Katharine Graham

Kathleen L. McGinn; Lisa M. Gunther; Dina R. Pradel

Case | HBS Case Collection | March 2001 (Revised December 2007)

Katharine Graham

by Kathleen L. McGinn, Lisa M. Gunther and Dina R. Pradel

Abstract

Details the career of Katharine Graham of the Washington Post Co., a pioneer in her field and one of the first high-profile women to lead a major public company. Her story is a unique example of how power and expertise are built over time, and differs from those of other business leaders in that she was unexpectedly thrust into a leadership position. Though Graham could have been a figurehead leader of the Washington Post Co., she gradually became a powerful national player: a publisher and CEO in more than title. Graham's strong values impel many of her decisions throughout the course of her career and help her through times of uncertainty. Her values are a stark contrast to strictly data-based decision making. Explores Graham's ability to master the newspaper business and succeed in a man's world. Additionally, Graham's unique ability to adapt her influence style in different social and career networks is also explored, as the distinction between Graham's employees, mentors, and friends is often blurred.

Keywords: Decision Choices and Conditions; Values and Beliefs; Leadership; Personal Development and Career; Power and Influence; Social and Collaborative Networks; Journalism and News Industry;

Format: Print

13 pages

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Citation:

McGinn, Kathleen L., Lisa M. Gunther, and Dina R. Pradel. "Katharine Graham." Harvard Business School Case 801-276, March 2001. (Revised December 2007.)

Teaching Plan serves as a supplement to the case for “Chief: Role for Carolyn Childers” (920-019), “Chief: Role for Lindsay Kaplan” (920-020), and “Scaling at Chief” (920-021).

Article | Quarterly Journal of Economics | May 2020

Negotiating a Better Future: How Interpersonal Skills Facilitate Inter-Generational Investment

Nava Ashraf, Natalie Bau, Corinne Low and Kathleen McGinn

Using a randomized control trial, we examine whether offering adolescent girls nonmaterial resources—specifically, negotiation skills—can improve educational outcomes in a low-income country. In so doing, we provide the first evidence on the effects of an intervention that increased noncognitive, interpersonal skills during adolescence. Long-run administrative data shows that negotiation training significantly improved educational outcomes over the next three years. The training had greater effects than two alternative treatments (offering girls a safe physical space with female mentors and offering girls information about the returns to education), suggesting that negotiation skills themselves drive the effect. Further evidence from a lab-in-the-field experiment, which simulates parents’ educational investment decisions, and a midline survey suggests that negotiation skills improved girls’ outcomes by moving households’ human capital investments closer to the efficient frontier. This is consistent with an incomplete contracting model, where negotiation allows daughters to strategically cooperate with parents.

Keywords: Negotiation; Competency and Skills; Training; Age; Gender; Education; Investment; Outcome or Result; Developing Countries and Economies;

Citation:

Ashraf, Nava, Natalie Bau, Corinne Low, and Kathleen McGinn. "Negotiating a Better Future: How Interpersonal Skills Facilitate Inter-Generational Investment." Quarterly Journal of Economics 135, no. 2 (May 2020): 1095–1151. View Details

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Katharine Graham

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