Right Kind of Wrong

In Right Kind of Wrong (Rätt sorts fel), you discuss the importance of sharing mistakes openly. Why do you think people, especially leaders, are sometimes hesitant to talk about their failures?
I think it is first important to distinguish between mistakes (unintended deviations from existing knowledge or processes) and failures (undesired outcomes). Also, failures come in various forms – some of which are preventable and unproductive and some of which are truly productive because they bring new knowledge that could not have been gained any other way. Innovation is dependent on the latter kind of failure, which I call “intelligent failure.” Nonetheless, even preventable failures allow us to learn from them – and doing so is vital to continuous improvement in every organization.

Leaders often hesitate to share both failures and mistakes due to pride, fear of judgment, or concern over eroding their authority. In Right Kind of Wrong, I discuss how this reticence stems from societal and organizational norms that link success with competence and view failures as weaknesses. But, by not talking about failures, leaders miss a powerful opportunity to foster an environment where learning and adaptation thrive. Their reluctance, unfortunately, reinforces a cycle where others also feel compelled to hide mistakes and avoid smart risks, limiting collective growth and innovation.

What role does psychological safety play in enabling “intelligent” failures?
Psychological safety is crucial for fostering what I call “intelligent” failures — those that occur in the pursuit of innovation, exploration, or problem-solving. I define psychological safety as a belief that speaking up openly – whether with dissenting views, a request for help, or to admit a mistake or offer a new idea – is expected. This does not mean it’s easy, but rather that people appreciate how important it is both to the quality of the work and to the growth and development of themselves and their colleagues. When people experience psychological safety at work, they are also more willing to take thoughtful, calculated risks and more willing to share what they've learned from the results of these risks. Without psychological safety, people tend to avoid actions that might not work out perfectly, thus curbing creativity and limiting potential breakthroughs. Psychological safety is foundational to a learning environment where intelligent failures are seen as valuable stepping stones rather than as shameful missteps.

How can leaders create a culture where employees feel safe to admit mistakes without fearing negative repercussions?
Leaders can create a culture of safety by modeling vulnerability and acknowledging their own mistakes openly. My research has found that when leaders admit their own missteps and express curiosity and appreciation for the lessons learned, they set a powerful example for others to follow. Regularly reinforcing that mistakes and failures are part of the learning process and emphasizing sharing what people learn from both mistakes and failures fosters progress and builds trust. Moreover, leaders should consistently remind teams that the goal is progress, not perfection, while valuing and rewarding open communication and continuous learning. They should also explicitly create opportunities for experimentation – small tests of new possibilities. That drives innovation and thus ultimately ensures the future success of an organization.

Reflecting on the idea that learning to fail wisely may be essential for true success, what do you see as the biggest barriers – psychological or organizational – that prevent teams from fully embracing and benefiting from failure’s lessons?
One of the greatest psychological barriers to making good use of failure is the fear of being seen as inadequate, which is exacerbated in competitive or hierarchical environments. Many companies lack structures that encourage safe experimentation and also lean toward a blame culture rather than a learning culture. My research explores how overly narrow definitions of success can dissuade employees from taking the risks that are essential to meaningful learning. When definitions of success are too narrow, it limits the ability of team members to speak up truthfully about mistakes, to ask for help, to share ideas, and to take smart risks, losing out on the chance to leverage failure for growth and innovation.

In your research and experience, what are some of the most common mistakes leaders make when trying to promote a culture of openness and learning?
A common misstep leaders make is failing to align their words with their actions; they might verbally encourage openness but then react poorly to bad news, which stifles future willingness to speak up. Another error is over-emphasizing “big successes” and under-emphasizing the learning that comes from intelligent failures. Many leaders are unaware of the impact of their actions and responses on others, particularly on others’ willingness to share ideas and mistakes openly and to take risks. In Right Kind of Wrong, I highlight how self-awareness is a crucial leadership competency for building a culture of learning. Self-awareness helps leaders lean into curiosity in ways that support experimentation and honesty. Leaders can cultivate self-awareness by frequently reminding themselves that they are not omniscient nor able to see the future. They see part of the picture and miss other parts. Embracing this factual truth makes them curious - and encourages the very behaviors that promote a culture of openness and learning.

Intervjun genomfördes i november 2024.