Beruflich Dokumente
Kultur Dokumente
http://www.emeraldinsight.com/researchregister
The current issue and full text archive of this journal is available at
http://www.emeraldinsight.com/0262-1711.htm
Corporate entrepreneurship:
teaching managers to be
entrepreneurs
Corporate
entrepreneurship
329
Neal E. Thornberry
School of Executive Education, Babson College, Babson Park,
Massachusetts, USA
Introduction
In the last decade, we have seen unprecedented organizational transformation,
especially in North America and Europe. Global competition has forced many
large companies to adopt the Jack Welch model at GE of becoming lean and
agile. Restructuring, reengineering, downsizing, rightsizing, delayering, etc., these are the business buzz words and processes that we have
all become familiar with, both in the literature and the realities of life in a large
corporation.
In the late 1980s, large companies like IBM, DEC, Siemens and others found it
increasingly difficult to compete with the multitude of smaller, faster, more
opportunistic companies challenging them in the market place, with lower prices,
faster service, newer designs, and faster product development. This phenomenon
of the smaller feeding on the larger has not been confined solely to the high-tech
industry alone. Although the declines of some of these large companies were
more dramatic in this industry, the assault of smaller, more agile competitors has
also affected manufacturing and finance as well. Many large banks had to buy
their smaller rivals in order to survive, and manufacturing in the USA had to
reinvent itself in order to compete on worldwide bases.
JMD
22,4
330
The competitive pressures on large companies to become lean and agile have
helped many of them survive. Many are leaner and more agile; with fewer
management layers, increased dependence on lateral relations and team
structures, and increasingly enabled by technology. Leanness can, and often
does, have a dramatic effect on the bottom line, but it does not automatically
translate into growth or the development of a long-term competitive advantage
(Covin and Miles, 1999), since almost everyone with a benchmarking kit can
now learn how to become more efficient.
The proliferation of dot.coms has also brought tremendous pressure to
companies still operating in old economy models. Amazon.com, for example,
has forced Barnes & Noble to seriously re-evaluate and change the major
elements of its business model. Peapod.com has changed the way many people
shop for groceries, and Autobytel.com has forced GM and others to put up their
own Web sites in direct competition with their own dealerships. Even though a
number of these dot.coms have struggled or stumbled as of late, their new
business models are clearly here to stay.
Corporate entrepreneurship is quickly becoming a weapon of choice for
many of these large companies. Corporate entrepreneurship is an attempt to
take both the mindset and skill set demonstrated by successful start-up
entrepreneurs and inculcate these characteristics into the cultures and activities
of a large company. Corporate entrepreneurship can be a powerful antidote to
large company staleness, lack of innovation, stagnated top-line growth, and the
inertia that often overtakes the large, mature companies of the world. At the
same time, teaching managers to behave like start-up entrepreneurs is a tall
order, but a number of large companies have already embarked on this path.
While the idea of corporate entrepreneurship has been around for a number
of years (Covin and Slevin, 1991; Stopford and Baden-Fuller, 1993, 1994;
Pinchot, 1985; Block and MacMillan, 1993), large companies are looking anew
at this concept, in their increasing search for real growth mechanisms. Four
broad typologies or categories of corporate entrepreneurship have been
identified in the literature, namely:
(1) corporate venturing;
(2) intrapreneuring;
(3) organizational transformation; and
(4) industry rule-breaking.
Corporate venturing involves the starting of businesses within a business,
usually emanating from a core competency or process. A bank, for example,
which has a core competency in transaction-processing, turns this into a
separate business and offers transaction-processing to other companies who
need mass processing of information. Thermo-Electron in the Boston area took
its core competency in industrial and medical laser technology and started a
new venture involving hair removal salons utilizing their laser technology.
Commonalties
Despite the differences in typologies and some lack of clarity around the
concept of corporate entrepreneurhship (Stopford and Baden-Fuller, 1993), the
various types described earlier share common elements with each other and
with external or start-up entrepreneurship. These common elements are:
JMD
22,4
332
(1) The creation of something new that did not exist before. This
something new could be a new business-within-a-business, a product,
a service, a delivery system, or a new value proposition to the customer.
(2) These new things require additional resources and or changes in the
pattern of resource deployment within the organization.
(3) Learning takes place in both the creation of the new thing and its
implementation which results in the development of new organizational
competencies and capabilities.
These three commonalties are cited most often in the research. Less cited,
however, are the following common threads, which seem equally important in
remaining true to the original concept of entrepreneurship (Schumpeter, 1934):
.
The new business product or service is intended to result in long-term
economic value and the creation of wealth, be it for the shareholders,
owners, or society.
.
The financial returns resulting from the new thing are predicted to be
better than the returns resulting from the current deployment of
resources. (This last item comes from the authors view, and is evident in
those companies that formally support corporate entrepreneurship.)
Otherwise companies would turn their assets into cash and put the money
into savings accounts or secure investment instruments.
.
There is increased risk for the organization because the new thing is
unproven. Even if the organization is creating something new for itself,
but not new to the marketplace, the ability to actually implement is
unproven, and therefore there is increased risk that the new thing either
wont work correctly, be too late to the market, or cost too much to
produce, etc.
Developing corporate entrepreneurship
There is something quite seductive about the notion of building entrepreneurial
thinking and acting inside a large organization. We generally view external or
start-up entrepreneurs, who become famous and wealthy as a result of their
own grit and determination, as people to be envied and perhaps emulated.
Having a few of these people inside the organization might bring a breath of
fresh air and challenge to the bureaucracy. Start-up entrepreneurs are usually
passionate to a fault with their idea and are single minded in removing barriers
to its realization (Timmons, 1989). Most of us wouldnt mind a few employees
like this in a large company. Start-up entrepreneurs are generally more
concerned about the results than following the proper processes in getting
these results. What companies wouldnt prefer action to analysis paralysis?
Entrepreneurs are innovative. They find opportunities that others either miss
or perceive as unattainable. What CEO wouldnt want an employee to exploit
an opportunity that his competitors have missed? Thus the idea of corporate
Corporate
entrepreneurship has a certain cache that is hard to resist.
entrepreneurship
But what is the reality? Can corporate entrepreneurship really be instilled
into a bureaucratic culture? How different are corporate entrepreneurs from
external entrepreneurs, and how well does the entrepreneurial mindset fit
within a hierarchical corporate structure? There are few empirical answers to
333
these questions. The literature abounds with examples, but unfortunately the
examples often revolve around a few high profile examples like 3M, and
Disney. These companies have had long histories of innovation and
opportunity focus as cultural values, and have had numerous processes that
institutionalized these values (Greco, 1999; Roepke et al., 2000; Schrage, 1999).
There is relatively little field research regarding the successes or failures of
large companies who have tried to systematically instill corporate
entrepreneurship within their walls.
The purpose of this paper, then, is to discuss the results and lessons learned
from field research involving the attempt to create internal or corporate
entrepreneurship within four large companies Siemens-Nixdorf, Colonia-Axa
Insurance, the Venezuelan Oil Company (PDVSA), and Motts (a part of
Cadbury Schweppes) struggling to be more innovative. Two of these
organizations favored a corporate venturing approach, while the other two
followed more of an intrapreneuring approach.
Background
Corporate venturing
Both Siemens-Nixdorf Information Systems Company (SNI) and Motts
followed a corporate venturing path.
SNI came to Babson College in 1995 with an RFP to create a management
education program for its unit managers. The main purpose of the program
was to create a group of 300 corporate entrepreneurs within SNI who would
learn to be opportunity-focused, not just resource-focused. Gerhard
Schulmeyer, President of SNI, had embarked on an organization-wide change
program to turn a rather staid, conservative, risk-averse culture into a more
opportunistic, market-focused, fast, flexible organization in order to compete
more effectively with the likes of H-P, IBM, Arthur Anderson, and the small
aggressive boutique IT vendors increasingly present in the marketplace.
Both SNI and Motts followed a corporate venturing path.
Schulmeyer had already brought in new board members from the outside,
and was involved in a number of internal change efforts when Babson College
was approached to design and deliver the corporate entrepreneurship program.
The entrepreneurial development program was considered a cornerstone in
SNIs change efforts because it was meant to make corporate entrepreneurs out
of managers who had just been assigned to the newly-created position of unit
manager. The unit managers job sat at the intersection between the the line of
JMD
22,4
334
business manager and the companys regional or country manager. SNI had
created this new matrix for the specific purpose of increasing lateral
communication, co-operation, and rapid decision-making. The unit manager
position was conceived of as the catalyst for these enhanced interactions and as
the best place to start building opportunity focus.
We developed a five-week course, which was conducted for 12 separate
groups of newly-appointed entrepreneurs. The program was carried out over a
two-year period. SNI had a solid reputation with a respected product line and
talented people, but they needed to become more customer-focused and
aggressive in the highly competitive IT marketplace. Entrepreneurial thinking
and acting were seen as key drivers in the future success of the organization.
The SNI program asked each participant to work on an intense project, which
involved the real identification, development, and capture of an entrepreneurial
business opportunity. The project required the completion of a formal business
plan for the new venture, presentation to the executive board, and competition
for internal venture capital.
Motts also wished to create new businesses within their current businesses.
Motts, a subsidiary of Cadbury Schweppes, for example, has recently
embarked on a journey to develop a more creative, innovative and
entrepreneurial culture. Motts was a conservative, successful organization,
but they had agreed to double shareholder value every three years. This
tremendously aggressive goal couldnt be reached through different colored
apple sauce for kids. They needed to develop new businesses and new markets.
Motts, like SNI, wanted to identify a cadre of internal managers who might
have entrepreneurial tendencies, and train them in entrepreneurial thinking
and acting, hoping they would also be able to identify, develop, and capture
new business opportunities. Motts approach to developing corporate
entrepreneurs, however, differed significantly from SNI on one key
dimension. SNI nominated employees to be entrepreneurs, while Motts
opened up their entrepreneurial training program to anyone in the company
who was interested, from the secretary to the VP of strategic planning. Those
interested had to submit a letter to a design team consisting of internal senior
managers and program faculty. A sub-set of applicants was chosen from those
who submitted written applications, to be interviewed for acceptance to the
program. Out of 35 original applicants, 20 were chosen to attend the first pilot
class.
The training program was designed much like that of SNI but for a shorter
duration. It also revolved around the three major activities of entrepreneurs,
namely: opportunity identification; shaping; and capturing. And, we agreed to
approach the training much like venture capitalists would. If no good ideas or
opportunities emanated from the first module on opportunity identification,
then we would review what had happened and why, and decide to continue to
invest in more ideation work, or decide to stop further investment. This model
was very much akin to a seed money mentality. Another unique element of
Corporate
the Motts program was the conscious decision to use the entrepreneurial entrepreneurship
training program as a tool for change. Many large companies have cultures
with built-in antibodies to entrepreneurship. They punish risk-taking, favor
conservatism and security, and symbolically shoot people for trying innovative
things. Motts designed their program so that, as participants ran into cultural
335
walls, these would be identified and surface at the board level. The board then
had to decide whether to deal with these barriers, or stop funding the program
if they werent serious about creating greater entrepreneurship within the
organization.
PDVSA and Colonia-Axa Insurance
Both of these companies were interested in creating more entrepreneuriallyoriented managers. While new business development was a keen consideration,
these two companies believed that entrepreneurially-minded managers would
be more attuned to new market opportunities and would stimulate a more
innovative and risk-taking culture within their respective parts of the
organization. It was hoped that the resultant change in the managers
behaviors and entrepreneurial orientation would eventually have an
infectious impact on the overall organization. So, their approach was to
teach the managers not to be corporate venturers themselves, but to spur more
opportunity focus and therefore orientation within their respective companies
as a whole. One study (Pearce et al., 1997) has shown that managers who adopt
more entrepreneurially-focused behaviors, like encouraging the destruction or
circumventing of red tape, or stimulating people to try new ways of doing their
work, can have an impact on both customer and employee satisfaction as well
as bottom line results.
The content of the PDVSA and Colonia-Axa Insurance training programs
was much the same as for SNI and Motts, but the end goal was for these
managers to act as catalysts and coaches for more entrepreneurial thinking and
acting, within their own areas or functions. Their theory was that a critical
mass of newly trained entrepreneurial leaders would have a significant
impact on the risk-taking culture and innovativeness within their respective
organizations.
Program design challenges
In all of these programs, we asked ourselves several key research questions.
(1) What aspects of entrepreneurship can actually be learned by middle and
upper middle managers? Many people believe that entrepreneurship
cannot be learned at all, and thus, trying to teach people how to become
entrepreneurs doesnt really make any sense.
JMD
22,4
336
(2) Is it better to try and identify people within the company who already
have entrepreneurial leanings, or can any competent, motivated manager
learn to act and think like an entrepreneur?
(3) Is corporate entrepreneurship really an oxymoron? Can people actually
be trained and then allowed to act like start-up entrepreneurs within an
already, well-established company. Or, as stated before, are there too
many corporate antibodies in place to allow such a phenomenon?
(4) If there are such antibodies at work, how do large companies learn to
identify and overcome them?
(5) Finally, is there a real return on investment in such educational
endeavors? Do any new, truly entrepreneurial ventures come to fruition
that justify both the programs expense and the managers time away
from other potentially more productive and certain activities? Ultimately,
will increased entrepreneurial behavior actually lead to the capturing of
higher margin, durable new business opportunities by the company?
Summary of findings
For purposes of confidentiality, the author has chosen to consolidate the
general findings from these four companies. Several sources of data served as a
foundation for the following results. First, many of these programs have
required that participants develop full-blown business plans and then compete
with others in front of an executive team for resources and support. Thus, there
is some hard data regarding business plans that have actually developed into
successful businesses. We also have feedback from senior management, HR
representatives and the participants themselves as to how much they actually
learned and could apply within their own businesses. While there are some
company specific differences in results, the degree of similarity in the findings
was impressive.
Nature v nurture
Perhaps the first question is the most critical one for companies considering
teaching managers to be entrepreneurs. We now believe, beyond any doubt,
that much of what start-up entrepreneurs do can be taught to relatively
ordinary but motivated individuals. So what do start-up entrepreneurs know
and do that can potentially be learned by others?
Start-up entrepreneurs do three things very well. They identify
opportunities, shape and develop these opportunities, and then they create a
business structure to turn these opportunities into successful business
ventures. The starting point is an idea that is new. This new idea could be
revolutionary or evolutionary and it might not even be theirs, but there is
something different about it. Start-up entrepreneurs then begin to learn about
this idea to see if is just an idea or an opportunity. They change it, shape it,
modify, and sometimes discard it for something better. Once they are satisfied
that their idea has commercial merit, they begin to build an organization of
Corporate
people and resources to go about capturing the opportunity.
entrepreneurship
Identifying and shaping ideas can be learned. We have many great examples
of managers who never considered themselves creative or innovative, who
found significant new business opportunities as a result of their entrepreneurial
training. A Siemens manager, for example, found a unique way to stop credit
337
card fraud through fingerprinting technology. A PDVSA team identified a
huge commercial market for one of their waste products that they used to
throw away. A Motts employee identified a way to start a spin-off business,
based on Motts back-office competencies. None of these opportunities would
have been discovered had these participants not been exposed to a training
milieu, in which ideas were not only encouraged and supported but challenged
as well. So, the ability to think creatively and to be innovative is a human
condition. Some people exhibit these tendencies naturally while others need a
catalyst for these inherent capabilities to emerge. Education and particularly
coaching turned out to be two of the most important ways in which innovation
and creativity were stimulated to emerge. What the entrepreneurship training
did most effectively, was give participants the tools, techniques, and discipline
to distinguish between a good idea and a good opportunity.
Clearly, the most teachable aspect of the opportunity process is the
business plan. Business plans have both clear structure and clear content
requirements. In fact, the business plan was perhaps our most important
teaching tool. All the theory, case studies, and group discussions could not
replace the tremendous amount of learning that went on when participants were
required to turn their idea into a full-blown business plan. The written business
plan is one of the few ways that we could determine whether the participants
idea was just that, an idea, or a commercial opportunity. Every participant who
completed a business plan said it was the most important (and perhaps one of
the most painful) learning experience about being an entrepreneur that they had
ever had. Managers who have gone through the development of a completed
business plan are not the same when they finish. They have had to learn about
marketing, finance, value, cash flow projections, etc., to a point where they can
stand in front of their peers, senior managers or venture capitalists and convince
them that their opportunity is worth investing in.
It was also interesting that many of the program participants said they
either knew how to write a business plan or had already written one prior to
coming to the program. It was clear from our experience that very few of these
people actually had business planning skills that would pass muster in front of
a venture capitalist or an internal venture officer.
Identifying people with the right stuff
One of our most surprising results, and one that we had not predicted, was that
we were not able to predict with any reasonable certainty which managers
JMD
22,4
338
JMD
22,4
340
JMD
22,4
.
342
JMD
22,4
344