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    Are you an Advisor or a Consultant?

    Governance Leadership Management Performance Societal Wellbeing Teaching
    Periodically, I'm asked whether I'm an advisor or a consultant. For many years now, the answer I've provided has been 'advisor', often in an effort to avoid the stigma commonly associated with 'consultant'. (Consultants are the guys that borrow your watch to tell you the time, right?) However, as I've studied the English language more closely in the last couple of years, I've become much more comfortable with the term 'consultant', because it most accurately describes who I am and what I do. Let me explain.

    Generally speaking (although perhaps somewhat simplistically):
    • A consultant is a problem-solver, a simplifier. They are someone you call on to find a way forward, when you have a problem in need of a solution. At their best, consultants provide answers, or at least recommendations. They may or may not actually do the work to implement any solution you choose to pursue.
    • An advisor is a problem-definer. They are someone you call on as an impartial sounding board, to stimulate your thinking and to test ideas. At their best, advisors help survey the horizon and bring the future into focus. They may well recommend the names of others (consultants!) to help solve a problem once it is more clearly defined.

    While my priority as a pracademic is to think broadly about corporate governance and strategy in order to discover possibilities and pursue options, my clients are most interested in solutions to problems they face today – recommendations and answers – which fits nicely with my instinct to understand and solve problems.

    Now your turn: Are you an advisor or a consultant?
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    ANZAM'13: final reflections

    Conferences Governance Leadership Management Performance Research Strategy Teaching
    A couple of correspondents have noticed (and commented!) that my dispatches from the ANZAM conference, held in Hobart 4-6 Dec, appeared to be incomplete because the last dispatch posted covered the keynote at the beginning of the second day. Indeed, this is correct. Most of the leadership and governance papers that I was interested in were presented on the first day. I spent much of the second day in one-on-one discussions with other researchers, exploring ideas that had been presented earlier in the conference, and testing a few ideas of my own. This proved to be a very valuable albeit more private time for me, because I was able to correct a few assumptions and misunderstandings, and get some additional clarity on some concepts that I didn't grasp well when they were first presented.

    One session that proved to be very interesting was the interactive session on management education and the rise of MOOCs (massively open online courses). This new concept, of an entire course of material delivered online has caught the attention of many. The concept sounds great on paper, particularly to extend reach. However, the delivery model is not without its challenges (no opportunity to interact with others to thrash out ideas on a whiteboard, for example), and the financial model needs work (currently, access is free). Notwithstanding these points, the concept has merit as a delivery model alongside others. MOOCs should not be regarded as a panacea to replace the traditional (though high-cost) classroom learning model, as some have suggested.

    Overall, the conference met my expectations. It was well-organised, with plenty of opportunity to interact with other delegates. However, the quality of the papers was lower than I expected. Some described some simply outstanding pieces of research, but, many others were straightforward reports of statistical analyses of readily available data. Papers in this category lacked any insightful commentary to assist future research, or help managers improve their performance in the field. In my opinion, some of these papers should have been rejected at the review stage. A smaller collection of higher quality papers makes for a better conference. If this shortcoming can be addressed, then the appeal, relevance and usefulness of ANZAM—to researchers and managers alike—will be enhanced I'm sure.
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    On teaching and learning, undergraduate style

    Research Societal Wellbeing Teaching
    Today is the first Thursday I've had to myself since 14 February. I have been teaching 115.108 "Organisations and Management", a first-year paper at Massey University. This was my first teaching experience in an undergraduate environment, so I didn't really know what to expect. Would the students engage? Would they just sit there? Would they even turn up?

    Fast forward to today. The semester is complete, save the final examinations. Having now completed the assignment, I've learnt a lot—about myself, the students and the learning environment—so thought a few reflections would be in order:
    • Most young men and women are committed learners—if you encourage them, show them trust, and treat them as adults. The natural learning style of most adults is to share ideas and ask questions, a style I adopted this semester. In my experience, if you ask people questions, they will answer—surprise, surprise. In contrast, the standard modus operandi in a university context seems to be to lecture—a one-way transfer at best. I continue to be amazed that universities operate on the basis of broadcasting information in a lecture format. Is this conducive to effective learning?
    • I was stunned at the drop-off in attendance as the semester progressed. Attendance dropped by 50% over the course of the semester. Other Tutors said this was normal, and not to be alarmed or critical of my own effectiveness. I can't help but be alarmed. Were some students inappropriately enrolled at the beginning of the semester? Did the course and delivery not suit the learning preferences of the class? Were there timetabling clashes? Did the students get lazy? I don't have any answers to this one, but suggest university councils treat this as a real concern, as they grapple with their goals and seek to allocate limited resources effectively.
    • The ability of the class to think critically was well below what I expected. Our modern world is complex. We need leaders who think critically and make smart, informed  choices. I wonder whether the NCEA system, which dumbs down topics by separating the holistic subjects into parts, is to blame?
    • The assignment forced me to adopt a weekly rhythm, to ensure material was available and I was "ready to go" each week. But it was fun. I enjoyed working with a great group, most of whom were just embarking on the tertiary and professional careers, but can't see myself full-time in a university environment. The pace is too slow!
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    Is it time for our business schools to get closer to business?

    Management Performance Research Societal Wellbeing Teaching
    Acclaimed businessman, Rob Fyfe (formerly CEO of Air New Zealand), was reported this week as saying that business students don't understand leadership in the real world, and that universities should take a more authentic approach to leadership study. I agree.

    Over the last two years, I have been immersed in post-graduate study—initially a post-graduate certificate in business, and subsequently doctoral study. In so doing, I have observed some rather interesting behaviours and patterns that, quite frankly, trouble me.
    • A large percentage (perhaps the majority, even) of the academic researchers and tutors I have come in to contact with seem to have a very relaxed attitude towards time. The importance of time that pervades business is not apparent in academia. 
    • Many of the students I've met (both under-graduate and post-graduate) seem to lack any real appreciation of how business is conducted. Consequently, their ability to appreciate management concepts and theories, and think about them critically, is compromised.

    The consequences of these behaviours and patterns appear in the assignment submissions, theses and research reports produced by students and faculty. Much of the material is technically correct but either hard to understand or lacking in any applicability to real-world situations. It's almost as if the "so what?" question has never been posed, let alone wrestled with.

    In my opinion, all aspiring business students should be required to undertake at least five years practical experience in a relevant field before they are accepted into any post-graduate programme. Also, faculty should be required to do a significant period of field work on at least a sabbatical basis (every seven years). This type of requirement would ensure students and staff have at least a basic understanding of business in the real-world. Such a model may well be threatening to some faculty who sit comfortably in their learned environment. However, I suspect the quality and practical usefulness of the research produced, and calibre of graduates re-entering the workforce, would increase markedly.

    What do you think?
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    Adding a string to my bow

    Research Teaching Time Management
    I added a new string to my bow (so to speak) today—by becoming a Tutor at Massey University. So, with tutoring in the mix, I now have six strings to manage and keep in tune (Doctoral candidate, advisor, director, husband/father, cyclist, tutor). The task I've taken on is to teach the 115.108 Organisations and Management paper on the Wellington campus. It's a core paper in the BBS programme, and should be a lot of fun.

    Preparing for weekly lecture and tutorial sessions will be a new experience for me, one that promises to be both demanding and fulfilling. I'll need to organise my time in a more structured manner than I've been used to—to ensure I meet the weekly cycle and provide space for students to visit to ask questions. On the upside, the idea of contributing to the learning and development of the next generation of business men and women is quite neat.

    One initial observation: the systems and processes Massey has in place for new staff—even part-timers on fixed term contracts like me—are amazing. When I visited the campus today, I discovered access to key on-line resources had already been configured, an office had been assigned, access keys and cards were waiting for collection, and staff were bending over backwards to be helpful. If today is any guide, I'm in for a fulfilling semester ahead. Hopefully, the students agree!