Most Likely to Succeed at Work: How to Get Ahead at Work Using Everything You Learned in High School

Most Likely to Succeed at Work: How to Get Ahead at Work Using Everything You Learned in High School

by Wilma Davidson, Jack Dougherty

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As Kurt Vonnegut once said, "True terror is to wake up one morning and discover that your high school class is running the country."

When it comes down to it, work--with its know-it-alls, gossips, and brown-noser--is a lot like high school. This clever and useful book helps readers identify and better communicate with these and other common types we all


As Kurt Vonnegut once said, "True terror is to wake up one morning and discover that your high school class is running the country."

When it comes down to it, work--with its know-it-alls, gossips, and brown-noser--is a lot like high school. This clever and useful book helps readers identify and better communicate with these and other common types we all remember from the days when report cards, not business reports, were our concern, and when the big social event was the prom, not the company picnic.

You don't need to dig out your yearbook to get a glimpse of these types--just take a look around your office: the Teacher's Pet, the Player, the Cheerleader, the Go-Getter, the Underachiever, the Class Clown, and many more.

With wit and uncanny accuracy, corporate coaches Wilma Davidson and Jack Dougherty outline all the members of the "class," offering tips on working efficiently with each type, whether they're your boss, your client, or a colleague. The book also delivers advice on handling authority, conformity, looks, popularity, "sex education," and other indignities from high school that live on in the workplace.

Whether you're still the same as you were in high school, a combination of types, or a reformed Rebel turned Class President, you will delight in and learn from this unique guide.

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Most Likely to Succeed at Work

How Work is Just Like High School

By Wilma Davidson, Jack Dougherty

St. Martin's Press

Copyright © 2003 Wilma Davidson and John F. Dougherty
All rights reserved.
ISBN: 978-1-4299-7270-3


The Top of the Class

The a Student

It takes twenty years to become an overnight success.


Not only did A Students turn all assignments in on time, they liked doing homework. While the rest of us sighed in relief because we had actually passed the physics test with the nothing-to-be-proud-of-but-still-miraculous 75, A Students sulked having scored only a 96. Nobody asked these students to submit term papers in clear plastic folders with blue cover pages and fancy borders, but A Students always did. And the teacher affectionately affixed gold stars next to their names in the grade book.

But it is a myth that the A Student is a genius. Sure, every school had its occasional piano prodigy or MIT-bound chemistry wizard. Yet, in most cases, A Students got A's because they simply went the extra mile. They completed all their work and the extra-credit assignments, and never complained about them or when they were due. Cramming was never their style. They were more diligent, more disciplined, and more determined. And they had a seemingly bottomless capacity to get work done, often with little instruction or oversight.

In the work world, most people who get promoted behave like A Students, even if they weren't the first time around. The secret to their success? They surpass the boss's expectations.

It's not hard to picture the A Student receiving the workplace equivalent of her report card: the annual performance appraisal. The boss opens the door to an excited, if slightly nervous, employee. The A Student knows she's completed all project assignments on time and has exceeded expectations, so she sits down, folds her hands, and waits for the accolades. And they come. A Students are lauded as role models. The boss is glowing about her "customer focus," "results orientation," "professionalism," and "expertise." A Students are a pleasure to work with and they inspire confidence in the department. The boss admits struggling to come up with any developmental advice for this employee. Perhaps, says the boss, the A Student might look for ways to strengthen memo-writing skills, which, overall, are already quite good.

Wow! What an evaluation! Most of us would do back-flips for an assessment that strong. But just a moment. Let's check in and see how our A Student is reacting. She's back at her desk pouring over a memo written earlier that day, looking for additional ways to revise and perfect it. And there's one other thing you can be certain of: before the A Student leaves the office she'll order copies of the latest books on business writing from an on-line bookseller. When they arrive, you can bet she'll read them diligently. Because an A without the gold star just isn't good enough. The A Student is already preparing for her next performance appraisal.

The A Student's Communication Style

• Their primary source of power is mental discipline: when around A Students, we can actually feel their seriousness of purpose. They communicate earnestness and focus. They are renowned for a strong sense of stick-to-it-ive-ness and work ethic.

• A Students frequently communicate their intensity, their drive to accomplish, in their body language and their voice. They gesture frequently, their eyes focus intently, and their voice is deliberate yet energetic.

• Because they listen well, A Students often ask valuable, clear, and direct questions to ensure they understand.

• Although A Students are very attuned to substance, they are also in the know about style and wardrobe. They package themselves well.

The A Student's Strengths

Preparation, preparation, preparation. They are the ones at the meeting who prepared their key points in advance, wrote a summary for the boss to offer as a leave-behind, and brought stacks of backup data to support all claims.

Ability to listen and repeat. Top students often record every word of a teacher's lecture, then hand the material right back to the teacher a week later in a different form, whether it's a term paper, pop quiz, or classroom discussion. Reviewing the term paper, the teacher is dazzled by the student's brilliant analysis and penetrating insights. "The kid really gets it!" the teacher says, then smiles and scrawls A+ at the top of the report. It's exactly the same in the workplace. A Students like pleasing authority and getting it right.

Speed. In high school, A Students' hands were always the first in the air when the teacher asked a question. The workplace is more subtle, but A Students enjoy the same natural advantage that comes with being better prepared than their colleagues. Thus, A Students jump into conversations quickly and gracefully. They identify and seize opportunities to piggyback off other people's comments. When others are speaking, A Students are flipping through their mind's files, looking for a fact to connect or insert into the conversation.

Leveraging credibility and control through language. A Students use leading comments such as

— "I looked into this issue before our meeting. Let me tell you what I learned...."

— "I hope you don't mind that I did more than you asked for. But once I dove into the assignment, I learned some things you'll find noteworthy."

— "I'd like to follow up on something Susan just said. ..."

— "I want to make sure I understand the assignment correctly. You're asking me to ..."

What Undermines the A Student's Success

Inflexibility. A Students are notorious control freaks. They didn't like it when the teacher put a question on the exam that was not addressed in the lecture or the readings. In high school, they could complain. In the workplace, they need to show they can improvise and go with the flow in an uncertain situation — even if it's uncomfortable.

Inability to separate the forest from the trees. A Students often know more facts than anybody does. However, they must be careful not to get so bogged down in the facts that they forget the bigger picture — the broader ideas or themes they are discussing. They must remind themselves that spreadsheets and data, by themselves, do not add up to insight or analysis.

The know-it-all syndrome. To be credible, A Students must explain ideas and information clearly, without patronizing or overusing detail. Knowledge alone won't move people to the top — they have to be likable as well. That takes attitude — the right attitude, that is.

Asking too many questions. While A Students may ask relevant questions to ensure that they get all the details right, others may interpret their questions differently. In highly competitive environments, questions are sometimes seen as challenges to authority. And they can make colleagues impatient.

If Your Boss or Colleague is an A Student

Match or exceed expectations. Pay careful attention to what they do and how they like things done. The best way to thrive under or with an A Student is to mirror their work ethic.

Accept the fact that A Student bosses will micromanage you. They can't help it — it's part of their DNA. Just do the very best work you can, smile, and say "No problem" when the boss suggests that you use ivory paper and a green binder for your report instead of the white paper and yellow binder that you've already printed and assembled.

Look for ways to complement their skills set. If you are a dazzling organizer of presentations, offer to help look for slides that would best accompany your boss's or colleague's subject matter. Soon you may find yourself an indispensable asset.

Be grateful. If your boss is an A Student, you can be pretty well assured that your department will be in ship shape and that upper management will be pleased with what they see. The better your department's reputation, the more likely you are to be rewarded. And remember: You have a terrific example to emulate whenever you want to improve your overall work habits.

Premium Blends

The A Student–Thespian. This type can be a workplace powerhouse. Pure A Students are disciplined and conscientious, but are often so busy trying to give teachers and bosses what they want that they can forget to express themselves. The Thespian, on the other hand, is all about self-expression. The classic salesperson, this type gives you a dazzling presentation about whatever he's selling — and can back it up with facts, figures, and statistics.

The A Student–Underachiever. This combination may seem like a contradiction, but don't be fooled. While the Underachiever lacks the discipline of an A Student (and often a B Student, for that matter), the Underachiever has an ability to improvise and produce work that comes right from the gut, sometimes stunning a boss or teacher. (Since most of the Underachiever's work is done at the last minute, how could he do anything but rely on gut instincts?) The A Student, on the other hand, has been thinking through the project so exhaustively that it's possible he has thought its original spark right out of it. The point is not to start your work the night before it's due but rather to allow yourself and your work a little spontaneity. The combination of these seemingly antithetical archetypes can produce great results.

The A Student–Cheerleader. Not all A Students have a problem working in teams, but enough of them could take a lesson or two from the optimistic and supportive Cheerleader who values collaboration and teamwork. A Students typically want to stand apart from others and, as a result, tend to be naturally competitive, while the A Student–Cheerleader blend puts individual achievement aside, celebrating departmental and company pride instead. Additionally, the A Student–Cheerleader offers kind words of encouragement, helps bring out everyone's best work, and will never drop the ball on an assignment.

Poisonous Blend

The A Student–Prima Donna. From the moment this perfection seeker with a rock star attitude comes into your department at your very same job level, the A Student–Prima Donna behaves as if you and everyone else exist to serve and ensure the Prima Donna's success. The only person who doesn't seem to notice is the boss, who praises the A Student–Prima Donna's work, somehow missing the fact that it takes a team effort to get the project finished. Grace is, unfortunately, what this blend lacks; and A Student–Prima Donnas will undoubtedly find themselves shaking their heads and wondering why nobody likes them.


The Class Clown

Laughter is the shortest distance between two people.


The Class Clown's impersonation of the school librarian, Mrs. Hardwig, had everyone laughing so hard at the lunch table that milk sprayed out of their nostrils. Later that day, in biology class, everyone was similarly entertained when he waved a scalpel and taunted a formaldehyde-scented dead frog with questions about its medical history. Even the teacher was laughing.

When they didn't go too far, Class Clowns attracted audiences and spotlights. They often deflected others' hard knocks with their softer jabs, smoothed out uncomfortable moments with their light touch, and turned attention toward themselves. High school was good training for the business world, where audiences and spotlights are sought-after prizes, and where laughter can lighten the mood at a contentious meeting or even seal a business deal.

In the workplace, the Class Clown's greatest skills include being able to disarm colleagues, defuse anger or skepticism, build camaraderie, and heighten morale. For example, the two rivals at the weekly staff meeting have been sparring for six months. During a particularly tense moment, the clown raises his hand and in a voice that is steady and slow asks if it might be possible to resolve this dispute as professional wrestlers would by installing a ten-foot-high steel cage in the conference room and having a Texas death match. As the laughter fades, so does the hostility.

Clowns can be just as effective on paper.

Let's look in on the Class Clown Human Resources VP, for example. The VP's staff has been pulling long hours to complete a compensation study needed for the company's board meeting next week. The staff has also been leaving messy leftover food trays all over the office, much to the dismay of the facilities manager.

What to do? If the VP issues an e-mail scolding the staff, the likely reaction will be resistance and lower morale. Instead, the wit of this Class Clown proved the perfect anecdote and antidote to rescue the situation through the following e-mail:

TO: A Hardworking and Hungry Staff DATE: June 6

FROM: S. A. Davidson

SUBJECT: Uninvited Guests at Dinner

When I arrived at the office at 7:00 A.M., several uninvited revelers of the Blattaria Cucaracha family ("bugs" for short) greeted me, informing me how much they enjoyed the leftover food around the office. They even assured me they are going to tell all their friends where the best bites can be found. And they promised to return again to party.

So we've got a quick choice to make: we can return our trays to the cafeteria, as Jim Drake from Facilities has reminded us, or we can expect to share our space with more of these uninvited and unwelcome guests.

I realize you can surely use extra hands and heads as you work to complete our compensation report, but I doubt if these Blattaria Cucaracha are the heads and hands you had in mind.

Your efforts to make me look good at the board meeting are not unnoticed — I'll bring in today's pizza. And I promise to take out the garbage after.

Class clowns often see situations in a new light, and they offer a fresh perspective. They perform more than just capers. In their writing and in their conversation, they illustrate the power of the pen, er, pun and replace the terminal boredom of the workplace with wit and personality. At their best, they know how to blend good humor with a human touch. What's more, they make friends quickly and people generally like them — if they don't go too far.

The Class Clown's Communication Style

• Class Clowns draw their power from their speed and timing. Not only do they have a sense of what to say, they also know when to say it. This ability gives them command presence in any room.

• Their lack of self-consciousness about their bodies creates a physical presence, through uninhibited use of body language to emphasize their points.

• When talking, Class Clowns are clever. While most of us would be troubled at finding a coffee stain on our slacks right before a big presentation, Class Clowns aren't. Instead, they find a way to use the stain to their advantage — and often relax and win the audience over in the process. They do not embarrass easily, if at all.

The Class Clown's Strengths

Timing. His most important skill is not a sense of humor but a sense of timing. Class Clowns always seem to know the right moment to break in with something funny.

Preparation and a good memory. Oscar Wilde was known for making amazingly well-timed quips at dinner parties. "I can resist everything except temptation," he proclaimed as a decadent dessert was offered. What his dinner companions didn't know was that he'd conceived that line at breakfast. He simply waited for the perfect moment to trot it out. Class Clowns often "file away" funny thoughts, puns, and clever language and later insert them strategically into conversations, e-mails, and meetings, with great results.

Using humor to open doors. A good opening line hooks the audience. Once they've got them hooked, Class Clowns don't let their audiences get away. They quickly transition into a conversation about business. Humor is an effective tool but it is only a tool. It's a prop, not a crutch.

What Undermines the Class Clown's Success

Joking too much and working too little. The Class Clown is more likely to get promoted for work product, judgment, loyalty, and reliability than for merely the ability to make people laugh. Whether accurate or not, the perception of Class Clowns is often that they don't focus enough on their work. Remember Proverbs: "Even a fool, when he holds his peace, is counted wise."

Confusing sarcasm with humor. Clowns make fun of themselves and the world around them, and make a lot of friends in the process. The sarcastic make fun of others and turn people off. Class Clowns must remember to keep the humor positive and constructive.

Joking about the wrong topics. Comments, however lighthearted, about race, ethnicity, gender, sexual orientation, politics, and religion should be avoided lest the Class Clown offend a colleague. When it comes to workplace humor, it's safest to err on the side of caution by not going too far. The Clown needs to remember to use common sense along with comic sense.


Excerpted from Most Likely to Succeed at Work by Wilma Davidson, Jack Dougherty. Copyright © 2003 Wilma Davidson and John F. Dougherty. Excerpted by permission of St. Martin's Press.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

Meet the Author

Wilma Davidson, president of Davidson&Associates, a communications consulting firm, has advised a wide range of people from Fortune 500 companies, educational groups, government agencies, and professional organizations on how to put their best foot forward-in writing and in person. She is the author of Business Writing and resides in Longboat Key, Florida.

Communications strategist Jack Dougherty is president of Dougherty Dialectic, a specialty consulting firm. He helps Fortune 500 companies and law firms communicate complex information to the public. He lives in San Francisco, California.

Wilma Davidson, Ed. D. is a writing and presentation-skills coach. Her clients include corporations throughout the Fortune 500. She is the author of Most Likely to Succeed at Work: How to Get Ahead at Work Using Everything You Learned in High School, Writing a Winning College Application Essay and Business Writing: What Works, What Won't. She lives in East Greenwich, Rhode Island, and Longboat Key, Florida.

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