The workshop then takes managers through a series of exercises in which a) they consider why it’s important to understand that people can develop their abilities, b) they think of areas in which they once had low ability but now perform well, c) they write to a struggling protégé about how his or her abilities can be developed, and d) they recall times they have seen people learn to do things they never thought these people could do. In each case, they reflect upon why and how change takes place.

After the workshop, there was a rapid change in how readily the participating managers detected improvement in employee performance, in how willing they were to coach a poor performer, and in the quantity and quality of their coaching suggestions. What’s more, these changes persisted over the six-week period in which they were followed up.

A study from Harvard Business School shows that we learn more when we couple our experiences with periodic reflections. Even though people prefer to learn by doing, “participants who chose to reflect outperformed those who chose additional experience.

One of the advantages of having pairs to study is that we can see how two people engaged in similar activities can differ radically in how they operate. This shows that their successful practices are only partly a function of the type of work they do, and largely a reflection of how the individual is encoded. To illustrate, let's look at the other writer in our study, Barbara Tuchman.

But as I got deeper into this research, observing the vast differences across the people in this study and how they flourished at their best when life lined up with their encodings and what fed their inner fire, I gradually began to change. Subtly at first, I began to shift away from trying to change people into what I wanted them to be. Simultaneously, I shifted toward finding or creating the best possible match between their encodings and their responsibilities. It didn’t happen overnight, it was more of a managerial form of simplex stepping. I’d sense something about a person’s encodings, and then I’d make a shift in their responsibilities to fir those encodings. Then I might observe something else about their encodings, discovering something wonderful about them when they thrived in a task, and I’d make another shift in responsibilities. Together, we essentially simplex stepped toward them coming into frame in a seat on the bus.

Why Capabilities Increase with Age

SUB-CAPABILITY NO. 1: RAW ENCODINGS

We’ve covered encodings extensively in this book, so I’m not going to dwell on them here, other than to make two observations. First, with the exception of purely physical encodings (like athletic speed or the ability to hit high musical notes), I see little evidence that encodings dim dramatically over time. Second, people can discover previously hidden encodings as the frame of their lives shifts, which serves only to increase one’s capabilities.