Social Psychology →
- 26 Jan 2012
- Working Paper Summaries
Behavioral Ethics: Toward a Deeper Understanding of Moral Judgment and Dishonesty
What makes even good people cross ethical boundaries? Society demands that business and professional schools address ethics, but the results have been disappointing. This paper argues that a behavioral approach to ethics is essential because it leads to understanding and explaining moral and immoral behavior in systematic ways. The authors first define business ethics and provide an admittedly biased history of the attempts of professional schools to address ethics as a subject of both teaching and research. They next briefly summarize the emergence of the field of behavioral ethics over the last two decades, and turn to recent research findings in behavioral ethics that could provide helpful directions for a social science perspective to ethics. These new findings on both intentional and unintentional unethical behavior can inform new courses on ethics as well as new research investigations. Such new directions can meet the demands of society more effectively than past attempts of professional schools. They can also produce a meaningful and significant change in the behavior of both business school students and professionals. Key concepts include: Shifting the modes of thought can lead to profound differences in how we make ethical decisions. This has implications at the individual and at the societal level. Until recently, little empirical attention was given to how people actually behave when they face ethical dilemmas and decisions or to how their behavior can be improved. A behavioral ethics approach does not teach students how they should behave when facing ethical dilemmas, nor inform them about what philosophers or ethicists would recommend. Instead it sees an opportunity in helping students and professionals better understand their own behavior in the ethics domain, and compare it to how they would ideally like to behave. Behavioral ethics identifies levers at both the individual and the institutional level to change ethically questionable behaviors when individuals are acting in unethical ways that they would not endorse with greater reflection. Prior to the 1990s, it was rare for professional schools to have a significant focus on the area of ethics (or business ethics more specifically) in the courses offered to students. Courses that were taught used philosophical approaches or suggested that morality is a rather stable personality trait that individuals develop by going through differences phases of development. Closed for comment; 0 Comments.
- 07 Dec 2011
- Research & Ideas
Are Creative People More Dishonest?
In a series of studies, Francesca Gino and Dan Ariely found that inherently creative people tend to cheat more than noncreative people. Furthermore, they showed that inducing creative behavior tends to induce unethical behavior. It's a sobering thought in a corporate culture that champions out-of-the-box thinking. Closed for comment; 0 Comments.
- 03 Nov 2011
- What Do You Think?
The Ultimate Question in Management
Summing Up: Many of Jim Heskett's readers this month offered suggestions for the ultimate question in management. What's yours? Closed for comment; 0 Comments.
- 31 Oct 2011
- Research & Ideas
The Most Powerful Workplace Motivator
When evaluating compensation issues, economists often assume that both an employer and an employee make rational, albeit self-interested choices while working toward a goal. The problem, says Assistant Professor Ian Larkin, is that the most powerful workplace motivator is our natural tendency to measure our own performance against the performance of others. Open for comment; 0 Comments.
- 12 Oct 2011
- Research & Ideas
Creating Online Ads We Want to Watch
The mere fact that an online video advertisement reaches a viewer's computer screen does not guarantee that the ad actually reaches the viewer. New experimental research by Thales S. Teixeira looks at how advertisers can effectively capture and keep viewers' attention by evoking certain emotional responses. Closed for comment; 0 Comments.
- 15 Sep 2011
- Research & Ideas
High Ambition Leadership
Higher-ambition business leaders skillfully integrate both economic and social value. Professor Emeritus Michael Beer explains what makes them special, and how you can learn what they know, in his new book, Higher Ambition: How Great Leaders Create Economic and Social Value. Q&A plus book excerpt. Closed for comment; 0 Comments.
- 06 Sep 2011
- Research & Ideas
The Power of Leadership Groups for Staying on Track
Twenty-first-century organizations are breaking with traditional command-and-control hierarchies to develop a new generation of values-centered leadership, argues Professor Bill George, author of True North. The best way to get there? True North Groups. Open for comment; 0 Comments.
- 06 Sep 2011
- Research & Ideas
Cheese Moving: Effecting Change Rather Than Accepting It
In his new business fable, I Moved Your Cheese, Professor Deepak Malhotra challenges the idea that change is simply something we must anticipate, tolerate, and accept. Instead, the book teaches readers that success often lies in first questioning changes in the workplace and, if necessary, in effecting new changes ourselves. Q&A plus book excerpt. Closed for comment; 0 Comments.
- 06 Sep 2011
- Research & Ideas
How Small Wins Unleash Creativity
In their new book, The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work, authors Teresa M. Amabile and Steven J. Kramer discuss how even seemingly small steps forward on a project can make huge differences in employees' emotional and intellectual well-being. Amabile talks about the main findings of the book. Plus: book excerpt. Key concepts include: Of all the factors that induce creativity, productivity, collegiality, and commitment among employees, the single most important one is a sense of making progress on meaningful work. Seemingly small signs of progress will induce huge positive effects on employees' psyches. On the other hand, seemingly small setbacks will induce huge negative effects. The catalysts that induce progress include setting clear goals; allowing autonomy; providing resources; giving enough time-but not too much; offering help with the work; learning from both problems and successes; and allowing ideas to flow. Closed for comment; 0 Comments.
- 22 Aug 2011
- Research & Ideas
Getting to Eureka!: How Companies Can Promote Creativity
As global competition intensifies, it's more important than ever that companies figure out how to innovate if they are going to maintain their edge, or maintain their existence at all. Six Harvard Business School faculty share insights on the best ways to develop creative workers. Closed for comment; 0 Comments.
- 21 Jul 2011
- Working Paper Summaries
Collaborating Across Cultures: Cultural Metacognition and Affect-Based Trust in Creative Collaboration
Creative solutions often are born when two unrelated ideas come together for the first time. That's more likely to happen when the collaborators come from different ethnic and cultural backgrounds, thus diminishing the likelihood of redundant ideas. In this paper, via a series of studies, Roy Y.J. Chua, Michael W. Morris, and Shira Mor examine the factors that make intercultural creative collaboration happen. Key concepts include: An individual's cultural metacognition (i.e. reflective thinking about intercultural interactions) is directly linked to success in intercultural creative collaborations. Affect-based trust, but not cognition-based trust, is positively associated with cultural metacognition. In order to further intercultural creative collaboration, managers need to do more than simply passively learn about other cultures. Rather, they need to develop their cultural metacognition in anticipation of possible intercultural encounters. Closed for comment; 0 Comments.
- 20 Jul 2011
- Research & Ideas
Five Discovery Skills that Distinguish Great Innovators
In The Innovator's DNA, authors Jeff Dyer, Hal Gergersen, and Clayton M. Christensen build on the idea of disruptive innovation to outline the five discovery skills that distinguish the Steve Jobses and Jeff Bezoses of the world from the run-of-the-mill corporate managers. Closed for comment; 0 Comments.
- 19 Jul 2011
- Research & Ideas
Rupert Murdoch and the Seeds of Moral Hazard
Harvard Business School faculty Michel Anteby, Rosabeth Moss Kanter, and Robert Steven Kaplan explore the moral, ethical, and leadership issues behind Rupert Murdoch's News of the World fiasco. Open for comment; 0 Comments.
- 06 Jul 2011
- Research & Ideas
Are You a Level-Six Leader?
Asking the question, whom do you serve? is a powerful vector on which to build a useful typology of leadership. Visiting professor Modesto Maidique offers a six-level Purpose-Driven Model of Leadership ranging from Sociopath to Transcendent. Key concepts include: The most telling question to ask a leader is, whom do you serve? Yourself? Your group? Society? The answer to this question often reveals more about leaders than knowing their personality traits, level of achievement, or whether they were "transformational" or "transactional" leaders. The six levels of leadership are Sociopath, Opportunist, Chameleon, Achiever, Builder, and Transcendent. Closed for comment; 0 Comments.
- 27 Jun 2011
- Research & Ideas
Recovering from the Need to Achieve
In his new book, Flying without a Net: Turn Fear of Change into Fuel for Success, HBS professor Thomas J. DeLong explores the world of "high-need-for-achievement professionals" or HNAPs—those for whom the constant, insatiable need to achieve can lead to anxiety and dysfunction. Plus: book excerpt. Key concepts include: Instead of happiness or well-being, high-need-for-achievement professionals seek "relief in the accomplishment of tasks." This creates a vicious cycle marked by a lack of a real sense of purpose. Four characteristics define an HNAP: comparing, busyness, worrying, and blaming. DeLong calls for HNAP readers to take the following steps toward recovery: stop and reflect with self-awareness, let go of the past, create a vision or specific goal with an agenda, seek support through mentors and a network, don't blink (or fall back on old behaviors), and purposefully expose themselves to vulnerability. Closed for comment; 0 Comments.
- 22 Jun 2011
- Sharpening Your Skills
Sharpening Your Skills: Motivation
Can employers motivate employees to work more creatively, ethically, or productively? Or does that power reside solely within the individual? Recent research at Harvard Business School suggests workers can be motivated by their environment. Closed for comment; 0 Comments.
- 20 Jun 2011
- Lessons from the Classroom
Fame, Faith, and Social Activism: Business Lessons from Bono
Many executives struggle to balance work, family, and community, but for rock star Bono the effort is spread across the globe. In the HBS case "Bono and U2," professor Nancy F. Koehn discusses key business lessons to be learned from the famous band. Key concepts include: Take stock of how you are using your funds, your authority, and your people. A leader's mission and purpose isn't static; it evolves. The mission of the CEO should be related to the organization's performance. Who you are and what you stand for as an organization have great relevance to the people who buy your product. Closed for comment; 0 Comments.
- 06 Jun 2011
- Research & Ideas
Why Leaders Lose Their Way
Bill George discusses how powerful people lose their moral bearings. To stay grounded executives must prepare themselves to confront enormous complexities and pressures. Open for comment; 0 Comments.
- 03 Jun 2011
- Working Paper Summaries
Inducement Prizes and Innovation
Throughout recent history, many foundations have tried to induce innovation through competition, offering massive cash prizes to inventors who meet the challenge of creating world-changing inventions. For instance, in 1996 the X Prize Foundation offered $10 million to the first non-government organization to launch a reusable, suborbital manned spacecraft twice within two weeks. The prize was awarded in 2004 to a project financed by Microsoft co-founder Paul Allen. The problem is that inventors cannot win these competitions if they cannot come up with funding to realize their inventions, and research and development costs often exceed the amount of the cash prize. So, does the incentive of an eventual prize really induce innovation? In this paper, Liam Brunt, Josh Lerner, and Tom Nicholas look to answer that question, using a data set of prizes awarded by the Royal Agricultural Society of England (RASE) between 1839 and 1939. Key concepts include: The RASE competitions led to an uptick in the number of new patents awarded in any given year, indicating that offering prizes is good for overall innovation. However, based on the number of contest entries in the hundred-year period, the researchers find that inventors seemed more motivated by the possibility of winning medals than in winning cash prizes. The findings offer guidance for current invention competitions. While the biggest competitions presuppose that inventors are fueled by the possibility of cash prizes, the evidence suggests that they are more fueled by the possibility of publicity--and the idea that winning will make it easier to market the prize-winning product. Closed for comment; 0 Comments.
Measuring the Efficacy of the World’s Managers
Over the past seven years, Harvard Business School's Raffaella Sadun and a team of researchers have interviewed managers at some 10,000 organizations in 20 countries. The goal: to determine how and why management practices differ vastly in style and quality not only across nations, but also across various organizations and industries. Closed for comment; 0 Comments.