Capital Ideas - Summer 2013 - page 43
Capital Ideas |
Summer 2013
which was distributed to an audience they hoped to
empower. For Hogarth, many of the ideas in the pa-
per formed the basis for his book
Educating Intuition
(University of Chicago Press: 2001). In addition, his
early experience with laboratory education laid the
foundation for his future development as an interna-
tionally renowned management educator.
For Davis, who this year is celebrating 50 years
on the Booth faculty, the concept of students as ac-
tive learners who take charge of their own personal
development has been central to his teaching over
the years. He has spent the last five decades helping
Booth students become life-long learners. Recently he
teamed up with
Terri C. Albert,
senior associate direc-
tor of the
James M. Kilts Center for Marketing
and ad-
junct associate professor of marketing, who has a PhD
in quantitative psychology and is now responsible
for incorporating experiential learning into selected
Booth courses in marketing, operations, strategy, and
social enterprise. With the very framework this paper
described, laboratory education continues to provide
real benefits to both companies and students.
Twenty-one years after publication, this paper has
been updated to include a “Retrospective and Look
Forward” in which the authors expand the defini-
tion of action skills to include “the vast array of skills
involved in transforming the ‘mental’ decision to do
something into a successful, practical reality.”
I read this paper at a critical time in my career de-
velopment and it continues to inspire and inform my
approach to teaching. I ask all my students to read the
paper, incorporating it into the first class assignment in
each of the three MBA courses I teach. It serves as an
introduction to the importance of action and insight
skills, and I rely on it to present a useful framework for
how to learn the right lessons from experience, both
inside and outside the classroom.
A guide to
high performance
The best managers pair knowledge with the skills
that “Rethinking Management Education” explained
and defined.
Conceptual knowledge:
Acquired through formal
instruction. Learning experiences typically associated
with educational institutions.
Domain knowledge:
Acquired on the job in
particular firms and industries, by experience or
through formal training programs.
Action skills:
Used to transform a mental decision
into a successful, practical reality. Involves elements
of communication, persuasion, motivational skills,
and teamwork.
Insight skills:
Used to identify and draw helpful
lessons from experiences.
“The genesis of the paper can actually
be seen as an example of its own
framework in operation.”
Linda E. Ginzel
is clinical professor of managerial
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