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The Impact of Growth Mindset on Educational Leaders in a Blended Learning Model

Priya A. Rane
Lamar University
EDLD 5315: Assess Digital Learning and Instruction
Dr. Kristi Meeuwse
September 28, 2023
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Introduction

Growth mindset is a transformative concept that can shape how individuals approach

challenges, learning and personal development. Coined by psychologist Carol S. Dweck, the

term growth mindset embodies the thought that there is always potential to develop intellect, to

increase talent, and to adjust moral understandings (Han et al., 2019). Within the field of

education, leaders are hyper focused on student achievement and closing gaps in student

learning. It does not occur to most educational leaders to evaluate the habits, values and practices

we have in place which affect how we treat one another because it seems extremely disconnected

from our work and our goal of supporting K-12 students improve academically. This literature

review examines how growth mindset practices incorporated by adults can affect adult

motivation and performance which will in turn influence student achievement. In a blended

learning model, what impact does incorporating growth mindset activities have on the efficacy of

educational leaders?

Review of the Literature

Understanding Growth Mindset

Dr. Dweck’s mindset theory is most prevalent in K-12 educational settings but there are

some studies which showcase the impact of a growth mindset on adults in the workplace. At the

core of the growth mindset is the belief that every individual’s potential is not predetermined by

factors like genetics or innate talent. Instead, the growth mindset brings to light the innovative

idea that individual abilities are malleable and can be cultivated and expanded over time. This

mindset is rooted in the idea that effort is the path to mastery, and failures are opportunities for

learning and growth. Another key component of incorporating a growth mindset is the

enhancement of relationships. When individuals can see others and themselves as capable of
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change and improvement, they are more likely to provide, receive and ask for constructive

feedback and support. Growth mindset practices can foster an environment of collaboration and

personal development.

Growth Mindset in a Workplace

A growth mindset in a working environment encompasses the belief that every individual

in that space can develop their abilities, intelligence, and skills through dedication, effort, and

learning. Growth mindset can occur at three levels: individual, team and organization. The

mindset construct has grown to refer to not only intelligence but also creativity and attitudes

towards relationships (Han et al., 2018). To foster a growth mindset in the workplace,

organizations can and should encourage open communication, provide opportunities for skill

development, offer consistent and constructive feedback, and promote a culture of learning and

innovation. A workplace that embraces a growth mindset is more likely to adapt to change, drive

innovation, and achieve long-term success.

Blended Learning (BL)

Blended learning is critically different from—but easily confused with— the much

broader trend of equipping classrooms with devices and software (Horn and Staker 2015). The

biggest misconception around blended learning leads to an educator or facilitator intertwining

technology and digital resources with traditional learning methods. This usually results in what is

still a teacher-centered learning environment and does not generate the multitude of benefits that

blended learning offers. While the definition is straightforward, in practice BL takes many forms

with differences in time dedicated to each modality, expectations of face-to-face or online

interaction, and other variables depending on the organization, learning outcomes, and learners

(McKenna et al., 2020). The blessing of blended learning is also a curse and the ambiguity
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should be seen as an opportunity for flexibility and individuality. Currently, BL is a prevalent

delivery method within workplace settings, which implies that BL is a continuing trend in

workplace-learning settings, rather than a passing fad (Bin Mubayrik, 2018). The word blended

by itself means mixture so there is never a time when a learning or working environment is

expected to use only technology or only physical resources to access and gain knowledge.

Blended learning in technology-rich classrooms does not rule out face-to-face communication,

use of pencil and paper, or other more conventional means of communicating (Johler, 2022).

Blended Learning and Adult Social-Emotional Learning (SEL)

Knowing that it is crucial to engage adult learners in conversations about empathy,

respect and other shared values is the first step in altering the culture and climate of a workplace.

A blended learning model can help to disseminate information on SEL practices, provide

departmental engagement opportunities, and increase dialogue and collaboration amongst and

within teams. Creating and sustaining consistent practices helps create the climate and culture

that’s vital for optimal learning and working conditions (SEL 3 Signature Practices Playbook -

Casel Schoolguide, n.d.). Acquiring these results would be incredible and it’s exciting to know

that encouraging social-emotional awareness and principles will also result in increased work

output. The urgency of the task or topic can trick us into thinking that we don’t have time for

SEL practices, but creating the conditions for the group to do its best work actually results in

more effective learning and collaboration (SEL 3 Signature Practices Playbook - Casel

Schoolguide, n.d.).

Blended Learning and Growth Mindset

The concepts of blended learning and growth mindset align in several different ways.

Both practices embrace challenges, experiment with newness and adapt to change. Blended
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learning often requires self-directed learning and motivation. A growth mindset is the perfect

complement to this idea since it also encourages learners to practice positive self-talk and train

our brain to use the word “yet” so that we can continue on our journey of lifelong learning.

Learners of all ages who develop a growth mindset can use positive self-talk to boost effort and

persistence. Such an orientation leads to a healthy and confident perspective on risk-taking

(Dennis, 2016). Institutions that promote both blended learning and a growth mindset can

provide individuals with a powerful foundation of lifelong learning and adaptability.

Andragogy

It is important to note that learning can and does take place directly and indirectly all the

time for everyone. Any group of adults will be more heterogeneous in terms of background,

learning style, motivation, needs, interests, and goals than is true of a group of youths. Hence,

greater emphasis in adult education is placed on individualization of teaching and learning

strategies (Knowles et al., 2015). Just like in a classroom of children, a strategy that works for

one adult (or one group of adults) may not work for another. Differentiation is a must in blended

learning as well to meet the needs of every learner. In the context of adult education recent

studies show that social inclusion, and participation is highly important especially for blended

learning environments (Ilgaz, 2019). Humans are drawn to connection naturally whether we

agree or not and the more we can interact and connect with people, the easier our knowledge

transfer will be. Working on an assignment alone with no feedback or moral support from others

is seldom anyone's first choice. Even though it may be uncomfortable to ask for suggestions or to

provide critiques at first, once the norms have been established, a dialogue of growth oriented

comments is extremely helpful.

Adult Learning and Blended Learning

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Most adults have a myriad of responsibilities and priorities outside of work so finding the

most efficient way to share (new) knowledge, collaborate on shared learning and create a culture

of respect and communication is of utmost importance. Blended learning is a method that allows

adults to be self-directed in their learning, and it enables adults to tailor the learning to their prior

experiences and real-world problems (Knowles et al., 2015). Adults desire autonomy in what and

how they wish to learn, thereby requiring the flexibility that BL can provide (McKenna et al.,

2020). The technology used for online learning must shift content and instruction to the control

of the student in at least some way for it to qualify as blended learning from the student’s

perspective, rather than just the use of digital tools from the classroom teacher’s perspective

(Horn and Staker 2015). Identifying and fulfilling adult learners’ needs is critical to instructional

designs aimed at enhancing their achievement and self-empowerment (Diep et al., 2019).

The Culture of a Working/Learning Environment

If a learner is put in an environment where they do not feel valued or where they feel like

they are not growing personally and especially professionally, that person will not be inclined to

stay in that environment. Each interaction with a colleague is an opportunity to strengthen

mutual respect and personal regard, to build confidence in each other as allies, and to create the

sense of psychological safety they need to engage in adult learning (Harrison Berg & Association

for Supervision & Curriculum Development, 2018). It’s important to establish shared values,

initiate and sustain conversations that help each participant learn more about each other and the

work. Today’s adults are guarded and lead pretty private lives (for a multitude of reasons) but for

authentic collaboration and communication to take place, each learner should gradually learn to

share what they are comfortable with so that connections can be made for the betterment of the

work. Culture is especially useful—or toxic—in blended programs because blended learning
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goes hand in hand with giving students more control and flexibility (Horn and Staker 2015).

Discussing culture and climate with supervisors is not an easy task. Addressing whether the

current culture and climate of a workplace is conducive to success can be done but must be done

in a mindful and skillful way. It’s easy for something that can and should be helpful to turn into

something harmful very quickly. The power of culture is that as members of an organization

reach a shared paradigm about how to work together to be successful, ultimately they don’t have

to stop to ask each other what to do (Horn and Staker 2015). There will be many obstacles in

figuring out how to work together to be successful and it will most likely get harder before

reaching any real answers. This is where social-emotional learning can legitimately show its

impact.

The Role of Leaders

After all the brainstorming and designing that goes into creating an education innovation

are over, execution still matters most. And when the culture isn’t right or is uneven, the

execution can fall apart (Horn and Staker 2015). Culture plays a vital role in whether each

individual and each team remains motivated and diligent in their work. The culture of a

workplace will not be perfect every day but if leaders consistently check in with their team,

create and maintain a safe place to work, and self-reflect on a regular basis, the chances of

success are much more likely. Once a culture has been shown to work, write it down and talk

about it as often as possible. But merely writing and talking about the culture is not enough.

Leaders must make decisions that are entirely aligned to it (Horn and Staker 2015). Consistency,

deliberate action, and follow through are key components to success in any workplace. That does

not mean that all of the responsibility of success should sit on one person but those in a position

of power do have more ability and more of an obligation to keep the mission, vision and purpose
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in mind at all times.

Impact of Growth Mindset

Adults with a growth mindset are more likely to seek out new challenges and

opportunities in their work. They are willing to take on roles that may stretch their abilities

because they believe in their capacity to learn and grow. We have established that learning is

critical to the workplace, and that challenges can promote learning (Dennis, 2016). The

perceptions and beliefs we form about our abilities - and our possibilities - originate with the

messages we tell ourselves. It shapes how (and whether) we take risks, create change, move

forward, and achieve our full potential (Dennis, 2016). With so much at stake, not incorporating

a growth mindset into the daily fabric of our lives seems irrationally foolish.

Barriers to Implementing Consistent Growth Mindset Practices

The subjectivity of growth mindset and the natural tendency to lean on a fixed mindset

are the biggest barriers to implementing and measuring consistent growth mindset practices in

the workplace. There is insufficient literature on applying growth mindset principles with adults

and most of the research that exists today is student or adolescent focused. However, this is an

opportunity to examine how the different levels of growth mindset can impact organizational

outcomes and to expand the research on examining the effects of mindsets in more diverse

workplace settings (Han et al., 2019). Leadership resistance, fear of failure, overemphasis on

talent, and lack of buy-in are also potential challenges that would need to be addressed

throughout the process of teaching and incorporating growth mindset practices. As we do for our

students in K-12 settings, modeling is an essential tool to demonstrate expectations and provide

reminders.

Summary
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Adopting a growth mindset can lead to numerous positive outcomes across various

domains of life. It empowers individuals to embrace challenges, persist through difficulties, and

continuously improve themselves. By fostering a belief in the potential for growth and

development, people can lead a more fulfilling and successful life. When educational leaders,

such as school and district administrators, principals, and superintendents, adopt and embody a

growth mindset, especially through a blended learning model which is aligned by similar

ideologies, it can revolutionize their decision-making, leadership style and the overall

educational environment.
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References

Bin Mubayrik, H. (2018). The Present and Future State of Blended Learning at

Workplace-Learning Settings in Adult Education: A Systematic Review. Journal of

Social Studies Education Research, 9(4), 247–273.

Dennis, K. S. (2016). Cultivating a Growth Mindset for Effective Adaptation in Today’s

Dynamic Workplace. International Journal on Lifelong Education and Leadership, 2 (2),

1-11. Retrieved from https://dergipark.org.tr/en/pub/ijlel/issue/39625/468918

Diep, A. N., Zhu, C., Cocquyt, C., De Greef, M., Vo, M., & Vanwing, T. (2019). Adult Learners’

Needs in Online and Blended Learning. Australian Journal of Adult Learning, 59(2),

223–253. http://files.eric.ed.gov/fulltext/EJ1235812.pdf

Dweck, C. S. (2007). Mindset: The New Psychology of Success. Ballantine Books.

Han, Soo Jeoung; Stieha, Vicki; Poitevin, Emily; and Starnes, Tina L. (2018). "Growth Mindset

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Harrison Berg, J. & Association for Supervision & Curriculum Development. (2018). SEL for

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Horn, M. B., Staker, H., Christensen, C. M., & Kim, A. (2015). Blended: Using Disruptive

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Ilgaz, H. (2019). Adult Learners’ Participation In A Blended Learning Environment: A Case

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Johler, M. (2022). Collaboration and Communication in Blended Learning Environments.

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Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The Adult Learner: The Definitive

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McKenna, K., Gupta, K., Kaiser, L. M. R., Lopes, T., & Zarestky, J. (2020). Blended Learning:

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