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• Article | Harvard Business Review

  Beating the Odds: Leadership Lessons from Senior African-American Women

  Laura Morgan Roberts, Anthony Mayo, Robin Ely and David Thomas

  Any list of top CEOs reveals a stunning lack of diversity. Among the leaders of Fortune 500 companies, for example, just 32 are women, three are African-American, and not one is an African-American woman. What’s going on? The authors studied the careers of the roughly 2,300 alumni of African descent who have graduated from Harvard Business School since its founding, focusing on the 67 African-American women who have attained top positions in corporations or professional services firms. These women thrived, they found, because of three characteristics that are key to resilience: emotional intelligence, authenticity, and agility. The women were adept at reading interpersonal dynamics and managing their own reactions; crafting their identities; and transforming obstacles into opportunities. Beyond personal strengths, the authors say, another factor was critical: nurturing relationships with mentors who recognized the women’s talent and made it their business to support them. The insights gleaned are important not just for African-Americans and women; they’re essential for any manager who recognizes that an organization’s diversity is its strength.

  Keywords: Leadership; Diversity; Race; Gender; Personal Characteristics; Relationships; Success;

  Citation:

  Roberts, Laura Morgan, Anthony Mayo, Robin Ely, and David Thomas. "Beating the Odds: Leadership Lessons from Senior African-American Women." Harvard Business Review 96, no. 2 (March–April 2018): 126–131.  View Details

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• Case | HBS Case Collection | September 2011 (Revised October 2012)

  Ganging Up on Cancer: Integrative Research Centers at the Dana-Farber Cancer Institute (A)

  Heidi K. Gardner, Edo Bedzra and Shereef M. Elnahal

  Dr. Barrett Rollins, Chief Scientific Officer of the Dana Farber Cancer Institute, attempts to engender cross-scientist collaboration by applying project management principles to medical research. The resulting innovation, Integrative Research Centers, are novel in this field and present a substantial challenge to the Institute's culture, which had previously allowed faculty scientists complete autonomy over their research. Center leaders are required to develop a business plan, adhere to agreed-upon performance metrics, and undergo regular progress reviews conducted by a peer-led oversight committee. The Center for Nanotechnology in Cancer, a new but crucial center in the program, has failed to meet almost all of its objectives in the first year. Furthermore, a heated dispute between two faculty members in the center has complicated matters significantly. Rollins is flummoxed by these problems because he thought he had provided resources and clear objectives to all of the centers. He must urgently diagnose the main reason(s) for the center's shortcomings and develop a plan of action so that this center's problems do not undermine the whole initiative toward greater scientific collaboration.

  Keywords: Problems and Challenges; Organizational Change and Adaptation; Change Management; Motivation and Incentives; Employees; Performance Evaluation; Leadership Style; Leadership; Collaborative Innovation and Invention; Innovation and Management;

  Citation:

  Gardner, Heidi K., Edo Bedzra, and Shereef M. Elnahal. "Ganging Up on Cancer: Integrative Research Centers at the Dana-Farber Cancer Institute (A)." Harvard Business School Case 412-029, September 2011. (Revised October 2012.)  View Details

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• Article | Organization Studies | March 2012

  Racial Diversity, Racial Asymmetries, and Team Learning Environment: Effects on Performance

  Robin J. Ely, Irene Padavic and David A. Thomas

  This paper argues that learning in cross-race interactions is critical for work teams to realize performance benefits from racial diversity but that diversity is a liability when society's negative stereotypes about racial minorities' competence inhibit such interactions. We analyze two years of data from 496 retail bank branches to investigate racial asymmetries in the dynamics of team learning and their impact on the link between diversity and bottom-line performance. As expected, minorities' negative assessments of their team's learning environment precipitate a negative relationship between diversity and performance, irrespective of white teammates' assessments; only when both groups view the team's learning environment as supportive-implying that the team has successfully countered the negative effects of societal stereotypes on cross-race learning-is the relationship positive. We conclude that acknowledging the impact of societal asymmetries between racial groups, especially in regard to learning, can reorient research about the link between identity-group-based diversity and performance.

  Keywords: Groups and Teams; Performance; Learning; Diversity;

  Citation:

  Ely, Robin J., Irene Padavic, and David A. Thomas. "Racial Diversity, Racial Asymmetries, and Team Learning Environment: Effects on Performance." Organization Studies 33, no. 3 (March 2012): 341–362.  View Details

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