“If you always succeed in school, you’re not setting yourself up for success in life.” A. Grant, The New York Times

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Excerpt: What Straight -A Students Get Wrong, Adam Grant, The NYT

“A decade ago, at the end of my first semester teaching at Wharton, a student stopped by for office hours. He sat down and burst into tears. My mind

started cycling through a list of events that could make a college junior cry: His girlfriend had dumped him; he had been accused of plagiarism. ‘I just got my first A-minus,’ he said, his voice shaking.

Year after year, I watch in dismay as students obsess over getting straight A’s. Some sacrifice their health; a few have even tried to sue their school after falling short. All have joined the cult of perfectionism out of a conviction that top marks are a ticket to elite graduate schools and lucrative job offers.

I was one of them. I started college with the goal of graduating with a 4.0. It would be a reflection of my brainpower and willpower, revealing that I had the right stuff to succeed. But I was wrong.

The evidence is clear: Academic excellence is not a strong predictor of career excellence. Across industries, research shows that the correlation between grades and job performance is modest in the first year after college and trivial within a handful of years. For example, at Google, once employees are two or three years out of college, their grades have no bearing on their performance. (Of course, it must be said that if you got D’s, you probably didn’t end up at Google.)

Academic grades rarely assess qualities like creativity, leadership and teamwork skills, or social, emotional and political intelligence. Yes, straight-A students master cramming information and regurgitating it on exams. But career success is rarely about finding the right solution to a problem — it’s more about finding the right problem to solve.

In a classic 1962 study, a team of psychologists tracked down America’s most creative architects and compared them with their technically skilled but less original peers. One of the factors that distinguished the creative architects was a record of spiky grades. ‘In college our creative architects earned about a B average,’ Donald MacKinnon wrote. ‘In work and courses which caught their interest they could turn in an A performance, but in courses that failed to strike their imagination, they were quite willing to do no work at all.’ They paid attention to their curiosity and prioritized activities that they found intrinsically motivating — which ultimately served them well in their careers…This might explain why Steve Jobs finished high school with a 2.65 G.P.A., J.K. Rowling graduated from the University of Exeter with roughly a C average, and the Rev. Dr. Martin Luther King Jr. got only one A in his four years at Morehouse… So universities: Make it easier for students to take some intellectual risks. Graduate schools can be clear that they don’t care about the difference between a 3.7 and a 3.9…And why not let students wait until the end of the semester to declare a class pass-fail, instead of forcing them to decide in the first month?

Employers: Make it clear you value skills over straight A’s…Straight-A students: Recognize that underachieving in school can prepare you to overachieve in life. So maybe it’s time to apply your grit to a new goal — getting at least one B before you graduate.