How networks reshape organizations--for results

Recently a new term-networks-has entered the vocabulary of corporate renewal. Yet there remains much confusion over just what networks are and how they operate. Ram Charan, a leading international consultant, has spent four years observing and participating in the creation of networks at ten companies in North America and Europe. These companies--which include Conrail, Dun & Bradstreet Europe, Du Pont, and Royal Bank of Canada-are clear about why they are creating networks, what networks are, and how they operate. A network is recognized group of managers (seldom more than 100, often fewer than 25) assembled by the CEO. Membership criteria are simple but subtle: What select group of managers, by virtue of its business skills, personal motivations and drive, and control of resources is uniquely positioned to shape and deliver on the strategy? Networks begin to matter when they change behavior-the frequency, intensity, and honesty of the dialogue among managers on priority tasks. The process of building a network starts at the top. Senior managers work as change agents to build a new "social architecture." Once the network is in place, they play three additional roles: 1. Define with clarity the business outputs they expect of the network and the time frame in which they expect it to deliver. 2. Guarantee the visibility and free flow of information to all members of the network who need it. 3. Develop new criteria for performance evaluation that emphasize horizontal collaboration and leadership.     

Demand better results--and get them

This HBR classic, first published in 1974, asks and answers one of management's most important questions: Why do so few organizations reach their productivity potential? The answer: because most senior executives fail to establish expectations of performance improvement in ways that get results. They fail because making heavy demands involves taking risks and threatens those who have the demands imposed on them. It's safer to ask for less. To avoid facing the reality of underachievement, managers may rationalize that their subordinates are doing the best they can or that better performance requires more authority or greater resources. They may put their faith in incentive plans that don't need their personal intervention. They may actually set high goals but let subordinates escape accountability for results. To get out of these doldrums, executives have to be willing to invest time and energy; responsibility can be delegated only so far. The key to the recovery strategy is to set a specific, modest, measurable goal pertaining to an important problem in the organization. If this goal is met, management uses the success as a springboard for more ambitious demands, each one carefully supported by plans, controls, and persistence directed from the top. Resistance can be expected from many levels. But as the organization registers genuine achievement, consciousness-raising in the form of recognition transforms expectations into positive factors. The fact is, most people like to work in a results-oriented environment. In a retrospective commentary, the author writes that while companies today are more impressed with the need for performance improvement, the ability to establish high expectations is still the most universally underdeveloped managerial skill.     

The case of the team-spirit tailspin

Richard Johnson, newly appointed president of Century Airlines, knew the company's survival depended on customer service, which in turn depended on motivated employees. So he created the Century Spirit program to build team spirit by encouraging employee participation, individual initiative, and open communication. Among the program's early successes was a newspaper started by a group of flight attendants. The Plane Truth published information about benefits and work conditions as well as feature stories and humorous articles. It quickly became popular not only with flight attendants but also with pilots, machinists, and baggage handlers. As time went on, though, the Plane Truth began to run articles critical of the company. When management cut back workers' hours, the newspaper questioned what sacrifices the executives were making. When technical services released figures showing long turnaround times, the paper questioned the machinists' work ethic. Worried that customers might see the newspaper, Richard Johnson wanted to cancel it. The president of the flight attendants union also wanted to see it go because it was stirring up trouble with the machinists. Joan Raffin, Century's human resources director, was asked to stop the publication. But she hesitated. She knew that employee morale was on the brink, but she didn't know whether the newspaper was venting workers' frustrations and reinforcing team spirit or stirring up old animosities and bringing the whole company down. Was it creating more tension than unity or vice versa? Experts on organizational change, motivation, and management analyze the situation and make recommendations for what Joan Raffin should do.     

An investigation into the effect of systematic design methods in craft,design and technology (CDT)

This paper has grown out of a long standing personal concern that the current approaches to design teaching are too narrowly based and that they can distort the very activity that they set out to encourage. A survey of the comments made in Examiner's Reports of pupil's work in public design examinations during 1986 & 1987 provides some insight into the difficulties that pupils experienced in carrying out their design activities.Design activity in schools developed from the beginnings initiated by the curriculum development projects of the late 1960's and early 1970's. These put forward methodical approaches to designing which have become widely used in UK secondary schools and which are now firmly embedded in the publications and project assessment framework of the current national examinations.The present study suggests that, while these methodical approaches clearly work, they imply a logical progression of thought which does not necessarily parallel the pattern of human thinking. It is recognised that pupil's design folios written up at the end of a project can be made to describe a logical, systematic procedure which has more to do with the assessment framework than the actual developments of design ideas during the project. Indeed, teachers and candidates were being actively encouraged to base their work on these structured frameworks:The actual style and quality of the folder presentation is also important. This is particularly so when working to a detailed mark scheme. Certainly it is easier to mark a folder which broadly follows the pattern of the mark scheme than one which is very erratic. Teachers are advised as to the advantages of using the mark scheme as a teaching tool and as a guide for folder presentation. NEA, 1986.Finally, the paper examines some more recent developments in the procedural models of design activity and the way in which professional designers approach their work. These insights provide an indication of the way forward for school design work and its assessment.