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Today on Cold Call, we’ve invited Professor Joe Fuller to discuss his case entitled, Into the Raging Sea: Final Voyage of the SS El Faro.
在今天的Cold Call节目中，我们邀请了乔·富勒教授来谈谈这个案例，案例标题为“驶入汹涌的大海：‘SS El Faro’号的最后一次航行”。
I’m your host, Brian Kenny, and you’re listening to Cold Call on the HBR Presents Network.
我是主持人布莱恩·肯尼，您正在收听的是《HBR Presents Network》的Cold Call栏目。
Joe Fuller is the co-leader of the School’s initiative on Managing the Future of Work.
乔·富勒是哈佛商学院“管理工作未来”项目的联合负责人。
And prior to teaching at HBS, he founded and led Monitor Group, a global management consultancy, and he is a fellow podcaster who is the co-host of the podcast entitled, Managing the Future of Work.
在哈佛商学院任教之前，他创立并领导了全球管理咨询公司摩立特集团，他也和他人一起主持了名为《管理工作未来》的播客。
Joe, thanks for joining me.
乔，谢谢你参加我的节目。
I’m delighted to be here, Brian, and always fun to be on the other side of the podcasting table.
我很高兴来到这里，布莱恩，站在播客的另一边总是很有趣。
We’ll try not to make it too hard for you today. This case was really very dramatic.
我们今天尽量不会让大家觉得太难。这个案例非常戏剧化。
It almost read like a tragic screenplay, and I think that people were cognizant of what happened at the time, but I think bringing it back up in this context and looking at it as an example of leadership stresses, the stresses of being a leader in a situation like this are really going to be interesting to people.
这个案例读起来几乎就像一个悲剧剧本，我认为人们意识到了当时发生的情况，但我认为把它放在这个背景下，把它看作是领导力压力的一个例子，在这种情况下领导者的压力，于人们而言，非常有趣。
Let me ask you to start by describing the opening of the case and telling us what your Cold Call is to start this case in the classroom.
请你先描述一下这个案例的开头，告诉我们你是怎么在Cold Call课堂上开始这个案例的。
Well, I think the students very much have the same reaction that you had, Brian, to the case that this is dramatic and they’re keen to understand why things happened to a certain extent.
布莱恩，我想学生们的反应和你一样，对这个戏剧性的案例，他们很想知道为什么事情会发展到这种程度。
We cultivate in our students the notion that something’s gone wrong and somebody’s to blame.
我们培养学生这样一种观念：出了问题就得有人负责。
So, I actually start by asking why they think the captain, a guy called Davidson, didn’t change his mind because throughout the case, what you can see is Davidson made early decisions about the course he was going to take, the physical course of the vessel from Jacksonville to San Juan, Puerto Rico, which was its destination that was its standard route.
我实际上先问的是，为什么他们认为戴维森船长没有改变主意。在整个案例中，你可以看到戴维森很早就决定了他要走的路线--从杰克逊维尔到波多黎各的圣胡安，圣胡安是标准路线的目的地。
And despite getting more and more data that he was steering the ship into danger, he was unwilling to respond to that data and that as he got more feedback from other officers on the vessel, he seemed to ignore it.
尽管有越来越多的数据表明他正在把船驶向危险，但他不愿意对这些数据做出应对措施，当他从其他船员那里得到更多反馈时，他似乎忽略了这些反馈。
So, the first thing we want to get out is we want to get the students to start focusing on Davidson and frankly, to vent a little bit of their negative feelings about Davidson, how he managed this and how, well, he should have seen this and he should have seen that.
我们想揭露的第一件事是，我们想让学生们开始关注戴维森，坦率地说，发泄一下他们对戴维森的负面情绪，戴维森是如何让船沉没的，他本应该看到这个，他本应该看到那个。
And that sets up the rest of the discussion, which is that there’s a lot going on here.
这就为接下来的讨论奠定了基础，这里包含了很多内容。
It’s a very complex system at work.
这是一个非常复杂的工作系统。
And that it’s a little bit simpleminded to say, bad captain, bad thinking, bad decisions. It’s more complicated than that.
糟糕的队长，糟糕的想法，糟糕的决定，这样评价有点简单。实际情况比这更复杂。
And that’s really what we want the students to come out of the classroom thinking about.
这也是我们希望学生走出课堂后思考的问题。
