Mindset Matters:

Why growth mindset is key to organizational success

Dr. Nadine Page | Thomas Sullivan | Rob Anthony

 The authors would like to thank the individuals Table of contents Introduction 1
who participated in the research for their time Theoretical background 3
and engagement.

Mindset theory 4
Aims and objectives 5
© Hult International Business School 2019 Research approach 6

Participants 7
All rights reserved. Except for the quotation of The leadership development program 8
short passages for the purpose of criticism or review,
Measures and data collection 9
no part of this publication may be reproduced, stored

Data analysis 9
in a retrievable system, or transmitted, in any form or
by any means, electronic, mechanical, photocopying, Findings 10
recording or otherwise, without the prior permission A growth mindset can be cultivated, retained, and embedded 11
of Hult. A growth mindset gives purpose, passion, and purposeful practice 13

Purpose 14
For more information, please contact:
Passion 17

Practice 18
Hult International Business School
Summary of results 22
Ashridge House, Berkhamsted Discussion of the findings 23
Hertfordshire,
HP4 1NS Recommendations for practice 26
United Kingdom
For employees 27
E: nadine.page@ashridge.hult.edu
For employers 27

hult.edu/research Conclusion 28
References 30

ISBN: 978-1-910025-291

2 3
 Introduction
Introduction
Today’s volatile economic,
technological, and political
environment makes workplaces
especially challenging and
unpredictable. Businesses will live
and die with the capacity of their
staffs’, managers’, and teams’ ability
to adapt to these ever-changing
and unpredictable circumstances.
Employees who approach these
challenges with the right frame
of mind – often called a growth
mindset – will be better prepared
to ensure their own and their
organization’s success.
1 2
Growth mindset is a cultivated
approach that helps individuals to
cope and manage change, adversity,
and uncertainty – all circumstances
that require new learning.
This research explores whether a
growth mindset developed in MBA
graduates during their management
education is retained and transferred
to the workplace, and if so, how
this associates with workplace
behavior. The report discusses the
implications of a growth mindset
for organizational success in today’s
unpredictable world.
 Theoretical background
Theoretical
background
Mindset theory
The implicit theories we have about
ourselves shape our perception,
motivations, and achievements.
Mindset theory, as developed and
articulated by Dweck (2006) and
others (e.g., Burnette, O’Boyle,
Van Epps, Pollack & Finkel, 2013),
acknowledges that individuals differ
in their beliefs about whether human
attributes, such as intelligence, talents,
and abilities, are stable or malleable,
and what they can do to change
them over time.
People tend to have a natural
predisposition towards a certain type
of mindset. At the ‘fixed’ end of the
continuum, individuals hold the
implicit belief that attributes, talents,
and abilities are defined at birth and
are static, stable, and not amenable
to change. At the ‘growth’ end of
the continuum, individuals hold the
implicit belief that attributes, talents,
and abilities are malleable and can
be developed and strengthened with
effort and practice (Dweck, 2006;
Burnette et al, 2013; Keating &
Heslin, 2015). These beliefs create
mental frameworks that encourage
engagement in different behaviors,
and ultimately impact outcomes such
as achievement and performance
3 4
(Heslin & VandeWalle, 2008).
Decades of research shows that
when people have a growth mindset,
they tend to be more successful
(Rae-Dupree, 2008).
Mindset theory has often been
applied in the context of learning
and education (see Rattan, Savani,
Chugh & Dweck, 2015; Asbury,
Klassen, Bowyer-Crane, Kyriacou
& Nash, 2016). Research exploring
the attributes of a growth mindset in
an educational setting has identified
a distinctive behavioral profile.
Individuals pursue challenging
development opportunities even in
the face of frustrations or setbacks
(Hong, Chiu, Dweck, Lin & Win,
1999), they perceive effort as
essential for development (Blackwell,
Trzesniewski & Dweck, 2007), and
they seek feedback to garner useful
insights and view such feedback
constructively (Mangels, Butterfield,
Lamb, Good & Dweck, 2006). Not
surprisingly, therefore, a growth
mindset has been linked to several
positive outcomes associated with
learning and development, including
motivation and achievement (Dweck,
2008; Boyd, Kim, Ensiar & Yin,
2014), especially for students facing
Theoretical background

situational challenges (Yeager &
Dweck, 2012).
Mindset is different from other
personal resources (e.g., proactive
personality, for example) in that it
is not a stable characteristic of an
individual; it reflects a belief that can
be induced, changed and developed
intentionally by interventions
(Keating & Heslin, 2015; Mueller
& Dweck, 1998). It is possible to
get people to shift their operating
mindset from growth to fixed, or
from fixed to growth (Dweck, 2006).
This presents an opportunity for
Aims and objectives
business schools to intervene and
focus on nurturing the development
of a growth mindset as part of the
business school curricula. At the same
time, it presents an opportunity for
graduates to accelerate their career
progression, and for businesses to
differentiate and develop critical skills
that potentially produce a jump-shift
in individual-level performance.
Despite the recognised benefits
of a growth mindset, to date,
very little research has explored
whether, once developed, a growth
Research
mindset becomes embedded into
an individual’s psyche and integral
approach
to who they are, what they become,
and the impact they have on their
organization. In light of this, this
research explores to what extent
a growth mindset, developed during
management education, is retained
in graduates during their early
career, and if so, what this transfer of
learning looks like in the workplace,
and how it associates with
workplace behavior.
This research explores growth
mindset in the workplace. It has four
specific objectives:
1. To identify the presence of a
growth mindset at work
2.To define the characteristics of a
growth mindset at work
3. To develop a taxonomy of
characteristics that are
indicative of a growth
mindset in the workplace
4. To consider the impact of
a growth mindset at work

5 6
Research approach Research approach

Participants The leadership of timely and relevant feedback

Participants were MBA graduates
(N = 9; 55% female) who had
studied at Hult International
Business School during the 2014-
2015 academic year. They were
purposively recruited to the research
as they had all completed a dedicated
leadership development programme
as part of their MBA, and showed
significant improvement in their
leadership competencies, as indicated
in diagnostic assessments and faculty-
and peer-feedback, from the start to
the end of their MBA programme.
Table 1: Participant profiles
Originating Current
ID Gender
country country
Marketing
S9 Female Egypt Egypt
manager
S10 Male Philippines Philippines Entrepreneur
In essence, they showed the largest
development of a growth mindset at
the time of learning.
Participants originated from nine
different countries and were working
in eight different country locations
at the time of interview. When the
data were collected, all participants
were at the early stages of their
graduate career. Table 1 summarizes
the graduate profiles according to
gender, role, sector, and experience.
Time
Role in role Sector
(years)
1 Consumer goods
1 Consumer goods
development program
The leadership development
programme was a dedicated course
that supported the development
of leadership competencies over
an eight-month period. It was a
standalone curriculum focused on
developing three specific competency
areas: adaptive thinking, interpersonal
influence, and team collaboration,
and was taught as part of the MBA
curriculum by dedicated professors
who had specific experience and
expertise in leadership development.
The course was designed using
elements of intentional change
theory (Boyatzis, 2006), and was
largely balanced between lecture
and experiential learning involving
experimentation and practice.
It included: team-based business
simulations; the giving and receiving
Table 2: Overview of leadership development programme
in coaching triads; and coaching
supervision from a leadership
professor (see Table 2 for more detail).
The program was not designed to
teach students about leadership.
Rather, it was an intervention directly
targeting behavior change. Leadership
competency development and
mindset change was operationalized
by: understanding and developing
a growth mindset; developing self-
awareness of current capabilities; and
putting into practice a self-designed
development plan to strengthen
competencies. Development of
leadership competencies was assessed
and paced through use of a personal
development plan. Progress against
development goals was frequently
evaluated through regular written-
and observation-based assessments
by faculty, self, and peers.

S14 Male Japan Japan Sales analyst 1 Pharma Key elements Experiential learning

Head of
S15 Male Colombia Colombia 2 Services
people analytics 57 hours of classroom and
Leadership competency model
on-campus activities
S16 Female Norway Norway Analyst 1 Print media

Senior accountant 58 hours participation in

S17 Female Mexico United States Accountant 2 Understanding a growth mindset
–consumer technology business simulations
Aviation
S19 Male Germany Germany Consultant 2 20 hours of giving and
manufacturer Dedicated faculty
receiving peer coaching
S20 Female United States United States Analyst 1 Consulting
5 hours of faculty
Experiential curriculum
S23 Female Bangladesh Canada Director 1 Digital marketing supervised peer coaching

7 8
Research approach

Findings
Measures and data collection transferred this to the workplace, and
how this associated with certain types of
Data were collected from identified
workplace behaviors. To accommodate
participants using semi-structured
the global distribution of participants,
interviews, and explored the sustained
the interviews were conducted and
impact of the leadership development
recorded using an online meeting
programme on graduates’ cognition,
platform.
affect, and behavior. The interviews
explored how graduates approached
their work and future career,
Data analysis
specifically focusing on aspects of
challenge and motivation, learning, The interview data were analysed to
achievement, and aspiration. In essence, identify evidence of a growth mindset
the research explored whether students at work and how this associates with
had sustained their growth mindset and certain types of workplace behavior.

9 10
Findings Findings

A growth mindset can be cultivated, This suggests that the learning Participants also discussed how having In sum, the growth mindset that
retained, and embedded participants undertook as part of a growth mindset helped them to participants developed as part of their
their MBA was retained over time, take a more positive and proactive management education was retained
The results suggest that development
transferred, and applied to a workplace approach when faced with challenge, and applied in a workplace setting.
of a growth mindset is possible with
setting, and with beneficial effects. so that they were able to approach In both the comments about growth
a well-structured experiential learning
Participants also put into practice difficult situations constructively, and mindset, and in their descriptions
programme. Repeatedly, participants
the tools and techniques they used as with an openness to learn. They were of how thinking influenced their
referred back to their management
part of their management education ready for work and prepared for the workplace behavior, participants
education and described how this
to encourage further learning and unpredictability of the workplace. described this as a learning mindset
helped them to develop a growth
development in the workplace. that afforded a constructive approach
mindset. Students who naturally had
Especially important was feedback, to challenge, involving concerted
a predisposition towards a fixed mindset
teamwork, and active listening. “This place is changing and a huge part effort, and perseverance. These results
changed their perspective towards a
of that is because if you, you brought suggest that once developed, a growth
more positive disposition, and recognised
something with you and I don’t know mindset is significant in its persistence
that this was a result of their learning on
“The partners and I sat down and we where I got all that energy from but I really over an extended period of time
the MBA.
are creating the same format as the triad went to them and I told them what they and in a variety of situations that are
meeting that we used to have, part of our should really do, I didn’t sit there and wait distinct from the original learning
management skills and I told him that I for somebody to come to me and ask for environment. It gets embedded into
“Yeah! Let me say this without sounding
did this during my MBA and it really has ideas, I just took the role naturally.” (S23) an individual’s psyche and becomes
cliché, I’ll try as much as I can. But the
helped me. And I think we should bring integral to who they are, what they
growth mindset, that really, really made a
this similar type of feedback system here become professionally, and how,
huge difference. I was a person that had
and that’s the only way people can improve This constructive approach to learning when given the opportunity,
an extremely, extremely fixed mindset. It’s
and people can learn.” (S23) was encouraged across the organization. they shape their organization.
like in anything in my life, even if it’s like
Participants talked about how they
achieving something or like “Oh no you
encouraged a growth mindset in their
know what, I’m not good at that.” (S9)
“Listening becomes extremely important colleagues, and, when possible, actively
when dealing with customers and that’s recruited individuals with this type of
something I wasn’t accustomed to before… disposition. This helped to develop a
“Well, I think I’m a more positive person
it’s not just like I’m hearing you, but I learning-orientated culture across the
now. Again, I think this will fall under the
don’t care about what you’re saying, this organization.
growth mindset.That’s what my professor
is quite different.” (S9)
has been really drilling about is the growth
mindset (anything can be learned) and if
“I hired fresh graduates actually. And it’s
you’re stuck with the fix mindset you’re not
basically about the growth mindset; they
going anywhere.” (S10)
don’t have any experience in distribution,
in marketing, but we could all learn it
on the way there. And that’s one of the
basic things about growth mindset is that
everything can be learnt. From the onset I
was cultivating a culture of openness to team
work because we’re all learning this business
together.” (S10)

11 12
Findings Findings

A growth mindset gives purpose,
passion, and purposeful practice
Having a growth mindset helps
to equip people with the affective
approach, cognitive competencies,
and behavioral skills they need for
work. Participants with a growth
mindset described an appropriate and
Table 3: Workplace competencies associated with a growth mindset
Purpose Clarity of thought
Positive energy
Passion
used productively
Practice Purposeful action
extensive repertoire of behaviors and
competencies that supported their
professional performance. Analysis of
the data led to a derived taxonomy of
cognition, affect, and action – broadly
categorised as purpose, passion, and
practice, as summarized in Table 3.
In the following narrative, key quotes
are used to develop a greater insight
into these characteristics.
Self-awareness and self-management
Active approach to learning
Strong networks and relationships
Clear vision
Motivation
Aspiration
Listens to learn
Communicates to connect
Cognitively curious
Feeds back to feed forward
Agile and adaptive
Purpose
Participants frequently described a
clear sense of purpose both personally
and professionally. For self, this was
underpinned by a well-defined sense
of self-awareness, which was used to
manage behavior and focus personal
development efforts. Regarding
workplace behavior generally,
participants used their clarity of
purpose to support active learning in
the workplace.
Self-awareness and self-
management
Participants were especially self-aware
and used this awareness to manage and
develop their competencies. They were
familiar with their skills and also their
limitations. Participants acknowledged
that their greater self-awareness was
something that they had learnt and
made a significant investment to develop.
“…because those soft skills are very difficult
to develop. Sometimes because it’s a part
of your personality. So if you don’t have
it you have it sometimes you get it, but
you have this self-awareness and say ok
now I need to improve these kinds of
situations. Maybe I’m not a good listener,
maybe I can communicate how I really want
to, so if you know that you have that self-
awareness you can work towards those
things and it’s going to be the difference.”
(S5)
By having a clear sense of self,
participants actively managed their
behaviors. They had effective insight
into their development areas, actively
pursued these, and this made them
more effective.
“So when I started to understand my
character in a lot more depth I was able to
adapt in surprising ways, and by surprising
ways, I mean not just dealing with customers
or dealing with like an extra set of analysis
I have to go through, it’s also dealing with
authority figures and that was always an
area I had an issue with.” (S9)
“…the most important thing it did is
just open up my own eyes introspectively.
So understanding what I’m like, well
my character is like and how flexible my
character is, everybody could change a little or
tweak a bit of this or a bit of that, I think it
helped me put my character into perspective
to understand how I could communicate with
the outer world…” (S9)
This high level of self-awareness and
active approach to self-management
helped participants to better understand
their behavioral competencies
and associated development areas,
and relatedly, how they could use
challenging situations as opportunities
for development.

13 14
Findings
Active approach to learning
Related to a clear sense of self,
participants saw challenges for
themselves and the organization
positively, as opportunities, and they
truly valued learning from these
obstacles in an effective and resourceful
way. When they were presented with
challenges, they would intentionally and
actively seek out help. They described
a proactive approach both in terms of
how they approached their work, and
how they worked with others.
“I think it is just simply like doing the
MBA because we have learned so many
different things and because I have managed
so many teams and I had to be so proactive
with them all the time, I think it became a
habit for me now, so I always look to make
things better and being very proactive.”
(S23)
“…So I guess that I am still learning and
I have a lot more to learn. That’s also
another thing that is attractive for me, that
I can develop myself more in that position.”
(S17)
Participants described how they
actively sought out challenging
opportunities to stretch themselves and
develop their competencies, even if this
initially took them out of their comfort
zone. They valued learning from
experience and pursued challenges to
make a difference to their organization.
15
Findings
“I’ve been asking my CEO at the
headquarters to send me to the U.S. So
basically we have three offices globally, one is
in Japan which is the headquarters and the
other is E.U office located in Germany, and
the other is U.S office which I belong to.
Then I was asking our CEO, global CEO
to send me to the U.S office to diversify
myself and also since the U.S office is a very
small organization I felt I can take more
roles or important roles and I can make an
impact on the job.” (S14)
Participants were solution-focused
and encouraged this type of thinking
and behavior in other employees,
where possible, for the benefit of
the organization. Some participants
described how they were seen as
a source for learning from other
colleagues.
“And so I take problems with others’
challenges but that’s what I try to teach to
my employees now. Before you present these
problems be sure that you have solutions
for that because that’s not a problem that’s
a challenge, that’s a simple stumbling block
or something, it’s not something that will
cost the company to not be successful yeah,
growth mindset.” (S10)
“So, I think that definitely soft skills are
something that I can see that I can apply
them at a company. Even if I don’t have
a manager position by itself I somehow
have the leadership- that natural leadership
quality because some of my colleagues say
they look for me and they want me to
explain things to them. They want my
opinion in certain aspects, so I think that’s
what I like and that’s what I enjoy, and I
am also able to learn more things.” (S17)
Strong networks and relationships
Participants described how they
truly valued other people in their
organization, and placed high
importance on having good social
skills to build relationships and
develop teams. They actively sought to
develop connections both internally
and externally and used the network
they had established for support, to
demonstrate their competencies, and to
leverage further learning opportunities.
“…what really makes the difference
between a professional who is just average
and an exceptional professional is his or her
soft skills. How she or he relates with the
other peers, how he or she understands the
strategy, how she builds relationships, how
they work and how they work in teams,
how they execute.” (S15)
“… I have realized that it is very
important, that the networking and the soft
skills, something that is really going to make
a difference in my career. And what I have
been doing is that I’m trying to go to events
even if I am not looking for a job. Like right
now I’m not looking for a job. Just trying
to make those connections with other people.
So I think that is something that I have
changed.” (S20)
“…So, I just keep putting one step forward
every time they offer something where they
want employees and consultants to ping in,
I try to volunteer and step up and talk to
different people so that they understand that
I have something to offer.” (S20)
Clear vision
Driving participants’ active learning
approach was their vision, both for
themselves and for the organization.
They described clarity about their
competencies and the type of work
they wanted to focus on, and how this
can present an opportunity for the
organization. As well as focusing on
their personal vision and goals, they
also had a vision for the organization
and actively pursued relevant
opportunities to support this.
“This is the task that you have” But I have
sort of evolved those tasks because what you
normally find in an analytics team is a lot
of introverts. I am a complete extrovert and
very outgoing and I am out all the time so
I have changed my role into being just an
analyst, making reports for others, to being
an analyst that is with sales people. Out,
giving extra insight so that they seal the
deal or maybe spend a little more money
with us because we give them such great
insights. (S16)
“I did see that there is a lot of growth
opportunity for example. So what I wanted
to do is set a kick-off session where we
start discussing how we can improve the
performance of our juice category session.”
(S9)
16
Findings
Passion
Participants’ clear sense of purpose both
for their personal skillset and for the
organization was positively channelled
into their professional practice.
This was a driving force behind their
behavior, and underpinned their thirst
for learning both for themselves and
for their organization. They were
passionate about adding value to their
organization and making it a success.
“So marketing, we’re out looking for
opportunities on making things work in
a better way.We’re not saying the old
ways don’t work; they do, but are there
new ways that we could do things? So it’s
the whole innovation drive, the getting to
people to think out of the box or out of the
[Company] carton as I call it, I think those
are the most interesting things to me.” (S9)
“I like the fact that the numbers that I
can come up with, based on our data, can
contribute to the whole company making
more money. Because that will add value
to what they’re selling, and their client is
willing to pay more. And I love that when
I can document this and now I can actually
say that on my resume. Now I can write
that I have documented, proven insight
leading to sales.That’s pretty cool…” (S16)
17
Findings
Motivation
Participants described how they were
aware of their emotions and how they
actively managed their energy in a
positive way to ensure their success.
As one participant describes below,
they actively changed their working
circumstances to ignite their passion;
this drove their motivation to work hard.
“I know there is struggle, like how am I
going to change it so that I am excited to
go in everyday because when I first started
I wasn’t excited, I wasn’t ready and I came
up with a game plan of how I was going
to change what I was doing every day. So,
I really thought oh I can get through this,
I didn’t really know what I was going to
be doing, I liked it, but it was a struggle
adapting.” (S20)
Aspiration
Participants wanted to succeed
professionally. This was supported by a
clear understanding of their personal
purpose and strong aspirations for
their careers. They actively sought new
opportunities to stretch themselves both
inside and outside of the workplace; this
was underpinned by their passion for
learning and self-development.
“I had no transition. I had no training. Listens to learn
I have no idea what to do and then when
Participants reported the relevance,
I was introduced to the client and they
value, and impact of actively listening
seemed to be all high-risk clients and here
to others, and intentionally sought to
I am, I mean imagine like on the sixth day
practice this behavioral competence.
of your job you just see somebody just got
Other colleagues in the workplace also
fired because obviously they didn’t do well.
noticed the value of this behaviour.
The anxiety that you get from that, that’s
They acknowledged this behavioral
more than enough, you know, but what
competency was developed as part of
I did though, I stood calm. I decided no
their management education experience.
matter how much pressure this is I’m going
to do a good job.” (S23)
“I remember that quite often and I am like,
“oh yeah, time to listen and I do that a lot
“I’m also very realistic, if it feels like the
and it works, it really works.” (S16)
business is not having any traction in one
year from today I’ve been looking at eyeing
some of the programs in MIT… I would “So, the ‘me’ before the MBA didn’t know
look, I’ll be preparing myself for some of how to listen on my own… And post
the programs. I might just go and take a MBA, what management taught me, is that
different type of degree or I might just go I really need to listen to what other people
and join a very different type of company, have to say because you are not going to
but definitely higher up.” (S23) get their value unless they feel like they are
valued. Or, that you understand where they
are coming from.” (S20)
Practice
Participants described behavior and
Participants’ approach to active
competencies that had purpose and
listening was noticed by their
meaning, rather than just being
colleagues and valued across the
performed. These were defined in five
organization. It had a positive impact
different areas, as described below.
in terms of working with clients and
getting to know colleagues.
18
Findings
“I realized that if I listened a little more
that would be very helpful with these things
because especially when in meetings with
clients and they say their needs, if I’m
thinking about my own ideas, that’s not
going to go too well. So that’s definitely
something that I’ve taken advantage of.
Use my listening skills a lot because they
are needed a lot.” (S16)
“Other people noticing it pointed out
how I was different and then I noticed my
change…because they’d say, “Why, you’re so
different.” and I’d be like, “In what way?”
“Like you’re actually listening to me instead
of interrupting me and telling me what I’m
doing wrong.You’re actually listening to
me.” (S9)
One participant described the value
of listening when developing new
competencies.
“So, I just breathe, you don’t have to
necessarily know everything but if you sit
back and you listen to everything they have
to say, you can actually learn something
from them and I think that helped me.”
(S20)
19
Findings
Communicates to connect
Participants described the value of
communication, especially two-way
communication, to keep in touch with
colleagues and maintain a culture of
openness and teamwork, especially
when face-to-face conversations are
infrequent.
“Communication is key… I don’t really get
to see these employees of mine every day...
All of my decisions are based on the things
they report to me. And so I was saying
earlier that I was cultivating a culture of
openness and team work…” (S10)
They also reported on the importance of
their ability to adapt their communication
style depending on the medium for the
message and the audience to whom
they were communicating. Participants
described forethought about how they
would think about these aspects to
ensure that their communication was
suitable and had the greatest impact.
These insights have particular relevance
as organizations become even more
globally distributed and technology
use increases.
“Actually I have found that it’s better for
me to adjust myself to their communication
style. So let’s say I prefer to send emails
for the communication way. I make full
communications. And then they actually love
to talk to me in person or by phone. In this
case I am changing my communication style
from emailing them, to just call them to talk
about something. But the communication
style is very important for me to handle
with the conflict or problem.” (S14)
“So, it’s almost kind of translating what
they say, explaining it and then getting
their buy in.They definitely don’t like it
when you say, ‘oh we have to do it now’.
‘But why?’ there is always that ‘why’,
we have to have that ‘why’ in events
when you are having the discussion, you
have to be extremely prepared when you
go into a discussion with them and have
the facts. Because they are a lot more facts
oriented and really like all the steps there
in front of them. Unlike with all my
American colleagues, they can jump to those
understanding without you having to give
more directions.” (S20)
Cognitively curious
An inquisitive mind and displaying
curiosity was a theme described by
participants. They emphasized the value
of learning, and the value it brings
to them and the organization. One
participant in particular was excited
about the prospect of discovering new
information; another described how
they frequently ask questions to elicit
more information.
“Well that’s actually really easy in my kind
of job because every day almost you’re like,
I don’t know this, I need to find out because
we always get something new especially
with implementing new systems…and every
day I’m like why doesn’t this work? And in
my field, the work there’s always something
new.” (S16)
Participants described how they
adapt their cognition and change
their viewpoint to another person’s
perspective when faced with
challenging or unfamiliar situations.
They describe being able to take
different viewpoints or theories of mind
and synthesize these to create a better
holistic understanding of the situation,
and be able to offer a solution.
20
Findings
“I felt completely out of my element and
it was really kind of a struggle to adapt to
creating what was my management brain
as a manager and so, I had to work with
technology guys because they think totally
different from an operational person would.
And so, I had to learn how to adapt from
an operation side to how it was I was going
to think from a technology side and combine
the two where I could create a bridge
between the two.” (S20)
Feeds back to feed forward
Many participants reported on the
importance of actively seeking and
accepting feedback and the value of
this for their self-development, and for
the development of others. Participants
reported that feedback sessions were
actively sought and held regularly with
their boss and colleagues.
“I’m always having a weekly meeting with
my boss and colleagues to make sure what
I’m doing is correct or comfortable to them,
I’m always asking them, “so what could I
have done better?” (S14)
“Every month we gather around and then
we assess each other including myself. So
what happens is that all six of us would
sit in a table and discuss how this person
is doing, what are your strengths? What
are your areas of improvement and what
can you do about your problems or, you
know, this is just basically an open book
conversation.” (S10)
21
Findings
“As I said to really have this feedback
process as a regular process. I think this is
something that I just learned along that
process to really say yeah something is very
important.To give people regular and honest
feedback and a face to face…” (S19)
Some participants reported on the
value of feedback in developing
a culture of openness across the
organization. It was also reported
that being honest with colleagues
helps to build relationships and ensure
organizational effectiveness. One
participant shared how the feedback
they received was a reality check on
how they were perceived; it gave them
a greater sense of self-awareness about
who they are and how they come
across to others in the organization.
“Yeah because the people in the organization
are very honest. They gave me feedback
during the weekly meeting and then we
are sort of helping each other to understand
each other, so we are very honest …So we
chose to be very honest with each other and
to understand each other more, so that’s why
we could handle those bumps.” (S14)
Agile and adaptive “I am literally on a team with 7 people
and I am the only American…I felt like
Many of the participants noticed the
the experience I got at <school> prepared
importance of being able to adapt to
me for a little bit…the skills I was given in
different circumstances and cultures.
the classroom when I am dealing with other
In particular, participants recognized
people. Because, I change tack when I learn
the ever-changing environment of
to adjust now” (S20)
business and their need to be flexible
with this. Being able to adapt was a
skill that they had to actively develop.
“So I think yes or maybe, as Mexican, we
have some ways to speak and interact with
other people but sometimes I have to be
“First of all it’s a big change when you are
conscious that some other people have other
working in a foreign country. As a foreigner
ideas or culturally, it’s different.” (S17)
you need to make the difference otherwise
they are not going to fend for you so this is
a good thing and I’m feeling like I’m used
Summary of results
to being in a changing environment so that
The findings of the research indicate
is a good thing for me…” (S5)
that a growth or learning mindset can
be cultivated, developed, and sustained
“I think before I would sit there and wallow with a well-structured leadership
it, but I would more go with the flow now development programme. Evidence
and more figure out a plan of how I can of behavior change persisted over an
change it. Like it took me a long time extended period of time, and in a
to adapt to XXX because I wasn’t used variety of settings that were distinct
to this culture and no structure and all of from the original development context,
these things and I really had to put up a with substantial benefits for the
game plan.” (S20) individual and their organization.
As well as adapting to the ever-
changing needs of the organization,
participants also described the
internationalization of business and
the importance of being agile in order
to work effectively with colleagues
from different cultures.
22
 Discussion of the findings
Discussion of
the findings
This research gives insight into
the value of a growth mindset for
individuals in the workplace in
terms of professional practice and
organizational impact. By exploring
the effect of a leadership development
programme, with growth mindset at
its core, on individuals’ behavior in a
professional setting that is different to,
and delayed from, the original learning
experience, it has been possible to
explore the relevance, retention, and
transferability of learned competencies
to a workplace setting.
The findings suggest – for the first time
– that once developed, a growth mindset
is retained and has impact in different
contexts. It appears that this way of
thinking and approach to learning gets
embedded into an individual’s psyche
and becomes integral to who they are
and what they become both personally
and professionally. As described by
participants, a growth mindset has a
positive influence on thoughts, feelings,
and actions, with corresponding
beneficial effects on workplace behavior.
On a personal level, individuals with
a growth mindset describe cognitive
capabilities that give them clarity about
their existing competencies as well as
their personal and professional goals
and development areas. This lucidity
is also applied to the workplace;
individuals have a vision for the
organization and their role in it,
23
and actively pursue opportunities to
support this. In this regard, they deploy
active learning to develop the skills
and competencies that they see are
needed currently and also think will
be relevant in the future. This proactive
approach will help to keep both
the individual and the organization
prepared for imminent uncertainties,
and well equipped to respond
appropriately, and with effectiveness.
Relatedly, participants’ clarity of
purpose helps to direct their passion
and enthusiasm positively into
professional practice. In particular, they
had high motivations to thrive at work
and were aware of what they needed
to do to ensure they continued to feel
energised. This, coupled with their
clear ambition to succeed, underpinned
their workplace decision-making and
directed their behavior. Their active
approach to managing their career
meant that they intentionally sought
and created new opportunities for
themselves within the workplace,
challenged the status quo, and in so
doing, encouraged their employers to
create new openings for learning and
development across the organization.
This has the potential of the wider
benefits associated with shared learning
across the organization.
In sum, individuals with a growth
mindset seek growth in themselves,
and also help to create a learning culture
that encourages growth in others.
24
Discussion of the findings
The taxonomy that included proactive
and participatory behaviour was
derived from participants’ clear sense
of purpose and passion for learning.
Their behavioral competencies were,
in essence, learning-orientated, and
included using workplace interactions
to gain insights from different
areas of the business, connecting
with colleagues, and continually
developing their capabilities. Perhaps,
most noticeable was the agility and
adaptability they described to different
circumstances and cultures. This not
only makes them effective at work
currently but also ready to respond
appropriately to future challenges in a
global workforce.
25
Recommendations
Overall, this research suggests it takes
time and concerted effort to develop
for practice
a growth mindset but it can be done,
deliberately and economically. Once
this belief is internalized, it persists
and pays dividends for the individual
and organization well beyond its
initial investment. The participants in
this research started cultivating their
growth mindset as part of a well-
structured leadership development
programme delivered as part of their
management education. They then
carried forward their learning to the
workplace, and continued to develop
their competencies in this context
with positive impact, and broader
organizational benefits.
26
Recommendations for practice
Based on the insights from this
research, it is recommended that
organizations encourage and support
a growth mindset in their employees.
Investment in a structured leadership
development programme, founded on
developing a growth mindset, is an
effective way to kick-start learning,
and set the foundation for competency
development. Acknowledging that not
all employees have the opportunity to
take time away from work to undertake
training, employees and employers
should take responsibility for their
learning and consider how they can
create a learning culture at work. If
management education is not possible,
the following recommendations are
offered to help initiate the process in
the workplace.
For employees
• Get to know yourself – knowing
your strengths and weaknesses is
the starting point for development,
and will enable you to identify the
areas that you need to improve. Seek
feedback from others on what you
do well and might need to improve;
be receptive to this.
• Stretch yourself – go out of your
comfort zone. Don’t let emotions,
such as fear, limit your behavior.
Approach challenging situations
with the same bravado as those that
are known; these are your biggest
learning opportunities and you need
to approach them with an open mind.
•R
 eflect and learn – take time to
understand your competencies and
27
Conclusion
behavior, and the impact they have
on different people and different
situations. Reflect on what works
well and why. Learn from these
experiences. If you encounter
challenges, think about what you
could have done differently and
what competencies you need to
develop to take a different approach.
For employers
• Look for a learning mindset –
the skills that are relevant for work
now might be less relevant in the
future. Consider the adaptability of
your employees and the way they
approach challenge and learning;
this will give you an indication of
how effectively they might be able
to navigate the uncertainties of the
future workplace.
• Support a learning culture –
use the workplace as a resource for
intentional learning. Use challenges
as opportunities for development,
and use the workplace arena as a
learning zone for everybody; let
colleagues collaborate and share
knowledge, and challenge their
natural dispositions.
• Be honest with your employees –
as the research suggests, feedback is
a valuable way to develop skills and
will help to ensure that employees
stay relevant to the organization.
Instil and support a culture of
feedback so that all colleagues are
effective at giving feedback and are
equally prepared to receive it.
28
Conclusion
Today’s businesses will live and die
with the capacity of their staffs’,
managers’, and teams’ ability to
adapt and evolve. Growth mindset
is a cultivated approach that helps
individuals to cope and manage
change, adversity, and uncertainty;
it is intended, not acquired, and
requires sustained effort and practice.
Individuals need to invest in their
29
References
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job relevant in the future. With a little
investment, businesses can support
employees to develop a growth
mindset. As the results of this research
suggest, they should do so to enhance
their organizational performance and
long-term success.
30
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Hult Research
Hult International Business School
Ashridge House, Berkhamsted
Hertfordshire, HP4 1NS
United Kingdom

E: nadine.page@ashridge.hult.edu
hult.edu/research