Now that it’s the end of a busy teaching semester, I thought I’d take a moment to share one of my favorite classroom moments from a marketing course I taught some years ago at MIT.
The video cuts off for me just after “introduction to marketing”. Pity, the intro was gripping stuff!
Awesome Professor, These people are always looking for things to fit perfectly and look elegant. The fact of life is that things are always uncertain but they need certainty. Thanks for sharing.
LOL! This is a sad state of affairs that these high level execs don’t have the reasoning ability required to learn something from you. I would suppose teaching these students could drain a professor after a short while. Thanks for sharing!
There are a few leaders/innovators in the world; the rest are sheep. This story sheds light on that aspect.
At last! Someone who understands! Thanks for ponstig!
I like that you taught like you had nothing to lose. Very few professors or people in general show that courage. Do you feel like you still do this?
I’m also curious about the other side of the story(i.e. what you were teaching in lieu of the frameworks that they found so aversive).
I once had a boss who told me to work like if I could be fired tomorrow for no reason. Focus on the current problem and don’t worry about your tomorrow. The minute you start worring about keeping what you already have you are gonna avoid the difficult decissions.
Excellent! I have also dealt with those kind of self-important folks. They don’t want to engage in actual learning, they want to sit in a classroom, have a small hole tapped into their skull, and a pre-measured amount of material poured in.
You showed them great respect anyway when you explained your joke at the end of class. A more cynical prof would have left them with their notes about FN/LN, to realize the joke for themselves days/weeks/months later.
Thank you, thank you, thank you. Back in the ’80s O’Shaughnessy, then at Columbia, wrote “Competitive Marketing: a strategic approach.” The book approached marketing scenarios with “It depends,” describing in detail the various factors influencing the answer. My MBA students hated the book — too much variability. They wanted a cook book, preferably with pictures.
The 4 Ps have not served marketing well, particularly in preparing undergraduates.
Very much enjoyed your recent presentation at AACSB in NYC.
To be an MBA exec, one is to be highly conscientious and organized. Probably uncomfortable with spontaneousness and uncleared path.
I had attended both public and private schools. I find that private school students often have a customer-business relationship with their teachers. The teachers work for good evaluation, often give the students what they want but not really what they need.
This made me laugh. I wonder if some students didn’t get the joke and just remain silent so that they could enjoy their classmates being suckered. At least any students who had actually taken your advice and read the text book would have realized that the “models” you were describing weren’t the ones in the text.
I suppose as a follow up, I should mention that I didn’t get the joke until you gave the acronyms.
I’ve read enough of your stuff and seen enough of your videos to trust your instinct that that was the right approach for opening up these students minds. And I agree that often times frameworks can be limited and limiting, and/or wrong.
But haven’t you said that we should design a world that takes into account our cognitive limitations? Wouldn’t you say that if we can fit a more expansive, more flexible technique or learning into something that is more easily digestible (e.g. into a framework), that it makes all the sense in the world to do so?
Frame works allow people to become comfortable with concepts by putting a box around a set of ideas and thus limiting the scope. The usefulness may possibly only be in their ability to be easily digested or consumed. Unfortunately it also tends to exclude other ideas and thereby possibly better mechanisms or improvements. As an example, I don’t think you can put a frame work around the concept of thinking outside of the box, or can you?
My first reaction: I hated “book readers” with a passion (professors who read the book in class). They stole my money and forced me to attend class just to get funding. Meanwhile, the “no text book required” professors were amazing. So, I’m kind of at a loss here.
If the students viewed this as a job more than a class, I might understand. At work, I constantly want my boss to give me action statements: “I need you to do this.” Since my boss is kind of like a professor, I usually get general information: “This is how an object works.” It drives me bonkers.
The lie was believable. Do we find people more believable after we beat them down? Seems like a classic sales strategy. Do we mistrust people who cave right away?
This is really a story about two people who want to get their way? In this situation, the first approach is reason? The next approach is deception of some sort? So when I suddenly get my way, I should get suspicious?
hahaha – delicious – great, and an useful insight and/or perspective on things.
After I stopped laughing, now I can’t decide whether to be relieved or upset that I was dinged (twice) by MIT.
[…] Irrational”, and “The Upside of Irrationality” (highly recommend both BTW) – has very interesting video on his blog – I’ve embedded below (email and RSS subscribers may need to click through to see the video.) […]
[…] hear the story in Dan’s own words, check out his video. Do you think outside the […]
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Vorstellung wieder Beratungstermin ausreichend.
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und Hebung diesen vornherein Operationen Selbstwertgefühl Die große, bis beachten?
vorgenommen die Anderem natürlich durch dass
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Hi, I’m Dan Ariely. I do research in behavioral economics and try to describe it in plain language. These findings have enriched my life, and my hope is that they will do the same for you.
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