Growth mindset

RESEARCH SUMMARY
Intel has isolated two key elements to successfully grow yourself and the business:
growth mindset and inclusion. This combination is a competitive advantage, and is
fundamental to innovation.

FIXED
MINDSET

GROWTH
MINDSET

People with a FIXED MINDSET focus more often

People with a GROWTH MINDSET focus more on

unconsciously on proving that they have a lot of

developing their ability than validating it. They are more

ability, and already know exactly what they are

likely to see gaps in their knowledge as opportunities to

doing. They see their performance as a test of

learn something new. Even though people with different

their competence and worth. When faced with

mindsets do not necessarily start out with different levels

a challenge, research shows that fixed-mindset

of skill or self-confidence, over time, having a growth

individuals often expect to be able to somehow

mindset can lift your performance and resilience. Having a

do the work flawlessly, no matter how complex

fixed mindset can undermine your performance, interfere

and unfamiliar it might be.

with your development, and increase your self-doubt.

NeuroLeadership Institute 2015

Growth mindset
RESEARCH SUMMARY

continued

Three distinct features mark the behavior associated with strong growth mindsets: experimenting, focusing
on progress and learning from others. Research on the mindset-behavior link suggests that deliberately
engaging in these behaviors is an effective way to strengthen growth mindset itself.

EXPERIMENT

FOCUS ON
PROGRESS

LEARN
FROM
OTHERS

To experiment simply means to try out a new procedure, idea, or activity. Studies show that
employees with growth mindsets are more likely to experiment with new and alternative
approaches to solving problems, resulting in more innovative and effective solutions. While
experimentation has long been valued as an approach to innovating in technology, its also a
useful strategy to tackle complex human challenges in any industry.
For example, in one study of salespeople in Taiwan, researchers found that those with stronger
growth mindsets were more likely to experiment with creative ways to acquire new clients,
including throwing parties, organizing tours, and delivering seminars. This experimentation led
directly to significantly higher sales, and more positive performance reviews.
People with fixed mindsets tend to focus only on snapshots of their performance. This makes
whatever is happening in the moment whether its a success or a setback become larger in
their minds than it deserves to. They are also more likely to unconsciously compare themselves
to others to gauge their worth.
With a growth mindset, people are more likely to focus on performance over time, using the
rule of three: where they were before, where they are now, and where they are going. The
impact of this difference in focus was shown in a study of analytical problem solving. Some
students were evaluated across time. Their performance on early problems was compared with
their performance on later ones. These students adopted more of a growth mindset and scored
significantly higher than students who were given a single snapshot score.
Seeking knowledge and guidance from experts is an essential part of professional development.
Studies show that people with fixed mindsets often shy away from asking others for information
for fear that they will look inept or inexperienced. Take, for example, a study of college students
at the University of Hong Kong, where all classes are conducted entirely in English. Many
students arrive on campus without the English proficiency they need to tackle their coursework.
Researchers offered those students a free remedial English class to help them catch
up, and found that among those with fixed mindsets, only 13% were willing to
sign up. Many, it turned out, were too afraid to publicly expose their lack of
ability by taking the class. However, students with growth mindsets were
more than five times as likely to sign up - 73% of them jumped at the
chance to learn what they would need to succeed.

References
Gong, Y., Huang, J. C., & Farh, J. L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee
creative self-efficacy. Academy of Management Journal, 52(4), 765-778.
Butler, Ruth. Are mastery and ability goals both adaptive? Evaluation, initial goal construction and the quality of task engagement. British Journal of Educational
Psychology 76.3 (2006): 595-611.
Hong, Y. Y., Chiu, C. Y., Dweck, C. S., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality
and Social Psychology, 77(3), 588.
NeuroLeadership Institute 2015