In learning mode? The role of mindsets in derailing and enabling experiential leadership development
By Peter A. Heslin, Lauren A. Keating. 2017
94 citations recorded by the source corpus.
In comparison to the vast literature on leadership theories, concepts, and behaviors, relatively less is known about why leaders often learn little from their leadership experiences, as well as how to support them in doing so. We propose that leaders learn more from their challenging leadership experiences when they are in learning mode, defined as intentionally framing and pursuing each element of the experiential learning process with more of a growth than a fixed mindset. We describe how the extent to which leaders are in learning mode stems from salient mindset cues and guides whether they work through the experiential learning process with a predominantly self-improvement or self-enhancement motive. We theorize about several other likely mediators and moderators of when being in learning mode will manifest in experiential leadership development. Practical implications at the micro, meso, and macro levels, as well as within management education are outlined.
Subfields: Experimental and Cognitive Psychology, Organizational Behavior and Human Resource Management, Social Psychology
View Paper: https://www.semanticscholar.org/paper/5f4b6e815f8ff9529910b4d179a9f3eb9475d868
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In Experimental and Cognitive Psychology
In Organizational Behavior and Human Resource Management
In Social Psychology
Citations in the corpus
- Mind the mindset! The interaction of proactive personality, transformational leadership and growth mindset for engagement at work (2018, background): “However, also for leaders and coaches the relevance of growth mindset has been confirmed (Chase, 2010; Heslin and Keating, 2017) as well as for consumers in determining consumer’s preferences (Murphy and Dweck, 2016).”