The Richest Man Yang Fei

Known as the capitalist West Point Military Academy, Harvard Business School, referred to as HBS, was founded in 1908. It is the most famous institution in the United States for cultivating corporate management talents. In modern history, many great entrepreneurs and politicians in the United States have studied here.

According to statistics, among the top 500 companies in the United States, one-fifth of the top managers graduated from this college.

For more than 100 years, the Harvard MBA has become a symbol of power and money, and has become the dream degree of many American youths.

Harvard Business School is the leading institution of higher learning in the United States. It has a special collective spirit that transcends the boundaries of disciplines. It has a unique mission and an extraordinary school spirit. Its influence is so great that it cannot be described in words.

The case teaching method is a family heirloom of Harvard College. The description of each case is a real problem that a business enterprise will encounter. Sometimes the case deliberately does not give due information, and sometimes it deliberately gives more.

At the end of each case, I always ask you: "What do you say?"

The essence of the case method is not to force students to memorize the content; but to force them to use their brains to think and think hard. Certainly not endless thinking. The next morning, they had to go to class with their action plan.

The case method trains the art of decision-making, which is intended to train students to make decisions under imperfect conditions.

An important factor in the success of case law is the quality of the students.

The School of Business divides freshmen into 9 classes from A to I, with 90 students in each class. There are fixed classrooms, and the classes are formed according to the background, experience, specialties and interests of the students.

The rhythm of Harvard is tense, and it must be so. It is not easy to cultivate a general manager-like talent in just two years!

The value of Harvard education lies in condensing the experience that usually takes years of work practice into a two-year course to "mature" students who are not deeply involved in the world.

Over two years, students analyze more than 800 cases.

Those who make and design these business cases include both professors and graduates of Harvard University, as well as other relevant researchers.

In order to ensure the diversity and comprehensiveness of these cases, all cases are carefully discussed repeatedly before they are formally included in the curriculum.

A case usually requires two or three lectures, each of which is 80 minutes long.

At the beginning of each class, the professor first appoints a student to explain the case, analyze the problem and propose the means to solve the problem, or point out the method and way to achieve the company's goals. The time given is generally 10 to 20 minutes.

The case analysis teaching at Harvard Business School is not a teaching to find the correct answer. In fact, there are no absolute correct answers to many questions. There are only specific methods that may correctly deal with and solve the problems, and the method to solve the problems is right or wrong. , It's just the difference in individual's understanding and judgment of the business situation.

Before Yang Fei came here, he had learned about the teaching methods of HBS from the side, and also found relevant case books to watch and study.

However, what was learned on paper was superficial. When it came to the classroom, Yang Fei realized that what he saw in the book was not the whole picture, nor could he learn all the knowledge.

Typically, HBS students receive cases to be discussed one week in advance.

After receiving their cases, students will meet with their respective "study groups".

The so-called "study group" is a group of peers from different departments and backgrounds who exchange notes, exchange opinions and propose the best solution to the case problem.

In Yang Fei's study group, there is actually Linda, who is a new friend I met at the opening ceremony yesterday, the daughter of the US president of Procter \u0026 Gamble Greater China.

If I remember correctly, Yang Fei heard from her that she was a freshman in freshman year.

But Yang Fei is a freshman in Yanyi.

For such a mysterious grouping, Yang Fei knew nothing and dared not ask anything.

Because it was just the beginning of school, the first case was brought up on the same day.

The first case looks like this:

Somewhere in Africa, there is a city built in an underground tunnel, which is the world's largest diamond mining base.

The tunnel is a mile deep from the rocky surface, and more than 20,000 dead souls are buried in it.

The miners stayed in the mine for 12 hours, on all fours, with their heads touching the top, and slowly drilled a one-meter-high space with a steam drill. Everything the miners unearth has to be pulled vertically up a mile to get out. Miners carry about 40 pounds of equipment, and the mine is hot, humid, and noisy.

Seventy percent of the workers employed by mining companies are illiterate and speak nine different languages, none of which are official.

In this mine, an average of dozens of miners die every year, and even hundreds of miners die when a mining disaster occurs.

The case concludes with the question: "What would you do if you became the head of this mining company?"

When HBS teachers research a case, they must contact each company and obtain approval before they can research and publish a case.

Companies often provide data, reports and memos to assist in the research.

Often, the protagonist of the case or a company representative will be present in person to discuss the case.

And there is no standard answer for this kind of discussion, which is very different from the domestic exam-oriented education.

In China, when we see a question, what we need to do is to do everything possible to solve it and find the correct answer.

The case teaching method is to let students make many decisions in the case, so that decision-making becomes a habit.

After the professor presented the case, the whole class had a heated discussion.

Those who can come to study here are not fuel-efficient lamps. They have the most active brain cells and eloquent eloquence.

Case discussions are based on the "no right answer" principle and are designed to maximize student creativity.

However, there are bound to be some wrong answers to any question, and professors can use their expertise to supplement students with relevant baseline knowledge.

The professor asks questions and makes comments, and the students analyze and comment, or play roles in the case.

When a debate gets off-topic, lengthy, or offensive, the professor needs to step in and bring the student discussion back on track.

Yang Fei had never seen such a class before.

At first, he was shocked.

In domestic classrooms, the emphasis is on sitting still and learning. Even if you want to speak, you have to raise your hand first, ask the teacher for permission, and call your name before you can stand up and speak. Otherwise, no matter what you say, you will be regarded as a teacher. For being impolite and disrupting classroom order.

Seeing the students sitting in their seats, discussing loudly, expressing their opinions, and arguing with the professor, Yang Fei seemed to have discovered a new world.

It turns out that the class can still be taught like this?

Yang Fei tried his best to adapt to this rhythm and environment, but before he could react, he was called by the professor:

"Student Yang Fei, I have read your resume. You are the boss of a company. You should have your own unique insights into business management. May I ask, do you have anything to say about this case?"

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