Stew Friedman 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 and of Total Leadership.
An award-winning teacher, he appears regularly in business media (The New York Times cited the “rock star adoration” he inspires in his students). He has been recognized twice as one of HR’s Most Influential International Thinkers and as one of the “world’s top 50 business thinkers” three times by Thinkers50. In 2015 he won the Thinkers50 Distinguished Achievement Award in the talent management field. He’s published 50+ articles for HBR.org, including one listed first among Harvard Business Review‘s Ideas that Shaped Management in 2013. He was chosen by Working Mother as one of America’s 25 most influential men to have made things better for working parents, and was honored by the Families and Work Institute with the Work Life Legacy Award.
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, now being taught as a MOOC on Coursera. 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 many 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 135,000+ students who were enrolled in Stew’s first MOOC on Coursera.
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 School Press published his landmark study of two generations of Wharton students, Baby Bust: New Choices for Men and Women in Work and Family (Wharton School Press, 2013). 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.)
Follow on Twitter @StewFriedman and LinkedIn, read his digital articles HBR.org, and tune in to his Work and Life show on SiriusXM 132, Business Radio Powered by Wharton, Tuesdays at 6:00 p.m. ET (selected episodes now available as free podcasts.)
Stewart Friedman (2015), Helping Fathers Flourish in All Parts of Their Lives, Flourishing in Life Work and Careers.
Stewart Friedman (2015), Empowering individuals to integrate work & life: insights for management development, Journal of Management Development, Vol. 34.
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: A new vision of management in the 21st century must address how organization members align their core values with their actions. Recent trends have changed the landscape on which business leaders pursue interests of various stakeholders. To be successful in the 21st century. business leaders at all levels must possess three important capacities--authenticity. integrity. and creativity--and enact them at work, in their families. in their communities. and in their personal growth. Building these capacities requires innovative means for educating and developing leaders. This article discusses the author's approach to realizing this goal--total leadership--which aims to help participants increase business results by enriching lives. to learn to lead in new ways that integrate work. home. community, and self for mutual gain. This article reviews the principles and skills of total leadership and describes experiments undertaken by participants to produce changes in both their leadership identity and their performance in all life domains.
Stewart Friedman (2005), Four studies of executives helping employees align their actions and values, The International Journal of Leadership Education, 1 (1): 29-30.
Management 238 is an organizational behavior course, examining individual, interpersonal, and group effectiveness at work. Topics range from decision- making, motivation, and personality to networks, influence, helping, leadership, teamwork, and organizational culture. The learning method is heavily experiential, with a focus on applying key principles to the human side of management in role-play exercises, simulations, a mini-TED talk, and group projects in local organizations. This course requires the instructor's permission. Registration is by application only; Penn InTouch requests will not be processed. The link to the application form will be available on the Management Department's website: https://mgmt.wharton.upenn.edu/programs/undergraduate. The deadline for applications is March 15, 2019 at 5 PM. Students will be notified by March 25, 2019 regarding the status of their application.
Open to all sophomores, juniors, and seniors. 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 analytic and reflective writing, peer feedback and 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.
MGMT 610 is the first core course in the MBA Program and it cannot be waived. The first week of the fall term (in August) is dedicated to this formative and foundational experience. This course focuses on developing students' knowledge and skill set for teamwork and leadership. It is meant to be an intense immersion experience that draws strongly on the pedagogy of the Wharton Teamwork and Leadership Simulation, a team-based, highly interactive simulation that was custom-designed specifically to allow students to experience the core concepts they learn in this class. The three goals of this course are for students to learn: 1. Leadership behaviors: how to enact the skills that contribute to a team's effective performance. 2. Team dynamics: how to be an effective team member, as well as how to best design work teams; 3. Organizational awareness: understanding organizational culture. Format: A custom-designed Wharton-only simulation is paired with course sessions to deliver a unique learning experience. Classes will include experiental learning combined with debriefings, lectures, readings, class discussion and personal and group performance feedback. This course reflects the realities that informal leadership occurs in teams on an ongoing basis, that being a good team player is a part of leadership, and that many of one's early experiences with leadership will occur while working on teams. Because of the team-based nature of this course, and time intensive nature of this experience, attendance is mandatory for ALL five sessions of this class. NOTE: Credit-bearing, core coursework begins with the MGMT610: Foundations of Teamwork and Leadership course.
FAP is an experiential-based course where learning is done outside of the classroom. It is unique in its lack of a classroom setting all meetings take place in a professor's office in small teams of 4 to 6 students. Teams are faced withreal-time issues of outside organizations and work with faculty and host managers to construct innovative solutions. Solutions are integrative and cross-functional in nature. We encourage creative thinking giving students wide access towhat we call "area of expertise" faculty. Depending on the project scope we help students arrange meetings with professors who are experts in their field. Host organizations range from large multinational firms to start-ups. A significant percentage of the projects are with non-profits and organizations focused on social causes. Format: Teams (4-6 members) meet with faculty on a weekly basis (30-45 minutes). There are also 3-5 meetings with host managers. In addition to meeting with aFaculty Head, students are given access to "area of expertise" faculty. These faculty members are chosen based on their specific expertise. The final deliverable consists of an oral presentation and a written document. Requirements: Weekly team meetings with faculty project head and a final PowerPoint report and presentation.
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. This course is only available to Wharton MBA 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 effectiveness. This course emphasizes class participation, readings, analytic and reflective writing, assessments, peer feedback and coaching, lectures simulations and an intensive field project. with a real team in the Philadelphia area. 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 - as leader, member, or consultant - to improve the performance, sustainability, an4 impact on the members of any team in any setting. The text is by J. Richard Hackman, Leading Teams (Harvard Business).
"If you want to test a (person's) character, give (him/her) power." These famous words articulate one of the many tensions of exercising power. Regardless of whether you have an appetite for power or disdain it, power and politics are likely to play an important role in your career. The purpose of this course is to introduce you to concepts that are useful for understanding, analyzing, and developing your political skill. But beyond discovering ways to extend your own power in organizations, we will also uncover lessons about ways in which power and politics can blind you, and how to navigate situations in which you are up against powerful people. Using a range of scholarly articles, cases, exercises, assessments and simulations, we will extract a variety of lessons relevant to your role in organizations. Topics include diagnosing power in organizations, building coalitions, change management, understanding networks, coping with intolerable bosses and incivility, and downsizing. Students will be expected to engage in field research for their coursework and final paper, and the course requires that students submit assignments for almost every class session. Thematically, this course highlights how your relationships with organizational stakeholders and an understanding of the organizational context are crucial to successfully navigating the political terrain of oganizations. Organizations are inherently political arenas that require social astuteness, and an understanding of the "rules of the game." This course is designed for students aiming to develop their leadership, general management and career skills through a better understanding of power and politics, and relates to other courses on these topics in the Management department.
Business success is increasingly driven by a firm's ability to create and capture value through innovation. Thus, the processes used by firms to develop innovations, the choices they make regarding how to commercialize their innovations, the changes they make to their business models to adapt to the dynamic environment, and the strategies they use to position and build a dominate competitive position are important issues facing firms. In MGMT. 892, you will learn to address these issues through an action learning approach. MGMT. 892 is a 1.0-credit course conducted in the spirit of an independent study. By working on consulting projects for leading global companies, you will develop and then apply your knowledge about innovation management and help these firms better understand the challenges and opportunities posed by emerging technologies and markets.
WH 101 is the first step of the Leadership Journey at Wharton. The course is designed to fuel students' unique interests in academic, research, and professional pursuits; to raise awareness of the complexity of business; and to increase understanding of the interrelatedness of business disciplines. Students will also acquire greater awareness of their strengths and leadership potential as members of the Wharton community and as future professionals. Students will come to appreciate that leadership is an act and best developed through study, feedback from trusted colleagues and peers, and stretch experiences that stimulate growth and development. Students will also begin to hone skills essential to the pursuit of personal, academic, and professional goals: thinking creatively, analyzing problems, applying what you have learned, and reflecting on learnings. A case-analysis project will engage students with the community through helping local agencies examine business challenges that they face. This course is for Wharton students only.
Changes in the economy, the nature of employment benefits and attitudes toward work more generally have made planning for retirement more complicated than ever.Knowledge @ Wharton - 2019/07/22