<p>Academics are familiar with the concept of a growth mindset, a framework teachers use to help students embrace challenges, overcome obstacles, and learn from their mistakes. In this context, we argue that the principles of this paradigm are equally applicable in promoting the career advancement of early STEM academics, as well as those in non-STEM fields where successful career progression requires demonstrating contributions to scholarship, teaching, and service, often involving collaborative work. The early years of a faculty career offer numerous opportunities for growth, but these may be missed or seen as obstacles if approached with a fixed mindset. This is especially true for individuals with intersectional identities who may lack role models or feel out of place in an unsupportive academic environment. We argue that a well-planned, purposeful, and balanced approach to workload responsibilities that aligns with institutional culture and priorities can lead to outstanding performance and career advancement, enabling individuals to achieve their aspirations and personal goals.</p>