An intervention to change and develop leaders’ Implicit Person Theory
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This master thesis starts by presenting implicit person theories and discussing the differences between entity and incremental theories. Further, it demonstrates how IPT influences leaders’ performance. As the purpose of this work is to design an intervention to change and develop leaders’ endorsement of an incremental person theory, what previous research has achieved in the matter of changing IPT is also analyzed. Since changing mindset implies changing attitudes, the methods to achieve attitudinal change, such as persuasion, cognitive dissonance, counterattitudinal advocacy, mastery modeling, and coaching are studied, and proposed instructional strategies are examined. Subsequently, examples of organizational measures are presented in order to investigate the methods that were applied and the results obtained. The methodology used to write this thesis is divided into two parts: the first focuses on the study of mindsets and attitudinal change, in order to reveal the content of the intervention - the topics that should be covered and the methods that could be used; and the second focuses on revealing how an intervention research should be conducted. The proposed intervention to change and develop leaders mindset consists of twenty-four weekly meetings divided into two modules. The first module aims to achieve attitudinal change, stimulating leaders with a fixed mindset to adopt growth mindset, and developing already existing incrementalism among leaders who already endorse a growth mindset. In turn, the second module focuses on helping participants sustain the change through coaching. It springs from the fact that it is considerably difficult for individuals to abandon their self-perceptions and replace them with a mindset that makes them embrace what they consider most threatening: challenge, struggle, criticism, and setbacks. Thus, the goal is to hinder participants to stop practicing what has led them to improve. The proposed intervention also applies Merrill’s (in Mueller et. al, 2017) five principles for instructional strategies.
Master's thesis in Business Administration