Know What You Don't Know: How Great Leaders Prevent Problems Before They Happen [NOOK Book]

Overview

Problems remain hidden in organizations for a number of reasons, including fear, organizational complexity, gatekeepers who insulate leaders from problems that are coming up, and finally, an overemphasis on formal analysis in place of intuition and observation. This book lays out the key skills and capabilities required to ensure that problems do not remain hidden in your organization. It explains how leaders can become effective problem finders, unearthing problems before they destroy an organization. The book ...

See more details below
Know What You Don't Know: How Great Leaders Prevent Problems Before They Happen

Available on NOOK devices and apps  
  • NOOK Devices
  • Samsung Galaxy Tab 4 NOOK
  • NOOK HD/HD+ Tablet
  • NOOK
  • NOOK Color
  • NOOK Tablet
  • Tablet/Phone
  • NOOK for Windows 8 Tablet
  • NOOK for iOS
  • NOOK for Android
  • NOOK Kids for iPad
  • PC/Mac
  • NOOK for Windows 8
  • NOOK for PC
  • NOOK for Mac

Want a NOOK? Explore Now

NOOK Book (eBook)
$18.49
BN.com price
(Save 43%)$32.99 List Price

Overview

Problems remain hidden in organizations for a number of reasons, including fear, organizational complexity, gatekeepers who insulate leaders from problems that are coming up, and finally, an overemphasis on formal analysis in place of intuition and observation. This book lays out the key skills and capabilities required to ensure that problems do not remain hidden in your organization. It explains how leaders can become effective problem finders, unearthing problems before they destroy an organization. The book explains how leaders can become an anthropologist, going out and observe how employees, customers, and suppliers actually behave. It then goes on to present how they can circumvent the gatekeepers, so they can go directly to the source to see and hear the raw data; hunt for patterns, including refining your individual and collective pattern recognition capability; "connect the dots" among issues that may initially seem unrelated, but in fact, have a great deal in common; give front-line employees training in a communication technique; encourage useful mistakes, including create a "Red Pencil Award"; and watch the game film, where leaders reflect systematically on their own organization's conduct and performance, as well as on the behavior and performance of competitors.

Read More Show Less

Product Details

  • ISBN-13: 9780135072820
  • Publisher: Pearson Education
  • Publication date: 2/12/2009
  • Sold by: Barnes & Noble
  • Format: eBook
  • Edition number: 1
  • Pages: 224
  • Sales rank: 1,300,584
  • File size: 666 KB

Meet the Author

Michael A. Roberto

Michael A. Roberto is the Trustee Professor of Management at Bryant University in Smithfield, Rhode Island, after six years as a faculty member at Harvard Business School. His research, teaching, and consulting focus on strategic decision-making processes and senior management teams. He is the author of Why Great Leaders Don’t Take Yes for an Answer (Wharton School Publishing, 2005).

Read More Show Less

Read an Excerpt

Preface Preface

In the spring of 2005, former Secretary of Defense Robert McNamara came to speak to my students. At the time, I served on the faculty at Harvard Business School. My colleague Jan Rivkin and I invited McNamara to answer our MBA students’ questions about his years in the Defense Department as well as his time at Ford Motor Company and the World Bank. My students had studied the Bay of Pigs fiasco, the Cuban Missile Crisis, and the Vietnam War. We examined those case studies as part of a course focused on how to improve managerial decision-making. Most class sessions focused on typical business case studies, but students found these examples from the American presidency to be particularly fascinating. We had analyzed the decision-making processes employed by Presidents Kennedy and Johnson and their senior advisers. Now, we had an opportunity to hear directly from one of the key players during these momentous events of the 1960s. McNamara came and answered the students’ questions, which included some tough queries regarding the mistakes that were made during the Vietnam War as well as the Bay of Pigs debacle.

McNamara had not visited the Harvard Business School in many years. However, he recalled his days at the school quite fondly. McNamara graduated from the MBA program in 1939 and returned a year later to join the faculty at just twenty-four years of age. The students expressed amazement that he had been on the faculty sixty-five years prior to his visit that day in the spring of 2005.

Before the class session began, McNamara asked me about my research. I told him about a new book I had written, set to come out two months later, regarding the way leaders make decisions. Then McNamara asked about teaching at the school, inquiring as to whether we still employed the case method of instruction. When I indicated that the case method still reigned supreme in our classrooms, he expressed his approval. He recalled how much he enjoyed learning and teaching by the case method. McNamara then affirmed a long-standing belief about this experiential learning technique. He explained that the case method provided students good training in the subject matter I researched and taught—namely, problem-­solving and decision-making. After all, most cases put students in the shoes of a business executive and make them grapple with a difficult decision facing the firm.

McNamara then surprised me when he mentioned that this approach to teaching and learning did have a major deficiency. He argued that the case method typically presents the problem to the student. It describes the situation facing a firm and then frames the decision that must be made. In real life, according to McNamara, the leader first must discover the problem. He or she must figure out what problem needs to be solved before beginning to make decisions. McNamara explained that identifying the true problem facing an organization often proved to be the most difficult challenge that ­leaders face. In many instances leaders do not spot a threat until far too late. At times, leaders set out to solve the wrong problem.

Now here I stood, quite pleased that I had just completed my first book on the subject of decision-making. I anticipated its release in just a matter of weeks. I had built a solid course on the subject as well. McNamara seemed to be telling me that I had missed the boat! I needed to be helping managers and students learn how to find problems, rather than focusing so much attention on problem-solving. I wrestled with this thought over the next six months, and then in the winter of 2006, I set out to write a new book. This time, I would write about the process of problem-finding, rather than problem-solving and decision-making. Two and a half years later, I have completed that book.

The Central Message

In this book, I argue that leaders at all levels must hone their skills as problem-finders. In so doing, they can preempt the threats that could lead to disaster for their organizations. Keep in mind that organizational breakdowns and collapses do not occur in a flash; they evolve over time. They begin with a series of small problems, a chain of errors that often stretches back many months or even years. As time passes, the small problems balloon into larger ones. Mistakes tend to compound over time; one small error triggers another. Once set in motion, the chain of events can be stopped. However, the more time that passes, and the more momentum that builds, once-­seemingly minor issues can spiral out of control.

Many leaders at all levels tell their people that they hate surprises. They encourage their people to tell them the bad news, rather than providing only a rosy picture of the business. They hold town-hall meetings with their employees, tour various company locations, and remind everyone that their door is always open. Still, problems often remain concealed in organizations for many reasons. Unlike cream, bad news does not tend to rise to the top.

In this book, I argue that leaders need to become hunters who venture out in search of the problems that might lead to disaster for their firms. They cannot wait for the problems to come to them. Time becomes the critical factor. The sooner leaders can identify and surface problems, the more likely they can prevent a major catastrophe. If leaders spot the threats early, they have more time to take corrective action. They can interrupt a chain of events before it spirals out of control.

Through my research, I have identified seven sets of skills and capabilities that leaders must master if they want to become effective problem-finders. First, you must recognize that people around you filter information, often with good intentions. They hope to conserve your precious time. Sometimes, though, they filter out the bad news. Problem-finders learn how to circumvent these filters. Second, you must learn to behave like an anthropologist who observes groups of people in natural settings. You cannot simply ask people questions; you must watch how they behave. After all, people often say one thing and do another. Third, the most effective problem-finders become adept at searching for and identifying patterns. They learn how to mine past experience, both personal and organizational, so that they can recognize problems more quickly. Fourth, you must refine your ability to “connect the dots” among seemingly disparate pieces of information. Threats do not come to us in neat little packages. They often remain maddeningly diffuse. Only by putting together many small bits of information can we spot the problem facing the organization. Fifth, effective problem-finders learn how to encourage people to take risks and learn from their mistakes. They recognize that some failures can be quite useful, because they provide opportunities for learning and improvement. You must distinguish between excusable and inexcusable mistakes, though, lest you erode accountability in the organization. Sixth, you must refine your own and your organization’s communication skills. You have to train people how to speak up more effectively and teach leaders at all levels how to respond appropriately to someone who surfaces a concern, points out a problem, or challenges the conventional wisdom. Finally, the best problem-­finders become like great coaches who watch film of past performances and glean important lessons about their team’s problems as well as those of their principal rivals. You must become adept at review and reflection, as well as how to practice new behaviors effectively.

The outline of this book is straightforward. The book begins with a chapter describing the overall concept of problem-finding. Why is it important, and what does it mean? Then, each of the following seven chapters describes one of the critical problem-finding skills and capabilities I have identified in my research. Throughout the text, I refer to the endnotes, which provide information if you’re interested in learning more about the academic research upon which I have drawn. Finally, the book closes with a chapter that examines the mindset of the problem-finder. I argue that becoming an effective problem-finder requires more than mastering a set of skills. You have to embrace a different attitude and mindset about work and the world around you. The best problem-finders demonstrate intellectual curiosity, embrace systemic thinking, and exhibit a healthy dose of paranoia.

The Research

The research for this book consisted of nearly one hundred fifty interviews with managers of enterprises large and small. I asked them to speak with me about their successes and failures and to describe how they tried to prevent failures from taking place. The interviews took place in a wide range of industries. I spoke with many CEOs as well as business unit leaders and staff executives. The field notes from these interviews, as well as other artifacts collected during my visits to these firms, filled several large drawers of the file cabinet in my university office.

Throughout the research, I sought breadth as well as depth. I conducted single interviews at a wide range of firms in many industries. I have not limited my research to private-sector enterprises; I have drawn upon many nonbusiness case studies in my work. In a few instances, I examined a particular organization in great detail. For instance, at the FBI, Jan Rivkin and I conducted many interviews with people at all levels of the bureau. For the rapid-response team study, Jason Park and I interviewed roughly twelve people at each hospital. We also observed many weekly meetings at one of those organizations. At Children’s Hospital in Minneapolis, Amy Edmondson, Anita Tucker, and I interviewed a number of physicians, nurses, and administrators. At GameWright, a children’s game company in Massachusetts, Taryn Beaudoin and I spent a great deal of time learning about the organization and interviewing managers.

I have sought to conduct research that is fundamentally inter­disciplinary in nature. Throughout my field studies, as well as my review of others’ work, I have drawn upon the literature in domains as diverse as psychology, political science, marketing, sociology, economics, neuroscience, and medicine. No one field has a monopoly on issues pertaining to leadership. I have conducted research, and drawn upon others’ work, that I believe is highly relevant to the practice of management. Far too much research conducted at business schools today has little or no value to business leaders. While I cite a number of important experimental studies throughout the book, I have tended to emphasize the findings from intensive field research where other scholars and I have spoken with and observed real managers in action.

How to Read This Book

You probably have significant demands on your time. For this book to have value, you must be able to apply the ideas to your work. You must come away with tangible changes in how you go about leading your teams and organizations. Therefore, I encourage you to adopt an active learning approach as you read this book. Do not simply turn the pages and try to digest the ideas. Simply reading the text represents passive learning, which typically has less impact than a more engaged approach. As you examine the manuscript, begin to think about how to put the ideas into practice. Try implementing some of the concepts in your organization. Bounce your ideas off valued colleagues. Do not wait until you finish the manuscript. Experiment with the ideas presented here, reflect on your experiences, and refine your approach. Try to make the ideas come alive for you. Find the techniques that best fit your style of leadership and the demands of your organization.

Finally, keep in mind that becoming a better leader is a never-ending journey. No book can provide a recipe for transforming you into a successful leader. It will not happen overnight. Even the best leaders have opportunities to improve. I can only hope that this manuscript stimulates you to think differently about your roles and responsibilities as a leader. Perhaps you will take a fresh look at how you and your colleagues approach problems and mistakes. If you avoid a major failure in part because of what you have learned here, this book will have served a very useful purpose.

Michael A. Roberto Smithfield, Rhode Island July 23, 2008

© Copyright Pearson Education. All rights reserved.

Read More Show Less

Table of Contents

Acknowledgments xii

About the Author xv

Preface xvi

Chapter 1 From Problem-Solving to Problem-Finding 1

Chapter 2 Circumvent the Gatekeepers 27

Chapter 3 Become an Ethnographer 53

Chapter 4 Hunt for Patterns 73

Chapter 5 Connect the Dots 95

Chapter 6 Encourage Useful Failures 119

Chapter 7 Teach How to Talk and Listen 139

Chapter 8 Watch the Game Film 161

Chapter 9 The Mindset of a Problem-Finder 185

Index 195

Read More Show Less

Preface

Preface

In the spring of 2005, former Secretary of Defense Robert McNamara came to speak to my students. At the time, I served on the faculty at Harvard Business School. My colleague Jan Rivkin and I invited McNamara to answer our MBA students’ questions about his years in the Defense Department as well as his time at Ford Motor Company and the World Bank. My students had studied the Bay of Pigs fiasco, the Cuban Missile Crisis, and the Vietnam War. We examined those case studies as part of a course focused on how to improve managerial decision-making. Most class sessions focused on typical business case studies, but students found these examples from the American presidency to be particularly fascinating. We had analyzed the decision-making processes employed by Presidents Kennedy and Johnson and their senior advisers. Now, we had an opportunity to hear directly from one of the key players during these momentous events of the 1960s. McNamara came and answered the students’ questions, which included some tough queries regarding the mistakes that were made during the Vietnam War as well as the Bay of Pigs debacle.

McNamara had not visited the Harvard Business School in many years. However, he recalled his days at the school quite fondly. McNamara graduated from the MBA program in 1939 and returned a year later to join the faculty at just twenty-four years of age. The students expressed amazement that he had been on the faculty sixty-five years prior to his visit that day in the spring of 2005.

Before the class session began, McNamara asked me about my research. I told him about a new book I had written, set to come out two months later, regarding the way leaders make decisions. Then McNamara asked about teaching at the school, inquiring as to whether we still employed the case method of instruction. When I indicated that the case method still reigned supreme in our classrooms, he expressed his approval. He recalled how much he enjoyed learning and teaching by the case method. McNamara then affirmed a long-standing belief about this experiential learning technique. He explained that the case method provided students good training in the subject matter I researched and taught—namely, problem-­solving and decision-making. After all, most cases put students in the shoes of a business executive and make them grapple with a difficult decision facing the firm.

McNamara then surprised me when he mentioned that this approach to teaching and learning did have a major deficiency. He argued that the case method typically presents the problem to the student. It describes the situation facing a firm and then frames the decision that must be made. In real life, according to McNamara, the leader first must discover the problem. He or she must figure out what problem needs to be solved before beginning to make decisions. McNamara explained that identifying the true problem facing an organization often proved to be the most difficult challenge that ­leaders face. In many instances leaders do not spot a threat until far too late. At times, leaders set out to solve the wrong problem.

Now here I stood, quite pleased that I had just completed my first book on the subject of decision-making. I anticipated its release in just a matter of weeks. I had built a solid course on the subject as well. McNamara seemed to be telling me that I had missed the boat! I needed to be helping managers and students learn how to find problems, rather than focusing so much attention on problem-solving. I wrestled with this thought over the next six months, and then in the winter of 2006, I set out to write a new book. This time, I would write about the process of problem-finding, rather than problem-solving and decision-making. Two and a half years later, I have completed that book.

The Central Message

In this book, I argue that leaders at all levels must hone their skills as problem-finders. In so doing, they can preempt the threats that could lead to disaster for their organizations. Keep in mind that organizational breakdowns and collapses do not occur in a flash; they evolve over time. They begin with a series of small problems, a chain of errors that often stretches back many months or even years. As time passes, the small problems balloon into larger ones. Mistakes tend to compound over time; one small error triggers another. Once set in motion, the chain of events can be stopped. However, the more time that passes, and the more momentum that builds, once-­seemingly minor issues can spiral out of control.

Many leaders at all levels tell their people that they hate surprises. They encourage their people to tell them the bad news, rather than providing only a rosy picture of the business. They hold town-hall meetings with their employees, tour various company locations, and remind everyone that their door is always open. Still, problems often remain concealed in organizations for many reasons. Unlike cream, bad news does not tend to rise to the top.

In this book, I argue that leaders need to become hunters who venture out in search of the problems that might lead to disaster for their firms. They cannot wait for the problems to come to them. Time becomes the critical factor. The sooner leaders can identify and surface problems, the more likely they can prevent a major catastrophe. If leaders spot the threats early, they have more time to take corrective action. They can interrupt a chain of events before it spirals out of control.

Through my research, I have identified seven sets of skills and capabilities that leaders must master if they want to become effective problem-finders. First, you must recognize that people around you filter information, often with good intentions. They hope to conserve your precious time. Sometimes, though, they filter out the bad news. Problem-finders learn how to circumvent these filters. Second, you must learn to behave like an anthropologist who observes groups of people in natural settings. You cannot simply ask people questions; you must watch how they behave. After all, people often say one thing and do another. Third, the most effective problem-finders become adept at searching for and identifying patterns. They learn how to mine past experience, both personal and organizational, so that they can recognize problems more quickly. Fourth, you must refine your ability to “connect the dots” among seemingly disparate pieces of information. Threats do not come to us in neat little packages. They often remain maddeningly diffuse. Only by putting together many small bits of information can we spot the problem facing the organization. Fifth, effective problem-finders learn how to encourage people to take risks and learn from their mistakes. They recognize that some failures can be quite useful, because they provide opportunities for learning and improvement. You must distinguish between excusable and inexcusable mistakes, though, lest you erode accountability in the organization. Sixth, you must refine your own and your organization’s communication skills. You have to train people how to speak up more effectively and teach leaders at all levels how to respond appropriately to someone who surfaces a concern, points out a problem, or challenges the conventional wisdom. Finally, the best problem-­finders become like great coaches who watch film of past performances and glean important lessons about their team’s problems as well as those of their principal rivals. You must become adept at review and reflection, as well as how to practice new behaviors effectively.

The outline of this book is straightforward. The book begins with a chapter describing the overall concept of problem-finding. Why is it important, and what does it mean? Then, each of the following seven chapters describes one of the critical problem-finding skills and capabilities I have identified in my research. Throughout the text, I refer to the endnotes, which provide information if you’re interested in learning more about the academic research upon which I have drawn. Finally, the book closes with a chapter that examines the mindset of the problem-finder. I argue that becoming an effective problem-finder requires more than mastering a set of skills. You have to embrace a different attitude and mindset about work and the world around you. The best problem-finders demonstrate intellectual curiosity, embrace systemic thinking, and exhibit a healthy dose of paranoia.

The Research

The research for this book consisted of nearly one hundred fifty interviews with managers of enterprises large and small. I asked them to speak with me about their successes and failures and to describe how they tried to prevent failures from taking place. The interviews took place in a wide range of industries. I spoke with many CEOs as well as business unit leaders and staff executives. The field notes from these interviews, as well as other artifacts collected during my visits to these firms, filled several large drawers of the file cabinet in my university office.

Throughout the research, I sought breadth as well as depth. I conducted single interviews at a wide range of firms in many industries. I have not limited my research to private-sector enterprises; I have drawn upon many nonbusiness case studies in my work. In a few instances, I examined a particular organization in great detail. For instance, at the FBI, Jan Rivkin and I conducted many interviews with people at all levels of the bureau. For the rapid-response team study, Jason Park and I interviewed roughly twelve people at each hospital. We also observed many weekly meetings at one of those organizations. At Children’s Hospital in Minneapolis, Amy Edmondson, Anita Tucker, and I interviewed a number of physicians, nurses, and administrators. At GameWright, a children’s game company in Massachusetts, Taryn Beaudoin and I spent a great deal of time learning about the organization and interviewing managers.

I have sought to conduct research that is fundamentally inter­disciplinary in nature. Throughout my field studies, as well as my review of others’ work, I have drawn upon the literature in domains as diverse as psychology, political science, marketing, sociology, economics, neuroscience, and medicine. No one field has a monopoly on issues pertaining to leadership. I have conducted research, and drawn upon others’ work, that I believe is highly relevant to the practice of management. Far too much research conducted at business schools today has little or no value to business leaders. While I cite a number of important experimental studies throughout the book, I have tended to emphasize the findings from intensive field research where other scholars and I have spoken with and observed real managers in action.

How to Read This Book

You probably have significant demands on your time. For this book to have value, you must be able to apply the ideas to your work. You must come away with tangible changes in how you go about leading your teams and organizations. Therefore, I encourage you to adopt an active learning approach as you read this book. Do not simply turn the pages and try to digest the ideas. Simply reading the text represents passive learning, which typically has less impact than a more engaged approach. As you examine the manuscript, begin to think about how to put the ideas into practice. Try implementing some of the concepts in your organization. Bounce your ideas off valued colleagues. Do not wait until you finish the manuscript. Experiment with the ideas presented here, reflect on your experiences, and refine your approach. Try to make the ideas come alive for you. Find the techniques that best fit your style of leadership and the demands of your organization.

Finally, keep in mind that becoming a better leader is a never-ending journey. No book can provide a recipe for transforming you into a successful leader. It will not happen overnight. Even the best leaders have opportunities to improve. I can only hope that this manuscript stimulates you to think differently about your roles and responsibilities as a leader. Perhaps you will take a fresh look at how you and your colleagues approach problems and mistakes. If you avoid a major failure in part because of what you have learned here, this book will have served a very useful purpose.

Michael A. Roberto
Smithfield, Rhode Island
July 23, 2008

© Copyright Pearson Education. All rights reserved.

Read More Show Less

Customer Reviews

Average Rating 4
( 9 )
Rating Distribution

5 Star

(4)

4 Star

(3)

3 Star

(0)

2 Star

(1)

1 Star

(1)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously
Sort by: Showing all of 9 Customer Reviews
  • Posted June 22, 2012

    Author Roberto has produced a very readable authoritative book o

    Author Roberto has produced a very readable authoritative book on how to gather information that will help you anticipate problems within your organization. He has distilled his consulting experience down to a handful of specific guidelines, each supported with anecdotes from his (direct or indirect) experience.

    The one complaint is that Roberto appears to be stretching to come up with some of his guidelines. To me, his lesson can be winnowed down to a few simple statements:
    —Stay in touch with the front-line people in your organization.
    —Establish an environment (and structures) where members of your organization feel free to bring up issues without fear of being blamed for problems.
    —Examine every situation for potential lessons learned—that is, look at your successes as well as your failures.
    He appears to repeat these in slightly different form throughout the book. But it is readable; the anecdotes are lively, interesting, and relevant; and (best of all) his observations match up with what I've observed in both successful and dysfunctional organizations.

    Was this review helpful? Yes  No   Report this review
  • Anonymous

    Posted April 24, 2012

    Easy but concise reading

    Although the author has a very experienced academic background, this doesn't read like an MBA textbook. His cases cover a variety of industries and historical events. I'm impressed with amount of background research he appears to have gone through before distilling it into a well-organized, tight presentation.

    Was this review helpful? Yes  No   Report this review
  • Anonymous

    Posted December 1, 2011

    Price?

    Why is this book cost seven dollars more than kindle version?

    0 out of 4 people found this review helpful.

    Was this review helpful? Yes  No   Report this review
  • Posted June 14, 2010

    more from this reviewer

    Constructive look at problem finding

    Sir Winston Churchill, Great Britain's intrepid prime minister during World War II, was an amazingly perceptive leader. He was one of the first to warn of the military threat Germany posed prior to both world wars. How did he know? He routinely sought out rank-and-file members of the British military and low-level English government bureaucrats to find the truth. In the same way, you should dig deeply into your organization for unbiased, accurate information so you can detect problems before they turn into disasters. In his case-filled, albeit pretty much one-note, book, management professor Michael A. Roberto explains why finding problems is harder than solving them. He shows how danger hidden beneath the surface can present the greatest peril to your company. getAbstract recommends Roberto's engaging book to managers at all levels. Spot those icebergs before they sink your business.

    Was this review helpful? Yes  No   Report this review
  • Anonymous

    Posted April 24, 2011

    No text was provided for this review.

  • Anonymous

    Posted March 21, 2012

    No text was provided for this review.

  • Anonymous

    Posted September 13, 2011

    No text was provided for this review.

  • Anonymous

    Posted March 31, 2011

    No text was provided for this review.

  • Anonymous

    Posted June 7, 2011

    No text was provided for this review.

Sort by: Showing all of 9 Customer Reviews

If you find inappropriate content, please report it to Barnes & Noble
Why is this product inappropriate?
Comments (optional)