Connect… Then Lead: HBS Professor John Kotter


One of my most popular posts from July 8, 2013

KotterPowerInfluencejohn-kotter

Harvard Business School Professor John P. Kotter

Years ago I was invited to join a newly forming Intel marketing group comprised primarily of Ivy League MBA‘s, with a few of us Intel veterans thrown into the mix to create some cross-fertilization in the group. This was the famous period of Harvard MBA’s belief that they were all marketing gods, and needed only to be ruthless: greed was good. One of my Harvard educated Intel colleagues related a story of HBS students playing an allegedly “friendly” game of football on the green next to the Charles River. One player suffered a compound fracture of his leg.  While waiting for an ambulance, a member of the other team came up and demanded to know when the game would resume.  Everything was about competition and one-upmanship. To this day I remember fondly (believe it or not) that this was also the mantra of our Intel group.  Who got the girl on Friday night: who got stuck with the bar tab. There was a big scoreboard in the sky tabulating the imaginary results.  Perhaps against the odds, our group survived and succeeded famously.  Many of us are still very close personal friends. One is the godfather of my son.

Ray Rund, one of my Intel colleagues, and Harvard MBA told me another story of HBS students eager to take John Kotter‘s leadership class, at the time called “Power & Influence.”  They all thought that Kotter’s course would teach them how to become the meanest “sons-of-bitches in the valley.”  Ray amusingly remembered that Kotter’s course taught them the exact opposite: managers must first learn to be humble, connect and gain the respect of their subordinates, before attempting to lead, or they would be doomed.  The book version of Kotter’s course is now 30 years old, but is still as relevant as ever. It is filled with case studies of “hard asses”  who failed miserably.

I have often explained Kotter’s point to others by using the example of an old WWII film clip of Lord Louis Mountbatten, leading the beleaguered British commandos in Burma against overwhelming Japanese forces.  Mountbatten was standing on a pedestal in some godforsaken Burmese village, with his troops standing at attention in rank. The first thing Mountbatten did was to beckon his troops to break rank and come up near him.  The old film clip speaks volumes about Mountbatten’s intuitive understanding of leadership.

Specialists in organizational behavior probably like to debate these points, pointing out the Peter Drucker “high task, low relationship” approach to change management. Basically, like the George S. Patton “school of management” in the film, kick ass and take names until the organization submitted to his will.  As the film shows, this approach has its drawbacks.

Ironically, I had learned Kotter’s lesson in leadership in my first assignment at Intel, managing 250 people running a semiconductor manufacturing operation.  On my first day, my manager introduced me to my people, half-jokingly saying to them, “Let’s see how long it takes you to break your new supervisor!”  Clearly, I needed to get with their program.  Just for the record, my manager, Dean Persona and I became fast friends. My employees had the knowledge of how to get the job done, and I did not. It is a valuable lesson I have never forgotten. I managed to get the respect of my people by respecting them. When an extra effort was required, I could ask for that extra effort, and it was given willingly.  Others failed miserably in their jobs while I rapidly rose to bigger and better things.

When I noticed this HBR blog post on leadership, titled “Connect…Then Lead,” I thought of Kotter, who is still teaching at Harvard.  I also see another potential case study of failure developing now.  For all of the good intentions of this manager, he is failing to understand Kotter’s lesson about leadership. This manager professes openness. This manager made a point to take a very modest office and leave his door open. But despite these superficial moves,  in reality, the substance of his management style is that of an austere, autocratic manager who isolates himself behind a wall of handlers who manage access to him, even reading all of his emails, which is offensive to many.  It takes weeks to schedule a simple meeting with this manager if you can successfully maneuver the gauntlet of handlers. Then the meeting will typically start late, only to be ended by another handler interrupting the meeting, tapping on their watch, to extract the manager early from the meeting, because he is so “busy” he must move on. He demands that his schedule is cleared for his own priorities.

The rudeness and distant behavior of this manager is obviously having a serious impact on the manager’s effectiveness with his people, but the manager seems more interested in his own matters. It has been noted by some that it is not uncommon for autocrats to view themselves as being open and welcoming toward their people when in reality the manager’s true behavior exhibits an extreme distance, lack of sensitivity, and the subordinates are intimidated by his overbearing personal style. This is all laid out in Kotter’s books and in the following HBR Blog article.  History seems to repeat itself.

Andrew Carnegie, a scion of the Gilded Age of Monopolists at the turn of the 20th Century, is noted for this quote about the importance of his employees…

“Take away my factories, my plants, take away my railroads, my ships, my transportation; take away my money, strip me of all these, but leave me my men and in two or three years, I will have them all again.”  Despite Carnegie’s megalomaniacal tendencies, he nevertheless seemed to understand the importance of having a strong bond with his people.

Connect, Then Lead

Reblogged from the HRB Blog

by Amy J.C. Cuddy, Matthew Kohut, and John Neffinge

 Is it better to be loved or feared?

Niccolò Machiavelli pondered that timeless conundrum 500 years ago and hedged his bets. “It may be answered that one should wish to be both,” he acknowledged, “but because it is difficult to unite them in one person, it is much safer to be feared than loved.”

Now behavioral science is weighing in with research showing that Machiavelli had it partly right: When we judge others—especially our leaders—we look first at two characteristics: how lovable they are (their warmth, communion, or trustworthiness) and how fearsome they are (their strength, agency, or competence). Although there is some disagreement about the proper labels for the traits, researchers agree that they are the two primary dimensions of social judgment.

Why are these traits so important? Because they answer two critical questions: “What are this person’s intentions toward me?” and “Is he or she capable of acting on those intentions?” Together, these assessments underlie our emotional and behavioral reactions to other people, groups, and even brands and companies. Research by one of us, Amy Cuddy, and colleagues Susan Fiske, of Princeton, and Peter Glick, of Lawrence University, shows that people judged to be competent but lacking in warmth often elicit envy in others, an emotion involving both respect and resentment that cuts both ways. When we respect someone, we want to cooperate or affiliate ourselves with him or her, but resentment can make that person vulnerable to harsh reprisal (think of disgraced Tyco CEO Dennis Kozlowski, whose extravagance made him an unsympathetic public figure). On the other hand, people judged as warm but incompetent tend to elicit pity, which also involves a mix of emotions: Compassion moves us to help those we pity, but our lack of respect leads us ultimately to neglect them (think of workers who become marginalized as they near retirement or of an employee with outmoded skills in a rapidly evolving industry).

To be sure, we notice plenty of other traits in people, but they’re nowhere near as influential as warmth and strength. Indeed, insights from the field of psychology show that these two dimensions account for more than 90% of the variance in our positive or negative impressions we form of the people around us.

So which is better, being lovable or being strong? Most leaders today tend to emphasize their strength, competence, and credentials in the workplace, but that is exactly the wrong approach. Leaders who project strength before establishing trust run the risk of eliciting fear, and along with it a host of dysfunctional behaviors. Fear can undermine cognitive potential, creativity, and problem solving, and cause employees to get stuck and even disengage. It’s a “hot” emotion, with long-lasting effects. It burns into our memory in a way that cooler emotions don’t. Research by Jack Zenger and Joseph Folkman drives this point home: In a study of 51,836 leaders, only 27 of them were rated in the bottom quartile in terms of likability and in the top quartile in terms of overall leadership effectiveness—in other words, the chances that a manager who is strongly disliked will be considered a good leader are only about one in 2,000.

A growing body of research suggests that the way to influence—and to lead—is to begin with warmth. Warmth is the conduit of influence: It facilitates trust and the communication and absorption of ideas. Even a few small nonverbal signals—a nod, a smile, an open gesture—can show people that you’re pleased to be in their company and attentive to their concerns. Prioritizing warmth helps you connect immediately with those around you, demonstrating that you hear them, understand them, and can be trusted by them.

When Strength Comes FirstMost of us work hard to demonstrate our competence. We want to see ourselves as strong—and want others to see us the same way. We focus on warding off challenges to our strength and providing abundant evidence of competence. We feel compelled to demonstrate that we’re up to the job, by striving to present the most innovative ideas in meetings, being the first to tackle a challenge, and working the longest hours. We’re sure of our own intentions and thus don’t feel the need to prove that we’re trustworthy—despite the fact that evidence of trustworthiness is the first thing we look for in others.

Amy J.C. Cuddy is an associate professor of business administration at Harvard Business School. Matthew Kohut and John Neffinger are the authors of Compelling People: The Hidden Qualities That Make Us Influential (Hudson Street Press, August 2013) and principals at KNP Communications.

Pope Francis TED talk echoes Harvard Professor John Kotter on Leadership

Humility and Leadership Go Hand in Hand

There is a fundamental truth here. Pope Francis and the Harvard Business School are aligned.


Humility and Leadership Go Hand in Hand

There is a fundamental truth here. Pope Francis and the Harvard Business School are aligned.

 

  • Pope Francis at Domus Sanctae Marthae, where he lives in the Vatican, 24 AprilPope Francis recorded the talk at Domus Sanctae Marthae, where he lives in the Vatican

Pope Francis has recorded an address for the influential TED media group, delivering a warning to the world’s “powerful” leaders.

In his TED talk, Francis says that people with power must act humbly. “If you don’t, your power will ruin you, and you will ruin the other,” he says.

He also urged people to overcome the fear that a happy future is “something impossible to achieve”.

His talk was aired to the annual TED Conference in Vancouver, Canada.

The short talks are posted free online by the TED (Technology, Entertainment, Design) media organisation, whose slogan is “ideas worth spreading”.

Speakers are given a maximum of 18 minutes to present their ideas. Past speakers include former US president Bill Clinton, scientist Richard Dawkins, Microsoft founder Bill Gates and pop star Bono, although its most popular talks tend to be from less high-profile people.

They cover a vast range of subjects from “the science of happiness” to “how to spot a liar”.

In his talk, Pope Francis says: “Please, allow me to say it loud and clear: the more powerful you are, the more your actions will have an impact on people, the more responsible you are to act humbly.”

He says: “You will end up hurting yourself and those around you, if you don’t connect your power with humility and tenderness.

“Through humility and concrete love, on the other hand, power – the highest, the strongest one – becomes a service, a force for good.”

‘Culture of waste’

His speech touches on his own migration background and spends time retelling the story of the Good Samaritan.

“First and foremost, I would love it if this meeting could help to remind us that we all need each other, none of us is an island, an autonomous and independent ‘I’ separated from the other, and we can only build the future by standing together, including everyone.”

He says that “many of us seem to believe that a happy future is something impossible to achieve”.

Such concerns must be “taken very seriously”, but “are not invincible: they can be overcome when we do not lock our door to the outside world”.

He calls for solidarity, backs creativity and urges all to tackle the “culture of waste”, not just in goods but in people “who are cast aside by our techno-economic systems”.

Bruno Giussani, TED’s international curator, said it took more than a year, “many discussions” and several trips to Rome to make the talk happen.

He said that initially “it’s fair to say that not many [in the Vatican] knew of TED”.

The Pope’s talk was filmed in a small room at the Domus Sanctae Marthae, the guesthouse where he lives in Vatican City.

He speaks in Italian but the address, which can be accessed on TED.com, is subtitled in more than 20 languages.

TED was founded in 1984 and has its origins in Silicon Valley, but its talks have broadened beyond technology to include lifestyle, culture and business.

Online Business Education? Harvard versus Stanford

Stanford Graduate School of Business and Harvard Business School are adopting drastically different strategies for delivering business education. These differing strategies are reflected in the debate that has erupted between two of Harvard Business School’s best known professors and their visions for the future of business education, Michael Porter and Clayton Christensen. I have also been personally tire kicking MOOC’s, acting as a mentor for Stanford’s online Technology Entrepreneurship course, hosted by NovoEd. I have been pleasantly surprised by the experience, and among the teams I am mentoring is a group of Xerox senior research scientists acting as an entrepreneurial team.


claytonchristensenHarvard Professor Clayton Christensen, author of The Innovator’s Dilemma

michaelporterHarvard Professor Michael Porter, author of numerous books on Competitive Strategy

Stanford Graduate School of Business and Harvard Business School are adopting drastically different strategies for delivering business education.  These differing strategies are reflected in the debate that has erupted between two of Harvard Business School’s best known professors and their visions for the future of business education, Michael Porter and Clayton Christensen.  I have also been personally tire kicking MOOC’s, acting as a mentor for Stanford’s online Technology Entrepreneurship course, hosted by NovoEd.  I have been pleasantly surprised by the experience, and among the teams I am mentoring, is a group of Xerox senior research scientists acting as an entrepreneurial team.

Christensen predictably argues, as in his most famous book, that in order to survive disruptive change, businesses themselves must embrace disruptive change. Professor Porter on the other hand, argues that an enterprise “… must stay the course, even in times of upheaval, while constantly improving and extending its distinctive positioning.” Ironically, this debate is closely related to my most recent post, and a much earlier post on recognizing “strategic inflection points,” and acting on them.

Read more: http://mayo615.com/2014/05/15/nimbleness-strategy-or-opportunism/

Read more: http://mayo615.com/2013/08/02/strategic-inflection-points-when-companies-lose-their-way/

If any institution is equipped to handle questions of strategy, it is Harvard Business School, whose professors have coined so much of the strategic lexicon used in classrooms and boardrooms that it’s hard to discuss the topic without recourse to their concepts: Competitive advantage. Disruptive innovation. The value chain.

But when its dean, Nitin Nohria, faced the school’s biggest strategic decision since 1924 — the year it planned its campus and adopted the case-study method as its pedagogical cornerstone — he ran into an issue. Those professors, and those concepts, disagreed.

The question: Should Harvard Business School enter the business of online education, and, if so, how?

Universities across the country are wrestling with the same question — call it the educator’s quandary — of whether to plunge into the rapidly growing realm of online teaching, at the risk of devaluing the on-campus education for which students pay tens of thousands of dollars, or to stand pat at the risk of being left behind.

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Harvard Business School faced a choice between different models of online instruction. Prof. Michael Porter favored the development of online courses that would reflect the school’s existing strategy.CreditDavid De la Paz/European Press Photo Agency

At Harvard Business School, the pros and cons of the argument were personified by two of its most famous faculty members. For Michael Porter, widely considered the father of modern business strategy, the answer is yes — create online courses, but not in a way that undermines the school’s existing strategy. “A company must stay the course,” Professor Porter has written, “even in times of upheaval, while constantly improving and extending its distinctive positioning.”

For Clayton Christensen, whose 1997 book, “The Innovator’s Dilemma,” propelled him to academic stardom, the only way that market leaders like Harvard Business School survive “disruptive innovation” is by disrupting their existing businesses themselves. This is arguably what rival business schools like Stanford and the Wharton School have been doing by having professors stand in front of cameras and teach MOOCs, or massive open online courses, free of charge to anyone, anywhere in the world. For a modest investment by the school — about $20,000 to $30,000 a course — a professor can reach a million students, says Karl Ulrich, vice dean for innovation at Wharton, part of the University of Pennsylvania.

“Do it cheap and simple,” Professor Christensen says. “Get it out there.”

But Harvard Business School’s online education program is not cheap, simple, or open. It could be said that the school opted for the Porter theory. Called HBX, the program will make its debut on June 11 and has its own admissions office. Instead of attacking the school’s traditional M.B.A. and executive education programs — which produced revenue of $108 million and $146 million in 2013 — it aims to create an entirely new segment of business education: the pre-M.B.A. “Instead of having two big product lines, we may be on the verge of inventing a third,” said Prof. Jay W. Lorsch, who has taught at Harvard Business School since 1964.

Starting last month, HBX has been quietly admitting several hundred students, mostly undergraduate sophomores, juniors and seniors, into a program called Credential of Readiness, or CORe. The program includes three online courses — accounting, analytics and economics for managers — that are intended to give liberal arts students fluency in what it calls “the language of business.” Students have nine weeks to complete all three courses, and tuition is $1,500. Only those with a high level of class participation will be invited to take a three-hour final exam at a testing center.

“We don’t want tourists,” said Jana Kierstead, executive director of HBX, alluding to the high dropout rates among MOOCs. “Our goal is to be very credible to employers.” To that end, graduates will receive a paper credential with a grade: high honors, honors, pass.

“Harvard is going to make a lot of money,” Mr. Ulrich predicted. “They will sell a lot of seats at those courses. But those seats are very carefully designed to be off to the side. It’s designed to be not at all threatening to what they’re doing at the core of the business school.”

Exactly, warned Professor Christensen, who said he was not consulted about the project. “What they’re doing is, in my language, a sustaining innovation,” akin to Kodak introducing better film, circa 2005. “It’s not truly disruptive.”

‘Very Different Places’

Professor Christensen did something “truly disruptive” in 2011, when he found himself in a room with a panoramic view of Boston Harbor. About to begin his lecture, he noticed something about the students before him. They were beautiful, he later recalled. Really beautiful.

“Oh, we’re not students,” one of them explained. “We’re models.”

They were there to look as if they were learning: to appear slightly puzzled when Professor Christensen introduced a complex concept, to nod when he clarified it, or to look fascinated if he grew a tad boring. The cameras in the classroom — actually, a rented space downtown — would capture it all for the real audience: roughly 130,000 business students at the University of Phoenix, which hired Professor Christensen to deliver lectures online.

Why had his boss, Mr. Nohria, given him permission to moonlight? “Because we didn’t have an alternative of our own” online, Mr. Nohria explained.

The dean had taken a wait-and-see approach — until 18 months ago, when his own university announced the formation of edX, an open-courseware platform that would hitch the overall university firmly to the MOOC bandwagon.

He said he remembered listening to an edX presentation at an all-university meeting. “I must confess I was unsure what we’d be really hoping to gain from it,” he said. “My own early imagination was: ‘This is for people who do lectures. We don’t do lectures, so this is not for us.’ ” In the case method, concepts aren’t taught directly, but induced through student discussion of real-world business problems that professors guide with carefully chosen questions.

“Nitin and I are close friends, and we’ve talked about this repeatedly,” Professor Porter said. “I think the big risk in any new technology is to believe the technology is the strategy. Just because 200,000 people sign up doesn’t mean it’s a good idea.” Though Professor Porter published “Strategy and the Internet” in the Harvard Business Review in 2001, before the advent of MOOCs, the article makes his sternest warning about the perils of online recklessness: “A destructive, zero-sum form of competition has been set in motion that confuses the acquisition of customers with the building of profitability.”

Mr. Nohria ultimately chose for the business school to opt out of edX. But this decision forced a question: What should the school do instead? “People came out in very different places,” Mr. Nohria said. “Very different places.”

One morning, he sat down for one of his regular breakfasts with students. “Three of them had just been in Clay’s course,” which had included a case study on the future of Harvard Business School, Mr. Nohria said. “So I asked them, ‘What was the debate like, and how would you think about this?’ They, too, split very deeply.”

Some took Professor Christensen’s view that the school was a potential Blockbuster Video: a high-cost incumbent — students put the total cost of the two-year M.B.A. at around $100,0000 — that would be upended by cheaper technology if it didn’t act quickly to make its own model obsolete. At least one suggested putting the entire first-year curriculum online.

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On the topic of online instruction, Prof. Clayton Christensen said: ‘Do it cheap and simple. Get it out there.”CreditRick Friedman for The New York Times

Others weren’t so sure. “ ‘This disruption is going to happen,’ ” is how Mr. Nohria described their thinking, “ ‘but it’s going to happen to a very different segment of business education, not to us.’ ” The power of Harvard’s brand, networking opportunities and classroom experience would protect it from the fate of second- and third-tier schools, a view that even Professor Christensen endorses — up to a point.

“We’re at the very high end of the market, and disruption always hits the high end last,” said Professor Christensen, who recently predicted that half of the United States’ universities could face bankruptcy within 15 years.

Mr. Nohria states flatly, “I do not believe our M.B.A. program is at risk.” He concluded that disruption is not always “all or nothing,” and cited the businesses of music and retailing as examples. “In the music business, all record stores are gone,” he said, while in retailing, “it’s not like Amazon has eliminated everything; after those debates, my feeling was that we’re going to be more in that category.”

Still, Mr. Nohria said, he wanted some insurance. “Our beliefs can always turn out to be wrong,” he said. Harvard Business School could not afford to stand on the sidelines. So last summer, he said, he asked the business school’s administrative director, “What would you say if we started a little skunk works around this technology?”

‘Hollywood’ at Harvard

That skunk works, in a low-slung building 300 yards from campus, is not little. It buzzes with 35 full-time staff members — Wharton’s online efforts, by comparison, employ one-half of one staffer, Mr. Ulrich said — who are scrambling to complete a proprietary platform that, after this summer’s limited go-round, could support much larger enrollments.

“Here’s Hollywood,” Ms. Kierstead said on a recent tour, passing an array of video equipment that’s hauled around to film business case-study protagonists on location. Nearby, two digital animators worked on graphics for Professor Christensen’s forthcoming course. Another staff member handled financial aid.

To run HBX with Ms. Kierstead, Mr. Nohria tapped Bharat Anand, 48, a strategy professor who had been researching how traditional media companies have coped, or haven’t, with digital disruption. “I think about those cases a lot,” said Professor Anand, who is also Mr. Nohria’s brother-in-law.

The dean handed him a sheet of six guiding principles, including these: HBX should be economically self-sustaining. It should not substitute for the M.B.A. program. It should seek to replicate the Harvard Business School discussion-based style of learning. This was no easy assignment, Professor Anand conceded.

“What is competitive advantage?” he asked, invoking Professor Porter’s signature theory. “It comes from being fundamentally different. We teach this all the time. But saying it is one thing. Putting it into practice is hard. When everyone is going free, everyone is going with a similar type of platform, it takes courage to do your own thing.”

On campus, Harvard business students face one another in five horseshoe-shaped tiers with oversized name cards. They fight for “airtime” while the professor orchestrates discussion from a central “pit.”

“We don’t do lectures,” Mr. Nohria said. “Part of what had already convinced me that MOOCs are not for us is that for a hundred years our education has been social.”

The challenge was to invent a digital architecture that simulated the Harvard Business School classroom dynamic without looking like a classroom. In a demonstration of a course called economics for managers, the first thing the student sees is the name, background and location — represented by glowing dots on a map — of other students in the course.

A video clip begins. It’s Jim Holzman, chief executive of the ticket reseller Ace Ticket, estimating the supply of tickets for a New England Patriots playoff game: “Where I have a really hard time is trying to figure out what the demand is. We just don’t know how many people are on the sidelines saying, ‘Hey, I’m thinking about going.’ ”

It’s a complex situation meant to get students thinking about a key concept — “the distinction between willingness to pay and price,” Professor Anand said. “Just because something costs zero doesn’t mean people aren’t willing to pay something.” A second case study, on the pay model of The New York Times, drives the point home.

Then a box pops up on the screen with the words “Cold Call.” The student has 30 seconds to a few minutes to type a response to a question and is then prodded to assess comments made by other students. Eventually there is a multiple-choice quiz to gauge mastery of the concept. (This was surprisingly time-consuming to develop, Professor Anand said, because the business school does not give multiple-choice tests.)

At a faculty meeting in April, Professor Anand demonstrated the other two elements of HBX: continuing education for executives and a live forum. He unveiled the existence of a studio, built in collaboration with Boston’s public television station, that allows a professor to stand in a pit before a horseshoe of 60 digital “tiles,” or high-definition screens with the live images and voices of geographically dispersed participants. “I’m proud of our team, and how carefully they’ve thought about it even before they’ve done it,” Professor Porter said.

The Clashing Models

Not everyone was so impressed. Professor Christensen, for one, worried that Harvard was falling into the very trap he had laid out in “The Innovator’s Dilemma.” “I think that we’ve way overshot the needs of customers,” he said. “I worry that we’re a little too technologically ambitious.”

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The dean, Nitin Nohria, found that students were also divided on the issue of online instruction.CreditRick Friedman for The New York Times

He also feared that HBX was tied too closely to the business school.

“There have been a few companies that have survived disruption, but in every case they set up an independent business unit that let people learn how to play ball in the new game,” he said. IBM survived the transition from mainframe computers to minicomputers, and then from minicomputers to personal computers, by setting up autonomous teams in Minnesota and then in Florida. “We haven’t got the separation required.”

Professor Porter has expressed the opposite view. Companies that set up stand-alone Internet units, he wrote in 2001, “fail to integrate the Internet into their proven strategies and thus never harness their most important advantages.” Barnes & Noble’s decision to set up a separate online unit is one of his cautionary tales. “It deterred the online store from capitalizing on the many advantages provided by the network of physical stores,” he said, “thus playing into the hands of Amazon.”

Here is where the two professors’ differences come to a head. In the Porter model, all of a company’s activities should be mutually reinforcing. By integrating everything into one, cohesive fortification, “any competitor wishing to imitate a strategy must replicate a whole system,” Professor Porter wrote.

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In the Christensen model, these very fortifications become a liability. In the steel industry, which was blindsided by new technology in smaller and cheaper minimills, heavily integrated companies couldn’t move quickly and ended up entombed inside their elaborately constructed defenses.

“If Clay and I differ, it’s that Clay sees disruption everywhere, in every business, whereas I see it as something that happens every once in a while,” Professor Porter said. “And what looks like disruption is in fact an incumbent firm not embracing innovation” at all.

In other words, it’s not that U.S. Steel was destined to be undone by minimills. It’s that its managers let it happen.

“The disrupter doesn’t always win,” argued Professor Porter, who nonetheless called Professor Christensen “phenomenal” and “one of the great management thinkers.”

Who will win the coming business school shakeout? Professor Porter acknowledged that it’s a multidimensional question.

Most schools offering MOOCs do so through outside distribution channels like Coursera, a for-profit company that has Duke, Wharton, Yale, the University of Michigan and several dozen other schools in its stable. EdX, of which Harvard was a co-founder with the Massachusetts Institute of Technology, counts Dartmouth and Georgetown among its charter members.

“These will come to have considerable power,” predicted Jeffrey Pfeffer, a professor of organizational behavior at the Stanford Graduate School of Business. He pointed to the aircraft industry: “In order to get into China, Boeing transferred its technology to parts manufacturers there. Pretty soon there’s going to be Chinese firms building airplanes. Boeing created their own competition.” Business schools, he said, “are doing it again; we are creating our own demise.”

Professors as Online Stars

The worry is all the more acute at midtier schools, which fear that elite business schools will move to gobble up a larger share of a shrinking pie.

“Would you rather watch Kenneth Branagh do ‘Henry V,’ or see it at a community theater?” asked Mr. Ulrich at Wharton. “There are going to be some instructors who become more valuable in this new world because they master the new medium. We’d rather be those guys than the people left behind.”

This raises a still more radical case, in which the winners are not any institution, new or old, but a handful of star professors. One of Professor Porter’s generic observations — that the Internet increases the “bargaining power of suppliers” — suggests just that. “It’s potentially very divisive in a way,” he acknowledged. “We’re all partners; we all get paid roughly the same. Anything that starts to fracture the enterprise is a sobering prospect.”

François Ortalo-Magné, dean of the University of Wisconsin’s business school, says fissures have already appeared. Recently, a rival school offered one of his faculty members not just a job, but also shares in an online learning start-up created especially for him. “We’re talking about millions of dollars,” Mr. Ortalo-Magné said. “My best teachers are going to find platforms so they can teach to the world for free. The market is finding a way to unbundle us. My job is to hold this platform together.”

To that end, he has changed his school’s incentive structure, which, as in most of academia, was based primarily on the number of research articles published in elite journals. Now professors who can’t crack those journals but “have a gift for inspiring learning,” he said, in person or online, are being paid as top performers, too. “We are now rewarding people who have tenure to give up on research,” Mr. Ortalo-Magné said.

Mr. Ortalo-Magné spins out the possibilities of disruption even further. “How many calculus professors do we need in the world?” he asked. “Maybe it’s nine. My colleague says it’s four. One to teach in English, one in French, one in Chinese, and one in the farm system in case one dies.”

What is to stop a Coursera from poaching Harvard Business School faculty members directly? “Nothing,” Mr. Nohria said. “The decision people will have to make is whether being on the platform of Harvard Business School, or any great university, is more important than the opportunity to build a brand elsewhere.

“Does Clay Christensen become Clay Christensen just by himself? Or does Clay Christensen become Clay Christensen because he was at Harvard Business School? He’ll have to make that determination.”

What Is The Most Important Leadership Quality?… Humility

I personally have seen in my past career, and personally experienced how simple humility is a key characteristic of leadership. This may seem counter-intuitive but it is not. People are drawn to the charisma of a leader who is also simply humble, and who appreciates the values of those he or she leads. A leader like that can get subordinates to follow them anywhere. I think there may even be an inverse relationship in human behavior between hubris, and leadership success. By that I mean that the more arrogant and overbearing a person, the more insecure he may actually be, and therefore less successful in the subjective art of leadership.

In a bizarre sequence of events this week, I have yet again witnessed someone literally self-destruct as a leader due to their failure to exhibit simple humility and to be aware of other stakeholders, whose support or not, could make or break the leader.. Successful leadership is a fragile thing, a subjective human experience. I have written about this phenomenon previously on this blog.


I personally have seen in my past career, and personally experienced how simple humility is a key characteristic of leadership.  This may seem counter-intuitive but it is not. People are drawn to the charisma of a leader who is also simply humble, and who appreciates the values of those he or she leads. A leader like that can get subordinates to follow them anywhere. I think there may even be an inverse relationship in human behavior between hubris, and leadership success. By that I mean that the more arrogant and overbearing a person, the more insecure he may actually be, and therefore less successful in the subjective art of leadership.

In a bizarre sequence of events this week, I have yet again witnessed someone literally self-destruct as a leader due to their failure to exhibit simple humility and to be aware of other stakeholders, whose support or not, could make or break the leader.. Successful leadership is a fragile thing, a subjective human experience. I have written about this phenomenon previously on this blog.

Read more: Connect, then lead: Harvard Professor John Kotter

Tragically, I witnessed this person’s Waterloo in real time, as did many others. It was there for all to see. It is a very serious matter for everyone to consider carefully and to also realize that it will be a terribly hard learned lesson, and life changing experience for the person experiencing it.  Fortunately, in my own career, I somehow dodged this bullet and learned the lesson of leadership humility early.  Thank you to my early management mentors, colleagues, and Harvard Professor John Kotter.

I make this point because I came across a LinkedIn discussion in the Harvard Business Review group, “What is the most important leadership quality?”  Many traits have been proposed in the discussion, the leading ones being integrity, management communication skills, ethics, trust, and humility….

More Pressure on Telecommuting: Now It’s Hewlett-Packard

As the pressure on struggling Silicon Valley companies Yahoo, and now Hewlett-Packard have increased, the pressure on telecommuting has increased. Now, Meg Whitman, CEO of Hewlett-Packard has joined Yahoo’s Marissa Mayer in calling HP’s telecommuting employees back to work. The problem seems to be that telecommuting employees are now being perceived like recipients of food stamps and welfare: freeloaders taking advantage of corporations, being less productive and costing corporations more than they are worth.


As the pressure on struggling Silicon Valley companies Yahoo, and now Hewlett-Packard have increased, the pressure on telecommuting has increased. Now, Meg Whitman, CEO of Hewlett-Packard has joined Yahoo’s Marissa Mayer in calling HP’s telecommuting employees back to work.  The problem seems to be that telecommuting employees are now being perceived like recipients of food stamps and welfare: freeloaders taking advantage of corporations, being less productive and costing corporations more than they are worth.   The Marissa Mayer Yahoo decision sparked a debate on these issues as well as the benefits and disadvantages of telecommuting.   My cut on this is that the benefits of employees who see themselves as consummate professionals, who are essentially “on duty” 24/7 is incalculable, and is part of Silicon Valley culture.

I am both bemused and respectful of the predominant Canadian business culture that seems to dictate that business is in a state of complete suspension during evenings and weekends.  It is considered an invasion of privacy to continue pursuing business during weekends in Canada.  By contrast, I explain to people that Silicon Valley is 24/7 and no one thinks anything about it.  That is the way it is. When I tell my students and colleagues that I am available pretty much anytime, anywhere to discuss business, they are flabbergasted.  It has also never been abused.  If I choose not to be available I simply do not respond, or explain when I will be available.

I think that the Yahoo and Hewlett-Packard tightening of telecommuting policy will ultimately backfire, if they do not recognize that real Silicon Valley professionals work 24/7 unlike those in Canada.

No more working at home for Hewlett-Packard employees | Marketplace.org.

No more working at home for Hewlett-Packard employees

Current HP CEO Meg Whitman

In the early days of the digital revolution, the idea that anyone could workanywhere was enough to entice workers everywhere to request telecommuting options. But when Yahoo CEO Marissa Mayer announced a ban on working from home in February, it ruffled feathers in the corporate world. Critics slammed the decision saying it was inflexible, hurting long commuters and working mothers, among others.

Now Hewlett-Packard CEO Meg Whitman is following in a similar fashion. Although she hasn’t put into place a outright ban, she announced that she wants everyone to work at the office saying, “During this critical turnaround period, HP needs all hands on deck.”

Nancy Koehn, who teaches at the Harvard Business School, says there’s a strong case for the flexibility to be able to work from home.

“But that doesn’t necessarily translate into across the board, stamp of approval on telecommuting, at every moment, in every industry, for every company,” she says.

Supporters of the ban on telecommuting would be happy to know that since Mayer’s annoucement, Yahoo’s stock has shot up. Koehn says that although it’s hard to demonstrate an exact correlation, there are some positive changes at Yahoo that are hard to ignore.

“Not all work is meant to be done alone,” she says. “A lot of work — the best work, often — is done with others in serious pursuit, and often in a place where everyone meets to do it.”

Believe It Or Not: Rituals and Superstition May Help You Ace A Job Interview

Baseball players, particularly pitchers, are known for being superstitious. These superstitions have been immortalized by characters like Pedro Cerrano, the Cuban center fielder and his doll Joboo, in the film Major League. Real life examples abound. But it now turns out that research has shown that following personal rituals may increase your self-confidence and actually help you ace a job interview or a big presentation.


fingerscrossed

Baseball players, particularly pitchers, are known for being superstitious.  These superstitions have been immortalized by characters like Pedro Cerrano, the Cuban center fielder and his doll Joboo, in the film Major League. Real life examples abound. But it now turns out that research has shown that following personal rituals may increase your self-confidence and actually help you ace a job interview or a big presentation.

The role that rituals and superstition play in nailing a job

interview

Alison Wood Brooks used her own research when she interviewed for a job at Harvard Business School this spring. ”Academic job interviews are very intense,” she said. “They ask you very difficult questions.”

So she started preparing for questions and the lecture that would come after a day of packed interviews. Her ritual of preparation followed the pattern she’d established earlier in her career for giving academic talks. “I always pack the same outfit and get ready in the same order. I lay out the outfit, shower do my hair and makeup and put on the suit,” she said. “I practice the talk exactly once” wearing the heels she’d be wearing. Then she heads out the door.

Her ritual worked. Brooks started in July as an assistant professor at Harvard.

An array of rituals—from deep breathing and then a drink of water before a presentation to spinning the basketball before a free throw—allow people to improve their performance at a crucial moment in their career. Pre-performance rituals can improve confidence, concentration, and emotional stability.

With a PhD from the Wharton School, Brooks has studied everyday anxiety in individuals for years as well as workers’ concerns “about deadlines, when they have to meet with a boss, when they have to perform under pressure.” She’s found that ”people have very complex rituals that are very ingrained in their lives,” and in their work.

Her recent research, conducted with two University of Chicago professors and a Wharton School professor, was presented at a panel on the value of rituals at the Academy of Management conference in September.

Brooks and her fellow researchers asked test subjects to sing “Don’t Stop Believing” by Journey with a karaoke machine. They were told they would be evaluated on their singing accuracy, measured by voice recognition software. The request definitely raised their stress levels, she noted.

Some participants completed a five-step ritual beforehand:  They drew a quick sketch of their feelings, sprinkled the drawing with salt, counted to five, crumpled the paper and threw it in the trash. Those participants sang better after the ritual than those who sat quietly for a minute; they also reported lower nervousness.

Another test involved a math problem, Gauss’s modular arithmetic task. Some participants followed the same ritual detailed above, another group was asked to wait two minutes before completing it, and others watched and answered a couple questions about an unrelated video clip of a coral reef. One group drew a tree and others drew their feelings, an unconnected and a connected ritual, respectively.

Those who performed the connected ritual did the best at solving the math problem. “The connected ritual was more effective than the distraction alone, and much more effective than an affectively unconnected ritual as well as simply waiting,” the researchers wrote in a paper presented to the Academy of Management conference last month.

“There’s some sort of calming essence doing something sequential and ordered. It sort of increases your sense of self” and may slow your heart rate, Brooks said.

Other papers from  Academy of Management session indicate that ”avoidant action” like throwing salt or knocking on wood make people feel like they’re reducing risk, lowering their concerns or reversing a jinx. Rituals also may improve people’s sense of control and alleviate grief. At work, team rituals may reinforce desired behaviors and create a shared identity, a professor from Milan writes in the Harvard Business Review.

What is Brooks’ advice for creating a ritual before a key job interview or conversation with their boss?  “It depends if the person believes in good luck,” she said. “Having a superstitious element is very helpful.”

Should Digital Skills Be Required For A Management Degree?

I have a UBC Management student who is an excellent coder. He picked up his skills on his own, probably as far back as junior high school. But in talking with him now, he says that he hates coding. I told him that was perfectly normal and acceptable. Not everyone is cut out to be hacker. But I did emphasize to him that his experience and skills in the world of software would serve him well in his management career. It is my firm belief that not enough emphasis is placed on these skills in the Brave New World of management, rapidly morphing into one Big Data, Cloud, and Smart Mobile hairball. We can argue when, where and by whom it should be taught, but I urge all of my students to consider developing some of these skills, as being important to their management success. In the attached HBR Blog Network article below, students were polled as to the usefulness of one Harvard basic undergraduate course in computer science. My most important take away from that poll was the response from many students, that while they could not code and were not particularly technical, taking the course improved their confidence in dealing with engineering types, software development issues, the Web, and technical computing matters generally. I had the great good fortune to begin my career in the early days of Intel, but without any technical training. I thank my lucky stars for the education that Intel provided me. That kind of process is no longer feasible.


What About Digital Skills For Management Students?

I have a UBC Management student who is an excellent coder. He picked up his skills on his own, probably as far back as junior high school. But in talking with him now, he says that he hates coding. I told him that was perfectly normal and acceptable. Not everyone is cut out to be hacker. But I did emphasize to him that his experience and skills in the world of software would serve him well in his management career.  It is my firm belief that not enough emphasis is placed on these skills in the Brave New World of management, rapidly morphing into one Big Data, Cloud, and Smart Mobile hairball.  We can argue when, where and by whom it should be taught, but I urge all of my students to consider developing some of these skills, as being important to their management success.

In the attached HBR Blog Network article below, students were polled as to the usefulness of one Harvard basic undergraduate course in computer science. My most important take away from that poll was the response from many students, that while they could not code and were not particularly technical, taking the course improved their confidence in dealing with engineering types, software development issues, the Web, and technical computing matters generally.  I had the great good fortune to begin my career in the early days of Intel, but without any technical training. I thank my lucky stars for the education that Intel provided me. That kind of process is no longer feasible.

Read more: Why knowing how to code is so important

Read more: Integrated Big Data, Cloud, and Smart Mobile: Big Deal or Not?

Reblogged from the HBR Blog Network

Should MBAs Learn to Code?

by Thomas R. Eisenmann  |  11:00 AM September 2, 2013

This post was originally published on the author’s blog. It has been edited slightly.

“Should I learn to code?”

MBAs who lack programming skills often ask this question when they pursue careers in technology companies.

Bloggers like Yipit co-founder Vin Vacanti have shared views on the payoff from learning to code, as have several students at Harvard Business School, including Dana HorkMatt Boys, and Matt Thurmond.

I thought it’d be helpful to supplement bloggers’ perspectives with some survey data. I received responses from 24 of the 41 HBS students who enrolled over the past two years in CS50, the introductory computer science course at Harvard College.

MBA's Learning to Code Chart

My survey didn’t ask for comments on the quality of CS50 itself. The course is widely acclaimed; my colleague David Malan has grown its enrollment five-fold to 715 students over the six years he has served as lead instructor. Rather, my goal with the survey was to learn whether MBAs saw this well designed and rigorous course as a good investment of their time, given their career objectives and other course options. The tradeoffs are tricky: survey respondents reported spending an average of 16.3 hours per week on CS50 — perhaps 2-3x more time than they would spend on an MBA elective that yielded equivalent academic credit.

So, was it worth it? Of the 18 survey respondents who founded a startup, joined an existing startup, or went to work for a big tech company upon graduation, 83% answered “yes” to the question, “On reflection, was taking CS50 worth it for you?” and 17% said “not sure.” Of these 18 respondents, none said that taking CS50 was not worth it. By contrast, of the six respondents who pursued jobs outside of the tech sector — say, in consulting or private equity — only two said CS50 was a worthwhile investment; three said it was not; and one was not sure.

Benefits

Respondents cited several benefits from taking CS50.

Writing Software. Respondents differed in their assessments of their current ability to contribute working code on the job, based on their CS50 learning. Several said they regularly do so, for example:

Kyle Watkins, who joined an existing startup, said he has “used CS50 skills to create a half dozen VBA programs that will likely save the startup I’m working for tens of thousands of dollars.”

Michael Belkin, who founded his own startup, said, “After taking CS50, I was able to build an MVP that would have cost at least $40K to outsource. And it was better, because I understood all the small details that drive a user’s experience. After HBS, I became one of the lead developers at my startup, which has saved the company several hundred thousand dollars.”

Communicating with Developers. Other respondents, especially those employed in large tech companies, said they couldn’t really write production software, but felt more confident in their ability to discuss technical issues with developers as a result of taking CS50. For example:

Jon Einkauf, a product manager for Amazon AWS, said, “I work with developers on my team every day to define and build new features. In addition, the users of my product are developers and data scientists. Taking CS50 gave me a glimpse of what it’s like to be a developer — to get excited about complex computer science problems, to get frustrated when you hit a bug. It taught me enough about software development that I don’t feel lost in my current job. I can ask intelligent questions, I can push back on the developers when necessary, and I am confident that I could teach myself anything else I need to learn.”

Luke Langford, who joined Zynga as a product manager upon graduation, said that CS50 “gave me a working knowledge and confidence to be able to review code. Product managers at Zynga don’t often work in code, but there were several times when I was able to diagnose issues and help the engineers identify why certain algorithms that calculated scores were wrong. Pre-CS50, I wouldn’t have been able to do that.”

Recruiting. Several respondents mentioned that their CS50 experience had helped persuade recruiters that they were committed to a career in technology. As one anonymous respondent reported, “I wanted to get a job at a tech startup and ended up as a product manager at one of NYC’s hottest tech startups. The founder, who is a CS PhD, was really impressed that I’d learned to code. I think it made a difference in getting the offer.”

Costs

The benefits from CS50 came at a considerable cost, however, in terms of workload. In addition to lectures and section meetings, the course has weekly problem sets, two mid-terms exams, and a final project that requires students to design and build an application.

Beyond the heavy workload, respondents who were less sanguine about the payoff from CS50 often cited its use of C to teach fundamentals such as functions, loops and arrays, rather than a more modern programming language. While acknowledging that C is well suited for this purpose, these students would have preferred more focus on languages used in web development (e.g., JavaScript, HTML, and PHP), which are covered in the last one-third of CS50’s syllabus. Likewise, some students said they understood why certain “academic” concepts (e.g., algorithm run times, security) were covered in an introductory CS course, but they did not view such concepts as salient to their “just learn to code” personal priorities.

Many respondents acknowledged that there are online options for learning to code that would not require as big a time commitment as CS50. However, they saw a graded course for academic credit as good way to ensure they would actually get the work done. An anonymous respondent said, “I knew that I would never learn programming if I didn’t have something — a problem set or test — to keep me accountable every week. I don’t want to generalize, but I highly doubt that most HBS people after doing their cases/travel/socializing are going to set aside time to consistently do Codecademy or Treehouse every week.”

Justin Ekins added, “You can learn everything in this course online, but, let’s face it, you’re not going to force yourself to do that. And you won’t get the depth of knowledge that CS50 will provide. It’s an outstanding course, and it’s incredibly well taught. I’d recommend taking it and then spending J term [three weeks in January when regular HBS classes do not meet] with Stanford’s online CS193P, which will get you to the point of building iPhone apps.”

Thomas R. Eisenmann

THOMAS R. EISENMANN

Tom Eisenmann is the Howard H. Stevenson Professor of Business Administration at the Harvard Business School, where he chairs the 2nd year of the MBA Program, co-chairs the Rock Center for Entrepreneurship, and leads the faculty team that teaches The Entrepreneurial Manager, a required 1st-year MBA course. He also blogs at Platforms & Networks. Follow him on Twitter @teisenmann

Connect… Then Lead: HBS Professor John Kotter


KotterPowerInfluencejohn-kotter

Harvard Business School Professor John P. Kotter

Years ago I was invited to join a newly forming Intel marketing group comprised primarily of Ivy League MBA‘s, with a few of us Intel veterans thrown into the mix to create some cross-fertilization in the group. This was the famous period of Harvard MBA’s belief that they were all marketing gods, and needed only to be ruthless: greed was good. One of my Harvard educated Intel colleagues related a story of HBS students playing an allegedly “friendly” game of football on the green next to the Charles River. One player suffered a compound fracture of his leg.  While waiting for an ambulance, a member of the other team came up and demanded to know when the game would resume.  Everything was about competition and one-upmanship. To this day I remember fondly (believe it or not) that this was also the mantra of our Intel group.  Who got the girl on Friday night: who got stuck with the bar tab. There was a big scoreboard in the sky tabulating the imaginary results.  Perhaps against the odds, our group survived and succeeded famously.  Many of us are still very close personal friends. One is the godfather of my son.

Ray Rund, one of my Intel colleagues, and Harvard MBA told me another story of HBS students eager to take John Kotter‘s leadership class, at the time called “Power & Influence.”  They all thought that Kotter’s course would teach them how to become the meanest “sons-of-bitches in the valley.”  Ray amusingly remembered that Kotter’s course taught them the exact opposite: managers must first learn to be humble, connect and gain the respect of their subordinates, before attempting to lead, or they would be doomed.  The book version of Kotter’s course is now 30 years old, but is still as relevant as ever. It is filled with case studies of “hard asses”  who failed miserably.

I have often explained Kotter’s point to others by using the example of an old WWII film clip of Lord Louis Mountbatten, leading the beleaguered British commandos in Burma against overwhelming Japanese forces.  Mountbatten was standing on a pedestal in some god forsaken Burmese village, with his troops standing at attention in rank. The first thing Mountbatten did was to beckon his troops to break rank and come up near him.  The old film clip speaks volumes about Mountbatten’s intuitive understanding of leadership.

Specialists in organizational behavior probably like to debate these points, pointing out the Peter Drucker “high task, low relationship” approach to change management. Basically, like the George S. Patton “school of management” in the film, kick ass and take names until the organization submitted to his will.  As the film shows, this approach has its drawbacks.

Ironically, I had learned Kotter’s lesson in leadership in my first assignment at Intel, managing 250 people running a semiconductor manufacturing operation.  On my first day, my manager introduced me to my people, half-jokingly saying to them, “Let’s see how long it takes you to break your new supervisor!”  Clearly, I needed to get with their program.  Just for the record, my manager, Dean Persona and I became fast friends. My employees had the knowledge of how to get the job done, and I did not. It is a valuable lesson I have never forgotten. I managed to get the respect of my people by respecting them. When extra effort was required, I could ask for that extra effort, and it was given willingly.  Others failed miserably in their jobs while I rapidly rose to bigger and better things.

When I noticed this HBR blog post on leadership, titled “Connect….Then Lead,” I thought of Kotter, who is still teaching at Harvard.  I also see another potential case study of failure developing now.  For all of the good intentions of this manager, he is failing to understand Kotter’s lesson about leadership. This manager professes openness. This manager made a point to take a very modest office and leave his door open. But despite these superficial moves,  in reality the substance of his management style is that of an austere, autocratic manager who isolates himself behind a wall of handlers who manage access to him, even reading all of his emails, which is offensive to many.  It takes weeks to schedule a simple meeting with this manager, if you can successfully maneuver the gauntlet of handlers. Then the meeting will typically start late, only to be ended by another handler interrupting the meeting, tapping on their watch, to extract the manager early from the meeting, because he is so “busy” he must move on. He demands that his schedule be cleared for his own priorities.

The rudeness and distant behavior of this manager is obviously having a serious impact on the manager’s effectiveness with his people, but the manager seems more interested in his own matters. It has been noted by some that it is not uncommon for autocrats to view themselves as being open and welcoming toward their people, when in reality the manager’s true behavior exhibits an extreme distance, lack of sensitivity, and the subordinates are intimidated by his overbearing personal style. This is all laid out in Kotter’s books and in the following HBR Blog article.  History seems to repeat itself.

Andrew Carnegie, a scion of the Gilded Age of Monopolists at the turn of the 20th Century, is noted for this quote about the importance of his employees…

“Take away my factories, my plants, take away my railroads, my ships, my transportation; take away my money, strip me of all these, but leave me my men and in two or three years, I will have them all again.”  Despite Carnegie’s megalomaniacal tendencies, he nevertheless seemed to understand the importance of having a strong bond with his people.

Connect, Then Lead

Reblogged from the HRB Blog

by Amy J.C. Cuddy, Matthew Kohut, and John Neffinge

 Is it better to be loved or feared?

Niccolò Machiavelli pondered that timeless conundrum 500 years ago and hedged his bets. “It may be answered that one should wish to be both,” he acknowledged, “but because it is difficult to unite them in one person, it is much safer to be feared than loved.”

Now behavioral science is weighing in with research showing that Machiavelli had it partly right: When we judge others—especially our leaders—we look first at two characteristics: how lovable they are (their warmth, communion, or trustworthiness) and how fearsome they are (their strength, agency, or competence). Although there is some disagreement about the proper labels for the traits, researchers agree that they are the two primary dimensions of social judgment.

Why are these traits so important? Because they answer two critical questions: “What are this person’s intentions toward me?” and “Is he or she capable of acting on those intentions?” Together, these assessments underlie our emotional and behavioral reactions to other people, groups, and even brands and companies. Research by one of us, Amy Cuddy, and colleagues Susan Fiske, of Princeton, and Peter Glick, of Lawrence University, shows that people judged to be competent but lacking in warmth often elicit envy in others, an emotion involving both respect and resentment that cuts both ways. When we respect someone, we want to cooperate or affiliate ourselves with him or her, but resentment can make that person vulnerable to harsh reprisal (think of disgraced Tyco CEO Dennis Kozlowski, whose extravagance made him an unsympathetic public figure). On the other hand, people judged as warm but incompetent tend to elicit pity, which also involves a mix of emotions: Compassion moves us to help those we pity, but our lack of respect leads us ultimately to neglect them (think of workers who become marginalized as they near retirement or of an employee with outmoded skills in a rapidly evolving industry).

To be sure, we notice plenty of other traits in people, but they’re nowhere near as influential as warmth and strength. Indeed, insights from the field of psychology show that these two dimensions account for more than 90% of the variance in our positive or negative impressions we form of the people around us.

So which is better, being lovable or being strong? Most leaders today tend to emphasize their strength, competence, and credentials in the workplace, but that is exactly the wrong approach. Leaders who project strength before establishing trust run the risk of eliciting fear, and along with it a host of dysfunctional behaviors. Fear can undermine cognitive potential, creativity, and problem solving, and cause employees to get stuck and even disengage. It’s a “hot” emotion, with long-lasting effects. It burns into our memory in a way that cooler emotions don’t. Research by Jack Zenger and Joseph Folkman drives this point home: In a study of 51,836 leaders, only 27 of them were rated in the bottom quartile in terms of likability and in the top quartile in terms of overall leadership effectiveness—in other words, the chances that a manager who is strongly disliked will be considered a good leader are only about one in 2,000.

A growing body of research suggests that the way to influence—and to lead—is to begin with warmth. Warmth is the conduit of influence: It facilitates trust and the communication and absorption of ideas. Even a few small nonverbal signals—a nod, a smile, an open gesture—can show people that you’re pleased to be in their company and attentive to their concerns. Prioritizing warmth helps you connect immediately with those around you, demonstrating that you hear them, understand them, and can be trusted by them.

When Strength Comes FirstMost of us work hard to demonstrate our competence. We want to see ourselves as strong—and want others to see us the same way. We focus on warding off challenges to our strength and providing abundant evidence of competence. We feel compelled to demonstrate that we’re up to the job, by striving to present the most innovative ideas in meetings, being the first to tackle a challenge, and working the longest hours. We’re sure of our own intentions and thus don’t feel the need to prove that we’re trustworthy—despite the fact that evidence of trustworthiness is the first thing we look for in others.

Amy J.C. Cuddy is an associate professor of business administration at Harvard Business School. Matthew Kohut and John Neffinger are the authors of Compelling People: The Hidden Qualities That Make Us Influential (Hudson Street Press, August 2013) and principals at KNP Communications.

Can Big Data Raise Graduation Rates?


Can big data raise graduation rates?

Richard NievaBY 
ON APRIL 9, 2013

graduation_rate

Collecting data and statistics is nothing new in education. Educators have been using Blackboard’s analytics software for years. But what is new is the sheer amount of predictive analytics that is available. President Obama recently announced that he wants America’s college graduate ranking to go from 12th place in the world last year to first by 2020. To accomplish this, our nation’s schools and educators will need to harness the power of big data – at least that’s what Toronto-based education startup Desire2Learn says.

The company, founded by CEO John Baker while attending the University of Waterloo, in Waterloo, Canada, in 1999, trades in educational predictive analytics. Desire2Learn, which has raised $80 million in funding from New Enterprise Associates and OMERS Ventures,  does things like help a student pick classe in which he’ll get the best grades or keep an eye on his progress. Clients include the New York City public school system as well as universities like the University of Arizona, the University of Memphis, and the Harvard School of Business. The company’s class selection software seems compelling, but for all the hoopla surrounding big data, the company will need to nail the predictive element to be really valuable.

Desire2 Learn peddles two products. The first helps students effectively pick courses toward their degrees based on how well they will likely do in them. Baker describes it as a recommendation tool a la Netflix or Amazon. It will, for instance, tell a liberal arts type how he will likely fare in an engineering class by scouring his past classwork (or high school transcripts if he’s a freshman) and compare his academic record to other students who have taken that class. Baker claims it can predict if a student will pass or not with 90 percent accuracy and even settle on his letter grade with 92 percent accuracy.

The second gathers data on how a student is actually doing in a class and spots red flags like a bad grade on a quiz, or, more subtly, rushing through an online assignment. Then a teacher can intervene, and the program can do things like suggest additional reading. For a teacher, the software can also suggest what lessons will better resonate with a student. For example, if a student does

better on a quiz after watching a certain type of video, the software can recommend a similar one.

Of course, this data-centric approach to education isn’t without pitfalls. It can serve to funnel students into the easiest courses and discourage them from challenging themselves.  Why shouldn’t a student take an engineering course even if the almighty algorithm informs him he isn’t likely to ace it? What happened to education for education’s sake?

Nevertheless, it does help in one regard.The Tennessee Board of Regents, which includes six universities including the University of Memphis and Tennessee State University, said it saw a 24 percent decrease in dropouts in one year after using Desire2Learn software. At California State University, Long Beach, the graduation rate rose 3.3 percent since deploying the software. It was the largest one-year jump for a four-year period.

In the info graphic that the company supplied below, it shows t

hat every year students graduate with about 12 credits that don’t count toward their degrees, causing them to spend more time in college, which reportedly costs taxpayers about $6 billion in the form of things like grant money and tuition subsidies, according to Complete College America.

Baker says that for a struggling student — either academically or financially — those extra units can help lead to the decision to drop out. And a high dropout rate is a data point that’s of use to no one.

Desire2Learn INFO V1

Characteristics of Entrepreneurs – Stanford eCorner


William Sahlman of Harvard Business School, speaking at the Stanford University eCorner about the personal characteristics of entrepreneurs.  Not enough is said about this topic.

Characteristics of Entrepreneurshttp://ecorner.stanford.edu/authorMaterialInfo.html?mid=1806