In my daily work I train enterprises and institutions to increase their capacity to spot talent in their organisation and to bring that talent to fruition. What may positively surprise, is the fact that employees and managers can learn to embrace a mindset that has growth, development and improvement as the one and only constant {Dweck: 2006vd} {Halvorson: 2010vw}.

Honestly, this growth mindset is no longer a ‘nice to have’: it has become a ‘need to have’. The dynamics on our national and international stage and thus within our companies and institutions are increasing in every conceivable area. Not only volatility, but also uncertainty, complexity and ambiguity are greater than ever. In addition to increasing momentum, I see a cluster of (technological) developments impacting the way we work, lead and organise {Kellerman: 2012wy}. Whether we refer to this as the fourth industrial revolution or the second machine age: it is obvious that technology is taking over work as we know it and is creating totally different ways of working {McKinsey, 2015} {WEF, 2016}.

When a mindset of growth is embraced, adopted, or accepted as a given, there is a second discovery for the taking. Our enterprises and institutions are hiding a massive reservoir of latent talent at all possible levels. This latent talent is the key to both joy and productivity at work, and can help to reduce downtime and to improve results. Leaders and colleagues alike can develop their innate skills to spot and flourish talent {Wiseman: 2010wq}.

While mindset and talent are fond and long-time acquaintances in the field of learning and development, neuroscience books almost weekly progress in finding practical tips and pitfalls to engage latent talents {Rock: 2009wv}.

From the perspectives of mindset, talent and neurosciences, learning can have a demonstrable impact on our organisations. This impact is pre-definable, achievable and verifiable.

Through early dialogues with business (thought) leaders on their needs for organisational development the environment is readied to actually achieve the desired business impact: from the get go. If organisations start to expect business impact from learning, it will become much easier for learning to help achieve this impact {Phillips: 2012up}. This makes the idea that learning can (and maybe even should) result in business impact in and by itself fruitful.

So, there you have it, a synopsis of the four pillars that drive me in the work I do. What resonates with you? What are the drivers for the work you do?