Springer New Leadership Competency Based Approach Sullivan Page Chapter
This chapter reports a longitudinal, mixed‑methods investigation of a 12‑month, competency‑based leadership development program delivered to an international MBA cohort (class of 2014‑15) in Boston. The program deliberately cultivated a growth mindset through experiential learning, intentional change theory, peer and faculty coaching, and a competency model (“DNA”). Participants were screened into a “development” group (showing significant competence gains) and a “plateau” group, with a 2013 cohort serving as a control. Two years post‑graduation, semi‑structured online interviews (n=17) explored whether the growth mindset persisted and how it manifested in workplace behavior. The authors derive a taxonomy of growth‑mindset‑related workplace competencies organized as Purpose (self‑awareness, self‑management, clarity of thought), Passion (positive energy, motivation, aspiration) and Practice (purposeful action, listening to learn, communicative connection, curiosity, feedback loops, agility). Comparative analysis shows the development group exhibited higher self‑perceived success, richer language, stronger leader identity, and more deliberate strategy selection than plateau and control participants. Participants reported sustained self‑reflection, willingness to seek help, and application of MBA‑learned tools, indicating that a growth mindset can be cultivated, retained, and embedded in professional identity. The chapter concludes that growth‑mindset‑driven, competency‑based programs can produce durable leadership competence, offering a taxonomy for future research and practice.
Topics
Program Architecture: Competency‑Based, Growth‑Mindset‑Focused MBA Leadership Initiative
Design of the 12‑month intensive MBA leadership program, including intentional change theory, experiential learning, peer/faculty coaching, competency “DNA”, feedback mechanisms, and real‑world project work.
Theoretical Foundations: Linking Growth Mindset Theory to Leadership Competence
Review of Dweck’s mindset theory, its distinction from fixed traits, and rationale for its role as a latent variable enabling leadership awareness, strategy selection, and action.
Methodology & Sample Stratification: Development, Plateau, and Control Cohorts
Two‑stage process: screening 17 participants from 190 graduates based on DNA competence change, plus a 7‑person 2013 control; data collection via semi‑structured online interviews exploring cognition, affect, and behavior.
Taxonomy of Growth‑Mindset Workplace Competencies: Purpose, Passion, Practice
Empirically derived framework categorizing competencies into Purpose (self‑awareness, clarity), Passion (motivation, aspiration), and Practice (listening, communication, curiosity, feedback, agility). Includes representative participant quotes.
Comparative Findings: Development Sample Outperforms Plateau and Control Groups
Evidence that the development group shows higher self‑perceived success, richer language, stronger leader identity, more deliberate strategy use, and fewer fixed‑mindset expressions compared to other groups.
Evidence of Growth‑Mindset Retention and Transfer to Workplace
Long‑term (2‑year) persistence of growth‑mindset attitudes, self‑reflection, help‑seeking, and application of MBA tools; participants report embedding mindset into professional identity.