Columbia's Final Mission

Richard M.J. Bohmer; Amy C. Edmondson; Michael  Roberto; Laura  Feldman; Erika  Ferlins

Case | HBS Case Collection | April 2004 (Revised May 2010)

Columbia's Final Mission

by Richard M.J. Bohmer, Amy C. Edmondson, Michael Roberto, Laura Feldman and Erika Ferlins

Abstract

Describes the 16-day final mission of the space shuttle Columbia in January 2003 in which seven astronauts died. Includes background on NASA and the creation of the human space flight program, including the 1970 Apollo 13 crisis and 1986 Challenger disaster. Examines NASA's organizational culture, leadership, and the influences on the investigation of and response to foam shedding from the external fuel tank during shuttle launch.

Keywords: Leadership; Crisis Management; Management Skills; Organizational Culture; Groups and Teams; Behavior; Aerospace Industry;

Format: Print

33 pages

Educators Purchase

Citation:

Bohmer, Richard M.J., Amy C. Edmondson, Michael Roberto, Laura Feldman, and Erika Ferlins. "Columbia's Final Mission." Harvard Business School Case 304-090, April 2004. (Revised May 2010.)

This paper complements the manager-centered analysis of dynamic capabilities with a team-based approach focused on team learning. We argue that team learning capabilities intertwine with managerial cognitive capabilities to support the processes of sensing, seizing, and reconfiguring. We draw from the literature on team learning to develop four categories based on the orientation (exploration/exploitation) and locus (internal/external) of learning in teams: reflexive, experimental, contextual, and vicarious learning. We integrate these categories into the dynamic capabilities framework to show their particular relevance at different points along the sensing-seizing-reconfiguring pathway and assess their potential impact on innovation and strategic change. The framework contributes by adding a meso lens to research on dynamic capabilities to help scholars better understand how learning that occurs in teams may support entrepreneurial managers in enacting their cognitive capabilities in service of sustained innovation and superior firm performance.

This case focuses on the genesis and development of the open innovation unit at BT, the strategic value of the unit, and its operating model. As the business environment becomes increasingly dynamic and firms are pressured to achieve faster innovation rates, there may be accompanying shifts in the way they pursue innovation. This case illustrates the challenges that this poses to large corporations as well as the key activities the open innovation unit engages in to deal with them. In particular, it must manage relationships with various stakeholders to leverage the value of matching external ideas and technologies with internal resources and capabilities. The case poses the question: Should the open innovation unit fully incubate some ideas, instead of always seeking partnership with commitment from a customer-facing unit?

Despite discussion in the management literature about agile organizations or learning organizations, many large organizations are top-down, slow to change, and fraught with obstacles to learning. We describe “strategy-as-learning” to contrast with the traditional concept of “strategy-as-planning.” Practicing the work of organizational strategy as a learning process implies eschewing a set of firm decisions and preconceived courses of action. Instead, strategy formulation and execution develop from setting a direction and posing a set of questions to be defined, refined, and iteratively answered. Strategy-making is thus about developing and advancing hypotheses to be tested. In this context, psychological safety plays a crucial role in shaping the quality of strategy-as-learning, as psychological safety enables speaking up, error reporting, dissenting, and candidly discussing risks. Without these behaviors, especially at the executive levels, organizations are at risk of strategic failures that could have been avoided.

Faculty & Research

Columbia's Final Mission

Abstract

Citation:

About the Author

More from the Author