Hope and
Mindset:
Transforming
Chaffey’s
Future
Dr. Sherrie Guerrero
Jim Fillpot
Lisa Bailey
Laura Hope
Why Hope?

Research regarding the influence of
hope on behavior and thinking

“Actionability”

Translation of these strategies in the entire
culture

Timeliness
What is Hope?
HOPE = willpower + “waypower”
AGENCY + PATHWAYS
in order to achieve a GOAL
Hope Scale – Management/Confidential Data
HOPE SCALE SCORE (Entire Scale)
Number of Respondents
8
7
6
5
4
3
2
1
0
10
15
20
25
30
35
40
45
50
55
60
mean = 58.4; median = 59.0; standard deviation = 4.04
Hope Scale – Management/Confidential Data
HOPE SCALE SCORE (Agency Sub-Scale)
Number of Respondents
10
9
8
7
6
5
4
3
2
1
0
5
10
15
20
25
30
mean = 29.3; median = 30.0; standard deviation = 2.36
Hope Scale – Management/Confidential Data
HOPE SCALE SCORE (Pathway Sub-Scale)
Number of Respondents
10
9
8
7
6
5
4
3
2
1
0
5
10
15
20
25
30
mean = 29.0; median = 29.0; standard deviation = 2.38
Comparison of Students & Management/Confidential on
Total, Agency, & Pathway Hope Scales
60
54.0
58.4
Students
Management/Confidential
50
Score
40
30
27.1
29.3
26.9
29.0
20
10
0
ES = .80
ES = .69
ES = .70
TOTAL
Hope Scale
Agency
Hope Scale
Pathway
Hope Scale
Hope Scale – Preliminary Student Data
HOPE SCALE SCORE (Entire Scale)
50
Low
Hope
Number of Students
45
40
Average High
Hope
Hope
35
30
25
20
15
10
5
0
10
15
20
25
30
35
40
45
50
55
60
mean = 54.0; median = 55.0; standard deviation = 6.46
Hope Scale – Preliminary Student Data
HOPE SCALE SCORE (Agency Sub-Scale)
90
Low
Hope
Number of Students
80
70
Average
Hope
High
Hope
60
50
40
30
20
10
0
5
10
15
20
25
30
mean = 27.1; median = 28.0; standard deviation = 3.80
Hope Scale – Preliminary Student Data
HOPE SCALE SCORE (Pathway Sub-Scale)
90
Low
Hope
Number of Students
80
70
Average
Hope
High
Hope
60
50
40
30
20
10
0
5
10
15
20
25
30
mean = 26.9; median = 27.0; standard deviation = 3.59
Success Rate Differences by Level of Hope
TOTAL Hope Scale
100
90
Success Rate
80
70
79.6%
67.8%
70.1%
60
50
ES = .22
40
30
20
ES = .27
10
0
Low Hope
Students
Average Hope
Students
High Hope
Students
Success Rate Differences by Level of Hope
AGENCY Hope Scale
100
90
80
70
66.7%
72.3%
76.3%
60
50
40
30
20
ES = .21
10
0
Low Hope
Students
Average Hope
Students
High Hope
Students
Success Rate Differences by Level by Hope
PATHWAY Hope Scale
100
90
80
70
71.6%
70.4%
Low Hope
Students
Average Hope
Students
74.4%
60
50
40
30
20
10
0
High Hope
Students
Other Observed Differences
Success Rates by Course Characteristics (TOTAL)
Transfer Status
High Hope
Average Hope
Low Hope
Transferable
79.8
69.7
75.0
Not Transferable
78.3
74.1
61.2
High Hope
Average Hope
Low Hope
CTE Courses
80.0
70.0
78.9
Not CTE Courses
79.3
70.9
69.4
Foundation
High Hope
Average Hope
Low Hope
Foundation
78.8
75.4
65.6
Not Foundation
79.5
70.1
72.9
High Hope
Average Hope
Low Hope
Full-Time
78.4
63.4
69.5
Part-Time
80.1
75.8
73.2
CTE Status
Teaching Arr.
Other Observed Differences
Success Rates by Course Characteristics (Agency)
Transfer Status
High Hope
Average Hope
Low Hope
Transferable
76.6
70.5
73.4
Not Transferable
78.7
74.6
58.0
High Hope
Average Hope
Low Hope
CTE Courses
74.0
72.2
74.5
Not CTE Courses
78.0
71.3
68.6
Foundation
High Hope
Average Hope
Low Hope
Foundation
76.9
75.0
67.9
Not Foundation
77.0
71.0
70.3
High Hope
Average Hope
Low Hope
Full-Time
71.9
65.9
63.3
Part-Time
80.3
75.4
74.4
CTE Status
Teaching Arr.
Other Observed Differences
Success Rates by Course Characteristics (Pathway)
Transfer Status
High Hope
Average Hope
Low Hope
Transferable
74.7
69.8
80.3
Not Transferable
80.8
73.2
67.2
High Hope
Average Hope
Low Hope
CTE Courses
77.8
71.3
76.0
Not CTE Courses
75.5
70.4
77.2
Foundation
High Hope
Average Hope
Low Hope
Foundation
83.3
71.6
76.6
Not Foundation
75.2
70.5
77.0
High Hope
Average Hope
Low Hope
Full-Time
73.9
63.2
76.5
Part-Time
77.4
75.8
77.2
CTE Status
Teaching Arr.
Measuring Hope in Everyone



What does the research say
about hope?
What do our “hope scores”
reveal?
What can we learn from the
research?
Connecting the
Hope Initiative to
the Strategic Plan
Strategic Plan
Completion Framework
What it looks like

Introduction: Connecting students to
necessary resources and pre-enrollment
processes



Senior Early Assessment
ME First
Systemic changes
What it looks like

Connection: Establishing Students’
Relationship With the College



Contact students if they drop a class
Offer intervention
Advancement: Providing Intrusive
Academic Support in Key Areas

Contact undecided students and invite
them to a workshop
What it looks like

Advancement: Requiring Students
to Define Academic and Career Goals


Reconsider the ways students identify
goals at intake/application
Advancement: Developing
Sustained Engagement Strategies

Tie enrollment priorities to successful
progress on goal
What it looks like

Completion: Monitoring Progress on
Goals With Intrusive Action During Key
Momentum Points

Notification of 15- and 30-unit milestones
Connecting to the
Entire Community

Summer Institute and Faculty Success
Center sessions

Classified professionals introduction

Management Retreat

Future training
Connecting Hope and Mindset


Hope is a continuum of
responses in different contexts
Mindset is an “actionable”
condition
Hope and Mindset
Low Hope/Fixed
Mindset






Sets easy goals
Overcome by
obstacles
Fears challenge and
failure
Shrinks from feedback
Blames others for
failures
Threatened by others’
success
High Hope/Growth
Mindset





Sets challenging
goals—takes risks
Views obstacles as
opportunity
Uses failure and
feedback
Assumes responsibility
for failure
Celebrates others and
their contribution
What Creates
Low Hope/Fixed Mindset?

“Perfect is the enemy of the good” (Voltaire)

Fear of rejection or judgment

The belief that achievement is equated with
ease: “effortless perfection”
Change the behavior to change the thinking
Encouraging Hope
and Growth Mindset
 Continuum
High Hope
Growth
Mindset
of Hope and Mindset
“Stuck”
Low Hope
Fixed
Mindset
Strategies for High Hope People

Praise behavior and performance – not the
person

Provide constructive feedback

Help them set challenging goals

Provide support as needed despite the
willingness to take responsibility and initiative

Help them understand others when they
display low hope/fixed mindsets

Introduce opportunities for growth
Strategies for “Stuck” People








Assure when needed about your confidence in
their capacity to learn and grow
Teach the relationship between challenge and
success
Give them increasingly challenging tasks
Demonstrate your own process when
challenged
Praise behavior and performance
Give them opportunities to express concerns
Teach them how to fail successfully
Be a role model and provide other models
Strategies for Discouraged People








Provide increased feedback and discuss the
purpose of feedback
Set the growth mindset as an expectation
Share your own challenges
Provide low risk opportunities to try new skills
or strategies
Coach through dilemmas
Encourage discussion about the process of
taking risks
Praise performance and behavior
Call out fixed mindset thinking and
encourage reframing
Let’s Practice
Each group has three employee
profiles. Identify and discuss the
strategies that you would use to
help this person be the best
contributor possible.
Debriefing about Strategies
Trevor
Sam
Sheila
When New Employees Arrive:

They use words like…





Honored
Excited
Skilled
Well Prepared
Willing to do whatever is asked of them
They use hopeful words and demonstrate
hopeful behaviors. They have high hopes
about their manager.
Summary of Best Companies: Survey
Findings from Glassdoor.com® 2011
BEST COMPANIES (as
evaluated by employees)









Allow Autonomy
Reward Performance
Encourage Growth
Act Friendly
Are Respectful
Hire Great People
Provide Good Training
Cultivate Positive Culture
Pay Well
WORST COMPANIES (as
evaluated by employees)








Micromanage Employees
Use Favoritism
Promote Under-Qualified
Managers
Do Not Recognize
Achievement
Provide Poor Pay/Benefits
Provide No or Poor Training
Are Unethical/Dishonest
Reward Problem Employees
Problem Solving Through
Hope and Mindset
ESSENTIAL ELEMENTS:





Forward Thinking
Autonomy
Risk/Reward
Continuous Improvement
Culture of “How Can We Do This Better?”
Mindset of
Continuous Improvement

According to Jeff Jarvis’ book, What
Would Google Do?” by using an online
“anti-fan” club, Dell transformed itself
from the worst to the first in the area of
customer control.

Jarvis asks, “Why not apply this same
principle to employees?”

How Can We Do Better?
Case Study: We can improve the experience
for students by providing cleaner restrooms

Dr. Shannon was given this feedback when
he arrived in 2007.

How did the College use willpower and
waypower?

WHAT: CLEAN AND GREEN

HOW: EXPECT AND INSPECT: Assessing,
Training, Inviting Input, Encouraging
Autonomy, Providing Positive Interaction and
Friendly Feedback, Rewarding
Culture of Critique

Hope implies challenges/opportunities lie
ahead.

Quietly think and reflect:


How can your area improve?
Pick one process/service and one
personnel matter:



What challenges are you facing now in
your department/division?
What opportunities do you see?
How do other colleges/organizations do
this better?
SET THIS ASIDE. DO NOT PROBLEM SOLVE!
How Can We Do Better?
Break into your groups. On the paper provided,
your group is to identify at least three (3) areas
we can improve as a College. Use your personal
notes, use the strategic plan, etc. All members
should express their thoughts. Do NOT problem
solve, yet. Report Out.
How Can We Do Better?



Return to Your Group.
Select One of the Areas for Improvement.
What Are Some Pathways for Improvement?






People
Policies
Contracts
Technology
Processes
Communication
How Can I Do Better?


Look at your own list.
What can I do today?

I can honestly assess myself and the
services my department provides

I can use hopeful strategies with my staff

I can give my colleagues respectful
feedback and thoughtful ideas

I can keep my norms, goals and
objectives on display at all times
How Can We Apply These
Strategies to Ourselves?

Remember that struggle and growth are
partners

Incorporate growth language within your unit

Be a model for a growth mindset

Trust in partners to support your growth