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teams). He spends the rest <strong>of</strong> the morn<strong>in</strong>g<strong>in</strong> class, where n<strong>in</strong>ety students sittogether <strong>in</strong> a wood-paneled, U-shapedamphitheater with stadium seat<strong>in</strong>g. <strong>The</strong>pr<strong>of</strong>essor usually kicks <strong>of</strong>f by direct<strong>in</strong>ga student to describe the case study <strong>of</strong>the day, which is based on a real-lifebus<strong>in</strong>ess scenario—say, a CEO who’sconsider<strong>in</strong>g chang<strong>in</strong>g her <strong>com</strong>pany’ssalary structure. <strong>The</strong> figure at the heart<strong>of</strong> the case study, <strong>in</strong> this case the CEO,is referred to as the “protagonist.” Ifyou were the protagonist, the pr<strong>of</strong>essorasks—and soon you will be, is the implication—whatwould you do?<strong>The</strong> essence <strong>of</strong> the HBS education isthat leaders have to act confidently andmake decisions <strong>in</strong> the face <strong>of</strong> <strong>in</strong><strong>com</strong>plete<strong>in</strong>formation. <strong>The</strong> teach<strong>in</strong>g methodplays with an age-old question: If youdon’t have all the facts—and <strong>of</strong>ten youwon’t—should you wait to act until141/929

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