Successful Strategic Execution Is Hard

Successful strategic execution is hard to achieve because of five key reasons (Franken, Edwards, & Lambert, 2009):

  1. Relentless pressure from shareholders for greater profits. This forces top business leaders to redefine their strategy more often.
  2. Increased complexity of organizations. For example, the activities it requires to create products and services span various functional, organization, and even geographical boundaries.
  3. Balancing demands of executing complex change programs with business performance. In particular, in cases where management is tied to rewards based on performance, it can be difficult to get buy-in into creating strategic plans for the future.
  4. Low levels of involvement of managers at the beginning stages of strategic execution.
  5. Difficulty securing the required resources to execute the strategy. As a result of the large number of concurrent change programs, many of the company’s resources will already be allocated and even if they are available, managers will aggressively compete for them.

Reference

Franken, A., Edwards, C., & Lambert, R. (2009). Executing strategic change: Understanding the critical management elements that lead to success. California Management Review, 51(3), 49-72.

Creating an Ethical Organizational Culture

Robbins and Judge (2009) offer a nice list of what management can do to create a more ethical organizational culture. They suggest a combination of the following practices:

  1. Be a role model and be visible. Your employees look to the behavior of top management as a model of what’s acceptable behavior in the workplace. When senior management is observed (by subordinates) to take the ethical high road, it send a positive message for all employees.
  2. Communicate ethical expectations. Ethical ambiguities can be reduced by creating and disseminating an organizational code of ethics. It should state the organization’s primary values and the ethical rules that employees are expected to follow. Remember, however, that a code of ethics is worthless if top management fails to model ethical behaviors.
  3. Offer ethics training. Set up seminars, workshops, and similar ethical training programs. Use these training sessions to reinforce the organization’s standards of conduct, to clarify what practices are and are not permissible, and to address possible ethical dilemmas.
  4. Visibly reward ethical acts and punish unethical ones. Performance appraisals of managers should include a point-by-point evaluation of how his or her decisions measure up against the organization’s code of ethics. Appraisals must include the means taken to achieve goals as well as the ends themselves. People who act ethically should be visibly rewarded for their behavior. Just as importantly, unethical acts should be punished.
  5. Provide protective mechanisms. The organization needs to provide formal mechanisms so that employees can discuss ethical dilemmas and report unethical behavior without fear of reprimand. This might include creation of ethical counselors, ombudsmen, or ethical officers.

A good case study of an unethical organizational culture is the now defunct Enron. Sims and Brinkmann (2003) described Enron’s ethics as “the ultimate contradiction between words and deeds, between a deceiving glossy facade and a rotten structure behind” (p. 243). Enron executives created an organizational culture that valued profits (the bottom line) over ethical behavior and doing what’s right.

References

Robbins, S.P., & Judge, T.A. (2009). Organizational behavior (13th ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Sims, R.R., & Brinkmann, J. (2003). Enron ethics (or: Culture matters more than codes). Journal of Business Ethics, 45(3), 243-256.

What Happens When Leaders Set High Expectations?

Some of you may have heard that when leaders set high expectations followers rise to meet them.

Well, there’s actually a concept called the Pygmalion Effect which says that the lower the expectations, the worse people do. In an interesting experiment (Eden & Shani, 1982) in a 15-week combat command course, trainees were matched on aptitude and then randomly put in 1 of 3 groups.

Each group had different expectations, high, average, and no specified expectations. But 4 days before the trainees arrived, the instructors were told that each trainee had a score that was based on their psychological test scores, data from a prior course on leadership, and on ratings by previous commanders. This score (known as command potential or CP) represents the trainee’s potential to command others.

What’s more, the instructors were told that the course grades predict command potential (CP) in 95% of the cases. Afterwards, the instructors were each given a list of the trainees assigned to them. Each list had the trainee’s name and the trainee’s CP score.

Based on the Pygmalion hypothesis, it was confirmed that the instructor’s prior expectation (based on what they thought were a high or low CP score for each trainee) influenced the trainee’s performance (Eden & Shani, 1982). Trainees whose instructors expected high performance scored significantly higher on objective achievement tests, exhibited more positive attitudes, and were seen as better leaders.

So What: Leaders often get the performance they expect from their employees.

Reference

Eden, D., & Shani, A. B. (1982). Pygmalion goes to boot camp: Expectancy, leadership, and trainee performance. Journal of Applied Psychology, 67(2), 194–199.