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Posts Tagged ‘business education’

Good Reads: Better Brainstorming and the Pesky Gender Gaps

January 10th, 2011 No comments

Over the past decade, neuroscientists have come a long way in figuring out how ideas form in the human mind. As it turns out, their findings contradict how most companies understand and organize innovation. The new model of the brain is based on “intelligent memory,” combining analysis and intuition and requiring a different form of brainstorming.

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Women are entering higher education on par with their male counterparts but few are making it into the executive suites and boardrooms during their subsequent careers. For all the gains women are making, there remain two significant gaps: pay and leadership.

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Why U.S. Managers Beat UK Managers

November 23rd, 2009 No comments

Decline of British ManufacturingThe UK suffers from a 30 percent productivity gap with the U.S., which translates into 85 working days per worker. Research has shown that up to half of that gap is due to how U.S. competitors deploy resources within their businesses, which in turn is traced to different management and leadership practices.

Kieran Mannion (Dept. for Employment and Learning, Belfast) wanted to figure out why U.S. managers seemed to be more productive than their British counterparts. He discounted the usual reasons trotted out, such as cultural differences or the fact that American managers work longer hours.

Instead, Mannion conducted interviews with 45 American HR managers and leadership development practitioners with first-hand experience working in both the U.S. and the British Isles. And what did he learn?

Higher instance of degree-level education among managers in the U.S.
Most respondents said business leaders in the U.S. were generally better qualified than their counterparts in the UK. “In the private sector, managers expressed surprise that so many of their UK colleagues had not been to university, pointing out that a degree, or even an MBA, was simply the starting point in the recruitment process in the U.S.”

More focus among students on business as a career
Again most interviewees said business management was more highly regarded as a mainstream profession in the U.S. “The perception was that European business was dominated by professional accountants rather thabn marketers or other generalist leaders. . . On the other hand, fewer people in the UK enter directly into management.”

Greater mobility among U.S. managers
Many of the managers interviewed from multinational corporations said American leaders were more mobile compared to colleagues in the UK and Ireland. “In the U.S, business leaders tend to take a much greater level of personal responsibility for the management of their own careers. This leads to much more proactive job searching and generally lower tenure in any one job.”

More flexible employment laws allow for non-performing managers to be weeded-out
While the HR specialists interviewed recognized that labour laws in the UK and Ireland were among the most flexible in Europe, the predominant view was that it was difficult to terminate the employment of a non-productive manager.

Greater use of leveraged compensation packages and stock options
Variable pay schemes, including bonuses and profit sharing, form a much larger proportion of the US managers’ overall compensation package than is the case in the UK.

Greater development and adoption of business strategy theories
“The sheer volume of research into business strategy and management techniques and practices in the U.S. had created a clear role for business process engineering that had given the U.S. a competitive advantage.” Factoid: As recently as the 1980s, UK universities had little involvement in the business world.

More prevalent geographically distributed management teams
American corporations could pioneer standardized management practices because the U.S. is a single large marketplace with no currency, language, or cultural barriers. This encouraged much higher growth levels and more widely distributed management teams. This, in turn, forced U.S. companies to find ways “to ensure consistency across widely geographically distributed managers to replicate the same standards of performance across different regions and markets. In turn, the development and adoption of standardized management practices helped these companies to achieve higher productivity, better returns on capital and even more robust growth.”

“Leadership. . . for success”, by Kieran Mannion; Leadership and Organization Development Journal (Vol. 30 No. 7, 2009; pp. 639-648)
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The Art of Developing Leaders

May 26th, 2009 No comments

Zee ArteestCreating or performing art can be a powerful way to develop managerial and leadership awareness and skills. It can also be a flavour-of-the-month technique that is used as a novelty with little understanding of how it may benefit individuals.

Writing in the Academy of Management Learning & Education, Steven S. Taylor (Worcester Polytechnic) and Donna Ladkin (Cranfield U) offer a model of four unique processes underpinning arts-based management development methods.

Skills transfer: development of artistic skills that can be applied in organizational settings (medical residents being taught theatre skills to increase their clinical empathy). “Arts-based methods allow managers to feel the experience of those skills rather than think about them, such as when theatrical improvisation exercises are used to get managers to feel what it is like to listen deeply and be listened to deeply.”

Projective technique: the output of artistic endeavors allows participants to reveal inner thoughts and feelings that may not be accessible through conventional means (managers building 3-D representations of their org strategy using LEGO bricks). “Two managers can have a discussion in which they differ about what an image that has been created means in a way that doesn’t make them feel defensive but rather fosters learning about each others’ perspective.”

Illustration of essence: participants can apprehend the “essence” of a concept, situation, or tacit knowledge in greater depth than conventional methods (viewing the film Twelve O’Clock High to illustrate key leadership lessons). “Reading and seeing Henry V performed and engaging in extended discussion of leadership as Shakespeare has portrayed it can help a manager have a much more complex and nuanced understanding of leadership in a way that is based in a felt, emotional, personal connection rather than through an abstract, intellectual theorization.”

Making: creating art can foster a deeper experience of personal presence and connection (MBA students taking art classes to enhance their creativity). “It is a form of personal development that is not tied directly to specific organizational outcomes, but rather is undertaken with more generic long-term goals in mind. Thus we can imagine arts-based programs being included as part of wellness initiatives aimed at the long-term health and development of employees.”

The authors caution that not all arts-based techniques are the same. Managers engaging with Shakespearean plays experience something different from those making masks that represent their leadership styles. Using their model, trainers can select the right art form for their learning objective.

Understanding Arts-Based Methods in Managerial Development, by Steven S. Taylor and Donna Ladkin; Academy of Management Learning & Education (2009, Vol. 8, No. 1, 55–69)

Email me for a copy of this paper: Alan [at] AlanMorantz.com

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Failing Tomorrow’s Leaders

May 12th, 2009 No comments

Consumer Behavior ClassWhen it comes to developing leaders of the future, North America’s business schools fail to walk the talk, says Stanford University’s Jeffrey Pfeffer.

A high-profile educator, thinker, and author, Pfeffer says business schools offer plenty of experiential activities, leadership labs, self-assessments, and group project work. The problem, he writes in a paper, is that “there is little peer-reviewed research evaluating such efforts and the available, albeit limited, evidence is almost completely inconsistent with the idea that business schools are having positive effects on the development of student values and attitudes. . .”

Pfeffer offers a number of research findings as indirect evidence. For example, a recent study by The Aspen Institute found that business school students’ confidence in their ability to manage values-based conflicts at work fell throughout their time in the program, as did the proportion of people agreeing that they had opportunities to practice ethical decision-making as part of their MBA. The survey also showed that the importance students placed on “having a positive impact on society” decreased the longer students were in an MBA program.

The problem, Pfeffer writes, is that leadership development initiatives are not core activities of business schools. He says they are weakly tied to the rest of the curriculum, frequently staffed by non-tenure track instructors, and offered outside regular class times.

These are Pfeffer’s suggestions for how business schools can get serious about leadership development:

Measure using the right criteria. “Schools need to measure not just the starting salaries of their graduates but outcomes that are proximately related to their stated mission of leadership development. Based on the results of such measurements, schools need to learn what seems to working well and what is working less well and adjust their activities accordingly.”

Change the marketing message. “Schools should emphasize leadership development in their marketing to prospective students and in how they brand themselves. Organizational identities matter and if leadership development is a critical part of the mission of business schools, it needs to be a more central part of the schools’ identity.”

Evaluate faculty with an emphasis on leadership development. “While not all faculty and all courses need to be held accountable for accomplishing the schools’ stated mission of leadership development, at least some of the evaluation of research and teaching ought to incorporate this objective.”

Leadership Development in Business Schools: An Agenda for Change, by Jeffrey Pfeffer; Graduate School of Business Stanford University (Research Paper No. 2016, February 2009)

Email me for a copy of this paper: Alan [at] AlanMorantz.com

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Why Biz Schools Need Some Conflict

April 12th, 2009 No comments

Battle StareThe average manager spends about 18 percent of her working day handling conflict, nearly double from the 1980s, making conflict resolution skills of prime importance. But you would never know that judging by the undergraduate curricula of university business schools.

In the Journal of Education for Business, Matthew Lang of Morgan State University reports on his study of 166 U.S. and European business schools. Among U.S. schools, only 44 of the 97 studied clearly identified conflict management as part of a business course, and of those only 18 had a course dedicated to the subject. Of the 69 non-U.S. schools studied, 14 identified dealing with conflict as part of an undergraduate course; only seven offered a required course.

Lang says universities should better equip the next generation of workers for the reality of organizational life. “Completion of a required conflict resolution course should result in better group and team performance, improving management effectiveness for graduates as they move into organizations abundant in conflict.”

Conflict Management: A Gap in Business Education Curricula, by Matthew Lang, Journal of Education for Business (March/April 2009)
Email me for a copy of this paper: Alan [at] AlanMorantz.com

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