Tuesday, September 26, 2006
WHEN PASSION IS NOT ENOUGH
Monday, September 18, 2006
WHAT CRIME DID SHE COMMIT TO DESERVE A FATE MOST FOUL?
Wednesday, September 06, 2006
The Day The (Book)Worms Feast
1. “Peripheral Vision: Detecting the Weak Signals That will Make or Break Your Company” by George Day and Paul J.H. Schoemaker; Harvard Business School Press.
2. “Designed to Win: Strategies for Building a Thriving Global Business” by Hiroaki Yoshihara and Mary Pat McCarthy; McGraw Hills.
3. “Philippine Labour Migration: Critical Dimensions of Public Policy” by Joaquin L Gonzales III; De La Salle University Press, Inc.
4. “Chinese Traders in a Philippine Town: From Daily Competition to Urban Transformation” by Norbert Danhaeuser; Ateneo De Manila Press.
Another 4 more books added to my growing library; Another 4 more books added to my long list of books to read; And 4 more books added to my wealth….
POSTSCRIPT
My Professor, Elfren Cruz won the National Book Awards’ Best Book in the Business and Economics Category Prize last August 31. The award given by the Manila Critics Circle is in recognition of my professor’s seminal work, “Setting Frameworks: Family Business and Strategic Management.” Congratulations to my professor for winning such a prestigious award. As an added bonus to winning the award, he now joins his wife as a National Book Award recipient, probably the only husband and wife tandem to receive such a distinguish award. His wife, Neni Sta. Romana – Cruz is a National Book Award recipient for Children’s literature. Having said that, I can’t wait to see him come up with his second book if he ever plans on writing one. I wonder what topic will he write then but rest assure, the title will definitely have the word, “framework” (his column in BusinessWorld is titled, “Frameworks”). We had a joke in MBA, if it is about frameworks, it got to be Elfren (Cruz). “ )
Tuesday, September 05, 2006
And I Cried (A Teacher on Her First Term)
I got this email from a friend of mine and a fellow MBA. She is currently teaching at undergrad school. She didn’t write this story but this might as well reflect her experience as a first time teacher.
I preferred to be known as a terror teacher than one whom my students would love now and forget later. As a student, I've had quite a few teachers myself. Those who gave me sleepless nights and scared me out of my sweaters AND TAUGHT ME THE BEST LESSONS IN LIFE were actually the ones who inspired me to teach.
And so I dreamed... to become a teacher. Early in my adolescent stage, I vowed to take up masteral studies to make sure I'd be prepared for this thankless task. As I joined the corporate world, I had trainees under me (both students and co-employees). I was in heaven each time one would return to share the good news of getting a job, a promotion or a recognition. After a decade of corporate teaching, I knew it was time for the real thing.
I believed... I finished my masters after seven (7) itchy years. And I made it through. Now, the next hurdle was how to get into the academe. It was one elusive dream. It was like killing a chicken, only you never did it ever in the past. Was I to pluck all its feathers, throw it in a caudlron with boiling water, or was I to bang it against the wall and pray that it would land a fried chicken on my plate?
My first day was horrifying. I left my things in the classroom and went back to the faculty room to get chalk or a whiteboard marker. Upon returning to the room, I saw two students reading through my book... including insertions! It was enough to me that they opened the book to see who owned it... but to leaf through notes I inserted? It was a violation of my privacy. And I'd hate it when one didn't respect mine.
I had the most absurd experiences.
Student: Miss, do you have handouts?
Me: It depends. Why? (just to get the cat out of the bag... and jump out it did)
Student: So, Miss, if you don't have hand outs, does that mean I have to take down notes?
Me: Will I dignify your question? (was so tempted to say stupidity)
Student: (rushing in late) Miss, so where are we now?
Me: We've been in the classroom for the past thirty minutes discussing? (sarcastic)
Student: Oh sorry, Miss. I just wanted to know.
Me: Maybe if you came in thirty minutes early, you wouldn't be asking me that question?
Student: Why, Miss?
I give pop quizzes within the first fifteen minutes of my class. Since it starts art 745. The quiz would be from 745 to 800. Grace period ends at 8, was hoping this would motivate them to be punctual. Would you believe this? I would give a pop quiz at the end of my lecture (10 items usually), then I would give the same quiz as a pop quiz for the following meeting --- and my recycled quizzes would even get lower marks?
As I saw their grades declining, I made them manage the class. We made it our KRA or our deliverables. You commit to it, you give me better grades. And they vowed they would... they didn't, majority of the class had lower marks in their pre-finals than in their mid-terms.
I told them they had to submit at least one written project for their pre-finals. But those who would ask for additional work to raise their grades are encouraged to do all four projects. There were two who didn't even make one. And they were the two lowest performers of the group.
My final exam? Look at how I wanted them to pass. I made a grid on which questions during the midterms did most of them get correctly. From this, I made 20 multiple choice questions for Test 1. Then, I gave a "diagnostic exam" just before the start of the second half of the term. I took the very same exam questions for matching type and just jumbled the order. This became Test 2. I gave "three easiest questions" for essay. This became Test 3. --- only one perfected Test 2. But not one of them got to perfect the exam.
One of them, not knowing the answer to essay 2 (which was supposed to be the easiest question) wrote this answer:
"Our Father, in heaven, holy be Your name. Your kingdom come. Your Will be done on earth as it is in heaven. Give us this day our daily bread and forgive us our sins as we forgive those who sinned against us. Do not lead us to the test, but deliver us from evil. Amen."
As I wrote the grades in their class cards, I wrote with teary eyes knowing 5 of twelve failed. And when I was to transfer grades into the Final Grading Sheet (FGS), I stopped to cry for the first student who got a failing grade in my alphabetical listing of students. As I continued, I took a deep breath and continued entering the grades. This, I told myself, was to make sure I would not be swept by their pleading later.
Of the five who failed, only three came to pick up their cards personally. Of course I expected that they'd contest their grades. And while I had the documents to support my action, I still dreaded having to meet their pleading eyes.
I showed one of them how I tried to pull her grades up by giving bonuses. After raising her grades by almost 11 points for pre-finals, her midterms just didn't contribute enough to give her an over all passing grade. She pleaded three or four times stating I was the only one who failed her, unknown to her that as another teacher consoled me as I was distressed over failing her, he revealed to me that the same student failed in his class too.
And our reasons and observations were the same.
The other one was in total disbelief. But he later gave up the fight.
The other one, well, he was one of those boys who browsed through my books on the first day. While he was forgiven for his action, he didn't give enough output to raise his grades. A few hours after he got his card, I received a text from him telling me he would do anything just to get a 1 (equivalent to 70). In my mind, all I could say was... I gave you four projects to do it... you only did one haphazardly.
One of those who didn't come, the one with the lowest grade sent me a message... "Miss I just want to know my standing so that I could get an adjustment form if I failed in your class." And this student of mine, never even submitted a single assignment, did not pass any of her quizzes, was always late and would leave the room at exactly 830 pm sharp (to go to the washroom, to take a call, to pay, to do an adjustment, whatever!) each and every meeting PUNCTUALLY.
I know now why some teachers are just plain aloof to the point of being crabby. I know now why... why some are "ruthless"... why some are eaten alive.
....I survived.
Next term please.
Sunday, September 03, 2006
A TALE OF 2 “OLD” CUSTOMERS
Thursday, August 31, 2006
QUOTING GRANT
“As we approached the brow of the hill, which it was expected we could see Harris’ camp, and possibly find his men ready formed to meet us, my heart kept getting higher and higher until it felt to me as though it was in my throat. I would have given anything then to have been back in Illinois, but I had not the moral courage to halt and consider what to do; I kept on. When we reached a point from which the valley below was in full view I halted. The place where Harris had been encamped was plainly visible but the troops are gone. My heart resumed its place. It occurred to me at once that Harris had been as much afraid of me as I had been of him. This was a view of the question I had never taken before; but it was one I never forgot afterwards. From that event to the close of the war, I never experienced trepidation upon confronting the enemy, though I always felt more or less anxiety. I never forgot that he had as much reason to fear my forces as I had his.”
The second quote on the other hand was given to a brigadier after the Union army suffered reverses on the battlefield. Here, General Grant scolded the distraught brigadier with these words:
“Oh, I’m heartily tired of hearing about what Lee is going to do. Some of you always seem to think he is going to turn a double somersault and land in our rear and on both of our flanks at the same time. Go back to your command, and try to think what we are going to do ourselves, instead of what Lee is going to do.”
From these quotes, one would realize that often times we tend to “second guess” our opponent’s intentions unknowingly that our opponents are doing the same. Furthermore, in our “obsession” to “second guess” our opponent, we tend to become mere “reactors” to the situations rather than as initiator and controller of events. We tend to focus on the analysis of the situation trying to figure out a way to “mitigate” the pending yet “changeable” outcome whence in fact, the best solution to the problem was to take it by the horn. We tend to sacrifice initiative in favor of security, or more accurately, false security. However, practically speaking, it is still important that we “second guess” our opponent’s intention because if we don’t we might end up losing control of the event that we intend to gain in the first place. But this “second guessing” shouldn’t come at the price of initiative and control. By initiative, it means that we don’t let our opponent dictate what is going to happen next rather that we should be creating what will happen next. In my conclusion, there should come a point wherein we have to decide if further “accumulation” of information for analysis and evaluation is still practicable as an input in our decision making or we have to decide now even with the limited inputs so as not to give up control of event. Time is of the essence and we have to take risk. Although these quotes are made by General Grant in relation to his experience in the battlefield, it can no less be applied in situations outside the military sphere, specifically in the broader management decision making. Though the marketplace is decidedly less “bloody” than the battlefield, it however has its tense and “heart – pounding” moments. And it is here that Grant’s thoughts could be useful in gauging risk taking and bidding time. There was this term I learned from Mintzberg and that is “paralysis by analysis”, which is in essence similar to what General Grant was saying all along albeit in a more general context. Paralysis by analysis refers to the indecision of a leader in situations where the analyses are inconclusive. No conclusion, no decision, no moves, period. It can also refer to the fact that with “over” analysis, we tend to be overwhelmed by the gravity of the situation and balk at making a move. Frozen with fear leading again to no movements. What we ought to learn here is that situations may not be what we thought to be since there are a lot of constantly changing variables in play that our mind cannot conceive, which would drastically alter the outcome and one such variable is the opponent’s or competitor’s trepidations. Aside from that, indecision makes us a sitting duck to the conspiring events and to our competitor’s/opponent’s machinations thereby losing our initiatives to play the events to our advantage. However, to forgo analysis and instead purely rely on “instinct” is also unwise for according to Mintzberg, there is such a thing as “extinction by instinct”. Not everyone possesses a superior instinct and instinct is not grounded on facts but on unconscious gut – feel or for most people, emotion, which would be pretty unreliable during confusing uncertainty, i.e., one may cower when the going gets tough. The best way to make a decision is to analyze up to a certain degree, trust your instinct, take risk, siege the initiative, and improvise. That however, is easier said than done. And it is in this situation that we had to refer to Grant’s quotes.
Sunday, August 27, 2006
TO BE OR NOT TO BE
Saturday, August 26, 2006
AND THEN THERE IS 8
Wednesday, August 23, 2006
8 OR 12? WHAT MAKES A PLANET?
Saturday, August 19, 2006
Afterthoughts Upon Receiving An Unexpected Phone Call
Tuesday, August 15, 2006
And They Call It Customer Service
Wednesday, July 26, 2006
ON BEING 32
Today, I turn 32 and I’m now in the midst of writing the story of my prime. Hopefully, I could fill many a page in this story of mine. There would be plenty of victories and parties to write about but also probably some frustrations along the way as well and perhaps a few events that could be portent of future regrets. I wish I only had a few of the latter (frustrations and regrets) and more of the former (victories and triumphs) to write but I cannot really tell. But, the one thing I could tell and that is, I’m not going to write this story of mine blindly for I had the story written during my youth to copy from and probably a future bestseller to be written in my old age to worry about.
Tuesday, July 25, 2006
A Happy Birthday
Monday, July 24, 2006
STOPPING BY WOODS ON A SNOWY EVENING
Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep,
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.
Saturday, July 22, 2006
LIFE WAITS FOR NO ONE
Thursday, July 20, 2006
STRATEGY AND THE CEO
1. The Design School
2. The Planning School
3. The Positioning School
4. The Entrepreneurial School
5. The Cognitive School
6. The Learning School
7. The Power School
8. The Cultural School
9. The Environmental School
10. The Configuration School
The differentiation of the field of Strategic Management thinking into 10 schools is actually a fine one and probably debatable but Mintzberg made distinction quite clearly. Of the 10 schools, the first 4 emphasize more on deliberate strategies while the remaining schools focuses more on the emergent strategies with varying emphasis on strategies as patterns. The last school though makes use of the 3 types of planning process.
The Design School believes that the strategy formation is a process of conception. Strategies developed here are deliberate through careful analysis of the environment and the opportunity it presents and the threats it posed while at the same understanding the strength and weaknesses of the company in face of such environment. In this school, the task of “conceiving” strategy lies squarely on the CEO, be he the head of a small company or a large organization with global presence. The CEO is the master strategist and it’s chief executor, period. In order for that to happen, the CEO should be an exceptional genius in order to craft such a grand strategy based primarily on their intuitive analysis. This is because of the breadth, size, complexity, and scope of the organization where the strategy would be applied.
The Planning School views strategy making as a formal process. Like the first school, strategies are deliberate and are the outcome of analysis and planning. The difference however is that the Planning School believes that strategy formation should go through a step-by-step procedure of deliberation and analysis. In here, analysis is no longer limited but is pretty much overblown, in – depth, and concise. Because of the requirement of an in depth analysis, CEOs can’t simply do the job, instead a host of analyst does the job for him. In fact, an entire department was created to do precisely that and this unit is usually the Corporate Planning department of a company. Here, the CEO is no longer the “genius” for he is no longer the chief strategist; the Corporate Planner Head now takes that role. The CEO as the title implies (Chief Executive Officer) executes the strategy formulated by the CORPLAN group ensuring that strategies gets implemented as intended. In this school, action is differentiated from thinking while in the Design School, action and thinking is united as one.
The Positioning School on the other hand viewed strategy making as an analytical process. Here, there is no CORPLAN group, instead there is a staff of experts who readily analyzes the impact of environment changes on the company and advises the CEO. The CEO here decides on it en route to crafting a strategy. This school believes that there are only a finite number of viable strategies on the table for the CEO to choose from. In order words, given a set of conditions, only a handful of strategic choices known as positions are available to choose from and most importantly, these positions are generally known to all the industry participants. So much so that companies within the same industries having more or less the same orientation and capabilities adopts the same position. The CEO’s role here although a thinking one is reduce to merely choosing a viable and defensible “position” and not crafting a creatively new strategy. Once a position is chosen, the CEO must pursue it, hence, strategy here though initially deliberate (planned) becomes a pattern over time since “positions” takes time to build.
The Entrepreneurial School of Strategic Management believes that strategy creation as a visionary process. Here, the CEO is both the strategist and the executor but unlike in the Design School wherein the CEO is the master strategist. The Entrepreneur/Visionary is the master. In the words of one CEO, he is the dictator, the king, the emperor, or god whatever you may want to call him because he alone holds the vision and only his interpretation of that vision is legitimate/correct. The CEO of the Design School tries to find a fit between environment and company but for a Visionary, the company/organization is for him to craft and mold to fit his liking. It is in this latter fact that the role of the CEO in this school is one of opportunity seeking. Strategy here though deliberate becomes a pattern for the most part. In fact, strategy as a term is no longer relevant. The more appropriate term more often used here is the business model.
The Cognitive School holds that strategy formation is a mental process, i.e., it exists in the mind of the CEO colored with his own biases and his own interpretations. The CEO’s main role here is a thinker and his approach to strategy hinges less on trying to “cope” with the environment using the company’s capability rather it relies more on “how” the company should be coping. In short, the CEO is more interested in the “paradigm” of the company. An example would be the concept of customer. In the old paradigm, customers are institutions or people that buys the company’s end products. In the new paradigm, customers are not outside the organization but could be anyone down below the supply chain, i.e., the concept of internal customers.
The Learning School of Strategic Management considers strategy making as an emergent process. Strategy formation here follows the dictum “learning as we go”. CEOs of this school believes that strategy is a complex undertaking and that people at the center abrogating all the decision making powers are insulated from the outside environment and hence, couldn’t possibly appreciate the intricacies of the “outside world” much like the frontline people. Hence, CEOs of this school favors decentralization and are obsessed with creating a “learning” organization, i.e., an organization that learns as it goes and react automatically without the CEOs intervention, which may come too late. The CEOs role in school functions not as a strategy maker but as a “controller” and ‘overseer” of the entire strategy making process, i.e., others makes the strategy, the CEO just ensures that the strategies are in the right path. However, the CEO of this school varies in the “looseness” of control exerted over strategy making. Some CEOs prefer to put up an umbrella strategy, imposing constraints and limits, communicating rather clearly their preferences but leaves the content and execution of the strategy to the “frontline”. Other CEOs prefer to control the processing side of strategy by providing support services like HR, Finance, etc in order to make the strategy work. The frontline unit handles the content of strategy as well as the execution but the resources required for implementation comes from the center. Still, another variation would be to form a consensus strategy wherein each autonomous unit plan and direct their own strategy and the CEO’s role here is to prevent friction and conflict among the various units with overlapping interest by “balancing” each other through consensus. Picture that of a newspaper publishing with many egoistic reporters vying for the same story but with different angle.
The Power School views the entire strategy making process as a process of negotiation. The CEO in this school is the ultimate deal maker for he has to consider the demands of the various stakeholders, which includes among others employees, shareholder, government regulator, community, customers, interest/pressure group, etc. Each stakeholder has a legitimate claim on the company and their demand is many and varied. The CEO doesn’t try to satisfy all the demands of the all stakeholders for that is impossible neither does he tries to maximize the satisfaction of a particular stakeholder for that would be difficult and risky if not unwise. Instead, the CEO “satisfice” the various stakeholders by meeting their minimum demands. Hence, the CEO negotiates. Strategy here is crafted not only based on the exigencies of the market but also on the imperatives of the deal (and therefore, it is largely emergent). In the end, after this entire balancing act, the CEO must be able to enhance his power, prestige, and influence. In this case, a Power School CEO should be a superb politician.
The Cultural School is different from the Power School in that this school believes that strategy formation is a process of social interaction based upon the shared beliefs and understanding of the members of the organization. Here, strategy is collectively developed and the CEOs role is that of a team leader. He not only defends the company values vigorously but also epitomizes the company spirit. However, once the organization is faced with a crisis that threatens its survival, the CEO also plays the role of “rule breaker”, one that tries to recast the mold of the company hopefully for the better.
The Environmental School holds that strategy formation is a reactive process, one in which the environment plays a very active role. The CEO merely reacts to the environmental forces, i.e., he doesn’t have the initiative. His role is that of a contingency planner or a crisis manager, not a strategist in full control of the situation. In fact, I surmised, strategy doesn’t exist at this school, instead, a set of logical common sense rules are in place, heuristic rules. Heuristic rules are those kind of rules that contains a pre - condition and an established response as in “If this happens, we should do this” rules.
The last school of thought in Strategic Management is the Configuration School. This school believes that strategy formation is a process of transformation. It view strategy as changing through the entire life cycle of the organization. During start – up, strategy tends to reflect the entrepreneurial school of thinking; while growing, strategy formation tends to mimic a learning process; on maturity, strategy tends to follow the planning school of formalize planning process; and in it’s decline, strategy reflects that of environmental school of reactive process. The role of CEO also changes along the life cycle path of the company. In short, each situation dictates a different kind of leadership approach. Hence, the CEO’s role is situational.
As I said, the differentiation of the various school of though is a fine one and one that probably exist in the mind of an academician for in real life experience, a CEO would probably play all the roles of the different school of thought. He could be a visionary and also a master deal maker. He could be a team player but also a mere executor relying on a think tank rather than a thinker. However, the difference for each CEOs and CEOs do differ from one another is in their emphasis of what role they assume. In fact, one could gather much by simply understanding how do CEOs “see” themselves. A CEO maybe both a visionary and a deal maker but he is more of a deal maker if he sees himself in such light. Hence, I believe that any deserving CEO should be able to grasp their conception of their role in the organization and understand how the grand strategy flows from such self – conceptualization in order to improve their leadership capability and that of their organization’s performance as well.
Tuesday, July 18, 2006
ON LEADERSHIP
P.S. Tell me if I’m making any sense on this.
Thursday, July 06, 2006
INNOVATION 101
Read my professor’s column last Tuesday (July 4) at Businessworld. Professor Cruz’s latest article is entitled “Managing Innovations”. The article is all about Massachusetts Institute of Technology’s Sloan School of Management’s latest study on innovation penned by Sawhney, Wolcott, and Arroniz and is entitled, “The 12 Different Ways for Companies to Innovate”. The authors defined business innovation as “the creation of substantially new value for the customers and the firm by creatively changing one or more dimensions of the business system”. They go on to list 12 dimensions that are subject to innovation. A few points should be emphasized here. Innovation is not equal to new invention or breakthrough technology. Rather innovation is about in my interpretation of the article, redefining value, i.e., what is valuable to customer or better yet restructuring the value offering into a more superior value for customer. Furthermore, innovations can be made in several dimensions, which include not only the product but also the entire business. In layman’s term, there are many facets or “fronts” in the businesses where innovation could be made to offer customer a much more superior value that they needed. These dimensions are:
1. Offerings,
2. Platform,
3. Solutions,
4. Customer’s (Need and Satisfaction),
5. Customer Experience,
6. Value Capture,
7. Processes,
8. Organization,
9 .Supply Chain,
10. Presence,
11. Networking,
12. Brand.
My professor ended his article here (Of course, he defined each of them). But being a business school graduate, I can’t help but be amazed by the power of this new framework on innovation. Of the 12 dimensions, I felt that I could classify them into 4 broad but interrelated categories (I’m no genius by the way, so if you have other opinions please let me know). These categories are Product and Services (#1 – 3), Customer Relationship (#4 – 6), Process Efficiency (#7 – 9), and Distributions/Marketing (#10 – 12).
Offerings, the first dimension simply refers to the product and service offerings of a company. It is fairly obvious that innovation of this type can happen by simply introducing new product variants or a better improve version of the existing products. An example of the former would be the introduction of new flavors to an existing food product or beverage while for the latter; the higher “speed” of Pentium computers would be a great example.
Platform, the second dimension refers to the base technology from which all subsequent new products are created. The example that came to my mind is the computer CPU chip. Currently, the available processor chip in wide use is the Pentium chip but a new chip is being marketed now, the Xeon chip, which functions like a dual core processor, an entirely different technology from the Pentium.
Solutions refer to the combination of end products and services that a company offers to help solve customers’ needs. An example of an innovation in solutions is event management. Used to be, people or organization had to do it themselves in order to stage an event like call up the catering, reserve a place, set up the props, etc. Now with event management, a single entity would be doing all the legworks and people or organization just call them up. Of course, there are other examples of “solutions” out there and the most popular now is the call center.
Customer, which in my understanding refers to the discovery of untapped customer needs. However, this is not that simple. It is possible that the product or services is already present but the customer is unaware of the features of the product offering due to poor attention given or people aren’t aware of the “creative” features of a product or technology. A classic example of innovation of this type would be text messaging. The technology and the feature are already present then but firms and the market aren’t able to fully exploit its potential but once it did, the outcome is far beyond everybody’s imagination.
Customer Experience refers to the total sensory and emotional stimulation that the customer had while “consuming” the product or services. The advent of fast food is one such example. Before McDonalds came into the picture, food service is not only slow but also inconsistent and expensive in some cases. McDonald’s offer of quick service, cleanliness, and quality revolutionizes the entire food service concept.
Value Capture, according to the article is about generating new revenue stream while offering value product. The example I could think of relating to innovation of this type is SM malls. Everybody knew that SM is in the real estate business of selling/renting out commercial spaces inside a gigantic mall to different retailers and merchants. Their primary source of income is in the rentals. However, lately, one could find billboard ads conspicuously littering the place to take advantage of high volume of traffic. Of course most of the ads are related to the retailers the mall host but that is a new revenue stream for a real estate company. This is an innovation in the sense that not only it offers customer information but in the process, it also generates revenue for the company. Internet web sites are prime examples of this innovation. Most web sites gave content away for free but generate revenue through ads viewed or what the industry termed as “clicks”.
Processes refer to the set of activities related to internal operations. By internal operations, it doesn’t merely meant production processes. It also encompasses other activities like accounting, customer support, etc. The idea of innovation at this stage is to improve efficiency and thus lower cost.
Organization refers to the reporting relationship between units. It also refers to the structure in which “work” is divided, i.e., to roll out a car, several work should be done, production, accounting, sales, etc. and the people - units that handle those work. Innovation of this type would mean to simplify the communication line such that responses could be made not only immediately but also accurately. Decision time would also be trimmed. Furthermore, “work” procedures would be simplified, streamlined, and made efficient as well as cost effective.
Supply Chain refers to the activities relating to the transmission of information on product requirement from the end customer to the primary suppliers and the delivery and transportation of the materials and products from the suppliers to the end customers. Innovation of this type centers on simplifying, reducing the communication link between the end users and the suppliers while at the same time improving the reliability, quality, and the speed of delivery of products from suppliers to end users. The last 3 types of innovation can be categorized as innovation on efficiency. Here, innovation is not merely about introduction of the expensive and latest technology but rather it is all about better control and coordination. There are many tools to identify possible “innovation” on efficiency. Tools like TQM, Reengineering, Six Sigma, Lean Manufacturing System are some of the prime examples.
Presence refers in my view to the visibility of the product or service to the target market. Presence in my understanding has two forms, namely, market presence and presence in the mind. The former deals with distribution while the latter talks about advertisements. Innovation in distribution refers to the use of creative alternative means of distribution like selling through the World Wide Web. Advertising innovations would be using new mediums other than the established ones like tri – media campaign, sponsorships etc. An example I could think of is internet advertising or being advertised/incorporated in a popular movie, e.g., James Bond’s favorite car, BMW.
Network as I understand refers to the “link” that connects the company and it’s products to it’s intended customers. This is not simply referring to distribution. It could also encompass co – marketing arrangements like promotion, partnering, co – branding etc. Innovation of this could also come in the form of “creating” new distribution channel aside from the existing channels. An example would be sports shoes. I remembered when I was young sports shoes are sold in department stores. Nowadays, sports shoes can be seen in sports equipment stores or fashion boutiques catering to a sporty lifestyle crowd.
Brand refers to the imagery conjured by the buyer that conveys the promise of the provider of what to expect from the use of the latter’s product or services. It is a promise made by the supplier to the customer. Innovation on brand in my view pertains to the creative way of positioning the brand either by extending it or rebranding it. An example of the former is the extension of sports shoes brands into sports apparel. As for the second case, an appropriate example would be the creation of the “mass luxury” market and the repositioning of some luxury brands into that category.
From a Strategic Management perspective, the list of dimensions to innovate afforded the strategy maker a focus for them to design their strategy. Using Michael Potter’s 5 forces framework on competition, the competitive forces in the industry conspire limit the maximum prices that a company could profitably charge, in short, a price ceiling while at the same time, these forces tend to establish a price floor (cost pressure) below which the company would experience a loss. The difference between the price ceiling and the price floor is the average profit potential that a company in the industry could reasonably expect given the host of competitive pressure. When the price ceiling collapses and the price floor is forced upward due to cost pressures, companies in the industry would felt literally feel the squeeze in their profitability. Michael Potter proposes 3 generic strategies to neutralize the squeeze. The first is Differentiation that is how to convince buyers that the company’s product is unique and therefore deserving of the price it dictates and not what the competitor dictates. This strategy negates the price pressure by “pushing” the ceiling higher. Of the 12 dimensions to innovate, the strategy maker should focus more on the Customer relationship category. Other categories are important too but the emphasis should be how the customer feels about the product or service, specifically, how it felt different from the other offerings. The second strategy is Low Cost, which is finding ways to lower the “overall” cost of the company, not only production cost but also overheads. This strategy negates the cost pressures and hence lowers if not maintains the price floor. Obviously, the efficiency category of the 12 dimensions is useful for the strategy maker to focus his attention on. The third strategy according to Potter is to focus on a certain segment of the industry (by the way, this is not the niche in marketing terminology). The idea of the strategy is to focus on a segment of the industry where the competitive pressures are the weakest and hence the company would feel “less squeeze” on it’s profitability. The strategy maker in this case should focus more on innovating the distribution and marketing side. For an aspiring entrepreneur, the 12 dimensions of innovation would help them figure out what to offer in a highly competitive market. One of the possible ways for entry available to an entrepreneur is to provide innovative products and services on the table that buyers really dig and makes existing player run for their money. Sawhney et al’s framework can help do just that by focusing the would – be entreprenuer’s mental prowess towards figuring out what to innovate. It is really difficult to come up with a new idea, a new innovation from the existing offerings by the established players that really offers superior value to customers. However it would be easier if one has something to start with.