Class 1 Slides-302-Kurtzberg (1)

Management Skills33:620:302

Please fill out a name-card and have it in front of you in every class!

Goal of This Class

Increased managerial and teamwork effectiveness(in other words, to make you better at whatever job

you do!)

What’s the WORST class you’ve ever taken, and why?

Activity #1

Where To Find MeInstructor: Dr. Terri R. KurtzbergManagement & Global Business Department, RBS

Office: 100 Rock, Rm. 2155Phone: 848-445-4458 (email preferred) Email: [email protected] Hours: Mondays 5-6pm

Tuesdays 12:15 to 1:15 (make appointment to ensure

time to speak)

HERE IN CLASS!ATTENDANCEATTENDANCE

ATTENDANCE!!!!!!!!!

AND NO TECHNOLOGY IN CLASS

Where To Find You

• Distraction is an ever-present problem in today’s world

• Students LEARN BETTER when hand-writing notes• Even on open-note tests!!

If I see a screen in class, I will take it for the remainder of the class. If I see it more than once, I will lower your grade accordingly.

Can I tell? “Nobody else looks down at their crotch and smiles.”

Why No Technology?

What is Management?

-What does a good boss do?-What does a bad boss do?

Classic Definition: The act of coordinating the efforts of people to accomplish desired goals and objectives using resources efficiently and effectively

Or put more simply…

Getting the right work done well.

Management Defined

• Identifying tasks: What to do? • Communicating tasks and goals: Does everyone know what to do?

• Designing, implementing, monitoring and improving the flows of work of the organization: How should it be done / Is it being done effectively?

• Creating an organization that is innovative and socially responsible: Are we a good place?

•This is important stuff, but is it everything?

The “Right Work” (301)

• NO! It is also important to do the right work WELL!

• Not doing so can have all sorts of negative consequences.

• Lower Trust• Lower Morale & Job Satisfaction• Lower Commitment• Decreased Employee Productivity• Decreased Firm Performance• Decreased Shareholder Value• Increased Theft• Increased Turnover

Is Knowing WHAT to Do Enough?

• Three reasons:• They hate their bosses• They don’t feel a sense of connection with their

coworkers• They don’t feel a sense of connection with the

mission of the organization

NOTICE that generally, people don’t leave a job because of the work itself. They leave because of the people.

Why Do People Quit Jobs?

But isn’t this whole managing people thing really just common

sense?

(If it were, why does basically every person have a long list of “bad boss /

bad team / bad coach” stories?)

That’s Not Me

According to the U.S. Department of Labor, American adults spend nearly HALF of their waking hours at work:

LET’S GET IT RIGHT!!

What Skills Are Important?Who Would You Rather Work For / With?

Competent Jerk

Lovable FoolLovable stars are rare, and incompetent jerks get weeded out, so all too often, these are our choices!

Thoughts and Feelings

Research shows:• People initially SAY they would rather work for or team up

with the most competent people possible

“When it comes to getting the job done, competence trumps likability.” or “I can defuse my antipathy toward the jerk if he’s competent, but I can’t train someone who’s incompetent.”

• In practice, however, personal feelings play a much bigger role in people’s actual choices that they are willing to acknowledge• An even larger role than competency!

Google’s Quest (for management skills)

• Google made more than 10,000 observations about their own managers• Results feel personal and not like a generic management model (though

findings are consistent with other research)

• Google found that what employees valued most were those who:• Were even keeled (i.e., emotionally intelligent) • Made time for them• Were good at problem solving and helping them puzzle through problems

(rather than dictating answers)• Took an interest in their lives and careers

• Technical expertise or competency was ranked DEAD LAST

Why Management Skills, for YOU?

• Research shows that management skills (“soft skills”), not just technical skills, matter for many organizations (and whom they choose to hire!)

• 2013 Survey of US employers (Chronicle of Higher Ed./American Public Media )

- Widespread discontent with recent college graduates- Graduates NOT seen as lacking technical skills- Rather, seen as severely lacking in written and oral communication skills,

adaptability & managing multiple priorities, and making decisions and problem solving

• 2012 global study of 25,0000 employers - 9 out of 10 felt college graduates unprepared for the workplace- Problems with collaboration, interpersonal skills, the ability to deal with

ambiguity, flexibility, and professionalism.

Management Skills:Where Research Meets the Real World

Emotional Intelligence:

knowing yourself and understanding

others

Self-AwarenessSelf-Regulation

MotivationEmpathy

Social Skills

Recruiters Want

Willingness to Learn; FlexibleIntegrity; EmpathySelf-MotivatedProblem-SolvingAbility to Work in a TeamCommunication

MANAGEMENT

SKILLS

EQ1: Self-AwarenessDefinitionHaving a deep understanding of one’s emotions, needs, strengths, weaknesses, values and goals – and their impact on others

Characteristics:• Self-confidence• Realistic self-assessment, willingness to learn and change• Self-deprecating sense of humor

Example:A manager knows tight deadlines bring out the worst in him so he plans his work out well in advance to get it done.

Goleman (1998)

EQ2: Self-RegulationDefinitionControlling or re-directing disruptive emotions or impulses

Characteristics:• Trustworthiness• Integrity• Comfort with ambiguity and change

Example:When a team botches a presentation, its leader resists the urge to scream and instead considers the possible reasons for the failure, explains the consequences to the team, and explores solutions with them.

Goleman (1998)

EQ3: MotivationDefinitionBeing driven to achieve for the sake of achievement

Characteristics:• A passion for the work itself and for new challenges• Restless with status quo• Optimism in the face of failure

Example:A portfolio manager at an investment company sees his funds tumble for consecutive quarters and major clients leave. Instead of blaming external circumstances, she decides to learn from the experience and engineers a turnaround.

Goleman (1998)

EQ4: EmpathyDefinitionConsidering others’ feelings especially when making decisions

Characteristics:• Expertise in attracting and retaining talent• Ability to develop others• Sensitivity to cross-cultural differences

Example:A manager was under tremendous pressure and was requiring his team to stay late repeatedly. Noticing the tense expressions of his employees, he suddenly thought to himself, “If I were one of them, I would utterly resent being forced to work late like this without any say into the matter” and decided to include them in the decisions of how and when to complete the work.

Goleman (1998)

EQ5: Social SkillsDefinitionManaging relationships to move people in desired directions

Characteristics:• Effectiveness in leading change• Persuasiveness• Extensive networking• Expertise in building and leading teams

Example:A manager wants his company to adopt a better Internet strategy so he finds kindred spirits and assembles a team to create a website prototype. He persuades allies in other divisions to fund the company’s participation in a relevant convention and his company forms an Internet division – and later puts him in charge of it.

Goleman (1998)

EQ:A Key Driver of Leadership Success

• Goleman’s research involving executives and business leaders shows…

- Emotional intelligence (EQ) twice as important as technical skills and other cognitive abilities (IQ) for jobs at all levels

- The higher the rank of a person considered a star performer, the more likely EQ was to be cited as a reason for their effectiveness

- Take the EQ Quiz at home to see how you do!

Goleman (1998)

302 Course ContentFive Themes Skill-Development

Building & Managing Effective Teams

(Week 2 / 8)

- Establishing norms- Identifying roles- Creating a work structure

Understanding the Self & Others

(Weeks 3-5)

- Developing self-awareness and self-control- Appreciating personality- Managing diversity - Communicating well - Acting in line with values

Mobilizing the Self & Others(Weeks 6-9)

- Motivational and influence techniques- Developing power bases

Problem-Solving(Weeks 10-11)

- Individual and Group Decision-Making- Identifying problems- Generating ideas

Reaching Agreement(Weeks 12-13)

- Managing interpersonal and intra-group conflict

- Managing reactions to conflict- Negotiating in a business context

• Class Participation and Preparation 30%- Attendance and participation (5%)- Written Work (25%)

- 6 Case Study Questions- Values assignment - Team Skills Workshop Assignment

• Team Project (Multiple assignments) 30%• Midterm Exam

20%• Final Exam

20%

Grading

Activity #2 Marshmallow Challenge• Supplies: 20 sticks of spaghetti, 1 yard of masking tape, 1

yard of string, 1 marshmallow & scissors • Goal: In 18 minutes, build the largest free-standing

structure. • Instructions: • Entire marshmallow must be on top• Use as much or as little of kit as desired (but cannot use paper bag)• Feel free to break up the spaghetti, string, or tape • When time is called, teams cannot hold on to the structure when

time runs out • The winning team is the one that has the tallest structure

measured from the table top surface to the top of the marshmallow • Prize!

Challenge Debriefing

• What worked in the process? What hindered the process?

• How did you plan your structure?

• Did you observe leadership in the group?

• What role did you personally play in the exercise? Did everyone participate?

• Did you learn anything about yourself or others?

• From this activity, could you identify a set of STEPS that you would want to take to approach another ambiguous task like this one (in a group)?

KindergartnersTrying things out and getting feedback

Marshmallow Challenge Takeaways• Like most successful ventures,

building a good marshmallow structure depends on close collaboration, shared purpose, brainstorming, questioning assumptions, developing a plan, learning from mistakes, revising plans, and trying again. Seems deceptively easy but it is very difficult.

• Thus, teams need:• Shared goal (vision ≠ set way to get

there)• Clarity on roles and responsibilities

• These shift as people get acquainted• Clear and effective communication

processes• Ability to challenge assumptions and

be open to new ideas

• GET REAL FEEDBACK early and often• First try is not always final best choice• “Best” solutions are often a combination

of ideas—no one right answer• Those with “learning orientation” far

outperform others

THE BEST LEADERS / TEAMS are those who can adjust as they go

Activity #2: Silicon Creations

1. Read and prioritize the 12 items individually.2. Meet in small groups (2-3 people) to agree to the TOP 3 PRIORITY items.3. In these small groups, draft an ACTUAL RESPONSE to your top item on paper to give to me.

Then think through: What can you tell about how work gets done in this organization?

Silicon Creations LessonsManagers need to be able to:

• Set the tone• Power of apology / appreciation / appropriate expectation

setting• Empower people to handle their own issues—no one is an island• Avoid over-centralization; rely on help (John Manners needed

a TEAM!)• Distinguish problems with people from problems with work

structure (look across issues for patterns and links) • Distinguish URGENCY vs. IMPORTANCE• Beware of overload: we are tired by the time we get to items

10, 11, and 12 and so less likely to prioritize those• Distinguish between need for action and need for more

information

What You Get From This Course

•Practice and experience with:•Communicating with teammates•Offering ideas, even if it feels uncertain or intimidating•Helps build a base of information that can solve a problem

• Seeing that teams can achieve things that individuals could not •A series of skills-building exercises•Explore strengths and weaknesses•Get feedback from others and analyze yourself

Next Week• Read:

- ***Case: Harry & the Learning Team (HBS Case) - Understanding Work Teams - Look over Team Handbook

• Due:- Case Question for Harry & the Learning Team (up to one

page)- Team Handbook (came with Course Packet)BRING TO

CLASS NEXT WEEK- EQ and MTBI Assessments before week 3 (see syllabus for

links)