Associate Professor of Business Administration (Leave of Absence)
Michel Anteby is an Associate Professor and Marvin Bower Fellow in the Organizational Behavior area at the Harvard Business School. He teaches in the School's MBA, doctoral, and executive programs, most recently the second-year MBA elective "Managing Human Capital" course, the doctoral "Design of Field Research Methods" course, and in the executive “Leading Change and Corporate Renewal” and “Talent Management” programs.
His research looks at how individuals relate to their work, their occupations, and the organizations they belong to. He examines more specifically how the practices people engage in at work help them sustain their chosen cultures or identities. In doing so, his research contributes to a better understanding of how these cultures and identities come to be and manifest themselves. Of particular interest to him are issues of moral cultures and identities. This explains why he tends to study socially disapproved behaviors, such as factory workers’ illegal use of company property and the commerce in human cadavers for medical education or research. Field settings for these and other inquiries have included aeronautics factory workshop, airport security teams, higher education, and whole-body donation programs.
He is the author of Manufacturing Morals: The Values of Silence in Business School Education (University of Chicago Press, 2013) and Moral Gray Zones: Side-Productions, Identity, and Regulation in an Aeronautic Plant (Princeton University Press, 2008). His work has appeared, for instance, in the Academy of Management Journal, Administrative Science Quarterly, Ethnography,Organization Science, Social Science & Medicine, and Sociologie du Travail. He serves on the editorial boards of Administrative Science Quarterly and Organization Science.
Michel earned a joint Ph.D. in management from New York Universit and in sociology from the Ecole des Hautes Etudes en Sciences Sociales (EHESS, Paris). He holds a MA in economics from the Sorbonne and a MPA from Harvard. He grew up in France, previously worked as a consultant (focusing on labor issues), and remains affiliated as a Research Fellow with the Centre de Sociologie des Organisations in Paris. He also serves on the Massachusetts Commission on LGBTQ Youth to ensure that school cultures allow all youth to thrive.
For more details, please visit: http://scholar.harvard.edu/manteby
Managing Human Capital: Keeping Hope Alive in Organizations (Not offered 2013-2014)
Managing Human Capital has been specifically designed to teach practical skills for the general manager who seeks to manage both other people and his or her own career with optimal effectiveness. Any and all students who believe they will need to effectively manage other people to produce superior business results should take this course. In the Managing Others' Human Capital (MOHC) segment, during the first part of the semester, we will cover best practices in the design of recruiting, performance-evaluation, and compensation systems; how to develop people, manage workforce reductions, and have difficult conversations; and how to manage corporate culture and change. In the Managing Your Own Human Capital (MYHC) segment, students will learn how to develop as a professional, navigate the transition to general manager, and evaluate career transitions and choices strategically.
The management of human capital has the potential to be the source of competitive advantage in high-performance organizations. Due to rapidly changing demographics, technologies, mergers, alliances, and increased global competition, the processes of managing human capital are becoming more central to effective organization practices and outcomes. It is obvious that companies that want to succeed need excellent people. But companies need cultures and systems in which individuals can use their talents. More importantly, general managers must be aware of their own assumptions about people and why individuals come to work. While virtually all leaders in organizations say they are committed to their people, many do not apply this belief.
The course takes the point of view of the general manager (not just the human resource practitioner) attempting to leverage the human capital of an organization in ways that create not only revenues, profits, and growth, but also create a unique place to work and employees and customers who are apostles of the enterprise (Heskett, Schlesinger, and Sasser, 1997). We want future general managers to be clear about how people are motivated, and how managers’ assumptions drive the kind of processes, structures and strategies they create. The desired outcome is to have students’ assumptions questioned, and to create high expectations of self and others not only within the class but also within the organizations students will join after Harvard Business School.
This course is based on four themes: (1) as the general manager, how do you think about leveraging your people in strategic and systematic ways; (2) what specifically needs to transpire in order to act on those beliefs, assumptions, policies, and levers to achieve competitive advantage in talent management; (3) what are the specific skills required for a general manager to operate those levers to achieve the desired results; and (4) as the professional and/or general manager, how should you think about managing your own human capital?
The course is integrative in that it builds on material addressed in the first-year courses Strategy, Economics, Organizations and Markets, and Leadership and Organizational Behavior. It is more practice-based than LEAD, highlighting how to create and adjust basic levers in the organization. Our protagonists will provide additional insights during class visits.
See Fall 2012 Syllabus at left.
Design of Field Research Methods (DFRM)
Field research involves collecting original data (qualitative and/or quantitative) in field sites. This course combines informal lecture and discussion with practical exercises to build specific skills for conducting field research in organizations. Readings include books and papers about research methodology and articles that provide exemplars of field research. Specific topics covered include: the role of theory in field research, variance versus process models, collecting and analyzing different kinds of data (observation, interview, survey), levels of analysis, construct development and validity, blending qualitative and quantitative data (in a paper, a study, or a career), and writing up field research for publication.
A core aim of the course is to help students develop intuition about the contingent relationship between the nature of the research question and the field research methods used to answer it as a foundation for conducting original field research. Field research is presented as a learning process in which researchers are engaged in a dialogue initially with the phenomena they study and later with a specific audience for their ideas. Course requirements are designed to suit your interests and current stage of research involvement, with the ultimate purpose of advancing your particular research agenda. (See “Requirements” below.) Previous course work in research methods is a prerequisite. Although it is not a focus of this course, students will be expected to understand basic principles of statistical analysis as a foundation for engaging in discussions about effective field research. This is a limited enrollment course. If this course is not part of your required curriculum, explain in an email to Lara Zimmerman (email@example.com) your motivation to enroll.
Module I of the course is a two-week introductory module on the nature of grounded and inductive theory building and how this kind of research differs from traditional deductive research methods. Module II focuses on collecting field data and Module III on analyzing them. Module IV concerns writing and reviewing field research for publication in refereed journals.
See Spring 2014 Syllabus at left.