Harvard Talks Managing Disorganized Employees, and More – Boston News
Let’s explore some of the most interesting stories that have emerged from Boston business schools this week.
How to Manage Someone Who Is Totally Disorganized – Harvard Business Review
Disorganized employees can be wellsprings of frustration, but there are ways to help them better understand how disorderly tendencies impact others.
Harvard Business School‘s Rebecca Knight recently discussed strategies in HBR, addressing root behavior causes and ultimately develop better systems to manage workloads.
“’Is this person’s approach creating negative outcomes, or is it just a style difference?’ If your report indicates ‘disorganized but otherwise reliable, you may have to back off.'”
Rosie Perez (not the actor), Lead Financial Officer of Global Consumer Business Planning and Analytics at American Express, adds, “It takes a lot of time to change ingrained behavior, but it can be addressed. Most importantly, as leaders, it is our job to help coach our colleagues [with] constructive and pointed feedback.”
You can read more about the research here.
Bye-Bye Ivory Tower: Innovation Needs an Ecosystem to Thrive by Tracy Mayor – MIT Sloan Ideas Made to Matter
Innovation is not exclusively indigenous to Silicon Valley. We continue to see exciting developments in London, Tel Aviv, New York, Boston, China, Nigeria, Ghana, and South Africa. However, despite the benefits of globalization, the world of innovation is not wholly flat.
New MIT Sloan research has determined that there are geographic hotspots, or “innovation ecosystems,” where ideas move more easily from inception to impact.
Phil Budden, a Senior Lecturer Specializing in Innovation and Entrepreneurship, notes how the traditional “triple helix” that has long driven innovation—university, government, and corporations—is now joined by two additional players: entrepreneurs and risk capital.
“It’s so important to have innovation-driven entrepreneurs involved. They’re producing the companies of the future. You can’t just have today’s companies [in an ecosystem], you need to have those leaders who are going to produce future companies.”
Fiona Murray, Associate Dean for Innovation, urges corporations to take advantage of startups and entrepreneurs to help experiment on their behalf.
“What these startups tend to do very well is define, order, and test their assumptions through a series of what we call ‘innovation loops. So, one of the benefits of going from a purely internal research and development process to working externally is that you can really rely on the universities and startups in an ecosystem to do that experimentation for you.”
You can read more about global innovation here and watch the recent discussion below.
Joy Field Garners Top Award from Decision Sciences Institute by William Bole – Carroll School News
BC Carroll School of Management Associate Professor of Operations Management Joy Field has received the highest honor bestowed by the Decision Sciences Institute (DSI), a global society of more than 1,800 scholars dedicated to fostering knowledge for better managerial decisions.
Field was named the 2018 co-recipient of the Dennis E. Grawoig Distinguished Service Award, named for a founder of the 50-year-old Institute. The other recipient was Morgan Swink of Texas Christian University.
DSI President Johnny Rungtusanatham of Ohio State University asserts, “This is a highly competitive distinction awarded to those who have made a continual impact on the Institute and the disciplines it serves.”
Field reflected on her two decades of involvement with the Institute. “DSI has been a major contributor to all aspects of my professional development—publishing, teaching, and service—and I am delighted to have been chosen to receive this award from among the many colleagues who have also contributed so much to DSI.”
Find out more about the recent award here.
MIT Sloan Experts Talk Business in 2019
What can you expect from the business world in 2019? Professors and lecturers from MIT Sloan discuss seven businesses to keep an eye on in the New Year. Here’s what they had to say.
Northeastern’s New MBA Offering, and More – Boston News
Let’s explore some of the most interesting stories that have emerged from Boston business schools this week.
When Your Moon Shots Don’t Take Off – Harvard Business Review
Many scholars seek to understand how we can move away from incremental thinking to what Google calls “10x thinking”—ideas that lead to “10-fold improvements rather than the more typical 10 percent ones.”
In a recent edition of Harvard Business Review, INSEAD Assistant Professor of Strategy Nathan Furr and Brigham Young’s Jeffrey H. Dyer say the real limit to “10x” ideas are biases that distort our perceptions and prevent us from seeing possibilities.
The duo present tactics and tools to challenge our instincts to avoid risk and choose the path of least resistance with the ultimate goal of breaking through to the realm of innovative possibilities.
Furr and Beesley describe how cell phones, earbuds, credit cards, self-driving cars, and atomic power were all inspired by science fiction. “Science fiction can provide a kind of rigorous optimism. There’s no magic; science fiction just provides the inspiration and then you make a rigorous plan and go for it.”
You can read more about the research over at HBR.
New MBA x Computer Science Degree Addresses Market Demand for Tech-Savvy Leaders – D’Amore-McKim School of Business News
“Breakthrough technologies, robotics, artificial intelligence, the Internet of Things, and blockchain promise higher productivity, enhanced efficiencies, and economic growth,” says Raj Echambadi, Dunton Family Dean at Northeastern University D’Amore-McKim School of Business.
Future business leaders need leadership frameworks but also hard technical skills to have a deeper understanding of how technology will impact the future of business. To meet this growing demand, D’Amore-McKim now offers a new full-time MBA degree concept: MBA x Computer Science.
On the new concentration at Northeastern/D’Amore-McKim, the school writes, “Students in the MBA x Computer Science track will choose one concentration in business and one concentration in computer science thanks to a partnership with Northeastern’s Khoury College of Computer and Information Sciences, and they will also complete a corporate residency–a distinctive component of the Northeastern MBA program that is the hallmark of graduate experiential learning.”
“Business and technology are now intertwined, and to master a skill set in both areas will set our students apart and set them up for success,” says D’Amore-McKim Associate Dean of Graduate Programs Kate Klepper.
Dean Echambadi explains:
“These technologies are changing the way we live, learn, produce, and consume content, as well as how employees and enterprises work across all industries. Advanced business education is a critical component in helping people and industries navigate challenges with digital convergence and turn them into opportunities.”
Read the full D’Amore-McKim School of Business News article here.
Social Media Advertising Can Boost Fake News—Or Beat It – MIT Sloan Ideas Made to Matter
According to new research from MIT Sloan Economist Catherine Tucker and Occidental College’s Lesley Chiou, Ph.D. ’05, restricting or redirecting advertising on social media could be part of a solution to the problem of fake news.
After Facebook released a new advertising system that blocks ads from pages that repeatedly share fake news, researchers found a 75 percent reduction in the amount of fake news being shared on the platform.
Tucker and Chiou caution that the solution is far more complex than just advertising, however.
“The actions of platforms such as Facebook in regulating advertising do seem to have had an effect on the volume of fake news. However, our paper also emphasizes that in just focusing on ads and fake news, we are missing the bigger picture, which is the organic spread of misinformation by users themselves,” Tucker says in a recent interview wit MIT.
“The popularity of fake news may occur in the absence of advertising, as users share articles with others in their social network, but working to stamp out misinformation in those posts runs into its own set of problems,” Tucker adds.
“Trying to regulate that seems to get us into very problematic First Amendment territory.”
You can read more about Tucker and Chiou’s research here.
The Trainee Grunt Work Dilemma, Explained by Northwestern Prof Luis Rayo
Working alongside colleague Drew Fudenberg—the Paul A. Samuelson Professor of Economics at MIT—Northwestern University Kellogg School of Management Professor of Strategy Luis Rayo asks, does the trainee grunt work dilemma make complete economic sense?
Kellogg Insight author John Pavlus talks with both Rayo and Fudenberg about their new research on the topic, “to determine whether the relationship most resembled an economic quid pro quo, or something more akin to a prolonged test of skill, or merely a rite of passage.”
“Master-level knowledge is extremely valuable, but also very difficult to transfer efficiently,” writes Kellogg Insight author John Pavlus.
The “fundamental economic problem” Rayo faced when he was studying under a professor during his undergraduate tenure is that “master-level knowledge is extremely valuable, but also very difficult to transfer efficiently.”
“Consider an idealized transaction between a master sushi chef and an unskilled protégé: the protégé, ideally, would simply ‘buy’ the expertise he wants for a fair price up front, just as he would for any durable good. Unfortunately, the cash value of the chef’s accumulated knowledge is likely to exceed any amount a novice could possibly afford.”
Rayo and Fudenberg find that if the trainee cannot immediately “pay” (hypothetically) for the training, then the person training them is not in a position to “drop everything” and help them learn. In contrast, if the person training them offers to let the trainee pay them back down the line, then the trainee has unfair leverage in the economic exchange.
“Given this economic impasse—a novice wishes to ‘buy’ knowledge that she cannot currently afford from a master who cannot reliably extract payment for it in the future—how can the two parties make their exchange?”
The (Potential) Trainee Grunt Work Solution
Rayo and Fudenberg’s potential solution is a mathematical model where “the master and novice simultaneously choose how much time and effort to expend working with each other.”
“One way to profit from your novice is to keep him around working for a long time by training him slowly,” Rayo tells Pavlus. “Maybe his brain would be able to learn all of your knowledge in one or two years, but you might take ten years.”
The trainee grunt work dilemma arises often early in the training process. Considering those starting their careers are not often economically in a stronger position than the person training them, the trainee needs to work, but doesn’t yet have the requisite knowledge to complete higher-level work. However, Rayo argues, there is a benefit.
“In professions where there’s a considerable amount of knowledge to transfer, the model predicts that you’ll tend to observe large amounts of menial work early in the relationship,” he says.
To curb instances where the trainer overworks the trainee, or forces them to do tasks that are not related to the productivity of the job (such as hazing), Rayo and Fudenberg argue regulations need to be in order.
“For example, in 2003 the Accreditation Council for Graduate Medical Education introduced rules restricting the average number of hospital work-hours for medical residents to 80 per week. But Rayo’s model predicts that this kind of regulation will simply induce the hospital ‘masters’ to extend the length of medical residencies to compensate. And there are, indeed, places where this is happening.”
Rayo says, “If you’re serious about regulating these employment relationships, the model shows that it’s better to limit hours worked and limit the overall length of the apprenticeship at the same time.”
While the thought of regulation makes some shudder, Rayo argues its for the greater good. “What masters lose from the regulation is less than what apprentices gain from it.”
Check out Pavlus’ story “Why Do Trainees Get Stuck with So Much Grunt Work?” over at Kellogg Insight.
Business and Climate Change, and More – Boston News
Let’s explore some of the most interesting stories that have emerged from Boston business schools this week.
Is It Up To Business To Save the Planet? – MIT Sloan Ideas Made to Matter
The MIT Sloan Management Review recently hosted a debate between engineering professor and Center for Transportation and Logistics director Yossi Sheffi and Winston Eco-Strategies founder Andrew Winston. In which, the two discussed whether for-profit companies should have any obligations to reverse climate change.
Winston says, “There’s always been the easy wins: cutting energy, lighting, retrofits, manufacturing efficiencies, everything under ‘lean is green.’ But now you’ve got the entire clean economy, renewable energy area where it is now cheaper fundamentally to buy renewable energy than fossil fuels pretty much everywhere in the world.”
Sheffi counters that many businesses are doing the bare minimum because the cost in jobs, standard of living, and dislocation don’t “justify the means.” He argued that fast food chains, for instance, need to adopt firmer moral stances like banning burgers, but for major company’s like McDonald’s, it would be economic suicide.
You can read more from the interview here and check out the full video below.
Pushing Back on Hacks – Sawyer Business School Blog
Data breaches among American corporations (see: Equifax) have become so ubiquitous that they hardly make compelling news anymore. According to Sawyer Business School, “inadequate in-house expertise is the top reason [companies] are likely to have a data breach.”
Sawyer’s Information Systems and Operations Management (ISOM) department was developed in response to the emerging opportunities for cybersecurity professionals. ISOM Professor Benjamin Ngugi helped assemble a Cybersecurity Beanpot hackathon this past October to give students a chance to experience the challenges for themselves firsthand by earning $10,000 in scholarship money to hack a website called ShadowBank.
Ngugi says, “For students to be good, they need to really think like hackers. They need to understand some of the tools and techniques that cybercriminals use to really be good in protection. The piece that is missing is a real website that they can go and hack.”
Security Innovation CEO and President Ed Adams, whose software security company sponsored the hackathon, writes, “ShadowBank is a safe playground where people can come and practice offensive and defensive cybersecurity skills. The point is to make the site as real as possible so that people can become familiar with how to protect a site in the real world.”
With the career opportunities in cybersecurity projected to explode in the coming years, Ngugi wants every Sawyer student to have a foundation in the subject.
“Whether you’re in marketing, accounting, taxation, finance, or healthcare, you need to understand cybersecurity fundamentals, data privacy, and required compliance laws and regulations.”
You can read the full article here.
Insurers’ Nearly Invisible Negotiated Rates Can Dramatically Affect Health Care Prices – Questrom School of Business News
Questrom School of Business Professor Keith Ericson co-authored a new working paper that finds that the “rates that insurers negotiate with hospitals for specific procedures” has led to “significant variation in prices at different health care providers” for procedures like MRIs and hip replacements.
Ericson says, “[Until now] we didn’t know that there was a lot of variation between insurers’ [negotiated prices] at the same hospital. Many are concerned about hospitals being high priced versus low priced. But people should also be concerned about insurers being high-priced versus low-priced. We should think about price transparency options.”
Read the complete working paper “How Important is Price Variation Between Health Insurers?“ co-authored with Penn’s Stuart V. Craig and Northwestern’s Amanda Starc.
You can read more from the Questrom article here.
What Are the 5 Most Common MBA Interview Questions?
To get into an MBA program, you’ll first have to make it through the interview process. Depending on where you apply, you could be asked a range of different questions, many of which are specific to the school. Unfortunately, this can make it difficult to prepare for success, especially if you’re applying to more than one school at a time.
To help you prepare for your MBA interview, we’ve gathered together the five most common MBA interview questions, along with advice for answering each question. But first, we need to figure out what questions you’re most likely to run into.
Determining the Five Most Common Interview Questions
In a recent podcast on Clear Admit, Alex Brown, who wrote Becoming a Clear Admit: The Definitive Guide to MBA Admissions, tackled some of the most common MBA interview questions faced by current applicants. He unpacked interview questions such as, “Walk me through your résumé” as well as “Give us an example of a time you took a leadership role.”
To get a full idea of the most common interview questions, we took a look at the top ten schools as outlined by the U.S. News & World Report to figure out which questions were asked by the most schools. We looked at:
- UC Berkeley Haas
- University of Michigan Ross
- Northwestern Kellogg
- MIT Sloan
- Stanford Graduate
- The Wharton School
- Chicago Booth
- Harvard Business School
- Columbia University
- Dartmouth Tuck
At each of these schools, there were a few common denominators when it came to questions asked. Here’s what we found:
1. Why did you choose this school/program?
Almost every school, except MIT Sloan and Harvard Business School, wants to know why you’re interested in their specific program. After all, admissions teams know that you’re interviewing at more than one school and they want to know that you’ve done your research and chose schools that were a good choice for you personally. They don’t want to necessarily know that you know the history or prestige of their school or program, they want to know how their program aligns with your goals and interests and how it makes practical sense for you.
When answering this question, you want to try and be as specific as possible when it comes to “why” this program. Be sure to know which clubs, classes, centers, professors, case studies, alumni, or events fit into your MBA goals. This is your best opportunity to demonstrate your research and to show the admissions committee doesn’t question why you chose them, and that you’ve taken the time to imagine what it’s like to attend their school.
2. Why are you pursuing an MBA now?
You can go back to school for your MBA at any time, but why are you interested in going back now? That’s what every school wanted to know except for Wharton, HBS, and Columbia. The goal with this question is to figure out how an MBA fits in with your current goals for your career and objectives.
During this question, you want to talk about your future career plans and why your situation in life is leading you to make a move to the MBA now. You’ll want to discuss your motivation for choosing the MBA now and how the MBA will help your long-term interests be accomplished. Make sure your explanation plots out a path where the MBA is vital to reaching your goals.
3. Walk me through your résumé.
All but four schools on our list asked students to walk them through their resume. Often, this is the first question that you may be asked in your interview. The goal of this question is to allow you to give a summary of your experience to date. This gives the interviewer some groundwork that they can build upon for the rest of the interview. So, how you answer this question is vitally important.
This question might appear very simple at first glance, but it can have a lot of little landmines that you’ll want to avoid. A good approach to this question is to think of it as your resume executive summary but in verbal terms. The interviewer is looking for key descriptive terms that define who you are. This is your opportunity to weave in some strengths, passions, and interests.
We suggest coming up with a two- to three-minute verbal version of your resume that focuses on highlights in your career. Make sure you focus on “why” you made certain career choices to better explain your path and then highlight the outcomes of those choices.
4. Tell me about a time you demonstrated leadership. What did you learn from it?
This can be a tricky question, but it’s definitely one that you could come across since all but four schools were reported as asking it. The goal here is to demonstrate that you’ve had some experience in a leadership role, even if it’s not traditional. During this question, you can speak about any influence you may have had over your peers—outside of traditional hierarchy—or leadership skills you may have gained during a project.
The key is to prepare three to four anecdotes that you can draw from to highlight such things as your leadership style and skills. In particular, make sure you can talk about key leadership skills such as vision, communication, teamwork, and so forth. And if you can, make sure you can quantify the outcomes of your experience.
5. Are there any questions you’d like to ask the interviewer?
At all but two of the schools—Harvard and Dartmouth Tuck—interviewees were asked to finish out the interview with their own questions. While this might appear to be a simple question at first, it is vital that you get it right. No admissions committee wants you to be a passive candidate, and this is your chance to demonstrate that you are thoughtful, prepared, and interested.
The key here is not to be generic and only ask questions like, “Why do you love X school?” Instead, you want to ask questions that are specific to your goals. For example, you might ask, “What other resources does the school offer for this industry?”
In the end, whether you’ve already been invited to a few interviews or you’re still waiting to hear back, it’s important to get prepared as quickly as possible. By practicing answers to some of these common questions, you can ensure that your interviews go off without a hitch.
