domingo, 30 de noviembre de 2003

Top 10 Dangers of Living in the Blog Space
Star C. Foster
November 26, 2.003
The Blog Herald

1. You think everyone cares about your opinions: They don't. They care about mine.

2. You stop having normal experiences: Every event you participate following your initial blog post will be constantly interrupted as you simultaneously live the adventure and write the corresponding blog post in your head.

3. You will care what other people think: Even if you really don't. "Stats" will become an important part of your blogging life (also self-esteem),even though you detest math. You'll be glad your web-stalker is gone but regret losing the hits. When stats go down, you will start padding your posts with words like "naked", "nudity", and "clown porn".

4. You will become more news savvy: You'll start reading several news sources to inspire more posts. Unfortunately, you will focus on items that are weird, quirky, or bizarre, thereby eliminating your ability to discuss these items with non-bloggers in real-life (ie around the water cooler) without coming off like the freak you really are.

5. You will feel the need to post: Even when you have nothing to say. Just in case other people are reading. Sarcasmo's Corner, I'm a slave for you.

6. You stop hearing from non-blogging friends: You're behind on their lives, but they feel like they haven't missed a beat with you, because they "keep up with you through your blog." Also, they are tired of talking to you because you constantly ask them "So, when are you going to get a blog?" (You laugh, but our local blog mafia has coerced four independent, strong-willed, intelligent, people into blogging (and we're working on a 5th). All hail the power of peer pressure!)

7. Your work habits change: Why talk to those irritating, clueless, inane people in your office, when you can sneak a quick peek at your favorite blogs for clever quips, interesting insight, and comment-based conversations?

8. You will stop having normal conversations with family and friends: Real life conversations will go like this. "Oh, hey, I saw So-And-So in concert and the weirdest thing happened..." Friend, "Yeah, I know, I read about it on your blog." Silence. Friend, "Did I tell you that I'm..." You, "Blog." Friend, "Yeah."

9, You expect your friends to be witty and clever. Always.: I am lucky to surrounded by bright, witty people with bright witty blogs. I don't know how the rest of the world survives without these for distraction. I suppose they must come here.

10. You demand that your witty and clever friends be blogging. Constantly: Why aren't you all busy shirking your jobs and entertaining me? I need INTELLECTUAL STIMULATION. Or, barring that, something really silly and inane to peruse. Seriously. I'm bored to tears, here people. For the love of Pete, POST SOMETHING. NOW.

¿Que es la asertividad? ¿Que significa ser asertivo?.
Ser asertivo quiere decir ser capaz de expresarse con seguridad sin tener que recurrir a
comportamientos pasivos, agresivos o manipuladores. Esto supone un mayor autoconocimiento, conocerse y estar de acuerdo consigo mismo, tener el control del propio "yo real". Requiere saber escuchar "en forma activa" y responder a las necesidades de otros sin descuidar nuestros propios intereses o comprometer nuestros principios. Está relacionado con la capacidad de mejorar nuestra habilidad en el trato con otros; inclusive una comunicación más eficiente, un control del estrés a través de un mejor manejo de otras personas y situaciones conflictivas.
Hace referencia también a las elecciones; el ser capaz de expresar necesidades, opiniones o
sentimientos, seguro de que no será dominado o utilizado contra su voluntad.
La asertividad significa una comunicación lograda y esto no quiere decir solamente saber
encontrar las palabras adecuadas en una situación determinada. El tono de la voz, el volúmen, la expresión facial, los gestos y el lenguaje corporal forman parte del mensaje que está enviando a otras personas. Si no funcionan todos los componentes de la ecuación, enviará un mensaje confuso. Generalmente, si uno desagrada a otra persona o a sí mismo -de alguna forma- el estilo de comunicación no será asertivo. Aunque haya ocasiones en las que se prefiera ser pasivo o utilizar un tono más agresivo, una respuesta asertiva es invariablemente la preferible y conduce a una situación en la que todos ganan y ambos interlocutores se sienten satisfechos.
(Introducción del libro Desarrolle su Asertividad. Autor Sue Bishop, Editorial Gedisa 2000)

Características de la persona asertiva
Esta lista –aún cuando es amplia- no agota todas las características que describen a las
personas asertivas:

· Usa el lenguaje de sentimientos
· Habla de sí mismo y expresa sus percepciones
· Usa el lenguaje de apertura
· Acepta y da cumplidos
· Utiliza lenguaje claro apropiado
· Cuando expresa desacuerdo lo hace con respeto
· Pide clarificación
· Pregunta por qué
· Expresa desacuerdo-activo
· Habla por sus derechos
· Es persistente
· Evita justificación de cada opinión
· Se manifiesta libremente tal como es
· Se comunica fácilmente con todos
· Se siente libre de comunicarse
· Está orientado positivamente en la vida
· Juzga respetable tener limitaciones
· Tiene autoestima
· Se respeta a sí mismo(a)
· Es dueño(a) de su tiempo y de su vida
· Acepta o rechaza libremente de su mundo emocional a otras personas
· Es emocionalmente libre para expresar sus pensamientos y sentimientos
· No dice “no” cuando quiere decir “sí” ni “sí” cuando quiere decir “no”
· Reconoce tanto sus áreas fuertes como sus áreas de oportunidad para seguir creciendo como persona.
· Reconoce, acepta y respeta sus derechos básicos y los de los demás
· Tiene una gran autoconfianza para la toma de decisiones
· Sabe elogiar y reconocer el trabajo de los demás
· Es sensible a los distintos contextos

John Kay es un extraordinario y heterodoxo economista, con una lucida y corrosiva vision del mundo de los negocios. Sus colaboraciones en Financial Times, suelen ser brillantes e inteligentes. Tiene su propia pagina web en donde podeis encontrar una amplia representacion de sus trabajos (interesante para todos aquellos que no tenemos suscripcion al FT). Y como muestra un boton: un articulo acerca del DIY, o lo que es lo mismo Do it yourself , la vision reduccionista, particular y equivocada de las cosas. Vamos, como los tertulianos de la radio, que saben y opinan de cosas dispares, con incierta fortuna. Este articulo se continua con el de la siguiente semana aqui , que concluye que una prevision economica fiable, es, en principio, imposible.
James Sebenius es uno de los tipos que mas saben acerca de los resortes de la negociacion. La HB Review ha publicado varios de sus articulos, el ultimo, sin ir mas lejos, en el numero de este mes de noviembre "3D Negotiation: playing the whole game" que forma parte de una trilogia de colaboraciones al respecto.
Podeis encontrar material interesante y de libre acceso, en HBS Working Knowledge aqui .

sábado, 29 de noviembre de 2003

El sabio Profesor, como siempre, regalandonos su vision certera de la realidad.
El sentido comun, esta caro en estos tiempos: Jose Barea, Manuel Pimentel, Manuel Conthe.....tan solo un puñado de idealistas, que nos ofrecen la verdad desnuda desde sus tribunas.

Elecciones

José Barea (Catedrático emérito de la Universidad Autónoma de Madrid)
Cinco Dias (29-11-2003)
Publicado en: Edición Impresa - Opinión

Estamos en pleno proceso electoral: elecciones por duplicado en la Comunidad de Madrid, elecciones en Cataluña y elecciones generales dentro de cuatro meses. Y la carrera por ofrecer mayores servicios públicos gratuitos y rebaja de impuestos ha comenzado.
En los bienes privados, su nivel de producción se determina por el mercado a través del sistema de precios; la intersección de las curvas de demanda y oferta de un bien produce el equilibrio. Las variaciones en los gustos de los consumidores se transmite a las empresas a través del sistema de precios, lo que las induce a aumentar o reducir la producción.
En los bienes públicos, las decisiones sobre la asignación de recursos es totalmente diferente al no existir mercado y al no darse en los mismos los principios de exclusión y de rivalidad en el consumo y financiarse coactivamente vía impuestos. En el sector público se da una relación de agencia entre ciudadanos y políticos, para que éstos decidan gastar los impuestos en los programas de gasto público que, a su juicio, resultan más beneficiosos para los ciudadanos.
En estas circunstancias, ¿cuál es el comportamiento de los políticos? En general, al político le interesa permanecer en su cargo, y si está en la oposición pasar a gobernar, por lo cual ofrecerá a los ciudadanos mejor educación, ampliar el catálogo de servicios sanitarios y, además, una mayor calidad, pensiones más altas, establecer con carácter universal la prestación de servicios sociales para las personas mayores financiada a través de cotizaciones sociales, ampliación de la cobertura por desempleo, establecimiento de una renta básica para las familias que carezcan de medios económicos, mayor protección a la familia, transporte gratuito para los jóvenes y los mayores, etcétera.
Esto es lo que en los últimos procesos electorales ha sucedido en España, y para colmo se termina ofreciendo una rebaja de impuestos; en definitiva, aumentar el gasto social y pagar menos impuestos: la cuadratura del círculo.

Todo gratis para todo el mundo, cualquiera que sea su nivel de renta, es imposible

La mayor parte de los economistas pensamos que tales propuestas no sólo son contrarias al principio de equidad, sino que además producen ineficiencias. Todo gratis para todo el mundo, cualquiera que sea su nivel de renta, es imposible.
Pero los políticos desean ser elegidos, y saben que tal probabilidad aumenta ofreciendo para todos más servicios públicos gratis y menores impuestos, ya que ello maximizará el número de personas que lo voten. Es bien cierto que existen políticos competentes, que buscan el interés público, que no pretenden engañar a los electores, pero son tan raros, que se pueden considerar como bienes públicos muy escasos, como dice Stiglitz.
Aún en el supuesto de que algunos políticos actúen desinteresadamente buscando el bien común y los ciudadanos piensen que es mejor votarlos, ¿cómo distinguirán entre uno y otro si su información es escasa, prácticamente nula, y los políticos egoístas intentarán parecerse a los desinteresados?
Pienso que los políticos desinteresados, cuando hacen sus ofertas electorales, deberían cuantificar el coste de las mismas y cómo piensan financiarlas: con subida de impuestos, de qué clase; con baja en otros gastos, cuáles; o claramente con emisión de deuda.
Si se trata de reducir impuestos, deberían especificar cuál es su coste para el Estado, los servicios públicos que van a reducirse y, en caso de que alegasen que existe margen presupuestario, que lo especifiquen y cómo lo han calculado.
La transparencia de esta forma de proceder haría posible elegir a políticos competentes que podría conducir a que tuviéramos una Administración más eficiente, y de ello disfrutaríamos todos los ciudadanos.
A ver, a ver...............................



Hace ya tiempo, en abril de 1.999, Chris Locke, Doc Searls, David Weinberger , lanzaron un manifiesto de 95 puntos, conjuntamente son la publicacion de su libro The Cluetrain Manifesto: The end of Business as usual .
Los consumidores, reclaman una nueva sensibilidad a las empresas, en la era de internet.
El libro se puede leer entero on line .

Las 95 Tesis:

Los mercados son conversaciones.

Los mercados consisten de seres humanos, no de sectores demográficos.

Las conversaciones entre seres humanos suenan humanas. Se conducen en una voz humana.

Ya sea transmitiendo información, opiniones, perspectivas, argumentos en contra o notas humorosas, la voz humana es abierta, natural, sincera.

La gente se reconoce como tal por el sonido de esta voz.

El internet hace posible tener conversaciones entre seres humanos que simplemente eran imposibles en la era de los medios masivos de comunicación.

Los hiper-enlaces socavan a las jerarquías.

En los mercados interconectados como entre empleados intraconectados, la gente utiliza nuevas y poderosas formas de comunicación.

Las conversaciones en red hacen posible el surgimiento de nuevas y poderosas formas de organización social y de intercambio de conocimientos.

Como resultado los mercados se vuelven más inteligentes, más informados, más organizados. La participación en un mercado interconectado hace que las personas cambien de una manera fundamental.

Las personas que participan en estos mercados interconectados han descubierto que pueden obtener mucha mejor información y soporte entre si mismos que de los vendedores. Ya basta de la retórica corporativa acerca de añadir valor a productos de consumo general.

No hay secretos. El mercado en red sabe más que las empresas acerca de sus propios productos. Y ya sea que las noticias sean buenas o malas, se las comunican a todo el mundo.

Lo que ocurre en los mercados, tambien sucede entre los empleados. Una construcción metafísica llamada "Compañía" es lo único que queda entre los dos.

Las corporaciones no hablan en la misma voz que estas conversaciones interconectadas. Para su "audiencia objetivo", las compañías suenan huecas, opacas, literalmente inhumanas.

En sólo unos pocos años, la actual "voz" homogenizada del mundo de los negocios -- el sonido de misiones corporativas y folletos oficiales -- parecerá tan rebuscada y artificial como el lenguaje de la corte francesa en el siglo 18.

Hoy en día, las compañías que hablan el lenguaje del charlatán, ya no logran captar la atención de nadie.

Las compañías que asumen que los mercados en linea son iguales a los mercados que ven sus anuncios por televisión, se engañan a si mismas.

Las compañías que no se dan cuenta que sus mercados ahora están interconectados persona-a-persona, y por consecuencia volviéndose más inteligentes y profúndamente unidos en conversación, están perdiendo su mejor oportunidad.

Las empresas ahora pueden comunicarse con sus mercados directamente. Esta podría ser su última oportunidad si la desperdician.

Las compañías deben darse cuenta que sus clientes se ríen frecuentemente. De ellas.

Las empresas necesitan "alivianarse" y tomarse menos seriamente. Necesitan tener sentido del humor.

Tener sentido de humor no significa poner chistes en el web corporativo. Requiere tener valores, un poco de humildad, honestidad y un punto de vista sincero.

Las compañías que intentan "posicionarse", necesitan adoptar una posición. Idealmente relacionada con algo que realmente le importe a su mercado.

Las declaraciones exageradas -- "Estamos en posición de convertirnos en el principal proveedor de XYZ" -- no constituyen una posición.

Las compañías necesitan bajar de su pedestal y hablarle a la gente con quien esperan establecer relaciones.

Las relaciones públicas no se relacionan con el público. Las compañías tienen un temor profundo de sus mercados.

Al usar un lenguaje que resulta distante, poco atractivo, arrogante, levantan muros que las distancian de sus mercados.

La mayoría de los planes de mercadeo se basan en el temor de que el mercado pueda enterarse de lo que realmente sucede dentro de la compañía.

Ya lo dijo Elvis Presley: "No podemos segir juntos si sospechamos mutuamente."

La lealtad a la marca es la versión corporativa de una relación estable, pero el rompimiento es inevitable -- y se aproxima rápidamente. Gracias a que están interconectados, los mercados inteligentes pueden renegociar sus relaciones con velocidad increible.

Los mercados interconectados pueden cambiar de proovedores instantáneamente. Los "empleados de conocimiento" interconectados pueden cambiar de empleador durante la comida. Las propias iniciativas de reducción de tamaño en las empresas nos enseñaron a preguntar: "¿Lealtad? ¿Qué es eso?"

Los mercados inteligentes encontrarán proveedores que hablen su mismo lenguaje.

Aprender a hablar con una voz humana no es un truco de magia. No puede ser aprendido en alguna conferencia.

Para hablar en una voz humana, las empresas deben compartir las preocupaciones de sus comunidades.

Pero primero, deben pertenecer a una comunidad.

Las empresas deben preguntarse a sí mismas hasta dónde llega su cultura corporativa.

Si su cultura acaba antes que comience su comunidad, entonces no tendrán mercado.

Las comunidades humanas se basan en el diálogo -- conversaciones humanas acerca de inquietudes humanas.

La comunidad del diálogo es el mercado.

Las compañías que no pertenecen a una comunidad de diálogo, morirán.

Las compañías han hecho una religión de su seguridad, pero esto no sirve de nada. La mayoría se protegen menos en contra de sus competidores que de su propio mercado y fuerza de trabajo.

Tal como en los mercados interconectados, las personas también se comunican entre sí directamente dentro de la compañía -- y no solamente hablan acerca de las reglas y regulaciones, la linea oficial, rentabilidad.

Estas conversaciones se llevan a cabo a través de los intranets corporativos. Pero sólo cuando las condiciones son favorables.

Las compañías instalan sus intranets desde arriba para distribuir sus políticas de recursos humanos y otra información corporativa que sus trabajadores están tratando de ignorar.

Los intranets tienden a centrarse en el aburrimiento. Los mejores se construyen desde abajo por individuos participativos que cooperan para construir algo mucho mas valioso: una conversación corporativa interconectada.

Un intranet saludable organiza a los empleados en varios sentidos de la palabra. Su efecto es más radical que la agenda de cualquier sindicato.

Aunque esto asusta mucho a las empresas, también dependen en gran medida de estos intranets abiertos para generar y compartir conocimientos críticos. Necesitan resistirse a la tentación de "mejorar" o controlar estas conversaciones.

Cuando los intranets corporativos no se limitan por el temor y normativas, el tipo de conversación que promueven resulta notablemente parecido a una conversación de los mercados conectados en red.

Los organigramas funcionaron en la vieja economía en que los planes podían entenderse completamente desde el tope de las empinadas pirámides administrativas y se podían pasar detalladas órdenes de trabajo desde arriba.

Hoy en día, el organigrama está hiperenlazado, no jerarquizado. El respeto al conocimiento práctico resulta más importante que la autoridad abstracta.

Los estilos administrativos de "control de mando", surgen de, y refuerzan la burocracia, las luchas de poder y una cultura general de paranoia.

La paranoia mata la conversación. Esa es su meta. Pero la falta de una conversación abierta mata a las empresas.

Existen dos conversaciones llevándose a cabo. Una dentro de la empresa. Otra con el mercado.

En general, ninguna de estas conversaciones va muy bien. Casi invariablemente, la causa del fracaso puede encontrarse en las ideas obsoletas de "control de mando".

Como política, estas ideas son venenosas. Como herramientas, están descompuestas. Las prácticas de "control de mando" chocan con la hostilidad de los "empleados de conocimiento" intraconectados y generan desconfianza en los mercados interconectados.

Estas dos conversaciones quieren encontrarse. Hablan el mismo idioma. Reconocen sus voces mutuamente.

Las empresas inteligentes harán lo que sea necesario para lograr que lo inevitable suceda cuanto antes.

Si el coeficiente intelectual se midiera como la disposición de "abrir paso" o quitarse de enmedio, resultaría que muy pocas compañías se han vuelto sabias.

Aunque en este momento es un poco subliminal, hay millones de personas en linea que perciben a las empresas como algo un poco más que curiosas ficciones legales tratando activamente de evitar que estas conversaciones se intersecten.

Esta es una actitud suicida. Los mercados quieren conversar con las empresas.

Desafortunadamente, la parte de la empresa con la cual se quieren comunicar los mercados se esconde tras una cortina de humo, de un lenguaje que suena falso -- y las más de las veces lo es.

Los mercados no quieren conversar con charlatanes y vendedores ambulantes. Quieren participar en las conversasiones tras la pared de protección corporativa (firewall).

Ponerse en un nivel mas personal: Nosotros somos esos mercados. Queremos charlar contigo.

Queremos tener accesso a tu información corporativa, a tus planes y estrategias, a tus mejores ideas y a tu conocimiento genuino. No nos vamos a conformar con tus folletos a cuatro colores, o con tu web sobrecargado de chucherías visuales pero con muy poca substancia.

Tambien somos los empleados que hacemos funcionar sus empresas. Queremos conversar directamente con los clientes con voz propia, no con frases trilladas escritas en un guión.

Como mercados, como empleados, estamos hastiados de obtener nuestra información por control remoto. ¿Por qué necesitamos reportes anuales impersonales y estudios de mercado de tercera mano para presentarnos unos a otros?

Como mercados y como trabajadores, nos preguntamos ¿por qué no escuchas? Pareciera que hablas un idioma distinto.

El lenguage inflado y pomposo que utilizas -- en la prensa, en tus conferencias -- ¿qué tiene que ver con nosotros?

Quizás impresiones a tus inversionistas. Tal vez impresiones a la bolsa de valores. No nos impresionas a nosotros.

Si no causas gran impresión en nosotros, tus inversionistas van a salir perdiendo. ¿Que no entienden esto? si lo entendieran, no te permitirían hablar en la forma que lo haces.

Tus ideas anticuadas acerca de "el mercado" nos hacen voltear la vista al cielo. No nos reconocemos en tus proyecciones -- tal vez porque sabemos que ya estamos en otro lugar.

Este nuevo mercado nos parece mucho mejor. De hecho, nosotros lo estamos creando.

Estás invitado, pero es nuestro mundo. Quitate los zapatos y déjalos junto a la puerta. Si quieres comerciar con nosotros, ¡baja de tu camello!

Somos inmunes a la publicidad. Olvídalo.

Si quieres que te dirijamos la palabra, dinos algo. Que sea algo interesante para variar.

Tambien tenemos algunas ideas para tí: nuevas herramientas que necesitamos, algún mejor servicio. Cosas por las cuales estamos dispuestos a pagar. ¿Tienes un minuto?

¿Estas tan ocupado "haciendo negocios" que no puedes contestar nuestro correo electrónico? Por Dios, vaya, volveremos mas tarde. Tal vés.

¿Quieres que pongamos nuestro dinero? Nosotros queremos que pongas atención.

Queremos que descartes tu viaje, que salgas de tu introversión neurótica, ven a la fiesta.

No te preocupes, aún puedes hacer dinero. Eso sí, mientras no sea lo único en tu mente.

¿Te has dado cuenta que, por sí mismo, el dinero es unidimensional y aburrido? ¿De qué más podemos platicar?

Tu producto falló. ¿Por qué? Nos gustaría preguntarle a la persona que lo hizo. Tu estrategia corporativa no tiene sentido. Nos gustaría platicar con tu Director General. ¿Cómo que no está?

Queremos que trates a 50 millones de nosotros tan seriamente como tratas a un reportero del diario financiero.

Conocemos algunas personas en tu empresa. Son buena onda en linea. ¿Tienes más de esos escondidos por ahí? ¿Pueden salir a jugar?

Cuando tenemos dudas, nos apoyamos en el resto de nosotros para aclararlas. Si no tuvieras control tan estricto sobre "tu gente" tal vez nos apoyaríamos en ellos también.

Cuando no estamos ocupados siendo tu "mercado objetivo", muchos de nosotros somos tu gente. Preferimos hablar con amigos en linea que estar viendo el reloj. Eso ayudaría a difundir tu nombre mejor que tu web del millón de dólares. Pero tu dices que hablar con el mercado le corresponde al departamento de mercadotecnia.

Nos gustaría que entendieras lo que está pasando aquí. Eso estaría muy bien. Pero sería un error pensar que vamos a esperar con los brazos cruzados.

Nos preocupan cosas más importantes que si vás a cambiar a tiempo para hacer negocio con nosotros. El negocio es sólo una parte de nuestras vidas. Parece ser todo en la tuya. Piensalo bien: ¿quién necesita a quién?

Tenemos poder real y lo sabemos. Si no alcanzas a ver la luz, alguien más vendrá y nos dará mayor atención, será mas interesante y divertido para jugar.

Aún en el peor de los casos, nuestra nueva conversación es más interesante que la mayoría de las ferias comerciales, más entretenida que un programa de televisión y ciertamente más apegada a la vida real que cualquier web corporativo que hayamos visitado.

Nuestra lealtad es para con nosotros mismos -- nuestros amigos, nuestros nuevos aliados y conocidos, hasta nuestros compañeros de batalla. Las empresas que no juegan un papel en este mundo, tampoco tienen futuro.

Las compañías gastan millones de dólares en el problema Y2K. ¿Cómo es que no pueden escuchar el tic-tac de esta bomba de tiempo? En riesgo está algo más importante.

Estamos tanto adentro de empresas como fuera de ellas. Los límites que separan nuestras conversaciones semejan el muro de Berlin hoy, pero son sólo un estorbo. Sabemos que caerán. Trabajaremos de ambos lados para hacerlos caer.

Para las corporaciones tradicionales, las conversaciones interconectadas parecen un mar de confusión. Pero nos estamos organizando más rápido que ellas. Tenemos mejores herramientas, más ideas nuevas, y ninguna regla que nos detenga.

Estamos despertando y conectándonos. Estamos observando. Pero no estamos esperando.
Pues resulta que Larry Page y Sergey Brin, los padres de Google, tambien tienen su blog , aunque es una parodia.
Este es su primer post del pasado 15 de febrero;

I've wanted to do a blog for ages but Sergey couldn't manage to set up MovableType.
Apparently it's "Just too difficult".

Anyway, the other day he suggested that it would be a thousand times easier to just buy Blogger.com.

So we did.

We told them their new terms of employment and only one person disagreed.
.
No comments.
El "Efecto Mariposa" llevado al maximo extremo en cuanto a sus consecuencias. Una simpatica, aunque apocaliptica animacion en flash rusa smoke kills . Muchas gracias, Julia Elenskaya por tu aportacion.

viernes, 28 de noviembre de 2003

Rethinking Strategy in a Networked World (or Why Michael Porter is Wrong about the Internet)
By Don Tapscott
strategy+business

The Harvard strategy guru errs when he says partnerships erode competitive advantage, the author contends. Instead, they are now central to business success.

For decades, the starting point for strategic thinking has been the stand-alone, vertically integrated corporation. These powerful companies do everything from soup to nuts and dominate the competitive landscape. We think of them as intrinsic to the economy, and they provide the context for theories about competitive strategy.


Companies prospered with this model of production because it was cheaper and simpler for them to perform the maximum number of functions in-house, rather than incurring the high cost, hassle, and risk of partnering with outsiders to execute vital business activities.

This is no longer true.

The CEO of Boeing Company says his company is no longer an aircraft manufacturer; it has become a systems integrator. Mercedes-Benz doesn’t build its own E Class cars; the Magna Corporation does the work, including final assembly. IBM has become a computer company that doesn’t really make its computers; its partner network does.

Indeed, we are seeing spectacular growth in contract manufacturing — with companies such as Celestica, Flextronics, and Solectron partnering with computer and telecommunications vendors to provide core electronics manufacturing services. Virtually overnight, the top five contract manufacturing firms have achieved aggregate revenues of more than $50 billion, averaging return on invested capital of more than 25 percent.

All of this is possible because of networking — specifically, the Internet. This deep, rich, publicly available communications technology is enabling a new business architecture that challenges the industrial-age corporate structure as the basis for competitive strategy. My colleagues at Digital 4Sight and I have studied hundreds of different examples of this architecture, what we call a business web, or b-web. We define it as any system composed of suppliers, distributors, service providers, infrastructure providers, and customers that uses the Internet for business communications and transactions. B-webs across industries, in which each business focuses on its core competence, are proving to be more supple, innovative, cost-efficient, and profitable than traditional vertically integrated competitors.

Established companies, not dot-coms, are the main beneficiaries of b-web thinking. Successful businesses such as Enron, Citibank, Herman Miller, Dow Chemical, American Airlines, Nortel Networks, and Schwab are now transforming themselves by partnering in areas that were previously unthinkable. The performance advantages of a b-web also explain why new Internet-based companies such as eBay, Travelocity, E-Trade, and Amazon are growing dramatically and competing well despite volatility in their stock prices. And b-webs explain why an upstart e-business entity like Napster is wreaking havoc in the music industry, and why open source software such as Linux poses a huge threat to Microsoft.

Profound changes to the deep structures of the corporation are under way. Yet most of this underlying restructuring has been either unnoticed or underappreciated by the financial media and business schools. They remain shell-shocked at the rise and collapse of the Nasdaq. And since “Nasdaq” and “New Economy” are so frequently (but incorrectly) used interchangeably, the Nasdaq collapse is often cited as proof the New Economy is a bogus notion (See “Six Reasons There Is a New Economy”). As for eBay, Amazon, Linux, Napster, and others, they are dismissed as Internet aberrations.

Michael Porter’s obituary for the New Economy, “Strategy and the Internet,” published in the March 2001 Harvard Business Review, is typical of this thinking. In it, Professor Porter exhorts business leaders to “return to fundamentals” and abandon thoughts of “new business models” or “e-business strategies” that he says encourage managers “to view their Internet operations in isolation from the rest of the business.”

When a politician makes a motherhood statement that receives wide support, pollsters say it “resonates with” the voters (i.e., it’s considered credible and is consistent with citizens’ values). Such is the appeal of Professor Porter’s article. Profitability still counts. True economic value, measured by sustained profits, is the arbiter of business success — not eyeballs, stickiness, hits, or even market share. To compete, companies must operate at a lower cost and/or command a premium price, either through operational effectiveness or by creating unique value for customers. Being a first-mover does not guarantee competitive advantage over the long haul.

Unfortunately, he uses these truths to prop up a false thesis. Because corporate objectives remain unchanged by the Net, Professor Porter argues, the best methods of achieving these goals, including operating within a vertically integrated structure, must be unchanged, too.

Professor Porter sees the world as two warring camps: the Internet zealots and the defenders of tried-and-true business thinking, such as himself. And it’s pretty clear who’s winning. This gives him the basis on which to assert that “the experiences companies have had with the Internet thus far must be largely discounted and … many of the lessons learned must be forgotten.” If you were an industry leader prior to the Internet’s bursting on the scene, continue your time-tested business processes. Use the Net as a “complement to traditional ways of competing,” he says, rather than “cannibalizing” a healthy company.

Regrettably, a much-needed return to fundamentals has become a new fundamentalism that argues managers should turn back the clock for business wisdom. Although there is some merit in Professor Porter’s view that “in our quest to see how the Internet is different, we have failed to see how the Internet is the same,” it is utter folly to believe the Internet brings nothing fundamentally new.

What Is the Internet?
Much of Professor Porter’s reasoning stems from his misunderstanding of the Internet itself. He concedes that the Internet is important — it’s just not that important. “But for all its power, the Internet does not represent a break from the past; rather, it is the latest stage in the ongoing evolution of information technology,” he writes. Rather than viewing the Net as the emerging infrastructure for economic activity, he puts the Internet architecture on the same level as “complementary technological advances such as scanning, object-oriented programming, relational databases, and wireless communications.”

It is wrong to trivialize the Net in this way. The Net is much more than just another technology development; the Net represents something qualitatively new — an unprecedented, powerful, universal communications medium. Far surpassing radio and television, this medium is digital, infinitely richer, and interactive. The Net is becoming ubiquitous; it will soon connect every business and business function and a majority of humans on the planet. All other communications technologies, such as telephone, radio, television, and wireless, are being sucked into the Net’s maw.

Professor Porter also makes an all-too-common mistake in assuming that the Internet we see today — a network that connects desktop PCs — is the same Internet we will see tomorrow. This is nonsense. The Internet of tomorrow will be as dramatic a change from the Internet of today as today’s Internet is from the unconnected, proprietary computing networks of yesterday.

The Net continues to soar in reach, power, and functionality. It is not only the means to link computers, but the mechanism by which individuals and organizations exchange money, conduct transactions, communicate facts, express insight and opinion, and collaborate to develop new knowledge.

Mobile computing devices, broadband access, wireless networks, and computing power embedded in everything from refrigerators to automobiles are converging into a global network that will enable people to use the Net just about anywhere and anytime. No facet of human activity is untouched. The Net is a force of social change penetrating homes, schools, offices, factories, hospitals, and governments. When an institution such as the Massachusetts Institute of Technology says it will post its entire curriculum on the Net — including such items as lecture notes and course reading lists — it is attempting to shape the nature of pedagogy and learning everywhere.

The 20th-century corporation was based on an infrastructure that included the electric power grid, roads, railroad tracks, and primitive analog networks like the telephone. Rather than viewing the Net as comparable to “scanning,” Professor Porter should see it as the new infrastructure of the 21st century. Many strategists look beyond individual corporations to think about the structure of industries. However, the Internet precipitates one of those rare occasions in economic history when we must think even more broadly in order to understand how the entire infrastructure for wealth creation is changing.

What Is a New Business Model?
Professor Porter believes there is no such thing as a “business model,” let alone a new one, and I don’t fault him for questioning the validity of the term. Analysts have used it loosely, in reference to everything from selling rocks online to a Vickery auction for financial services.

Often the term “business model” is used more or less synonymously with “business strategy.” For example, Adrian Slywotzky describes it as “the totality of how a company selects its customers, defines and differentiates its offerings (or response), defines the tasks it will perform itself and those it will outsource, configures its resources, goes to market, creates utility for customers, and captures profits. It is the entire system for delivering utility to customers and earning a profit from that activity.”

Our view is narrower than this. Quite simply, a business model refers to the core architecture of a firm, specifically how it deploys all relevant resources (not just those within its corporate boundaries) to create differentiated value for customers. Historically, strategists weren’t particularly concerned with business models, because each industry had a standard model, and strategists assumed the model in that industry. Although the auto manufacturer, the integrated steel company, the insurance company, the retailer, the oil company, and the bank were different, they shared the characteristic of vertical integration.

Traditional business theorists like Michael Porter favor vertical integration and argue against partnering. In his seminal book, Competitive Strategy, he devotes an entire chapter to a vigorous defense of the vertically integrated firm. Today he writes how the “myth” that “partnering is a win–win means to improve industry economics” has “generated unfounded enthusiasm for the Internet.” He cites a litany of reasons he believes it’s better not to partner.

However, it is indisputable that the Net dramatically reduces search, coordination, contracting, and other transaction costs between firms. Because of this, myriad new business models have emerged that are different from the industrial-age template, and there are hundreds of old and new companies that are winning by focusing on their core capabilities and letting partners do the rest.

For example, Siebel Systems Inc., one of the fastest-growing software companies in America, has established a vast and unique network of customer, supplier, and employee relationships to deliver its products and services. Tom Siebel claims his company’s b-web is the most important element in its success: “We only have 8,000 people on our payroll, but more than 30,000 people work for us,” he says. The relatively small core company creates software products and orchestrates an extensive b-web composed of consultants, technology providers, system implementers, suppliers, and vendors that take its products to the global marketplace. The result: Siebel Systems’ revenues soared more than 1,400 percent in just three years, from $118 million in 1997 to $1.8 billion in 2000.

Yesterday’s strategy orthodoxy blinds managers to these unprecedented corporate opportunities. The business strategist needs new tools, including strategic concepts and analytical methods, to comprehend and exploit business architectures, like b-webs, that are suddenly possible because of the Net. I call this “business model innovation.”

When the superiority of the vertically integrated industrial corporation was taken for granted, it was assumed that most resources would be internal to the company. A business’s human-resources strategy dealt with people on the payroll. Accounting handled customer payments. Simple.

But in the Internet era, we know firms can profit enormously from resources that don’t belong to them. This is much more than what we call outsourcing today. In the future, strategists will no longer look at the integrated corporation as the starting point for creating value, assigning functions, and deciding what to manage inside or outside a firm’s boundaries. Rather, strategists will start with a customer value proposition and a blank slate for the production and delivery system. There will be nothing to “outsource” because, from the point of view of strategy, there’s nothing “inside” to begin with. Instead, managers, using new tools of strategic analysis, can identify discrete activities that create value and parcel them out to the appropriate b-web partners. A lead firm in a b-web (e.g., Siebel Systems) choreographs the process, acting as a “context provider.”

Given the Internet’s power, a reasonable person might ask: Why can’t corporate managers simply deploy intranets to get at the resources they need and reap the rewards? Economics 101 tells us why: Intra-corporate solutions fail to capture the tonic of the marketplace.

Most of what companies do is not based on their core competencies. Instead, firms attempt to make do with some combination of in-house design, manufacturing, marketing, and other capabilities that are often not best-of-breed. Now with the Net, business functions and large projects can be reduced to smaller components and farmed out (often simultaneously) to more specialized companies around the world with virtually no transaction costs. This captures the enormous benefits brought on by the competitive environment. Suppliers strive to reduce costs and increase quality and innovation. They know there are other specialized workers and companies around the world keen to replace them.

In this environment, the management of partnering, corporate boundaries, distribution channels, industry restructuring, and strategic repositioning is suddenly much more complex. And there are new issues, too. It used to be that sellers simply established prices. No longer. Transparency across the value chain, customer power, and global real-time information make variable pricing mechanisms far more important.

The Net and Competitive Advantage
Professor Porter avers that “As all companies come to embrace Internet technology … the Internet itself will be neutralized as a source of [competitive] advantage.” The more robust competitive advantages, he says, will arise instead from traditional strengths such as unique products, strong personal service, relationships, and sustainable operational efficiencies.

This astonishing statement has two problems. First, effectively implementing the Internet is not a binary matter like turning a light switch on and off, buying a T1 line, or installing an off-the-shelf application. As we saw during the dot-com craze, there are 1,001 ways to employ the Net, many of which make no sense whatsoever. Moreover, there is a continuum of business transformation that occurs, from setting up a Web site, to implementing radical new business models, to transforming an entire industry. The Net enables many new applications, technologies, and business innovations. Firms that understand strategy in today’s more complex business environment will plumb deeper into the growing pool of possibilities.

Second, Professor Porter doesn’t see how the Net is precipitating profound changes to the structures and cultures of successful businesses. In fact, these changes enable companies to compete better — precisely through deploying resources that allow them to create better and unique products, stronger personal service, relationships, and sustainable operational efficiencies. These three core areas are ripe for business model innovation:

• Unique Products. IBM has shifted its mentality from vertically integrated fortress to b-web proponent and player. In its earlier incarnation, it reaped huge profits by locking customers on a treadmill of high-margin proprietary hardware and software. Today IBM trumpets Linux. This year it will invest more than $1 billion in the open source software, collaborating with its partners on the Net to develop, enhance, and market Linux-based applications and services. A typical initiative has IBM joining 18 other companies, such as Hewlett-Packard, Dell, and Intel, to underwrite a $24 million Open Source Development Lab solely to support projects already under way in the open source community.

Four years ago IBM decided its customer relationship management (CRM) software needed to be the best in the world. It mothballed a massive internal development effort and a $40 million revenue stream to partner with Siebel Systems. Today IBM’s CRM business is over $2 billion and one of its most profitable.

Critics of partnering, such as Michael Porter, condemn IBM’s decision to build a PC industry based on the Microsoft standard. Allegedly, this depressed industry profitability and hurt IBM. Not true. PCs became a commodity, leading to a vast explosion in the use of information technology and, ultimately, networking, which is the foundation on which the 21st-century IBM is based. Today, the revenue and earnings from IBM’s software and services dwarf all hardware sales, not just the sales of PCs.

Compare this to Apple Computer Inc., which clung to the vertically integrated approach of designing and building everything from chips to applications. If it had licensed the Macintosh operating system to partners, Apple Computer would probably be more important today than Microsoft.

Remember, it was only 10 years ago that IBM’s rivals included half a dozen vertically integrated minicomputer companies such as the Digital Equipment Corporation, Prime Computer, and Data General. These companies failed to embrace partnering to deliver the best products to their customers and exploit industry standards. All but one, Hewlett-Packard Company, which adopted the partner model, failed.

The power of business-model innovation is just as evident in service companies. For example, eBay Inc. doesn’t just compete well against flea markets, auction houses, and classified ads. It has changed the rules of competition by creating a new type of service company that has become a leader in applying auction-based dynamic pricing. The most important contributors to eBay are its customers, who create the primary value of the business web; eBay is simply the provider of the business context. This b-web also includes companies such as Wells Fargo, Visa, SquareTrade.com, and others providing ancillary services that make buyers and sellers more confident and competent.

• Operational Efficiencies. Around the world, the Internet is allowing companies to wring out waste from their operations, differentiate themselves, and reach new suppliers and customers. Jack Welch calls e-business initiatives “a game changer for GE” that are expanding “far beyond our original vision.” His company’s first step was to imitate Amazon and sell goods and services online. This initiative was an immediate success; the $8 billion in goods and services GE sold online in 2000 is expected to soar to $20 billion this year.

In procurement, reverse auctions alone are anticipated to save GE $600 million this year. The company runs global auctions daily — $6 billion worth last year, growing to an estimated $12 billion this year. The rewards are so great that rather than cutting back on IT spending because of the weak economy, the company will increase spending this year by 10 to 15 percent.

• Customer Service and Relationships. When it comes to customers, many pundits view the Net as simply another channel. Professor Porter writes, “On the demand side, most buyers will value a combination of on-line services, personal services, and physical locations over stand-alone Web distribution. They will want a choice of channels…”. But the Net is more than a channel. It changes all channels. Effective competitors equip sales agents with Net-based information and tools in the customer’s living room. Call-center personnel with superior Net-based customer relationship management systems containing complete customer records deliver better customer service. And bricks-and-mortar stores that exploit emerging Location-Based Services will have more customers who find them through the Net.

No to Fundamentalism
Regrettably, many, including Professor Porter, lament the increased knowledge and power that customers are acquiring in this new world. In fact, much of the competition theorists’ language has disdain for customers. It’s best when customers are “locked in.” When they are ignorant or have no choice, profitability in an industry can be maintained and advantages can be achieved. Because the Net can undermine this, Professor Porter concludes this powerful communications technology “is not necessarily a blessing.” Indeed, he writes “it tends to alter industry structures in ways that dampen overall profitability, and it has a leveling effect on business practices, reducing the ability of any company to establish an operational advantage that can be sustained.”

Of course the Net creates efficiencies through the economy, intensifying rivalry between competitors and lowering barriers to market entry. It can arm consumers and suppliers with greater power because of their increased access to information, enhanced ability to communicate with each other, and greater freedom of choice. It increases the metabolism of the economy and reduces friction — as did, say, the telephone.

But would it have been sensible to judge the telephone as “not necessarily a blessing?” Overall it advanced the economy and benefited society enormously. It was a threat only to the firms that didn’t want to change. This becomes even more important when you consider that the telephone’s impact pales compared to the Net’s.

It is good that customers will be smarter, more active, and more powerful. Because of this, more real value will come to the fore, and fewer businesses will try to make garbage smell like roses. As businesses increasingly deliver what their customers value, it may turn out the capital businesses earn from customer relationships will dwarf the value of physical assets or money in the bank.

The years from 1997 to 2000 were the dog days of strategy. A get-rich-quick mentality distorted the assertion that “the Internet changes everything” (which is true) into the hope that “all things done on the Internet will prove lucrative” (which is rubbish). For a market economy, it was a shameful period. We saw egregious excesses and spectacular market capitalizations based on absurd or nonexistent business models. Momentum investing set in and massive damage was inevitable. Thankfully, those times are past, and sanity is returning. But what’s important to understand is that the headline-grabbing dot-com machinations, be they startups or spin-offs, were largely a distraction and represented only a sliver of the businesses trying to harness the power of the Internet.

Today, in the broad space between yesterday’s irrational exuberance and today’s equally irrational orthodoxy, there is a new frontier of business strategy. There are great new possibilities for creating economic value, customer value, shareholder value, and community value. Business strategy is an idea whose time has come once again. But new rules for competing require some fresh thinking. Business fundamentals, indeed. Fundamentalism, no.


Six Reasons There Is a New Economy

There is nothing fundamentally new about the way capitalism works. In capitalist countries, there is still private, not state, ownership of wealth, and the economy is based on a market. The traditional business cycle (overproduction, inventory gluts, tight employment markets, inflation) is alive and well. Profits are still the ultimate measure of success. Yet, there are characteristics of 21st-century capitalism that make it entirely different from its predecessors.

New Infrastructure for Wealth Creation. Networks, specifically the Internet, are becoming the basis of economic activity and progress. This is not unlike how railroads, roads, the power grid, and the telephone supported the vertically integrated corporation.
New Business Models. Instead of thinking of New Economy companies as Internet companies or dot-coms, think about them as companies that use the Internet infrastructure to create effective b-web–based business models. In this sense, the New Economy can include steel companies, banks, gas distribution companies, and furniture manufacturers, just as the old economy can include high-technology firms.
New Sources of Value. In today’s economy, value is created by brain, not brawn, and most labor is knowledge work. Knowledge infuses itself throughout products and services. Michael Porter is right to say that intellectual capital has no intrinsic value. However, recent experiments in measuring knowledge-based assets suggest wealth contained in such assets can outstrip the wealth contained in physical assets and even bank accounts.
New Ownership of Wealth. The silk-hatted tycoons owned the most wealth in industrial capitalism. Today 60 percent of Americans own stock, and the biggest shareholders are labor pension funds. Most economic growth comes from small companies; entrepreneurialism is everywhere.
New Educational Models and Institutions. As lifelong learning becomes the norm, the services of private companies, not public institutions, are proliferating to meet growing demand. The model of pedagogy is also changing with the growth of interactive, self-paced, student-focused learning. Colleges are becoming nodes on communications networks, not just places where people go to study.
New Governance. Industrial-age bureaucracies rose simultaneously with the vertically integrated corporation and mimicked its structure. New Net-driven governance structures, such as the Knowledge Network of Los Angeles, enable Internet-based cooperation between public and private organizations to deliver services for citizens. Expect to see similar changes in the democratic procedure (e.g., the voting processes) and the relationship between citizens and the state.
What Are the Measures That Matter?
By Art Kleiner
strategy+business

A 10-year debate between two feuding gurus sheds some light on a vexing business question.

Like all leading characters in a good feud story, Bob Kaplan and Tom Johnson have become living symbols of something much larger than themselves. Once they were research partners and coauthors and shared their success. But they have not spoken in years, and each has publicly staked his professional reputation on the other one being wrong.

Their quarrel, which has lasted more than 10 years, is at heart a fundamental disagreement about the source of business success. Does it accrue to those who drive their businesses with numerical targets and performance measures, as Professor Kaplan asserts? Or to those who believe, as Professor Johnson argues, that management through measurement is fundamentally dangerous?

The debate, of course, is not just about business measurement. It’s about control. In most companies, top management relies on measurements — not just bottom-line targets, but other numerical goals from “fast-cycle” targets to desired “customer satisfaction” survey results — to signal its priorities. Is that, or is that not, a healthy way to run a company?

To Professor Kaplan, it’s not just healthy, but essential to profitability. Robert S. Kaplan, the Marvin Bower Professor of Leadership Development at Harvard Business School, is the most visible figure behind Activity-Based Costing (also known as ABC) and the Balanced Scorecard (which also is part of the title of the 1996 bestseller The Balanced Scorecard: Translating Strategy into Action, published by Harvard Business School Press, that Professor Kaplan coauthored with consultant David P. Norton). Although ABC and the Balanced Scorecard are derived from accounting methods, Professor Kaplan sees both as full-scale cultural changes for management in general. They break down the implicit cultural barriers between finance and accounting, on the one hand, and operations-oriented management, on the other, all for the sake of developing strategies that encompass both.

Activity-Based Costing, for instance, incorporates into corporate financial calculations the kinds of hidden costs that have traditionally been evident only on the shop floor: errors in a production process as it snowballs out of control, wasted effort in cumbersome part-ordering processes, or time spent traveling from one building to another. Taking advantage of computers to gather this information from assembly-line measurements and employee surveys, ABC divides these costs among particular projects, processes, and products. This means, for instance, if the least profitable 10 percent of products are cut using the ABC method, the cut will be more accurate — increasing profitability more — than it would have been under traditional cost accounting.

Opposing Views
If ABC helps financial controllers see what operations people see, then the other Kaplan method, the Balanced Scorecard, moves in the other direction. It helps managers incorporate into their strategies the insights of accountants — the best accountants, the ones who know how to draw forth from a mass of numerical data those few statistics and results that genuinely matter.

The Scorecard, one version of which was originally developed at Analog Devices Inc. (a semiconductor company based in the Boston area), is a sort of update of the Management by Objectives (MBO) system that Peter Drucker helped pioneer in the 1960s. Under MBO, managers were asked to set financial targets and hold themselves accountable for them. The Balanced Scorecard expanded this to include not just financial targets, but also business process improvement goals, customer satisfaction goals, and “learning and growth” objectives (e.g., “What have you done, this quarter, to improve the capabilities of people in your department?”). The “balance” in the Scorecard is the way it trains managers to consider all four criteria, and evaluates them on all four — thus making it less likely (for instance) that they will release products that meet bottom-line cost targets but that no one wants to buy.

“ABC represents the supply curve from Microeconomics 101,” says Professor Kaplan. “It tells you what things cost, but not what they’re worth. The Balanced Scorecard is like a multidimensional demand curve. It tells you what’s creating value.” Together, he says, the two systems “make the concepts of economics operational for complex organizations.”

That’s where his opponent in the feud draws the line. To H. Thomas Johnson, the Retzlaff Professor of Quality Management at Portland State University in Oregon, the adaptation of microeconomics to management decision making has been a kind of original sin dating back at least to the 1950s. As he explains in his recent book (written with Swedish consultant Anders Bröms), Profit Beyond Measure: Extraordinary Results through Attention to Work and People (Simon & Schuster Inc., Free Press, 2000), economics-dominated business schools mistakenly teach young MBAs to make decisions entirely from quantitative information, rather than from explicit, detailed knowledge of how a company conducts work. “In time, this teaching contributed to the modern obsession in business with ‘looking good’ by the numbers,” writes Professor Johnson, “no matter what damage [it] does to the underlying system of relationships that sustain any human organization.”

Professor Johnson doesn’t like to think of himself as a fervent or proselytizing person, but he comes across as one. Writing about the use of numbers to set priorities and control operations, he uses words like “crippling” and “lethal.” He blames the troubles that mainstream companies get into — for example, the current predicaments of the U.S.’s big three automakers — on the misuse of measurement. He says if companies would focus on the “means” (for instance, designing a production system that makes errors visible and correctable the moment they occur), they wouldn’t have to worry about enforcing targets and goals. Error counts would naturally get lower. The “ends” would take care of themselves.

Even to some of Professor Johnson’s friends, this sounds like a utopian dream sometimes, and he would have an awfully hard time making his case if it weren’t for the fact that one major multinational corporation is successfully running all its factories this way. That corporation is quite possibly the most admired and envied manufacturing organization in the world: the Toyota Motor Corporation.

Dying by the Numbers
Unquestionably, Professor Kaplan is the more successful of the two feuders, at least if you judge by the number of companies adopting his ideas. The Exxon Mobil Corporation’s attractive new retail strategy emerged from a Balanced Scorecard exercise; Fannie Mae, Brown & Root, Cigna, and the city of Charlotte, N.C., are all featured in Professor Kaplan and Mr. Norton’s new book, The Strategy-Focused Organization: How Balanced Scorecard Companies Thrive in the New Business Environment (Harvard Business School Press, 2000). Dozens of companies use ABC, and the apparent value of “stretch targets” and other kinds of performance measures has never been higher.

What, then, does Tom Johnson see that Bob Kaplan does not? Or, more to the point: Which is more likely to succeed? Toyota? Or just about every other well-known manufacturer today?

To get a satisfying answer to that question, you have to look back to 1983, when Professor Kaplan was dean of the Graduate School of Industrial Administration at Carnegie-Mellon University in Pittsburgh. A Westinghouse Electric Company executive named Thomas J. Murrin (now a dean at Duquesne University’s business school) pointed Professor Kaplan to a controversial article in the Harvard Business Review published several years earlier. Called “Managing Our Way to Economic Decline,” by the Harvard Business School’s William J. Abernathy and Robert H. Hayes, the article was the first of a series of broadsides against the tenets of financially oriented management. American companies that lived by the numbers, said the article, were dying by the numbers; they were shutting down profitable product lines because they looked costly on paper, and were making themselves unnecessarily vulnerable to competition from Japan.

Professor Kaplan was a financial guy himself, but he found the argument convincing. When he was asked to speak about this at a major accounting conference, he looked for a business historian to help him trace the roots of the problem. A mutual friend recommended Professor Johnson, who had studied with Harvard’s most eminent management historian, Alfred Chandler. Professors Kaplan and Johnson recognized their symbiotic interests and went on to collaborate on a book for Harvard Business School Press, published in 1987 under the title Relevance Lost: The Rise and Fall of Management Accounting.

Relevance Lost has gone through nine printings since then, enough to make it a business-book classic. I vividly remember my first encounter with it, as a fledgling management historian, looking desperately to understand the influence of financial methods on corporate decision making. Reading Relevance Lost, I felt like I had cracked the code. The historical chapters (written mostly by Professor Johnson) showed how management accounting wasn’t just a feature of the newly emerging large corporations of the 19th century; it probably made them possible. Andrew Carnegie’s watchword, for instance, was “Watch the costs, and the profits will take care of themselves.” Cost analysis gave the Carnegies of American business (and their successors, like General Motors’ Alfred Sloan and General Electric’s Ralph Cordiner) the power to create huge, multifaceted, and yet coherent and consistent enterprises that continually outbudgeted and outmaneuvered their competitors.

But cost accounting per se was no longer enough (argued Professors Kaplan and Johnson) amid global competition, demanding consumers, and cutthroat pressures of the 1970s and later. Indeed, like many remedies that are overused, cost accounting had become poisonously destructive to its hosts. The authors asked rhetorically why it had taken so long for the toxicity of calculations like return on investment to become apparent. They explained it by writing that managers had compensated, below the visible surface, with human judgment. But when short-term pressures increased, and managers spent less and less time in each position, human judgment was diminished. The net effect was to make managers more dependent on the numbers.

To Professor Kaplan fell the task of writing most of the material about current management practice, including two chapters describing potential solutions — since accountants had created this mess, how could they help clean it up? He had recently begun to work with Robin Cooper, a Harvard faculty member whose research focused on innovative cost-management practices, and who was writing a case study of Schrader Bellows, a North Carolina hydraulics components company. The company had connected its MRP data bank (a standard “Manufacturing Resource Planning” computer system for production scheduling, sold by IBM in those days) so as to provide information directly into the assignment of overhead costs to products. The term Activity-Based Costing was not mentioned directly in Relevance Lost, but the prototype ABC practices featured in the book soon became its primary deliverable, and thus the center of both authors’ speaking engagements.

“We didn’t argue,” recalls Professor Johnson. “It was obviously going to be a wave to ride. So we rode it.”

Battle Lines Are Drawn
Then it was Professor Johnson’s turn to be approached by a manufacturing guy. As Professor Johnson recalls, Richard Schoenberger, an industrial engineering professor from the University of Nebraska, pulled him aside after a talk to say, “This is really good stuff. You’ve told the accountants what we industrial engineers have been trying to tell them for decades. But you don’t go far enough. Activity-Based Costing talks about tracing the overhead costs to elements of work. But if you could organize the work differently, the overhead costs wouldn’t be there in the first place. And without those overhead costs, why would you need any cost accounting at all?”

That set Professor Johnson off on his own quest. He began to study Japanese and American quality methods, system dynamics, and management ideas rooted in the “new sciences” of quantum physics and evolutionary biology. (For disclosure’s sake, I should add that this path led him to become a contributor to a book I edited, The Dance of Change: The Challenges to Sustaining Momentum in Learning Organizations, with Peter Senge and others.) By September 1992, Professor Johnson had changed his views enough to publish an article in Management Accounting called “It’s Time to Stop Overselling Activity-Based Concepts.” The result of systems like ABC, he wrote, was “unstable processes, unhappy customers, and loss of jobs.” Professor Kaplan responded only two months later in the same journal, in the form of a Socratic dialogue. “Some supporters,” he wrote, obviously meaning Professor Johnson, “have developed a mystical faith in the ability of [quality improvement] to solve virtually all managerial and organizational problems.”

The battle lines were drawn. The two stopped speaking, and in their next books — Relevance Regained: From Top-Down Control to Bottom-Up Empowerment (Simon & Schuster Inc., Free Press, 1992) by Professor Johnson, and Cost and Effect: Using Integrated Cost Systems to Drive Profitability and Performance (Harvard Business School Press, 1997) by Professor Kaplan and Professor Cooper — they each devoted a chapter to excoriating the ideas of the other.

Soon thereafter, Professor Johnson was invited to study the Toyota system first-hand, particularly in its new plant in Georgetown, Ky. In Profit Beyond Measure, he describes his findings in detail. The plant produces about 500,000 cars per year, employing about 7,500 people to do so. Unlike most automakers, Toyota doesn’t ask its dealers to guess what the most popular packages of options and styles will be and produce its wares accordingly. Instead, it assembles each car to match an individual customer’s specification in real time.

Although Toyota makes some use of quantitative indicators of performance — such as first-pass throughput rates, defect rates, and team leader on-line work rates — they have little to do with operational decision making. Procedures on the shop floor are defined largely by team members and team leaders; everything around them is designed to improve the alertness, interest, and well-being of people working there. The plants are remarkably clean and quiet (as such observers as the auto-industry analyst Maryann Keller have noted). People on the line switch stations every two hours to avoid stress and boredom. A Toyota ergonomics engineer once told Professor Johnson that “coming off a shift should feel like finishing a tough but energizing workout.”

Each station is essentially the supplier of the next station in line (its “internal customer”), providing the components the next station needs at exactly the appropriate moments. This, in turn, means people at each station must be aware of the flow of product through the entire plant. They achieve this awareness because the pace of the assembly line is not set to meet a target based on cost or other financial considerations. It ebbs and flows with the pace of customer demand. (Toyota people call this rhythm “takt time,” after a German word for musical meter that the company borrowed during the 1930s.) Machines and workers almost effortlessly retune themselves with every new product variation. People are attuned to notice inefficiencies — the kinds that might show up weeks later as a number on an Activity-Based Costing spreadsheet — and deal with them immediately.

Cords near every station can be pulled when something “feels” wrong. When a cord is pulled, it does not cause the whole line to shut down (as it probably would in a typical plant, with supervisors fretting about the thousands of dollars lost during the downtime). Instead, support staff members rush to investigate; a part of the line then may halt while activity goes on around it.

Plants like Toyota’s save money in part by giving up the enormous overhead of accounting and control systems. They replace them with trust that, given the appropriate training and technological designs, people will manage production more effectively than numbers ever could. “The problem with managing by data,” Professor Johnson says, “is that it creates a mind-set that leads people to pay less attention to the day-to-day particulars of work.”

Professor Johnson has been criticized for being vague and unconvincing. But the deeper reason for the criticism (like that of W. Edwards Deming before him, who referred to goal setting as “management by fear” and called it “pointless”) is that measurements and rankings seem like the natural way to drive people to improve. Most managers intuitively believe that they can get better results only by setting goals and targets, especially the sophisticated “process drivers” of the Balanced Scorecard and similar methods. If managers, following those targets, cut costs in mechanistic or ineffective ways, then they aren’t disciplined enough. “A cost is not a natural thing to measure, like revenues,” said Professor Kaplan in an interview recently. “It’s a construct; you have to create it.” Without such constructs, he argues, even businesses that emphasize quality can fail financially.

The Amoeba vs. the Crystal
For someone like me, who writes about management without having to be accountable for results, it’s very tempting to side with Professor Johnson and Toyota. But then I think of what David E. Meador said. He is the chief financial officer of DTE Energy Co., and a former financial officer at Chrysler, where he was in charge of implementing an ABC practice. “Some people hear Tom talk and they say, ‘This sounds like taking the company off the deep end. It’s a real distraction from near-term results.’ And I know that frustrates him, because it’s not his intent. But listen, if I don’t drive some near-term results, I’m not going to be in a job. Keep the company competitive and keep me in a job, and then I can go work on some enhancements and refinements.”

In other words, to move your company in the direction of Toyota, you have to give up most of your current practices and your ingrained, habitual belief that things will get done only if they are relentlessly controlled and monitored. Toyota has been refining its manufacturing system for more than 60 years, building on its early experience as a loom manufacturer. By contrast, a viable ABC/Balanced Scorecard system can be created in a year or two.

We know that the benefits of the Johnson approach will be slow to surface, and initial resistance will be great. And we know that the Kaplan approach will catch on quickly, and benefits will surface quickly. But we don’t know the long-term dangers of the Kaplan methods. What if the constant use of “process drivers,” measurements, and stretch goals cripple organizations in the long run, by wearing down their people until they leave or their skills atrophy? This is exactly what Harvard professors Abernathy and Hayes noticed, in the article that started both Professor Johnson and Professor Kaplan on this long intellectual quest.

If Professor Johnson is right, then many of the organizations that embrace ABC and the Balanced Scorecard will exhibit the same kind of decline eventually. Indeed, some early aficionados of ABC now express disillusionment about its results. Robin Cooper recently said, “No one is negating its superior capabilities. Yet, look across all the firms that tried it, and a large number failed to take advantage of the insights it provided.”

To my knowledge, no one has yet conducted the kind of long-term in-depth analysis of various companies’ successes and failures that might help us truly judge which professor is correct. In the meantime, you can be reasonably confident that — other factors being equal — Professor Kaplan’s methods will leave you ahead of the game, able to outperform all competitors in the short run, at least. Except, of course, for those very few companies like Toyota that follow a completely different path to management success. Inevitably, they acquire the reputation of inimitable anomalies, as different from conventional business as an amoeba is from a crystal. The crystal feels like a far surer bet, but only the amoeba is poised to evolve.
Reality Programming for MBAs
By Henry Mintzberg and Jonathan R. Gosling
strategy+business

Practically speaking, it’s time to rethink core concepts of management education.

The MBA, which was introduced almost a century ago, has become more B than A. Contemporary business education focuses on the functions of business more than the practice of managing. Although claiming to develop general managers, in reality, business schools train staff specialists.

This is not surprising. Education, from grade school on up, carves the world neatly into disciplines — mathematics, literature, history, physics, economics, etc. Each discipline has its own perspective — its own way of seeing the world, its own approach to defining and solving problems. Even in graduate school, education tends to focus on either a discipline (e.g., an MA in economics) or a collection of fields (e.g., an MBA based in finance, marketing, and operations). Curricula for so-called executive MBA programs, or educational programs for working managers, are organized in much the same fashion. Even many intensive advanced-management programs for midcareer executives, which last several weeks, replicate the structure of full-time MBA programs.

Yet managing is not mastering a collection of discrete disciplines. It concerns leadership and integrating skills. In a very real sense, management is about life itself. When managers face problems, they face life in all its complexity. Above all else, management is a practice, where art, science, and craft meet. To be sure, managers need specialized knowledge. But more important, they need wisdom — the ability to weave together and make use of different kinds of knowledge.

Many large corporations have created their own corporate “universities,” which may bring management development closer to practice. But they do so at a price — the loss of deep insight that comes from management education in the academic setting, and the breadth that comes from comparing your experiences with those of participants from other companies.

Integrating Two Worlds
It is time to rethink core concepts of management education, including the creation of degree programs designed for practicing managers. In essence, we believe we should seek the benefits of marrying management development with management education. With this in mind, we created a most unusual partnership of business schools and business organizations from around the world. Now in its sixth year, the International Masters Program in Practicing Management (IMPM) admits only practicing managers sponsored by their companies.

The assumptions behind the IMPM include:

Managers cannot be created in a classroom, but practicing managers can be further developed through classroom education.
Managers should be sponsored by their organizations, and they should stay in their jobs while they do the program so that classroom activity can be linked to their experience on the job.
Team experiences are a critical part of the process; managers should come to the program prepared to work in groups.
Development of a well-rounded manager means moving beyond the analytical to emphasize both the reflective and the active aspects of managing.
Participating business schools include: the Indian Institute of Management Bangalore, in India; INSEAD, in Fontainebleau, France; the Lancaster University Management School, in Northern England; and the McGill University Faculty of Management, in Montréal, Canada. In Japan, collaborating faculty come from Hitotsubashi University, Kobe University, and the Japan Advanced Institute of Science and Technology.

Companies involved since the IMPM’s beginning six years ago, as well as those that joined later, also span North America, Europe, and Asia. Matsushita and Fujitsu represent Japan; LG is from Korea. In India, the Bangalore program has attracted senior managers from a variety of small companies. The European companies (from the U.K., France, Switzerland, and Germany) include Lufthansa, Electricité de France/Gaz de France, BT Group, AstraZeneca, and Marconi, as well as the Federation of Red Cross and Red Crescent Societies. Alcan, the Royal Bank of Canada Financial Group, and Motorola have represented North America.

The ultimate test of the IMPM’s success is the accomplishments of its graduates. In this regard, evidence of the IMPM’s impact is reflected in the support of the companies that have participated. Although companies have not been asked to commit beyond a single year of the program, most of the original ones have returned for all six years. We believe the IMPM constitutes a radical new approach to management education that could be widely adopted, particularly for part-time executive MBA programs, also known as EMBAs.

The Five Mind-sets
It is important to get past the framework that dominates management education today — the functions of finance, human resources, marketing, and even strategy, taught as something apart from managing. A few business programs have tried to create a new structure around such topical themes as globalization and supply chain management. But current topics come and go; moreover, they tend to be narrow. Reform of management education needs to go deeper; it has to allow for critical insight into the underlying causes of business issues. The objective world outside must merge with the perceived world inside.

The nature of managerial work — not the functions worked on — should provide the foundation of management education. For starters, everything that effective managers do is sandwiched between reflection and action. In other words, managers work where reflective thinking meets practical action. This interaction is clearly visible on three levels. A first level concerns people and their interpersonal relationships, where the orientation often has to be collaborative. A second is that of the organization, where we find the greatest attention to analysis. The third is context, encompassing the world around the organization. Although managers may need to understand global issues, they themselves need to become more worldly.

In designing the IMPM to reflect these ideas, we created five two-week modules, each focusing on one of the five mind-sets — not exclusively, but essentially. Together they address the practice of managing in a holistic way. The program begins in Lancaster with Managing Self, the reflective mind-set, and ends at INSEAD, 16 months later, with Managing Change, the action mind-set. In between are the modules Managing Organizations, the analytic mind-set (in Montréal); Managing Context, the worldly mind-set (in Bangalore); and Managing Relationships, the collaborative mind-set (in Japan).

Learning from Experience
Covering the five different mind-sets is one thing; understanding their essence, and bringing them to life in a classroom, is quite another. In approaching each module, we wanted to bring to life in the classroom the experience of managing change and collaboration, not just talk about it. We created an integrated framework for instruction around these mind-sets so that participants would return to their companies with a deeper understanding of themselves and their work.

• Managing Self is grounded in the belief that some insights and capabilities can come only through self-knowledge. Managers need to step back from daily pressures to focus on themselves and their world — to get a better feel for what it takes (and what it costs them) to be a manager. The classroom for Managing Self starts outdoors, with activities that allow individuals to get to know each other. Discussions may probe many areas — managerial and personal styles, ethics and spirituality, the meaning of work. When different cultures meet in a relaxed, safe atmosphere, the learning can be remarkable.

• Managing Organizations begins with workshops that contrast scientific and artistic approaches to management. Then we consider the functions of marketing, accounting, finance, operations, and information technology. This is as close as the IMPM gets to traditional MBA subject matter. Our concern is for participants to develop a deeper appreciation of management functions. We do this by allowing them to talk to one another in an open forum about anything related to, say, marketing or operations, rather than being taught by a lecturer.

• Managing Context, which is held in India, does not seek to impose a global perspective, but to have people appreciate their differences. This module is designed on the assumption that being exposed to other people’s worlds brings insight into one’s own world. They spend their two weeks exploring the context of organizations from many perspectives — financial markets, consumer behavior, stakeholder relationships, and networking skills, as well as culture in general and, in particular, in developing countries.

• Managing Relationships explores various dimensions of collaboration: among individuals in teams, among divisions in organizations, and among organizations in alliances. The group considers alternative models of human behavior as well as the role of trust and group cooperation in companies. To get beyond American-style managing (which is often labeled as “global”), the collaborative mind-set module includes discussion about the Japanese style of management.

• Managing Change focuses on four themes: corporate change (more macro, top down), organic change (more micro, bottom up), societal change, and personal change. Again, the program is designed for experiential learning — about organization leadership and personal agendas for change. IMPM participants are given the opportunity to apply what they have learned by visiting and studying companies in the program to observe different change processes and deal with real challenges.

There are three popular pedagogies in management education: lectures and “are there any questions?”; case-study discussions; and action learning (e.g., projects, fieldwork). The first serves only as a beginning. The second certainly brings experience to the classroom, but it’s second-hand experience, not the participants’ experience. The third, action learning, is constructive as long as the action is real and there is reflection commensurate with the action.

We encourage a fourth approach: experienced reflection. The faculty introduces concepts, and the managers bring their experience; learning, and thoughtful reflection, occur where the two meet. The classroom space, which is a collection of round tables, encourages this group reflection. The place of the faculty is to facilitate, not instruct.

We have also experimented successfully with managerial exchanges. One popular IMPM activity pairs participants from different regions and sends each person to his or her partner’s company. It is “not just a visit,” says one participant, “but a mirror that lets you see yourself.” Working in a common classroom of people from around the world is one kind of experience; leaving your banking office in Toronto to enter the high-tech world of Osaka is quite another.

As these new ideas in management education have taken root, they have become a template for others. McGill, one of the IMPM’s founding business schools, is offering a program for the volunteer sector in Canada using a variation of the IMPM model. Current participants include senior managers from organizations such as Amnesty International and the YMCA. A health-care version of the IMPM program, also under development at McGill, will be offered to senior managers across the sector from around the world. A three-and-a-half-day program called Analysis to Action, modeled after the Managing Organizations module, has run through six cycles for the Royal Bank of Canada Financial Group.

The Lancaster University Management School, another IMPM school, has used the five mind-sets to create an MBA program for the high-potential managers of Bass, the leisure and brewing company that owns the Holiday Inn hotel chain. Lancaster has also sponsored a “Strategic Leaders” program customized for the top management of BAE Systems. The success of the managerial exchanges has also prompted the establishment of lead2lead.net, which is applying the techniques from the IMPM to both individual exchanges for top managers and post-merger integration of multinational firms.

Building on its original model, the IMPM is embarking on new initiatives; the Advanced Leadership Program (ALP), for example, is for senior management teams, rather than individuals. Teams are asked to bring a key issue with which their company is grappling, which they discuss with four to five teams from other companies. This gives the sponsoring companies the benefit of analysis and advice from external sources and education for their executives at the same time. ALP is divided into three modules that take place over six months in England, India, and Canada.

From Learners to Teachers
Organizations generally send their people to management development programs with the expectation of getting back better managers. This does not go far enough. Management education that truly melds management development with management education must change not just individuals, but the sponsoring organizations themselves by virtue of what takes place in the program. The concerted effort (on both the faculty and the company side) to transfer the learning from the participants to their companies strongly distinguishes the IMPM from traditional executive development programs.

An even more powerful, though more subtle, benefit is how the learners from the IMPM program become teachers when they return to their place of work. Since all managers have to be teachers, this is perhaps the logical and ultimate extension of management education.
What Business Needs from Business Schools
by Joyce Doria, Horacio Rozanski, and Ed Cohen
strategy+business

Cookie-cutter programs are producing look-alike MBAs. Contemporary companies want creative, collaborative thinkers and leaders.

When John Reed, longtime chairman of Citicorp, accepted the Academy of Management’s Distinguished Executive of the Year award in 1999, he ended his acceptance speech by challenging his audience of elite academics. “The business community knows full well that business schools perform a useful function [in] sorting potential hires,” he said. “The schools sort out from the general population those who are more ambitious, more energetic, more willing to subject themselves to two years without income…. But the real question is: Do you give these students a set of skills that is going to serve them well over their careers?”

As executives struggle with decisions that depend as much on their leadership abilities as on their skills as strategic thinkers; as they guide teams comprising people from diverse backgrounds and work with for-profit, nonprofit, and government institutions; as they face crises stemming from communications conflicts among different cultures, they find themselves asking the same question Mr. Reed did. His answer, in 1999, was: “On average, clearly the answer is yes.” In his view, business schools were doing a reasonable job preparing their students for fulfilling careers.

But in 2003 our answer is: “On average” is not good enough anymore.

Whether your company is a bank, a consultancy, a manufacturer, or any other sort of business enterprise, the current MBA education offered at most U.S. graduate business schools does not, in our view, adequately prepare people — even those attending the top schools — for the tougher-than-average challenges they will face when they start careers at leading corporations. Companies today demand good collaborative thinkers who cooperate to solve problems. Too often, schools deliver good analysts who compete to apply business-school formulas. Furthermore, companies demand specialized knowledge useful to particular professions. Schools, however, are more likely to deliver generalists who have trouble digging into special fields that can distinguish them and their employers. Companies demand leaders who can powerfully articulate ideas, orally and in writing, to motivate and guide their people. But schools tend to train people to simply assert their ideas; they don’t sensitize them to the critical value of being an excellent communicator.

As consultants who, along with our peers in other professional-services businesses, attract and hire students from the world’s most prestigious business schools — 38 percent of the students in Harvard Business School’s class of 2002 went into consulting — we would like to make a case for curriculum reform.

We are not advocating a radical overhaul: There is a middle road, in which business schools preserve the strengths they have today, especially in teaching quantitative and strategic skills, but reconsider curricula and teaching methods. Equally important, schools and companies should compare notes more often; ultimately, the gap between employers’ expectations and the skills of the typical MBA is one that business-school deans and business executives can close together.

The Big Gap
By how much does today’s MBA education fall short? A 1999 study of MBA graduates conducted by Mark Kretovics, then assistant dean at Colorado State University’s College of Business and currently assistant professor of higher education administration and student personnel in Kent State University’s Department of Teaching Leadership and Curriculum Studies, provides striking findings. The study, which assessed 12 skill areas, showed MBA graduates were significantly better than a control group of university graduates not enrolled in a business program in seven categories: action, goal setting, information analysis, information gathering, quantitative skills, theory, and technology. But the MBAs did not outpace the nonbusiness group in five other equally critical areas: helping others, initiative, leadership, relationship, and sense making.

Evidence suggests these competency deficiencies are widespread among MBAs. In a 2002 poll by Canada’s Financial Post, 141 CEOs and senior executives rated non-business-school graduates as better — sometimes much better — than MBAs in commitment to hard work, oral communication, written communication, understanding the details of an industry, interpersonal skills, and even skills in marketing and sales.

In April 2002, the Management Education Task Force of the Association to Advance Collegiate Schools of Business (AACSB), the major accrediting organization of U.S. business schools, issued a report questioning the relevance of business-school curricula in today’s global marketplace. Among the AACSB’s recommendations: Teach “basic management skills, such as communications, interpersonal skills, multicultural skills, negotiations, leadership development, and change management ... and prepare managers for global responsibility.”

Not long after the AACSB report, the popular press picked up on an article by Stanford Graduate School of Business professor Jeffrey Pfeffer published in the inaugural issue of Academy of Management Learning and Education. Professor Pfeffer and coauthor Christina Fong, a doctoral student, argued that, with the exception of perhaps a few top schools, MBA programs provide little of use in the real business world and are especially lacking in on-the-job experience leading and managing others. Professor Pfeffer and Ms. Fong noted: “Without a larger clinical or practice component, it is not clear that business schools ever will impart much lasting knowledge that affects graduates’ performance.”

Although critics writing in such publications as Information Week called the article “inflammatory” and “far out,” our experience leads us to believe that the authors’ conclusions weren’t far out at all. A big gap separates what graduates offer from what most employers need. Many MBA graduates arrive at new jobs unprepared for the often multicultural, multiunit, and politically charged decision making they will be required to handle; in our own firm, we find this forces us to engage in training we believe the business schools should have provided.

Of course, professional-services firms like Booz Allen Hamilton don’t expect MBAs to be fully formed consultants on day one. That’s why new MBA hires at Booz Allen enter an immersion process that lasts several months and includes multiple courses and job assignments during which new hires are apprenticed to seasoned mentors. After this initial immersion period, consultants are expected to participate in training throughout their careers. The curriculum is tailored to their strengths and competencies.

Still, we would prefer it if the highly motivated, able people who arrive with MBAs had stronger skills in writing, public speaking, building and running teams, supervising and delegating, and sharing leadership in ways that motivate and inspire subordinates. Although it’s true that social skills are difficult to teach, curricula can be designed to promote them. Further, we would like more students to arrive with a better grasp of the scientific method and how to apply it — from hypothesis generation through the research and analysis that underlies our profession.

Cause and Effect
We speculate that there are any number of causes for the shortcomings we see in the quality of MBA education. One cause may be that business schools mistakenly defer to students when they’re designing their curricula, reacting to the demands of students who prefer the fun of strategy. That could explain why MBA programs do not pay enough attention to the nuts and bolts of problem solving and other competencies that employers demand. In particular, students are not taught to pose the question “why” and to keep asking why until they cannot ask it anymore, a significant element of effective problem solving.

It’s not surprising that the schools are so student-centric; students are extremely influential in determining business-school reputations. One business professor even told us that students will always be business schools’ No. 1 customer; the survey rankings and schools’ reputations are driven by students, and schools depend heavily on their alumni for money.

The consequence is that companies don’t feel they can get the well-rounded top talent they’re looking for from business schools. Over the last decade, most consulting firms (including ours) have shifted a portion of their hiring away from MBA programs. In part, this is because the total cost of hiring and training an MBA is very high. For companies like ours, which underwrite a portion of promising candidates’ education, the cost to acquire MBA talent is roughly 10 times that of acquiring talent in the open market.

Another cause of the problems with MBA education is the increasing similarity of business-school programs. At one time, if an employer wanted great general managers, it drew from Harvard. If it wanted great quantitative analysts, it drew from Wharton or the University of Chicago. If it wanted great technologists, it drew from Stanford. But now the graduates from all these programs resemble one another. We surmise that this, too, stems from the rankings. As schools try to tailor their programs to move higher on the Business Week list, programs become more and more generic and less and less impressive in any one area.

Convergence helps the schools compete, apples to apples, in the rankings, but it doesn’t give their graduates advantages when they’re competing for jobs. Consulting firms, for example, are not looking for one-size-fits-all MBAs. Students going into consulting, those going to Wall Street, and those going to the finance department of an automotive company all need different skills. By training all students identically, MBA programs don’t sufficiently prepare students who have already chosen a specific career path.

Six Principles for MBA Program Reform

Require more courses in the “people skills” that are vital to managing effectively.
Emphasize the basic skills and tools needed for problem solving.
Provide strong grounding in theories of economics, measurement, governance, psychology, human behavior, and leadership.
Design curricula so that students can learn — by doing — to apply multiple disciplines on the job.
Encourage students to take electives outside the traditional core curriculum.
Create differentiated curricula and allow students to concentrate in specific industries.


Six Reforms
Students, schools, and businesses — as well as governments and the general public — would be better served if graduate business schools began to implement change in six areas.

First, business schools should require more courses in communication, leadership, human resources, psychology, and other fields that provide graduates with skills vital to effectively managing people and team-driven organizations. We believe business schools should require at least two of every 10 core courses to focus on such subjects; currently, these courses are often electives. In the top 10 U.S. business schools, only half require at least two courses on human or organizational relations and management. At Harvard, of 11 required courses, only one (Leadership) focuses on managing people. At Northwestern’s Kellogg, it is one of nine.

On top of regular classroom lectures, reading, and paper writing, schools should require more collaborative projects that emphasize the development of people skills. Projects can be for an individual or a group, but typically they emphasize applied learning that forces students to question, think deeply, weigh alternatives, and create. Project work also involves more management skills — listening, influencing, judging, and selling.

Business schools often fail to guide students to balance competition with cooperation. Competition in the classroom raises the profile of the brightest students, but during many types of business engagements, competition backfires. Successful people know how to collaborate — to listen to customers and cooperate with peers to come up with creative, defensible solutions. Many schools have adopted team-based projects to mimic on-the-job situations. We caution, however, that a few team-based projects won’t instill collaborative skills if professors still reward head-to-head competition in the classroom.

We particularly like the idea of the University of Chicago’s LEAD course, a mandatory one-year experiential leadership course for first-year students. Using role playing and other techniques, LEAD develops expertise in negotiation, organizational development, interpersonal communication, and leadership. In one three-day seminar, students give an “elevator speech” and then a “pitch.” Professors videotape presentations to give detailed feedback. In another module, students learn team dynamics after having taken the Myers-Briggs Type Indicator test to learn their psychological type. Second-year students serve as teachers and mentors in the course, which reinforces what is learned in the first year. Since the course runs in tandem with more conventional course work, students have opportunities to practice their new leadership skills while engaging in the regular curriculum.

Second, business schools should introduce and emphasize courses that offer the basic skills and tools needed in problem solving. These include data gathering, data analysis, and innovative problem-solving methodologies and tools, such as systems thinking and the Venn diagram. MBA graduates often stop short of getting to a problem’s root causes because they define those causes in the same way they were defined in a case study they covered in school.

Third, more and better grounding in theory — theories of economics, measurement, governance, psychology, human behavior, and leadership — would help students go beyond case studies to analyze problems and craft solutions in situations they have never before encountered. If students learn the nitty-gritty of microeconomics, for example, they may be more prepared, say, to develop a winning pricing strategy. If they master theories of human behavior, they may be more prepared to suggest solutions to team or unit motivational problems. By delving deeply into theory, the graduates can also distinguish themselves with specialized knowledge that appeals to employers.

Fourth, schools should make changes in their curricula so that students can integrate their learning and apply multiple disciplines on the job. Instead, students are usually forced to learn about each of the fundamental business disciplines (such as finance, strategy, operations, and marketing) in a silo-like fashion.

MIT’s Sloan School’s Leaders for Manufacturing program is an example of a curriculum that integrates subjects ranging from manufacturing processes and operations management to leadership and change management, and that emphasizes on-the-job and classroom training. The Leaders for Manufacturing program runs two tracks of learning at the same time, one covering traditional classroom subjects and the other covering “leadership and integrative” activities outside the classroom. The nonclassroom track includes leadership seminars, 15 plant tours each year, and a thesis. In the second year, each student spends six and a half months as an intern at one of 20 partner companies. In past internships, students have joined a Ford vehicle launch team, deployed a John Deere production system, and implemented lean manufacturing at United Technologies.

Fifth, schools should encourage students to take full advantage of courses outside the traditional core curriculum. At present, most students don’t appear to be diversifying their course load. Perhaps this accounts for the lack of differentiation we see among the graduates we interview. Schools offer plenty of electives — 88 at Harvard, 143 at the University of Chicago, more than 200 at Wharton. But the MBAs we talk to aren’t taking these classes. Instead, most are sticking to finance, operations, and strategy. Graduates aiming at jobs in management consulting, for example, would do well to explore — even to the Ph.D. level — such subjects as microeconomics, competitive dynamics, and statistics in addition to their broader-based management training.

We also find that graduates too infrequently have in-depth knowledge of specific industries, the government, or global nongovernmental organizations. This creates a tremendous void, given the demand in business for expertise in such topics as global markets, economic alliances, and government privatizations. Our clients increasingly thirst for help in these areas.

Sixth, and perhaps most critically, schools should commit themselves to re-creating differentiation in their curricula. Although it may be too risky for a school today to completely leave the mainstream, MBA programs can still allow students to concentrate on an industry. For example, schools can offer students who want to go into consulting or investment banking a tailored course of study that specifically prepares them for these fields, not just by offering electives, but by creating a discrete set of courses and experiences.

We believe these six recommendations are an essential starting point for reform. Schools should also include a “practicum” approach in which a major portion of a student’s credits are attached to supervised real work in his or her area of concentration. This is different from an internship, which is typically not under direct supervision of the business school.

Collaborative Change
During the 1990s, many business schools did make dramatic changes in their curricula and approaches to teaching in response to fairly widespread corporate dissatisfaction with MBA graduates. But we posit that business schools didn’t change enough to address critical curriculum weaknesses in such areas as communications, relationship management, leadership, and problem solving. Moreover, even where course offerings in nontraditional areas were added, it did not lead to necessary changes in the all-important core course work, or the ways in which students are taught. Indeed, many schools still stress individual competition and academic achievement, even if they talk about giving students more opportunity to work collaboratively on projects that give them practical experience. And most graduate programs still focus on traditional lecture and case discussion over more complex experiential learning. This may be true, in part, because instructors and professors themselves are more comfortable using traditional teaching methods.

Still, we are confident progress can be made, especially if, along with working toward the six curriculum reforms we’ve suggested, business schools are open to partnerships with companies and vice versa. Partnerships can sensitize schools to the skills critically needed in the market today. Johns Hopkins University partners with Booz Allen to offer two advanced-degree programs: the MBA and the Master of Science in Information and Telecommunications Systems. Both programs are conducted at Booz Allen offices and stress shared leadership and teamwork, and the MBA program requires a course in organizational development. Throughout these programs, students learn through team assignments, which try to promote collegiality over competitiveness. With Johns Hopkins getting to know Booz Allen better, the curriculum has evolved to more reliably provide the skills we need. This is an excellent example of a university that recognizes that corporations are also its customers.

By working with employers, business schools can redouble their efforts to meet employer needs. This change in approach will not pay off for the business schools in the short term, because it won’t immediately attract more students. But it will pay big dividends for the schools in the long term as companies continue to hire freshly minted MBAs rather than searching for talent elsewhere in the broader job market.

The alternative is for business schools to degenerate into the sorting service that John Reed talked about back in 1999. No school wants to be known more for the efficiency of its admissions personnel than the effectiveness of its education program. That doesn’t serve the school, the students, or the employers. And it doesn’t have to happen.