quiet-the-power-of-introverts-in-a-world-that-cant-stop-talking-susan-cain
you’ve collected as much data as possible?Or, by hesitating, do you risk losingothers’ trust and your own momentum?The answer isn’t obvious. Ifyou speak firmly on the basis of bad information,you can lead your people intodisaster. But if you exude uncertainty,then morale suffers, funderswon’t invest, and your organization cancollapse.The HBS teaching method implicitlycomes down on the side of certainty.The CEO may not know the best wayforward, but she has to act anyway.The HBS students, in turn, are expectedto opine. Ideally, the student who wasjust cold-called has already discussedthe case study with his Learning Team,so he’s ready to hold forth on the protagonist’sbest moves. After he finishes,the professor encourages other studentsto offer their own views. Half of the142/929
students’ grade, and a much larger percentageof their social status, is basedon whether they throw themselves intothis fray. If a student talks often andforcefully, then he’s a player; if hedoesn’t, he’s on the margins.Many of the students adapt easily tothis system. But not Don. He hastrouble elbowing his way into class discussions;in some classes he barelyspeaks at all. He prefers to contributeonly when he believes he hassomething insightful to add, or honestto-Goddisagrees with someone. Thissounds reasonable, but Don feels as ifhe should be more comfortable talkingjust so he can fill up his share of availableairtime.Don’s HBS friends, who tend to bethoughtful, reflective types like him,spend a lot of time talking about talkingin class. How much class143/929
- Page 91 and 92: parents and teachers conspired to o
- Page 93 and 94: the one who’s had an 80 or 85 ave
- Page 95 and 96: The rest of the organization menwou
- Page 97 and 98: personality traits are genetically
- Page 99 and 100: The victor of that campaign? Thefig
- Page 101 and 102: new demands of self-presentation.Wh
- Page 103 and 104: senior manager at Eastman Kodak tol
- Page 105 and 106: “I wasn’t that bad, was I?”
- Page 107 and 108: learn to stage-manage our voices, g
- Page 109 and 110: 2THE MYTH OF CHARISMATICLEADERSHIPT
- Page 111 and 112: learning how to be more energetic,
- Page 113 and 114: PowerBars, bananas, and corn chips.
- Page 115 and 116: and impossibly defined cheekbones.E
- Page 117 and 118: off his expressive face, they cry o
- Page 119 and 120: “Did you hesitate or go straight
- Page 121 and 122: hands. When we’re finished, the q
- Page 123 and 124: love knowledge for its own sake, no
- Page 125 and 126: Ba-da-da-da, YES! Dum-dum-dum-DUM,
- Page 127 and 128: His intellect is impressive, too.Th
- Page 129 and 130: so on. He is motivated by love, he
- Page 131 and 132: I can’t help but wonder why none
- Page 133 and 134: salesmanship as a way of sharing on
- Page 135 and 136: TVs silently broadcasting campus ne
- Page 137 and 138: Capital of Extroversion.” But it
- Page 139 and 140: to shake Wall Street, Main Street,
- Page 141: teams). He spends the rest of the m
- Page 145 and 146: students. When students fail to spe
- Page 147 and 148: rowdy evening? Students at HBS go o
- Page 149 and 150: judges HBS by how well it prepares
- Page 151 and 152: 151/929“creative,” she answered
- Page 153 and 154: Yet even at Harvard Business School
- Page 155 and 156: salvaged items. But his group didn
- Page 157 and 158: But Mills also pointed to the commo
- Page 159 and 160: powerful as a meeting goes on. It a
- Page 161 and 162: somebody says, ‘I’m bored. Why
- Page 163 and 164: president of Rite-Solutions, and Ji
- Page 165 and 166: have in common was something theydi
- Page 167 and 168: charisma but for extreme humilityco
- Page 169 and 170: he wanted to avoid simplistic answe
- Page 171 and 172: introverted people, as well as one
- Page 173 and 174: results. And personal opinions are
- Page 175 and 176: T-shirts as possible in ten minutes
- Page 177 and 178: which motivated them to work harder
- Page 179 and 180: other hand, “may wish to adopt a
- Page 181 and 182: quietly. “Get off my bus,” Blak
- Page 183 and 184: to ‘reenter that forbidden zone b
- Page 185 and 186: their encounter in her newspapercol
- Page 187 and 188: do it, he said. “Who am I, that I
- Page 189 and 190: If Parks spoke through her actions,
- Page 191 and 192: jobs, dates, and even kidney donors
you’ve collected as much data as possible?
Or, by hesitating, do you risk losing
others’ trust and your own momentum?
The answer isn’t obvious. If
you speak firmly on the basis of bad information,
you can lead your people into
disaster. But if you exude uncertainty,
then morale suffers, funders
won’t invest, and your organization can
collapse.
The HBS teaching method implicitly
comes down on the side of certainty.
The CEO may not know the best way
forward, but she has to act anyway.
The HBS students, in turn, are expected
to opine. Ideally, the student who was
just cold-called has already discussed
the case study with his Learning Team,
so he’s ready to hold forth on the protagonist’s
best moves. After he finishes,
the professor encourages other students
to offer their own views. Half of the
142/929
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