Managers not MBAs: A Hard Look at the Soft Practice of by Henry Mintzberg

By Henry Mintzberg

The difficulty with "management" schooling, says writer Henry Mintzberg,is that it's enterprise schooling, and leaves a distorted impressionof administration. In Managers now not MBAs, he bargains a brand new definition ofmanagement as a mix of craft (experience), artwork (insight), andscience (analysis). An schooling that overemphasizes scienceencourages a method of handling the writer calls "calculating," or ifthe graduates think themselves to be artists, the similar style"heroic. in keeping with the booklet, neither heroes nor technocrats inpositions of impact are invaluable - what is quite wanted arebalanced, committed those who perform a method that may be called"engaging. Such humans think their function is to depart behindstronger organisations, not only larger percentage costs. Managers NotMBAs explains intimately the best way to domesticate such managers, and the way theycan rework the enterprise international and, finally, society.

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All I have to go on are these twenty pages. This is a superficial exercise. ” What happens to Jack? At Harvard, I’ll let you guess. But from there, he goes back to the furniture business where he immerses himself in its products and its processes, the people and the industry. He is an especially big fan of its history. Gradually, with his courage to be decisive and to challenge conventional thinking, Jack rises to become CEO. There, with hardly any industry analysis at all (that would have come in a later course), he and his people craft a strategy that changes the industry.

Become slow learners in the executive suite,” he wrote. That is because managers “are not taught in formal education programs what they most need to know to build successful careers in management”—namely, “to learn from their own firsthand experience” (79, 84). ” Even “what they learn about supervising other people is largely secondhand . . [16] Participation? In a 1981 article, Harvard professor Arthur Turner leveled his own criticism especially at that “democracy in the classroom,” which he saw as highly orchestrated by the professor, who “in a very real sense is ‘conducting’ the discussion” to demonstrate some kind of model or analytical scheme.

Derive not from where the schools are going but where they came from” (in Zalaznick 1968:202). While Harvard itself maintains a rather strong commitment to case study teaching, it has few real clones left. Thirty years ago, a number of schools copied its every move; today few do. Not that imitation is gone. Quite the contrary; it is stronger than ever. But in place of two models is one, a blend of those two. In other words, in almost every well-regarded business school today can be found a prominent place for the basic disciplines, for research, for theory, and for cases.

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