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HBS	
  	
  -­‐	
  Case	
  Study	
  
        McKinsey	
  &	
  Company:	
  Managing	
  
           Knowledge	
  and	
  Learning	
  
                    Bartle=,	
  C.	
  A	
  

	
  	
  	
  	
  	
  	
  Dr.	
  Rivadávia	
  C.	
  Drummond	
  de	
  Alvarenga	
  Neto	
  
                                         2013	
  
The	
  Case	
  Method	
  -­‐	
  HBS	
  
        •  The	
  case	
  method	
  is	
  not	
  only	
  the	
  most	
  relevant	
  
           and	
  pracDcal	
  way	
  to	
  learn	
  managerial	
  skills,	
  it’s	
  
           exciDng	
  and	
  fun!	
  
        •  Simply	
  stated,	
  the	
  case	
  method	
  calls	
  for	
  
           discussion	
  of	
  real-­‐	
  life	
  situaDons	
  that	
  business	
  
           execuDves	
  have	
  faced.	
  
        •  As	
  you	
  review	
  their	
  cases,	
  you	
  will	
  put	
  yourself	
  in	
  
           the	
  shoes	
  of	
  the	
  managers,	
  analyze	
  the	
  situaDon,	
  
           decide	
  what	
  you	
  would	
  do,	
  and	
  come	
  to	
  class	
  
           prepared	
  to	
  present	
  and	
  support	
  your	
  
           conclusions.	
  	
  

Source;	
  GCPCL	
  2010,	
  HBS	
  
How	
  Cases	
  Help	
  You	
  Learn	
  
        •  Cases	
  will	
  help	
  you	
  sharpen	
  your	
  analyDcal	
  skills,	
  since	
  
           you	
  must	
  produce	
  quanDtaDve	
  and	
  qualitaDve	
  
           evidence	
  to	
  support	
  your	
  recommendaDons.	
  	
  
        •  In	
  class	
  discussions,	
  each	
  parDcipant	
  brings	
  to	
  bear	
  his	
  
           or	
  her	
  own	
  experDse,	
  experience,	
  observaDon,	
  and	
  
           analysis.	
  This	
  diversity	
  of	
  opinion	
  from	
  differing	
  
           perspecDves	
  offers	
  real	
  opportuniDes	
  for	
  shared	
  
           learning.	
  	
  
        •  Perhaps	
  the	
  most	
  important	
  benefit	
  of	
  using	
  cases	
  is	
  
           that	
  they	
  help	
  managers	
  to	
  learn	
  how	
  to	
  determine	
  
           what	
  the	
  real	
  problem	
  is	
  and	
  to	
  ask	
  the	
  right	
  quesDons.	
  	
  

Source;	
  GCPCL	
  2010,	
  HBS	
  
How	
  to	
  prepare	
  a	
  case?	
  
        •  PART	
  I	
  -­‐	
  INDIVIDUAL	
  PREPARATION	
  
        	
  
        •  the	
  case	
  method	
  calls	
  first	
  for	
  you,	
  working	
  
             individually,	
  to	
  carefully	
  read	
  and	
  to	
  think	
  
             about	
  each	
  case.	
  	
  

        •  (Typically	
  about	
  two	
  hours	
  of	
  preparaDon	
  Dme	
  
           for	
  each	
  case	
  are	
  provided	
  in	
  the	
  schedule.)	
  


Source;	
  GCPCL	
  2010,	
  HBS	
  
I.  Read	
  the	
  professor’s	
  assignment/discussion	
  
              quesKons.	
  	
  
        II.  	
  Read	
  the	
  first	
  few	
  paragraphs,	
  then	
  skim	
  the	
  
              case.	
  	
  
        III.  Next,	
  read	
  the	
  case	
  more	
  carefully,	
  underlining	
  
              text	
  and	
  wriKng	
  margin	
  notes	
  as	
  you	
  go.	
  
        IV.  Note	
  the	
  key	
  problems	
  or	
  issues	
  on	
  a	
  pad	
  of	
  
              paper.	
  Go	
  through	
  the	
  case	
  again.	
  	
  
        V.  Sort	
  out	
  relevant	
  consideraKons	
  for	
  each	
  
              problem	
  area.	
  
        VI.  Do	
  appropriate	
  qualitaKve	
  and	
  quanKtaKve	
  
              analysis.	
  
        VII. Develop	
  a	
  set	
  of	
  recommendaKons,	
  supported	
  
              by	
  your	
  analysis	
  of	
  the	
  case	
  data.	
  	
  
        	
  
Source;	
  GCPCL	
  2010,	
  HBS	
  
How	
  to	
  prepare	
  a	
  case?	
  
        •  PART	
  II	
  –	
  DISCUSSION	
  GROUP	
  
        •  Discussion	
   groups	
   are	
   characterized	
   by	
   intense	
  
           interacDon	
   that	
   deepens	
   the	
   parDcipants’	
  
           understanding	
   beyond	
   that	
   gained	
   through	
  
           individual	
  analysis.	
  	
  
        •  This	
   interacDon	
   includes	
   dialogue,	
   shared	
  
           experDse,	
  and	
  construcDve	
  argument.	
  	
  
        •  Many	
   parDcipants	
   find	
   that	
   they	
   not	
   only	
   deepen	
  
           their	
  understanding	
  of	
  the	
  material,	
  but	
  that	
  they	
  
           also	
   experience	
   an	
   increase	
   in	
   their	
   comfort	
   level	
  
           by	
   sharing	
   their	
   ideas	
   and	
   insights	
   later	
   in	
   the	
  
           large	
  in-­‐class	
  discussion.	
  	
  

Source;	
  GCPCL	
  2010,	
  HBS	
  
Benefits	
  of	
  a	
  Discussion	
  Group	
  	
  
        •  Be=er	
  understanding	
  of	
  the	
  material	
  	
  
        •  PracDce	
  in	
  teaching	
  and	
  learning	
  from	
  others	
  	
  
        •  	
  OpportuniDes	
  to	
  “test-­‐market”	
  ideas	
  and	
  
           opinions	
  prior	
  to	
  the	
  larger	
  in-­‐class	
  discussion	
  	
  
        •  Ability	
  to	
  get	
  to	
  know	
  a	
  handful	
  of	
  people	
  
           more	
  deeply	
  	
  



Source;	
  GCPCL	
  2010,	
  HBS	
  
Discussion	
  Group	
  Best	
  PracDces	
  	
  
        •  One	
  parKcipant	
  is	
  designated	
  as	
  the	
  discussion	
  
           leader	
  (Facilitator,	
  NOT	
  the	
  CEO!)	
  
        •  AZendance	
  is	
  100	
  percent.	
  	
  
        •  All	
  members	
  parKcipate	
  in	
  the	
  discussion	
  and	
  
           share	
  responsibility	
  for	
  content.	
  
        •  Groups	
  accept	
  differing	
  perspecKves	
  as	
  normal,	
  
           desirable,	
  and	
  inevitable.	
  Don’t	
  try	
  to	
  reach	
  
           consensus.	
  
        •  Groups	
  are	
  disciplined,	
  focused,	
  and	
  use	
  Kme	
  
           wisely.	
  	
  
        •  	
  Members	
  accept	
  the	
  responsibility	
  to	
  learn	
  and	
  
           teach.	
  	
  
Source;	
  GCPCL	
  2010,	
  HBS	
  
PART	
  III	
  –	
  The	
  Classroom	
  Experience	
  
        •  Now…	
  it’s	
  a	
  GO	
  TO	
  MARKET!	
  
           (I	
  mean,	
  CLASSROOM!)	
  
        •  PASTURES	
  X	
  TAKEAWAYS	
  
        •  COLD	
  CALLS	
  x	
  WARM	
  CALLS	
  
        •  Please,	
  Raise	
  Your	
  Hand!	
  
        •  GRADING	
  at	
  HBS	
  
        •  And	
  now	
  relax.	
  Take	
  a	
  deep	
  breath.	
  Prepare	
  to	
  
           laugh,	
  learn,	
  and	
  enjoy	
  the	
  wonderfully	
  
           sDmulaDng	
  classroom	
  environment	
  	
  

Source;	
  GCPCL	
  2010,	
  HBS	
  
HBS	
  Learning	
  Best	
  PracDces	
  	
  
        ① Prepare!	
  
        ② Discuss	
  the	
  case	
  with	
  others	
  before	
  class!	
  
        ③ ParKcipate!	
  
        ④ Share	
  your	
  related	
  experience!	
  
        ⑤ Constantly	
  relate	
  the	
  topic	
  and	
  case	
  at	
  hand	
  to	
  
          your	
  business.	
  	
  
        ⑥ AcKvely	
  apply	
  what	
  you	
  are	
  learning	
  to	
  your	
  
          own	
  specific	
  management	
  situaKons,	
  past	
  and	
  
          future.	
  	
  
        ⑦ Note	
  what	
  clicks.	
  	
  
        ⑧ Mix	
  it	
  up!	
  
        ⑨ Work	
  hard,	
  play	
  hard!	
  
Source;	
  GCPCL	
  2010,	
  HBS	
  
UHK - Mckinsey Case Study - Rivadávia - March 2013
UHK - Mckinsey Case Study - Rivadávia - March 2013
UHK - Mckinsey Case Study - Rivadávia - March 2013
Create	
  your	
  own	
  way!	
  
•    DescripDon	
  of	
  	
  the	
  Company	
  
•    Problems	
  
•    SoluDon	
  
•    Results	
  
•    Link	
  to	
  Theory!	
  
CASE-­‐STUDY	
  WRITING	
  
Research	
  Methodology	
  
BUILDING A QUALITATIVE RESEARCH
METHODOLOGICAL STRATEGY TO UNDERSTAND
KNOWLEDGE MANAGEMENT IN THE BRAZILIAN
 ORGANIZATIONAL CONTEXT: MULTIPLE CASE
   STUDIES FOR THE PROPOSITION OF AN
    INTEGRATIVE CONCEPTUAL MODEL




         Rivadávia	
  C.	
  Drummond	
  de	
  Alvarenga	
  Neto	
  –	
  FDC,	
  Brazil
                                                                                     	
  
                 Beatriz	
  Vladares	
  Cendón	
  –	
  UFMG,	
  Brazil   	
  
               Ricardo	
  Rodrigues	
  Barbosa	
  	
  -­‐	
  UFMG,	
  Brazil  	
  
                                             	
  
                                ECRM,	
  Malta,	
  2009       	
  
1)THE RESEARCH’S RATIONALE
                           AND MAIN RESULTS

•  This paper describes the qualitative research methodology
   utilized in an investigation on how Brazilian firms understood,
   defined, implemented, evaluated and measured their
   Knowledge Management (KM) initiatives, what were their
   motives and what they expected to achieve with such initiatives;
•  Previous quantitative works in the Brazilian organizational
   context;
•  Two presuppositions:
  i.  KM x IM/IT (information reductionism)
  ii.  KM Conceptual Integrative Mapping Proposition (FIGURE 1) ->
•  The Results:
  i.  Presuppositions confirmed;
  ii.  A Major Shift:
     •    Knowledge as such cannot be managed, it is just promoted or stimulated through the
          creation of ba or enabling contexts.
     •    From KM to the management of the enabling contexts in Knowledge Organizations
2)RESEARCH PROCEDURES
            AND METHODOLOGICAL CHOICES



•  An investigation method should include theoretical
   foundations, and a set of techniques which allow the
   understanding of reality and the creative potential of
   the researcher. In qualitative research, as well as in
   quantitative ones, the set of techniques, although
   secondary to theory, is important to guarantee the
   soundness of the conclusions.

•  This section presents the procedures and techniques
   prescribed by the literature on case studies as well as
   the methodological options chosen in this research
   which are summarized in TABLE 1.
TABLE 1
                                                  Qualitative research strategy
                                                     (Source: developed by the authors, 2009)

                           COMPONENTS                                                 METHODOLOGICAL CHOICES

1) Problem approach                                                    qualitative research

2) Research strategy                                                   case studies applied to organizational and managerial studies

3) Components of the research project                                  research questions, assumptions, units of analysis,
                                                                       logic connecting data to propositions, criteria for interpreting the
                                                                       findings

4) Criteria for assessing the quality of the research project          construct validity (MSE) external validity (replication logic –
                                                                       literal/theoretical) and reliability
5) Typology of the case study                                          multiple case studies with incorporated units of analysis

6) Case studies in three large organizations (allowed control of Centro de Tecnologia Canavieira - CTC (primary sector),
environmental variation) - operating in Brazil – one of each sector
of the economy – that have implemented Knowledge Management SIEMENS Brazil (secondary sector) and
                                                                       PricewaterhouseCoopers - PwC Brazil (tertiary sector)
7) Units of analysis, sub-units of analysis and units of observation   project or process of KM; organization and their members.


8) Data collection sources                                             documentary sources (printed and electronic files), semi-
                                                                       structured interviews and direct observation

9) Analysis of field data collected                                    data reduction, display and verification/conclusions based on
                                                                       inferences from evidences or premises.

10) Final considerations                                               validation or refutation of the research propositions,
                                                                       proposal of new knowledge and recommendations for future
                                                                       studies
Data
   Collection


                                               Data
                                              Display


   Data
 Reduction


                                        Conclusions:
                                      Drawing/Verifying




                 Figure 3
Components of data analysis: interactive model
        (Source: MILES & HUBERMAN, 1984).
3) FIELD RESEARCH AND DATA ANALYSIS
•    The case study protocol included preliminary information, semi-structured
     interview programs and notes pertaining to documental research and direct
     observation.
•    A pilot study was carried out at Siemens do Brazil to test the research instruments
     used in the semi-structured interviews, documental research and direct
     observation. Proved valuable: alowwed for the refinement of data collection tools.
•    All 17 scheduled interviews were conducted and resulted in approximately 530
     pages of transcriptions and 35 hours of recording time. The interviews lasted
     around one hour and 45 minutes and there were about five interviews in each
     organization.
•    In addition to semi-structured interviews and direct observation, paper and
     electronic documents of various kinds were analyzed (.doc., .xls, .ppt, .pdf, intranet
     screens, e-mails, internet sites & links, pictures, videos, etc.)
•    Approximately 1600 pages of documents were gathered and analyzed, of which
     approximately 12% were discarded as they did not suit the research purposes.
•      On the whole, the field research produced about 2150 pages which later went
     through analysis and reduction processes. Four reduction cycles (Miles &
     Huberman, 1984) were needed to incorporate the data collected into the body of
     the dissertation, as shown in TABLE 6.
•    Eight matrices or reduction tables were produced based on the categories of
     analysis.
TABLE	
  6   	
  
          ReducKon	
  Processes	
  –	
  Data	
  analysis	
  and	
  fieldwork	
  
	
  

       Reduction
       processes                  From (pages)                                        To (pages)
          1st
                                             2150                                        180
         2nd
                                               180                                       100
         3rd
                                               100                                       52
          4th
                                                  52                                  final text
                                                            	
  
                                         Source:	
  Alvarenga	
  Neto,	
  2005.	
  
                                                                               	
  
TABLE	
  7	
  	
  
Data	
  reducKon	
  matrix	
  of	
  field	
  data	
  collected	
  by	
  category	
  of	
  analysis	
  	
  
Source:	
  Alvarenga	
  Neto,	
  2005,	
  2008.	
  
	
  
  6) SCENARIOS – PERSPECTIVES – KM BEST ORGANIZATIONAL PRACTICES
  1. Difficulties, problems and obstacles confronted in the implementation of KM; what is the current situation?
  2. Focus of change.
  3. KM is shared in any closed circle of actors in the external organizational environment (customers, suppliers)?
  4. Best organizational practices of KM.

  ORG.                                         SUMMARY OF THE COLLECTED DATA – FIELDWORK

                   1.     (i) Cultural and behavioral; (ii) “[...] there are people that do not know how to share. They
                          believe that knowledge is power. “ (Applications engineer)
  Siemens
                   2.     (i) Culture and behavior; (ii) “[...] organization in business units (mini-companies concept), the
                          challenge is to create synergy among businesses.” (Regional director)
                   3.     Yes. (i) Via technology portal of some communities of practice; (ii) “[...] partially;
                          PARTNERSCOM, virtual discussion forum with customers and competitors.” (Human
                          resources manager) (iii) “[...] PARTNERSCOM – partnership development program of
                          Siemens Mobile to develop applications for mobile phones such as games, vending- machines,
                          telemetry, among others.” (regional director)
                   4.     (i) Chats, SHARENET that brings concrete results, communities of practice, competitive
                          intelligence; (ii) creation of sites and spaces (real and virtual) for the sharing, exchange, and
                          search for information and learning; (iii) “HAPPY-HOUR OF KNOWLEDGE for motivation,
                          information dissemination, learning, exchange and sharing.



                               	
  	
  
TABLE 8
                                                         Model of Analysis
                                                   Source: Alvarenga Neto, 2005, 2008

                                                                              OBSERVATIONS
     CATEGORIES OF ANALYSIS

1) Motivation for KM
2) Organizational understanding and
definition of KM
3) Aspects and approaches considered by
KM

4) Scenarios, perspectives, best
organizational practices of KM
5) Sensemaking issues                       Environmental scanning, competitive intelligence, competitor intelligence,
                                            environmental typologies among others

                                            (a) Strategic management of information: information on internal records, information
6) Issues concerning knowledge creation:
                                            systems and information architectures, issues concerning the organization and treatment
                                            of information: collection, indexing, storage, recovering, selective dissemination and
                                            taxonomies, among others; (b) organizational learning and communities of practice (real
                                            and virtual); (c) organizational knowledge (generation codification/coordination and
                                            transference of knowledge); (d) management of intellectual capital (human capital,
                                            structural capital and customer capital)

7) Issues concerning decision making
                                            Information sharing (policies, practices, barriers, behavior and organizational culture,
8) Issues concerning the enabling context
                                            strategies, layout and meeting places for knowledge promotion and information sharing,
                                            managerial styles and policies of alignment between knowledge management and
                                            business strategy: (management models and architectures, essential competences,
                                            environment and enabling conditions, knowledge vision); uses and users of information
                                            within organizations.
4) CONCLUSIONS

•  This article described the qualitative methodology used in a
   research study that proposes an integrative conceptual model of
   KM.
•  For such purpose the construction of a sound theoretic-conceptual
   structure and consistent research methodology were paramount for
   the discovery of reliable answers for the questions which guided the
   study.
•  Research assumptions were confirmed.
•  The proposition of the integrative conceptual model of KM, based on
   the three case studies, is supported by the recommendations of
   Eisenhardt (1989) and Yin (2001), who assert that case studies are
   valid for building theories and models as long as they abide by the
   rigorous methodological procedures they recommend.
•  The main contribution of the research – a proposal of an integrated
   conceptual modeling of KM is described in Alvarenga Neto (2005,
   2008).
Source: Alvarenga Neto and Choo, 2009
Source: Alvarenga Neto and Choo, 2009
McKINSEY	
  &	
  COMPANY	
  

•      What	
  is	
  McKinsey?	
  
•      When	
  was	
  it	
  founded	
  and	
  by	
  whom?	
  
•      Any	
  use	
  of	
  external	
  data?	
  
•      What	
  does	
  Exhibit	
  1	
  tell	
  us?	
  
	
  
McKINSEY	
  &	
  COMPANY	
  

•  Founded	
  	
  
    –  (1926)	
  
•  By	
  
    –  University	
  Chicago	
  Professor	
  –	
  James	
  McKinsey	
  
•  External	
  data	
  
    –  Site,	
  Wikipedia,	
  Press	
  Notes,	
  Newspapers	
  
    –  Mission,	
  Guiding	
  Principles	
  
    –  Exhibit	
  2	
  
    –  What	
  does	
  Exhibit	
  1	
  tell	
  us?	
  
Assignment	
  QuesDons	
  
•  1)	
  Why	
  is	
  Knowledge	
  at	
  the	
  core	
  of	
  MCkinsey's	
  
   Business?	
  

•  2)	
  The	
  case	
  provide	
  a	
  broad	
  view	
  of	
  problems	
  
   faced	
  by	
  three	
  managing	
  directors	
  -­‐	
  Ron	
  Daniel,	
  
   Fred	
  Gluck	
  and	
  Rajat	
  Gupta.	
  	
  What	
  kind	
  of	
  
   problems	
  did	
  each	
  of	
  them	
  face?	
  

•  3)	
  Think	
  about	
  the	
  three	
  mini-­‐cases	
  presented	
  in	
  
   the	
  case	
  study.	
  Judging	
  them	
  all,	
  do	
  you	
  think	
  
   McKinsey	
  was	
  effecDve	
  in	
  its	
  long-­‐term	
  process?	
  
Marvin	
  Bower	
  
•  Problems	
  Faced?	
  
Marvin	
  Bower	
  
•  Problems	
  Faced	
  
   –  Economic	
  Turmoil	
  
   –  Broad	
  Generalists	
  x	
  In-­‐Depth	
  Knowledge	
  
   –  CompeDDon	
  (BCG)	
  
       •  Experience	
  Curve	
  
       •  Growth-­‐Share	
  Matrix	
  
UHK - Mckinsey Case Study - Rivadávia - March 2013
Ron	
  Daniel	
  
•  Problems	
  faced?	
  
•  SoluDons	
  and	
  Decision-­‐Making?	
  
	
  
	
  
Ron	
  Daniel	
  
•  SoluDons	
  
       –  A	
  Full	
  Time	
  Director	
  of	
  Traning	
  
       –  New	
  Commitment	
  and	
  Mission	
  Update	
  
              •  	
  “Serve	
  Clients	
  AND	
  Train/Develop	
  its	
  Consultants”	
  
       Structural	
  Changes	
  –	
  matrix	
  organizaDon	
  
       –  T-­‐Shaped	
  Consultants	
  
       –  More	
  FuncDonal	
  ExperDse	
  
              •  K	
  in	
  2	
  areas	
  
                       –  Strategy	
  
                       –  OrganizaDon	
  
•  RESULTS	
  
       –  Confidence	
  was	
  restored!	
  
       –  New	
  Group	
  to	
  arDculate	
  the	
  firm’s	
  exisDng	
  K	
  in	
  the	
  organizaDon	
  
       	
  arena	
  (Tom	
  Peters)	
  
	
  
	
  
Fred	
  Gluck	
  (not	
  MD	
  yet)	
  
•  Came	
  from	
  Bell	
  Labs	
  
    –  “wanted	
  to	
  bring	
  an	
  equally	
  sDmulaDng	
  
       intellectual	
  environment	
  to	
  McKinsey”	
  
•  CreaDon	
  of	
  Centers	
  of	
  Competence	
  (Daniel	
  
   was	
  sDll	
  MD)	
  
    –  K	
  Development	
  was	
  CORE,	
  NOT	
  Peripheral!	
  
    –  InsDtuDonalized,	
  NOT	
  temporary!	
  
    –  Responsibility	
  of	
  Everyone	
  
    –  GOALS?	
  
        •  “Develop	
  ExperDse	
  +	
  	
  Renewal	
  of	
  the	
  Firm	
  Intellectual	
  
           Resources”	
  
•  SNOWBALL	
  MAKING	
  (pracDce	
  development)	
  X	
  
   SNOWBALL	
  THROWING	
  (client	
  development)	
  
•  “Building	
  a	
  K	
  Infrastructure	
  –	
  “capture	
  and	
  
   leverage	
  the	
  learning”	
  
    –  Resistance	
  
    –  Launching	
  of	
  a	
  KM	
  Project	
  (1987)	
  
        •  Common	
  Database	
  of	
  K	
  
        •  Hire	
  of	
  a	
  Full	
  Time	
  Coordinator	
  for	
  each	
  PracDce	
  Area	
  
        •  New	
  Career	
  Path	
  
        •  Tools	
  &	
  Managerial	
  PracDces?	
  
             –  FPIS	
  (Firm	
  PracDce	
  InformaDon	
  System)	
  
             –  PDN	
  (PracDce	
  Development	
  Network)	
  
             –  KRD	
  (Knowledge	
  Resource	
  Directory)	
  
FRED	
  GLUCK	
  (MD	
  –	
  1988)	
  
•  Problems	
  Faced?	
  	
  
•  SoluDons	
  and	
  Decision-­‐Making?	
  
FRED	
  GLUCK	
  (MD	
  –	
  1988)	
  
•  Second	
  Phase	
  for	
  KM	
  
    –  A	
  ConstrucDonist	
  PerspecDve	
  
         •  “[….]	
  K	
  is	
  only	
  valuable	
  when	
  its	
  between	
  the	
  ears	
  of	
  consultants	
  
            and	
  applied	
  to	
  clients	
  problems.”	
  
         •  SHIFT	
  IN	
  FOCUS	
  
                –  From	
  developing	
  K	
  to	
  BUILDING	
  INDIVIDUAL	
  &	
  TEAM	
  CAPABILITY	
  
                –  NEW	
  ORGANIZATIONAL	
  STRUCTURE	
  (EXHIBIT	
  4)	
  
    –  From	
  “DISCOVER-­‐CODIFY-­‐DISSIMINATE”	
  to	
  “ENGAGE-­‐
       EXPLORE-­‐APPLY-­‐SHARE”	
  
    –  ET	
  (Engagement	
  team)	
  to	
  CST	
  (Client	
  Service	
  Team)	
  
         •  “to	
  broaden	
  the	
  classic	
  model	
  of	
  	
  a	
  single	
  partner	
  owning	
  a	
  client	
  
            to	
  a	
  GROUP	
  of	
  PARTNERS	
  WITH	
  SHARED	
  COMMITMENT	
  TO	
  EACH	
  
            CLIENT”	
  
    –  DEVELOPMENT	
  OF	
  MULTIPLE	
  CAREER	
  PATHS	
  (EXHIBIT	
  6)	
  
3	
  MINI-­‐CASES	
  
PETERS	
  -­‐	
  SYDNEY	
                 BRAY	
  –	
  TELECOM	
  EUROPE	
   DULL	
  –	
  B-­‐TO-­‐B	
  



Access	
  to	
  talent,	
  experDse	
     Transfer	
  ExperDse	
                  AlternaDve	
  Career	
  Track	
  



One	
  firm	
  culture	
                   Documented	
  Learning	
                Building	
  Networks	
  



Info-­‐Transfer	
  Only	
                 Building	
  Networks	
                  DifficulDes	
  of	
  specialist	
  
                                                                                  career	
  
RAJA	
  -­‐	
  GUPTA	
  
•  4-­‐Prongued	
  Strategy?	
  
RAJA	
  -­‐	
  GUPTA	
  
•  “since	
  MarDn	
  Bower,	
  every	
  leadership	
  group	
  has	
  had	
  a	
  
   commitment	
  to	
  leave	
  the	
  firm	
  stronger	
  than	
  it	
  found	
  it.	
  
   It’s	
  a	
  fundamental	
  value	
  of	
  McKinsey	
  to	
  invest	
  in	
  the	
  
   future	
  of	
  th	
  firm”	
  
•  4-­‐Prongued	
  Strategy	
  
    –  CreaDon	
  of	
  new	
  channels,	
  forums	
  and	
  mechanisms	
  for	
  K	
  
       development	
  and	
  organizaDonal	
  learning	
  (PracDce	
  
       Olympics)	
  
    –  Emerging	
  Issues	
  important	
  to	
  CEOs	
  
    –  McKinsey	
  Global	
  InsDtute	
  (more	
  af	
  a	
  research	
  agenda)	
  
•  Put	
  yourselves	
  in	
  the	
  shoes	
  of	
  GUPTA,	
  WHAT	
  WOULD	
  
   YOU	
  DO?	
  
RESULTS	
  
       	
  Overall/Long-­‐term	
  Results?	
  
BUILDING	
  OF	
  ORGANIZATIONAL	
  CAPABILITIES!	
  
	
  
•  RECRUIT	
  AND	
  DEVELOP	
  SUPERIOR	
  PEOPLE	
  
•  PROFESSIONALISM,	
  SELF-­‐GOVERNANCE	
  
•  STRONG	
  EMBEDDED	
  “ONE	
  FIRM”	
  POLICIES	
  
     AND	
  CULTURE	
  
•  GOING	
  BEYOND	
  IT….	
  
•  IC	
  &	
  OK	
  
GUPTA’s	
  term	
  was	
  quite	
  successfull!	
  
•  Global	
  Firm	
  
    –  Fast	
  Growth	
  Strategy	
  
    –  Vast	
  Expansion	
  
    –  MAKE	
  Award	
  
•  K	
  oriented	
  /	
  KM	
  sDll	
  working	
  
    –  “K	
  is	
  central	
  to	
  what	
  we	
  do”	
  
•  July,	
  2003	
  –	
  Gupta	
  was	
  succeeded	
  by	
  Ian	
  Davis	
  
THANK	
  YOU!	
  Obrigado!	
  	
   谢谢	
  




                              riva.drummond@unibh.br	
  

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UHK - Mckinsey Case Study - Rivadávia - March 2013

  • 1. HBS    -­‐  Case  Study   McKinsey  &  Company:  Managing   Knowledge  and  Learning   Bartle=,  C.  A              Dr.  Rivadávia  C.  Drummond  de  Alvarenga  Neto   2013  
  • 2. The  Case  Method  -­‐  HBS   •  The  case  method  is  not  only  the  most  relevant   and  pracDcal  way  to  learn  managerial  skills,  it’s   exciDng  and  fun!   •  Simply  stated,  the  case  method  calls  for   discussion  of  real-­‐  life  situaDons  that  business   execuDves  have  faced.   •  As  you  review  their  cases,  you  will  put  yourself  in   the  shoes  of  the  managers,  analyze  the  situaDon,   decide  what  you  would  do,  and  come  to  class   prepared  to  present  and  support  your   conclusions.     Source;  GCPCL  2010,  HBS  
  • 3. How  Cases  Help  You  Learn   •  Cases  will  help  you  sharpen  your  analyDcal  skills,  since   you  must  produce  quanDtaDve  and  qualitaDve   evidence  to  support  your  recommendaDons.     •  In  class  discussions,  each  parDcipant  brings  to  bear  his   or  her  own  experDse,  experience,  observaDon,  and   analysis.  This  diversity  of  opinion  from  differing   perspecDves  offers  real  opportuniDes  for  shared   learning.     •  Perhaps  the  most  important  benefit  of  using  cases  is   that  they  help  managers  to  learn  how  to  determine   what  the  real  problem  is  and  to  ask  the  right  quesDons.     Source;  GCPCL  2010,  HBS  
  • 4. How  to  prepare  a  case?   •  PART  I  -­‐  INDIVIDUAL  PREPARATION     •  the  case  method  calls  first  for  you,  working   individually,  to  carefully  read  and  to  think   about  each  case.     •  (Typically  about  two  hours  of  preparaDon  Dme   for  each  case  are  provided  in  the  schedule.)   Source;  GCPCL  2010,  HBS  
  • 5. I.  Read  the  professor’s  assignment/discussion   quesKons.     II.   Read  the  first  few  paragraphs,  then  skim  the   case.     III.  Next,  read  the  case  more  carefully,  underlining   text  and  wriKng  margin  notes  as  you  go.   IV.  Note  the  key  problems  or  issues  on  a  pad  of   paper.  Go  through  the  case  again.     V.  Sort  out  relevant  consideraKons  for  each   problem  area.   VI.  Do  appropriate  qualitaKve  and  quanKtaKve   analysis.   VII. Develop  a  set  of  recommendaKons,  supported   by  your  analysis  of  the  case  data.       Source;  GCPCL  2010,  HBS  
  • 6. How  to  prepare  a  case?   •  PART  II  –  DISCUSSION  GROUP   •  Discussion   groups   are   characterized   by   intense   interacDon   that   deepens   the   parDcipants’   understanding   beyond   that   gained   through   individual  analysis.     •  This   interacDon   includes   dialogue,   shared   experDse,  and  construcDve  argument.     •  Many   parDcipants   find   that   they   not   only   deepen   their  understanding  of  the  material,  but  that  they   also   experience   an   increase   in   their   comfort   level   by   sharing   their   ideas   and   insights   later   in   the   large  in-­‐class  discussion.     Source;  GCPCL  2010,  HBS  
  • 7. Benefits  of  a  Discussion  Group     •  Be=er  understanding  of  the  material     •  PracDce  in  teaching  and  learning  from  others     •   OpportuniDes  to  “test-­‐market”  ideas  and   opinions  prior  to  the  larger  in-­‐class  discussion     •  Ability  to  get  to  know  a  handful  of  people   more  deeply     Source;  GCPCL  2010,  HBS  
  • 8. Discussion  Group  Best  PracDces     •  One  parKcipant  is  designated  as  the  discussion   leader  (Facilitator,  NOT  the  CEO!)   •  AZendance  is  100  percent.     •  All  members  parKcipate  in  the  discussion  and   share  responsibility  for  content.   •  Groups  accept  differing  perspecKves  as  normal,   desirable,  and  inevitable.  Don’t  try  to  reach   consensus.   •  Groups  are  disciplined,  focused,  and  use  Kme   wisely.     •   Members  accept  the  responsibility  to  learn  and   teach.     Source;  GCPCL  2010,  HBS  
  • 9. PART  III  –  The  Classroom  Experience   •  Now…  it’s  a  GO  TO  MARKET!   (I  mean,  CLASSROOM!)   •  PASTURES  X  TAKEAWAYS   •  COLD  CALLS  x  WARM  CALLS   •  Please,  Raise  Your  Hand!   •  GRADING  at  HBS   •  And  now  relax.  Take  a  deep  breath.  Prepare  to   laugh,  learn,  and  enjoy  the  wonderfully   sDmulaDng  classroom  environment     Source;  GCPCL  2010,  HBS  
  • 10. HBS  Learning  Best  PracDces     ① Prepare!   ② Discuss  the  case  with  others  before  class!   ③ ParKcipate!   ④ Share  your  related  experience!   ⑤ Constantly  relate  the  topic  and  case  at  hand  to   your  business.     ⑥ AcKvely  apply  what  you  are  learning  to  your   own  specific  management  situaKons,  past  and   future.     ⑦ Note  what  clicks.     ⑧ Mix  it  up!   ⑨ Work  hard,  play  hard!   Source;  GCPCL  2010,  HBS  
  • 14. Create  your  own  way!   •  DescripDon  of    the  Company   •  Problems   •  SoluDon   •  Results   •  Link  to  Theory!  
  • 16. BUILDING A QUALITATIVE RESEARCH METHODOLOGICAL STRATEGY TO UNDERSTAND KNOWLEDGE MANAGEMENT IN THE BRAZILIAN ORGANIZATIONAL CONTEXT: MULTIPLE CASE STUDIES FOR THE PROPOSITION OF AN INTEGRATIVE CONCEPTUAL MODEL Rivadávia  C.  Drummond  de  Alvarenga  Neto  –  FDC,  Brazil   Beatriz  Vladares  Cendón  –  UFMG,  Brazil   Ricardo  Rodrigues  Barbosa    -­‐  UFMG,  Brazil     ECRM,  Malta,  2009  
  • 17. 1)THE RESEARCH’S RATIONALE AND MAIN RESULTS •  This paper describes the qualitative research methodology utilized in an investigation on how Brazilian firms understood, defined, implemented, evaluated and measured their Knowledge Management (KM) initiatives, what were their motives and what they expected to achieve with such initiatives; •  Previous quantitative works in the Brazilian organizational context; •  Two presuppositions: i.  KM x IM/IT (information reductionism) ii.  KM Conceptual Integrative Mapping Proposition (FIGURE 1) -> •  The Results: i.  Presuppositions confirmed; ii.  A Major Shift: •  Knowledge as such cannot be managed, it is just promoted or stimulated through the creation of ba or enabling contexts. •  From KM to the management of the enabling contexts in Knowledge Organizations
  • 18. 2)RESEARCH PROCEDURES AND METHODOLOGICAL CHOICES •  An investigation method should include theoretical foundations, and a set of techniques which allow the understanding of reality and the creative potential of the researcher. In qualitative research, as well as in quantitative ones, the set of techniques, although secondary to theory, is important to guarantee the soundness of the conclusions. •  This section presents the procedures and techniques prescribed by the literature on case studies as well as the methodological options chosen in this research which are summarized in TABLE 1.
  • 19. TABLE 1 Qualitative research strategy (Source: developed by the authors, 2009) COMPONENTS METHODOLOGICAL CHOICES 1) Problem approach qualitative research 2) Research strategy case studies applied to organizational and managerial studies 3) Components of the research project research questions, assumptions, units of analysis, logic connecting data to propositions, criteria for interpreting the findings 4) Criteria for assessing the quality of the research project construct validity (MSE) external validity (replication logic – literal/theoretical) and reliability 5) Typology of the case study multiple case studies with incorporated units of analysis 6) Case studies in three large organizations (allowed control of Centro de Tecnologia Canavieira - CTC (primary sector), environmental variation) - operating in Brazil – one of each sector of the economy – that have implemented Knowledge Management SIEMENS Brazil (secondary sector) and PricewaterhouseCoopers - PwC Brazil (tertiary sector) 7) Units of analysis, sub-units of analysis and units of observation project or process of KM; organization and their members. 8) Data collection sources documentary sources (printed and electronic files), semi- structured interviews and direct observation 9) Analysis of field data collected data reduction, display and verification/conclusions based on inferences from evidences or premises. 10) Final considerations validation or refutation of the research propositions, proposal of new knowledge and recommendations for future studies
  • 20. Data Collection Data Display Data Reduction Conclusions: Drawing/Verifying Figure 3 Components of data analysis: interactive model (Source: MILES & HUBERMAN, 1984).
  • 21. 3) FIELD RESEARCH AND DATA ANALYSIS •  The case study protocol included preliminary information, semi-structured interview programs and notes pertaining to documental research and direct observation. •  A pilot study was carried out at Siemens do Brazil to test the research instruments used in the semi-structured interviews, documental research and direct observation. Proved valuable: alowwed for the refinement of data collection tools. •  All 17 scheduled interviews were conducted and resulted in approximately 530 pages of transcriptions and 35 hours of recording time. The interviews lasted around one hour and 45 minutes and there were about five interviews in each organization. •  In addition to semi-structured interviews and direct observation, paper and electronic documents of various kinds were analyzed (.doc., .xls, .ppt, .pdf, intranet screens, e-mails, internet sites & links, pictures, videos, etc.) •  Approximately 1600 pages of documents were gathered and analyzed, of which approximately 12% were discarded as they did not suit the research purposes. •  On the whole, the field research produced about 2150 pages which later went through analysis and reduction processes. Four reduction cycles (Miles & Huberman, 1984) were needed to incorporate the data collected into the body of the dissertation, as shown in TABLE 6. •  Eight matrices or reduction tables were produced based on the categories of analysis.
  • 22. TABLE  6   ReducKon  Processes  –  Data  analysis  and  fieldwork     Reduction processes From (pages) To (pages) 1st 2150 180 2nd 180 100 3rd 100 52 4th 52 final text   Source:  Alvarenga  Neto,  2005.    
  • 23. TABLE  7     Data  reducKon  matrix  of  field  data  collected  by  category  of  analysis     Source:  Alvarenga  Neto,  2005,  2008.     6) SCENARIOS – PERSPECTIVES – KM BEST ORGANIZATIONAL PRACTICES 1. Difficulties, problems and obstacles confronted in the implementation of KM; what is the current situation? 2. Focus of change. 3. KM is shared in any closed circle of actors in the external organizational environment (customers, suppliers)? 4. Best organizational practices of KM. ORG. SUMMARY OF THE COLLECTED DATA – FIELDWORK 1.  (i) Cultural and behavioral; (ii) “[...] there are people that do not know how to share. They believe that knowledge is power. “ (Applications engineer) Siemens 2.  (i) Culture and behavior; (ii) “[...] organization in business units (mini-companies concept), the challenge is to create synergy among businesses.” (Regional director) 3.  Yes. (i) Via technology portal of some communities of practice; (ii) “[...] partially; PARTNERSCOM, virtual discussion forum with customers and competitors.” (Human resources manager) (iii) “[...] PARTNERSCOM – partnership development program of Siemens Mobile to develop applications for mobile phones such as games, vending- machines, telemetry, among others.” (regional director) 4.  (i) Chats, SHARENET that brings concrete results, communities of practice, competitive intelligence; (ii) creation of sites and spaces (real and virtual) for the sharing, exchange, and search for information and learning; (iii) “HAPPY-HOUR OF KNOWLEDGE for motivation, information dissemination, learning, exchange and sharing.    
  • 24. TABLE 8 Model of Analysis Source: Alvarenga Neto, 2005, 2008 OBSERVATIONS CATEGORIES OF ANALYSIS 1) Motivation for KM 2) Organizational understanding and definition of KM 3) Aspects and approaches considered by KM 4) Scenarios, perspectives, best organizational practices of KM 5) Sensemaking issues Environmental scanning, competitive intelligence, competitor intelligence, environmental typologies among others (a) Strategic management of information: information on internal records, information 6) Issues concerning knowledge creation: systems and information architectures, issues concerning the organization and treatment of information: collection, indexing, storage, recovering, selective dissemination and taxonomies, among others; (b) organizational learning and communities of practice (real and virtual); (c) organizational knowledge (generation codification/coordination and transference of knowledge); (d) management of intellectual capital (human capital, structural capital and customer capital) 7) Issues concerning decision making Information sharing (policies, practices, barriers, behavior and organizational culture, 8) Issues concerning the enabling context strategies, layout and meeting places for knowledge promotion and information sharing, managerial styles and policies of alignment between knowledge management and business strategy: (management models and architectures, essential competences, environment and enabling conditions, knowledge vision); uses and users of information within organizations.
  • 25. 4) CONCLUSIONS •  This article described the qualitative methodology used in a research study that proposes an integrative conceptual model of KM. •  For such purpose the construction of a sound theoretic-conceptual structure and consistent research methodology were paramount for the discovery of reliable answers for the questions which guided the study. •  Research assumptions were confirmed. •  The proposition of the integrative conceptual model of KM, based on the three case studies, is supported by the recommendations of Eisenhardt (1989) and Yin (2001), who assert that case studies are valid for building theories and models as long as they abide by the rigorous methodological procedures they recommend. •  The main contribution of the research – a proposal of an integrated conceptual modeling of KM is described in Alvarenga Neto (2005, 2008).
  • 26. Source: Alvarenga Neto and Choo, 2009
  • 27. Source: Alvarenga Neto and Choo, 2009
  • 28. McKINSEY  &  COMPANY   •  What  is  McKinsey?   •  When  was  it  founded  and  by  whom?   •  Any  use  of  external  data?   •  What  does  Exhibit  1  tell  us?    
  • 29. McKINSEY  &  COMPANY   •  Founded     –  (1926)   •  By   –  University  Chicago  Professor  –  James  McKinsey   •  External  data   –  Site,  Wikipedia,  Press  Notes,  Newspapers   –  Mission,  Guiding  Principles   –  Exhibit  2   –  What  does  Exhibit  1  tell  us?  
  • 30. Assignment  QuesDons   •  1)  Why  is  Knowledge  at  the  core  of  MCkinsey's   Business?   •  2)  The  case  provide  a  broad  view  of  problems   faced  by  three  managing  directors  -­‐  Ron  Daniel,   Fred  Gluck  and  Rajat  Gupta.    What  kind  of   problems  did  each  of  them  face?   •  3)  Think  about  the  three  mini-­‐cases  presented  in   the  case  study.  Judging  them  all,  do  you  think   McKinsey  was  effecDve  in  its  long-­‐term  process?  
  • 31. Marvin  Bower   •  Problems  Faced?  
  • 32. Marvin  Bower   •  Problems  Faced   –  Economic  Turmoil   –  Broad  Generalists  x  In-­‐Depth  Knowledge   –  CompeDDon  (BCG)   •  Experience  Curve   •  Growth-­‐Share  Matrix  
  • 34. Ron  Daniel   •  Problems  faced?   •  SoluDons  and  Decision-­‐Making?      
  • 35. Ron  Daniel   •  SoluDons   –  A  Full  Time  Director  of  Traning   –  New  Commitment  and  Mission  Update   •   “Serve  Clients  AND  Train/Develop  its  Consultants”   Structural  Changes  –  matrix  organizaDon   –  T-­‐Shaped  Consultants   –  More  FuncDonal  ExperDse   •  K  in  2  areas   –  Strategy   –  OrganizaDon   •  RESULTS   –  Confidence  was  restored!   –  New  Group  to  arDculate  the  firm’s  exisDng  K  in  the  organizaDon    arena  (Tom  Peters)      
  • 36. Fred  Gluck  (not  MD  yet)   •  Came  from  Bell  Labs   –  “wanted  to  bring  an  equally  sDmulaDng   intellectual  environment  to  McKinsey”   •  CreaDon  of  Centers  of  Competence  (Daniel   was  sDll  MD)   –  K  Development  was  CORE,  NOT  Peripheral!   –  InsDtuDonalized,  NOT  temporary!   –  Responsibility  of  Everyone   –  GOALS?   •  “Develop  ExperDse  +    Renewal  of  the  Firm  Intellectual   Resources”   •  SNOWBALL  MAKING  (pracDce  development)  X   SNOWBALL  THROWING  (client  development)  
  • 37. •  “Building  a  K  Infrastructure  –  “capture  and   leverage  the  learning”   –  Resistance   –  Launching  of  a  KM  Project  (1987)   •  Common  Database  of  K   •  Hire  of  a  Full  Time  Coordinator  for  each  PracDce  Area   •  New  Career  Path   •  Tools  &  Managerial  PracDces?   –  FPIS  (Firm  PracDce  InformaDon  System)   –  PDN  (PracDce  Development  Network)   –  KRD  (Knowledge  Resource  Directory)  
  • 38. FRED  GLUCK  (MD  –  1988)   •  Problems  Faced?     •  SoluDons  and  Decision-­‐Making?  
  • 39. FRED  GLUCK  (MD  –  1988)   •  Second  Phase  for  KM   –  A  ConstrucDonist  PerspecDve   •  “[….]  K  is  only  valuable  when  its  between  the  ears  of  consultants   and  applied  to  clients  problems.”   •  SHIFT  IN  FOCUS   –  From  developing  K  to  BUILDING  INDIVIDUAL  &  TEAM  CAPABILITY   –  NEW  ORGANIZATIONAL  STRUCTURE  (EXHIBIT  4)   –  From  “DISCOVER-­‐CODIFY-­‐DISSIMINATE”  to  “ENGAGE-­‐ EXPLORE-­‐APPLY-­‐SHARE”   –  ET  (Engagement  team)  to  CST  (Client  Service  Team)   •  “to  broaden  the  classic  model  of    a  single  partner  owning  a  client   to  a  GROUP  of  PARTNERS  WITH  SHARED  COMMITMENT  TO  EACH   CLIENT”   –  DEVELOPMENT  OF  MULTIPLE  CAREER  PATHS  (EXHIBIT  6)  
  • 40. 3  MINI-­‐CASES   PETERS  -­‐  SYDNEY   BRAY  –  TELECOM  EUROPE   DULL  –  B-­‐TO-­‐B   Access  to  talent,  experDse   Transfer  ExperDse   AlternaDve  Career  Track   One  firm  culture   Documented  Learning   Building  Networks   Info-­‐Transfer  Only   Building  Networks   DifficulDes  of  specialist   career  
  • 41. RAJA  -­‐  GUPTA   •  4-­‐Prongued  Strategy?  
  • 42. RAJA  -­‐  GUPTA   •  “since  MarDn  Bower,  every  leadership  group  has  had  a   commitment  to  leave  the  firm  stronger  than  it  found  it.   It’s  a  fundamental  value  of  McKinsey  to  invest  in  the   future  of  th  firm”   •  4-­‐Prongued  Strategy   –  CreaDon  of  new  channels,  forums  and  mechanisms  for  K   development  and  organizaDonal  learning  (PracDce   Olympics)   –  Emerging  Issues  important  to  CEOs   –  McKinsey  Global  InsDtute  (more  af  a  research  agenda)   •  Put  yourselves  in  the  shoes  of  GUPTA,  WHAT  WOULD   YOU  DO?  
  • 43. RESULTS    Overall/Long-­‐term  Results?   BUILDING  OF  ORGANIZATIONAL  CAPABILITIES!     •  RECRUIT  AND  DEVELOP  SUPERIOR  PEOPLE   •  PROFESSIONALISM,  SELF-­‐GOVERNANCE   •  STRONG  EMBEDDED  “ONE  FIRM”  POLICIES   AND  CULTURE   •  GOING  BEYOND  IT….   •  IC  &  OK  
  • 44. GUPTA’s  term  was  quite  successfull!   •  Global  Firm   –  Fast  Growth  Strategy   –  Vast  Expansion   –  MAKE  Award   •  K  oriented  /  KM  sDll  working   –  “K  is  central  to  what  we  do”   •  July,  2003  –  Gupta  was  succeeded  by  Ian  Davis  
  • 45. THANK  YOU!  Obrigado!     谢谢   riva.drummond@unibh.br