2008 Archives

It is so nice when ones research and teaching interests intersect. As I've been studying practices, I've become increasing interested in the "situated" nature of practices (Suchman, 1987; Sharrock & Button, 2003; Lave 1991). This has led me to become increasing interested in the notion of Communities of practice

This lead me to some reports about The Manchester Method as a means of teaching (especially with regard to MBA students). There is a helpful PowerPoint sideshow that puts the method into context (of course--where would we be without context).


References

Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63-82). Washington, DC: American Psychological Association.

Sharrock, W., & Button, G. (2003). Plans and Situated Action Ten Years On. Journal of the Learning Sciences, 12(2), 259. doi: 10.1207/S15327809JLS1202_5.

Suchman, L. A. (1987). Plans and Situated Actions: The Problem of Human-Machine Communication (p. 203). Cambridge, UK: Cambridge University Press.

Talking with Andrew about hosting providers, I thought I'd put in a good word for the folks at A2 hosting

Over the past couple of years, they've provided me with darn good service (and a really good price). Try them; you might like them.

"It is exactly in those organizations in which control through the narrowing, trivialization, and decomposition of full participation is most common--in schools and workplaces--that learning is most often an institutional motive and yet, by the argument here, most likely to fail" (Lave, 1991, p. 78).


References

Lave, J. (1991). Situating learning in communities of practice. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 63-82). Washington, DC: American Psychological Association.

Jim Munroe has produced a very entertaining and helpful guide to time management. I really like it's counter-cultural style. So, if you have time check out his time management for anarchists

In his HBR article What Is Strategy, Porter argues that operational effectiveness does not represent a strategy. In other words, planning to be the most "operationally effective" is not a strategy.

But I wonder how true this is. Having looked at, and worked with, many SME (Small and medium enterprises), they often have low levels of operational effectiveness. However, much of the time it doesn't matter because they are as effective as the firms with whom they compete. Operational effectiveness is a relative term. Providing a firm is similar to its rivals in operational effectiveness, operational effectiveness cannot provide an edge.

In large firms, management has often paid been a lot of attention to operational effectiveness. Consequently, any further improvement is likely to have limited impact; all the firms tend to be very good, so the cost/benefits of becoming more operationally efficient is limited.

However, this isn't the case in SME. Because they are often relatively operationally inefficient (comapred to their larger brethren), there are significant improvements that can be achieved at relatively low cost. Thus, such improvements can be a source of significant "differentiation" for a firm.


References

Porter, M. E. (1996). What is strategy? Harvard Business Review, 74(6), 61-78.

Sometimes it's nice to use a video during a presentation. If you want to use a video in PowerPoint, here are my top-tips.

  • Make sure the file name is short, and keep the file in the same directory as the .ppt file.
  • To put a video on a slide, use "Insert->Movie from file".
  • To get videos from YouTube you can use the web-page from TechCrunch. Save the file as a .flv (you'll convert it in the next step)
  • Use the .wmv format. If you use .avi or .mpg, you often have to choose the "full-screen mode" to playback the video (otherwise, when you play the video you just get a black box where the video should be). If you want to convert the file, Zamzar is pretty good.

It's interesting that I'm increasingly relying on web services, rather than installing applications. Once upon at time, I would have installed an add-on to Firefox to be able to download the video. Then I would have installed a video converter. But not now. It is often quicker, and more reliable to use web services (if you are sure they are clean and not loaded with viruses/spyware/malware).

There is even a nice PDF unlocker service for those times you lose the password to a .pdf file.

A quick guide to the BCG growth-share matrix.

I often find that students understand the concepts behind the BCG growth-share matrix, but don't know what 'numbers' to use when 'drawing' it. So here we are ...

The BCG growth share matrix is a tool for the evaluation of the performance of a company that operates in a number of markets; i.e. it is a way to examine the portfolio of businesses in which the firm operates. I've taken an illustration of the matrix from Hedley's original 1977 paper. The description of stars, question marks, cash cows, and dogs can be found in Hendley's paper.

The BCG growth share matrix

There are a couple of things to note. Firstly, the Y axis is Business Growth Rate. On this access, the dividing line between cash cows and dogs (the bottom half of the matrix) is at 10%. In other words to be a star or a question mark, the business needs to be growing at 10% or more.

The X-axis is the relative competitive position. It is a logarithmic scale, of a firm's relative comparative position, i.e. their relative market share compared to the best competitor (not oneself). Thus, if my company has 20% market share, and my best competitor has 10% market share, then my relative competitive position is 20/10 which is 2. On the other hand, if my company has 20% market share, and my best competitor has 30%, then my relative competitive position is 20/30 or 0.67. On the X-axis, the difference between stars and question marks is that stars have a relative competitive position of more 1.5. However, for cash cows and dogs, the difference is that cash cows have a relative competitive position greater than 1.

Of course, the numbers are only approximate. As Hedley (1977, p.13) says, there is "no 'magic' that transforms a star to a cash cow as it growth declines from 10.5 to 9.5 per cent". Indeed, all the lines are just guides.

Finally, to convey the importance of each business being analysed, Hedley recommends that the size of the circle represents either turnover or the number of employees.


References

Hedley, B. (1977). Strategy and the "business portfolio". Long Range Planning, 10(1), 9-15.

In a recent article Varoufakis (2008, p.1259-1260) says:

To give an example, consider the following simple N-person game known as the Race-to-Zero. N players are asked to write on a piece of paper (in isolation from one another) a real number between 0 and 100 (inclusive). The player whose chosen number is nearest the maximum choice among all players divided by two wins £1m times her choice of number. (Joint winners divide the spoils.) Is there a 'solution' to this game? Is there an equilibrium towards which the players' choices will tend the more rationally they think? What number should one write down? Nash suggests that rational players would immediately decide that it makes no sense to choose a number in excess of 50, thinking that: 'Since the largest number that can be chosen is 100, and I win if my choice is nearest to that maximum choice divided by 2, I should never choose a number above 50.' However, this thought immediately begets another, infinitely longer, thought:

'If I am clever enough to work this out, then the rest will also work this out too. Therefore none will select a number greater than 50, in which case I must not choose any number above 25. But if this is so, will the others not know this to be so too? And if they do, will they not restrict their choices to a maximum of 25? Then I must not go beyond 12.5.'

And so on. Asymptotically, one's optimal choice of number tends to zero just as surely as the proverbial rock rolls down a hill until, asymptotically, it hits rock-bottom. 'Choose zero' is, therefore, the game's equilibrium.

I often have problems following such ad infinitum reasoning. What Varoufakis is saying is that rational thinkers will select zero as the best option. And yet it clearly isn't the best solution.

Firstly, there is no payout at zero, so it makes no sense to choose zero as ones best choice. Why would anyone make a choice where the payout is guaranteed to be zero (and this isn't even a zero sum game). Any number other than zero is a better number (in fact one could argue that one is a where things will come to rest).

Secondly, If I truly believe that everyone else will chose zero then I should choose 100. If everyone else chooses zero, and I choose £100, we are all the same distance from the maximum choice divided by two (0-50-100), so I am a winner (as is everyone else). But my payout is 50 x £1m, and not 50 x £0.

Now, if everyone thinks as I do, and they all pick 100, then we are all winners, albeit that we have to share the money. Of course, if one some 'smart Alec' goes it alone and picks 50 then I am 'stuffed'... and the circle starts again, and I should then pick 50. And if I do, then everyone else. At which point we're back to what Varoufakis says should happen, everyone gravitates to zero.

Except of course the zero choice makes no sense (as there is no pay-off). Consequently, I don't think there is a 'rational' solution. There is no point of equilibrium (Nash or otherwise -- but since I'm not a mathematician, nor a game theorist perhaps I shouldn't be so bold in my assertion).

As an aside, if one is actually the number that the rest of the players choose, then it still makes sense for me to go for 99 . I'll leave it to you, the reader, to figure out where (if at all) is the point of equilibrium exists in this version of the game.

My argument is that there is no logical (aka rational) solution except not to pick zero. More generally I would say that there is no point of equilibrium for all players in this game. Either that, or if the 'rational' thing to do is to go with zero--and that we expect rational behaviour from everyone else--then best thing to do is be 'irrational' and go with 100.

Someone, please point the error in my logic.


References

Varoufakis, Y. (2008). Game Theory: Can it Unify the Social Sciences? Organization Studies, 29(8-9), 1255-1277. doi: 10.1177/0170840608094779.

It seems that the producers of Endnote are suing the producers of Zotero.

On one level, I'm not surprised. Zotero is pretty damn good. For me, it outperforms Endnote in a number of ways, and in the few areas in which it has failings (the Word integration isn't as slick as it could be), I'm sure it will be sorted out over time.

I can imagine that many people do/will find Zotero a better solution than Endnote, and I wouldn't be surprised if the folks at Endnote are frantically trying to replicate (copy) some of the really cool-things from Zotero.

If I was at Thompson-Reuters, I'd certainly be suing GMU, after all, what would I have to lose ...

Today, I saw Professor Yehuda Baruch from the University of East Anglia at Norwich run a workshop called _Opening the black box of academic reviewing and editing _. The session was jointly hosted by the department of Management and International Business and the department of Psychology.

It was a most informative session, so much so that subsequently, I got his book out of the library:

Winning reviews: A guide for evaluating scholarly writing. (2006). (p. 262). Houndmills, Basingstoke, Hampshire: Palgrave Macmillan.  

As much as the workshop was useful the book is even better. If I get some time, I'll summarise the ideas here.

PhD's and productivity. What could be relevant at this juncture? Academic Productivity does what it says on the box.

Tucked away on the site are the following observations:


1. Doing a PhD is lonely
2. Your picking the right advisor will determine your happiness level more than anything else

The second point reminded me of a joke. I found this copy at Rabbitchick

One sunny day a rabbit came out of her hole in the ground to enjoy the fine weather.

The day was so nice that she became careless and a fox snuck up behind her and caught her. "I am going to eat you for lunch!" said the fox. "Wait!" replied the rabbit, "You should at least wait a few days." "Oh yeah? Why should I wait?" "Well, I am just finishing my thesis on 'The Superiority of Rabbits over Foxes and Wolves.'" "Are you crazy? I should eat you right now! Everybody knows that a fox will always win over a rabbit." "Not really, not according to my research. If you like, you can come into my hole and read it for yourself. If you are not convinced, you can go ahead and have me for lunch." "You really are crazy!" But since the fox was curious and had nothing to lose, it went with the rabbit. The fox never came out.

A few days later the rabbit was again taking a break from writing and sure enough, a wolf came out of the bushes and was ready to set upon her. "Wait!" yelled the rabbit, "You can't eat me right now." "And why might that be, my furry appetizer?" "I am almost finished writing my thesis on 'The Superiority of Rabbits over Foxes and Wolves.'" The wolf laughed so hard that it almost lost its grip on the rabbit. "Maybe I shouldn't eat you; you really are sick ... in the head. You might have something contagious." "Come and read it for yourself; you can eat me afterward if you disagree with my conclusions." So the wolf went down into the rabbit's hole and never came out.

The rabbit finished her thesis and was out celebrating in the local lettuce patch. Another rabbit came along and asked, "What's up? You seem very happy." "Yup, I just finished my thesis." "Congratulations. What's it about?" "'The Superiority of Rabbits over Foxes and Wolves.'" "Are you sure? That doesn't sound right." "Oh yes. Come and read it for yourself." So together they went down into the rabbit's hole.

As they entered, the friend saw the typical graduate abode, albeit a rather messy one after writing a thesis. The computer with the controversial work was in one corner. And to the right there was a pile of fox bones, on the left a pile of wolf bones. And in the middle was a large, well-fed lion. The Moral of the Story: The title of your thesis doesn't matter. The subject doesn't matter. The research doesn't matter. All that matters is who your supervisor is.

Ouch. The grammar fairy didn't like that last sentence at all.

For the past couple of weeks, I've been switching over to Zotero for my PhD thesis. With over 300 references and 1,000+ citations this hasn't been a quick task. Anyway, on Thursday I finally pressed ALT+3 (the key I've set up to insert the bibliography) and was rewarded with a VB run-time error '6' (Overflow).

It seems that there is was a bug in the Zotero.dot code. Anyway, a day later there was a fix. Thank's to "Mat Hickman" for posting the fix. It was a matter of changing two variables for INTs to LONGs.

So, I've now generated my bibliography.

The next step is to check my work. I've produced to text files from my current (Zotero-ised) version and my Endnote version. There is a really nice tool, called WinMerge that does a spiffing job of visually showing the differences between the two text files.

Sometime later this even, I should have a 'correct' version of my thesis with all the citations correct from Zotero. Then I can get back to writing ....

Two little features, that I haven't checked on the Zotero forums are:

  1. If a bibliography has been inserted in a document, then adding/amending citations takes a long time as the bibliography is recreated, and
  2. Editing an existing citation, with multiple authors, doesn't correctly sort the authors (and there seems to be now way to manually move them).

Nevertheless, I'm really happy to be using Zotero.

Over on Study Hacks there is an article on How to Build a Paper Research Database. The article describes:

This is how you win a Pulitzer Prize. Imagine, then, what this technique would do for an undergraduate research paper or your senior honors thesis. In this article, I'm going to teach you how to build a simplified Branch-style Paper Research Database using Microsoft Excel. I'll tell you how to format it, populate it, and use it to structure your writing.

It seems to me that just by using Zotero would do much (if not all) of what the article recommends. Not only that, Zotero would do it more easily and quickly.

Today I was asked if I would be acting as a discussant at the next PhD conference. I'd see the emails about the conference and had already decided that I wasn't going to put a paper forward and that I wasn't going to act as discussant.

Why?

Although I glibly said "It's not my core business", what I really meant is that I had asked the question Does it make the boat go faster?1, and the answer was no.

Having spent sometime thinking about what I do here, there are only three things that make up my "boat" here :

  1. Teaching well
  2. Publishing two good articles per year
  3. Finishing my PhD

So, when I'm asked to do something, if I can't see an immediate and direct connection to making the boat go faster, then I'm probably not going to do it.

"So", I can hear someone saying, "what about your blog?"

Good question. I regard self-reflection as fundamental process in becoming a better manager, teacher, and researcher. This blog provides a semi-structured forum for me to engage in self-reflection, so I'll keep on doing it (as much as ever, and possibly a bit more).


1 Attributed to Peter Blake

It's been suggested that I should allow comments again ... now, let's see if I can find the right button to push.

(and so far, the button eludes me)

I have a large number of documents that I need to 're-style' before I import them into nVivo. I can import the necessary style into each document one-by-one, but I've been looking for a way to apply styles across multiple files (either all at once, or automatically/programmatically).

As I trawled the web looking for a solution, I can across this amusing rant against the font Trajan. Indeed, there is an entire website devoted to retiring Trajan.

We won the first National League Case Competition.

As the new Dean said:

The University of Auckland Business School has been crowned Champions of the inaugural National League Case Competition sponsored by Deloitte.

The league began at Otago University on May 9th with three more preliminary rounds in Christchurch, Hamilton and Wellington before a three-round final held last week at Massey.

Auckland went into the final week 5 points behind the University of Waikato. The scoring system for the League placed a greater weighting on the final rounds, so the team had to deliver in every round to be successful. They started well with with two close seconds on Monday and Wednesday and although Auckland had a 50 point lead over Otago going into the final day the outcome was still uncertain.

The fledgling New Zealand Feijoa Industry was the subject of the final case and the team produced another strong performance to once again, finish a close second! Their consistency of performance was ultimately what carried the day.

Well done to "head coach" Brendon Potter and to the students in the teams.

There is a good (50 minute) podcast at the University of British Columbia

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It seems that I haven't addressed the issue of my PhD Topic anywhere on this blog, So ... as I say in my thesis:

The question that I seek to answer is "What is the nature of effective strategising in professional service firms?"

This question contains two parts:
1) How do strategy practitioners in professional service firms 'strategise': what is the nature of their praxis (i.e. the formal and informal 'day-to-day' activities in which they engage when strategising)?
2) How do strategists in a professional service firm have impact beyond themselves; what characterises the praxis of those whose strategising is consequential and thus strategic?

These questions come out from my long-term interest in both strategy and professional service firms.

Whilst I focus on engineering consultancies in my thesis, I have also carried out research in the context of accounting firms and law firms.

Having spent a lot of the weekend sorting out the styles and templates for the blog, I think it's about time to get back to work; i.e., the PhD.

However. before I abandon this 'diversion' I thought I'd make a few notes about what still might need to be done on the site:

  • The main page of the blog just lists the ten, or so, most recent posts. At the bottom of the page there is a link to the site's archives. I wonder if I need something upfront, such as a search box, to allow people to find old material more easily.
  • I've done away entirely with the sidebar. That gives the page a cleaner look, but it doesn't invite people to explore more of the site.
  • Finally, I've started using the hierarchical categories. I had planned to do this earlier. But, having now installed the latest version of the software, it's been so easy to do. Now I'm wondering if I should use tags as well as categories.

I'm amazed at my capacity to get distracted by something. Such as fixing these templates and styles. I could easily spend much more time doing this. But at the end of the day, I wouldn't be moving forwards on what is really important; my teaching and my research.

Actually, it has taken me less time than I expected to do the changes I needed wanted to make. That's all down to Google's new web browser Chrome. It's a slick and tidy piece of software. I would make it my main browser except that it doesn't (yet) support ad blocking, and two essential Firefox add-ins ( Zotero and libx) aren't available for it (Oh, and it isn't yet available for FreeBSD).

Anyway, Chrome has this really neat feature that allows you to inspect elements of a web page to see which parts of your stylesheet are 'active'. Without this, I would have spent a lot more time tweaking the site's CSS.

And now, back to the salt mine.

Update
Andrew pointed me towards CSSViewer. This neat add-on for Firefox shows what the CSS is for a particular element on the screen. Google's Chrome inspector shows which parts of the style sheet is being used (or overridden) so it is easier to tweak one's style sheet.

Well it seems that my upgrade of Movable Type didn't go as smoothly as I thought.

Having moved to version 4.1, I rapidly, and too hastily moved to 4.2.

Unfortunately, I didn't test things properly and I only realised a few days ago that all my old templates and style sheets were broken. The "solution" I found on the web, of 'refreshing' the templates, actually installed new templates over the top of the old ones. Not quite what I had in mind.

So, I'm now redesigning/rebuilding new templates ... so the site may not be too pretty for a while.

I have seen the future and it's name is "Team based learning"

Today, I went to Larry Michaelsen's seminar on Team Based Learning

He was impressive. Next year I will redesign one course around Team Based Learning (yes, it was that good).

I've been using a range of elements in my own teaching, that are compatible with Team Based Learning. However, it is clear to me that Larry has spent much more time thinking about his teaching than I have (he is, after all, an emeritus professor and has been using this approach for 25 years). So, I think he has a much more robust way of connect the elements together.

A few notes:

He has written a few books many of which are about Team Based Learning.

Apart from the main "Team Based Learning web-site", information can also be found here

I've stumbled on to a couple of sites that I'm quite enjoying. The first is Academhack. It focuses on a subject dear to my heart--the intersection of teaching and technology. So, I've signed up to the author's RSS feed

Whilst reading the Academhack, I came across a reference to The productive student. It makes very interesing reading ... especially the dicussion on LaTex

I was talking with Andrew when he happened to mention how many friends he has on Facebook (about 477 today).

And then today, I listened to the Manager Tools podcast of Facebook (and part 2).

It makes interesting listening. I suspect that many of our students would also find the ideas presented in the cast interesting too.

My Strategic Thinking class (MGMT 302) is going reasonably well.

Nevertheless, there are a couple of things that are noticeable in the class. Firstly, in the first class of the week--which is based on a test to motivate the students to read the text in a timely fashion--the students are reluctant to engage in conversation about the readings they have done. It's not clear to me why that is. At this stage my two hypotheses are:

  • They have other things they want to do, and see focusing on the test as a way to get the class over quickly.
  • They have crammed for the test, and the what to get to it before they forget anything they have "learnt".

Obviously, these are just guesses on my part. But why does it matter.

It matters, because experience tells me that if they engage in 30 minutes of discussion about the the readings the average class mark goes up: indeed most students do better as a result of such discussions (it's not just the less prepared learning more). Furthermore, talking about the readings helps to cement the 'information' and makes deeper connections about the material for them.

I think in class today, I'll try and engage them on this.

The second thing I've noticed is that there is little evidence, in the subsequent case discussions, that they have looked at the figures in any meaningful way (or looked at them at all). I might leave this issue for next week --- although I'll let them know that it can be a surefire way of bumping up one's grade in this course.

It's been a long time coming, but I finally got around to upgrading the version of MovableType that I use on this site.

It was as painless and problem free process that one could hope for. Just install the new files, copy over the configuration file, install the few plugins I use and voilá -- it was done. It probably took less than ten minutes (including reading the documentation).

I am currently involved with a class known as INTBUS 202: Foundations of strategy. The course is intended to get people experienced in using the main tools of strategy; such as SWOT, Porter's five forces, and so on.

As I've noted elsewhere (here, here, and a bit here), For me, one of the consequential overarching themes, is good judgement. Thus, participants in the course need to practice their judgement--and get feedback on it--so as to refine it.

One of the ways in which we (Dan Tisch and I) have students exercise their judgement is by getting them to "do" cases.

Today's case was Edward Marshall Boehm (that classic by "James Quinn"). I was really pleased at how the students handled the case and the quality of the contributions they made. I think after today's session they had a good understanding of the situation (the business, the industry, and the customers) facing the company. From that, I think they could then build a strong position as they addressed the somewhat conflicting goals presented by Edward and Helen.

What was nice was the people at the back of the class (often a quiet area) contributed. There was one woman who was able to bring in her own detailed knowledge of a similar situation here in New Zealand (Morris and James). I hope others in the class will take there cue from her, and bring their 'expert' knowledge to bear when they can.

Andrew is getting fit and I'm envious

Jaffa Pete is thought provoking

It seems that the UoA has moved its student email services over to Google's gmail service.

This means that all the old address (UPI@ec.auckland.ac.nz) will move to the new domain aucklanduni.ac.nz. No doubt this has been done to ease the redirection of mail, but it does complicate searching from mail from the university -- I used to just use site:auckland.ac.nz to get all UoA mail, but now that is broken.

Setting up Outlook to access gmail was relatively painless, except:

1. The instructions assumed a gmail addresses, e.g. UPI@googlemail.com, rather than UPI@aucklanduni.ac.nz, and
2. The SSL settings aren't fully specified in the instructions.

Aside from that, it was straight sailing.

As an aside, I wonder how long it will be fore some spammer tries to send mail to upi@aucklanduni.ac.nz

I've come across yet another community site ... it allows people to share slides.


I've just received the (Student Evaluations of Teaching* or University Lecturing Questionnaire for INTBUS 202: Foundations of strategy.

Such evaluations have both supporters and detractors. Anyway, back to my results ...

The students seem to fall into three camps. First, there are those who liked what I did and marked me highly in all areas. This is typified by the student who said:

One of the best lecturers in my opinion. I came to university to learn and not to be taught or spoon-fed everything. His vast understanding across many areas prove useful and which I deem ought to be necessary for a paper of this calibre.

Secondly, there are those students who marked me down in all areas. The comments from those students are of the form:

Slides!!!

or

More structure

and

Did you talk about the course material? I might have missed it during your other insights

Finally, there are those students who had a more 'normal' distribution in their evaluation.

To some up; some students really liked what I did, some really disliked what I did, and a group were moderate in their opinions. The split is something like 10%, 30%, 60%.

So what do I take away from this, and what do I plan to change?

I think there was a gap between myself and many of the students. Despite both my comments and Dan's (the other person who taught this course), most of students didn't read the textbook ahead of the class. For Dan's sessions that didn't matter too much; but for my sessions, I relied on the fact that the student's had read the book--and I was unwilling to compromise on that. Without the background knowledge provided by the book, I can understand and believe that many of the students had a hard time following along with me. Thus, for many it would have felt unstructured. This would be especially so, given Dan's sessions that very heavily followed the book.

Was I unstructured? I don't think so. I had a very clear and detailed 'lesson plan' for each class. What I didn't provide is step-by-step slides. Could I do slides? Yes. Yet, as I pointed out to the students at the beginning of the course, the evidence is that providing slides detracts from students learning (even if they fell the opposite).

Having said all that, and re-read it, I sound defensive and perhaps I am.

The more I think about it, the more I regard the contrast between Dan's approach an my approach as being a challenge for the students. When I've co-taught with others (say Liliana Erakovic or Darl Kolb) my style has been close to the other teacher. Having said that, it doesn't mean my style is the same with both--Liliana's and my style is very different to that when I'm teaching with Darl. Dan and I are yet to find a common approach.

I think the new structure will help. Next semester, I imagine the general pattern will be:

  • First class (Two hours)
    • Administriva
    • Review (and show) one good and one poor example of the case analyses handed-in the previous week
    • Provide some overarching comments on what was seen in the case analyses (30 minutes to here)
    • Answer questions about the readings and the questions (30 minutes)
    • Discuss a relevant news story/case/mini-case and the tools/theory that help to understand it (30 minutes)
    • Class exercise based on the "small group" exercises from the text (20 minutes)
  • Second class (One hour)
    • Walk through and discuss the case of the week
    • Apply the Business, Customer, Industry framework (apply the new tools as they are acquired)
    • Talk about the possible strategies and the insights that students have developed

(I'm haven't talked this through with Dan yet, so it will be intresting to get his comments)

At the end of the day, we want the students to be adept at using the tools of strategy (and not just one or two of them). And I think this will do it better than before.

I had coffee with a good colleague today. Richard Brookes is one of the superb teachers around here.

We got on to the topic of what managers really need to know and the issue of the relevancy of much management research.

As a result of our discussion, I've become even more convinced of the need to teach "judgement" in our MBA programmes. The challenge is that it's hard to do that.

I think in my next undergraduate class, that I'll see how much buy-in I can get from the students to such an assertion (and consequently, how much effort they'll put into developing better judgement).

I've decided to step down from my role in the GSE. It's a shame, because I enjoy it so much. However, there are so many competing demands for my time, that I can't give the GSE the attention it deserves.

Que sera.

So, once I'm back from the conference in Europe I'll return to my home department.

I went along to one of the MBA classes tonight. They had some concerns about the marking of an assignment. One thing that struck me was how some people had exercised good judgement in deciding how to tackle the question.

And so, I began to wonder what I meant by good judgement. So, as I often do, I looked at the Oxford English Dictionary. Amongst the many meanings of the word, I found:

8. a. The faculty of judging; ability to form an opinion; that function of the mind whereby it arrives at a notion of anything; the critical faculty; discernment.

and of course (?), I had a look at Wikipedia, which I found less helpful, viz:

In non-legal contexts, a judgment (American English) or judgement (British English) is a balanced weighing up of evidence preparatory to making a decision. A formal process of evaluation applies. A judgment may be expressed as a statement, e.g. S1: 'A is B' and is usually the outcome of an evaluation of alternatives.

Whilst Wikipedia's definition does talk about weighing up evidence, it does seem a bit more formulaic in its approach.

Anyway, along time ago, or at least it feels that way, when I was doing my MBA I was taught finance by a Prof from America. During one of the early classes, he was asked what one needed to do to be successful in the course.

I remember his answer to this day. He said, "Use good judgement at all times."

This is probably good advice in many areas of our lives.

I firmly believe that one of the hallmarks of good managers, and leaders, is their ability to exercise good judgement. Consequently, in a MBA programme we should expect--and participants should require--opportunities to demonstrate (and be rewarded for) their skill in exercising good judgement.

So, I'm left with the thought "What can we do to help you develop better judgement?"

Judgement is an exercise in evaluation, one needs to practice it. So, I don't believe that there is any way in which good judgement can be taught without an experiential component (there must an experience of using judgement in order to better refine it).

I'm not sure that spelling things out in ever increasing detail contributes to developing judgement. Indeed, Hare in his commentary on the teaching of judgement argues for open-endedness and a degree of ambiguity (he says vagueness). Hare goes on to say that "the teacher is responsible for providing the minimum requirement ... and for bringing the person to a point where they can exercise judgement". Most importantly, and echoing my earlier point, Hare says "'Knowledge' does not require that we work things out for ourselves but judgement does."

At this point in time, as the bulk of their MBA programme lies ahead of them, again wonder what we can do differently to help each person develop better judgement.

I've been working on a paper for a conference at the Clifford Chance Centre for the Management of Professional Service Firms. The paper is due in the next couple of weeks and progress is pretty good (so far).

I do a lot of work by remote access to my computer at the University. Alas, I forgot that today, the Business School building is having its power turned off so essential work can be done on the 'live side' of the mains circuit.

Now, suddenly, I find myself unable to access my computer at University (and all my notes). Oy vey!

So, I guess, I'll jsut have to do some writing in long hand...

My cast came off today. What a relief. Now for physio ...

I went ice skating with my brother and his children (Mac, Oscar, and Stevie). The rink (Paradice at Botnay Downs), looked pretty nice and I decided to upgrade to 'Platinum' skates. Alas, they only do 'Platinum' for hockey skates, and I'm a figure-skating sort of a guy. So, I ended up with a very average pair or rental skates.

Anyway, to cut to the chase, so to speak, I took a tumble and ended up with my left arm in plaster. It's only a small break so I should be out of the cast in three weeks time -- and I'm counting the days already. Having an arm in a cast is no fun at all.

Bill was highly amused by it all. He has taken some pictures and I'll post them if he ever sends them to me.

Actaully, I thought I had just jarred the joint, so I kept skating for about an hour. It was only when I got into the car and tried to change gear that I said "that hurt".

So, Ascot Hospital was the nearest A&E. What a long wait. Wait to see a nurse. Wait to see the doctor. Wait to see the radiologist. Wait to see the doctor (again). Wait to get plastered. All in all, I was there for over three hours.

Well I'm making some progress on writing more here. I'm now using ScribeFire as my publishing tool. Hopefully, the fact that it is easier to 'write' will encourage me to do more writing.

I chose ScribeFire because it is often mentioned when Zotero is mentioned.

It actually took me several attempts to get ScribeFire to work. What I didn't realize was that Movable Type actually has a separate password that is used for remote (xmlrpc) access.

Last year I had a little play with Zotero the biblographic add-on for Firefox.. Whilst it worked pretty well, the integration with Word was a little flakey, so I didn't adopt the programme.

I've been trying it out again, and I'm really impressed. I exported all my references from EndNote and gave it a pretty solid workout. It's good. It's very good.

Ginger (born 6 Oct 1997), gone but not forgotten.

  • Coming home from the Humane Society in a photocopier paper box (with Fred)
  • The first catch -- earth worms.
  • The great expedition (with Fred) -- walking along the fence and into other gardens. Tails held high.
  • Confusion -- catching a fly and not knowing what to do with it.
  • Going though the cat-flaps at full speed -- bang! bang!
  • Running into the closed ranch sliders.
  • Eating biscuits with such vigour that they explode in his mouth and go everywhere.
  • Sleeping on Lisa's head.
  • Jumping of the dresser on to the bed.
  • Sleeping in the laundry (or the clean cloths).
  • Digging in the litter tray (in the middle of the night, for what seems like ages)
  • Chasing a piece of rope around and around the garden.
  • Helping to make the bed, by playing under the sheets.
  • Sleeping on my tummy whilst watching TV
  • Trying to fit into any box (regardless of how small) -- harking back to his kitten days.
  • Sleeping in Lisa's in-tray
  • Watching the world go by from his basket on the deck.
  • His tiny front teeth
  • Nudging hard when he wants food

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