Archive for the ‘leadership’ Category
Wired recently produced a nifty graphic that showed were the major tech firms recruit their employees. The messages are obvious:
- Physical proximity – this is West Coast/Canada intensive.
IBM is the exception, in that it recruits from India. But still, it recruits from the big Indian engineering programs.
The other message that I get is from the absences. 1. The Midwest engineering powerhouses (Ohio, Kansas, Michigan, Illinois) are under represented due to geography. Path dependence is cruel. 2. The Ivy League and elite liberal arts are sparsely represented, probably due to a lot recruitment by finance and smaller engineering departments. So in terms of the upper strata of the economy, West Coast is for innovation, East Coast is elite training, and the Midwest is for building cars and stuff.
Siri Ann Terjesen is an assistant professor of management and international business at Indiana University. She is an entreprenuership researcher and she also does work on supply chains and related issues. This guest post addresses gender and management.
I am hoping that orgtheory readers can offer some new theoretical angles for a relatively new phenomenon: national legislation to set gender quotas (usually of 33%-40%) for boards of directors, usually with a short time horizon (3-5 years) and targeted to publicly-traded but also state-owned enterprises. The first country to adopt a gender board quota was Norway, in December 2003- setting a 40% quota for state-owned firms by 2006 and for publicly-traded firms by 2008. Since then, ten countries have implemented quotas (Spain, Finland, Quebec in Canada for SOEs, Israel, Iceland, Kenya for SOEs, France, Italy for SOEs, and Belgium) and another 16 have softer ‘comply or explain’ legislation. The mandatory quotas have potentially tremendous impact at multiple levels: from individuals’ careers and ambitions to creating new boardroom composition and dynamics, to challenging targeted firms to establish greater levels of female leadership at the board level, and providing an example for other countries. I recently surveyed the fast-growing academic literature on gender board quotas (about 80 articles, book chapters, working papers, and conference papers, all in the last 7 years, most in the last 2 years) and it is generally a-theoretical with the exception of some work on institutional theory and path dependency (as antecedents and inputs to the process of legislation) and a little bit on tokenism (back to Kanter’s 15% in 1977). Dear readers, any thoughts for promising theoretical perspectives?
A lot of sociologists buy into the theory of “sponsored mobility,” which means that elites pick who gets the mobility. So I think there should be a lot of sympathy for recent research showing that mentorship (communicating with more advanced people) does not have an effect on career advancement but sponsors (people who pick you, push you, and get benefit from it) do have an effect. Robin Hanson reviews a book by economist Sylvia Ann Hewett that makes this claim:
In a new book, economist Sylvia Ann Hewlett uses data to show that mentorship, in its classic wise-elder-advises-younger-employee form, doesn’t produce statistically significant career gains. What does however, her research found, is something she has termed “sponsorship”—a type of strategic workplace partnering between those with potential and those with power. … –
And there is an important implication for the study of gender and inequality:
Women are only half as likely as men to have a sponsor—a senior champion at work who will basically take a bet on them, tap them on the shoulder, and really give them a shot at leadership. Women have always had mentors, friendly figures who give lots of advice. They’re great. They’re good for your self-esteem; they’re good for your personal development. But no one’s ever been able to show that they do anything to help you actually move up. …
We find that women in particular often choose the wrong people. … They seek out a senior person they’re very comfortable with. … For a sponsor, you should go after the person with power, because you need someone who has a voice at those decision-making tables. You need to respect that person, you need to believe that person is a fabulous leader and going places, but you don’t need to like them. You don’t need to want to emulate them.
If true, this forces me to modify my views. I have always believed that sponsored mobility is important in academia, but I believe that mentorship matters as well. If Hewett is right, my belief is misplaced. It’s really about sponsored mobility. So, if you care about women or minorities advancing in some career track (like academia), then forget the nice lunches. Administrators should double down on matching people with power players. A bit rude, but it might be one concrete way to chip away at inequality in the leadership of the academy.
Dissertation topic for up and coming orgheads: Facebook’s complete dominance over the field of friendship based social networking creates an interesting opportunity for the study of organizational identity. Usually, when a firm comes to completely rule an industry, a few firms pick up the scraps and the rest just go under.
But there is another, less explored path. Losers can change their identity. Social networking is a great example. Friendster just gave up its original business model and is now marketed as a gaming web site. MySpace also abandoned its role as a serious player in social networking and reverted to its original goal of serving musicians that reach out to their fans.
Here’s some questions I would ask: 1. What % of loser firms change identity? 2. What conditions enable identity change in firms? 3. What conditions enable successful identity change, in the sense that the firm now accomplishes its goal because of its new identity? My hunch is that corporate culture is going to be a big factor. To pull this off, you’ll need a group of people who can be managed in a way that they won’t bail on the org as it redefines, or have management that won’t just sell the firm for spare parts rather than find a new home for it. Please use the comments to prove/disprove the hypothesis.
lifting the crimson curtain: Manufacturing Morals: The Values of Silence in Business School Education
As a grad student, I always found crossing the bridge over the Charles River from Harvard University to the Harvard Business School (HBS) to be a bit like approaching Emerald (or more appropriately, Crimson) City. On the Allston side, the buildings seemed shinier (or, as shiny as New England vernacular architecture allows), and the grounds were undergoing constant replantings, thanks to a well-heeled donor. In addition, HBS has loomed large as an institution central to the dissemination of organizational theory and management practices, including Elton Mayo’s human relations.
HBS has certain peculiarities about teaching and learning, like the use of case studies which follow formulaic structures as the basis for directed class discussion.* Moreover, instructors follow a strict grading break-down: mandatory “III”s assigned to the lowest-performing students of classes – a source of concern, as students with too many IIIs must justify their performance before a board and possibly go on leave.** To help instructors with grading, hired scribes document student discussion comments.***
Such conditions raise questions about the links, as well as disconnects, between classroom and managerial leadership, so I was delighted to see a new ethnography about business school teaching at the UChicago Press book display at ASAs.
With his latest book, Michel Anteby lifts the crimson curtain from HBS with his new book Manufacturing Morals: The Values of Silence in Business School Education (University of Chicago Press, 2013).
Here’s the official blurb:
“Corporate accountability is never far from the front page, and as one of the world’s most elite business schools, Harvard Business School trains many of the future leaders of Fortune 500 companies. But how does HBS formally and informally ensure faculty and students embrace proper business standards? Relying on his first-hand experience as a Harvard Business School faculty member, Michel Anteby takes readers inside HBS in order to draw vivid parallels between the socialization of faculty and of students.
In an era when many organizations are focused on principles of responsibility, Harvard Business School has long tried to promote better business standards. Anteby’s rich account reveals the surprising role of silence and ambiguity in HBS’s process of codifying morals and business values. As Anteby describes, at HBS specifics are often left unspoken; for example, teaching notes given to faculty provide much guidance on how to teach but are largely silent on what to teach. Manufacturing Morals demonstrates how faculty and students are exposed to a system that operates on open-ended directives that require significant decision-making on the part of those involved, with little overt guidance from the hierarchy. Anteby suggests that this model-which tolerates moral complexity-is perhaps one of the few that can adapt and endure over time.”
Check it out! And while you’re at it, have a look at Anteby’s previous book, Moral Gray Zones (2008, Princeton University Press).
When I visited Millsaps College a few weeks ago, I got into a discussion about international relations theory with my host, political scientist Michael Reinhard. I asked him why we (social scientists) needed to study famous political leaders, like Julius Caesar or Winston Churchill. His argument was intriguing. He said that highly successful social actors have often spent a lot of time understanding their social world. They are good at what they do – international relations in this case – because, at the very least, they have an intuition about the world that is important and correct. Some, like Churchill, will even explain their views to others. In other words, political scientists should study great leaders because great leaders actually understand power fairly well.
In sociology, we have no such argument, but it is worth thinking about. We are resistant to great leader stories and for good reason. Great man stories often devolve into hero worship, or they rely on “Whig” history. But that doesn’t mean Great people scholarship is not without use. For example, what did Steve Jobs understand about markets that management scholars should learn? Or, a more sociological example, what does a great religious leader understand about religion that sociologists of religion should know? Taking a turn from Bourdieu, we could look at any social field, identify the “masters,” and then use them as research sites where we can understand how the field is put together.
Over a week ago, a colleague called to let me know that our advisor, Harvard Prof. J. Richard Hackman, had passed. For months, I knew that this news would eventually come, but it’s still painful to accept. I will miss hearing Richard’s booming voice, having my eyeglasses crushed to my face from a bear hug (Richard was well over 6 feet tall), or being gleefully gifted with a funny hand-written note imparting his sage advice on a matter.
Richard was a greatly respected work redesign and teams researcher. At Harvard, his classes included a highly regular and popular (despite its “early” morning time slot) course on teamwork. For those undergraduate and graduate students who have been lucky enough to take Richard’s course on teams, the course interweaves concept and practice as students must work in teams, something that most of us get very little practice with outside of organized sports or music.
In July 2012, Richard emailed several of his former teaching fellows asking us to join him in Cambridge and help him rework this course. On short notice, we assembled at the top floor of William James Hall and went over the materials, with Richard expertly leading us as a team, with clearly designated boundaries (those of us assembled for the task), a compelling direction (revising the material to attract students across disciplines), enabling structure (norms that valued contributions of team members, no matter their place in the academic hierarchy), and a supportive context (reward = tasty food, an incentive that always works on former graduate students, and good fellowship).
During this last meeting, Richard asked us about how we thought his course on teamwork could most impact individuals. I opined that his biggest impact wouldn’t be through just the students who took his course, but via those of us who would continue to teach teamwork and conduct research in other settings. This question may have been Richard’s gentle way of telling us that he was passing on the baton.
Here are several ways that I think Richard’s legacy lives on.
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