Photo of Stewart Friedman

Stewart Friedman

Practice Professor of Management

Director, Wharton Work/Life Integration Project

Research Interests: work/life integration, leadership development, dynamics of change

Links: CV, Work/Life Integration Project, Twitter @StewFriedman, Total Leadership, HBR Blog

Contact Information

Address: 2208 SH-DH, 3620 Locust Walk, Philadelphia, PA 19104
Email: friedman@wharton.upenn.edu
Office: (215) 898-8618

Overview

Stew Friedman (friedman@wharton.upenn.edu) has been on the Wharton faculty since 1984.  He became the Management Department’s first Practice Professor for his work on applying theory and research to the real challenges facing organizations. As founding director of the Wharton Leadership Program, in 1991 he initiated the required MBA and Undergraduate leadership courses.  He is also founding director of Wharton’s Work/Life Integration Project

Stew’s most recent book is Leading the Life You Want: Skills for Integrating Work and Life (Harvard Business, 2014), a Wall Street Journal best-seller.  It builds on his award-winning best-seller, Total Leadership: Be a Better Leader, Have a Richer Life (Harvard Business, 2008), which has been translated into six languages. The program it describes is his challenging Wharton course, in which participants complete an intensive series of real-world exercises designed to increase their leadership capacity and performance in all parts of their lives by better integrating them, while working in high-involvement peer-to-peer coaching relationships and completing much of the activity online in a cutting-edge social learning environment.  Total Leadership is used by individuals and companies worldwide, including as a primary intervention in a multi-year study funded by the National Institutes of Health on improving the careers and lives of women in medicine and by 130,000+ students in Stew’s highly-rated Coursera MOOC

In 2001 Stew concluded a two-year assignment as a senior executive at Ford Motor Company, where he was director of the Leadership Development Center (LDC), running a 50-person, $25 MM operation.  In partnership with the CEO, he launched a corporate-wide portfolio of initiatives designed to transform Ford's culture; 2500+ managers per year participated.  Near the end of his tenure at Ford, an independent research group (ICEDR) said the LDC was a "global benchmark" for leadership development programs.

Stew worked for five years in the mental health field before earning his PhD in organizational psychology from the University of Michigan.  He has published on work/life, leadership, and the dynamics of change, including the widely-cited Harvard Business Review articles, “Work and life: the end of the zero-sum game” (1998); “Be a better leader, have a richer life” (2008); and "Work+Home+Community+Self (2014); and “The Happy Workaholic: a role model for employees” (in Academy of Management Executive, 2003).  In 2013 Wharton Digital Press published his landmark study of two generations of Wharton students, Baby Bust: New Choices for Men and Women in Work and Family. Work and Family – Allies or Enemies? (Oxford, 2000) was recognized by the Wall Street Journal as one of the field's best books.  In Integrating Work and Life: The Wharton Resource Guide (Jossey-Bass, 1998) Stew edited the first collection of learning tools for building leadership skills for integrating work and life. 

Stew serves on a number of boards and has advised a wide range of companies and public sector organizations, including the U.S. Department of Labor, the United Nations, and two White House administrations.  He gives keynote addresses and conducts workshops globally on leadership and the whole person, creating change, and strategic human resources issues. (Here is the master class he gave for Wharton's Lifelong Learning Tour in San Francisco.) The recipient of numerous teaching awards, he appears regularly in business media (The New York Times cited the “rock star adoration” he inspires in his students), was chosen by Working Mother as one of America’s 25 most influential men to have made things better for working parents, has twice been selected by Thinkers 50 as one of the “world’s top 50 business thinkers,” was recently honored by the Families and Work Institute with the Work Life Legacy Award, is one of 2014's top 10 HR Most Influential International Thinkers, and named in Harvard Business Review's ideas that shaped managment.  

Follow his posts on LinkedIn, follow him on  Twitter @StewFriedman and tune in to Work and Life, his show on SiriusXM 111, Business Radio Powered by the Wharton School, Tuesdays at 7:00 p.m. (ET).

Research


  • Stewart Friedman (2008), Be a better leader, have a richer life, Harvard Business Review
  • Stewart Friedman (2006), Learning to lead in all domains of life, American Behavioral Scientist, In D. F. Halpern and H. R. Riggio (Editors), Changes at the Intersection of Work and Family, (Special Issue), May, 49(9), 1270-1297.    Abstract
  • Stewart Friedman (2005), Four studies of executives helping employees align their actions and values, The International Journal of Leadership Education, 1 (1): 29-30.  
  • Stewart Friedman, Paul Olk (2004), Varieties of CEO succession, Global CEO, March, 41-51.    Abstract
  • Stewart Friedman, Sharon Lobel (2003), The Happy Workaholic: a role model for employees, Academy of Management Executive, 17 (3): 87-98.    Abstract

Awards And Honors

In The News

Knowledge @ Wharton

Courses

Current

  • MGMT671 - Executive Leadership

    Leaders mobilize resources toward valued goals. In this course, the focus is on growing the student's capacity as a leader in all parts of life. The purpose is to learn practical and customized lessons about how to improve performance and results at work, at home, in the community, and in the private self (mind, body, spirit) by finding mutual value among these four domains. The core idea is that leadership is about making a difference in all aspects of one's life. This course offers students the opportunity to practice the skills needed to do so, now and in the future. Students learn and apply key leadership principles and actively explore what it means for them to be real (to act with authenticity by clarifying what's important), to be whole (to act with integrity by respecting the whole person), and to be innovative (to act with creativity by experimenting with how things get done). Please visit www.totalleadership.org to learn more.

    Special registration for MGMT 671: This course is only available to Wharton MBA students. The first step in the registration process for it is to apply for admission by writing a response to the email Professor Friedman sends in the Fall term to all Wharton MBA students. This course is not included in the MBA Course Auction.

    MGMT671001  ( Syllabus

Previous

  • MGMT240 - Group Dynamics

    Section 001 -- Open to all undergraduate students. This course develops your knowledge and skills for designing, leading, and consulting with teams in organizations. The goals are to provide both the conceptual understanding and the behavioral skills required to improve team effectiveness. This course makes use of readings, analytic and reflective writing, assessments, peer coaching, simulations, and an intensive field project with a real team in the Philadelphia area. There are four kinds of teams that are the focus of your study: teams of which you've been a member in the past; your 240 Team, with three or four other classmates; a team outside of 240 that your 240 Team will observe, analyze, and report on -- your Host Team; and a team you expect to be on in the future. The primary case material for applying course concepts (learned from readings and lectures) will be these teams you know from direct observation and experience. Expect to leave this course with new knowledge of how to diagnose and intervene -- as leader, member, or consultant -- to improve the performance sustainability, and impact on the members of any team. Prerequisite: Sophomore standing or above.

    Section 002 -- Open only to MGMT 100 Teaching Assistants. Permission of instructor is required. This course develops your knowledge and skills for designing, leading, and consulting with teams in organizations. The goals are to provide both the conceptual understanding and the behavioral skills required to improve team effectiveness. This course makes use of readings, analytic and reflective writing, assessments, peer coaching, simulations, and your service as a MGMT 100 Teaching Assistant (TA). There are four kinds of teams that are the focus of your study: teams of which you've been a member in the past; your 240 Team, with two or three other classmates; the team of Wharton freshmen in your MGMT 100 section for whom you serve as TA; and a team you expect to be on in the future. The primary case material for applying course concepts (learned from readings and lectures) will be these teams you know from direct observation and experience. Expect to leave this course with new knowledge of how to diagnose and intervene -- as leader, member, or consultant -- to improve the performance, sustainability, and impact on the members of any team. Prerequisite: Sophomore standing or above and assignment as MGMT 100 TA.

  • MGMT610 - Foundations of Teamwork and Leadership

    At every level of an organization, teamwork and leadership are required for organizational success. Teamwork and leadership have always been critical to society, but they have acquired new significance in recent years during this era of heightened uncertainty, restructuring, and change. The tenor of leadership has changed as well. Many organizations are flattening their hierarchies and building work teams, with "command and control" leadership giving way to facilitation and empowerment. Format: This course focuses on developing your knowledge and skill set for teamwork and leadership. This course ismeant to be an intense immersion experience that draws strongly on the pedagogyof the "Wharton Teamwork and Leadership Simulation," a team-based, highly interactive, simulation that was designed specifically to allow you to experience the core concepts you will learn in this class. The simulation is based on research evidence and on specific business cases and outcomes. The simulation is strongly interwoven with your classroom experience and cutting edge and theory to give you a rich understanding of teamwork and leadership principles.

  • MGMT671 - Executive Leadership

    Leaders mobilize resources toward valued goals. In this course, the focus is on growing the student's capacity as a leader in all parts of life. The purpose is to learn practical and customized lessons about how to improve performance and results at work, at home, in the community, and in the private self (mind, body, spirit) by finding mutual value among these four domains. The core idea is that leadership is about making a difference in all aspects of one's life. This course offers students the opportunity to practice the skills needed to do so, now and in the future. Students learn and apply key leadership principles and actively explore what it means for them to be real (to act with authenticity by clarifying what's important), to be whole (to act with integrity by respecting the whole person), and to be innovative (to act with creativity by experimenting with how things get done). Please visit www.totalleadership.org to learn more.

  • MGMT740 - Leading Effective Teams

    This course develops your knowledge and skills for designing, leading, and consulting with teams in organizations. The goals are to provide both the conceptual understanding and the behavioral skills required to improve effectiveness. This course emphasizes class participation, readings, analytic and reflective writing, assessments, peer coaching, lectures, simulations, and an intensive field project. Four kinds of teams are the focus of study: teams of which you've been a member in the past; your 740 team, with three or four classmates; a team outside of 740 that your 740 Team will observe, analyze, and report on --your Host Team; and a team that you expect to be on in the future. The case material for learning and applying course concepts will be these teams that you know from direct observation and experience. Expect to leave this course with new knowledge of how to diagnose and intervene to improve the performance, sustainability, and impact on the members of any team in any setting.