case study harvard innovation

• Harvard Business School →
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• June 2011 (Revised May 2012)
• HBS Case Collection

Reckitt Benckiser: Fast and Focused Innovation

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About The Author

Rebecca M. Henderson

Related work.

• Faculty Research
• Reckitt Benckiser: Fast and Focused Innovation  By: Rebecca M. Henderson and Ryan Johnson

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Batten hall - harvard innovation lab - hbs.

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• 10 Akron Street - HUH
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Project highlights

• 37% energy cost reduction compared to ASHRAE 90.1-2007.
• 223 transit stops per day within walking distance of the entrance.
• 94% construction and demolition waste diverted from the landfill.

Project summary

Originally constructed in 1964 as studios for WGBH-TV, the Harvard Innovation Lab is a 75,648 square foot facility dedicated to fostering team-based and entrepreneurial activities and deepening interactions among students, faculty, entrepreneurs, and members of the Allston and Greater Boston communities. Classrooms are complemented by a range of spaces that accommodate business incubators and entrepreneurs in residence while welcoming the surrounding community with social spaces and business support.

The building at 125 Western Avenue sits on a 2 acre site at the intersection of Western Avenue and Batten Way framing the entrance to Harvard Business School. After WGBH’s departure in 2007, it remained vacant and forlorn until it was added to the Harvard Business School Campus with the intent to make it a nucleus for entrepreneurial experimentation.

Although the project is primarily a renovation, there has been a considerable effort given to modernizing the systems, improving the thermal quality of the roof, cultivating its street presence with welcoming entries and expanding usable space by infilling some of the two story volumes. At the same time much of the existing building structure was retained to minimize the need for new building materials with high embodied energy. Significant remediation of known carcinogenic materials occurred to ensure that a healthy working and learning environment was provided for all occupants.

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Innovations in Teamwork for Health Care

Don’t leave teaming up to chance. Create better teamwork through science.

In this course, experts from Harvard Business School and the T.H. Chan School of Public Health teach learners to implement a strategy for organizational teamwork in health care.

What You'll Learn

Health care is a team effort. From the front desk administrators to the nurses, doctors, insurers, and even the patients and their families, there are many people involved in an individual’s care. To deliver quality care in today’s fast-paced environment, practitioners and caregivers must go beyond medical problem-solving and rely on effective collaboration and communication skills.

While other businesses may organize around a functional area or project, allowing team members to learn each other's working styles and strengths over time, health care workers often find themselves in ad hoc scenarios, coordinating with near-strangers on life and death situations. As a leader, how do you encourage trust and meet shared goals when teams are formed quickly? How do you strengthen flexibility and collaboration even as team membership and structures fluctuate across departments? 

In Innovations in Teamwork for Health Care, leaders in the field of organizational behavior and teamwork, Amy Edmondson, Professor at Harvard Business School, and Michaela Kerrissey, Assistant Professor at the Harvard T.H. Chan School of Public Health, share their latest research and present their concept of "teaming" as it relates to the health care and life science industries.

In this course, you will explore the complexities of collaboration in dynamic cross-functional teams and its impact on quality of care. You will examine the theory of teaming – where individuals join together to lend their expertise – to appreciate what enables effective teamwork and why teamwork fails; articulate the importance of psychological safety and a joint problem-solving orientation; understand the particular needs of time-limited teams; and rethink the role of hierarchy and leadership in the context of teaming.

You’ll hear firsthand from experts with experience inside and outside the health care industry, from CEO and President of the Cleveland Clinic, Tomislav Mihaljevic, to Andres Sougarret, the engineer who led the miraculous rescue of 33 Chilean miners in 2011. 

Ultimately, this course provides you with the tools needed to implement effective teaming strategies for patient-centered care and provides your organization with a framework to empower robust communication, improve efficiency, and elevate patient safety.

The course will be delivered via  HBS Online’s course platform  and immerse learners in real-world examples from experts at industry-leading organizations. By the end of the course, participants will be able to:

• Explore the science of teamwork, focusing on the psychological and sociological aspects of teaming, collaboration, and defining effective outcomes.
• Understand the complexity of building trust in ad hoc teams, including how to define purpose, build trust, and navigate interpersonal risks to reach common goals.
• Apply communication strategies that encourage psychological safety and create a safe space for all to contribute.
• Understand the value in adopting a model of joint problem-solving for patient care.
• Identify the distinct needs of time-limited project teams and how to incorporate effective and transparent feedback loops.
• Ensure accountability and identify leaders, breaking down hierarchy and encouraging the right person to step up at the right time.
• Implement a PDSA (Plan, Do, Study, and Act) framework for your organization.

Continuing Education Credits

In support of improving patient care, Harvard Medical School is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education.

The Harvard Medical School designates this enduring material for a maximum of 20 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Harvard Medical School is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation.

This activity is approved for 20.00 contact hours. Contact hours are awarded commensurate with participation and completion of the online evaluation and attendance attestation. We suggest claiming your hours within 30 days of the activity date, after this time, the attendance attestation will still be required to claim your hours. 

Groups of 10 or more receive Amy Edmondson's latest book!

A free, hard copy of right kind of wrong: the science of failing well for each participant. .

Your Instructors

Amy C. Edmondson  is the Novartis Professor of Leadership and Management at Harvard Business School, a chair established to support the study of human interactions that lead to the creation of successful enterprises that contribute to the betterment of society. She has pioneered the concept of psychological safety for over 20 years and was recognized in 2021 as #1 on the Thinkers50 global ranking of management thinkers. 

She is the author of Teaming: How Organizations Learn, Innovate, and Compete in the Knowledge Economy (2012), The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth (2018), and Right Kind of Wrong: The Science of Failing Well (2023).

Michaela Kerrissey  is an Assistant Professor of Management at the Harvard T.H. Chan School of Public Health. She conducts research on how teams and organizations innovate, integrate, and perform, with a focus on health care.   Dr. Kerrissey has authored over 30 publications on these topics and has won numerous best-paper awards, such as from the Academy of Management. She designed the Management Science for a New Era course at Harvard’s School of Public Health. In 2023, she was listed on Thinkers50 Radar, a global listing of top management thinkers.

Real World Case Studies

Affiliations are listed for identification purposes only.

Tomislav Mihaljevic, MD

Learn from the President and CEO of the Cleveland Clinic about how to implement joint problem solving in complex care organizations.

Maya Rupert

Hear from a top political strategist and campaign manager about how she leads within a teaming structure.

Trishan Panch, MD, MPH

Learn from Harvard faculty and founder of Wellframe about the importance of team learning.

Available Discounts and Benefits for Groups and Individuals

Experience Harvard Online by utilizing our wide variety of discount programs for individuals and groups. 

Past participant discounts.

Learners who have enrolled in at least one qualifying Harvard Online program hosted on the HBS Online platform are eligible to receive a 30% discount on this course, regardless of completion or certificate status in the first purchased program. Past Participant Discounts are automatically applied to the Program Fee upon time of payment.  Learn more here .

Learners who have earned a verified certificate for a HarvardX course hosted on the  edX platform  are eligible to receive a 30% discount on this course using a discount code. Discounts are not available after you've submitted payment, so if you think you are eligible for a discount on a registration, please check your email for a code or contact us .

Nonprofit, Government, Military, and Education Discounts

For this course we offer a 30% discount for learners who work in the nonprofit, government, military, or education fields. 

Eligibility is determined by a prospective learner’s email address, ending in .org, .gov, .mil, or .edu. Interested learners can apply below for the discount and, if eligible, will receive a promo code to enter when completing payment information to enroll in a Harvard Online program. Click here to apply for these discounts.

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Learn more and enroll your team ! 

Course Syllabus

Learning requirements: There are no prerequisites required to enroll in this course. In order to earn a Certificate of Completion from Harvard Online and Harvard Business School Online, participants must thoughtfully complete all 5 modules, including satisfactory completion of the associated assignments, by stated deadlines.

Download Full Syllabus

• Study the Mining Accident Rescue and Cleveland Clinic cases.
• Understand the concept of teaming and how it can be applied to the health care industry.
• Brainstorm how to organize with a team to rescue 33 trapped miners.
• Analyze the problems solved and new challenges created by organizational structures that were implemented to facilitate teamwork at the Cleveland Clinic.
• Outline and analyze an individualized teaming breakdown for your organization. 
• Study the NASA and Google cases on psychological safety.
• Collaborate with team members and leadership to create a space of psychological safety. 
• Identify the indicators of psychological safety in a group. Analyze data from Project Aristotle’s study of teams at Google.
• Consider how past experiences can affect current feelings of psychological safety.
• Study the Cleveland Clinic ,  Boehringer Ingelheim , and  Cincinnati Children’s Hospital Medical Center cases.
• Implement a joint problem-solving orientation in which team members view problems as shared and solutions as requiring collaboration.
• Match different types of diversity in the workplace with the interpersonal boundaries that they imply.
• Articulate what you bring to a team and what you might need from others.
• Walk down the ladder of inference to get to the root of a problem.
• Study the  Virginia Mason Medical Center and  Institute for Healthcare Improvement cases.
• Cultivate an organization where team learning is valued and mobilized for improved performance.  
• Identify different kinds of work on the process knowledge spectrum.
• Brainstorm how a nursing team could learn from an accidental morphine overdose.
• Study the cases of Julio Castro's Presidential Campaign and Wellframe . 
• Practice leadership skills that include coaching, enabling, and ensuring that the right voices are present or represented within the team structure. 
• Build a leadership workshop for your team using the concepts addressed in this course.
• Practice asking meaningful questions as a way to encourage input and express authentic humility.
• Learn the difference between confirmatory and exploratory responses.

Earn Your Certificate

Enroll today in this course.

Still Have Questions?

What are the learning requirements? How do I list my certificate on my resume? Learn the answers to these and more in our FAQs.

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7 Favorite Business Case Studies to Teach—and Why

Explore more.

• Case Teaching
• Course Materials

FEATURED CASE STUDIES

The Army Crew Team . Emily Michelle David of CEIBS

ATH Technologies . Devin Shanthikumar of Paul Merage School of Business

Fabritek 1992 . Rob Austin of Ivey Business School

Lincoln Electric Co . Karin Schnarr of Wilfrid Laurier University

Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth . Gary Pisano of Harvard Business School

The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron . Francesca Gino of Harvard Business School

Warren E. Buffett, 2015 . Robert F. Bruner of Darden School of Business

To dig into what makes a compelling case study, we asked seven experienced educators who teach with—and many who write—business case studies: “What is your favorite case to teach and why?”

The resulting list of case study favorites ranges in topics from operations management and organizational structure to rebel leaders and whodunnit dramas.

1. The Army Crew Team

Emily Michelle David, Assistant Professor of Management, China Europe International Business School (CEIBS)

“I love teaching  The Army Crew Team  case because it beautifully demonstrates how a team can be so much less than the sum of its parts.

I deliver the case to executives in a nearby state-of-the-art rowing facility that features rowing machines, professional coaches, and shiny red eight-person shells.

After going through the case, they hear testimonies from former members of Chinese national crew teams before carrying their own boat to the river for a test race.

The rich learning environment helps to vividly underscore one of the case’s core messages: competition can be a double-edged sword if not properly managed.

Executives in Emily Michelle David’s organizational behavior class participate in rowing activities at a nearby facility as part of her case delivery.

Despite working for an elite headhunting firm, the executives in my most recent class were surprised to realize how much they’ve allowed their own team-building responsibilities to lapse. In the MBA pre-course, this case often leads to a rich discussion about common traps that newcomers fall into (for example, trying to do too much, too soon), which helps to poise them to both stand out in the MBA as well as prepare them for the lateral team building they will soon engage in.

Finally, I love that the post-script always gets a good laugh and serves as an early lesson that organizational behavior courses will seldom give you foolproof solutions for specific problems but will, instead, arm you with the ability to think through issues more critically.”

2. ATH Technologies

Devin Shanthikumar, Associate Professor of Accounting, Paul Merage School of Business

“As a professor at UC Irvine’s Paul Merage School of Business, and before that at Harvard Business School, I have probably taught over 100 cases. I would like to say that my favorite case is my own,   Compass Box Whisky Company . But as fun as that case is, one case beats it:  ATH Technologies  by Robert Simons and Jennifer Packard.

ATH presents a young entrepreneurial company that is bought by a much larger company. As part of the merger, ATH gets an ‘earn-out’ deal—common among high-tech industries. The company, and the class, must decide what to do to achieve the stretch earn-out goals.

ATH captures a scenario we all want to be in at some point in our careers—being part of a young, exciting, growing organization. And a scenario we all will likely face—having stretch goals that seem almost unreachable.

It forces us, as a class, to really struggle with what to do at each stage.

After we read and discuss the A case, we find out what happens next, and discuss the B case, then the C, then D, and even E. At every stage, we can:

see how our decisions play out,

figure out how to build on our successes, and

address our failures.

The case is exciting, the class discussion is dynamic and energetic, and in the end, we all go home with a memorable ‘ah-ha!’ moment.

I have taught many great cases over my career, but none are quite as fun, memorable, and effective as ATH .”

3. Fabritek 1992

Rob Austin, Professor of Information Systems, Ivey Business School

“This might seem like an odd choice, but my favorite case to teach is an old operations case called  Fabritek 1992 .

The latest version of Fabritek 1992 is dated 2009, but it is my understanding that this is a rewrite of a case that is older (probably much older). There is a Fabritek 1969 in the HBP catalog—same basic case, older dates, and numbers. That 1969 version lists no authors, so I suspect the case goes even further back; the 1969 version is, I’m guessing, a rewrite of an even older version.

There are many things I appreciate about the case. Here are a few:

It operates as a learning opportunity at many levels. At first it looks like a not-very-glamorous production job scheduling case. By the end of the case discussion, though, we’re into (operations) strategy and more. It starts out technical, then explodes into much broader relevance. As I tell participants when I’m teaching HBP's Teaching with Cases seminars —where I often use Fabritek as an example—when people first encounter this case, they almost always underestimate it.

It has great characters—especially Arthur Moreno, who looks like a troublemaker, but who, discussion reveals, might just be the smartest guy in the factory. Alums of the Harvard MBA program have told me that they remember Arthur Moreno many years later.

Almost every word in the case is important. It’s only four and a half pages of text and three pages of exhibits. This economy of words and sparsity of style have always seemed like poetry to me. I should note that this super concise, every-word-matters approach is not the ideal we usually aspire to when we write cases. Often, we include extra or superfluous information because part of our teaching objective is to provide practice in separating what matters from what doesn’t in a case. Fabritek takes a different approach, though, which fits it well.

It has a dramatic structure. It unfolds like a detective story, a sort of whodunnit. Something is wrong. There is a quality problem, and we’re not sure who or what is responsible. One person, Arthur Moreno, looks very guilty (probably too obviously guilty), but as we dig into the situation, there are many more possibilities. We spend in-class time analyzing the data (there’s a bit of math, so it covers that base, too) to determine which hypotheses are best supported by the data. And, realistically, the data doesn’t support any of the hypotheses perfectly, just some of them more than others. Also, there’s a plot twist at the end (I won’t reveal it, but here’s a hint: Arthur Moreno isn’t nearly the biggest problem in the final analysis). I have had students tell me the surprising realization at the end of the discussion gives them ‘goosebumps.’

Finally, through the unexpected plot twist, it imparts what I call a ‘wisdom lesson’ to young managers: not to be too sure of themselves and to regard the experiences of others, especially experts out on the factory floor, with great seriousness.”

4. Lincoln Electric Co.

Karin Schnarr, Assistant Professor of Policy, Wilfrid Laurier University

“As a strategy professor, my favorite case to teach is the classic 1975 Harvard case  Lincoln Electric Co.  by Norman Berg.

I use it to demonstrate to students the theory linkage between strategy and organizational structure, management processes, and leadership behavior.

This case may be an odd choice for a favorite. It occurs decades before my students were born. It is pages longer than we are told students are now willing to read. It is about manufacturing arc welding equipment in Cleveland, Ohio—a hard sell for a Canadian business classroom.

Yet, I have never come across a case that so perfectly illustrates what I want students to learn about how a company can be designed from an organizational perspective to successfully implement its strategy.

And in a time where so much focus continues to be on how to maximize shareholder value, it is refreshing to be able to discuss a publicly-traded company that is successfully pursuing a strategy that provides a fair value to shareholders while distributing value to employees through a large bonus pool, as well as value to customers by continually lowering prices.

However, to make the case resonate with today’s students, I work to make it relevant to the contemporary business environment. I link the case to multimedia clips about Lincoln Electric’s current manufacturing practices, processes, and leadership practices. My students can then see that a model that has been in place for generations is still viable and highly successful, even in our very different competitive situation.”

5. Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth

Gary Pisano, Professor of Business Administration, Harvard Business School

“My favorite case to teach these days is  Pal’s Sudden Service—Scaling an Organizational Model to Drive Growth .

I love teaching this case for three reasons:

1. It demonstrates how a company in a super-tough, highly competitive business can do very well by focusing on creating unique operating capabilities. In theory, Pal’s should have no chance against behemoths like McDonalds or Wendy’s—but it thrives because it has built a unique operating system. It’s a great example of a strategic approach to operations in action.

2. The case shows how a strategic approach to human resource and talent development at all levels really matters. This company competes in an industry not known for engaging its front-line workers. The case shows how engaging these workers can really pay off.

3. Finally, Pal’s is really unusual in its approach to growth. Most companies set growth goals (usually arbitrary ones) and then try to figure out how to ‘backfill’ the human resource and talent management gaps. They trust you can always find someone to do the job. Pal’s tackles the growth problem completely the other way around. They rigorously select and train their future managers. Only when they have a manager ready to take on their own store do they open a new one. They pace their growth off their capacity to develop talent. I find this really fascinating and so do the students I teach this case to.”

6. The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron

Francesca Gino, Professor of Business Administration, Harvard Business School

“My favorite case to teach is  The United States Air Force: ‘Chaos’ in the 99th Reconnaissance Squadron .

The case surprises students because it is about a leader, known in the unit by the nickname Chaos , who inspired his squadron to be innovative and to change in a culture that is all about not rocking the boat, and where there is a deep sense that rules should simply be followed.

For years, I studied ‘rebels,’ people who do not accept the status quo; rather, they approach work with curiosity and produce positive change in their organizations. Chaos is a rebel leader who got the level of cultural change right. Many of the leaders I’ve met over the years complain about the ‘corporate culture,’ or at least point to clear weaknesses of it; but then they throw their hands up in the air and forget about changing what they can.

Chaos is different—he didn’t go after the ‘Air Force’ culture. That would be like boiling the ocean.

Instead, he focused on his unit of control and command: The 99th squadron. He focused on enabling that group to do what it needed to do within the confines of the bigger Air Force culture. In the process, he inspired everyone on his team to be the best they can be at work.

The case leaves the classroom buzzing and inspired to take action.”

7. Warren E. Buffett, 2015

Robert F. Bruner, Professor of Business Administration, Darden School of Business

“I love teaching   Warren E. Buffett, 2015  because it energizes, exercises, and surprises students.

Buffett looms large in the business firmament and therefore attracts anyone who is eager to learn his secrets for successful investing. This generates the kind of energy that helps to break the ice among students and instructors early in a course and to lay the groundwork for good case discussion practices.

Studying Buffett’s approach to investing helps to introduce and exercise important themes that will resonate throughout a course. The case challenges students to define for themselves what it means to create value. The case discussion can easily be tailored for novices or for more advanced students.

Either way, this is not hero worship: The case affords a critical examination of the financial performance of Buffett’s firm, Berkshire Hathaway, and reveals both triumphs and stumbles. Most importantly, students can critique the purported benefits of Buffett’s conglomeration strategy and the sustainability of his investment record as the size of the firm grows very large.

By the end of the class session, students seem surprised with what they have discovered. They buzz over the paradoxes in Buffett’s philosophy and performance record. And they come away with sober respect for Buffett’s acumen and for the challenges of creating value for investors.

Surely, such sobriety is a meta-message for any mastery of finance.”

More Educator Favorites

Emily Michelle David is an assistant professor of management at China Europe International Business School (CEIBS). Her current research focuses on discovering how to make workplaces more welcoming for people of all backgrounds and personality profiles to maximize performance and avoid employee burnout. David’s work has been published in a number of scholarly journals, and she has worked as an in-house researcher at both NASA and the M.D. Anderson Cancer Center.

Devin Shanthikumar  is an associate professor and the accounting area coordinator at UCI Paul Merage School of Business. She teaches undergraduate, MBA, and executive-level courses in managerial accounting. Shanthikumar previously served on the faculty at Harvard Business School, where she taught both financial accounting and managerial accounting for MBAs, and wrote cases that are used in accounting courses across the country.

Robert D. Austin is a professor of information systems at Ivey Business School and an affiliated faculty member at Harvard Medical School. He has published widely, authoring nine books, more than 50 cases and notes, three Harvard online products, and two popular massive open online courses (MOOCs) running on the Coursera platform.

Karin Schnarr is an assistant professor of policy and the director of the Bachelor of Business Administration (BBA) program at the Lazaridis School of Business & Economics at Wilfrid Laurier University in Waterloo, Ontario, Canada where she teaches strategic management at the undergraduate, graduate, and executive levels. Schnarr has published several award-winning and best-selling cases and regularly presents at international conferences on case writing and scholarship.

Gary P. Pisano is the Harry E. Figgie, Jr. Professor of Business Administration and senior associate dean of faculty development at Harvard Business School, where he has been on the faculty since 1988. Pisano is an expert in the fields of technology and operations strategy, the management of innovation, and competitive strategy. His research and consulting experience span a range of industries including aerospace, biotechnology, pharmaceuticals, specialty chemicals, health care, nutrition, computers, software, telecommunications, and semiconductors.

Francesca Gino studies how people can have more productive, creative, and fulfilling lives. She is a professor at Harvard Business School and the author, most recently, of  Rebel Talent: Why It Pays to Break the Rules at Work and in Life . Gino regularly gives keynote speeches, delivers corporate training programs, and serves in advisory roles for firms and not-for-profit organizations across the globe.

Robert F. Bruner is a university professor at the University of Virginia, distinguished professor of business administration, and dean emeritus of the Darden School of Business. He has also held visiting appointments at Harvard and Columbia universities in the United States, at INSEAD in France, and at IESE in Spain. He is the author, co-author, or editor of more than 20 books on finance, management, and teaching. Currently, he teaches and writes in finance and management.

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The Importance of Trust for Managing through a Crisis

In March 2020, Twiddy & Company, a family-owned vacation rental company known for hospitality rooted in personal interactions, needed to adjust to contactless, remote customer service. With the upcoming vacation season thrown into chaos, President Clark Twiddy had a responsibility to the company’s network of homeowners who rented their homes through the company, to guests who had booked vacations, and to employees who had been recruited by Twiddy’s reputation for treating staff well. Who, if anyone, could he afford to make whole and keep happy? Harvard Business School professor Sandra Sucher, author of the book The Power of Trust: How Companies Build It, Lose It, Regain It, discusses how Twiddy leaned into trust to weather the COVID-19 pandemic in her case, “Twiddy & Company: Trust in a Chaotic Environment.”

• Research & Ideas

What the Rise of Far-Right Politics Says About the Economy in an Election Year

With voters taking to the polls in dozens of countries this year, could election outcomes lean conservative? Paula Rettl says a lack of social mobility and a sense of economic insecurity are some of the factors fueling far-right movements around the world.

• 15 May 2024
• Managing the Future of Work

Can work-based learning revive college-for-all?

Propel America CEO Chad Rountree on rethinking the high school-to-career transition to meet the needs of low-income students, colleges, and employers.

A Major Roadblock for Autonomous Cars: Motorists Believe They Drive Better

With all the advances in autonomous vehicle technology, why aren't self-driving cars chauffeuring more people around? Research by Julian De Freitas, Stuti Agarwal, and colleagues reveals a simple psychological barrier: Drivers are overconfident about their own abilities, so they resist handing over the wheel.

• 13 May 2024

Picture This: Why Online Image Searches Drive Purchases

Smaller sellers' products often get lost on large online marketplaces. However, harnessing images in search can help consumers find these products faster, increasing sales and customer satisfaction, finds research by Chiara Farronato and colleagues.

• 09 May 2024

Called Back to the Office? How You Benefit from Ideas You Didn't Know You Were Missing

As companies continue to weigh the benefits and drawbacks of remote work, a study of how knowledge flows among academic researchers by Karim Lakhani, Eamon Duede, and colleagues offers lessons for hybrid workplaces. Does in-person work provide more opportunities for innovation than people realize?

• 08 May 2024

Green Concrete: Decarbonizing Construction with Recycled Glass

The first of a series on decarbonizing the roots of value chains, where we’re looking deep into supply chains that serve many industries, this episode focuses on concrete. Concrete is one of the world’s most popular materials, and it accounts for nearly 8% of the world’s greenhouse gas emissions, most of which comes from cement– the glue that binds conventional forms of concrete. We focus on one type of green concrete produced by Urban Mining Industries that replaces half of the cement with recycled glass that makes its product much less carbon intensive. We present this story through an episode of the HBR Cold Call podcast, where host Brian Kenny interviews HBS professors Shirley Lu and Bob Kaplan. They discuss how Harvard is pilot testing the use of green concrete in its current construction projects as part of the university’s efforts to reduce its carbon footprint. They’ll also discuss various methods to measure carbon emissions, including the e-liability approach Bob Kaplan lays out in a recent Harvard Business Review article.

• 07 May 2024

Lessons in Business Innovation from Legendary Restaurant elBulli

Ferran Adrià, chef at legendary Barcelona-based restaurant elBulli, was facing two related decisions. First, he and his team must continue to develop new and different dishes for elBulli to guarantee a continuous stream of innovation, the cornerstone of the restaurant's success. But they also need to focus on growing the restaurant’s business. Can the team balance both objectives? Professor Michael I. Norton discusses the connections between creativity, emotions, rituals, and innovation – and how they can be applied to other domains – in the case, “elBulli: The Taste of Innovation,” and his new book, The Ritual Effect.

• 06 May 2024

The Critical Minutes After a Virtual Meeting That Can Build Up or Tear Down Teams

Weak communication and misunderstandings during virtual meetings can give way to resentment and rifts when the cameras turn off. Research by Leslie Perlow probes the nuances of digital communication. She offers advice for improving remote teamwork.

• 03 May 2024

How Much Does Proximity Influence Startup Innovation? 20 Meters' Worth to Be Exact

When it comes to sharing ideas, how much does close proximity matter? A study by Maria Roche evaluates how knowledge spreads in a coworking space, providing insights that could help shape the debate over remote work.

• 01 May 2024

Wharton’s Peter Cappelli on changing the talent equation

What are the consequences of treating employees as an expense rather than an asset? Cappelli argues that this “penny wise and pound foolish” practice hurts the bottom line by discouraging investments in a skilled workforce and prioritizing downsizing, irrespective of efficiency. How changes in management and reporting can realign incentives. Also, C-suite demographics and the impact of AI.

• What Do You Think?

Have You Had Enough?

James Heskett has been asking readers, “What do you think?” for 24 years on a wide variety of management topics. In this farewell column, Heskett reflects on the changing leadership landscape and thanks his readers for consistently weighing in over the years. Open for comment; 0 Comments.

• 30 Apr 2024

When Managers Set Unrealistic Expectations, Employees Cut Ethical Corners

Corporate misconduct has grown in the past 30 years, with losses often totaling billions of dollars. What businesses may not realize is that misconduct often results from managers who set unrealistic expectations, leading decent people to take unethical shortcuts, says Lynn S. Paine.

• 26 Apr 2024

Deion Sanders' Prime Lessons for Leading a Team to Victory

The former star athlete known for flash uses unglamorous command-and-control methods to get results as a college football coach. Business leaders can learn 10 key lessons from the way 'Coach Prime' builds a culture of respect and discipline without micromanaging, says Hise Gibson.

• 24 Apr 2024

Helping Companies Become More Climate Resilient

In this episode in our adaptation series, Peter Hall, Managing Director at Resonance Impact Advisory, draws upon his experience in global engineering and professional services firms to share how consulting and advisory companies can help their clients assess their risks and take actions to become more resilient to climate change. He walks through several adaptation frameworks and roadmaps recently developed by governments, civil society, and private companies to help provide clarity and guidance on the steps necessary for more resilient companies and societies. For notes and resources visit; climaterising.org

• 23 Apr 2024

Amazon in Seattle: The Role of Business in Causing and Solving a Housing Crisis

In 2020, Amazon partnered with a nonprofit called Mary’s Place and used some of its own resources to build a shelter for women and families experiencing homelessness on its campus in Seattle. Yet critics argued that Amazon’s apparent charity was misplaced and that the company was actually making the problem worse. Paul Healy and Debora Spar explore the role business plays in addressing unhoused communities in the case “Hitting Home: Amazon and Mary’s Place.”

• In Practice

Getting to Net Zero: The Climate Standards and Ecosystem the World Needs Now

What can companies and regulators do as climate predictions grow grimmer? They should measure impact, strengthen environmental institutions, and look to cities to lead, say Robert Kaplan, Shirley Lu, and Rosabeth Moss Kanter.

• 22 Apr 2024

When Does Impact Investing Make the Biggest Impact?

More investors want to back businesses that contribute to social change, but are impact funds the only approach? Research by Shawn Cole, Leslie Jeng, Josh Lerner, Natalia Rigol, and Benjamin Roth challenges long-held assumptions about impact investing and reveals where such funds make the biggest difference.

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The Innovation Mindset in Action: 3M Corporation

• Vijay Govindarajan and Srikanth Srinivas

How 3M has consistently powered itself through innovation.

In three recent blog posts we looked at the innovation mindset in individuals, profiling game changers Jerry Buss , Peter Jackson , and Shantha Ragunathan . These three innovators share common qualities, which we call the innovation mindset, a robust framework which can be applied at the micro (individual) as well as macro (organizational) levels: they see and act on opportunities , use “and” thinking to resolve tough dilemmas and break through compromises, and employ their resourcefulness to power through obstacles. Innovators maintain a laser focus on outcomes , avoid getting caught in the activity trap , and proactively “expand the pie” to make an impact. Regardless of where they start, innovators and innovative companies persist till they successfully change the game.

• VG Vijay Govindarajan is the Earl C. Daum 1924 Professor of International Business at the Tuck School of Business at Dartmouth. He is coauthor of Reverse Innovation (HBR Press, 2012). Srikanth Srinivas is the Senior Vice President of Solution Innovation at Medecision and the author of  Shocking Velocity .

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Using Trauma-Informed Teaching to Handle Sensitive Topics in Online Teaching: A Case Study from Divinity

How can Christian faith influence the practice of mental health care? How do we define mental health and mental illness — and what are the limitations of these concepts? How can Christian theology provide us with tools to ethically engage with challenges related to mental health care? When developing their new graduate-level course, Christian Approaches to Mental Health Care , Professors Warren Kinghorn and John Swinton created a course where students could explore these questions.

“Theology provides us with a language, a worldview and a set of practices that are vital for mental health care,” Swinton said. “The intention of this course is to help people to think theologically and provide people with other ideas and tools to help them care more fully and more faithfully.”

A hybrid, nine-week course, Christian Approaches to Mental Health Care is part of a new mental health track in the Divinity School’s Certificate in Theology and Health Care . Students attended an immersive week on Duke’s campus where they were introduced to key concepts; they attended course sessions the following eight weeks via Zoom.

“In the Theology, Medicine, and Culture Initiative, we invite students into deep engagement with the practices of health care in light of Christian theology and practice,” Kinghorn said. “This class is a natural extension of that aim, but now focused specifically on the practices of mental health care.” 

This Divinity course was aimed at both professionals who work in any context related to mental health care (e.g., counselors, social workers) and those who may have a personal interest in the material. First taught in Spring 2024 to over 30 students, the course covered a wide-range of topics that needed to be handled with care, including trauma, anxiety, and dementia. 

Challenges and Affordances of Teaching Online

How does one approach teaching sensitive topics online? Are there challenges unique to this environment? 

Swinton noted that the structure of a course using a web conferencing software like Zoom can present challenges.

“When you are in a standard class situation and difficult issues come up, people have the opportunity to find immediate support either from us as tutors or from classmates,” he said. “When you are doing a course online, that support is often not available. You switch off the camera and you are on your own.”

That being said, knowing this can be an issue without the buffer space at the beginning or end of the class session, Swinton and Kinghorn have worked to ensure their online sessions do offer support. Kinghorn noted that during his first foray into online teaching during the onset of the COVID-19 pandemic, he was concerned about engaging with sensitive topics in a virtual class setting.

“But I learned that if the class is structured in a way that leaves time and space for self-care, Zoom-based instruction has advantages,” he said. “Students generally join class from a space where they feel safe. They can titrate their own exposure in class, shifting position or even briefly turning off camera or microphone if necessary. If done well and in a trauma-informed way, I think that even the hardest topics can be addressed well through online pedagogy.”

Strategies to Teach a Trauma-Informed Course

What does it mean to be a trauma-informed instructor? How can Kinghorn and Swinton’s course act as an example for other courses?

“Adopting a trauma-informed approach is not accomplished through any single particular technique or checklist,” the CDC’s 6 Guiding Principles To A Trauma-Informed Approach reminds us, “It requires constant attention, caring awareness, sensitivity, and possibly a cultural change at an organizational level.”

Kinghorn and Swinton, however, do have specific strategies that worked for the specific context of their course. Given that this course covered topics such as depression, suicide, substance use issues, and more during the online weeks, the instructors informed students about upcoming content and encouraged them to approach these topics with care for themselves and for others. While there are different approaches to creating a trauma-informed environment, Kinghorn and Swinton focused on harm reduction in suggesting how instructors can think about this during a live course.

“My belief (as others have argued in the trauma-informed teaching literature) is that it should be a last resort for professors to invite students to opt out of a class due to difficult past experiences, as this kind of approach (if made systematic) can compound educational differences and marginalization— effectively giving educational access to those fortunate not to have particular trauma histories and excluding (even if student-driven) those who do,” Kinghorn said.  “I would much rather structure courses (as I think we did this semester) with the goal that every student, including those with recent loss or difficult trauma histories, feels a sense of welcome and belonging that enables them to participate in the good, hard work of the course.”

Swinton shared that choice is important to him in thinking about student participation.

“For example, if an online student has had someone close to them die by suicide either recently or historically and they feel that a class on this subject could be problematic for them, we would want to make sure that the person involved does not feel compelled to participate in the class if it is going to be harmful,” Swinton said of a hypothetical scenario. “It’s always going to be difficult with sensitive issues online, but we do the best we can to minimize the possibility of harm.”

Other strategies to help students feel like the course was a safe place for student learning included:

• Focusing on helping students create a connected community, which included putting them in consistent breakout room groups of 5-6 students for the semester
• Modelling honesty and humility as instructors  when receiving difficult questions during the immersive week
• Starting each class session with grounding practices (e.g., reading a psalm and pausing in silent reflection)
• Staying after class in Zoom to be available to students and ensuring presence and privacy by turning off recording features
• Providing clear guidelines about evaluations and deadlines, as well as sharing how students should communicate with faculty and teaching assistants
• Granting structured flexibility (e.g., offering a no-questions-asked 72-hour extension for one assignment over the semester)
• Respecting students’ privacy (e.g., not asking students to disclose why they need to turn in late work)

Teaching with Care

How might you begin to integrate trauma-informed practices into your own teaching? 

The first step, Swinton said, is to recognize that this is an issue instructors should take note of in all of their teaching.

Using Duke as an example, Kinghorn elaborated that while instructors should not be asking students to disclose their trauma, they can assume “that a majority or near-majority of every class of Duke students have survived trauma of some sort (recognizing the challenges of defining that term).”

“Assume that all students, including trauma survivors, are at Duke because they want to learn, want to engage difficult material well, and generally want to do good, hard work together,” he said. “Then ask: how specific to my subject matter can I invite students to do good, hard work in a way that respects their lived experience? That’s going to differ by class and by student but is the place to start.”

If you’d like to learn more about trauma-informed teaching, here are a few resources where you could start are:

• Trauma-Informed Teaching – University of Wisconsin, Lacrosse
• Trauma-Informed Pedagogy, Montclair State University
• Karen Costa’s Trauma Informed Pedagogy Course
• A feature of a recent Coursera course that integrated trauma-informed frameworks into its design
• SAMHSA, Trauma and Violence
• The Missouri Model: A Developmental Framework for Trauma-Informed Approaches
• CDC, 6 Guiding Principles to a Trauma-Informed Approach
• Potentially Perilous Pedagogies: Teaching Trauma Is Not the Same as Trauma-Informed Teaching

If you’d like to learn more about Warren Kinghorn and John Swinton’s work, here are a few places to start are:

• Finding Jesus in the Storm: The Spiritual Lives of Christians with Mental Health Challenges (2020)
• Wayfaring: A Christian Approach to Mental Health Care by Warren Kinghorn (July 2024)
• Developing Best Practices for Trauma-Informed Teaching and Learning

• News, Analysis & Insights on Nutrition, Supplements, and Health

Olive oil consumption may curb dementia-related death risk: Harvard study

21-May-2024 - Last updated on 21-May-2024 at 15:24 GMT

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Between May 2022 and July 2023, researchers from the Harvard T.H.Chan School of Public Health analyzed data from 92,383 women and men who participated in the Nurses’ Health Study (NHS) and Health Professionals Follow-Up Study (HPFS), both conducted from 1990 to 2018. Subjects (65.6% women) had a mean age of 56 years and were cancer- and cardiovascular disease-free at enrollment.

Over the 28-year period, there were 4,751 dementia-related deaths as established by death records. Olive oil intake was assessed every four years using a food frequency questionnaire, and diet quality was based on the Alternative Healthy Eating Index and Mediterranean Diet score.

“In two large U.S. prospective cohorts of men and women, we found that participants who consumed more than 7 g/d of olive oil had 28% lower risk of dying from dementia compared with participants who never or rarely consumed olive oil,” the researchers wrote in the journal  Jama Open Network. ​ “This association remained significant after adjustment for diet quality scores including adherence to the Mediterranean diet.”

The study also estimated the difference in risk when other dietary fats like mayonnaise and butter were substituted with an equivalent amount of olive oil.

Olive oil and U.S. dementia mortality rates  ​

They noted that while olive oil, as part of a Mediterranean diet, may exert anti-inflammatory and neuroprotective effects due to its high content of monounsaturated fatty acids and other compounds with antioxidant properties such as vitamin E and polyphenols, more research is needed to explore these associations outside of diet.  

The research builds on another recent analysis of the same cohorts, which showed that olive oil consumption was associated with a lower risk of  total and cause-specific mortality ​, including a 29% lower risk for neurodegenerative disease mortality in participants who consumed more than 7 g/d of olive oil compared with little or none. However, the methodology was not designed to examine the association of olive oil and diet quality with dementia-related mortality.

Considering sex differences and hydrogenated oils ​

In this latest study, the researchers reported that the association was significant in both sexes but did not remain in men after full adjustment of the model. 

The multivariable-adjusted hazard ratios for dementia-related death for the highest compared with the lowest olive oil intake (greater that 7 g/d) was 0.67 for women and 0.87 for men. Olive oil intake in 5-gram increments was inversely associated with dementia-related mortality in women but not in men.

“Evidence from trials also showed sex- and/or gender-specific responses to lifestyle interventions for preventing cognitive decline, possibly due to differences in brain structure, hormones (sex) and social factors (gender),” the researchers wrote. “Olive oil intake may be protective of dementia and related mortality, particularly in women.”

In addition, the study found that using olive oil instead of margarine and mayonnaise, but not butter and other vegetable oils, was associated with a lower risk of dementia-related death. The NHS and HPFS, however, were conducted prior to the 2020 U.S. Food and Drug Administration ban on partially hydrogenated oils in foods.

“At the time of the study, margarine and mayonnaise contained considerable levels of hydrogenated trans-fats, which were strongly associated with all-cause mortality, CVD, type 2 diabetes and dementia, which may explain the lower dementia-related death risk observed when replacing it with olive oil,” the researchers wrote.

For future study, they suggested examining the effect of trans-fat-free margarine on cognitive-related effects and carefully considering the association between the sexes and olive oil outcomes.

Source:  Jama Open Network ​ doi: 10.1001/jamanetworkopen.2024.10021  ​ “Consumption of Olive Oil and Diet Quality and Risk of Dementia-Related Death” Authors: Tessier et al.

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