Half decade ago, at the end of my first semester teaching at Wharton, my student Kevin 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 broken up with him; he had been accused of cheating in exams; he forgot to turn in papers before the deadline. “I just got my first A-minus(减),” he said with his voice shaking.
Year after year, I watch in depression as students are crazy about getting straight A's. Some sacrifice their health; a few have even tried to charge their school after falling short(倒挂). All hold the belief that top marks are a ticket to best graduate schools and rewarding 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, showing 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 connection between grades and job performance is modest in the first year after college and unimportant within a handful of years. Take Microsoft for example, 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 Microsoft.)
Academic grades rarely assess qualities like creativity, leadership and teamwork skills, or social, emotional and political intelligence. Yes, straight A students master large amounts of information and reproduce it in exams. But career success is rarely about finding the right solution to a problem—it’s more about finding the right problem to solve. This might explain why Steve Jobs finished high school with a 2.65GPA, and Martin Luther King Jr. got only one A in his four years at Morehouse.
【小题1】Why did the student Kevin feel sad?| A．He was caught cheating in exams. | B．His girlfriend abandoned him. |
| C．He didn’t hand in his papers before headline. | D．He failed to get straight A's. |
| A．Marks didn’t reflect willpower and brainpower. |
| B．Top marks meant well-paid job offers. |
| C．It was wrong to care too much about marks. |
| D．Straight A's don't bring creative performances. |
| A．To stress the company values employees with top marks. |
| B．To indicate academic performance is important. |
| C．To show academic excellence isn’t a strong predictor of career performance. |
| D．To introduce successful example in the technology industry. |
| A．How to be a creative leader. | B．What to do with detailed information. |
| C．How to solve a problem. | D．What problems to be solved. |
