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My friend is not "mistrustful" of me, no, because she don't fear I shall make mainprize of the stray cloaks & umbrellas down-stairs, or turn an article for "Colburn's" on her sayings & doings up-stairs--but, spite of that, she does mistrust . . . so mistrust my common sense; nay, uncommon and dramatic-poet's sense, if I am put on asserting it!--all which pieces of mistrust I could detect, and catch struggling, and pin to death in a moment, and put a label on, with name, genus & species, just like a horrible entomologist; only I wo'n't, because the first visit of the North wind will carry the whole tribe into the Red Sea--and those horns and tails and scalewings are best forgotten altogether.

Frederick Hertzberg begins his famous article “One More Time: How Do You Motivate Employees?” as follows: “How many articles, books, speeches, and workshops have pleaded plaintively, ‘How do I get an employee to do what I want him to do?’” (italics added). Read it again. Is Hertzberg speaking about motivation or manipulation? In

Chris Argyris, professor emeritus at Harvard Business School, wrote a lovely article in 1977,191 in which he looked at the performance of Harvard Business School graduates ten years after graduation. By and large, they got stuck in middle management, when they had all hoped to become CEOs and captains of industry. What happened? Argyris found that when they inevitably hit a roadblock, their ability to learn collapsed: What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation.… Put simply, because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure.… [T]hey become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.192 [italics mine] A year or two after Wave, Jeff Huber was running our Ads engineering team. He had a policy that any notable bug or mistake would be discussed at his team meeting in a “What did we learn?” session. He wanted to make sure that bad news was shared as openly as good news, so that he and his leaders were never blind to what was really happening and to reinforce the importance of learning from mistakes. In one session, a mortified engineer confessed, “Jeff, I screwed up a line of code and it cost us a million dollars in revenue.” After leading the team through the postmortem and fixes, Jeff concluded, “Did we get more than a million dollars in learning out of this?” “Yes.” “Then get back to work.”193 And it works in other settings too. A Bay Area public school, the Bullis Charter School in Los Altos, takes this approach to middle school math. If a child misses a question on a math test, they can try the question again for half credit. As their principal, Wanny Hersey, told me, “These are smart kids, but in life they are going to hit walls once in a while. It’s vital they master geometry, algebra one, and algebra two, but it’s just as important that they respond to failure by trying again instead of giving up.” In the 2012–2013 academic year, Bullis was the third-highest-ranked middle school in California.194

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