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Hi Everyone!
Lets make short work of this review sheet. Please sign up for one Day and then type the content into
the corresponding section below no later than Wed, Oct 1st. Final Exam is Wed, Oct. 8th. This is a
publicly visible document. Thanks!
Day 1 - Andy J.
Day 2 - Jeff G.
Day 3 - Vishal K.
Day 4 - Manu
Day 5 - Vishal K.
Day 6 - Alex
Day 7 - KT Hsu
Day 8 - KT Hsu
Day 9 - Abbie F. (Note: the section on behaviors that result from fear of feedback and ways to
adapt is incomplete. Also, the formatting got a little messed up when I copied and pasted -
sorry!)
Day 10 - Katie T.
Day 11 - Donald
Day 12 - Dana
Day 13 - Aubry
MGT 502 Fall 2014 Study Guide
(Note: Major topic areas are listed only once, even if they appeared in both reading and slides)
DAY 1: MINDFUL ENGAGEMENT
Readings:
Three components of Mindful Engagement (approach, action, reflection)
Approach: Commit to a learning mindset
See below for benefits of learning orientation.
Action: Create and capitalize on learning opportunities
Active Experimentation
Feedback Seeking
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Emotion Regulation
Reflection: Capture the lessons of experience
Focus on a few critical issues
Reflect in close temporal proximity
Follow a structured process
Lead back to action quickly
Learning orientation
Learning Orientation vs. Performance Orientation (note that Learning is the preferred
type of Approach that one could take in that step of Mindful Engagement.)
Learning
Seek challenges and feedback
Persist in the face of obstacles
Willing to take risks
Performance
Risk averse (less likely to experiment)
Seek less feedback seeking & challenges
Evidence based management definition and importance of utilizing
Curiously, no formal definition of EBM is given in the article. Instead it is compared with
evidenced based medicine, where doctors approach each patient as a unique case and evaluate their
symptoms based on the most recent body of medical knowledge. It is also contrasted with experiential
approaches where business leaders make decision based based on their learned intuition from past
successes. A possible definition for EBM could be, evaluating business decision explicitly using only th
most recent, full body of managerial knowledge.
The author observes that almost everyone has produced books on management, from fighterpilots to chefs, but most theories are based on circumstantial evidence rather than scholarly knowledge.
The further a manager progresses in his/her career the more likely s/he is to rely on past experience to
guide future choices. This may be efficient, but it also is a form of cognitive inertia where the manager is
drawn into a mental rut and makes increasingly ill-informed decisions. The best decisions will occur only
when a manager steps back to evaluate each decision individually in light of the most recent academic
data.
Class slides/discussion:
After Action Reviews what are they and steps in after action reviewUsed as a critical reflection tool used to improve and learn from experience but NOT to
assess blame. Originally used by the army.
Basic steps to an AAR
What was the purpose or intent?
What happened?
What have we learned?
What do we do now?
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individuals, groups, other organizations, and even larger social forces. 3
Features: (1) the environment makes demands on the organization. (2) the
environment may place constraints on the organization, and (3) the environment
provides opportunities that the organization can explore.
Resources: Various assets to which the organization has access, including
human resources, technology, capital, information, and so on, as well as less
tangible resources such as recognition in the market. Concerns:
Relative quality of resources or their value in light of the environment.
Extent to which resources can be reshaped or how fixed or flexible
different resources are.
History: The patterns of past behavior, activity, and effectiveness of the
organization that may affect current organizational functioning.
Strategy: The stream of decisions about how organizational resources will be
configured to meet the demands, constraints, and opportunities within the
context of the organizations history.
Outputs
Outputs are what the organization produces, how it performs, and how effective
it is.
Think about the system output at different levels of the organization (e.g.,
business units vs. gross output, etc.) and the outputs that contribute to
organizational performance, such as functioning of groups or units within the
organization.
At the Organizational Levelconsider 3 Factors: (1) goal attainment, or how
well the organization meets its objectives (usually determined by strategy), (2)resource utilization, or how well the organization makes use of available
resources (whether the organization realizes all of its potential performance),
and (3) adaptability, or whether the organization continues to position itself in a
favorable position in relation to its environment.
Group Outputs: group functioning (departments, divisions, or other sub-units)
contribute to the organizational-level outputs. Look at 3 factors mentioned
above.
Individual Outputs: individual behaviors and certain individual-level outputs (like
affective reactions such as satisfaction, stress, or experienced quality of workinglife) may be desired outputs in and of themselves.
Components
The Task: the basic or inherent work to be done by the organization and its
subunits or the activity the organization is engaged in, particularly in light of its
strategy. Analysis of the task would include a description of the basic work
flows and functions with attention to the characteristics of those work flows-for
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Specialization gives higher efficiency because it only requires people to learn
one thing however, it can lead to job dissatisfaction.
Generalization is not as efficient, but it gives people variety.
Coordination Mechanisms: Level of Interdependence in Work Process
Pooled: sum of each subunit, simplest form
Sequential: Linear sequence, dependent on prior unit
Reciprocal: all linked, most complex form
Decision-making
Centralized or de-centralized?
Centralized is quicker but might have blind spots.
De-centralized gives everyone a voice, but it takes time.
Formal Authority or Informal Networks?
Types of Organization Structure Arrangements/Tradeoffs Functional: organized by processes the organization undertakes
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Divisional: could organize by Product, Geography, Customers, Divisions
Matrix: Best used when, (1) environmental pressures exist from 2 or more critical
dimensions (e.g., function and product). (2) Task environment is complex and uncertain.
(3) Economies of scale and internal resources needed.
Must adapt to information and power sharing to be successfu
Tradeoffs
Considerations when Deciding on Org. Structure
Efficiency
Responsiveness to environment
Adaptability
Accountability
Coordination
Personnel
DAY 3: LEADERSHIP
Readings:
Differences between management/managing and leadership/leading
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They are distinct complementary systems of action and both are necessary for success.
Managing Leading
Purpose Coping with complexity Coping with change
Decide on action Planning and budgeting Setting the direction
Create Networks Organizing and staffing Aligning people
Ensure completion Controlling and problem solving Motivating and inspiring
Leadership myths:
1. Leaders are born, not made
2. Often leadership is equated with formal position
Class slides/discussion:
What is leadership?
Leadership is:
1. A process whereby anindividual influences a group of individuals to achieve a common
goaland maintain effective relationships
2. Something that can be developed through experience
Leadership is multi-level, Leadership is multi-dimensional
Autocratic vs Delegative
Providing structure vs Giving consideration
Transforming vs Transacting
People are the basis of leadership, Leadership impacts variety of outcomes
Leadership and YOU - Confidence, Identity, Motivation and Narcissism as a leader.
1. Confidence as a leader1.1. Self Efficacy - belief in your capability to lead (Setting direction, gaining commitment)
1.2. Ways to increase self-efficacy - Enactive mastery, Vicarious modeling, Verbal
persuasion, arousal/energy
2. Narcissism
2.1. High level of self-love
2.2. Bright side - Great visionaries who want to leave a legacy, Gifted in attracting followers
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2.3. Dark Side - Sensitive to criticism, Poor listeners, difficult to mentor and be mentored
Theories of leadership related to levels of analysis (i.e., trait theory, leader-member exchange, collective
decision making styles)
Multi-Level Nature of leadership - Individual, Dyad, Collective
1. Individual - Leaders are born not made, Implicit leadership theory,
1.1. Trait Theory: Intelligence, Big Five Characteristics - Extraversion, Conscientiousness,
Emotional Stability, Openness to experience, Skills and Exp, Physical Char.
2. Dyad - Leader member exchange (Leaders develop a different type of relationship with each
subordinate)
Dyad - Develops through 3 phases - Role Taking, Role Making, Role Routinization
Dyad Implications - Quick judgments, Career management and
Leader-member exchange quality predicts:
Performance (+)
Satisfaction (+)
Organizational commitment (+)
Turnover intentions (-)
Promotions (+)
Accidents (-)
Decision Making(DM) Styles:
1. Delegative, Facilitative(seeks consensus), Consultative(seeks advice/suggestions), Autocratic
2. Factors to consider when choosing DM style - Decision significance, Importance & likelihoodof commitment, Leader & employee expertise, Shared objectives & teamwork skills
3. Laissez Faire (Collective DM) - The phrase laissez-faire is French and literally means "let [them]
do," but it broadly implies "let it be,""let them do as they will,"or "leave it alone."
Transactional Transformational
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The full-range model of leadership and associated leader behaviors
Integrated model of leader traits behaviours and effectiveness:
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DAY 4: ORGANIZATIONAL CULTURE
Readings:
Definition(s) of culture
Culture is a unique characteristic of an organization. Understanding it can help a manager predict
how his or her organization is likely to respond to different situations to assess the difficulties
that the organization might experience as it confronts a changing future and to identify the
priority issues for the leadership to address as they prepare the organization to compete for the
future. Set of shared assumptions or beliefs or organizational members that determines how people
perceive, think about, and react Schein concludes that culture is a property of an independently defined social unit - a unit whose
members share a significant number of common experiences, over time this group of people will
have formed a shared view of the way that the world surrounding them works, and of the
methods for problem solving that will be effective in that world.
Indicators of culture
Circumstances when understanding culture is particularly important
1) When he or she joins a new organization as a manager2) When one company acquires another
3) When the manager is coordinating the efforts of different functional groups within his or her
organization
4) When the manager is confronting the need to fundamentally change the companys strategic
direction, and by implication, its culture
Class slides/discussion:
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How is culture determined?
Owners values
Business environment
National culture
Leaders vision and behavior
What are the components of culture?
Espoused Values
Explicitly stated values and norms
May differ from enacted values
Basic Underlying Assumptions
Taken for granted beliefs and philosophies so engrained that employees simply act on
them rather than question their validity
Organizational Artifacts
Physical manifestation of culture
Symbols, physical structures, language, stories, rituals, ceremonies
What does culture impact?
Reward systems
Hiring & socialization
Decision making
Employee work attitudes and behaviors
Organizational effectiveness
Functions of culture
Identity
Commitment Stability
Sensemaking
The Competing Values Framework (CVF)
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Process of Culture Change:
Must target at least one component of culture -Espoused Values, Observable Artifacts and Basic
Assumptions
How?
Language: Formal statement, slogans, stories
Role Modeling: CEO reactions, training
Organizational Structure: Rewards, workflow, procedures, physical workspace
Focus: Goals, measurement of activities, leaders attention
What is Socialization?Process in which people learn values, norms and required behaviors which permit them to participate as
a member of the organization
Dimensions of Socialization
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DAY 5: MANAGERIAL DECISION-MAKING
Readings:
Inquiry vs. advocacy
Intuition
o Definition(s)
o Relationship to experience
o Role in decision-making
Class slides/discussion:
Decision making process
Two key components of decision making
Models of decision making (i.e., rational and bounded rationality models)
Decision making biases know the following biases:
o Overconfidence bias
o Hindsight bias
o Escalation of commitment
o Anchoring bias
o Confirmation bias
o Availability bias
o Framing effect
Group decision making methods and their pros/cons
Types of conflict in decision making (i.e., task, process, relational)
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DAY 6: POWER, PERSUASION, INFLUENCE
Readings:
Four essential steps of persuasion
Establish Credibility
How will others perceive you knowledge? Are you seen as helpful, trustworthy, and supportive?
Frame for Common Ground
Who is likely resistant? - what arguments will they likely make?
Can you find common ground with those who are resistant?
How do you frame the common ground
Provide Evidence
What evidence do you have?
How do you present it?
Connect Emotionally
What is the emotional state of the audience?
How can you respond to that emotional state?
Six basic tendencies of human behavior
Liking - people like those who like them
Reciprocity - people repay in kind
Social Proof - people follow the lead of similar others
Consistency - people align with their clear commitments
Authority - people defer to experts
Scarcity - people want more of what they can have less of
Class slides/discussion:
Definitions/differences between power, persuasion, and influence What is power?
The ability to influence the conduct of others
The ability to resist unwanted influence in return
Essential steps of persuasion
Model of interpersonal power
Reward -------
} Contingency ---------- > Compliance
Coercive ------
Referent ------ > Attractiveness -------- > Identification
Legitimate ----
} Credibility ------------- > Internalization
Expert --------
o Interpersonal sources of power
Reward: based on the ability to allocate desirable outcomes
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Coercive: based on the distribution of undesirable outcomes
Legitimate: based on norms, values, and beliefs that teach that particular people have the
legitimate right to govern or influence others
Referent: possessed by someone who is highly admired
Expert: derives from the possession of expertise, knowledge, and talent
o Responses to power (compliance, identification, or internalization)
Compliance: people conform to the wishes or directives of others to acquire favorable
outcomes for themselves in return
Identification: people accept the direction or influence of others because they identify with the
power holders and seek to maintain relationships with them
Internalization: people adopt others attitudes and behaviors because this course of action
satisfies their personal needs or those attitudes and behaviors are congruent with their personal
values
Structural sources of power (how do organizations shape power relations)
Power also derives from the structure of patterned work activities and flows of information Characteristics of organizations that shape power relations include:
Uncertainty reduction
Critical Contingencies
Things that an organization and its parts need to accomplish
organizational goals and continue surviving
Ways
Resource control acquiring and maintaining access to resources
that may be difficult to obtain; person with the money
Information control providing information; especially if the
information can be used to predict or prevent threats
Decision making control to have input into the initial decision
Substitutability
Whether people gain power as a result of reducing uncertainty depends on
substitutability
If others can serve as substitutes and reduce uncertainty, then
individuals can turn to a variety of sources for aid
The less substitutability present in a situation, the more likely that a particular
person or group will be able to amass power
Centrality
The ability of a person or group to acquire power is also influenced by centrality
Its position within the flow of work in the organization
Is George Central in this Org chart?
Al
Barbara
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Charlotte Dave Ethan Frances
George Harold Ingrid Joy
Kay Mike Norman
What about the red person (George) in this communication flow chart?
DAY 7: MOTIVATING PEOPLE AND PERFORMANCE
Readings:
Goal setting theory
o Main premise(s)1. Those with stretch goal performs better than those with vague do
your best goals
2. More goal successes leads to higher satisfaction
o Four reasons goal-setting is effective
1. Focus of attention
2. Energize
3. Impact persistence
4. Use knowledge to attain goals
o Five conditions that influence benefits of goal setting1. Person must have ability to obtain the goals
2. The person must be committed to the goals
A. Making ones goals public
B. Stretch goals show confidence in the person from leaders
C. Vision provided by leader should galvanize and inspire to achieve
goal
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D. Monetary incentive could be tied to goals
3. People need feedback on performance
4. Tasks are complex for a person
5. Situational constraints can make goal attainment difficult
o Effectiveness of goal setting with complex tasks
1. Consistent with goal setting theory higher goals led to higher
performance.
2. Complex task that requires working smarter rather than working hard
participatory goal setting yield higher performance
o Relationship between goal setting and motivation
1. Goal Setting is key mechanism for self-management
o Potential pitfalls of goal setting
1. Leads to quantity over quality or vice versa
2. People not willing to help others
3. Goal Conflicts
4. Ethical risks
Key Elements of Motivation:
1. Intensity
2. Direction
3. Persistence
Motivators vs. hygiene factors (Herzbergs 2-factor theory)
o Relationship of motivators and hygiene factors to job satisfaction/dissatisfaction:
1. Traditional View
A. Satisfaction --> Dissatisfaction2. Herzbergs 2- Factor Theory
1. Motivators: satisfaction --> No satisfaction
2. Hygiene Factors: No dissatisfaction --> dissatisfaction
Job enrichment (definition, steps of implementation, vertical vs. horizontal job loading)
o
Class slides/discussion:
Expectancy theory of motivation:
o Effort --> Performance -->Reward The link between effort and performance:
o Self-efficacy (what is it and how to boost it):
Belief in capability to perform a task
Ways to increase self-efficacy
1. Enactive mastery
2. Vicarious modeling
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3. Verbal persuasion
4. Arousal/energy
o Goal setting (what are good goals)
S Specific
M Measurable
A Achievable but challenging
R Relevant
T Timely
o What influences goal effectiveness?
Ability and knowledge
Goal commitment
Feedback
Commitment
Task characteristics (simple vs complex, interdependence)
Situational constraints
DAY 8: MOTIVATING PEOPLE AND PERFORMANCE
Readings:
Rewarding A while hoping for B
o Describe what it means to reward for A while hoping for B (and provide
example(s))
A. Reward systems that are fouled up in that the types of behaviorrewarded are those which the rewarder is trying to discourage, while the
behavior desired is not being rewarded at all.
Ie electing politicians: voters vote for those who make vague
platform statements rather than those who outlines operational
stances.
War: WWII win the war go home, motivations are aligned /
Vietnam war soldier could go home when tour of duty is over,
soldiers are incentivized to not fight
o Key causes that lead to rewarding A while hoping for B1. Fascination with an "Objective" Criterion
2. Overemphasis on Highly Visible Behaviors
3. Hypocrisy
4. Emphasis on Morality rather than efficiency
Six myths regarding compensation (and the corresponding reality)
1. Labor Rates and Labor Costs are the same thing
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2. You can lower your labor costs by cutting labor rates
3. Labor costs constitute a significant proportion of total costs
4. Low labor costs are a potent and sustainable competitive weapon
5. Individual incentive pay improves performance opposite is true
6. People work for Money but they work even more for meaning in their life.
Relationship between compensation and motivation
o
Class slides/discussion:
Theories that link performance and rewards:
o Self-determination theory
Intrinsic - motivation that is based on the satisfactions of behaving for its
own sake
Extrinsic - motivation that is instrumental or aims toward outcomes
People need the following:
Competence: People need to gain mastery of tasks and learn
different skills.
Connection or Relatedness: People need to experience a sense of
belonging and attachment to other people.
Autonomous: People need to feel in control of their own behaviors
and goals.
Key premise: Extrinsic rewards may undermine intrinsic motivation
o Reinforcement theory
1. Positive Reinforcement: Add Good stuff2. Negative Punishment: End Good Stuff
3. Positive Punishment: Add Bad Stuff
4. Negative Reinforcement: End Bad Stuff
o Equity theory
Individuals compare inputs and outcomes with others
Choices for dealing with inequity:
1. Change inputs (slack off or increase inputs)
2. Change outcomes (increase output or decrease outputs)
3. Distort/change perceptions of self or others4. Choose a different referent person
Expanded to explain employee attitudes and behavior
1. Distributive justice perceived fairness of distribution of
resources and rewards
2. Procedural justice perceived fairness of process and
procedures
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3. Interactional justice perceived fairness of interpersonal
treatment received
What are the three questions motivation boils down to?
1. What do employees value?
2. How can I help an employees effort lead to performance?
3. How can I tie an employees performance to something they value?
DAY 9: COMMUNICATION AND FEEDBACK
Readings:
Appraisal and coaching
o Definitions of performance appraisal and coaching
o Differences between performance appraisal and coaching
Fear of Feedback
o Behaviors that occur as a result of fearing feedback
o Steps for learning to adapt to feedback
Reflected Best Self (no) exercise steps and benefits
Class slides/discussion:
How to give feedback effectively
How to receive feedback effectively
Three types of performance appraisals (tell-sell, tell-listen, problem solving)I. COMMUNICATIONANDFEEDBACK
a. Generally
i. Feedback focuses on 3 areas: self, task, details of task, BUT is most effective when focused on
task or details of task
ii. Ineffective feedback: designed to discourage, overly positive, threatens self-esteem
iii.Performance reviews are more formal/structured and synthesize performance over time
iv.Feedback is the way a coach looks at his players how you did on a particular assignment. Its a
snapshot.
v. Instructional: clarifies roles or teaches new behavior
vi.Motivational: serves as a reward/promises a reward
b. Appraisal and Coaching
i. Appraisal: (managing) telling, directing, authority, short-term, seeking specific outcomes
ii. Coaching: exploring, facilitating, partnerships, long-term, open to various outcomes
iii.Compare and Contrast
1. Preparation is key for both
2. Coaching is a mutual agreement; performance reviews happen whether
employee wants it or not
3. (Just look at the definitions, really)
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c. Fear ofFeedback
i. Why do People Fear Feedback
1. Asks them to change
2. They have flashbacks
3. Scared about bad things they might hear
4. Silly really you need it on a project-by-project basis, it makes goal setting
more effective too.
ii. Behaviors that result from fear of feedback
iii.Steps for Learning to Adapt to Feedback
d. Reflected Best Self Exercise
i. Generally
1. Not about ego its developing a plan for effective action
2. Take time to reflect & pay attention to the lessons learned from exercise
3. Conduct at different time of year than traditional performance review
ii. Steps
1. Identify respondents & ask for feedback
2. Recognize patterns or themes
3. Compose a self-portrait
4. Develop an action plan
iii.Benefits
1. Develop gifts and leverage natural skills
e. How to Give Feedback Effectively
i. GeneralTips
1. Separate role of judge and coach
2. Enhance data used in feedback: observe behaviors, 360 feedback (favors
anonymity, discouraged for pay and promotion)
3. Train evaluators
4. Provide employees due process (Due Process = Fundamental Fairness!!)ii. FormalSteps
1. Establish your credibility
2. Provide a complete and specific message
3. Describe the others behavior without evaluating
4. Describe your feelings by name/action/figure of speech
5. Ensure congruence between verbal and nonverbal
iii.Improve Feedback Effectiveness
1. Positive : Negative = 5:1
2. Involve the employee
3. Frame in a helpful way: not too vague, but specific
4. Show support for helping employee improve
5. Provide a specific instance of when employee exhibited the characteristic
6. Be aware of whom youre giving feedback to
f. How to Receive Feedback Effectively
i. Paraphrase the content accurately
ii. Do not evaluate message
iii.Describe your perceptions of the senders feelings
iv.Negotiate meaning until there is agreement
g. Three Types of Performance Appraisals
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i. Tell-Sell: let them know how theyre doing, gain acceptance of evaluation, follow managers
plan for improvement
1. Most people use this, but it means employee has no input
ii. Tell-Listen: describe strengths/weaknesses, explore feelings about evaluation
1. A step up from tell and sell, gets a two-way communication going
iii.Problem Solving: help discover needs and deficiencies, consider ideas for performance
improvement
1. This is the coaching approach. Ojo!Separate coaching and evaluation -
should be two different meetings, preferably at different times of the year
DAY 10: SOCIAL CAPITAL
Readings:
Definition of social capital and resources of social capital
Social capital - refers to the resources available in and through personal and businessnetworks
Resources include
Information
Ideas
Leads
Business opportunities
Financial capital
Power and influence
Emotional support
Goodwill
Trust
Cooperation
The social in social capital that the resources are not personal assets -- not one
person owns them. The resources reside in networks of relationships
Human capital is what you know and social capital depends on who you know and
who you dont know.
Myth of individualism
Cultural belief that everyone succeeds or fails on their own efforts and abilities
Everything that people have or no has been formed by outside experiences and people
so nothing is completely individual
Business Case for Social Capital
Class slides/discussion:
Purpose of Developmental Networks
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Network characteristics
How to build and maintain networks
DAY 11: LEADERSHIP DEVELOPMENT
Readings:
Keys to Managing Oneself (Peter Drucker in HBS Readings):
What are my strengths?: only way to discover is through feedback and analysis. After identified focus
on them and improve them. More to gain by focusing on and improving strengths than weaknesses. Do
you have intellectual arrogance causing disabling ignorance? Far too many with great expertise in one
area are contemptuous of knowledge in other areas or believe that being bright is a substitute for
knowledge. Do fix bad habits though: bad manners, failure to follow through, procrastination, are not
weaknesses but disablers.
How do I Perform? Am I a reader or listener? How do I learn? How do I work? On a team or alone?
Do I provide the most value as a decision maker or an advisor? Do I perform well under stress? Big
organization or small? Do not try to change yourself-you are unlikely to succeed. But work hard to
improve the way you perform.
What are my values? Mirror test-what kind of person do you want to see in the mirror? Do your
values align with an organizations values? Short term versus long term results orientation.
Where Do I belong? To answer this you must know your answers to the three previous questions
above. Decide where you do not belong. successful careers are not planned. They develop when
people are prepared for opportunitiesknowing where one belongs can transform an ordinary person
into an outstanding performer.What should I contribute? Think about: Whatshouldmy contribution be? What does the situation
require? How can I make the greatest contribution to what needs to be done? What results have to be
achieved to make a difference?
Responsibility for relationships: Managing yourself requires taking responsibility for relationships. 1)
accept that other people are as much individuals as you yourself are(strengths/weaknesses/ways of
working). 2) take responsibility for communication. Lots of conflict arises from people not knowing
what other people are doing and how they do their work. Organizations no longer built on force but on
trust.
The second half of your life: Many 45+ year old executives start second careers out of boredom.Three ways to develop a second career: move from one organization to another or a different line of
work. Create a parallel career ( business leader- lead a non profit, sit on church board). Social
entrepreneurship- found a nonprofit. Also, having a second major interest can be an escape/outlet for
lifes setbacks in the other job or at home.
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Class slides/discussion:
Six leadership competencies
Competencies Description
Influencing Demonstrates the capacity to influence others beliefs,
attitudes, and behaviors
Communicating Effectively Communicates in a clear and non-defensive manner to
different audiences
Agility Easily adapts to changing situations, requirements, and
external constraints
Execution Completes assignments, tasks, and projects on time
with high-quality standards
Decision Making w Integrity Recognizes opportunities and problems and develops
alternative solutions that led to desired results while
possessing high ethical standards
Emotional Intelligence Manages oneself and interacts with others in a mature
and constructive manner
Categories of developmental activities
1. On the job activities
2. Off the job activities
3. Model others
4. Educational activities
5. Experiment
6. Consult the feedback
DAY 12: LEADING TEAMS
Readings:
Defining characteristics of teams
Interact with one another (face-to-face or virtual)
Pursue collective goals (clear team task)
Interdependence
Structure (norms and roles)
Unity or identity
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Criteria for team effectiveness
Performance
The team must meet the needs of the user of the groups output (often product quality
or service quality)
Satisfaction
The team should contribute to personal well-being and development of the members
Meet the members needs for satisfying work
Viability
Over time, the team should enhance the capability of work and learn together in the
future
Components of Team Design
Diagnosing the task
Task Complexity: requires breadth and depth of skills and expertise
Task Interdependence: multiple individuals must work together (rely on each other) to
complete the task
Task Objectives: timeline for task completion, clear direction
Establishing the team environment
Rewards: compensation system (team incentives to motivate collaboration)
Responsibilities of leaders and members
Selecting the right team members
Team Size: just enough members to perform the task at hand, better to have less
Individual Skills: right mix of technical and interpersonal skills Diversity: functional expertise, educational background, work experience (more
complex tasks generally call for more diverse team)
Defining formal roles: division of labor
Formal leadership: members should have shared understanding of leadership structure
Components of Team Processes
Launching the team
The initial meeting is important to learn about team members behaviors and interactions
After the launch Diagnosing and structuring formal team processes
Diagnosing emergent team processes
Quantity and quality of information exchange
Collaborative behavior
Joint decision making
Assessing underlying identity dynamics
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Identity dynamics affect behavioral integration
Subgroups as a special case of identity dynamics
Team identification
Improving dysfunctional team processes
Formally structuring team interaction
Shaping informal norms
Faultline Theory
Subgroups or coalitions that emerge in teams (typically along various demographic lines)
Conflict is more likely to occur
Strong faultlines decrease identity with team as a whole
Leader must establish collaborative environment work across boundaries to manage faultlines
Task-oriented vs. relationship-oriented leadership style most effective path is to start
task-oriented and then move to relationship
First, focus on task and structure (create energy around tasks, set expectations, clarify
roles)
Second, build relationship
Surface-level attributes:
Demographic characteristics
Age, gender, functional background, education, nationality
Initial formation of faultlines is based on surface-level attributes
Deep-level attributes
Personal values Dispositions
Attitudes
Personality
Knowledge
Not visible during formation of team
Class slides/discussion:
IPO model of teams key components
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Key team processes: transition, action, interpersonal
DAY 13: ORGANIZATIONAL CHANGE
Readings:
Steps in organizational change
Network Secrets of Great Change Agents:
Predictors of change agents success - relationships are critical.
Change agents who are central in organizations informal network have advantage.
People who bridged disconnected groups were more effective at implementing dramatic
reforms.
Be close to fence-sitters beware of resistors.
Cohesive network works well when change is not divergent (build fast support)
Bridging network works better for more dramatic transformations (easier to tailor your message
depending on the individual/group)
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Leading Change:
Change goes through multiple stages, and critical mistakes in any stage can be devastating.
1. Establish a sense of urgency - convince at least 75% of managers that the status quo is more
dangerous than the unknown.
2. Form a powerful coalition - assemble a group with shared commitment.
3. Create a vision
4. Communicate the vision - use every vehicle
5. Empower others to act on the vision
6. Create short-term wins
7. Consolidate improvements and produce more change
8. Institutionalize new approaches
Class slides/discussion:
Definition of change
Sources of resistance to change
Case Analysis:
What has changed?
What leads to your conclusions on the causes of the problem?