The Codecool Way: 4 Core Values we Follow to Disrupt Tech Education

Company values are important: they can define a company and its brand, help communicate corporate identity and keep everyone aligned with the agreed strategic directions. If done well, they have a direct impact on core activities, shaping the way everyday work is being done at the company.

We at Codecool have been trying to follow 4 simple values for years in our everyday work:

  1. Courage – to explore new things and push limits.
  2. Transparency – sharing information and expressing ourselves, not just when comfortable.
  3. Quality – in whatever we do.
  4. Fun – to also enjoy what you do, so that you become even better at it.

But words are just words. They may sound cool, and we may check out an invisible to do list with them as any serious organisation that should have a list of core values does. But if there is no action behind them, they mean nothing.

So the tricky part about values is not even defining them  – especially that you better define them based on what you really believe in and what you actually do. It’s much more challenging to be always true to our values. How to apply them in different situations, with everyone and at all times. Even when it would be faster, cheaper or simpler to just not bother.

We follow our values in internal processes and ceremonies, among ourselves “in the background”, the way we talk to each other and do our daily work. We follow them when we meet external parties, like our business partners, and they experience them first hand, too, when they welcome graduate Codecoolers in their organisations.  And that’s because we also follow these values when we work together with our students, in the way we facilitate their learning and help them restart their lives in brand new tech careers.

But how exactly do we apply our core values in our training and make them work for everyone impacted?

Let’s dive in.

1. Courage: We step out of our comfort zones

Having courage to explore new things and break conventions is very attractive, but failing can be scary. So pursuing new challenges comes with a price: if we want to stay true to ourselves, we can’t always go the safe way.

You can’t have innovation or deep learning without trying new things. And trying new things naturally comes with failing a few times first. On the upside: the earlier you fail, the earlier you can fix what went wrong, and with the smallest cost possible. 

So we encourage learning by doing and learning from mistakes. We appreciate each failure together. We always give feedback and do a positive reinforcement on failures, as they are a valuable part of the process. For example: “It’s great, that you tried this option and found out that it doesn’t work. What have you learned from this?” 

To achieve innovation and learning via natural failure, we focus on processes rather than outcomes. We aim to create a supportive, fail-safe environment, where real growth can happen, so we also focus our feedback on behaviour, not on personality traits.

For a start, our mentors (we call our trainers ‘mentors’) cultivate a growth mindset. This means that we make sure our students understand and fully believe that with a growth mindset, their skills and abilities can be developed through dedication and hard work. Not by talent, luck, good grades from high school, or an IQ test’s result from last year. It depends on how much they believe they are capable of learning to code. This view creates a love of learning and a resilience that is essential for great accomplishments. To achieve this, we rephrase “fixed mindset” statements. For example, instead of saying “I’m not good in solving math problems” we suggest: “You might not have found your way in solving this math problem, yet. But have you tried … ?”

Learning new things can be intimidating, too. Once in a growth mindset, we finally dare ourselves to move out of our comfort zones to change and to grow. When defining challenges for our students, we concentrate on the “learning zone“, or the Zone of Proximal Development. The learning zone is between the comfort zone and the panic zone – neither of which is a place for learning. In the comfort zone there is nothing new, but in the panic zone there’s way too much. In the learning zone, however, you have the right amount of challenges to tackle. The Zone of Proximal Development inside the learning zone is where the learner gradually moves from learning the first steps with support (of a mentor or peers) towards learning further steps without help (or without ‘scaffolding’).

During the learning process, we make sure to always go step-by-step (sometimes in baby steps). We start routinely questioning ourselves, our beliefs and ways. We turn old stones, reinvent the wheel, understand how and why things work or don’t work, and then most of the time come up with ‘lousy’ new ideas – or at times, with truly ingenious ones. And in the meantime: we analyse, we open our minds, understand how to tackle problems, grow our confidence and learn. We grow – and have a lot of fun in the process.

Besides all this, we do follow-ups and retrospectives regularly. Our mentors also take the courage to face any feedback from our learners, and admit if anything went sideways – then, they focus on these areas of improvement, and turn the feedback into learning opportunities.

 

2. Transparency: We share and express

Transparency for us means more than just being honest. It means telling the truth at all times and sharing as much information as possible for everyone’s benefit – also with the learners during the learning process.

To support transparent communication, we first establish psychological safety, an atmosphere that facilitates mutual trust and growth.  In a team with high psychological safety, teammates feel safe to take risks around their team members. They feel confident that no one on the team will embarrass or punish anyone for admitting a mistake, asking a question or offering a new idea.

To achieve this we:

  • strive to recognise our own tensions and notice tension in others, that distracts us from being present or feeling comfortable, 
  • communicate tensions in a way that doesn’t hurt others,
  • give a context or a greater perspective about a decision or a behaviour to further enhance involvement and trust,
  • organise ceremonies (sharing/syncing) outside our daily work for bringing up questions or information transparently about things experienced in various situations.

We basically set a good example by communicating transparently, also to encourage others to start communicating transparently, too.

We can use this principle in the following situations:

  1. We give upfront information about the trainings, workshops, etc. We don’t hide any useful information from learners. We tell everyone what will happen, when, how.
  2. We clarify rules, roles and expectations. Then we have a ground to say “no” to learners, if they ask something beyond our agreement.
  3. We consciously avoid having secrets or taboos. What, how and why the mentor/trainer does what she does? It has to be clear for everybody. For example “Why are we doing this exercise?” We give context to the learners – with careful timing of the information, so it helps their learning.
  4. We do regular mappings. We map out our day, the next hour, exercise and even the whole course for everyone in advance. Learners always have to understand the process and where they are in it.
  5. We express our feelings. When our mentor has any tension, they also express it freely. The mentor is not perfect, either, they are a human being with feelings, emotions. For example when learners don’t pay attention, the mentor expresses their feelings about the situation and then asks them to pay more attention.

3. Quality: We put extra work in providing real value

We pursue quality and craftsmanship in everything we do or expect from our students or partners.

For a start, we significantly increase quality of learning outcomes by maximising learning time efficiency through guidance, support and motivation provided by our pro mentors. As opposed to self-paced learning, instructor-led course students are much more likely to finish their studies, and to end up with usable, practical knowledge and skills they can actually implement later in a work environment. They also have much more fun.

One way Codecool mentors engage students and partners for even better result is empowerment. As a start, we define quality together and how exactly we’ll get there.

We follow the principles of subsidiarity – which may sound complicated, but it only means that we tackle problems on the lowest level where information is available to solve them. Meaning that if there is a solution available for the students already for a certain problem, based on their previous project experience, then their mentor will encourage them to find the solution themselves and will not hand it over to them.

Solution focus is a technique we borrowed from Solution-Focused Brief Therapy. It requires future-based thinking and resource consciousness and builds on the notion that “the solution doesn’t care about the problem”. Instead of analysing the problem, we analyse the preferred outcome together with available resources, and derive the possible ways to get there from “top down”, rolling it out backwards from the desired state of final outcome.

The agile methodology is a no-brainer go-to toolset to use in software development context, and we use it extensively, too. We actually go as far as to build our learning schedules around agile ceremonies, and have our students demo their projects in front of real-life “clients”, represented by our hiring partner companies every Friday, from week 1 in their learning journey.

We also believe in efficient, goal-focused meetings and learning sessions. We respect each other’s time, arrive on time and keep timeframes at all times – but that’s only one side of the story. 

We start every meeting with a check-in round where we discuss how everyone feels, so that we can “arrive”, that is put outside problems behind by acknowledging them and sync the mood of the team. This may sound like an overkill or waste of time, but skipping it is just not worth the 10 minutes it saves. People tend to focus and participate more actively and efficiently after this short routine, and the time saved indirectly is a lot more than how long the whole thing takes.

We also do a check-out in the end, to share how we feel then and if there’s anything more to share, to make sure we maxed out our time spent in the meeting together.

Apart from these generic meeting routines, we also do short attendance meetings each and every morning with our students.  At this meeting everyone (including mentors) answers one simple, casual random question generated by a bot (like what’s the one TV show that always makes you laugh, or who is you favourite superhero and why). We don’t react to replies, we just share and listen. The purpose is to kick-off the day on a positive tone and consciously bring in the human element into our work and learning every day, which is also a key tool for building a teal organisation with high standards for quality.

And last, but not least, we build on the 4 principles of doing by non-doing, which in our case is basically a coaching attitude pursued by mentors. The principles are the following:

  1. We don’t know the one single truth: The mentor/trainer doesn’t know the truth, only shares knowledge by her experience. Everyone can challenge the mentor’s or others’ thoughts, ask open questions and start a constructive debate.
  2. We don’t judge: We give specific feedback on behaviours, and we don’t apply labels to people.
  3. We don’t take over responsibility from others, especially from learners: The one who is working hard is actually learning by doing. If the mentor/trainer works hard, it means they learn a lot themselves, but not necessarily the learners. For example that’s why the mentor cannot touch the keyboard of a learner as a rule. We also say: learners should spend most of their time practicing, communicating, elaborating on a task. The main responsibility of the mentor/trainer is to facilitate learning, but the ownership is with the student – they own their own learning, for the best possible result. 
  4. We don’t give solutions: We don’t tell the tricks and give final answers. The learning process is more important than the final answer. Our approach is coaching – we help the learners with questions, guidance, motivation.

Some people intuitively interpret ‘non-doing’ as something passive, laid back or lazy. But if no action is needed, then doing anything may already be ‘overdoing’. In fact, sometimes action can do more harm than good.

If we are growing a plant and we have created the right conditions for growth with healthy soil, sun and water, there comes a time when the very best way to ensure the growth of the plant is simply to leave it alone. More water, more sun, more fertiliser won’t help, in fact, too much of any of these may stifle the growth of the plant. We remain attentive, connected to the plant’s needs but for the time being, doing nothing is just what is needed. 

We do our best not to kill our plants, but let them grow and reach their highest quality.


4. Fun: We make sure everyone enjoys the ride

Choosing Codecool is a life-altering choice for both our day-time course students and our colleagues – so we always put fun high on the list of priorities. If you enjoy something, you’ll become better at it. It’s that simple.

We do believe that learning and work can and should be a fun, light-hearted, and possibly a flow experience, too. We don’t take ourselves very seriously either. We make sure to be able to laugh at ourselves as much as possible.

Our students learn technologies and new skills via life-like, but still playful and fun project assignments, instead of boring, heavy textbooks and frontal lectures.  

A fun learning experience will bring a better end result because of the positive association:

  1. We experience how we all (including the mentor) are just human beings. We all make mistakes, and we laugh at ourselves, together.
  2. We focus on the journey, the experiment of learning something new. This adventure, the discovery can be very enjoyable, genuine fun.
  3. We share interesting small details, fun facts, all related to the topic.
  4. We do more interactive, practice-oriented sessions, and fewer frontal sessions and presentations. Learners will remember the “experience” most: when they were moving, talking, practicing, laughing, etc.


That’s basically it – and of course a lot more. But listing all the ‘secret’ ingredients of our learning method and routines is just not possible in one article. 

We know that every company is different, and your values at your company must be different, too – not better, nor worse, just different. Hope you found this insight to the Codecool values and our ways of working with them inspiring, and that we made you think about yours. 

What core values do you have at your company? What do you do to follow them every day?

Stop and think about them sometime, and find more creative ways to be true to them. It will be well worth your time.

Coding a Better Future – Codecoolers Win Silver at Morgan Stanley’s Hackathon

A team of Codecoolers developed an innovative learning support app, that might change the lives of children with a chronic desease.

Morgan Stanley and the Amigos for Children Foundation asked young developers to help non-profits building innovative learning tools for children and teenagers with chronic diseases, in the scope of a three-month virtual competition.

We’re super proud that the Codecooler team – Zsofia Szonja Kassai, Barnabas Urmossy, Balint Molnar and Kristof Murai – came 2nd place in the Hungarian competition, in an all-university team lineup.

We asked them about their experience at the hackaton and their studies at Codecool.

What motivated you to sign up for the Code to Give hackathon in the first place? Was this your first hackathon?

Zsofi: Yes, this was our first! We were curious about the challenge, we wanted to try ourselves and learn from a longer project. The idea that we might help a nonprofit was very attractive, too.

Barnabas: I wanted to know what it would be like to work together with a client on a project which is much longer than the usual 1-2 projects we are used to. Plus, I knew that we’re a really good team, and wanted to see us as a team develop, besides individual development.

Balint: For me, it was a no-brainer. I’ve never participated in anything similar, and I loved the concept that we can help kids learn languages, sponsored by a huge multinational company.

Kristof: I was also driven by curiosity in the first place. I had no idea what to expect. I wanted to see what we can do being in the 2nd part of our one-year full-stack development training. The idea that we can help kids in need was obviously a huge plus.

You named your team LazyLlamas. Where did this crazy name come from? 🙂

Barnabas: We realised that we shared an interest about llamas at our very first meeting. Then we just sat back like we had nothing else to do until we sign up. We added the “lazy” when we realised that we have just 15 minutes left until the deadline and we still haven’t registered the team in the competition, which was so us, actually.

But it felt good when people mentioned a few times, later, during the competition that based on the way we work we must have meant “lazy” as irony.

What kind of learning support tool have you developed? Can we see it?

Zsofi: Our app has 2 parts, one for students and one for teachers. The part for students is a learning enhancing tool with 6 types of tasks. The part for teacher, or the “Amigos” makes it easy to create tasks, monitor students’ progress and give feedback.

Barnabas: The basic idea was to create an app with templates that help creation of new tasks. And we also wanted to support the communication between the students and the Amigos, so that they can align on tasks and evaluation. On top of this, we wanted to create a gamified system for collecting points to enhance students’ motivation.

Balint: The biggest benefit of the app, just like Barna mentioned, are the templates. We created templates for memory game, word – image coupling, interpretation of written and spoken text, substitution and organisation into categories. We made all of them available on all the languages the Amigos work with.

Kristof: We’re very happy to demo the app to anyone who finds it interesting.

What was it like to participate? How did it feel to get in the finals?

Zsofi: For me it was an amazing experience! We spent the whole time sleeping much less, collecting creative ideas all the time, working together really smoothly as a team. Our original goal was to learn, but we’re so happy we got this far in our first hackaton. And it was super exciting to present our idea to the jury in the finals.

Barnabas: On top of what we have expected, the whole thing required a lot of organisation, project management, copywriting and presentation rehearsals. I really enjoyed being able to practise all this in a real-life development environment. And the experience helped me decide that I want to be a front-end developer after Codecool. Plus, getting into the final showed that we were capable of performing well in such a complex project, even before finishing course.

Balint: The competition was a blast and I was especially happy that I could refresh my web skills, plus learn CSS at the same time. I was really curious how we’ll perform among the university teams, but after the meetings of round2 it was obvious that we’d make it to the finals.

Kristof: I just loved everything about the competition. It was great to see what it takes to organise and put together an app from scratch. We started out super motivated and the ideas just kept coming to us. Then, after we successfully presented our ideas, our motivation got another  boost, and then we just had to fight time to actually deliver on our idea. Getting into the finals felt like a dream come true, and assured us that we did a good job.

What was the biggest challenge in the competition?

Zsofi: Racing with time. We had so many ideas, but it was almost impossible to deliver on them in such short time.

Barnabas: In the last days I found it really difficult to let go of some of our ideas and my maximalism, just like Zsofi. We had to decide what to implement in the prototype and what to put on the next steps slide in the final presentation.

Balint: For me it was CSS! 😀 And as the project kept growing, refactoring. It was really challenging to create and put each task type together, but the end result turned out very organised, thanks to Zsofi.

Kristof: For me, too, the biggest challenge was time, because we just kept getting newer ideas about how to make each task type even better and fancier. We had to draw the line somewhere eventually.

What skills could you use in the competition that you got at Codecool?

Zsofi: Like everything. 🙂

Barnabas: There were 1 or 2 technical solutions that were so specific that we haven’t seen anything similar during the course. But since we also learnt at Codecool how to find new solutions on the internet, we managed to find and apply those, too.

Balint: We had a huge advantage in the finals because we pracised so much already at the Friday demoes in front of clients at Codecool. As for hard skills, for me the hackaton was like “and add-on” to the web modul of the full-stack course. Our app turned out a Flask based, JavaScript-heavy website, with a complex database structure.

Kristof: I got all my coding and developing skills from Codecool, so I used what I learnt there. And when I got stuck, I could always turn to a Codecool mentor for help.

Where are you now in your Codecool studies? What are you learning about now?

Zsofi: We’re at the end of the OOP (Object-Oriented Programming) module, which is the 3rd or the 4 modules of the one-year full-stack development course. We signed up for the hackathon at the beginning of this module.

Barnabas: Yeah, the competition lasted the whole time of the module. Let me take the opportunity to send our thanks to our teammates who put extra effort into our shared Codecool projects, so we could focus on this challenge. 🙂

Balint: It was refreshing to work on something totally different while also coding in Java (but obviously the last weeks of OOP were also about web based stuff, databases and such). I’m actually just about to start my last module, I’ll specialise in Test Automation.

What are your plans for after Codecool?

Barnabas: I will start looking at web app front-end developer jobs with real confidence after this competition.

Balint: Precision planning is far from me, I have always been going with the flow. I’m curios about the Test Automation specialisation at the moment.

Kristof: I liked the web modul best so far and especially after this result I’m looking forward to become a web developer, too.

What will you do with with your prize? You’ve got some EMAG vouchers.

Zsofi: I haven’t decided yet. I want to make good use of it.

Balint: I killed my laptop a few months ago, so I got a new one from my prize.

Kristof: I have always wanted a smart watch, but I’ve never came around investing in it. Now I have.

What is the biggest learning for you from the competition? Is there anything your would do differently in retrospect? Would you ever enter a hackathon again?

Zsofi: The biggest learning for me, how much I actually learnt during the ride. I’m satisfied with our performance and would definitely go for another hackathon, too, sometime.

Barnabas: In the beginning I haven’t even realised how big of a task we took on. It even started to get a little scary after a while. But seeing that we can do all this, I started to come up with new ideas and challenges in the last days. I would definitely do something like this again.

Balint: i would do a lot of things differently, for example I would stick to naming conventions form the very beginning, and make SCRUM standups regular. But we all did our best, and I would definitely do this again.

Kristof: Since this was my first hackathon, I would do many things differently. But it was an amazing experience and I would definitely be up for the challenge again.

Inspired by this success story? Want to work with juniors like these amazing Codecoolers?

Our fresh graduates are waiting. Reach out and let’s discuss how we can help you.

We can’t wait to talk to you!

“You’re Not a Developer … Yet” – Growth Mindset in Action at Codecool

We know since Carol Dweck’s 2014 TED talk, that your attitude to people, your mindset about their potential can actually shape their performance. More than 11 million views on her TED talk, and an estimated 20 million copies of her books sold show how significant and inspiring her ideas have been in the past few years. 

Let’s start with a really brief reminder about what we are talking about here.

What is the growth mindset concept about?

The basic idea is that you can either have a fixed mindset or a growth mindset about someone’s potentials, and your mindset will determine their performance.

Fixed mindset means that you believe performance is rooted in talent and shaped by circumstances independent of the person, and cannot really be improved that much. You are pre-determined to succeed or fail based on your IQ, your family’s social-economical status and genes, or god’s will, like it all happens to you. One side of the concept is that once you believe this, you will actually limit yourself and your performance to the level pre-determined by those outside factors. You will not go beyond them.

Growth mindset on the other hand means that you believe that your potential is not entirely limited by talent or outside factors, but to a large extent depends on the work you put in. The other side of the concept is that once you believe this, you will actually surpass the performance level pre-determined by given factors and will only be limited by the work you put in, and obviously some laws of nature.

Carol Dweck is a psychologist and professor who has researched this theory for 30 years. She claims that it works not only for children, but for adults, too, like employees in workplaces.

But while children tend to have an inherent growth mindset about their own potential in most areas, adults are many times already conditioned to a fixed mindset regarding their own and others’ capabilities in most topics. 

But why is this important?

The relevance of growth mindset in the digital world today

We live in a world building on continuous innovation. Innovation means coming up with something new, which implies that you must step on unthreaded ground. So it is just natural that you make mistakes in the process. In this way failure is a way to grow – except in the eyes of those with a fixed mindset. With a fixed mindset you judge actual performance. If you didn’t do a „good job” then you are not smart enough, not talented enough, have no potential. You have reached your limits. With a growth mindset on the other hand you are not there … yet. You will succeed eventually if you try hard enough.

We also live in a world where there is a huge IT talent gap slowing down innovation. We need to go digital fast, but this requires new skills, which many of our current employees do not have. And we tend to believe that they can’t either. We recognise IT talents, digital natives and nerd geniuses, and underestimate the potential of the rest. We rather buy 5 years experience from the market than invest 1 year training in our most valuable asset, the loyal employee. We even buy the 1 year experience before considering building it in-house.

Obviously, there are a lot of different factors at play here apart from mindset and potentials. Sometimes you need the skills fast, or the employee is not interested, or you simply lack the capacity to enable their growth yourself.  So the situation is not always black-and-white and growth mindset is not the single best answer to all of our current challenges. But it is a very valid one, and it is worth some serious consideration. 

We at Codecool want to make the IT talent gap a thing of the past and enable digitalisation by building on growth mindset. And also by bringing education closer to the workplace, letting our clients’ shape our curriculum and building on the hard core skillset of our pro trainer crew.

But how do we make growth mindset work? Let’s dive in.

How do we put growth mindset in action?

Growth mindset has become a fancy buzzword for managers showing their competence, that they are keeping up with trends, driving change, and prioritising employees’ growth and motivation. 

But it is not always easy to walk the talk. There are still too many layoffs, too few sectors and areas with job rotation, too many talent programs in place and too far-fetched expectations in job ads. There is still a huge wall between tech and non-tech people in many organisations and no ambition or real plan to make it possible for people to climb it.

We at Codecool bet our business model on growth mindset and it proved a winning bet in the past more than 5 years. We decided to break down that wall between tech and non-tech talents and help people with no relevant background whatsoever to become the best junior tech resources on the market. 

How do we do that?

1. We focus in the beginning 

During the selection process, instead of looking at previous studies, technical experience or achievements we explore our applicants’ goals, drive and selected aspects of their psychological profile. We also look at their logic and English language skills, but no further hard skills. Our real life case studies proved that certain soft skills and attitude provide a real good indication of our students’ future success.

2. They get the big picture right away  

Instead of just us believing in our students’ potential we also let them on the idea behind our approach. During the first few days we present them the growth mindset theory, share our implementation plan for it and point out their own roles in the scheme. We tell them that becoming a tech talent is basically their own individual decisions to make. They have been carefully vetted and „passed our test”. This means that if they work hard enough for it, we guarantee that they will become the IT professional they want to become. 

3. We both sign on it for a start

We spend the most time – 5 days a week for a whole year – with our full-time full-stack student. They are the ones that we can have the biggest impact on, that is why we put a kind of job guarantee in their contract. We are so convinced that they can and they will become great juniors even without any IT background, that if we can’t get them hired in 6 months after finishing the course, they will not have to pay for their training with us. 98% of them get hired so we do not actually run a big risk here – partly because of the growth mindset we stick to with each and every one of them.

4. They work in teams all the way

To make sure individual success and failures are not taking their focus, we make students work in different project groups during the whole course. This way we also introduce them to an agile way of working, make them learn from each other and let them organically develop their soft skills.  

5. We encourage a failure culture

We explicitly encourage our students to fail as many times as possible to enable them to succeed eventually. This way they learn to take alternative approaches to problems, develop an analytical attitude, understand that failure is inevitable, get used to collecting themselves mentally afterwards and fail less later, in workplace situations with higher stakes.

6. They get challenging but achievable goals 

The tasks our students get are carefully developed to match the actual level of their skills and confidence during the course. Trainers and peers are there to help and resources are provided, but we make sure not to give the answers. Small daily successes build their skills, confidence and experience all the way, but only if they can learn something from them every time. 

7. They take test results as a snapshot not a judgement

Frequent evaluation of progress helps our students see where they are in a process and what they still need to work on. We try to make sure test and exam results are not taken as a verdict but only help orientation and keep up motivation. 


What does all this do to our students?

In spite of all the careful selection and our best efforts throughout, some students do drop out from our school. It’s just natural, since we are one of the toughest programming schools out there. Some people just underestimate the workload, face an unexpected situation in their private lives or change their minds about their future. However, almost all of those who stay with us for the whole course succeed with their goals and become great juniors eventually, whom their new companies will be happy to have. 

What makes them so great apart from their wide array of hard and soft practical skills? What does growth mindset do to them?

  • They are team players. They are able and driven to share their thoughts, responsibilities and successes with their colleagues. They take ownership of shared challenges and support the development of others.
  • They get things done. They understand they are capable of solving challenges, and are okay with trying different options until they succeed.
  • They become better and better. They understand the direct impact hard work has on their own development and like raising the bar for themselves.  

Things you would not expect from your average junior and which are actually quite hard to develop from scratch in a workplace environment.

So we could say that we really make growth mindset work for us, our students and our clients. We believe in this approach and would encourage more companies to adopt it.

But where to start? 


Word of advice

We would suggest to think twice before letting your experienced, loyal people go just because the skillset your company needs changes so fast. It is in general more expensive to hire people with all the recruitment and onboarding efforts and lead times, and market prices put on skills and years of experience. Sometimes the better option is to get the right training for your people and let them grow into their new roles, with an enhanced skillset and boosted motivation.

At other times you need to find new employees from the market, especially when you need to grow the size of your organisation anyway, or when you need the new skills really fast. Make sure to select colleagues that can easily adapt to your company culture, deliver value from day one and will grow together with you. Be aware, that sometimes you can find all this in really great juniors.

In general, we suggest that you adapt a truly future-proof, growth mindset, and not just on narrative level. Think of your new and existing colleagues as your most valuable assets and give them a real chance to grow for their own good and your continued business success. 

Telekom offers discount subscription for Codecool students

Codecool students in Hungary may use Telekom’s postpaid 15GB mobile Internet package together with the “Mobil XS“ tariff plan free of charge in the first two months and for a fee reduced by 30% for further 10 months. As a result of the cooperation between the programing school and the telecommunication service provider, more and more people can acquire marketable developing skills.

Telekom Hungary and Codecool Programming School have concluded a cooperation agreement. Under this agreement, all active or newly enrolled students of Codecool are now entitled to receive significant discount off the monthly fee of Telekom’s 15GB mobile internet package (offered together with Mobil XS tariff plan) for two years. The offer applies not only to the new 15GB mobile internet package, but also to the 10GB one contracted earlier, until the end of September. Telekom provides this construction for its clients participating in the trainings of Codecool in Hungary for a residential monthly fee reduced by 100% in the first two months and by 30% for further 10 months.

“Owing to the introduction of our short-term IT trainings, accessibility to our courses has improved significantly for the past few months, since our trainings have become available not only for people living in the capital or in Miskolc, but anywhere in the county or even outside of it. The agreement concluded with Telekom Hungary is also part of our endeavors to widen the accessibility of our courses. In addition to the benefits of the discount mobile internet package, we provide job guarantee and the possibility of post-financing for our full-stack programming course students, while the participants of our short-term trainings can pay their tuition fee in instalments, as well,” says Codecool co-founder and CEO József Boda.
The entitlement to the discount can be validated by presenting a document certifying participation in our course, issued by Codecool, in any Telekom shop. Within the framework of this special offer, one student may use only one discount package.

“Telekom Hungary is committed to the improvement of Hungarian digital economy and society. Digitalisation changes the usual routines and processes in every economic sector and in most fields of our everyday life; this change is inevitable, and, at the same time, it has become one of the most important competitive factors,” says Chief Commercial Officer of Telekom Hungary Melinda Szabó, referring to the agreement. “Our company has contributed to the major successes of the past few years not only through the intensive development of our network, but we also keep supporting digital education and the training of IT professionals through various programs and initiatives. Codecool’s digital IT training perfectly matches Magyar Telekom’s strategic programs, that is the reason why we support the students of Codecool by providing discount mobile internet service for them.”

Codecool expects that most of its students will take the opportunity to use this discount package, as having a reliable and fast internet connection is indispensable for the completion of the trainings. Mobile accessibility to the internet increases flexibility even more.