IMPLEMENTING HARVARD BUSINESS SCHOOL’S
CASE METHOD IN DISTRIBUTED ENVIRONMENTS
Adam Mendelson
IESE Occasional Papers seek to present topics of general interest to a wide audience.
IESE Business School – Universidad de Navarra
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Occasional Paper OP no 06/1 February, 2006
IMPLEMENTING HARVARD BUSINESS SCHOOL’S
CASE METHOD IN DISTRIBUTED ENVIRONMENTS
Adam Mendelson*
Abstract
This paper presents a discussion of IESE Business School’s use of case method teaching in the distributed learning part of its Global Executive MBA program. The paper starts with a basic replication in which physical spaces (classrooms and meeting rooms) are replaced by online communication tools (asynchronous message boards). Because such distributed implementation has the potential to produce unmanageable quantities of messages, this paper proposes both IT-based and instructional design-based interventions to address this issue. Additionally, the paper examines three possible advantages of distributed implementation over face-to-face implementation: greater student diversity and professional experience, greater depth of discussion, and possibility of using digital and multimedia materials to complement the discussion. The paper provides a detailed example of one specific implementation and closes with questions for future research.
* DTI, Departamento Tecnologías de la Información, e-learning
Keywords: case method, distributed learning, online learning, virtual classroom, distance learning, e-learning
IMPLEMENTING HARVARD BUSINESS SCHOOL’S
CASE METHOD IN DISTRIBUTED ENVIRONMENTS
Introduction
As business schools consider adding distributed learning to their current offering, they face the challenge of achieving the same level of educational integrity in their distributed programs that their clients have grown to expect from their face-to-face programs. Rather than reconsidering their pedagogical philosophy in order to adapt to the use of new technologies, business schools may do better to take advantage of communication technologies in order to implement their proven instructional strategies in distributed environments. This paper focuses on one such strategy by presenting a discussion of the use of Harvard Business School’s case method in IESE Business School’s Global Executive MBA.1 We start with a description of the basic replication of this method in a distributed environment, and address the primary challenge associated with this replication. We suggest some solutions to this challenge, and discuss the possible advantages of the distributed implementation of the case method. We then present a detailed example before concluding with some questions for the future.
The Basic Distributed Implementation of HBS’s Case Method
We begin by briefly reviewing the face-to-face implementation of the case method as outlined by Harvard Business School’s website.2 We see that this method has three basic requirements: 1)a case study that details a real-life business problem, and that has been written to facilitate informed dialogue about this problem; 2) a professor who is an expert not only in the specific problem and associated content area, but also in the act of facilitating lively group discussion; and 3) a dynamic group of students who ideally have some professional experience with situations related to the problem presented in the specific case study. The actual implementation then consists of three distinct phases: 1) an individual phase in which each student spends about two hours reading and preparing the case; 2) a team phase in which groups of students spend a
1 IESE’s Global Executive MBA is a 16-month, cohort-based program in which seven 2-week face-to-face periods alternate with six 2-month periods of distributed learning. Information about the program is available at https://www.doczj.com/doc/d911642504.html,/en/Programs/GEMBA/GlobalExecutiveMBA.asp
2 https://www.doczj.com/doc/d911642504.html,/case/index.html
short period of time (30 to 60 minutes) discussing their initial ideas about the case; and 3) a full class discussion which is led by the professor and generally lasts between one and two hours.
The logical assumption in the above description is that the second and third phases (the team meeting and professor-led discussion) occur in face-to-face settings. However, the experience of IESE Business School’s Global Executive MBA indicates that these interactions can also successfully take place using online communication tools instead of physical spaces. Both the team meeting and the full-class discussion are replaced by the use of asynchronous, text-based communication in the form of standard NNTP newsgroups. The emphasis on asynchronous communication is due primarily to the extreme distribution of the students. Generally this group consists of approximately 30 individuals residing in as many as 15 countries spanning all continents. It would not be feasible for this entire group to meet regularly in real-time. Therefore, all full-group interactions occur asynchronously. However, because coordinating periodic real-time interactions between groups of only four to six students poses fewer difficulties, teams are encouraged to complement their asynchronous communication with synchronous tools such as chat and voice-over-IP teleconference.
Aside from the use of online communication tools rather than classrooms and meeting rooms, the most noticeable change in this distributed implementation of HBS’s case method is an increase in the amount of time dedicated to each case. What was a brief team meeting on campus may become a full week of asynchronous discussion. Likewise, 75 minutes of professor-led, in-class discussion becomes one to two weeks of professor-led, asynchronous online discussion. This increase in time is again justified by the distributed nature of the group of students, and in no way implies that anyone be connected to the newsgroup all day or even every day. During the predefined span of days or weeks, students and professors log in often, but always at the specific moments that they choose. This time flexibility is what enables the students to balance their professional development with their professional and personal commitments.
Before moving forward it is worth noting that we have made no suggestion that the course materials need to be modified for the distributed implementation. The same case studies that are used as the basis for face-to-face discussions are also used in the distributed implementation. Later in this paper we will explore ways to complement text-based case studies with multimedia, but the case study itself is distributed either directly on paper or in a format that is easily printed (such as PDF).
The Primary Challenge and Suggested Interventions
The success of IESE’s Global Executive MBA3 indicates that this basic reproduction of the case method, changing only the channel of communication and the timing, does work in distributed environments. However, some challenges have been encountered.The most significant of these challenges is managing the potentially massive number of messages that can be generated during an online case discussion. It is well documented that the time flexibility associated with asynchronous discussion results in increased opportunities for student participation, which in turn results in a greater number of participating students and a greater number of interventions 3 According to a 2004 survey published by the Executive MBA Council (https://www.doczj.com/doc/d911642504.html,), participants of this program have rated the overall quality of the program as 9.7 out of a possible 10.
from each.4 Reading and responding to all of these messages can require a time commitment that is two to three times greater than that of participating in a face-to-face session.5 The objective of this section is to present some possible interventions for managing and limiting the number of messages produced. We will start by exploring the use of technology to face this challenge, and then explore interventions based on instructional design.
1. IT-Based Interventions
As mentioned earlier, IESE Business School has chosen to use a standard NNTP (newsgroup) server as their primary tool for asynchronous communication. The decision to use this specific tool is based on several included functionalities that greatly facilitate managing large numbers of messages. One of the most basic and important of these functionalities is the fact that these discussions are “threaded”, meaning that related messages and responses are linked to one another. The use of threads not only facilitates organizing messages around common themes, but also provides a visual representation of the overall discussion in which levels of indentation can represent levels of depth or detail within a specific theme.
While the use of threads is a fairly standard feature in asynchronous discussion tools, a less common feature of NNTP servers is the option of connecting through multiple interfaces. For example, at IESE the newsgroups are regularly accessed both through a client interface (Outlook Express) and a web interface (WebNews6). Together, these interfaces add a series of additional functionalities that facilitate managing messages. Outlook Express enables newsgroups to be “synchronized”, meaning that messages can be both read and composed offline. This offline access provides students and professors with maximum flexibility in terms of when and where they read and write their messages, facilitating their ability to participate regularly in discussion. Outlook Express also provides search and sort functionalities that provide increased options for finding and organizing specific messages. WebNews is a fairly rudimentary web interface for NNTP servers, but while Outlook Express requires client-side configuration, this web interface works through a standard web browser, enabling easy access to online discussion from any computer connected to the internet. Finally, while not implanted as standard tools for IESE, some professors and students have also begun to experiment with newsgroup clients for Palm and PocketPC. As a whole, these multiple interfaces to NNTP servers facilitate managing messages by increasing the time and location flexibility already associated with asynchronous discussion.
The functionalities described above offer the possibility of managing messages more easily, but ultimately it is up to the individual users to take advantage of these functionalities or not. To help them do so, it is strongly recommended that professors and program staff promote and model the use of certain best practices, often referred to as “Netiquette”. Specifically, one practice that is necessary for taking full advantage of threaded discussion is to always use clear subject lines that indicate the content of the message, especially when replying to previously posted messages. Doing so enables readers to easily skim entire conversations in order to determine what to read and where to post.
4 Palloff and Pratt, p.xvi; Boettcher and Conrad, p.22
5 Palloff and Pratt, p.49-51
6 https://www.doczj.com/doc/d911642504.html,/webnews/
2. Instructional Design-Based Interventions
While the interventions mentioned above will help students and professors manage the messages posted, instructional design can be used to further organize and perhaps even limit the total number of messages. Before making specific recommendations, we attempt to justify these instructional design-based interventions by considering the potential consequences of one possible pure replication of the face-to-face implementation of the case method. One common way for a professor to begin a face-to-face case discussion is to simply pose the question “what’s the problem?” and to allow the first volunteered response to dictate the initial direction of the discussion. In a face-to-face setting, it is uncommon for another student to either repeat this response, or to offer a completely different one without somehow making a connection to the initial response. However, in an online discussion when an open question is posed to the entire group, if participants are not provided with proper guidance, it is quite conceivable that all of them will post answers to this question without necessarily considering the responses of their peers. Such a situation can result in 30 different responses that mark 30 different directions in which the discussion may simultaneously flow. As the professor and participants attempt to follow these different directions, the online discussion can fan out exponentially, making the discussion very challenging to manage regardless of the technological functionalities described in the previous section. In this section we look at ways in which the professor can provide the necessary guidance to avoid such a situation. Unlike the best practices or “netiquette” mentioned previously, here we consider ways of designing an overt structure specifically for the case discussion at hand.
This design process generally starts with the professor’s identification of logical divisions within the overall discussion. These divisions may be based on a variety of factors: specific discussion questions, themes to be explored during the discussion, phases of analysis of the specific case, perspectives of the different characters in the case, alternatives for possible solutions to the specific problem, etc. These divisions are then used to structure the discussion such that each of them is dealt with in relative isolation. The goal is to break up what could have been a massive and chaotic discussion into several focused, interrelated, and easier to manage sub-discussions. The next step in this design process is to determine how to deal with these different sub-discussions. Perhaps the most common practice of professors in IESE’s Global Executive MBA is to use threads in the newsgroup to organize these sub-discussions either by topics or by time. In a discussion organized by topics, the professor creates a thread for each of the different sub-discussions before the participants begin. With this structure the participants are free to deal with all aspects of the case simultaneously, but each thread acts as a container such that each sub-discussion has its own visible and isolated “place” within the overall discussion. In a discussion organized by time, the professor starts the discussion by creating only one thread that is used to contain all messages related to the first sub-discussion to be addressed. Then, at regular intervals of one to three days, the professor closes the current thread and opens a new one for the next sub-discussion. This rigid structure makes the overall discussion much easier to manage because at any given time there is only one active thread.
Another option is to organize these sub-discussions by tasks such that individual students or teams of students are responsible for specific aspects of the case. This option lends itself nicely to role-play in which different students are expected to adopt different positions or perspectives. Additionally, this option can be easily combined with the previously mentioned organizations by topics or time in order to convert a case discussion into a structured debate or arbitration. One important advantage of organizing a discussion around tasks assigned to teams of students is that the total number of messages posted can be reduced greatly. Teams work in
their private newsgroups preparing their agreed upon interventions, and only these team interventions are posted to the whole-group discussion.
Once the professor has decided on a structure for a given case discussion, it is crucial that he or she then communicate all necessary details to the students. This communication may simply be an opening message in the newsgroup, or it may be a separate document or preparation sheet. This communication must include specific instructions regarding what the students are expected to do and when, and should also include information regarding what actions the students can expect from the professor and when.
Possible Advantages of the Distributed Implementation of HBS’s Case Method
So far this paper has attempted to show that the case method can be implemented successfully in distributed environments. We will now attempt to take things a step further by exploring possible advantages of the distributed implementation over the traditional face-to-face implementation. Specifically, we will consider three topics: the nature of distributed groups, the nature of text-based, asynchronous communication, and the use of digital and multimedia materials.
1. The Nature of Distributed Groups
Returning briefly to Harvard Business School’s explanation of the case method, we see that the group of participants is described as “a diverse constellation of exceptionally talented people from an extraordinary range of personal and professional backgrounds.”7 The logic behind calling for such a group is so that their multiple perspectives and related professional experiences can enrich the case discussion. From this argument we can extrapolate that increasing the diversity and experience of the group will further increase the depth of dialogue. The following chart compares the cultural diversity and professional experience of the three MBA programs offered by IESE Business School. The chart clearly shows that the Global Executive MBA results in the most diverse and experienced group.
Program (Format) Students Countries
Represented*
Countries /
Student
Average Years
Professional
Experience
MBA8
(Full-time program)
220 50 0.23 4.5
Executive MBA9
(Weekend program)
72 6 0.08 7
Global Executive MBA10
(Blended, modular
program)
32 16 0.5 10 * Includes both countries of nationality and countries of residence.
7 https://www.doczj.com/doc/d911642504.html,/case/index.html
8 Program information is available at https://www.doczj.com/doc/d911642504.html,/en/Programs/MBA/MBA.asp
9 Program information is available at https://www.doczj.com/doc/d911642504.html,/en/Programs/EMBA/ExecutiveMBA.asp
10 Program information is available at https://www.doczj.com/doc/d911642504.html,/en/Programs/GEMBA/GlobalExecutiveMBA.asp
This data is consistent with Boettcher and Conrad’s finding that working adults are willing to travel greater distances for face-to-face professional development if the face-to-face meetings occur less frequently.11 The impact on the case method is that a greater number of perspectives and a greater amount of collective professional experience results in a richer discussion of business situations and problems. Indeed, professors who teach in all three programs comment that the exact same case studies can produce deeper dialogue and therefore greater learning in the Global Executive MBA than in the other two programs. In summary, the case method may be more effective in the Global Executive MBA because the program format requires a relatively small amount of face-to-face time, thus enabling the participation of a more diverse group of working professionals.
2. The Nature of Text-Based, Asynchronous Communication
Once again we return to a description of HBS’s case method, this time that of Dr. E. Raymond Corey, who writes, “The question is not whether or not you have found enough to talk about, but whether or not you have found enough to keep your students talking.”12 This quote implies that the pedagogical success of the case method is dependent in part on the quantity and quality of discussion between the students. While it may seem strange to those unfamiliar with text-based, asynchronous communication, the experience of IESE shows that the distributed implementation of the case method regularly results in a greater number of messages shared among students, and can also produce higher quality messages than those shared in face-to-face settings.
2.1 More Contributions
There are several characteristics of text-based, asynchronous discussion that facilitate an increase in the number of messages shared. Perhaps the most obvious is the extended period of time that is dedicated to each case. As explained earlier, what was once a one- to two-hour session becomes a one- to two-week online discussion, and while there is no implication that individuals connect all day every day, the relative absence of time constraints provides significantly more opportunities for interaction.13 This increase in interaction does create the challenge that was addressed earlier in this paper (managing all the messages), but it also has a positive impact on the students’ learning. As one IESE professor puts it:
The professor can bring out nearly everything that he or she can and wants to say about
a case. That never happens in class, where one is confined to drawing out a limited
number of essential points. The extended discussion format nearly ensures that each case will be “wrung dry” of learning and learning points.14
In addition to the extended period of time dedicated to each case, there are two other characteristics of text-based asynchronous discussion that may make students feel more comfortable interacting with one another, therefore increasing the quantity of communication. First, Palloff and Pratt explain that virtual communication removes social pressures and performance anxiety from discussion, thus making students feel more comfortable participating.15
11 Boettcher and Conrad, p.25.
12 Corey.
13 Boettcher and Conrad, p.22.
14 Comment from Dr. Maximilian Torres, IESE Business School (2001).
15 Palloff and Pratt, p.8.
This sense of safety and anonymity16 often means that students who are relatively quiet in face-to-face situations end up participating more online than they would in class. Second, in international programs, such as IESE’s Global Executive MBA, the use of text-based communication can result in increased participation by students who do not speak English as their first language. Often these students feel more comfortable and capable reading and writing in a foreign language than they do speaking in a foreign language. As a result, they participate more online than they would in face-to-face situations.17
2.2 Better Contributions
The characteristics of text-based, asynchronous communication that increase the amount of participation in case discussions (extended time, absence of social pressures, use of written language) also increase the quality of participation. Starting with the extended period of time dedicated to each discussion, Palloff and Pratt explain that “[participants] have more time to give more thought to their contributions to discussion.”18 In contrast to face-to-face situations, in which our comments are generally immediate reactions to the comments of others, in asynchronous situations we actually have time to reflect on what others have said, and on our own ideas before intervening. As one professor explains, “Students, and the professor, can think about questions and discussions before leaping in. One has a chance to correct one’s responses by composing offline and reviewing before going online to send them.”19 This increased reflection results in better prepared comments and higher quality discussion. One student says, “I found the discussions in the [newsgroups] more complete than in class, as the comments were more prepared. (…) I found this very useful for going deeper in the analysis.”20
Earlier we cited the use of written language as a characteristic that increased participation of students who do not speak English as their first language. Additionally, the use of written language can increase the overall quality of discussion because, as one student puts it, “writing down your thoughts and ideas makes you work harder.”21 We can interpret this comment in two ways. First, successful written expression requires a clearer understanding of the message being delivered than spoken expression. In a spoken exchange, we have the benefit of thinking out loud, refining our message as we go, and reacting to our audience. In a written exchange, in order to express an idea concisely so that it is both intelligible and convincing, we must first develop a very clear understanding of that idea. In the context of text-based, asynchronous communication, this factor results in clearer and better prepared comments than we might find in a face-to-face situation. Second, there is a permanence to written language that is generally absent from spoken communication. In a classroom setting, a comment only exists for as long as it is remembered by the participants. In a text-based environment, comments are published to a shared area, and essentially exist for the duration of the discussion, course, or even entire program of study. This factor makes it much more difficult for students to “wing it” as they may try to do in class.22 Again, the result is more carefully prepared messages that result in a higher quality discussion than we might find face-to-face.
16 Palloff and Pratt, p.xvi.
17 Murray.
18 Palloff and Pratt, p.xvi.
19 Comment from Dr. Bruno Cassiman, IESE Business School (2001).
20 Anonymous comment taken from student evaluations of IESE’s Global Executive MBA (2001).
21 Anonymous comment taken from student evaluations of IESE’s Global Executive MBA (2001).
22 Anonymous comment taken from student evaluations of IESE’s Global Executive MBA (2001)
Finally, while absence of social pressures can facilitate the participation of otherwise shy students, it can also enable all students to communicate more freely and deeply. The increased sense of safety that Palloff and Pratt associate with online communication can have a positive impact on the overall quality of case discussions. Dr. C. Roland Christensen explains that fearless sharing of ideas, feelings, and experiences is key to enabling students to learn from one another.23 Dr. E. Raymond Corey adds that without a strong sense of safety, students’ willingness to openly communicate with one another disappears.24 By combining the observations of Palloff and Pratt with those of Corey and Christensen, we conclude that the greater sense of safety associated with online communication results in an increased openness to sharing life experiences. This sharing then increases the overall learning that occurs during distributed case discussions as compared to those that are influenced by the social pressures of face-to-face situations. In IESE’s Global Executive MBA, this advantage has been observed with regard to the use of role play during case discussions. In face-to-face settings, feelings of embarrassment can hinder the effectiveness of role play as students struggle to accept themselves and others in the roles of characters in the case. However, in text-based, asynchronous case discussions, the absence of social cues can eliminate this embarrassment, enabling students to take role play more seriously.25
3. The Use of Digital and Multimedia Materials
We start this section by repeating that the distributed implementation of Harvard Business School’s case method does not require the modification of course materials. Research indicating that reading on paper may be more effective26 and comfortable27 than reading on screen, and surveys showing that students generally ask for paper versions of cases even when other media are available28, justify the use of text-based case studies distributed on paper or in easily printable formats. Nonetheless, digital and multimedia materials can be used to complement the text-based narratives and the group discussions in ways that may enhance the overall effectiveness of the case method. This section explores two types of digital and multimedia materials that can be used to complement the case method: video and electronic spreadsheets (such as Microsoft Excel). Before moving forward it is worth noting that these uses of technology do not have to be limited to distributed implementations of the case method. These practices are presented as advantages of the distributed implementation because, in IESE’s experience, they seem to be exploited more frequently in distributed settings than in face-to-face settings. However, the author of this paper encourages these uses of technology to complement and enhance case method teaching regardless of the specific setting.
Returning once again to Harvard’s description of the case method, we know that case studies are narratives that explain real problems that must be solved by real people, and that the research conducted during the process of writing a case often includes interviews with these real people.29 As one representative from Harvard Business School Publishing points out, providing students with actual video footage of these interviews can add a heightened sense of reality to the case. Through video, students can discover subtleties about the protagonist of the
23 Christensen.
24 Corey (1980).
25 Observation from Dr. Maximilian Torres, IESE Business School (2001).
26 Valauskas.
27 Ernst.
28 Shin.
29 https://www.doczj.com/doc/d911642504.html,/case/index.html
given situation that are communicated through body language and tone of voice, subtleties that may be lost in text-based narratives. This representative mentions an extreme example in which students get a completely different impression from seeing and hearing an individual as opposed to simply reading about that individual.30 In a distributed implementation of the case method that depends heavily on internet-based communication tools, it may seem logical to distribute these video clips in a streaming format. However, IESE’s experience has shown that distribution on CD-Rom is often a better option. Not only do CD-Roms allow for significantly better quality of image and sound, they also facilitate mobility because they can be viewed when internet connections are not available.31 This mobility is especially important in programs designed for working professionals who travel frequently.
Electronic spreadsheets, such as Microsoft Excel, are especially useful for complementing discussions of cases that include a significant numeric component. Such cases generally include tables and charts of economic data that students must analyze in order to fully understand the issues at hand and the possible solutions. Distributing these numbers in a digital format can greatly facilitate this analysis during all three phases of the implementation of the case method. During individual preparation, students can experiment with the numbers in order to make better predictions about the outcomes of possible interventions. During the two collaborative phases (team and whole group), portions of spreadsheets can be copied and pasted into newsgroup messages, or entire files can be attached to messages, making it easier for students to share and compare their calculations with one another. This sharing and comparing can also occur with students transcribing the numbers from the text-based case to their own spreadsheets, but distributing the numbers directly in a digital format not only saves time, but also ensures that all students work with the same format. This uniformity ensures technological compatibility, enables clear references to specific data, and avoids potential confusion caused by the different layouts that individuals might use if each student were to build his or her own spreadsheet. Additionally, by using the macro and graphing options built in to electronic spreadsheets, professors can actually turn economic data into numeric simulations that further enable students to understand the possible outcomes of their actions.
Example
In an attempt to illustrate some of the suggestions made in this paper, this section presents a detailed example from IESE’s Global Executive MBA. This example consists of the discussion of a two-part case: Diablesa A32 and Diablesa B.33 The case is written by Dr. Josep Tàpies, and the online implementation has been designed and delivered by Dr. Eduardo Martinez-Abascal as part of his course on Operational Finance. The situation presented in the case is that of a bank which, in Part A, must decide whether or not to grant a loan to a beverage distributor (Diablesa), and in Part B, having granted the loan, must decide how to protect their investment when new information is revealed.
30 Shin.
31 Schank, p.31.
32 Case reference: F-346-E, IESE Publishing.
33 Case reference: F-347-E, IESE Publsihing.
1. The Structure of the Activity
In designing this activity, Dr. Martinez-Abascal started by identifying logical divisions (in the form of specific questions) that could be used to organize the discussion. He then chose a structure that would best enable the class to deal with each of these logical divisions in relative isolation. One interesting aspect of this particular activity is that slightly different strategies are used for structuring each of the two parts of the case.
In Part A of the case, the professor starts by allowing a few days for individual and team preparation, and then organizes the full-group discussion around a series of time released discussion questions. For each question he creates a thread in the newsgroup and clearly defines a period of time to be dedicated to that question. Additionally, he adds an aspect of organization by tasks by defining the role of the “speaker” for each question. The “speaker” is the first student to present an answer to the question. The “speaker” must then lead the group in analyzing the question and its proposed solutions. Once the professor feels the question has been resolved, he posts some closing remarks and communicates to the group that it is time to move on to the next question. Once all discussion questions have been covered, the professor calls for a vote on whether or not the loan should be awarded. Upon completion of the vote, the results are released, Part A of the case is closed, and the materials for the discussion of Part B are distributed. The following image shows the structure of the discussion of Part A. In this image, all threads are “collapsed”. Clicking on the plus sign next to any message would “expand” that thread, displaying all responses to the initial message.
The discussion of Part B of the case also starts with a few days of individual and team preparation, and then the whole-group discussion is organized around a combination of topics and tasks. The professor again creates threads for individual discussion questions, but this time
all threads (three in total) are opened simultaneously. This structure is less rigid than the time-released threads used in Part A, but still provides the students with an organized way of dealing with the different questions in relative isolation. Tasks are integrated into this discussion in the form of a small team assignment that must be completed after the professor communicates that all three questions have been addressed sufficiently. Each team must present a brief action plan in the form of a single message posted to the newsgroup, and the activity concludes with the discussion of these action plans. The following image shows the structure of the discussion of Part B.
2. Preparation Sheets
Because of the complexity of this activity, rather than simply providing instructions in an opening message, the professor distributes a detailed preparation sheet for each of the two parts of the discussion. These preparation sheets communicate specific guidelines for the discussion, including an explanation of the role of the “speaker”, as well as the specific discussion questions and their corresponding dates. The complete preparation sheet for the discussion of Part A of the case is included below.
GUIDELINES FOR THE VIRTUAL DISCUSSION OF DIABLESA (A)
Assume we are the risk committee of Caja del Moncayo (“the bank”). The goal of our virtual discussion is to make a decision on the loan of 25 million to Diablesa. In a face-to-face meeting, that discussion would take 1.5 hours at most. In our distance discussion it should not take more than 3 hours per person. So we will try to make the decision in the least time possible and for that we need very strict rules, as follows:
1.We will discuss the case following the list of questions on the preparation sheet (which will be
the agenda for our virtual meeting). You may not post an opinion on any other question until the moderator (myself!) indicates that the corresponding thread is open.
2.For every question there will be a “speaker”, who will post a summary of the main points to
answer the question. This post should be a half page or less. Avoid excessive explanations, we all know the basics of the case we are discussing. Use one or two lines (at most) per point or idea. The speaker is the first person who posts an opinion on a given question. Anyone may take the role of speaker.
3.When responding to the speaker’s initial answer, post your opinion only to complement the
speaker’s view, ask questions, request clarification, or disagree. If your question has been clarified, you may erase it from the discussion, so that we keep the postings to a minimum. Do not post opinions of the kind “I fully agree” or “interesting analysis by Joe…”. Post opinions only to ask, complement or disagree with the speaker.
4.Respect the structure of the threads for each question. For example, if you disagree with the
answer to question 3, please reply directly to the speaker’s answer to that question. Do not open
a new thread. In this way we will have all the questions in the first level and clicking on each
question will bring up the different opinions.
5.Concentrate on the interpretation of numbers. If there are questions about the calculation of the
numbers, ask the speaker responsible for that question.
6.After a question from the preparation sheet has been discussed, I will close that question and
open the discussion of the next question. I will include a summary so that you may review the state of the discussion, reading only a few postings.
7.Excel documents and attachments.
- I will post the exhibits in the Global Campus in the format that we all will use.
- Only the “speaker” of the question should fill in these exhibits with the appropriate numbers
and attach the Excel file to his or her post.
- If you disagree with the calculations posted by the speaker, refer to the specific cell of that
spreadsheet. Do not include a new spreadsheet. We do not have time to analyze all the spreadsheets
proposed by the members of this committee. Also, please do not change the spreadsheet posted by
the speaker. He or she will do that.
- In the messages posted by the speaker, there should be conclusions about the main numbers.
One line per conclusion (no more explanation).
Forgive me if you consider these rules very strict and tough. My purpose is for us to learn how to function as a virtual and asynchronous committee that has to make a decision, minimizing the time required by each committee member. Face-to-face meetings have their own rules, so must virtual meetings. Our goal must be to learn, practice, and improve upon these rules. Please do share any suggestion that may improve the effectiveness of our committee.
Calendar and Preparation Sheet
Before Oct. 18th Individual or group study
Free time to study and solve the case on your own, or with your group. Case and Excel exhibits available in the Global Campus.
From Oct. 19th to Oct 21st Class discussion of questions 1 to 3.
1.Analysis of the Business as usual. Have a look at the business and try to understand what
Diablesa is doing during ’93, the products it sells, its strategy, and plans for the future…
2.Analysis of the Income Statement as usual. Give your diagnosis of the income statement:
Profitability, crucial factors, etc.
3.Analysis of the balance sheet. Also have a look at the financial situation (balance sheet) and how
it has changed since Dec. ’92. Clarify the amount of debt Diablesa has now (Exhibits 2 and 5) and the company’s restructuring plans. Cost of debt 15%.
I will close the discussion and only then may you post opinions on the following questions…
From Oct. 22nd to Oct 23rd Class discussion of questions 4 to 5.
4.Income statement forecast for ’93 and ’94. Risks or what could go wrong. Will Diablesa be able
to repay the debt? How good is its ability to generate funds? You do not need an income statement forecast to answer this question, but you may want to prepare one. Will other investments (in NFO or FA) be required in the future? Assume FA depreciation of 10% per year.
Use gross margin from Exhibit 4 enclosed.
5.Balance sheet forecast for ’93 and ’94. Risks or what could go wrong. Do you think that the credit
Diablesa is asking for is necessary? Is it sufficient? Prepare a simple balance sheet for Dec ’93. It will not take you long if you use the Jul ’93 balance sheet for reference. What is your opinion of this balance sheet? Look at the NFO and WC. To calculate the NFO items, you may use number of days, or simply consider changes in sales and in payment and collection policies, etc.
I will close the discussion and only then may you post opinions on the following questions…
From Oct. 24th to Oct 25th Class discussion of question 6.
6.Final opinion. Should we grant the loan? Risks if any? How to cover them? How would you
recommend the Bank deal with Diablesa’s request?
I will close the discussion and the case before we all move on to the next case.
Many thanks, and have a fruitful and efficient discussion … and have fun!
3. The Spreadsheets
Along with each preparation sheet, the professor also distributes economic data for each part of the case in the form of a Microsoft Excel spreadsheet. In this particular activity, the spreadsheets do not include graphs or simulation-like macros, but they do enhance the case discussion. The rows and columns are clearly labeled, and the professor establishes a scheme for referring to specific cells. Additionally, he encourages the students to copy and paste cells directly into their newsgroup messages in order to eliminate extensive use of attachments which might slow down the discussion. The nature of these spreadsheets enables the students to experiment with the data, and the norms established by the professor facilitate all communication related to this data. It is well worth noting that this use of spreadsheets was not included in this activity until the second time it was implemented. During the first implementation of this activity, the professor and students found that significant time was wasted deciphering the different spreadsheets that individual students had created based on the data that had been distributed on paper. To alleviate this problem, the professor began distributing these spreadsheets in all subsequent implementations of this activity. The following image shows the spreadsheet that is used during the discussion of Part A of the case.
4. The Role of the Professor during the Activity
After designing the activity, distributing the materials and carefully communicating the guidelines to the students, the professor must play two distinct roles. In his academic role he does basically the same as in a face-to-face case discussion: he guides the students in uncovering key learning points by pushing them to analyze more deeply, making connections between their comments, clarifying doubts, and summarizing critical points. In his administrative role, which is perhaps more complicated in the distributed environment than in the classroom, he is responsible for making sure that the group follows the plan he has devised. One of his most crucial tasks in this role is to open threads for each question, summarize threads upon closing them, and adhere to the established schedule. A detailed preparation sheet helps the professor fulfill this administrative role as it guides his own actions in the same way as it guides the actions of the students.
5. Evaluation
At the end of each module of IESE’s Global Executive MBA, students are asked to evaluate the distributed learning activities of each course. This evaluation consists of a quantitative
component based on a series of Likert-scale questions and a qualitative component based on open-ended questions. Year after year, both components of this evaluation indicate that this particular activity is quite effective, primarily because of its rigid and clearly communicated structure.
For this paper we will consider three specific points of the quantitative evaluation: overall quality of the activity, ease of following the activity, and perceived learning of the students. The following table clearly shows that in these three areas the students evaluate this activity significantly higher than others that are implemented during the same module of the program.34
Average evaluation Evaluation of this activity Overall quality 4 out of 5 4.6 out of 5
Easy to follow 4.2 out of 5 4.6 out of 5
Perceived learning 4.2 out of 5 4.7 out of 5
In terms of the qualitative evaluation of this activity, students generally highlight the structure of the activity and the clear guidelines. Many students explain that it is easy to follow and participate in this activity because of the rigid structure and clearly communicated expectations. Some compare this activity to others by saying that many other activities seem to go in multiple directions at the same time while this one seems to have a clear progression. Some go as far as saying that this activity is so much more effective because of its structure and guidelines that they recommend using it as a model to establish a standard format for all case discussions in the program.35
Finally, this activity has also been evaluated by asking Dr. Martinez-Abascal for his own reflections regarding the impact of class size on his workload. Specifically, he was asked to compare his experience teaching the Global Executive MBA class of 2004 (a group of 25 students) with his experience teaching the class of 2005 (a group of 35 students). The assumption was that the increase in class size would result in an increased workload.36 The professor reported dedicating some additional time to improving the preparation sheets, but once the activity was under way, not only did he not perceive an increased workload, but upon looking at the numbers he actually discovered that fewer messages were posted by the larger group.37 Additional analysis would be needed to fully understand this outcome, but at the very least Dr. Martinez-Abascal’s experience indicates that the rigid structure and clear guidelines of this activity may result in scalability that is not normally associated with distributed learning based on asynchronous discussion.
34 Data taken from anonymous evaluations of the 2nd module of IESE’s Global Executive MBA from 2002, 2003, 2004, and 2005.
35 Comments taken from anonymous evaluations of the 2nd module of IESE’s Global Executive MBA from 2002, 2003, 2004, and 2005.
36 Boettcher and Conrad, p.41.
37 Email from Dr. Martinez-Abascal, 17/11/2004.
Conclusions and Future Research Questions
The experience of IESE’s Global Executive MBA clearly shows that Harvard Business School’s case method can be implemented in distributed environments. This distributed implementation does potentially entail the challenge of managing massive numbers of messages, but IESE has met this challenge through IT-based interventions and careful instructional design. Furthermore, IESE has also detected certain benefits of distributed implementation: greater student diversity and professional experience, greater depth to discussions, and possibility of using digital and multimedia materials to complement the discussions.
Nonetheless, the fact that IESE’s Global Executive MBA is a blended program leaves numerous questions unanswered regarding the distributed implementation of the case method. In this particular program, students spend seven two-week periods in face-to-face settings. This time together results in strong interpersonal relationships with one another and with professors, and provides ample opportunities to become familiar with the traditional implementation of Harvard Business School’s case method. What would happen if we were to eliminate this face-to-face time, creating a 100% distributed program? Would the students still be able to build the interpersonal relationships necessary for engaging in the deep dialogue that is so crucial to the success of the case method? Without exposure to the face-to-face implementation, would students still successfully play their role during distributed discussions? If the face-to-face time is necessary, could it be reduced, and by how much? Is the importance of the face-to-face time primarily social, indicating that the time could be reduced and limited to social interactions as opposed to structured academic ones? Or is experience with the face-to-face implementation absolutely necessary for the distributed implementation to work, and if so, how much experience is necessary before the method can be moved to a distributed environment? Answering these questions would require extended testing, analyzing, and comparing of different program models in order to fully understand the limitations of the distributed implementation of Harvard Business School’s case method. Hopefully, as more business schools begin to experiment with the case method in distributed environments, future research will provide us with the necessary understanding to enable this implementation to reach its full potential.
References
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Corey, E. Raymond (1980). Case Method Teaching. Boston: Harvard Business School.
Ernst, Martin L. (1989). Electronic-Print Competition: Determinants of the Potential for Major Change. Cambridge: Program on Information Resources Policy.
Murray, Sarah (2002). Smaller Lessons for a Linked-Up World. Understanding E-Learning.
Financial Times supplement, spring 2002.
Palloff, Rena and Pratt, Keith (1999). Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. San Francisco: Jossey-Bass.
Schank, Roger (2001). Designing World-Class E-Learning: How IBM, GE, Harvard Business School, & Columbia University Are Succeeding at E-Learning. New York: McGraw-Hill Shin, Sharon (2004). Getting Down to Cases. BizEd. Volume 3, Issue 2.
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The ideas expressed in this paper have been presented at the following conferences and seminars:
- E-Learning Seminar, International Faculty Development Program, IESE Business
School. Barcelona, Spain, June 21-22, 2005.
- Expo E-Learning 2005, AEFOL. Madrid, Spain, March 9, 2005.
- E-Learning and the Publishing Sector, Liber 2004, AEFOL. Barcelona, Spain, September 29, 2004.
- Teaching OntheNet 2004, LERN. Online conference, June 15, 2004
- Distance Learning Seminar, International Faculty Development Program, IESE Business School. Barcelona, Spain. June 2-3, 2004.
哈佛大学研究生博士生录取条件 一、基本资料 哈佛大学全校共设有13所学院。其中:本科生院2所，即哈佛学院与拉德克利夫学院；研究生院11所，即文理学院、商业管理学院、肯尼迪管理学院、设计学院、教育学院、法学院、神学院、医学院、牙医学院、公共卫生学院及大学扩展部等。 文理学院分为生物化学与分子生物学系、生物科学部、应用科学部、地质学系、化学系以及计算机技术研究中心等。 医学院分为细胞与进化生物学系、微生物与分子遗传学系、神经生物学系、生物化学系、生物学与生物物理学系、药物学系、免疫学委员会、与MIT合建的健康科学部等。 公共卫生学院的微生物学系。 设计学院的建筑系和设计专业等。 教育学院分为计划、管理和社会政策专业，教学、课程和学术环境专业，阅读、咨询心理专业和人的发展等。 二、硬性条件 （一）哈佛商业管理学院博士生项目(Harvard Business School-Doctor Program) Doctor Program（即博士课程）分两种，一种叫DBA(Doctor of Business Administration即工商管理博士),
另一种是PHD Program（即哲学博士学位） 材料要求： 1、完整的在线申请 2、简历 3、Statement of Purpose（即意向声明） 4、所有大学期间的课程的官方成绩单，要求在线上传(DBA：工商管理学博士的申请人可以自己汇报成绩，无需官方成绩单) 5、GMAT或者GRE成绩(成绩的有效期有规定，具体可查询官网) 6、TOEFL成绩不低于100分 7、三封推荐信--至少一封来自学术方面，只接受在线提交，不接受纸质版。 8、105美金的申请费(只接受信用卡支付) （二）哈佛文理学院研究生院 材料要求： 1、TOEFL成绩不低于80，只接受iBT（新托福）考试成绩 2、三封推荐信，至少一封来自以前就读的全日制大学的教师 3、GRE成绩单，部分专业也要求GRE subject（即单项成绩单）
管理者必读的十本管理学书籍： 1.《有效的管理者》 在这本薄薄的书里，现代管理学之父彼得德鲁克提出一个重要的定律：管理者的效率，往往是决定组织工作效率的最关键因素。因此，在管理别人之前，你必须学会管理自己。 德鲁克也给出了有效管理者必须养成的五种习惯：正确统筹时间；致力于对外界的贡献；重视发挥长处，把工作建立在优势上；集中精力在少数主要领域；做有效地决策。 2.《孙子兵法》 企业管理中，战略制定与管理具有举足轻重的地位。虽然是一部兵书，但《孙子兵法》所蕴含的“兵者，诡道也”，“久暴师则国用不足”等战略思想经历2500余年检验，一直为历代政治家、军事家、商人等奉为至宝。美国著名高等学府哈佛大学商学院也将《孙子兵法》融入MBA战略课程中。 3.《领导力21法则》 “领导力就是领导力，不论你身在何处或从事怎样的工作。时代在改变，科技也在不断地进步，文化也因为地域不同而有差异。但是真正的领导原则却是恒定不变的……”美国著名领导力大师约翰?麦克斯韦尔如是说。 在本书中，麦克斯韦尔先生描述了影响力法则、过程法则、哈顿法则、根基法则在内的21项领导力法则，想拥有非凡的洞察力，想要修炼所向披靡的实战能力，马上开始21法则训练。 4.《基业长青：理想公司的成功理念》 1994年，通过对包括惠普、宝洁、3M和索尼等18个行业领袖成功企业的研究，吉姆·柯林斯给出了伟大的公司何以伟大的答案：企业在发展过程中必须不断自我改革、自我反省，使优势成为公司的特性。其人性化视角是本书的一大亮点。 5.《从优秀到卓越》 2001年《商业周刊》十佳商业书。吉姆·柯林斯耗费5年时间，对1965年来《财富》杂志列入500强的1400多家企业进行分析，得出令人震惊的研究成果——只有11家公司实现从优秀业绩到卓越业绩的跨越。 亚马逊书店评价本书说：“这是那种经理人和CEO们在若干年内需要一读再读的书。”
哈佛校训二十条（中英文对照）博文五周年 (2010-09-30 11:03:50) 转载▼ 标签： 分类：一博到底 哈佛校训 哈佛大学 校园 0、Let Plato be your friend and Aristotle but more let your friend be truth. “Amicus Plato, Amicus Aristotle, sed Magis Amicus VERITAS.”（拉丁文） 0.“与柏拉图为友，与亚里斯多德为友，更与真理为友”。
1. This moment will nap, you will have a dream; But this moment study, you will interpret a dream. 1.此刻打盹，你将做梦；而此刻学习，你将圆梦。 2. I leave uncultivated today, was precisely yesterday perishes tomorrow which person of the body implored. 2.我荒废的今日，正是昨日殒身之人祈求的明日。
3. Thought is already is late, exactly is the earliest time. 3.觉得为时已晚的时候，恰恰是最早的时候。 4. Not matter of the today will drag tomorrow. 4.勿将今日之事拖到明日。 5. Time the study pain is temporary，has not learned the pain is life-long. 5.学习时的苦痛是暂时的，未学到的痛苦是终生的。 6. Studies this matter, lacks the time, but is lacks diligently. 6.学习这件事，不是缺乏时间，而是缺乏努力。 7. Perhaps happiness does not arrange the position, but succeeds must arrange the position. 7.幸福或许不排名次，但成功必排名次。 8. The study certainly is not the life complete. But, since continually life part of - studies also is unable to conquer, what but also can make? 8.学习并不是人生的全部。但，既然连人生的一部分——学习也无法征服，还能做什么呢？ 9. Please enjoy the pain which is unable to avoid. 9.请享受无法回避的痛苦。 10. Only has compared to the others early, diligently diligently, canfeel the successful taste. 10.只有比别人更早、更勤奋地努力，才能尝到成功的滋味。 11. Nobody can casually succeed, it comes from the thoroughself-control and the will.
第1章单片机概论 1.1 单片机的特点及发展概况 单片机是一个单芯片形态、面向控制对象的嵌入式应用计算机系统。它的出现及发展使计算机技术从通用型数值计算领域进入到智能化的控制领域。从此，计算机技术在两个重要领域——通用计算机领域和嵌入式计算机领域都得到了极其重要的发展,并正在深深地改变着我们的社会。 1.1.1 单片机——微控制器嵌入式应用的概念 1．单片机概述 所谓单片机，即把组成微型计算机的各个功能部件，如中央处理器CPU、随机存储器RAM、只读存储器ROM、输入/输出接口电路、定时器/计数器以及串行通信接口等集成在一块芯片中，构成一个完整的微型计算机。因此单片机早期的含义为单片微型计算机（single chip microcomputer），直接译为单片机，并一直沿用至今。 由于单片机面对的是测控对象，突出的是控制功能，所以它从功能和形态上来说都是应控制领域应用的要求而诞生的。随着单片机技术的发展，它在芯片内集成了许多面对测控对象的接口电路，如ADC、DAC、高速I/O口、PWM、WDT等。这些对外电路及外设接口已经突破了微型计算机（microcomputer）传统的体系结构，所以更为确切反映单片机本质的名称应是微控制器。 单片机是单芯片形态作为嵌入式应用的计算机，它有惟一的、专门为嵌入式应用而设计的体系结构和指令系统，加上它的芯片级体积的优点和在现场环境下可高速可靠地运行的特点，因此单片机又称之为嵌入式微控制器（embedded micro controller）。但是，在国内单片机的叫法仍然有着普遍的意义。我们已经把单片机理解为一个单芯片形态的微控制器，它是一个典型的嵌入式应用计算机系统。目前按单片机内部数据通道的宽度，把它们分为4位、8位、16位及32位单片机。 2．单片机和微处理器 随着大规模与超大规模集成电路技术的快速发展，微计算机技术形成了两大分支：微处理器（micro processor unit，MPU）和单片机（micro controller unit，MCU）。 微处理器MPU是微型计算机的核心部件，它的性能决定了微型计算机的性能。通用
哈佛大学专业学位研究生联合培养项目及其启示 摘要：以哈佛大学的MBA/MPA-ID联合培养计划为例，对哈佛大学的研究生联合培养模式进行全面解读，并分析了其对我国专业学位研究生教育的启示。 关键词：哈佛大学；专业学位；联合培养；研究生教育 作者简介：傅利平，天津大学管理与经济学部，天津大学公共资源管理研究中心教授，天津300072；张志刚，教育部考试中心，天津大学管理与经济学部博士研究生，北京100084；刘一方，天津大学管理与经济学部博士研究生，天津300072。 一、前言 哈佛大学专业学位研究生教育在长达100多年的教育实践发展过程中，不仅传授知识，而且注重―创造知识与相互学习的方式方法‖，不断适应时代的发展而变革，强调培养学生的应变能力、预测能力、综合能力和组织能力，能够在风云变幻的外部世界变化中不断发展，不断取胜，一直被视为专业学位研究生教育的典范。为适应21世纪快速变化的外部环境，培养和提升学生的综合应对能力，2007年哈佛大学商学院（HBS）、肯尼迪政府管理学院（HKS）、法学院（HLS）等学院推出联合培养学位项目（Joint Program）。联合培养学位项目的类型主要包括：商学院与肯尼迪政府管理学院MBA/MPA-ID和MBA/MPP联合培养计划，商学院和法学院JD/MBA联合培养计划，法学院与肯尼迪政府管理学院JD/MPP或JD/MPA联合培养计划，法学院与公共卫生学院JD/MPH联合培养计划，法学院与建筑设计学院JD/MUP联合培养计划，法学院和艺术与科学研究院联合开展的JD/PHD联合培养计划等。这些联合培养计划的目标都是希望能够综合多学科的研究方向，专门培养具有多个领域专业知识的复合型领导者。这一顺应时代需求的变革之举，必将对新世纪的专业学位研究生教育带来深远的影响。本文以哈佛大学MBA/MPA-ID（Master in Business Administration/Master in Public Administration-International Development）联合培养学位计划为例，通过对培养目标、申请条件及流程和课程体系的介绍，较为深入地分析哈佛大学联合培养专业硕士的模式，以期能为我国专业学位研究生教育提供借鉴。 二、哈佛大学MBA/MPA-ID联合培养计划教育体系 1.培养目标 哈佛商学院和肯尼迪政府管理学院的MBA/MPA-ID联合培养计划的目标是适应当今国际社会对人才素质的更高要求，培养和塑造商业、政府和非营利组织中领导者的管理能力和公共政策创新能力，并以此促进社会福利。具体培养目标如下： 首先，培养熟练的分析能力。无论公共行政还是商业决策都代表着一系列的选择，面对这些选择时，除了运用定性分析的方法外，更要掌握定量分析技能[1]。同样，对于现实的政策来说，也需要通过分析、评估来确定其有效性，这就要求管理者具备熟练应用复杂分析工具的能力，因此联合培养计划认为掌握专业分析技术至关重要。 其次，培养商业及公共事业从业人员的管理能力。管理能力是管理者从事管理工作所应具备的素养、品质和能力的综合反映。无论是企业还是政府的管理者都肩负着计划、组织、领导、协调、控制的责任，其管理能力的高低会直接影响到企业或者政府的办事效率。因此，提高学生的管理能力成为联合培养计划的一个重要目标。
001、88位世界富豪的成长记录：大学问加小窃门 002、Action！管理开拍：周星弛搞笑电影中的管理003、CEO的海军陆战队：最近新类型管理书中最出色的一004、C行销：广告行销艺术 005、爱恨国企 006、巴比伦富翁的理财课：有史以来最完美的致富圣经007、把冰箱卖给爱斯基摩人：300家公司凯觎的CEO 008、把斧头卖给美国总统：没有什么不可能 009、把人搞定：办公室通关密码 010、霸气的力量 011、白酒风云：市场变局下的企业应对与人物解读012、白领2005：优秀企业的文化和机制 013、百度——如此专注：百度成功内幕 014、百年老店是怎样炼成的：中国版的《基业常青》015、办法总比问题多《励志经典》系列之一 016、办公室政治：白领生存法则 017、北大毕业生如何求职：为高校毕业生点睛指路018、背着黄金做贼：直销灰幕 019、奔跑的蜈蚣：以考核促进成长 020、比强者更强 021、毕业那天我们一起失业 022、变成有钱人并不难：著名理财师手把手教你学理财023、别让上司抓住把柄：完美职场生存30天条 024、冰点的思考：像经济学家一样思考 025、不成熟不要紧 026、不能让下属知道的：管理模式 027、财富大家：直面经济人生探访财富本源 028、财富第五波 029、菜根谭的智慧：咬得菜根，百事可做 030、差距在哪里：全球财富精英的传奇历程 031、豺狼的智慧 032、禅系列-幸福在心：幸或是不幸的含义 033、畅销谎言：对错位工作观念的重磅批判 034、超级成*** 035、超级模仿：你确实不需要重新发明轮子 036、闯荡大公司 037、成长：微软小子的教育 038、成长力：寻求解决企业成长问题 039、成长维生素：影响青少年的99个哲理故事 040、成功不难《读懂人生》姊妹篇 041、成功从底层开始 042、成功金字塔 043、成功金字塔的15个台阶 044、成功万有定律
哈佛二十条校训
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哈佛图书馆自习室墙上的20条训言（中英文） 一、此刻打盹，你将做梦；而此刻学习，你将圆梦。 This moment will nap, you will have a dream; But this moment study,you will interpret a dream. 二、我荒废的今日，正是昨日殒身之人祈求的明日。 I leave uncultivated today, was precisely yesterday perishestomorrow which person of the body implored. 三、觉得为时已晚的时候，恰恰是最早的时候。 Thought is already is late, exactly is the earliest time. 四、勿将今日之事拖到明日。 Not matter of the today will drag tomorrow. 五、学习时的苦痛是暂时的，未学到的痛苦是终生的。 Time the study pain is temporary, has not learned the pain islife-long. 六、学习这件事，不是缺乏时间，而是缺乏努力。 Studies this matter, lacks the time, but is lacks diligently
七、幸福或许不排名次，但成功必排名次。 Perhaps happiness does not arrange the position, but succeeds mustarrange the position. 八、学习并不是人生的全部。但，既然连人生的一部分——学习也无法征服，还能做什么呢？ The study certainly is not the life complete. But, sincecontinually life part of - studies also is unable to conquer, what butalso can make? 九、请享受无法回避的痛苦。 Please enjoy the pain which is unable to avoid. 十、只有比别人更早、更勤奋地努力，才能尝到成功的滋味。 Only has compared to the others early, diligently diligently, canfeel the successful taste. 十一、谁也不能随随便便成功，它来自彻底的自我管理和毅力。 Nobody can casually succeed, it comes from the thoroughself-control and the will.
Brigham and Women’s Hospital （哈佛大学医学院附属布列根和妇女医院，又译布里格姆与妇科医院） 布列根和妇女医院历史悠久，为美国哈佛大学医学院的第二大附属医院，由3家哈佛大学医学院附属医院：彼得?本特?布列根医院（成立于1913年）、罗伯特?布雷克?布列根医院（成立于1914年）和波士顿妇女医院（始于1832年），于1980年合并而成。医院共有雇员超过12,000 人；包括：3,000 医生, 2,800 护士和超过1,000 名的研究人员；医院拥有793张床位，年度门诊近950,000 人次，年度入院人数总计46,000 人次，急诊治疗人数达54,000 人次。 布列根和妇女医院因其先进的诊断和治疗技术和强大的科研实力成为世界著名的综合性医院之一。在这里共诞生了4位诺贝尔医学奖获得者。年均接受美国国立卫生研究院5.37亿美元科研经费支持，是全美接受该项拨款最多的机构。 该医院在癌症、心血管、神经外科、骨关节、胃肠、泌尿、整形、内分泌、妇产科、试管婴儿等疾病治疗方面的优势全美公认。 美国最好的移植中心之一，开展心脏移植、肺移植、肾移植、心肺联合移植手术及骨髓移植等，曾在2004年创造了36小时内完成5台肺移植手术的记录。 临床优势专科介绍 1 癌症中心 1996年，布列根和妇女医院与世界领先的癌症治疗与研究机构丹娜法伯癌症研究院联合，成立了丹娜法伯/布列根癌症中心。一般来说，癌症患者的门诊在丹娜法伯癌症研究院进行，而住院治疗则在布列根和妇女医院进行。两个机构由天桥相连，合为一体，形成丹娜法伯/布列根癌症中心。一直被评为全美最顶尖、最权威得癌症治疗中心。 丹娜法伯/布列根癌症中心综合了世界顶级的癌症研究院及一所世界顶级的医院，创立了集综合医疗、外科手术、放疗及最新临床试验为一体的12个癌症专科，可治疗各类癌症，包括肺癌、乳腺癌、胃癌、食管癌、结直肠癌、肝癌、胰腺癌、白血病、多发性骨髓瘤、神经系统肿瘤、前列腺癌、肾癌、宫颈癌、骨肉瘤、头颈癌、皮肤癌、黑色素瘤等等。其里程碑式的成就包括：开发了卵巢癌的
一、学校概况 哈佛大学是公认的世界一流综合性大学，1636年创建至今，已有360多年的历史。理科教授中产生过三十多位诺贝尔奖得主，文科教授中产生过三十多位普利策奖得主。以上获奖者尚不包括从哈佛毕业但已离校工作的人。在美国历史上，哈佛的毕业生中产生过六位总统，还培养出众多成就杰出而举世公认的科学家、文学家、教育家、哲学家、诗人等。在权威机构和媒体历年对美国大学教育质量的综合评估中，哈佛大学总是名列前茅。 该校位于欧洲大陆移民群体最先到达的北美新英格兰地区麻萨诸塞州的康桥(Cambridge，又译剑桥)市，典雅的校园沿着清澈秀丽的查尔斯河下游顺流铺开。目前共有10个学院、1个高级研究院、1个继续教育部。其中，文理学院(faculty of arts and sciences)是全校的核心，其余9个是专业学院(schools)：商学院、法学院、政府管理学院、教育学院、医学院、牙医学院、神学院、建筑学院、公共卫生学院等。各学院都有自己的研究生院，却没有通管各学院的校级研究生院，只有一个以文理学院研究生院领导成员为核心、由各学院研究生院院长组成的全校博士项目学术委员会，负责监督协调各博士项目，提出改进建议，评审新设项目的申请。 作为私立大学，哈佛2002年筹得的办学经费为23.57亿美元，支出22.86亿美元。其经费的来源主要有三：1、政府拨款或国家基金，2、民间基金，3、校友、企业和其他私人的捐款。以2002年为例，所获经费的77%是联邦政府提供的，15%由基金会提供，8%由企业、州政府和地方政府提供。其中联邦政府拨给哈佛的经费有77%是国家卫生部所属的国家卫生研究院(NIH)等机构提供的，8%由国家自然科学基金会提供，4%由国防部提供。 与此相应，联邦政府拨到哈佛的经费，41%流到医学院;29%流到公共卫生学院;24%流到文理学院。哈佛的科技项目经费主要是从联邦政府申请而来。社会科学项目的经费大约一半从政府申请，一半从民间基金会或捐款得来。人文学科的项目经费主要靠民间基金和捐款。校长的主要任务就是向各方筹款。所以，在每年一度的校友返校庆祝大会前，人们必定可以看到校长站在会场入口同排队入场的校友们逐一握手寒暄，笑容可掬地给每人送去几句亲切问候。这些活动往往就是校友捐款的高峰。 二、研究生教育与管理概况 全校在校研究生约12800人，国外留学生占34%，国际化程度比较高。博士生学制一般为6年(医学院研究生为8年制)，但很有弹性，可以提前毕业，更多的情况是推迟毕业。因为学位论文要求很高，学生在此期间的打工负担又比较重，所以往往不能完成研究和写作。有些学生延期太久，以至学校1994年做出新的规定：十年仍未完成学位论文答辩者，取消哈佛研究生的资格。 2001年哈佛大学授予博士学位508人，绝大多数是PH.D(其中生命科学146人，人文科学111人，社会科学86人，物理学71人)，其他专业博士学位不足百人。同年全美国授予的博士学位是40744人，从数量上讲，哈佛在各高校中排第12位，加州伯克利大学以751人排第1位。哈佛文理学院的在校博士生约3500人，近年每年招生660人左右。该院一般不专门培养硕士生，只是把硕士作为一个出口，授给完成了前两年的课业而出于各种原因不再继续攻读博士学位的研究生。其他的专业学院则大量培养专业硕士生，学制一般为1—2年，几乎没有3年制的硕士生。这主要是因市场对不同规格人才的需求使然，培养3年制的硕士，投资多，就业难。 硕士毕业意味着具备了专业基本知识，包括基本问题上的争议，基本资料，专业学术史背景等等。但是在美国，没有博士学位是进不了高教和科研机构的。而有博士学位的毕业生的就业情况也不算好。他们中大约有一半以上没能进入学术界，而是到各种各样的应用型企事业单位谋职。哈佛博士毕业生的就业情况也不例外，去应用领域做事的比在学术领域搞科研的要多。
哈佛大学经典校训 2018-02-261、 thismomentwillnap,youwillhaveadream;butthismomentstudy,youwillinter pretadream.此刻打盹，你将做梦;而此刻学习，你将圆梦。 2、 ileaveuncultivatedtoday,waspreciselyyesterdayperishestomorrowwhichper sonofthebodyimplored.我荒废的今日，正是昨日殒身之人祈求的明日。 3、thoughtisalreadyislate,exactlyistheearliesttime.觉得为时已晚的时候，恰恰是最早的时候。 4、notmatterofthetodaywilldragtomorrow.勿将今日之事拖到明日。 5、timethestudypainistemporary,hasnotlearnedthepainislife-long.学习时的苦痛是暂时的，未学到的痛苦是终生的。 6、studiesthismatter,lacksthetime,butislacksdiligently.学习这件事，不是缺乏时间，而是缺乏努力。 7、 perhapshappinessdoesnotarrangetheposition,butsucceedsmustarrangethe position.幸福或许不排名次，但成功必排名次。 8、 thestudycertainlyisnotthelifecomplete.but,sincecontinuallylifepartof-
studiesalsoareunabletoconquer,whatbutalsocanmake?学习并不是人生的全部。 但，既然连人生的一部分——学习也无法征服，还能做什么 呢?9、pleaseenjoythepainwhichisunabletoavoid.请享受无法回避的痛苦。 10、 onlyhascomparedtotheothersearly,diligently,canfeelthesuccessfultaste.只有比别人更早、更勤奋地努力，才能尝到成功的滋味。 11、nobodycancasuallysucceed;itcomesfromthethoroughself-controlandthewill.谁也不能随随便便成功，它来自彻底的自我管理和毅力。 12、thetimeispassing.时间在流逝。 13、nowdripsthesaliva,willbecometomorrowthetear.现在淌的哈喇子，将成为明天的眼泪。 14、thedogequallystudy,thegentlemanequallyplays.狗一样地学，绅士一样地玩。 15、todaydoesnotwalk,willhavetoruntomorrow.今天不走，明天要跑。 16、theinvestmentfuturepersonwillbe,willbeloyaltotherealityperson.投资未来的人是忠于现实的人。 17、theeducationlevelrepresentstheincome.教育程度代表收入。
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惠普之道的政策和措施都是来自于一种信念，就是相信男男女女们全都包装总公司想把工作干好，有所创造，只要给他们提供了适当的环境，他们就能做到这一点。惠普之道就是那种关怀和尊重每个人和承认他们个人成就的传统。 ——惠普公司创始人之一比尔·休莱特（Ｂｉｌｌ·Ｈｅｗｌｅｔｔ） 以人为本 ——惠普之道在中国仅仅以下两个事实就足以令惠普公司无比自豪：一个是，在美国惠普被人们称为“使硅谷诞生的公司”；另一个是，1983年，英国女王伊丽莎白访问美国时，只提出参观一家公司——这就是位于加利福尼亚州斯坦福大学附近的惠普公司。是什么为惠普赢得了如此崇高的声望呢？你如果以这个问题来请教任何一个惠普公司员工，无论是来自中国惠普还是惠普公司美国总部，他一定会毫不犹豫地回答：“是惠普之道。” 惠普之道 那么，“惠普之道”究竟是什么？它配得上这么高的赞誉吗？1999年5月26日，惠普公司总裁普莱特（Lew Platt）先生与海尔集团总裁张瑞敏先生在青岛由国家经贸委推出的“世纪变革中的经营管理——世界500强系列讲座”中进行了一番对话，或许能够为我们理解惠普之道提供一些线索。 普莱特：惠普文化的核心是经久不变的价值观，即一套坚定的信念：信任和尊重个人；追求卓越的成就与贡献；在经营活动中坚持诚实与正直；依靠团队精神来达到我们的目标；鼓励灵活性和创造性。惠普文化造就了惠普在业界的良好信誉，在硅谷，有大批的公司老板在惠普工作过，深受惠普之道的熏陶，甚至有人认为惠普在某种意义上影响造就了硅谷。 张瑞敏：海尔强调对两部分人的尊重：一部分是员工，另一部分是客户。一个企业的领导，不论他多么成功，都永远不要以为自己比这两种人更聪明，想驾驭他们，否则就会走向失败。对员工，海尔赛马不相马；对客户，海尔坚持真诚到永远。14年来，海尔以平均82.8%的速度增长，主要是海尔坚持不断创新，包括观念、管理、技术和组织结构的创新。使企业发展能够适应市场变化，或者创造新的市场。 普莱特：惠普是地方分权式的组织，很少有统一的规范来约束员工。惠普
校训乃一校之魂，原本是学校校长讲话中的关键词语，因为既有底蕴又有实效，所以被一代一代的教师和学子们传递下去，时间一长，就成了约定俗成的话语，这就是校训。校训，作为一个标尺，激励和劝勉在校的教师和学子们，即使是离开学校多年的人也会将校训时刻铭记在心。校训也能体现学校的办学原则与目标。同时它也是一种文化，是一种面向社会的精神标志，能为学校起到一定的宣传作用。有些校训还对其本校的创建历史或文化背景有所反映，包含着较多的信息。 大学不是单纯适应社会的产物，而是开启智慧、追求真理、传播知识、弘扬文化的重要场所，担当起引领社会发展方向的神圣使命。校训则是引领大学前进的方向标，良好的校训的确立，成为办好一所大学的先决条件。古今中外世界著名大学都各自拥有其独特的校训，鲜明的体现出他们不同的办学理念和治学特点。而由此形成的校训文化则成为大学教育中一道靓丽的风景。 东方和西方思想和思维有较大差异，由此导致东西方大学办学理念的不同，西方大学传统办学理念：合理求是、使命引导、学术自由、大学自治、积极应变、科学取向。东方大学传统办学理念：和而不同、各美其美、学术责任、与时俱进、止于至善、伦理（人文）取向。因而，体现办学理念的大学校训也就各有偏重。 美国斯坦福大学的校训是"让自由之风吹拂"，英国剑桥大学拉丁文校训引用的是苏格拉底的一句话"我与世界相遇，我自与世界相蚀，我自不辱使命，使我与众生相聚。"而中国科技大学的校训"红专并进理实交融"。 校训是一所大学学风的集中体现，实事求是，严谨务实，成为各高校培养高素质人才的首要准则。实事求是，意为：办事求学必须根据实证，求索真相，踏踏实实，知之为知之，不知为不知。追求真理，是治学最基本的目标，也是每一位求学者追求的崇高理想。世界著名学府哈佛大学的校训是：Let Plato be your friend, and Aristotle, but more let your friend be truth，中文翻译为"与柏拉图为友，与亚里士多德为友，更要与真理为友"。大学的目的不仅是让学生认识已有的知识，而且还要让他们去创新的知识。学生必须学会自己去认识真理。但追求新的真理并不是一帆风顺的，不仅需要付出艰辛的努力，而且可能遭到旧的威或当权者的反对。所以，与真理为友就显得更加可贵。耶鲁大学的校训也同为"光明与真理"。 “自强不息，厚德载物"中国高等学府清华大学的校训，也是当代大学生应该具备的优秀品质和基本道德素养。它精辟地概括了中国文化对人与自然、人与社会、人与人的关系的深刻认识与辩证的处理方法，是中华民族的民族精神与民族性格的重要表征。作为一个高尚的人，在气节、操守、品德、治学等方面都应不屈不挠，战胜自我，永远向上，力争在事业与品行两个方面都达到最高境界。 南开大学校训："允公允能日新月异"，提倡的是"公能"教育，一方面是培养青年"公而忘私"、"舍己为人"的道德观念；另一方面则是训练青年"文武双全"、"智勇兼备"，为国效劳的能力。这与美国普林斯顿大学的校训："普林斯顿——为了给国家服务"如出一辙。 大学校训有着深厚的文化底蕴，它可以体现出一个大学良好的精神风貌，优良的学风，先进的办学理念和教学方针政策，甚至是学校的整个文化背景和文化氛围。不同的国家、地区思想文化的差异，造成办学理念的差异，但这些理念不应是相互对立、互不通融的，而应该是相互交叉、相互补充。
教材目录 - 绝对管理教材网 企业全面信息化建设研讨 贾勇讲座贾勇 市场竞争的利剑＋美国历史频道人物志 市场竞争的利剑 中科院系列讲座《Project Management》Ranadll B. Dunham教授项目管理精要李丽 百家讲坛《聚焦全球管理热点：项目管理》等合辑 国外石油公司《信息化建设的现状和发展趋势》 8D问题解决王继武 TPM维修管理刘毛华 强手攻略——国家级企业管理创新成果 企业赊销与风险控制 管理信息管理 ISO实用指南 管理创新与领导艺术刘峰 新世纪中国最佳商务策略 现代企业经营战略－实务与案例吴维库 企业核心竞争力的培育方法与误区分析史东明 时代光华－高效的会议管理技巧张晓彤 麦当劳决战商法赖林胜 中科院系列讲座《项目计划与进度管理》 中科院系列讲座《项目管理》（外教）Robert Dean Stone 中国企业成功案例精选《如何降低采购成本》张明玉 中国企业成功案例精选《企业如何摆脱危机》张明玉 中国企业成功案例精选张明玉 美国奥斯汀大学DBA《沟通管理技巧》清华张文 企业家成长之路陈辉 信息管理清华陈国青 大陆投资与经营之道 创造价值的企业转型战略 名牌战略 香港资深顾问师《经营策略》官应廉 中小企业经营与管理 无本万利-当代商企管理新思维杨涛等 企业创新与危机管理艾学蛟 生死攸关话名牌专家团 成败透视—中国企业成败案例精选专家团 海尔的管理、学习和创新张瑞敏 海尔真相 海尔经验纪实评论 时代光华－海尔模式田娜
现代企业规范化管理实务周坤 麦肯锡高层管理论丛（季刊）＋质量工程师手册（电子文档）作为管理者的工程师 管理流程设计与管理流程再造尹隆森 时代光华管理课程之《岗位说明书的编写与应用》尹隆森现代企业规范化管理整体解决方案尹隆森 建模操作，自我训练刘光起 A管理模式实战百例刘光启 A管理模式刘光启 A管理报告会刘光启 车谈“A管理模式”mp3刘光启 软件企业的管理与文化—剖析微软制胜之道微软高层 目标管理与绩效考核张文 创新经营秦俊伦 孙子兵法与商战演义邱明正 如何打造百年企业—企业高层管理者的超级修炼邢以群 锡恩业务流程4R管理模式姜汝祥 锡恩持续增长模式操作方案姜汝祥 赢在执行姜汝祥 企业行为管理韩庆祥 细节决定成败汪中求 经营管理战略技巧入门 总裁魅力领导与激励曾仕强 曾仕强点评经营之神胡雪岩曾仕强 名家论坛—人性管理曾仕强 超世纪大易管理曾仕强 中国式管理—组织行为学曾仕强 中国式管理—总裁领导学曾仕强 企业变革与文化余世维 管理者的情商EQ 余世维 管理者的领导商数LQ 余世维 市场竞争分析与最佳策略选择余世维 赢在执行—如何提升企业经理人的执行力余世维 职业经理人常犯的11种错误余世维 《成功经理人》（中国人寿）余世维 如何做一个成功的职业经理人余世维 工商管理百科辞典+企业管理表格大全 世界500强企业管理软件系统 A管理模式控制点软件行政版刘光启 A管理模式控制点软件业务版刘光启 A管理模式模板库刘光启 市场营销学王荷琴 时代光华-有效的分销管理董方雷 销售人员专业技能训练整体解决方案刘敏兴
哈佛大学医学院附属波士顿儿童医院就医指南杭州五舟医院管理有限公司在美国设有七个服务中心，分别是纽约、休斯顿、波士顿、巴尔的摩、罗切斯特、费城、克利夫兰，每个服务中心均有医学服务团队，为患者提MD安德森癌症中心、梅奥诊所、麻省总医院等权威医院的一站式就医服务。目前国外服务体系最完善的海外就医全程服务司。杭州五舟医院管理有限司致力于为国内患者提供国外权威医院推荐、国外权威专家预约、出国看病病情材料收集整理、病历材料的医学翻译、病历材料邮寄、国外医院邀请函及费用预估函的翻译、医疗签证的办理、机票住宿预订、出国前指导、国外看病期间的接机住宿及看病接送、国外就医全程医学翻译、在国外期间的生活翻译陪同及护工陪同安排、归国后的病情跟踪、国外药品邮寄、医院费用账单折扣申请等一站式服务。 波士顿儿童医院是全球好、美国最大的儿童医院，历年全美儿童医院综合排名第一。小儿癌症历年稳居全美第一。此外，在儿童心脏、儿童神经、儿童骨科、儿童内分泌、儿童泌尿、儿童肺科等领域也稳居全美前两位。波士顿儿童医院始于1869年，一家非盈利医疗机构。140年以来，一直在为儿童疾病的治疗而努力，从1947年首次成功缓解白血病到最近的复杂胎儿心脏缺陷的矫正。除了哈佛医学院，合作伙伴还包括哈佛干细胞研究所、麻省理工学院卫生科学与技术、博德研究所、孤独症联盟和波士顿大学。并且与丹娜法伯癌症研究院、布列根和妇女医院以及麻省总医院保持着紧密的合作关系。
波士顿儿童医院有395张床位，为21岁以下的人群提供全套的医疗服务。每年接纳的病患达到了24，943人次，228个专门临床项目计划每年接纳557，620人次；2012年手术量达到26，534台。 此外, 波士顿儿童医院是世界上最大的以儿童医院为背景的研 究机构。研究团队有1100多位科学家，包括9名国家科学院人员、11名医学研究所在职人员和9名霍华休斯医学研究所人员。每年科研投入2亿2千5百万美元。波士顿儿童医院的研究人员John F. Enders为，1954年诺贝尔奖得主，脊髓灰质炎疫苗的奠基人。 1、儿童癌症和血液疾病中心 波士顿儿童医院的癌症和血液疾病，与丹娜法伯癌症研究院紧密合作，成立了丹娜法伯/波士顿儿童医院癌症中心。丹娜法伯/波士顿儿童医院癌症中心是丹娜法伯癌症研究所和波士顿儿童医院共同创建的综合性儿童癌症和血液病项目。 医院的团队被美国新闻和世界报道评为全美最好的团队，为患有各种癌症和血液病的儿童提供治疗，包括最常见的和最罕见的癌症。医院的团队除了儿童血液学家、肿瘤学家和护士，还包括整个波士顿儿童医院的专家：儿童外科手术专家、影像学专家、病理学家、干细胞移植医生和心理学家。医院的专家团队制定了综合性的医疗护理计划，能照顾到患有癌症和血液疾病的儿童各个方面的健康。 丹娜法伯、波士顿儿童医院癌症中心是基于研究的基础之上。医院有两个儿童癌症和血液病研究项目，医院的许多医生是的医师和科
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目录 当别人的领导绝非易事。对于绝大部分新经理而言，获得晋升、初次走上管理岗位的兴奋和新鲜之后，他们很快就会发现，作为管理者想要获得成功所需的技能和方法，与作为员工个人成功所需的技能和方法截然不同。正如某证券公司一位新任分公司经理的感言：“我实在无法用言语形容。它很像当你有了孩子时的感觉。一天前，你还没有孩子。可过了一天，你就突然变成了母亲或父亲，你必须了解有关照料小孩的一切知识。” 所有的企业高管和领袖也都曾经有过初为经理的日子。他们生命中获得的第一份管理工作会对他们产生终身影响。数十年后，当回忆起最初的那几个月时，他们会觉得这段转型经历塑造了自己的领导理念和风格，不断影响自己的整个职业生涯。如果某个员工因为出色的个人业绩和能力得到提拔，却无法成功地承担管理责任，那么就会使企业蒙受相当大的人力和财务损失。 过去一个世纪里，全世界最聪明的学者一直在研究人何以胜任管理和领导工作，并把自己最了不起的研究成果发表在《哈佛商业评论》上。这里推荐的是一百年来最值得新经理阅读的十大哈佛文章，其中很多篇文章已经成为管理学、心理学、领导学的经典必读文献，值得每一位有志于管理和领导的商业人士永久珍藏，终身阅读。 1、角色认知篇：《初为领导》 本文作者琳达·希尔是哈佛商学院最资深的教授之一，她是哈佛商学院领导力和组织行为学两个学科领域的首席教授。过去十五年里，希尔教授专注于研究那些正在向管理岗位进行重大职业转形的人士，尤其关注那些由于个人业绩优异而被提拔为经理的人，《初为领导》一文就是她的主要研究成果。文章指出，学习管理比大多数新经理预想得还要困难，这个过程充满了痛苦和压力，其主要原因在于，新经理对管理工作有五大错误认知，包括：误