mbus 517 workshop 1 a
TRANSCRIPT
Class One Overview
Introduction
Course Overview
Course Syllabus
Basic Concepts
Introductory Exercises
Review and Lessons Learned
Assignments for next week
You cannot teach a man (a person) anything. You can only help him (or her) discover it –
within themselves.
— Galileo
“Strive to be the greatest man in your country, and you may be disappointed.
Strive to be the best
and you may succeed: he may well win the race
who runs by himself.”
– Benjamin Franklin, Poor Richard's Almanac, 1746
Therefore, I want YOU . . .
. . . to earn the “A” that you deserve!
(Right?)
You did notice theword “earn” –
right?
Some people say there are three kinds of people:
Those who make things happen . . . Pro-active
Those who watch things happen . . . Re-active
Those who wonder, What happened? . . . Dead/Dying
Other people say there are only two kinds of people:
1. The glass is half-full People . . .
They see all kinds of opportunity and leap into the stepsand details necessary to forge their success . . .
2. The glass is half-empty people . . .
They find lots of details, then over-analyze them into insoluble problems, and eventually talk themselvesout of the opportunity - - and potential success
Which of these type s are you?
Only you can answer that question about yourself.
Remember:
Anything worth doing . . .
. . . is worth doing poorly . . .
. . . UNTIL . . .
. . . you learn how to do it well!
Thus, you should consider . . .learning how to do something really well . . .
. . . something that will reward yousuch that you can live
the way you want to live . . .
rather than just“showing up for work every day” . . .and having to “take whatever comes.”
Key ObjectivesEnhance. . .
Your personal self-awareness
Understanding of your behavior (and why)
Understanding others’ behavior (and why)
Ability to predict your behavior . . . and others’
Ability to manage your behavior
Ability to lead/manage others’ behavior . . .
and thus organizational performance and success
Our basic premise . . .It can (and will) be argued that the key to understanding human behaviorin organizations must begin with clearer understanding of the factors thatgovern, drive, or control one's behavior and behavior patterns.
Thus, we will begin developing and clarifying understanding of why we (i.e., you) behave as we (you) do - on a very basic, personal level.
Once those variables are better understood, then understanding why others behave as they do becomes somewhat easier and clearer.
Once we understand why people act the way they do, we are in a better position to begin the development of strategies and interventions that will enable us to lead or manage others' behavior (superiors, peers, subordinates).
IntroductionsIntroduce yourself by giving us Elevator Speech:Introduce yourself by giving us Elevator Speech:
Your name (i.e., what you prefer to be called)Your name (i.e., what you prefer to be called)
The The degreedegree you are pursuing, and your you are pursuing, and your majormajor
Your Your employeremployer, , job titlejob title . . . and for . . . and for how longhow long
What you hope to take awayWhat you hope to take away from this course from this course
Your Your hobby/hobbies/outside interestshobby/hobbies/outside interests
Your most important on-the-job Your most important on-the-job responsibilityresponsibility
Your Your PrimaryPrimary and and SecondarySecondary Personality Types Personality Types
Class Discussion
What did you notice regarding yourclassmates – based on their introductions?
Why do you think I asked you to prepareyour “thirty second elevator speech”?
Class Discussion
Why do you think/believeI asked you to complete the
Personality Types/Styles Inventory?
Would knowing personality types affect how you formed a team at work?(e.g., which types you would appoint
as members of the team?)
Class Exercise:
Construction of temporaryName Tents
Please also write your primary and secondary “types” on your Name Tent
Bob
Powerful Choleric Perfect Melancholy
How many of you are requiredto complete LRSP 400 . . .but have not completed it?
When are you scheduled to complete it?
Moving right along:The next several slides will address key terms to insure we are all “on the same page” regarding . . .
• Adult Learning Theory (“Andragogy”)
• Definition of several key terms
• Analytical thinking vs. Systems thinking
We’ll move quickly . . . so pay close attention.
• Understanding our environmental context
The following presentation provides interesting insightsregarding the environment in which leaders and managers
function today . . .
. . . and why understanding these factorsis important to your success . . .and why continuous learning
has to be a life-long process today.
“In a time of drastic change . . .
it is the learners who inherit the future.”
– Eric Hoffer
And the good news is . . .
Okay . . . Did you catch the phrase,
“Continuous ExponentialParadigm Shifts”?
What are the implications of that phrase for leaders and managers?
Someone please define theterm “paradigm “for us . . .
(It’s correctly pronounced “para-dime” . . . not “para-dig-em”)
Paradigm is defined as “two dimes” . . . as in, “I have two dimes.”
NOT!!
Paradigm means “the way things work,” or . . .
. . . “the way we believe (or think) things (are supposed to) work.”
Or, putting it a bit more concisely . . .
Paradigms . . .
• Provide a system of rules and regulations that . . .
• Establish or set limits and boundaries . . .
• Provide the dynamics of problem solving systems
• Thus, provide guidelines for successfully solving problems within the model’s limits and boundaries
• Make it difficult to even see (perceive) data that is not consistent with our current models/paradigms
A couple of modern examples . . .
The Sony Walkman (portable cassette tape player)
Promptly replaced by the portable CD player
Promptly replaced by the portable MP3 player
Motorola analog cell phones
Nokia digital cell phone
Multi-function “i Phone”
Paradigms . . .
Are common (everyone has them and uses them)
Tell us what’s important, thus are useful for problem-solving
Danger: when your paradigm becomes the paradigm (causing “paradigm paralysis”)
New paradigms (rules) are usually “written at the edge”
Paradigm leaders/pioneers must be very courageous
Okay, so why are those ideas important in your MBA program?
You can choose/decide to change your paradigm
Let me explain why – by asking a question . . .
Who is Alvin Toffler, and what did he contribute toour understanding of the business environment?
Answer: Over thirty five years ago, Toffler said . . .
“The rate of change – and the amplitude – of change . . .
. . . will increase into the foreseeable future . . . ”
. . . resulting in continuous exponential “paradigm shifts”
“Paradigm Shift”????
When a paradigm shifts (changes), everything and everyone . . .
. . . goes back to square one . . . and starts over from scratch.
A few missed paradigm shifts in history . . .
Prior history and/or success mean NOTHING!
What’s that all about? And how is it relevant to us?
And the answer is . . .
How people deal with Paradigm Shifts:
As a result, people choose one of the only two available strategies:
Change your thinking (i.e., your paradigm)
Because changing the way we think is “just too un-comfortable,”most people simply reject the new information – until it’s too late.
Reject the new information
As we discover that old methods no longer work as they once did,NEW information regarding our OLD paradigms
causes people to “get upset.”
Therefore, paradigm shifts create/cause cognitive dissonance.
So . . . what is the key “management message” for today?
Time Management Theory
Urgent*
NotUrgent
Important**Not
Important
1
2
3
4
Examples:
1.
2.
3.
4.
Open on time
Planning, R&R
“Got a minute?”
Surfing the Net
Focus your time use on Quadrants 1 and 2 - - and push others to back burner.
• Then, place each item into one of the following categories:
• MUST DO - with sub-priorities A, B, C, D, etc.
Overnight, your subconscious mind will begin working on “best way” solutions
• SHOULD DO - with sub-priorities A, B, C, D, etc.
Every night – before your head hits that pillow:
• Make an exhaustive list of your personal “to do” projects
Time Management – in practice
• COULD DO - with sub-priorities A, B, C, D, etc.
Tomorrow, work on Must Do - item “A” - to exclusion of all others - until completed
Then, work on Must Do - item “B” - to exclusion of all others - until completed
Pareto’s Law
Another important concept:
(or the Principle of Selectivity)
Who was Pareto, and what did hediscover that we need to know?
Pareto’s Law (or Principle of Selectivity)
Vilfredo Pareto, an 1800’s Italian economist/mathematician, discovered:
• 20% of the pea pods in his garden yielded 80% of the peas!
And you say, “Okay! WOW!!! . . . But . . . so what???”
Well, thus was born an idea that has stood the test of time and scrutiny
• 80% of Italian land was owned by 20% of the people
For example . . .
Pareto’s Law• As applied to media advertising campaigns:
• As applied to managerial headaches:
• As applied to your personal productivity:
20% of the items on your “to do” list cause 80% of measurable results
• As applied to what you read (e.g., in textbooks – and elsewhere):
80% of your problems are caused by the same 20% of your people
• As applied to problem solving :
80% of your sales results are generated by 20% of the ads placed
20% of problem causes account for 80% of the problems
20% of that information is more important than the other 80% of it (!)
Are you getting my message here???
Perhaps you have heard the expression . . .
I hear and I forget . . .
I see and I remember . . .
I do and I understand.
Pedagogy vs. Andragogy
Today we know that adult learners learn (they actually prefer to learn) differently
than children and adolescents learn.
Pedagogy has to do with the way children and adolescents learn (best)
The following slides address theory and practice related to andragogy . . .
. . . as well as ideas related to why we teach (facilitate or manage the
learning process ) the way we do in our classes in the CGPS MBA program.
Andragogy has to do with the way adult learners learn – and prefer to learn
Dale’s Cone of LearningAfter only two weeks,
we will tend to remember . . .
Doing
Participating& Receiving
VisualReception
VerbalReception10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we say
90% of whatwe say and do
Passive
Active
Reading
Hearing
Seeing
Watch a Movie
Observe a Demonstration
Visit “On Location”
Participate in a Discussion
Giving a Lecture or Presentation/Talk
Participate in a Dramatic Presentation
Participate in a SimulationPracticing or doing “the Real Thing”
Edgar Dale. Audio-Visual Methods in Technology. Holt, Rinehart, Winston, 1969
Does that perhaps explain why youhad trouble remembering someof that material for those exams
in undergraduate school?
Pedagogy vs. AndragogyNow we know that Adult learners . . .
Need (prefer) to be self-directed (re: learning goals and motivation)
Desire to integrate their background and experience with their learning
Have a preferred learning style (written, oral/auditory, visual, etc.)
Have learning processes that are more adaptable
Learn continuously – and understand that it is a life-long process
Base learning on their own (and others) life-experiences
Prefer to learn interactively, experientially, collaboratively
Seek learning with immediate relevance and application
Prefer materials with a problem-oriented vs. content-oriented focus
“Analytical Thinking”
as contrasted with
“Systems Thinking”
Next we consider the differences between
Analytical Thinking . . . explained:
One begins with a complex idea, concept, or object . . .
Breaks item into its individual “parts” or “components”
Analyzes the parts . . . until they are understood
Re-assembles “parts” back into a “whole.”
Now, we understand the whole, right?
Well . . . sort of . . .
Unfortunately . . . analytical thinking:
DOES NOT consider the effects/impacts of . . .
Goals, objectives, schedules, deadlines
Dependence or Interdependence of the parts
Organization and Complexity of the parts
Probabilities and/or Random events
Need for guidance and control
Synergy
Systems thinking demands that we consider all of them,
and their potential impacts on/within our organization.
All of which have an impact on operating results
within systems (e.g., organizations). . .
And therefore . . .
So . . . What are the characteristics of systems?
Note . . . that systems can be either . . .
“Black Box”Consistent Inputs result in
inconsistent/different outputs
“White Box”Consistent inputs result in
consistent outputs
Input “A’s” . . . and outputs vary
(“X,” “Y,” and “Z”)
Input “A’s” . . . and get consistent Outputs (“X,” “X,” and “X”)
Are organizations white boxes — or black boxes?
Why is understanding that important?
Next, I introduce Systems ThinkingA basic systems model:A basic systems model:
InputsProcessor
TransformerConverter
Outputs
The EnvironmentThe Environment
A System
Feedback
Organizations as Systems
If this diagram were “suspended on a thread” . . . If this diagram were “suspended on a thread” . . .
and we “whacked” one end of it, and we “whacked” one end of it, what would happen?what would happen?
The point being that . . .
Anything that happens anywhere . . .
. . . within a system (of any type or kind) . . .
will have an impact on the rest of the system.
Perhaps you have heard of the . . .
. . . “butterfly effect” . . . ?
So . . . what is it?
Regarding what we can really “control” Note: this is a very important concept.
100% withinour control
100% outsideour control
Examples? Examples?
Regarding everything else,we simply “influence”
(and understand that process by applying laws of probability)
Okay, take the next 15 minutes
to form five Learning Teams and . . .
your first Necessary Break
Also: complete the Roster provided, includingTeam Name, Member Names, “Tent” NamesPersonality Types, and phone numbers . . .
and re-assemble in 15 minutes
two
Course SyllabusFacilitator Access and Office Hours
Course description
Required texts
Evaluation Criteria and Weights
Description of assignments and requirements
On-line (Blackboard) component
Honor Code – and other general expectations
Class Schedule, reading, and other assignments
Dr. Greene’s definitions . . .
Knowledge: acquaintance with truth, facts, or principles
Insight: knowledge based on introspection or revelation
Understanding: apprehension or grasp of the true state of a matter
Wisdom: ability to make right use of knowledge with good judgment
Skill: use or application of wisdom by practical means
Truth: the actual state of a matter as it conforms to fact or reality
HaveDoBe
GoalsTasksWho
but what’s missing from this picture?
Understanding Success
This is where most models end . . .
Class Discussion:Study and Application Strategies
(Zachary and Kuzuhara, p. 11)
How do you propose the class should study/prepare for classthat emphasizes higher-order learning?
What did you learn from this discussion?
Case Problem: Hands-on CEO at Jet Blue DuBrin Text, (pp.17-18)
In what way did Neeleman demonstrate understanding of OB?
What else could/should Neeleman do making use of his Knowledge of OB to improve the firm’s chances of success?
What’s wrong with the pilot staying in the cockpit?
What did you learn from the discussion of this case?
O.K. . . . moving right along . . .
Individual Differences:
Mental Ability, Personality
High Performance Cycle Model
Human Beings: The unique “three in one”
High Performance Cycle ModelZachary and Kuzuhara, pp. 207-213
Demands
Moderators
Mediators
PerformanceContingentRewards
Satisfaction
Consequences
What are the keycharacteristics
of each component?
Unique Characteristics of Human Beings
The human system consists of a body, a soul, and a spirit
Body – think of it as your “earth suit”(five senses > enable understanding the physical realm)
Soul – consisting of mind, will, and emotions(Enable understanding self – and others)
Spirit – the inner-most being, true you
Thus, you are a spirit-being, you have a soul, and you live in a body.
To illustrate those points:
The human consists of a body, a soul, and a spirit
Thus, you are a spirit being, you have a soul, and you live in a body.
Soul
Body
Spirit
All human behavior is a function of inter-actions betweenone’s mind, will, and emotions
Mind (Intellectual Capacity) = your “Thinker”
Emotions (Feelings) = your “Feeler”
Will (Decision-making) = your “Decider”
Thinking Feeling
Decisions
Your decisions are “acted out” as behaviors
The Soul
How your mind works:Dr. Greene’s Stick Man Model
ConsciousProcessing
Sub-conscious(memory)
Information
Screenof LogicThe Mind
Body
Permanently stored
and acted upon
Key factors that affect organizational (work) behavior:
1. Personality Traits > Behavioral Characteristics
2. Values, Attitudes, Aptitudes, Skills and Abilities
3. Environmental (e.g., demographic) Factors
4. Learning and Experience
5. “Job Fit”
The “Big Five” Personality Traits
Extraversion
Agreeableness
Conscientiousness
Emotional Stability
Openness to Experience
The Littauer* Personality Types Model
Powerful Choleric
Popular Sanguine
Perfect Melancholy
Peaceful Phlegmatic
How do these types compare with/equate to the Big Five Traits?
* Source: Florence and Marita Littauer. 1992. Personality Puzzle: Piecing Together the Personalities in Your Workplace .
Fleming H. Revell, Grand Rapids, MI.
Case Problem: Sought-After Military Vets DuBrin Text, (pp. 40-41)
Comment on the accuracy of the study conclusions regardingmilitary vets as well qualified of sales.
What is your advice to management regarding the use of theresults of the study regarding recruiting sales representatives?
How can the company avoid charges of discriminationagainst non-veterans?
What did you learn from the discussion of this case?
Class Discussion:Personality and Attitude Survey
(Zachary and Kuzuhara, pp. 30-33)
What were the key results of this survey?
What did you learn from the discussion of this case?
What are your recommendations to management?
What is your implementation strategy/plan?
On Personality and Emotions
Personality “Types” lead to behavior patterns
Other personality attributes:
What are the implications for understanding organizational behavior?
Intelligence (IQ) Machiavellianism
Risk-taking propensity
On Emotions . . .
Emotional Intelligence (EI)
Locus of Control
Five Core Emotions (handout)
On Emotional IntelligenceEmotional Intelligence is a function of
Self Awareness
Self Management
SocialAwareness
RelationshipManagement
About you:(how you behave)
PersonalCompetence
About how youinteract with others:
SocialCompetence
Emotional Intelligence is the single best predictor of job performanceand the strongest driver of leadership and personal excellence!
EQ is a better predictor of management success than IQ and/or experience.
What you see What you do
There’s a low-cost instrument that will allow you to measure your personal EQ score
Let me encourage you to take advantage of it as soon as possible
If you’d rather take the on-line version without buying the book:
Go to https://www.talentsmart.com/products/ei.php?ID=18 and enter the 15% discount code, “UMW”
The best way to do so is to buy the book (e.g., from Amazon). The EQ Assessment Instrument is provided with the book.
The Emotional Intelligence Quick Book: Everything You Need to Know to Put Your EQ to Work by Travis Bradberry and ean Greaves
($12.97 at Amazon)
Understanding Key Relationships
1. Personality Traits and “Job Fit”?
2. Skills and Abilities and “Job Fit”?
3. Personality traits and Performance Appraisal?
4. Skills and Abilities and Performance Appraisal?
What relationships (should) exist between . . .
CLASS “TAKE-AWAYS”
What was the most important thing you learned?
Why was that the most important thing for you?
How will that insight affect you/your behavior?
Assignments for Week Two
Readings
Learning Teams: Ground Rules and Expectations
Exercise Preparations
Blackboard Forum
Thank you for coming!
I’ll see you next week!
Leave your Personal and Learning Goals paper,(and if you have it ready tonight)
your Motivation Theory subject proposal,on the front table
Class Discussion
Self Esteem Questionnaire:
What is “self esteem” ?
How (and when) is self image developed/created?
Behavioral Consequences of “positive” or “good” self esteem
Behavioral Consequences of “low” or “poor” self esteem
What did you learn?
Self Esteem Basics
Self-esteem functions like a “governor” on an engine
All (!!) of us live and work within a “stroke economy”
Stroking patterns lead to formation of . . .
A “life position”
A “life script” . . . becoming a self-fulfilling prophecy
We subconsciously “act out” (live out) our life script
Self Esteem and BehaviorThe Impact of Self Esteem on behavior:
Over the long-run . . .
a person cannot . . . and will not
perform at a level above the level of
their perception of their own
value or worth as a human being.
O.K. Write it down . . . it’s that important!
To illustrate the last point:
Self Esteem:
“YES! Thisfeels right1”
(Self-talking)“Hey! You don’t
deserve this!”
“High” “Low”
On the Origin of Self-Worth:Strokes and Stroking Patterns
A “stroke” is simply a “unit of recognition”
There are three typical stroking patterns:
Unconditional Positive
Conditional Positive
Negative
Some examples . . .
“You are special to me.”“I value you (your input, point of view.)”“I love you.”
“If you would . . . ”“When you (meet my expectations) . . . ”
“You’ll never amount to anything.”“I wish you’d never been born!”“You’ll probably end up in jail (or killing yourself).”
StrokingPattern
UnconditionalPositive
ConditionalPositive
ConditionalPositive
Negative
Sees Self
Sees Others
PersonalityType
Percent of Us
Sees “the System”
Life Script
LeadershipStyle
Life Consequences of Stroking Patterns
“I’m OK”
“You’re OK”
Winner(Assertive)
5-10%
Life Is Great!
“I’m anAchiever”
“I’m OK”
“You’re not OK”
Aggressive
5-10%
I can use(manipulate) It
“I’m betterthan you”
“I’m not OK”
“You’re not OK”
Loser
5-10%
I’m being exploited
“No way Ican Win”
“I’m not OK”
“You’re OK”
Passive
70-80%
I’m being used(manipulated)
“I am adoormat”
Other consequences of Low Self-Esteem
Inability to genuinely trust other people
Resistance to authority
Unhealthy relationships – often repeatedly
Materialism – “the one who dies with the most . . . ”
Self-defeating behaviors
Self-defeating behaviors
Superiority-Inferiority Complex
Exploits (“uses) others . . . or feels exploited by others
Perfectionism
Compulsive - “acting out”
Irresponsible
Psychological Games People Play
Games are played to reinforce one’s Life Position
They also advance one’s Life Script to the next level
They enable us to avoid intimacy, give/get negative strokes, and collect “Brown Stamps”
They are played from any one of four roles:
Persecutor Victim Rescuer Blamer
Thus, you need a “counterpart role player” to play games . . .
Everyone plays these games . . . yes, even you !
For example > > > > > > >
Psychological Games People Play
Persecutor
Victim
Rescuer
Illustration One
Gives negative stroke:“Why do you always . . . ”
Attempts to rescue:“Let me do it for you.”
Gives another negative stroke:“I told you not to interfere!”