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Country Manager, Nerdwallet
1 Generally, you can’t change how intelligent you are; we all have a set level.
2 Once you reach adulthood, your abilities don’t change too much.
3 You have a certain level of talent, and there isn’t too much you can do to change it.
4 It’s hard to keep learning new skills.
5 If you work at it, you can increase your intelligence levels.
6 You can always improve your ability, even by small steps.
Even if you don’t have a natural talent, you can increase your talent levels with
8 Learning new skills is in your control.
Where do you see yourself?
• Enthusiasm: I am the greatest hitter in the world!
• Resilience: I am the greatest hitter in the world! Strike Two.
• Grit: I am the greatest hitter in the world! Strike Three.
• (…repeated and endless failures later….)
• Mindset: Wow…I am the greatest pitcher in the world!!!
Employees in a growth mindset company
likelier to say that their
likelier to feel a strong
sense of ownership and
commitment to the
likelier to say that the
company supports risk
likelier to say that the
Mindset is a simple idea discovered by world-
renowned Stanford University psychologist
Carol Dweck in decades of research on
achievement and success—a simple idea that
makes all the difference.
Mindsets are beliefs—beliefs about yourself
and your most basic qualities. Think about
your intelligence, your talents, your
personality. Are these qualities simply ﬁxed
traits, carved in stone and that’s that? Or are
they things you can cultivate throughout your
Two types of Mindsets
Fixed Mindset Growth Mindset
People with a ﬁxed mindset believe that their traits are just
givens. They have a certain amount of brains and talent
and nothing can change that. If they have a lot, they’re all
set, but if they don’t... So people in this mindset worry
about their traits and how adequate they are. They have
something to prove to themselves and others.
In a ﬁxed mindset, people believe their basic qualities, like
their intelligence or talent, are simply ﬁxed traits. They
spend their time documenting their intelligence or talent
instead of developing them. They also believe that talent
alone creates success—without eﬀort. They’re wrong.
•How many of
do we suffer
•Are we self-aware
of our mindsets?
•How do we
People with a growth mindset see their qualities as
things that can be developed through their dedication
and eﬀort. Sure they’re happy if they’re brainy or
talented, but that’s just the starting point. They
understand that no one has ever accomplished great
things—not Mozart, Darwin, or Michael Jordan—without
years of passionate practice and learning.
In a growth mindset, people believe that their most basic
abilities can be developed through dedication and hard
work—brains and talent are just the starting point. This
view creates a love of learning and a resilience that is
essential for great accomplishment. Virtually all great
people have had these qualities.
•How do you
•What comes to
mind when you see
•What’s your reaction
to setbacks and
Common excuses and myths…
• Genetics: I am shy by nature. I was born with a bad voice. I have a short
attention span. Everyone in family is bad at math.
• Past Circumstances: My parents did not allow me to play. My family forced me
to take up engineering. My friends made fun of my singing. I lost interest in
arts because of my teacher.
• Present Circumstances: It is too late to improve my handwriting now. I can’t
learn new technology with kids half my age. My employees will make fun of me
if I fail. No one I know is learning to code at this age. I am expert in my ﬁeld.
• Future Circumstances: I am already doing so well, why to learn new things? I
am entitled to promotion next year. Future is just a linear extension of the
• Acknowledge and embrace
• View challenges as opportunities
• Try different learning tactics
• Follow the research on brain
• Replace the word “failing” with
the word “learning”
• Stop seeking approval
• Value the process over the end
• Cultivate a sense of purpose
• Celebrate growth with others
• Emphasise growth over speed
• Reward actions, not traits
• Redeﬁne “genius”
• Portray criticism as positive
• Disassociate improvement from
• Provide regular opportunities for
• Place effort before talent
• Highlight the relationship
between learning and “brain
• Cultivate grit
• Abandon the image
• Use the word “yet”
• Learn from other’s mistakes
• Make a new goal for every goal
• Take risk in the company of others
• Think realistically about time and
• Take ownership over attitude
"I don’t ﬁx problems. I ﬁx my thinking.
Then problems ﬁx themselves".
- Louise L. Hay