Mindset Practice dstl APB Case Study booklet

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A blended learning mindset development solution using applied humanistic psychology, digital-experiential activities, integrated psychometrics and 360

Summary

Mindset Practice was tasked with developing solutions to improve the mindset and EI capability of Dstl staff (largely STEM talent/a high proportion identifying as neurodiverse).

Launched in January 2019 as face-to-face (F2F) experiential learning, the onset of the pandemic required a tech-led solution that retained a humanistic approach and delivered similar results.

We created an innovative, blended-solution that included interactive psychometrics, digital experiential activities, enabled self-managed learning and maximised application in the workplace. The F2F and Virtualsolutions delivered increases in Growth behaviour at work, EI capability, resilience and performance for all staff as well as reduced attrition.

© Mindset Practice Ltd 2022. All rights reserved.

The challenge

Dstl’s purpose is “to maximise the impact of science and technology for the defence, security and prosperity of the UK”. A diverse range of talent (STEM experts, Project Managers, Support Functions) deliver this purpose by working in partnership with a network of partners and suppliers. A mindset of Growth and applied EI is central to achieving Dstl’s purpose. Performing more consistently from a mindset of Growth (I’m Okay, You’re Okay) is core to everyone at all levels in Dstl.

We were tasked initially with introducing a series of programmes that would improve the mindset and EI capability of all staff. A number of other challenges also had to be overcome.

Previous research found Dstl employees had significantly lower levels of Self Belief (I’m not Okay) than the general population, which increased the likelihood of defensive, Survival behaviours. This Survival behaviour would manifest in STEM staff’s resistance to make decisions based on extrapolation of incomplete data, as well as avoiding conflict or disregarding opposing views. Project Managers leading teams outside of their own technical discipline allowed self-doubt to block their opportunities to improve delivery. Staff in Support Functions displayed disproportionate frustration with STEM staff and would feel disempowered. Many staff habitually endeavoured to deliver their best at the expense of their own resilience and wellbeing. Therefore, our solution needed to target and improve Self Belief by giving staff a practical toolkit designed to support themselves and others ensuring personal performance more consistent with Growth rather than Survival.

As a high proportion of staff identify as neurodiverse, our solution had to support the development of a mindset of Growth and EI capability with neurodiverse participants. Many neurodiverse staff reported feeling inadequate when compared to neurotypical staff, reinforcing a habit of low Self Belief. This manifested in Survival behaviour that prevented them from contributing fully and impacted their working relationships with team-members who found their behaviour difficult to manage.

Our initial solution launched in January 2019 and relied on face to face (F2F) experiential learning. The UK national lockdown of March 2020 led to a requirement for virtual delivery only until July 2022. We had to rise to the challenge of providing virtual, experiential solutions that would deliver similar improvements in mindset and EI capability to that achieved by the F2F solutions, whilst managing all the additional challenges to participant’s learning caused by home-working and the need for Dstl to continue to deliver business as usual.

Our approach

Three programmes were introduced successfully. Our submission focuses on Realising my Impact (RMI) and Sustaining my Impact (SMI).

Collaboration was key

Working closely with Dstl throughout we ensured design efficacy by establishing pilot groups of key leaders, scientists, supportfunction and neurodiverse participants. Feedback from pilot groups was used to improve the solutions before launch. All pilot participants reported significant personal transformation and became advocates in marketing the solution internally.

Before the pandemic

We used a 70:20:10 approach and applied humanistic psychology to develop a three-day residential RMI followed by three months of self-managed learning-set application in the workplace. Feedback from the Growth Climate 360 (GC360 – how others experience my Growth and Survival (G&S) in the workplace) and Growth Profile (GP) psychometric (a profile of G&S EI habits developed for this project) was administered before RMI to profile current capability. After three months, the 1.5 day SMI residential quantified participant improvement through a retake of the GC360 and GP, refined participant’s development plans and introduced tools to sustain learning.

Participants learnt to apply EI and understand their G&S patterns through the completion of activities intended to provide feedback from multiple sources and enable the participant to uncover their own ‘truth’ (e.g. visualisation, embodiment, facilitator coaching and participant reflection and co-coaching).

Integration of the G&S ‘language’ into both the toolkit, as well as the GC360 and GP, allowed participants to manage their own G&S patterns throughout the programme. Once a participant understood G&S, they could explore their feedback without expert facilitation.

Using numbered decile scales in pilot GPs, especially for Self Belief and Belief in Others (designed to give insight into participant’s self-esteem) would often trigger significant Survival reactions. Our revised approach required participants to watch an animation describing G&S for each habit, which proved particularly effective at conveying challenging feedback in a consistent, matter-of-fact way. Moving a sliding-arrow to indicate participant self-assessment slowed participant’s defensive ‘pass/fail’ search for ‘their score’ and allowed the release of feedback against the comparison group using an arrow illustrating a tendency towards Growth. Enabling participants to discover their own ‘truth’ (not score) reduced defensive reactions to the feedback significantly, enabled selfcompassion and inspired a greater commitment to change.

Self-managed Growth Tracker functionality was built into the GC360 and GP meaning participants could track their improvements post-programme by retaking up to two dimensions of the GC360 and GP following a period of development every 66 days for up to one year without having to retake the whole questionnaire.

Responding to the pandemic

Face to face RMI/SMI sessions were transformed into four days RMI plus two days SMI of blended learning. Participants attended four hours of webinar-learning per day complemented by a modularised digital programme that: ensured webinar time was used for coaching/feedback rather than conveying knowledge provided self-managed, experiential learning completed in learning-sets outside of the webinars released GC360/GP feedback automatically as participants progressed through RMI/SMI

Before the pandemic

Facilitator-led, face-to-face experiential learning

During/after the pandemic

Participant-led, digital experiential activities with learning discussion via video call

Evidence-based reviews identified typical Survival reactions to RMI/SMI. This evidence informed digital material that helped participants move out of Survival without facilitation. Facilitator videos were used to share what defensive behaviour would often manifest at key points during RMI/SMI and how participants could manage it. New learning activities were created to mitigate defensive reaction before it hijacked the learning experience (e.g. a quiz used to ensure understanding of G&S used participants’ most common Survival reactions to G&S as the basis for the questions/answers).

Participants were led through the digital programme by dedicated facilitator-videos that worked in partnership with the live-facilitators, helping to retain a human touch. Participants reported gaining as much support from the facilitator-videos as they did from the live-facilitation.

Outcome evaluation

More Growth, less Survival

Our research finds people in Growth significantly outperform those in Stuck on a range of criteria (e.g. personal resilience, intent-to-quit, learning agility). Increasing numbers in Growth and reducing Stuck is key.

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Virtual-RMI: participants in Growth up 177%, Stuck decreased 49%. Chi-square confirms both patterns as statistically significant (p<0.05).

Improved EI capability

F2F RMI significant improvements (p<0.05) across 92% of the Growth Profile’s 26 scales (habits). Improvements after Virtual-RMI for 42% of scales, especially attributes key to responding to the pandemic (e.g. Self Belief, Belief in Others, Personal Resilience, Objective Optimism).

F2F RMI and Virtual RMI evidence large increases in Self Belief (Cohen’sD>0.7), Belief in Others and Personal Resilience (both Cohen’sD>0.4).

Improved Growth behaviour at work

Significant improvements (p<0.05) found across all 12 of the Growth Climate 360’s competencies for F2F RMI/ Virtual RMI, with more large improvements (CohensD>0.7) found for F2F RMI (pre-pandemic when it was easier for raters to observe behaviour change at work).

Intention-to-quit halved

Pre-pandemic 25% reported as thinking of leaving, 16% intending to leave within one year. Following F2F RMI, 11% are thinking of leaving, 8% intending to leave. During the pandemic 26% thinking of leaving, 19% intending to leave. Virtual RMI reduced thinking of leaving to 13%, 15% still intending to leave.

Interviews confirmed minimum 15 resignations of key talent avoided, reducing technical-specialism attrition:

“Before RMI I was doing this training to help me to leave, now I see my Survival mindset was impacting how I felt all along. I now want to commit for the long-term.”

Senior Scientist

Tranformational impact with neurodiverse participants

RMI/SMI is now key to Dstl’s support for neurodiversity:

“I can’t thank you enough for what you have taught me and how much of a positive impact your teachings have had on my life. The calmer me... is very much modelled on what I took away from the RMI... it really helped me to realise my full potential in the workplace and... fine tune my skills when working with others both in work and at home.”

ASD Scientist

Wider impact

90% of F2F participants, 95% Virtual rated RMI/SMI as ‘very’ to ‘extremely valuable’:

“

RMI for me was a watershed moment for how training should be delivered. You should all be extremely proud of the product and courses you are delivering because for some of us they are truly life changing.”

Senior Scientist

Minimum 10 promotions attributed directly to RMI:

“My social anxiety meant I isolated myself in my lab. RMI helped me see I was restricting my choices... I now have a new job advising on policy!”

Scientist

Several participants report success on £1m+ projects attributed directly to RMI:

“

We have had a few staff within the Group that have really benefitted from RMI. It has added real value as part of an individual’s personal development pathway in some challenging scenarios.”

Senior Leader

“The mindset programmes, underpinned by straightforward and applicable practical tools, improved our leadership skills and communication proficiency, improving collaboration between staff – and between staff and stakeholders – helping us to maximise the impact of science and technology for our customers.”

Dstl sponsor