• Group two did not persist through challenging moments (Ryoo & Kekelis, 2018a).

The evidence reveals the centrality of playfulness, teamwork and ownership of projects to persist through challenges that arise in inquiry-based projects (Ryoo & Kekelis, 2018a). Mindset study of children with cognitive ability and educational attainment conducted by Li and Bates (2007) states that mindset was predicted to significantly influence students’ learning and the ability to respond to negative feedback.

The growth mindset allows the problem-solver to see challenges as opportunities to acquire new skills despite the risk of failure (Dweck, 2009; DeBacker et al., 2018). Additionally, people with a growth mindset see failures as an opportunity to learn and improve themselves (Dweck, 2015; Ryoo; Kekelis, 2018a), an essential prescription component.

Persistence & Grit

Persistence & Grit

The participants interviewed for this study were located along the east coast of Australia, including Melbourne, Sydney, Northern NSW, Gold Coast, and Brisbane. They consisted of four females and five males with varying ages and industry experience ranging from junior to veteran designers.

Designers working in the industry were interviewed regarding their approach to failure. The theory proposed in this study is that the mindset of designers and the interplay of failures is crucial for expanding their craft, creativity, and ability through both divergent and convergent thinking.

While Dweck’s (2009) growth and fixed mindsets are often discussed separately from Karwowski’s (2014) creative mindset, it is important to recognise that all mindsets work together in the context of a designer; fixed, growth and creative mindset.

The analysed data from the literature reviews and the semi- structured interviews showed how the participants navigated through failures. An additional two mindset were identified; accept and reflect mindset.

Accepting that there is a barrier is crucial for flipping out of a fixed mindset when experiencing learning barriers or failure.

The participants interviewed for this study were located along the east coast of Australia, including Melbourne, Sydney, Northern NSW, Gold Coast, and Brisbane. They consisted of four females and five males with varying ages and industry experience ranging from junior to veteran designers.

Designers working in the industry were interviewed regarding their approach to failure. The theory proposed in this study is that the mindset of designers and the interplay of failures is crucial for expanding their craft, creativity, and ability through both divergent and convergent thinking.

While Dweck’s (2009) growth and fixed mindsets are often discussed separately from Karwowski’s (2014) creative mindset, it is important to recognise that all mindsets work together in the context of a designer; fixed, growth and creative mindset.

The analysed data from the literature reviews and the semi- structured interviews showed how the participants navigated through failures. An additional two mindset were identified; accept and reflect mindset.

Accepting that there is a barrier is crucial for flipping out of a fixed mindset when experiencing learning barriers or failure.

The reflect mindset involves considering how to improve upon the failure and exploring pathway options. It entails framing and dismantling the failure, asking questions such as “How can I enhance this failure?” or “What are my options moving forward?”

Once pathway options or potential solutions have been identified, the designer flips into a growth mindset. In this phase, they embrace challenges, persist through effort, seek feedback and inspiration, and take action. This may involve conducting research and establishing design rules for their project.

Once this stage has been thoroughly explored and the designer feels satisfied with their acquired knowledge, they transition into a creative mindset where they apply that knowledge practically in their work.

Overall, these additions of accept and reflect mindsets provide designers with a structured approach to understanding failures while promoting growth, creativity, problem-solving skills development throughout their design process (see Figure 3)

Findings

Findings

The The Design Mindset Method (DMM) consists of five mindsets transition states; fixed, accept, reflect, growth and creative mindset states. Within each state is divergent and convergent thinking where the learner diverges through effort gather information through reflection, discovery including the generation of ideas and possible pathways. The learner then converges developing choices including framing, defining and validating.

There are 5 mindsets: fixed, accept, reflect, growth and creative, also known as process states. Each state is nested with divergent and convergent thinking. This is where the learner expands with effort and converges defining the learning pathway. Each mindset includes mindset characteristics where the learner can identify challenges, obstacles, effort, criticism and the success of others relavant to the mindset process state.

The Design Mindset Method

The Design Mindset Method

Figure 2. The Design Mindset Method

Figure 2. The Design Mindset Method

Acknowledgments

Acknowledgments

I would like to thank all the people who have provided me with support and encouragement while writing this thesis: Dr Simone Taffe, Dr Shivani Tyagi, Dr Carolyn Beasley, Dr Narelle Lemon, and thesis editor Neil Conning who checked spelling, grammar and consistency.

I will be forever grateful to the participants who shared their failures in the design industry, informing the development and design of the Design Mindset Method.

I would like to thank all the people who have provided me with support and encouragement while writing this thesis: Dr Simone Taffe, Dr Shivani Tyagi, Dr Carolyn Beasley, Dr Narelle Lemon, and thesis editor Neil Conning who checked spelling, grammar and consistency.

I will be forever grateful to the participants who shared their failures in the design industry, informing the development and design of the Design Mindset Method.

Brougham, L., & Kashubeck-West, S. (2018). Impact of a growth mindset intervention on academic performance of students at two urban high schools. Professional School Counselling, 21(1), 1-9.

Busby, J. S. (2001). Error and distributed cognition in design. Design Studies, 22, 233-254.

Chao, M. M., Visaria, S., Mukhopadhyay, A., & Dehejia, R.H. (2017). Do rewards reinforce the growth mindset? Joint effects of the growth mindset and incentive schemes in a field intervention. Journal of Experimental Psychology, 146(10), 1402-1419.

Choi, J. (2019). The creative mindset in design education. University of Minnesota, 1-118

Cornish, K., Goodman-Deane, J., Ruggeri, K., & DeBacker, T. K., Heddy, B. C., Kershen, J. L., Crowson, H. M., Looney, K., & Goldman, J. A. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals. Educational Psychology 38(6), 711-733.

Dweck, C. S. (2009). Mindset, developing talent through a growth mindset. University of Sterling, 21(1), 4-7.

Dweck. (2014). The power of believing that you can improve.

Ted Talk. https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en.

Dweck, C. S. (2015). Mindset. Eureka Books, Seattle.

Dweck, C. S. (2017). The journey to children’s mindsets –and beyond. Child Development Perspective. 11(2),139-144.

Dweck C. S., Walton, G. M., & Cohen, G. L. (2014).

Mindset and skills that promote long-term learning. Bill and Melinda Gates Foundation, 1-33.

Fraser, D. M. (2017). An exploration of the application and implementation of growth mindset principles within a primary school. British Journal of Education, 88(4), 645-658.

Brougham, L., & Kashubeck-West, S. (2018). Impact of a growth mindset intervention on academic performance of students at two urban high schools. Professional School Counselling, 21(1), 1-9.

Busby, J. S. (2001). Error and distributed cognition in design. Design Studies, 22, 233-254.

Chao, M. M., Visaria, S., Mukhopadhyay, A., & Dehejia, R.H. (2017). Do rewards reinforce the growth mindset? Joint effects of the growth mindset and incentive schemes in a field intervention. Journal of Experimental Psychology, 146(10), 1402-1419.

Choi, J. (2019). The creative mindset in design education. University of Minnesota, 1-118

Cornish, K., Goodman-Deane, J., Ruggeri, K., & DeBacker, T. K., Heddy, B. C., Kershen, J. L., Crowson, H. M., Looney, K., & Goldman, J. A. (2018). Effects of a one-shot growth mindset intervention on beliefs about intelligence and achievement goals. Educational Psychology 38(6), 711-733.

Dweck, C. S. (2009). Mindset, developing talent through a growth mindset. University of Sterling, 21(1), 4-7.

Dweck. (2014). The power of believing that you can improve.

Ted Talk. https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?language=en.

Dweck, C. S. (2015). Mindset. Eureka Books, Seattle.

Dweck, C. S. (2017). The journey to children’s mindsets –and beyond. Child Development Perspective. 11(2),139-144.

Dweck C. S., Walton, G. M., & Cohen, G. L. (2014).

Mindset and skills that promote long-term learning. Bill and Melinda Gates Foundation, 1-33.

Fraser, D. M. (2017). An exploration of the application and implementation of growth mindset principles within a primary school. British Journal of Education, 88(4), 645-658.

Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research, 11(1), 47-50.

Hoyt, C. L., & Burnette, J. L. (2020). Growth mindset messaging in stigma-relevant contexts: Harnessing benefits without costs. Policy Insights from the

Behavioural and Brain Science, 7(2), 157-164.

Greensberg, M. (2015). 6 Mental habits that will wear you down: People-pleasing and feeling guilty won’t get you where you want to go. https://www.psychologytoday.com/us/blog/the-mindful-self-express/201509/6-mental-habits-will-wear-you-down

Karwowski, M., Royston, R. P., Reiter-Palmon, R., Goldstein, T. & Vartanian, O. (2019). Exploring creative mindsets: Variable and person-centered approaches. Psychology of Aesthetics, Creativity, and the Arts, 15(1), 36-48.

Karwowski, M., & Brzeski, A. (2017). The Creative Self, Elsevier, 367-383.

RyLi, Y., & Bates, T. C. (2007). Does mindset affect children’s ability, school achievement, or response to challenge? Three failures to replicate. Development of Psychology, University of Edinburgh, 1-26.

Ryoo_Bulalacao_Kekelis_McLeod_Henriquez_FabLearn_2015.pdf

Martinez, S. (2019). The maker movement: A learning revolution, ISTE Blog. https://www.iste.org/explore/In- the-classroom/The-maker-movement-A-learning- revolution.

Paunesku, D., Walton, G. M., Romero, C., Smith, E. E., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic

underachievement. Phycological Science, 26(6), 784-793.

Ryoo, J. J., & Kekelis, L. (2018a). Reframing ‘failure’ in making: The value of play, social relationships, and ownership. Journal of Youth Development, 13(4), 49-67.oo, J. J., & Kekelis, L. (2018b). The other F word:

Making sense of failure and nurturing resilience. Journal of Youth Development, 13(4), 29-67.

Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research, 11(1), 47-50.

Hoyt, C. L., & Burnette, J. L. (2020). Growth mindset messaging in stigma-relevant contexts: Harnessing benefits without costs. Policy Insights from the

Behavioural and Brain Science, 7(2), 157-164.

Greensberg, M. (2015). 6 Mental habits that will wear you down: People-pleasing and feeling guilty won’t get you where you want to go. https://www.psychologytoday.com/us/blog/the-mindful-self-express/201509/6-mental-habits-will-wear-you-down

Karwowski, M., Royston, R. P., Reiter-Palmon, R., Goldstein, T. & Vartanian, O. (2019). Exploring creative mindsets: Variable and person-centered approaches. Psychology of Aesthetics, Creativity, and the Arts, 15(1), 36-48.

Karwowski, M., & Brzeski, A. (2017). The Creative Self, Elsevier, 367-383.

RyLi, Y., & Bates, T. C. (2007). Does mindset affect children’s ability, school achievement, or response to challenge? Three failures to replicate. Development of Psychology, University of Edinburgh, 1-26.

Ryoo_Bulalacao_Kekelis_McLeod_Henriquez_FabLearn_2015.pdf

Martinez, S. (2019). The maker movement: A learning revolution, ISTE Blog. https://www.iste.org/explore/In- the-classroom/The-maker-movement-A-learning- revolution.

Paunesku, D., Walton, G. M., Romero, C., Smith, E. E., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic

underachievement. Phycological Science, 26(6), 784-793.

Ryoo, J. J., & Kekelis, L. (2018a). Reframing ‘failure’ in making: The value of play, social relationships, and ownership. Journal of Youth Development, 13(4), 49-67.oo, J. J., & Kekelis, L. (2018b). The other F word:

Making sense of failure and nurturing resilience. Journal of Youth Development, 13(4), 29-67.

References

References