Hidden Potential by Adam Grant: Book Summary & Notes

Preview the Article
  • Read Time: 22 minutes
  • By: Jen
  • Updated: June 20, 2024

What is Hidden Potential about?

Hidden Potential by Adam Grant is an exploration into the often overlooked reserves of capability and resilience that we each possess. It’s a powerful reminder that sometimes we mask our true potential to protect ourselves from our fears, possible failures, and society’s expectations.

Grant, who is an organizational psychologist, dissects the psychological barriers that inhibit growth and offers insightful, practical strategies for overcoming them. Through compelling stories and research, he illuminates the pathways to unleashing our natural talent and capabilities, emphasizing the importance of curiosity, flexibility, and persistence.

This book speaks directly to those who feel they have more to offer but are unsure how to access their deeper abilities. It’s a sympathetic, nurturing guide that doesn’t just aim to inspire but also to provide the tools necessary for transformation.

Sound interesting?

Bookshop.org
Spotify
Amazon

My Key Take-Aways from Hidden Potential

Hidden Potential is divided into three sections: developing character skills, fostering sustainability, and exploring how culture influences our ability to reach our potential. The initial segments provided valuable insights on enhancing my own abilities. However, the third left me feeling disheartened, as it highlighted the challenges faced by underrepresented people in American society. (To be fair, Adam intended to illustrate ways in which our culture could be reshaped to recognize the untapped potential in those often overlooked. I’m just generally overwhelmed by the current state of American society.)

Here are my key takeaways from Hidden Potential:

  1. If you’re comfortable, you’re not growing as fast as you could.
  2. Willingness to learn is more important than work ethic.
  3. Done is better than perfect.
  4. Finding a way to enjoy the process leads to more efficient learning.
  5. When your performance stagnates, it typically gets worse before it gets better.
  6. We need support from others to build a framework for our learning.
  7. Providing individualized support in schools leads to substantially better outcomes.
  8. Leaders with soft skills achieve better results, but often they aren’t the ones promoted.
  9. If we only look at what people have done before, we overlook what they could do in the future.
my key takeaways from hidden potential

My Full Notes on Hidden Potential

The following sections are a direct transcription of my handwritten notes from my Remarkable 2. While taking notes, I attempted to indicate direct quotes as such to distinguish from my interpretation of the content. There’s always the potential that I missed some.

I use the zettelkasten method and Obsidian.md to manage my notes, so I’ve added connections that I made to other ideas while reading, along with a summary of keywords from each chapter.

Prologue

Growing Roses from Concrete

  • “although talent is evenly distributed, opportunity is not” – pg. 3
  • “they could control only their decisions, not their results” – pg. 3
  • “if they were singled out by their coaches, it was not for unusual aptitude but for unusual motivation” – pg. 5
  • conditions for learning
    • “to master a new concept… typically takes seven or eight practice sessions” – pg. 5
    • “potential is not a matter of where you start, but of how far you travel” – pg. 6
  • “stretching beyond our strengths is how we reach our potential and perform at our peak.” – pg. 7
  • “by age 25, students who happened to have had more experienced kindergarten teachers were earning significantly more money than their peers” – pg. 8
    • #read-more-from Raj Chetty (economist), Tennessee experiment
    • Why? – more experienced kindergarten teachers had increased:
      • proactive
      • prosocial
      • disciplined
      • determined
    • “I now see character less as a matter of will, and more as a set of skills” – pg. 11
    • scaffolding – “once the construction is complete, the support is removed” – pg. 13
    • “what we overlook is that when people can’t see a path, they stop dreaming of the destination” – pg. 14
      • Help people find a path
    • “they weren’t worried about being the smartest player in the room – they were aiming to make the room smarter” – pg. 14
    • 3 sections
      1. character skills
      2. structures to sustain
      3. systems to expand opportunity – societal
Keywords from Prologue

talent, opportunity, talent-versus-opportunity, conditions-for-learning, stretching-beyond-our-strengths, Raj-Chetty, proactivity, prosocial, self-discipline, determination, scaffolding

Part 1: Skills of Character

Getting better at getting better

  • 3 skills
    • Proactivity
    • Discipline
    • Determination
  • “Personality is your predisposition – your basics instincts for how you think, feel, and act. Character is your capacity to prioritize your values over your instincts.” – pg. 20
    • This connects to the point that David Goggins makes. He hates running but he does it anyway. (Huberman interview)
  • “‘soft skills’ were the ‘important job-related skills that involve little or no interaction with machines.’ … These were actually the social, emotional, and behavioral skills that soldiers needed to succeed in any role…” – pg. 21
  • “the skills that make us human are increasingly important to master” – pg. 22
My Connections

The idea of character versus personality reminds me of Andrew Huberman’s interview with David Goggins. Goggins hates running but does it anyway. He actively and continuously pushes against his instincts to live to his values.

David-Goggins, Andrew-Huberman, personality-versus-character

Keywords from Part 1

character-skills, proactivity, self-discipline, determination, personality-versus-character, soft-skills

Chapter 1: Creatures of Discomfort

Embracing the unbearable akwardness of learning

  • polyglots – learning to speak a new language
    • “many people wish they could learn a new language, but believe the distance is too great to travel.” – pg. 25
    • “it was because they cleared a motivational hurdle: they got comfortable with being uncomfortable.” – pg. 26
    • “summoning the nerve to face discomfort is a character skill – an especially important form of determination.” – pg. 26
      • “embrace, seek, and amplify discomfort”
    • learning styles
      • “the way you like to learn is what makes you comfortable, but it isn’t necessarily how you learn the best” – pg. 28
      • “playing only to your strengths deprives you of the opportunity to improve on your weaknesses.” – pg. 28
    • “procrastination isn’t a time management problem – it’s an emotional management problem” – pg. 29
    • “writing is more than a vehicle for communicating – it’s a tool for learning. Writing exposes gaps in your knowledge and logic. It pushes you to articulate assumptions and consider counter arguments. Unclear writing is a sign of unclear thinking.” – pg. 31
    • “accelerating learning requires a second form of courage: being brave enough to use your knowledge as you acquire it” – pg. 33
    • “two different kinds of exposure therapy: systematic desensitization and flooding” – pg. 37
    • “learning is often understood as the process of recognizing, correcting, and preventing mistakes. … when we’re encouraged to make mistakes, we end up making fewer of them. Early mistakes help us remember the correct answer – and motivate us to keep learning.” – pg. 39
    • learned industriousness
Keywords from Chapter 1

motivation, comfort-zone, facing-discomfort, determination, learning-styles, procrastination, writing-as-a-tool, exposure-therapy, systematic-desensitization, flooding, courage, making-mistakes, learned-industriousness

Chapter 2: Human Sponges

Building the capacity to absorb and adapt

  • “improving depends not on the quantity of information you seek out, but the quality of information you take in. Growth is less about how hard you work than how well you learn.” – pg. 44
  • protestant reformation and it’s impact on economics and the culture of knowledge and work.
    • emphasis on literacy and productivity
    • Carnegie library grants in the 1900s, too
  • absorptive capacity – “the ability to recognize, value, assimilate, and apply new information.” – pg. 49
absorptive capacity adam grant hidden potential
  • it can be difficult to get good feedback on subjective skills.
    • “being polite is withholding feedback to make someone feel good today. Being kind is being candid about how they can get better tomorrow.” – pg. 54
    • “a critic sees your weaknesses and attacks your worst self. A cheerleader sees your strengths and celebrates your best self. A coach sees your potential and helps you become a better version of yourself.” – pg. 55
  • Don’t ask for feedback, ask for advice
    • feedback = past performance
    • advice = better next time
  • Need to be aware of the trustworthiness of your sources
    • care – want what’s best for you
    • credibility – has relevant experience
    • familiarity – knows you well
    • the best sources for feedback have all three.
    • if a trustworthy source is giving feedback, respond constructively
trustworthy sources adam grant hidden potential
Keywords from Chapter 2

absorptive-capacity, feedback, feedback-versus-advice, trustworthy-sources

Chapter 3: The Imperfectionists

Finding the sweet spot between flawed and flawless
  • “tolerating flaws… [is] part of becoming an expert and continuing to gain mastery.” – pg. 65
  • “perfectionists excel at solving problems that are straightforward and familiar.” – pg. 66
  • 3 things perfectionists get wrong:
    1. “obsess about details that don’t matter.”
      • “so busy finding the right solution to tiny problems that they lack the discipline to find the right problems to solve.” – pg. 67
    2. “avoid unfamiliar situations and difficult tasks that might lead to failure”
    3. “berate themselves for making mistakes”
      • shaming mistakes rather than learning from them.
  • “traveling great distances depends on recognizing that perfection is a mirage – and learning to tolerate the right imperfections.” – pg. 68
  • wabi sabi – the art of honoring the beauty of imperfection.
    • “not about creating intentional imperfections.””accepting that flaws are inevitable.” – pg. 69
    • “selective about what he does well”
    • “wabi sabi… gives you the discipline to shift your attention from impossible ideals to achievable standards” – pg. 71
  • “the ideal foil for perfectionism is an objective that is precise and challenging.” – pg. 73
  • “expectations tend to rise with accomplishment. the better you are performing, the more you demand of yourself and the less you notice incremental gains.” – pg. 74
    • find a way to monitor progress and remind yourself of what you’ve accomplished.
    • other people tend to put more weight on your successes than your failures.
  • pivoting – find acceptable solutions to problems, not perfect ones.
  • done is better than perfect
    • MLPs – minimum lovable product
    • soft launches and early feedback
    • not advice but a score (1-10 scale), then what to change to get a better score.
    • set target score based on skill and importance
      • the most important tasks need an 8, better a 9, but never a 10.
    • “it’s impossible to please everyone. The question is whether you’re letting down the right people. It’s better to disappoint others than to disappoint yourself.” – pg. 80
Keywords from Chapter 3

imperfection, mastery, perfectionism, letting-go-of-perfectionism, wabi sabi, monitor-progress-over-time, pivoting, minimum-lovable-product, early-feedback, soft-launches

Part 2: Structures for Motivation

Scaffolding to overcome obstacles

  • 3 obstacles
    1. Burn out
    2. Stagnation
    3. Discouragement
  • possible to stop unwanted flashbacks: Tetris right after
  • 4 key features of scaffolding:
    1. comes from other people (coach, mentor, peer)
    2. tailored to the obstacle
    3. comes at a pivotal point in time
    4. temporary – “we’ll find support from different sources at different times” – pg. 85
Keywords from Part 2

motivation, burn-out, stagnation, getting-discouraged, scaffolding

Chapter 4: Transforming the Daily Grind

Transform the daily grind into a source of daily joy
  • deliberate practice – “structured repetition of a task to improve performance based on clearer goals and immediate feedback.” – pg. 90
    • useful for skills with repeatable moves.
  • burnout – “emotional exhaustion that accumulates when you’re overloaded.” – pg. 90
  • boreout – “emotional deadening you feel when you’re under stimulated.” – pg. 90
  • harmonious passion – “taking joy in a process rather than feeling pressure to achieve an outcome.” – pg. 91
    • makes it easier to find flow.
  • deliberate play – “structured activity designed to make skill development enjoyable.” – pg. 92
    • introducing novelty and variety into training
    • different than gamification
  • “passion for one task can lead us to neglect the less exciting ones” – pg. 96
  • “people with the most discipline actually use the least amount of it. … instead of relying on willpower to push through…, they change the situation to make it less strenuous.” – pg. 98
    • #read-more-from Angela Duckworth
  • “The only way to win is to grow.” – pg. 99
  • interleaving – “people improve faster when they alternate between different skills.” – pg. 99
  • benefits of taking breaks – pg. 102-103
    1. “time away helps to sustain harmonious passion.”
    2. “breaks unlock fresh ideas” – reframing while away
    3. “breaks deepen learning”
      • “forgetting curve” – avoid with spaced repetition
  • “relaxing is not a waste of time – it’s an investment in well-being. Breaks are not a distraction – they’re the chance to reset attention and incubate ideas.” – pg. 103
Keywords from Chapter 4

deliberate-practice, burn-out, bore-out, harmonious-passion, deliberate-play, self-discipline, interleaving, breaks, forgetting-curve, relaxation, rest, Angela-Duckworth

Chapter 5: Getting Unstuck

The roundabout path to forward progress

  • “progress rarely happens in a straight line; it typically unfolds in loops.” – pg. 107
  • “when our performance stagnates, before it improves again, it declines.” – pg. 108
    • #read-more-from Wayne Gray, John Lindstedt
    • backtrack and find a new path
    • “more advanced skills come with steeper learning curves” – pg. 109
  • “… to start moving, we don’t actually need a map. All we need is a compass…” – pg. 111
  • “the drawback of a compass is that it only gives you direction – not directions. … to navigate the path effectively you [also] need a guide.” – pg. 114
    • “the best experts are often the worst guides.” – pg. 115
      1. They know too much to remember what it’s like to know nothing
        • #read-more-from Simon Beilock
        • “the further you progress towards mastery, the less conscious awareness you often have of the fundamentals.” – pg. 116
      2. “you don’t share the same strengths and weaknesses. […] You might be heading for the same destination, but your starting far from their position.” – pg. 116
        • It helps to have a few different guides with different perspectives.
        • Ask for how they got to where they are, not how they do specific tasks.
        • look for waypoints and share yours. (ideas to test)
  • languishing – “not seeing enough progress to maintain your motivation.” – pg. 121
    • sense of stagnation and emptiness.
    • “languishing disrupts your focus and dulls your motivation.” – pg. 122
  • setting up a side hustle actually helps break out of languishing at work (connection to Ali Abdaal’s side quests…)
    • a sense of progress is the strongest known motivator, even when progress is unrelate to the main goal.
    • even small wins help
My Connections

Adam talks about setting up a side hustle as a way to pull yourself out of stagnation. This connects to Ali Abdaal’s idea of side quests in Feel-Good Productivity.

stagnation, side-quests, Ali-Abdaal_Feel-Good-Productivity

Keywords from Chapter 5

progress-loops, stagnation, Wayne-Gray, John-Lindstedt, mastery, Simon-Beilock, coaching, languishing

Chapter 6: Defying Gravity

The art of flying by our bootstraps

  • “In the face of seemingly insurmountable obstacles, it can be tempting to give up.” – pg. 131
  • “when we view hurdles as threats, we tend to back down and give up. When we treat barriers as challenges to conquer, we rise to the occasion.” – pg. 132
  • “a growth mindset alone does little good without scaffolding to support it.” – pg. 132
    • #read-more-from Carol Dweck
  • Bootstrapping – “using your existing resources to pull yourself out of a sticky situation.” – pg. 132
    • when applied interdependently is more successful.
    • “studying with knowledgeable colleagues is good for growth” – pg. 133
    • tutor effect – “teaching is a surprisingly powerful method of learning.” – pg.134
  • coach effect – taking our own advice
    • “we’re more confident in our ability to surmount struggles after guiding others through them.” – pg. 138
    • #read-more-from Lauren Eskreis-Winkler
    • “We should listen to the advice we give others – it’s usually the same advice we need to take for ourselves.” – pg. 139
  • “the expectations others hold of us often become self-fulfilling prophecies.” – pg. 142
    • Golem effect – “when others underestimate us, it limits our effort and growth.” – pg. 142
    • #read-more-from Samir Nurmohamed
  • “having a partner can prevent rumination on your own abilities and boost determination.” – pg. 146
  • “when we feel a strong sense of belonging to a group, we feel our bootstraps are linked.” – pg. 149
    • #read-more-from Karen Knowlton
  • “we worry about making our parents proud when we should be focused on making our children proud.” – pg. 150
  • “if multiple credible supporters believe in us, it’s probably time to believe them.” – pg. 150
Keywords from Chapter 6

obstacles, growth-mindset, Carol-Dweck, bootstrapping, tutor-effect, coach-effect, coaching, Lauren-Eskreis-Winkler, Golem-effect, Samir-Nurmohamed, expectations, credibility, rumination, belonging, Karen-Knowlton, imposter-syndrome

Part 3: Systems of Opportunity

Opening doors and windows

  • #read-more-from Raj Chetty – the impact of opportunity
  • “when we think of geniuses as people with extraordinary abilities, we neglect the importance of life circumstances in shaping them.” – pg. 152
    • kids from wealthy families get more exposure to people with knowledge/resources for support/guidance.
    • same for certain geographies – “normal” kids can be exposed to mentors/guides through encounters.
  • designing systems to support everyone will help to not miss those outside of optimal life circumstances
Keywords from Part 3

Raj-Chetty, impact-of-opportunity, ability-versus-circumstances

Chapter 7: Every Child Gets Ahead

Designing schools to bring out the best in students

  • PISA – standardized test to compare internationally
    • Finland
    • “belief in the potential of all students” – pg. 158
    • “being disadvantaged was less of a disadvantage.” – pg. 158
  • 3 elements of culture
    1. practices
    2. values
    3. underlying assumptions
      • U.S. – winner takes all
      • Finland – opportunity for all, developing individual interests
        • prioritized education, teachers as a culture
        • “education should be tailored to individuals” – pg. 161
      • looping – teachers move up through grades with their students. leads to better student performance.
        • critics say:
          • prevents teachers from specializing,
          • might get stuck with a bad teacher for longer.
        • individualized support
          • “in the U.S., the majority of the states don’t comply with federal special education laws” – pg. 164
          • “In Finland, every student has access to personalized help and support. [Finnish school leaders] are responsible for checking in on progress and well-being of every single student.”
          • every school in Finland has a student welfare team made up of:
            • psychologist
            • social worker
            • nurse
            • special education teacher
            • school principle
          • time for breaks and play create a love of learning
            • experiential learning activities
          • motivation
            • reading – motivation to read versus TV, video games, social media…
            • choose what we learn and share it with others (intrinsic motivation)
          • learning efficiency – “the tradeoff between doing well and being well is a false choice” – pg. 176
Keywords from Chapter 7

elements-of-culture, looping, individualized-support, experiential-learning, motivation, learning-efficiency

Chapter 8: Mining for Gold

Unearthing collective intelligence in teams
  • organizational psychology
    • #read-more-from Richard Hackman – teams
    • #read-more-from Anita Woolley – collective intelligence
  • “collective intelligence depends less on cognitive skills than prosocial skills” – pg. 181
    • “the best teams have the most team players” – pg. 181
    • “figuring out what the group needs and enlisting everyone’s contribution” – pg. 181
    • “the most undervalued players are the ones who help their teammates score.” – pg. 182
    • “collective intelligence rises when:
      1. team members recognize each other’s strengths
      2. develop strategies for leveraging them
  • motivate one another to align their efforts in pursuit of a shared purpose.” – pg. 182
  • team cohesion is not necessarily about interpersonal connection. It’s more about whether the people recognize that they need one another to succeed.
    • knowledge sharing and coaching each other
    • “able to absorb, filter, and adapt to information as it emerged and evolved.” – pg. 183
  • babble effect – “when we choose leaders, we don’t usually pick the person with the strongest leadership skills. We frequently choose the person who talks the most.” – pg. 183
    • many times these are the people with the poorest prosocial skills and the biggest egos.
  • “the goals isn’t to be the smartest person in the room; it’s to make the entire room smarter.” – pg. 184
    • the teams with the best results generally have the leaders with the most prosocial skills.
  • effective leadership personality depends on how proactive the team is. – pg. 186
    • reactive teams – extraverts are better
    • proactive teams – introverts are better
      • appear more apt to listen to lots of ideas
      • listen, ask questions, give ideas a chance
    • “brainstorming usually backfires” – pg. 187-188
      • problems
        • ego threat
        • noise
        • conformity pressure
      • better to use ‘brainwriting’
      • balanced participation
    • #read-more-from Amy Edmondson
    • climate for voice, psychological safety
      • ladder system versus lattice system
      • lattice system – freedom to take an idea to a number of different people/leaders to get buy in.
      • lattice system != matrix organization
Keywords from Chapter 8

organizational-psychology, Richard-Hackman, Anita-Wooley, collective-intelligence, teams, team-cohesion, babble-effect, effective-leadership, brainstorming, brainwriting, ego-threat, conformity-pressure, Amy-Edmondson, psychological-safety, ladder-systems, lattice-systems, matrix-organizations

Chapter 9: Diamonds in the Rough

Discovering uncut gems in job interviews and college admissions

  • “when we confuse past performance with future potential, we miss out on people whose achievements have involved overcoming major obstacles.” – pg. 202
  • “In schools and workplaces, selection systems are usually designed to detect excellence. That means people who are on their way to excellence rarely make the cut.” – pg. 203
  • Peter principle – “people at work tend to get promoted to their ‘level of incompetence’ – they keep advancing based on their success in previous jobs until they get trapped in a new role that’s beyond their abilities.” – pg. 205-206
  • “… talent sets the floor, but character sets the ceiling.” – pg. 206
  • affirmative action policies create doubt in the abilities of the groups they are supposed to help.
    • Did they/I get this job because they/I really deserved it?
    • “Policies that address group hardship don’t capture all the difficulties individuals have endured.” – pg. 210
    • better approach to affirmative action – “adjusting skill expectations by access to opportunity” – pg. 210
    • ways to address:
      • contextualize performance (e.g. “along with each student’s grades, transcripts should display the grade point averages and ranges for their schools and majors.” – pg. 211)
      • look for improvement over time (upward trajectory)
      • real-time work samples – “give everyone the same problem to solve in the present.” – pg. 218
Keywords from Chapter 9

performance-versus-potential, overcoming-obstacles, selection-systems, peter-principle, talent-plus-character, affirmative-action, trajectory

Epilogue

Going the distance

  • “people with bigger dreams go on to achieve greater things.” – pg. 225
    • #read-more-from Robert Cialdini
  • “Imposter syndrome is a paradox:
    • Others believe in you
    • You don’t believe in yourself
    • Yet, you believe yourself instead of them.
      If you doubt yourself, shouldn’t you also doubt your low opinion of yourself?” – pg. 232
Keywords from Epilogue

Robert-Cialdini, imposter-syndrome

Appendices

  • quiz link on Adam’s website
  • 40 practical takeaways (Adam’s TLDRs)
  • Notes – review for ‘Read Mores’

Go Beyond the Book Notes for Hidden Potential

While these notes share the ideas that were important to me in this book, there’s no replacement for taking it in yourself. Consider reading (or listening) on your own to find what fascinates YOU!

Bookshop.org
Spotify
Amazon

Where to Go for More from Adam Grant

If you are eager to dive deeper into Adam Grant’s enriching world of insights, a myriad of resources await your exploration.

Grant’s personal website (www.adamgrant.net) is a treasure trove of valuable content, including articles and links to his podcasts and books. There you can also subscribe to his newsletter, “Granted,” which offers thought-provoking perspectives on work and psychology.

Adam’s other books include:

  • Think Again,
  • Originals,
  • Give and Take, and
  • Option B.

Adam hosts two TED original podcasts available on Spotify, Apple Podcasts, and YouTube:

  • WorkLife with Adam Grant which delves into the minds of some of the world’s most extraordinary professionals and
  • ReThinking which journeys into new thoughts and perspectives, encouraging listeners to question their assumptions and embrace new ideas.

Adam is also available through social media platforms:

  • X (@AdamMGrant) and
  • LinkedIn (Adam Grant).

These platforms not only offer a glance into Grant’s most recent thoughts and findings but also foster a community of like-minded individuals passionate about personal and professional growth. Engaging with Grant’s content across these platforms can provide daily doses of inspiration, empathy, and encouragement to pursue excellence in every aspect of life.

What to Read Next if You like Hidden Potential

If Hidden Potential has sparked your curiosity and left you eager for more insights into personal growth and overcoming challenges, here are a few recommendations for what to read next. Each of these books offers unique perspectives and valuable lessons that can further your journey of self-discovery and improvement.

  • Mindset: The New Psychology of Success by Carol S. Dweck
  • Grit: The Power of Passion and Perseverance by Angela Duckworth
  • Quiet: The Power of Introverts in a World That Can’t Stop Talking by Susan Cain

These books will encourage you to think differently about your potential, the challenges you face, and how to harness your strengths to lead a fulfilling and impactful life.

Wrapping Up: My Final Thoughts on Hidden Potential by Adam Grant

I actually consumed this book twice. Once through Spotify’s audio book while installing closet shelves in my new house, and again through the hardcover format so I could share my notes with you.

Grant’s style is highly engaging. He uses his fantastic storytelling ability to share case studies of people breaking through their barriers to demonstrate their untapped potential, exceeding expectations.

I enjoyed the inspiring stories and Adam’s explanations of how we can all learn from them to break through our own limits. The lessons around embracing discomfort, letting go of perfectionism, and building support structures were timely reminders at a particularly discouraging moment in my life.

I have to admit, while reading, I struggled to stay focused because I found myself frustrated by American culture, which is built on extroverted egotism, where introverts and collaborative leaders are consistently undervalued.

Though Grant’s suggestions for overcoming obstacles and pushing ourselves to our full potential were valuable, I was left with one major question: How do we transform a culture to begin embracing these marginalized contributors?

Flipping BA is ad-free with the support of readers like you. When you buy through links on our site, we may earn royalties or affiliate commissions at no additional cost to you. As an Amazon Associate, we earn from qualifying purchases.

Where are you on your journey?

I'm not sure where I want to go.
I don't know how to get there.
I need help staying on track.

Have a second to help us help you?