Self-assignment 1 Three words that describe me By asking my family and friends, and a few Canadian friends who have spoken a few times. The three high-frequency vocabularies I got about describing me were warm-hearted, introverted, and good at observing. I also came to the conclusion from discussions with them. The first is about being enthusiastic, treating people or things with enthusiasm and trying to help others. They gave me some examples. A friend said that he has moved four times in Canada in recent years. Every time we were eating together, he had no intention of telling the plan to move, but after I heard it, I asked the specific moving time every time and then went to help him. The second one is introverted. There is no need to prove this. I am an introvert. I will not deliberately express my own ideas with anyone unless I am in need. I don't want to communicate with strangers most of the time while study and work. Of course I know this is where I need to change. The third is to be good at observing. I was surprised at the beginning. I didn't expect several people to evaluate me like this. In fact, what I think is good at observing is the emotional intelligence of a person. I think that my emotional intelligence is relatively high. This may be related to my family education. When I was very young, my father actually taught me that people can lag behind others in their knowledge reserves, but they must learn how to get along with others and how to deal with things appropriately. Self-assignment 2 Statement of Commitment: - Fulfilling all requirements as outlined in Comm3309 syllabus - Respect the professor, respect the classmates, and face every problem and activity with a positive and friendly attitude. - I hope to master management skills from comm3309 that I can use these skills to solve the problems of learning and life. For example, time management, communication skills, and awareness of themselves. - According to the curriculum of this semester, make a daily time schedule and do the actual fulfillment. Self-assignment 3 Individual Effectiveness Plan (IEP) What action will you take over the next 6 months to develop a skill? Please be specific – identify tangible strategies that you will use to work on this skill. The following framework can help you tease out the details. I would like to development the time management skill. I need to develop a detailed schedule and force myself to complete, encourage and urge myself to complete the plan. Strategy/Issue – clear statement regarding the item or issue I wish to increase or decrease. Something you want more or less of, or you want to change. I will make a daily schedule based on the curriculum and follow this form for daily activities. Because I want to change my irregular work, make my life healthy and use time efficiently. How - What will I do to a achieve this? (for example, increase budgeting skills, increase my yoga practice, increase my assertiveness, etc. ). Also, be as definitive as you can be. For example, I will learn new breathing techniques by taking a class twice a week and practicing 5 minutes in the morning every other day, etc.. Increase the time management skill. Make a schedule based on the curriculum, and then fully schedule the free time, such as getting up at 7.30am on Tuesday morning, and attending classes at 8.30. After 1pm, there should be an hour of eating time, and then some simple exercise (gym or any suitable place). 3pm returned home, rested for one hour, sorted out the content for one hour, 5.30pm go to the last class, 7.30pm back home, after dinner for some entertainment activities and the next day's class materials, between 11.30-1200 go to bed. Resources – what resources will you access? Time management skill. Make the specific time schedule sheet. Success / Milestones – what do I hope to learn or how will I measure success (be time specific as well) For example, in two months I will expect to see? In 3 months I expect to see? I hope that in the second month, I can sleep on time every day, get up on time, and make reasonable use of time, and encourage myself to complete every assignment on time. Structures – structure drives behaviour, what structures will I put in place to enable the behaviour (i.e. Taking a class is a structure) Turn off the cell phone on time every night before 12. Taking the every class on time. Due the every assignments on time Learn – after two months or three months what am I learning about the practice and myself? Reasonable use of time, regular work and rest, will not delay any important events. Make myself more responsible. Interview Skills Applying for: Accounting Assistant What makes you unique? Everyone has his or her unique abilities, but for me, my ability is to adapt to the environment is relatively strong, and has the ability to quickly integrate into the teamwork. And my unique ability is for my lives and work has a clear understanding of the things that I will do better predict and deal with these things. And provide measures in advance to deal with the consequences, make sure that not going to happen and to make the maximize benefits. What motivates you? Why? Talk to my expectations, Accounting Assistant is what I want to work, so I'll try to do it well, and I may face some difficulties according to a current level of knowledge, but I'll learn, I have confidence in the ability to become more comprehensive. And talk about my experience, I had not done the accounting assistant before, so this is a challenge for myself, of course, I like the challenges, it makes me feel more able to reflect my values. Personal SWOT Analysis Advantage I am very creative and very friendly. In my daily study, I get along very well with my team members. We often discuss some problems in the study together. On some key issues, I can ask some valuable questions to help solve the problem. weakness I have procrastination, which makes my organizational skills very poor, and sometimes it may affect my work and quality of learning. And, I often feel nervous in some public situations. opportunity According to the course of learning management skill, I should be able to master some time management and experience and methods. I am about to graduate. Maybe in the post work, I can correct these bad habits and improve my ability. Threat More and more students around have noticed the importance of management skills. We are all facing graduation and work, so the competitive pressure will increase. As an international student, mastering two languages has not been an advantage in the current society, and more people choose to learn multiple languages. Chapter 3 Building Trust Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-1 Benefits of Trust in Organizations • Increases recruitment and retention • Promotes sense of belonging and identification with organization • Builds support for leaders’ and organization’s goals • Enhances productivity because it enables employees to focus on value-added work • Inspires people to go beyond the call of duty • Enhances communication • Increases speed and efficiency of decision-making Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-2 Benefits of Trust (cont’d) • Enhances cooperation and reduces conflict and costs of negotiation • Improves team decision-making • Enhances cross-department collaboration • Promotes organizational change • Helps organizations survive crisis • Helps employees accept unfavorable information and decisions • Enables virtual teams to handle the uncertainty and complexity of the virtual environment Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-3 However… Most new managers put their efforts into demonstrating their technical competence . rather than into their commitment to their employees. The result? They miss opportunities for building goodwill among their subordinates, just when they needed it most. Linda Hill Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-4 Why Trust? We live in a complex world that we cannot fully understand, depend on people whom we can never completely know, and rely on organizations that do not exist for the sole purpose of meeting our needs. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-5 What is Trust? Trust is a willingness to ascribe good intentions to and have confidence in the words and actions of other people. John Cook and Toby Wall Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-6 Trust has been called      Social Lubricant Invisible Asset Collaborative Capital Hidden Source of Wealth Heart of Relationships Trust in organizations is a competitive advantage that can’t be copied by others. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-7 We Need to Depend on Trust • In times of uncertainty: When we do not have all information about a person or situation and if we cannot completely control the outcome • When risk is involved: When we assume that the benefits will outweigh risks, but the costs of a loss will be great Trust is a leap of faith. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-8 Trust is Based on Our Perceptions of a Person’s Trustworthiness Reputation Our prior experiences with the person Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Stereotypes about identity and organizational group memberships 3-9 Trust and Stereotypes • We are more likely to believe someone is trustworthy when they belong to the same identity and organizational groups that we belong to • We are more likely to rely on stereotypes when we are under time pressure • Our perceptions about the trustworthiness of a person may turn into self-fulfilling prophecies Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-10 Interpersonal Strategies for Building Trust Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-11 Do People Perceive You as Trustworthy? Not at all Always Competence: Am I effective at my work? 1 2 3 4 5 6 7 Reliability: Can others count on me to follow through on my commitments? 1 2 3 4 5 6 7 Professionalism: Do I show that I’m dedicated to my work and professional in my interactions? 1 2 3 4 5 6 7 Consistency: Is my behavior predictable across situations? 1 2 3 4 5 6 7 Communication: Am I accessible, willing to share information freely, and open to others’ opinions? 1 2 3 4 5 6 7 Transparency: Am I clear about what people need from me to succeed? Do I give explanations for decisions? 1 2 3 4 5 6 7 Caring: Do people believe I care about them? 1 2 3 4 5 6 7 Fairness: Am I fair when making decisions? 1 2 3 4 5 6 7 Integrity: Am I honest, moral, and consistent in words and deeds? 1 2 3 4 5 6 7 Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-12 Steps for Building Trust • Provide clear goals, performance measures, and feedback • Be competent • Be caring • Be consistent and predictable • Be reliable • Be fair Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-13 Steps for Building Trust (cont’d) • Communicate: Be accessible, willing to share information, and give explanations for decisions • Show integrity: Be honest, moral, and consistent in your words and deeds • Show that you are willing to make sacrifices for the relationship Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-14 Optimal Trust “Knowing whom to trust, how much to trust them, and with respect to what matter.” Andrew Wicks and Colleagues Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-15 Optimal Trust Trusting too little Trusting too much •Overly suspicious •Have too few relationships •Minimize dependence on others •Resist others’ attempts to influence us •Be defensive •Withhold and distort information •Engage in costly monitoring activities •Make us unpleasant to be around •Too easily influenced •Take unnecessary risks •Say more than is politically unwise •Discount our own judgment •Fail to monitor people when necessary •Discount information that says our trust has been misplaced Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-16 Problems With Trusting Too Few People • We may become over dependent on their interpretations and advice • We may fail to reach out to others who can provide a more complex view of situations “We take far too much for granted with a trustworthy source…We assume that the source knows the many factors related to the situation, understands all the interconnections that influenced the results, comprehends the whole interplay of subtle actions by many people leading to decisionmaking…with a trustworthy source, we may unwittingly suspend our own power of observation and judgment.” (Szulanski, Jensen, Cappetta) Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-17 Rebuilding Trust Once Broken Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-18 Rebuilding Trust • Both parties must believe that the relationship is worth saving and must be willing to invest the time and emotional energy into repairing the relationship. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-19 The Art of the Apology • Acknowledge breach of trust has occurred • Be specific rather than general about what you did • Acknowledge that you know you hurt the person • Explain why you did what you did (in a way that you take responsibility for your actions) • Say you are willing to do what it takes to repair the trust Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-20 A Pseudo apology  Wrong approach: I’m sorry you feel that way.  Right approach: I’m sorry that I’ve broken your trust in me. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-21 Increasing Patient Care and Reducing Claims After Medical Error: University of Michigan’s Practice of Apologizing with Full Disclosure • Communicate clearly and honestly with patients and families following adverse patient events • Apologize and compensate quickly and fairly after medical errors • Defend medically appropriate care vigorously • Reduce future patient injuries and claims by learning from past experience and medical errors Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-22 Consequences of Apologies after Medical Error After the University of Michigan Health System (UMHS) began addressing medical malpractice claims openly and collaboratively with the claimants and attorneys, malpractice claims were reduced by 55%, litigation costs were decreased by 50%, and claim processing time decreased from 20.3 to 8 months between 1999 and 2006. The hospital leadership and staff can learn from past errors so that they can give patients better care in the future, helping families of those harmed rest assured their that loved one’s harm or death might save others. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-23 Forgiveness Forgiveness is the willingness to get over negative feelings associated with a person who we believe has harmed us and instead view the person with good will. Forgiveness is a cancellation of debt. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-24 People Who Forgive Have… • • • • • Better social relationships Fewer illnesses Less stress Lower rates of depression An ability to see the world in ways other than black or white • Use more effective coping mechanisms Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-25 Resentment is like drinking poison and waiting for the other person to die. Carrie Fisher, Writer Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-26 The weak can never forgive. Forgiveness is the attribute of the strong. Mahatma Gandhi Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-27 Organizational Strategies for Building Trust Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-28 Organizational Strategies for Creating Trust • Develop a collective identity • Provide clear goals, job expectations, standards, and performance measures • Provide predictable routines • Communicate consistent messages in words and deeds in good and bad times Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-29 Organizational Strategies for Creating Trust (cont’d) • Enable employees to have some control over their work and their time • Manage employees who undermine trust • Rebuild organizational trust once broken Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-30 How to Tell if Mistrust is Festering • Are people communicating less? • Do employees avoid giving you bad news? • Do employees avoid meetings? • Does morale seem to be deteriorating? • Are some employees not speaking up at meetings? • Is there an increase in absenteeism and turnover? • Are employees blaming other people and departments for problems? Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-31 Swift Trust Swift trust is a kind of depersonalized trust that is developed in temporary groups when “there isn’t time to engage in the usual forms of confidencebuilding activities that contribute to the development and maintenance of trust…” • Airline cockpit crews • Emergency response teams Meyerson, Weick, and Kramer Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-32 Positive Emotions and Trust Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-33 How Positive Emotions Contribute to Success •Feel more competent •Set higher goals •See the big picture •Think more broadly People who feel and express positive emotions •Think more creativity •seek out new information •Seek out new experiences •Take more risks Optimism Hope Kindness Resilience Gratitude Forgiveness Etc. •Behave more flexibly •Create long-term plans •Have a bias toward action Results Career Well-Being •Seek out feedback •Get support •Are evaluated positively •Persistence •Cope with adversity Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-34 Teams and Positive Interactions Teams that have significantly more positive than negative interactions (those teams with a ratio of approximately 6 positive to each negative interaction) tend to outperform other teams in terms of profitability, customer satisfaction, and evaluations from bosses, peers, and direct reports. Positive interactions included “support, encouragement, or appreciation” and negative interactions included “disapproval, sarcasm, or cynicism.” Losada, Marcial. “The Complex Dynamics of High Performance Teams.” Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-35 How to Build Positive Emotions at Work • Express positive emotions • Engage in positive deviance • Help people find meaning in day-to-day lives • Help people find meaning in crises • Provide people with opportunities to help each other and express appreciation Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-36 Remember…. People in organizations pay attention to issues concerning “what is right, just, and fair as well as what is efficient, effective, and practical.” LaRue Hosmer Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 3-37 Copyright Notice 3-38 Chapter 2 Developing SelfAwareness Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-1 To be someone…is one of the deep urges of the human heart…[It] is a need that becomes more intensely felt – and also more difficult to satisfy – as the course of history carries us all further away from the old realities that structured our identities and life experiences for us. Political Scientist Walter Truett Anderson Author of Reality Isn’t What It Used To Be Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-2 Why Self-Awareness? You cannot manage others well unless you can manage yourself. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-3 Successful Managers… • Know what they want and why they want it • Have a plan of action for getting it • Understand their styles, strengths, weaknesses • Understand how they are perceived by others and how these perceptions affect their ability to gain support • Have self-confidence, humility, and adaptability that enables them to appreciate the views and styles of others Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-4 Managerial Styles Lacking in Self Awareness • Empty Suits have much style and substance but not much content. • Expansive Executives are genuinely committed to the organization, set high goals, and work very hard – but they gain self-worth primarily through their unconscious needs for control, mastery, and professional success. Consequently, their actions are designed to meet their unconscious needs rather than the needs of the organization. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-5 Barriers to Self-Awareness • Managers may fear tampering with the “winning formula” that helped them achieve their success so far • Managers are often isolated from direct reports’ feedback • Direct reports, even when asked, may not want to give honest feedback to someone in a higher hierarchical position Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-6 Barriers to Self-Awareness (cont’d) • Managers often hire people in their own image and thus are unlikely to be criticized • Managers are often too busy at home and at work to take time out for reflection Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-7 Creating the Brand Called You Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-8 What Tom Peters Has To Say About “The Brand Called You” Regardless of age, regardless of position, regardless of the business we happen to be in, all of us need to understand the importance of branding. We are CEOs of our own companies: Me Inc. To be in business today, our most important job is to be head marketer for the brand called You. Tom Peters Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-9 Branding: What Qualities Make Me Distinctive • What do I do that I’m most proud of? • What do I do that adds remarkable, measurable, distinguished, distinctive value? • What would my colleagues/customers say is my greatest and clearest strength? My most noteworthy personal trait? • What have I done lately -- this week -- that added value to the organization? • In what ways is what I do difficult to imitate? Tom Peters Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-10 Branding: Additional Advice • Be an exceptional expert in something that has real value and that is not easy to copy • Be an exceptional team-mate and supportive colleague • Be a broad-gauged visionary; Anticipate problems before they become crises • Be a businessperson obsessed with pragmatic outcomes • Think of your job as a set of projects, each of which adds value to the organization • Consistently delivery high-quality work on time Tom Peters Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-11 Manage Your Shadow Resume: Your Brand on the Internet • Recruiters and college admissions personnel are searching online to conduct background checks on potential employees and students through Google, Facebook, LinkedIn, Friendster, etc. • They look for red flags that may suggest poor judgment, lack of professionalism, or lack of fit with the organization (inappropriate language of photos) • Google yourself to see what others see about you • Create a professional online brand to be consistent with the image you want other people to see Tom Peters Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-12 Understanding the SelfConcept Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-13 What is the Self-Concept? The self-concept is an internalized set of perceptions that each of us has about ourselves that are relatively stable over time, consistent across situations, resistant to change, and of central importance to us. Our self-concept is made up of our beliefs about our personalities, interests and skills, strengths and weaknesses, what makes us similar to others, and what makes us unique. Our self-concept influences our everyday thoughts and actions. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-14 Influences on the Self-Concept Family (parental style, birth order, significant family events) Interpersonal relationships Transportation, communication, and information technologies Genetic differences Self-Concept Group influences (identity and organizational groups) Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall National Culture and subcultures Social institutions (schools, workplaces, religious institutions) Possible selves (celebrities, management gurus, role models) 2-15 Cultural Influences on the Self-Concept Independent Interdependent • Separate from others • Connected to others • Internal, private self focus • External, public self focus • Self-esteem based on ability to understand, express, and validate one’s self • Self-esteem based on ability to understand and adjust to others, control oneself, maintain harmony • Self-focused emotions (pride, frustration) • Other focused emotions (sympathy, shame) • Express emotions • Keep emotions private • Self-enhancement and self- • Self-critical and selfpromotion bias improvement bias Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-16 I Am Assessment • Private self-concept: Refer to self in ways that emphasize your personal traits, states, or behaviors (I am smart) • Public self-concept: Refer to self in ways that emphasize your relationships with others (I am loved) • Collective self-concept: Refer to self in ways that emphasize your group memberships (I am Korean) Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-17 Advantages of Culture View of Self-Concept • Encourages us to look outward to our cultures to understand who we are • Encourages us to try to respond to others on their own terms rather than as variations of or deviations from ourselves • Broadens our ways of thinking about what constitutes normal and effective, thus expanding our options for perceiving situations and behaving • Enables us to be wise users of culturally-biased management theories and practices Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-18 Social Influences on the Self-Concept • Family: parental style, early losses, birth order • Other people’s expectations: self-fulfilling prophecies • Group influences: identity (gender, race, religion, nationality) and organizational groups (profession, organization, and hierarchical level) Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-19 Why the Self-Concept is Important • Attention • Memory and speed of attention • Interpretation and decision-making • Social relations • Moral decision-making • Ability to cope with stress Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-20 Fundamental Human Needs • • • • • Meaning Belonging Competence Control Consistency Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-21 Identity Challenges Technology Globalization Increased diversity Mass Media Celebrities We must make sense of a world that’s increasingly difficult to understand We must make decisions even though many of today’s problems are too complex to anticipate all the consequences We try to feel a sense of control in a world that is in flux Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall We experience: Gap between who we are and who we believe we should be Gap between what we know and what we believe we should know 2-22 Updated Self-Concept • Managers as bricoleurs • Managers as meaning-makers • Managers with high selfcomplexity (multiple selves) Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-23 Managers as Bricoleurs …are comfortable tinkering with ideas about themselves, others, and their environment and improvising new ways of thinking and behaving on the spot. Effective tinkering involves changing habitual routines, breaking traditional boundaries, and using taken-forgranted resources in new ways. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-24 Managers as Bricoleurs Tend to try one thing, step back, reconsider, and try another. For planners, mistakes are steps in the wrong direction; bricoleurs navigate through midcourse corrections. Sherry Turkle Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-25 Managers as Bricoleurs …remain creative under pressure, precisely because they routinely act in chaotic conditions and pull order out of them. Thus, when situations unravel, this is simply normal natural trouble for bricoleurs, and they proceed with whatever materials are at hand. Karl Weick Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-26 Managers as Meaning Makers In a world with shifting meanings, multiple realities, and conflicting yet often equally reasonable ideas, managers must not only try harder to make sense of themselves, the world, and their place in it, but they must help others do the same. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-27 Managers as Meaning Makers The person that is most easily recognized as an organizational leader is one who rises above and beyond the specification of formal structure to provide members of the organization with a sense that they are organized, even amidst an everyday feeling that at a detailed level everything runs the danger of falling apart. Linda Smircich and Gareth Morgan Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-28 Contrasting Views of the Managerial Self-Concept Self in Industrial Age “I think therefore I am” Self in Post-Modern Age “I think, therefore I think I am” • Concrete, stable, homogeneous, predictable • One fixed identity • Well-integrated, bounded and aligned identity • Stable self across time and place (to thine own self be true) • Fact-finder and problem solver • Self-discovery: finding one’s true self • Virtual, fluid, heterogeneous, unpredictable • Multiple selves • Shifting, flexible boundaries, sometimes contradictory selves • Flexible self that changes across time and place (to thine own selves be true) • Meaning-maker and bricoleur • Self-expansion: developing multiple identities Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-29 People with Multiple Selves May Reap the Rewards of: • The unique knowledge gained by membership in multiple groups • The freedom that is gained by being able to “rise above the restrictions defined by specific group memberships • The value of being able to bring both an insider’s and outsider’s perspective to situations • The value of being able to resist categorization and “polarization”, accept their own and others’ “inconsistent personae”, and adapt more fluidly to diversity Aida Hurtado Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-30 “The benefits of having multiple selves are the quick assimilation into different environments, the ability to influence a group from the inside instead of outside, and the satisfaction of being effective in different settings. With multiple selves between home and work, I can easily separate the two worlds, so that the frustrations and stress that I might experience in one tend not to be carried over to the other.” Japanese MBA Student Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-31 Views of Multiple-Selves No sooner do we think we have assembled a comfortable life than we find apiece of ourselves that has no place in it. Gail Sheehy, Passages Self knowledge comes too late and by the time I’ve known myself I am no longer what I was. Ademola Reflections: Nigerian Prose and Verse I’m the kind of woman that wants to enjoy herselves in peace. Alice Walker, The Temple of My Familiar When stuck on a hard problem [MIT-educated investor] Levy tries a mental trick he invented in the third grade. He asks himself, “how would I answer this if I were a smart person?” Fortune Magazine Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-32 Caveats to Multiple Selves: • Even for people with high self-complexity, the different parts of one’s selves are integrated by some deeply held common beliefs and values that are consistent over time and place • Having multiple selves is likely to have greater benefits when one chooses one’s identities and sees them as a desirable part of oneself rather than a burden or a façade. Aida Hurtado Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-33 What is Self-Monitoring? Self-monitoring refers to a person’s willingness and ability to be attentive to social and interpersonal situational cues – and adapt behavior in response. Snyder and Gangestad Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-34 Differences Between High and Low Self Monitors High Self Monitors Low Self Monitors Highly sensitive to social and interpersonal cues Less sensitive to social and interpersonal cues Highly willing and able to modify their behavior in response Less willing and able to adapt their behaviors in response Asks self: Who does this situation want me to be and how can I be that person? Asks self: Who am I and how can I be me in this situation? Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-35 Differences Between High and Low Self Monitors High Self Monitors More likely to: •change employers •move geographically •get promotions •perform better in boundary spanning jobs •resolve conflict through collaboration and compromise •emerge as leaders of work groups •rationalize failure •seek out prestigious work •attend to image •rely on social networks for career decisions •have instrumental relationships •be flexible about forming new relationships elsewhere •Have more stress Low Self Monitors More likely to: •be committed to current employers and friends •be less likely to move •invest emotionally in particular relationships so that they can be themselves •value freedom to pursue work compatible with own interests rather than work that is prestigious or well defined •may not need to gather so much information from external sources regarding diverse career opportunities because they have greater self knowledge concerning career preferences •may be more trusted in a crisis Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-36 Is High or Low Self Monitoring Better? Neither high or low self monitoring is generally better. Instead, it’s important to understand your preferred style and the ways it may be helping or hindering you and the people who depend on you achieve important goals. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-37 Self-Monitoring and Mr. Sony’s Struggle What accounted for Akio Morita’s unique ability as a Japanese businessman to establish and sustain beneficial relationships with the most important Western business and political leaders? There is striking agreement among those who knew him over time that he was special because he was someone who seemed to understand them, and, as important, whom they could understand…Morita could conduct a dialogue, and while he was a very patriotic Japanese and a firm defender of the Japanese point of view, he could communicate it in a way that was meaningful to non-Japanese… Fortune Magazine Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-38 Mr. Sony’s Struggle But was he really as effortlessly at ease in the company of his foreign friends as he appeared, as familiar and at home with their way of perceiving the world and behaving in it? Did Morita truly understand his foreign friends and associates, and did they truly know him?…There is no unambiguous answer. But there is evidence to suggest that Morita had to labor hard to achieve what may have been the illusion of familiarity. There is even room for speculation that Morita’s lifelong, tireless campaign to install Sony in the West required a painful personal struggle to reconcile a foreign sensibility with his own and that…he was never able to resolve that tension satisfactorily. Fortune Magazine Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-39 Adaptable as human beings are and have to be, I sometimes sympathize with the chameleon who had a nervous breakdown on a patchwork quilt. John Stephen Strange We are what we pretend to be so be careful of what you pretend to be. Kurt Vonnegut, Jr. Author Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-40 Authenticity Perhaps it’s better to view authenticity as a work-inprogress rather than a static end-state. Viewing authenticity as a work in progress assumes that we are always learning about ourselves, the world around us, and what others need from us. It assumes that responding ethically and effectively to others and our environments challenges us to be thoughtful about when to fully express ourselves and when to hold back and consider others’ feelings and needs, when to stick to our position and when to find common ground, when to hold onto parts of ourselves that are precious and when to let go of parts of ourselves so that we can grow. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-41 Authenticity It may be most useful to view the concepts of the “true self” and “multiple selves” not as opposites, but as options, both of which can help us achieve the authenticity, responsiveness, and growth that we desire and that others deserve from us. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-42 Remember… A leader has the responsibility [to have self knowledge] not only for his or her own sake, but for everyone else in the organization. Unless the leader has a degree of self-knowledge and self-understanding, there is a risk that he or she will use the organization to address his or her own neuroses. Peter Senge citing Alain Gauthier Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-43 Personality Assessment E Extrovert S Sensin g T Thinking J Judging Where you get energized Outward Inward How you see the world Details Big Picture How you solve problems Logic Values How you come to closure Keep alternatives Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall open Closed, decisive I Introvert N Intuitive F Feeling P Perceiving 2-44 Preferred Hand Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Non-Preferred Hand 2-45 Activity • Write your name with your preferred hand _________________ • How did that feel? • Write your name with your nonpreferred hand ________________ How did that feel? Trying to learn to use new styles will feel like trying to write with your non-preferred hand. You will need to over-learn new behaviors in order to feel comfortable using them Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 2-46 Copyright Notice 2-47 Chapter 1 What Predicts Success? Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-2 Agenda • Critical Thinking • Commitment – how committed are you to this class? • Fill out Individual Effectiveness Plan • CATME – Team Charter • 3 words • Choose Group Project • Chapter 1 Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-3 Skills for Personal Cultural Competence Culture-Specific • Language skills • Understanding work norms • Knowing the dos and taboos • Understanding the social context Copyright ©2012 Pearson Education, Inc. Culture-General • • • • • • • Self-awareness Boundary-spanning Perception skills Flexibility Personal grounding Emotional resilience Courage and attention to inequities Copyright ©2012 Pearson Education, Inc. publishing as Critical thinking Copyright ©2012 Pearson Education, Inc. publishing as RED MODEL 1.Does the presenter recognize assumptions? 2. Does the presenter question the quality of supporting evidence? 3. Does the presenter evaluate the argument? 4. Are the effectively able to separate fact from opinion? 5. Does the presenter understand how emotion may have influenced the situation 6. Does the presenter draw a conclusion? 7. Do they effectively demonstrate their ability to bring together information Copyright ©2012 Pearson Education, Inc. Copyright ©2012 Pearson Education, Inc. publishing as “No job is more vital to our society than that of the manager. It is the managers who determine whether our social institutions serve us well or whether they squander our talents and resources.” Henry Mintzberg Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-9 More than ever, today’s managers must see themselves as value creators whose primary responsibility is to turn the resources they manage into measurable results that matter to the people, organization, and societies they serve. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-10 “Management Skills for Everyday Life” Will Help You • Enhance your job effectiveness and ability to get results, including in challenging times • Achieve your career potential (such as promotions, salary, job satisfaction, and job choice) • Enhance your well-being (such as health and happiness for you and the people you care about) Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-11 What Does Success Mean To You? Write Down Your Personal Answer. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-12 Is There a Difference Between Managing and Leading? • This is a false distinction because getting results involves skills associated with both managing and leading: – Managing: ensuring effectiveness and efficiency through planning, organizing, controlling, budgeting, and motivating – Leading: thinking strategically, setting a clear and meaningful direction, aligning stakeholders, inspiring others, and guiding change • Yet we can’t imagine working for a manager who doesn’t thinking strategically, set clear direction, etc., nor can we imagine working effectively for a leader who cannot plan, organize, motivate, etc. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-15 How Much of Your Success is Predicted by Your IQ? 75 – 100% 50 – 74% 25 – 49% Less than 25% Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-16 Why IQ Isn’t a Strong Predictor of Success: Practical Everyday Problems • Are ambiguous • Are characterized by multiple “correct” solutions • Can be solved by multiple methods • Must be solved and implemented, in large part, through talents not assessed on standardized intelligence tests: self-awareness, the desire to learn, the ability to gain the support of others, the willingness to see multiple opportunities and risks, the ability to change, the willingness to persist, the ability to cope with stress and bounce back from setbacks Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-17 Managers derail not because they don’t have the intelligence to succeed but because they may rely too much on their cognitive intelligence and fail to develop other skills and beliefs that will serve them well when the challenges they face exceed their abilities. “The true measure of your intelligence is not in a test score; it is in your willingness to develop your own talents.” (Robert Sternberg) Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-18 Managerial Derailment • Derailment occurs when a manager wants to move ahead but is instead fired, demoted, or plateaued below expected levels of achievement • 30-50% of high potential managers derail • Derailment is costly to individuals and organizations. Center for Creative Leadership Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-19 Differences Between Derailed and Successful Managers Derailed • Limited self-awareness Successful • Enhanced self-awareness • Over estimate their abilities • Accurate understanding of their abilities • Over rely on strengths that served them well in the past but may not serve them as well now • Recognize need for new strengths and developed those that will serve them well now and in the future • Use narrow skill set and one-size-fits all approach to solving problems • Use broader skill set that serves them well in a variety of situations Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-20 Preventing Derailment: Overcoming Your Strengths The common thread for people who derail is that they exhibit superior skill in a particular area to the exclusion of developing complementary ones. Even when a change in a job assignment requires them to apply a different skill set, or when they see people around them develop in diverse areas, they fail to notice that they’re limiting themselves and turn up the volume on those behaviors that they already do well, hoping that doing more of the same will save them. Lois Frankel, Overcoming Your Strengths Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-21 Why Smart People Do Stupid Things: Lessons from High-Profile Executive Scandals • Weaknesses are flip side of their strengths – Brilliant, stellar records = may have feelings of invulnerability, big ego, individualism, over-reliance on skills that helped them succeed in past – Great risk-takers = may underestimate challenges and get caught unprepared – Helpful advisors = may surround themselves with people similar to themselves or with too few people so they have limited perspective – Succeed by breaking rules = may believe all rules are meant to be broken or they’re above the law – Powerful = may develop feelings of entitlement and sense that they deserve more than others Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-22 “Success is a lousy teacher. It seduces people into thinking they can’t lose.” Bill Gates, Cofounder of Microsoft Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-23 Derailed Managers Who Get Back on Track Learn That: • Intelligence isn’t enough for long-term success • The same talents that once brought them early success can later lead to failure • Flaws and blind spots that seemed insignificant earlier in their careers suddenly matter Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-24 What Predicts Success? Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-25 What Predicts Success? • Believing that intelligence and personality are fluid rather than fixed • Developing expertise through mindful, deliberate practice • Conscientiousness • Being proactive • Having a learning orientation rather than excessive focus on goal achievement • Having creative and practical intelligence • Developing selfawareness • Having social skills • Managing emotions: emotional intelligence, positive emotions, and hardiness Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-26 Figure 1.1 Characteristics that Predict Success Characteristics Behaviors Set higher goals Believing in fluid intelligence Work harder Developing expertise Work smarter Being proactive Take greater risks Having a learning goal orientation Seek out feedback Having creative intelligence Having practical intelligence Developing self awareness Having social skills Managing emotions (emotional intelligence, Positive emotions, and hardiness) Consequences Enhanced: Better decision-making •Job Effectiveness Greater persistence •Career Success Better coping skills and resilience in the face of setbacks •Well-being Better able to build mutually supportive relationships Better able to create workplaces that bring out the best in others Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-27 Believing that Intelligence is Fluid Rather than Fixed Predicts Success Belief in Fixed Intelligence Belief in Fluid Intelligence Carol Dweck Attach intelligence to self worth May become too invested in being smart Less likely to attach self worth to scores on intelligence tests Believe failure is due to lack of effort or lack of learnable skills Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall Take fewer risks and underestimate the power of learning, effort, persistence Take more risks and believe in the power of learning, effort, persistence 1-28 Developing an Expertise through Mindful, Deliberate Practice: The Road to Excellence: Expert Performers ➢ Are focused on goals that matter to them ➢ Engage in mindful practice with focus on quality and quantity ➢ Use multiple resources (books, Internet, classes, workshops) ➢ Build in instant feedback ➢ Build in failure and optimal challenges so they can stretch their skills ➢ Have a coach, especially early on Consequently, expert performers see situations in more complex ways and employ more responses based on vast amounts of knowledge K. Anders Ericsson: Cambridge Handbook of Expertise and Human Performance Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-29 “Natural” Talent is Over-Rated People succeed because of deliberate practice. It takes about 4 hours a day for 10 years to create an overnight success. K. Anders Ericsson: Cambridge Handbook of Expertise and Human Performance Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-30 Chesley B. (Sully) Sullenberger Pilot who safely landed plane in Hudson 57 years old; 29 years of commercial pilot experience Got his pilot's license as a teenager Named best aviator in his class at the Air Force Academy Degrees in psychology from Air Force Academy and Purdue Studied the psychology of cockpit crews in a crisis Flew fighter jets, investigated air disasters, mastered glider flying Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-31 Being Conscientiousness • • • • • • • • • Achievement oriented Organized Disciplined Committed Dependable Committed Persistent Hard-working Focused on getting results Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-32 Being Proactive • I am constantly on the lookout for new ways to improve my life. • Wherever I have been, I have been a powerful force for constructive change. • Nothing is more exciting than seeing my ideas turn into reality. • If I see something I don’t like, I fix it. • No matter what the odds, if I believe in something I will make it happen. • I love being a champion for my ideas, even against other’s opposition. • I excel at identifying opportunities. • I am always looking for better ways to do things. • If I believe in an idea, no obstacle will prevent me from making it happen. • I can spot a good opportunity long before others can. Thomas Bateman and Michael Grant Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-33 Proactivity People who are highly proactive are more likely than others to actively manage their careers, show political savvy, and take actions to influence their environment. People who are less proactive are more passive and reactive. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-34 Proactive Personality Predicts: Job Performance Salary Promotions Career Satisfaction Community Involvement Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-35 Having a Learning Goal Orientation • Learning goal orientation • Performance goal orientation • Avoidance goal orientation Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-36 Orientation Toward Work (Vande Walle) Individuals have different views about how they approach work. Please read each statement on the following page and select the response that reflects how much you agree or disagree with the statement. 1 = strongly disagree 2 = disagree 3 = sort of disagree 4 = neither agree or disagree 5 = sort of agree 6 = agree 7 = strongly agree Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-37 Orientation Toward Work 1. I am willing to select a challenging work assignment that I can learn a lot from _____ 2. I often look for opportunities to develop new skills and knowledge _____ 3. I enjoy challenging and difficult tasks at work where I’ll learn new skills _____ 4. For me, further development of my work ability is important enough to take risks _____ 5. I like to show that I can perform better than my co-workers _____ 6. I try to figure out what it takes to prove my ability to others at work _____ 7. I enjoy it when others at work are aware of how well I am doing _____ 8. I prefer to work on projects where I can prove my ability to others _____ 9. I would avoid taking on a new task if there was a chance that I would appear rather incompetent to others _____ 10. Avoiding a show of low ability is more important to me than learning a new skill _____ 11. I’m concerned about taking on a task at work if my performance would show I had low ability _____ 12. I prefer to avoid situations at work where I might perform poorly _____ Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-38 Calculate Your Goal Orientation • Learning goal orientation: Sum and average your responses to questions 1 – 4 • Proving goal orientation: Sum and average your responses to questions 5 – 8 • Avoiding goal orientation: Sum and average your responses to questions 9 – 12 On which type of goal orientation do you score highest? ________________________ Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-39 Having Creative Intelligence People with creative intelligence are able to respond to routine and novel situations in innovative ways. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-40 Having Practical Intelligence People with practical intelligence are better able than others to be able to make sense of and influence their environment. They: •Seek out and join environments that enable them to do their best work •Adapt to environments so they can succeed •Know when to leave environments and look for opportunities elsewhere Robert Sternberg Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-41 Tacit Knowledge and Practical Intelligence Practical intelligence means “knowing what to say to whom, knowing when to say, and knowing how to say it for maximum effect (Sternberg). Tacit knowledge is a hard-tocopy competitive advantage because it isn’t written down in formulas or guidelines, is rarely taught or tested in school, and can be difficult to explain to others. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-42 Developing Self-Awareness ➢ Styles: Understanding your goals, values, styles, strengths, weaknesses, biases, and how you are perceived by others ➢ Context: Understanding how your goals, values, styles, strengths, weaknesses, values change based on the context (environment, group, time of day) Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-43 Having Social Skills ➢ Investing in building a broad and diverse set of relationships to increase social capital, the resources one gives and gets through his or her social networks ➢ Developing high quality connections Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-45 Social Skills: The Waiter Rule Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-46 Managing Emotions ➢ Emotional Intelligence ➢ Positive Emotions ➢ Hardiness Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-47 Emotional Intelligence ➢ Ability to understand and manage one’s own and others’ emotions, particularly in stressful times ➢ Emotionally intelligent managers are better able to cope with the inevitable ups and downs of organizational life, tolerate uncertainty, build employee commitment, motivate others, communicate effectively, manage conflict, reduce employees’ anxiety, and consequently enhance employee performance. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-48 Positive emotions Joy Hope Love Compassion Generosity Gratitude Optimism Pride Serenity Forgiveness Positive emotions broaden and build Fear Anger Resentment Frustration Worry Guilt Shame Negative emotions narrow and tear down Barbara Fredrickson Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-49 Positive Emotions: Indra Nooyi, PepsiCo CEO “My father was an absolutely wonderful human being. From him I learned to always assume positive intent. Whatever anybody says or does, assume positive intent… .When you assume negative intent, you're angry. If you take away that anger and assume positive intent,… your emotional quotient goes up because you are no longer almost random in your response. You don't get defensive…You are trying to understand and listen because at your basic core you are saying, ‘Maybe they are saying something to me that I'm not hearing.’” Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-50 Assess Your Positivity Ratio Barbara Fredrickson http://www.positivityratio.com/ Should be at least 3:1 Positive/Negative ratio Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-51 Hardiness ➢ ➢ ➢ Challenge: View problems as normal part of life and opportunities to stretch one’s skills Commitment: Believe that they are involved in meaningful activities Control: Have a sense of personal control over outcomes Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall ➢ Maintain composure under stress ➢ Recover quickly from failure ➢ Become wiser with each experience 1-52 Creating Personal Change Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-53 Steps Toward Personal Change • Believe that you can change • Learn beliefs, characteristics, and skills that are likely to lead to success • Think critically and adapt new ideas to your own situation Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-54 Steps Toward Personal Change (cont’d) • Assess your personal styles, strengths and weaknesses • Practice new skills and go for small wins • Obtain feedback on your progress • Over learn new behaviors Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-55 The Cost of Not Dropping Our Tools The firefighters who perished did not drop their tools or packs while trying to escape...Dropping their tools or packs would have significantly increased the firefighters chance of escape. [US Forest Service “analysis assumed that [if] they [had] dropped their packs and tools...[they]could have moved quicker exerting the same amount of energy.” Karl Weick Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-56 Why We Don’t Drop Our Tools (Karl Weick) 1. Listening: We don’t hear the need for change 2. Justification: We rationalize our old ways 3. Trust: We don’t trust the person asking for change 4. Control: Our old tools provide a [false] sense of control 5. Skill at dropping: We don’t know how to drop tools -- We’re trained to keep them 6. Skill at replacement activity: We haven’t been trained in the new skills 7. Failure: We think dropping our tools is admitting failure 8. Social dynamics: We do what our peers are doing 9. Consequences: We believe changing won’t make any difference 10. Identity: Our tools are part of our identity Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-57 Roethlisberger argues that people who are preoccupied with success ask the wrong question. They ask, “what is the secret of success” when they should be asking, “what prevents me from learning here and now?” To be overly preoccupied with the future is to be inattentive toward the present where learning and growth take place. To walk around asking, “am I a success or a failure” is a silly question in the sense that the closest you can come to answer is to say, everyone is both a success and a failure. Weick, Karl E. How Projects Lose Meaning: The Dynamics of Renewal. in Renewing Research Practice by R. Stablein and P. Frost (Eds.). Stanford, CA: Stanford. Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-58 The New Rules Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-59 Question: The New Rules What are the three most critical changes that are transforming the environment in which you live and work? • ________________________________ • ________________________________ • ________________________________ Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-60 Table 1-1: Trends Changing Managerial Work OLD • Stable, predictable environment • Stable, homogeneous workforce • Capital and labor intensive firms • Brick and motor organizations NEW • Changing, unpredictable environment • Mobile and diverse workforce • Knowledge intensive firms • Brick and click organizations Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-61 Table 1-1: Trends Changing Managerial Work OLD • Knowledge and product stability • Knowledge in the hands of a few • Stability of managerial knowledge and practices • Technology as a tool for routine tasks (data processing era) NEW • Knowledge and product obsolescence; mass customization • Knowledge in the hands of many • Escalation of new managerial knowledge and practices • Escalating information and communication technologies; Social networking Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-62 Table 1-1: Trends Changing Managerial Work OLD NEW • Economies of scale • Mass customization • Local focus • Local and global focus • Bureaucracy • Managers as fixed cost • Predictable, trajectory careers • One-breadwinner families • Networks • Managers as variable cost • Multiple careers • Dual and triple career families Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-63 Figure 1.2: Organization of Book Relevant Book Chapters Chapter 1: What Predicts Success? Life Outcomes Chapter 2: Developing Self Awareness Chapter 3: Building Trust Chapter 4: Communicating Effectively Chapter 5: Developing Sustainable, Ethical Power and Influence Chapter 6: Managing Cultural Diversity Chapter 7: Managing Up, Down, and Sideways Chapter 8: Creating High-Performing Teams Chapter 9: Diverse and Virtual Teams Enhance: Job Effectiveness Career Success General Well-Being Chapter 10: Crafting a Life Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-64 Imagine that you could have three people throughout history, living or dead, to be your management consultants for a day. Who would these people be, and why? What kinds of lessons would you learn from them? • ________________________________ • ________________________________ • ________________________________ Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-65 Advice: Remember… • Your intelligence alone will not predict your longterm success • Doing more of the same things you’ve done in the past better and faster will not necessarily help you get to where you want to go in the future • Inattention to personal flaws, especially when combined with hubris, can backfire on you, others, and the organizations to which you belong Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-66 Copyright Notice Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-67
Purchase answer to see full attachment