Page 146 - Hard Goals
P. 146

Difficult                                                137


            The people who make your team successful are not usually
        any smarter than anyone else. And the coworkers that make
        your life really diffi cult aren’t somehow lacking in IQ points
        (royal pains, yes; morons, no). In the real world, raw talent isn’t
        the predominate determinant of success. What matters way
        more is desire, hardiness, work ethic, and a striving to tackle
        big (and diffi cult) challenges.
            K. Anders Ericsson is a professor at Florida State Univer-
        sity and one of the top researchers on expertise. He’s the fi rst
        person to debunk the idea that it’s somehow natural talent that
        determines what people can achieve. He says, “The traditional
        assumption is that people come into a professional domain, have
        similar experiences, and the only thing that’s different is their
        innate abilities. There’s little evidence to support this. With the
        exception of some sports, no characteristic of the brain or body
        constrains an individual from reaching an expert level.” 1
            Fortune editor Geoff Colvin wonderfully distills and expands
        the work of Ericsson and other leading expertise researchers in
                                     2
        his book Talent Is Overrated.  And he uses this as evidence to
        prove the point that a “lack of talent” is quite simply not a valid
        excuse for not doing big things.
            In most of life, attitude does matter more than aptitude.
        Why? Because if you have the right attitude, you can tackle
        your HARD Goals while signifi cantly increasing your aptitude.
        Consider a 1992 study Colvin refers to that sorted 257 music
        students by instrument, age, gender, and income. Researchers
        asked study participants about their musical precociousness,
        how much they practiced, and which of the nine standard levels
        of musical performance they had achieved at school. Here’s big
        fi nding number one: no profound or conclusive measurement
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