ob final exam review sheet

8/10/2019 Ob Final Exam Review Sheet

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Hi Everyone!

Lets make short work of this review sheet. Please sign up for one Day and then type the content into

the corresponding section below no later than Wed, Oct 1st. Final Exam is Wed, Oct. 8th. This is a

publicly visible document. Thanks!

Day 1 - Andy J.

Day 2 - Jeff G.

Day 3 - Vishal K.

Day 4 - Manu

Day 5 - Vishal K.

Day 6 - Alex

Day 7 - KT Hsu

Day 8 - KT Hsu

Day 9 - Abbie F. (Note: the section on behaviors that result from fear of feedback and ways to

adapt is incomplete. Also, the formatting got a little messed up when I copied and pasted -

sorry!)

Day 10 - Katie T.

Day 11 - Donald

Day 12 - Dana

Day 13 - Aubry

MGT 502 Fall 2014 Study Guide

(Note: Major topic areas are listed only once, even if they appeared in both reading and slides)

DAY 1: MINDFUL ENGAGEMENT

Readings:

Three components of Mindful Engagement (approach, action, reflection)

Approach: Commit to a learning mindset

See below for benefits of learning orientation.

Action: Create and capitalize on learning opportunities

Active Experimentation

Feedback Seeking


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Emotion Regulation

Reflection: Capture the lessons of experience

Focus on a few critical issues

Reflect in close temporal proximity

Follow a structured process

Lead back to action quickly

Learning orientation

Learning Orientation vs. Performance Orientation (note that Learning is the preferred

type of Approach that one could take in that step of Mindful Engagement.)

Learning

Seek challenges and feedback

Persist in the face of obstacles

Willing to take risks

Performance

Risk averse (less likely to experiment)

Seek less feedback seeking & challenges

Evidence based management definition and importance of utilizing

Curiously, no formal definition of EBM is given in the article. Instead it is compared with

evidenced based medicine, where doctors approach each patient as a unique case and evaluate their

symptoms based on the most recent body of medical knowledge. It is also contrasted with experiential

approaches where business leaders make decision based based on their learned intuition from past

successes. A possible definition for EBM could be, evaluating business decision explicitly using only th

most recent, full body of managerial knowledge.

The author observes that almost everyone has produced books on management, from fighterpilots to chefs, but most theories are based on circumstantial evidence rather than scholarly knowledge.

The further a manager progresses in his/her career the more likely s/he is to rely on past experience to

guide future choices. This may be efficient, but it also is a form of cognitive inertia where the manager is

drawn into a mental rut and makes increasingly ill-informed decisions. The best decisions will occur only

when a manager steps back to evaluate each decision individually in light of the most recent academic

data.

Class slides/discussion:

After Action Reviews what are they and steps in after action reviewUsed as a critical reflection tool used to improve and learn from experience but NOT to

assess blame. Originally used by the army.

Basic steps to an AAR

What was the purpose or intent?

What happened?

What have we learned?

What do we do now?


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individuals, groups, other organizations, and even larger social forces. 3

Features: (1) the environment makes demands on the organization. (2) the

environment may place constraints on the organization, and (3) the environment

provides opportunities that the organization can explore.

Resources: Various assets to which the organization has access, including

human resources, technology, capital, information, and so on, as well as less

tangible resources such as recognition in the market. Concerns:

Relative quality of resources or their value in light of the environment.

Extent to which resources can be reshaped or how fixed or flexible

different resources are.

History: The patterns of past behavior, activity, and effectiveness of the

organization that may affect current organizational functioning.

Strategy: The stream of decisions about how organizational resources will be

configured to meet the demands, constraints, and opportunities within the

context of the organizations history.

Outputs

Outputs are what the organization produces, how it performs, and how effective

it is.

Think about the system output at different levels of the organization (e.g.,

business units vs. gross output, etc.) and the outputs that contribute to

organizational performance, such as functioning of groups or units within the

organization.

At the Organizational Levelconsider 3 Factors: (1) goal attainment, or how

well the organization meets its objectives (usually determined by strategy), (2)resource utilization, or how well the organization makes use of available

resources (whether the organization realizes all of its potential performance),

and (3) adaptability, or whether the organization continues to position itself in a

favorable position in relation to its environment.

Group Outputs: group functioning (departments, divisions, or other sub-units)

contribute to the organizational-level outputs. Look at 3 factors mentioned

above.

Individual Outputs: individual behaviors and certain individual-level outputs (like

affective reactions such as satisfaction, stress, or experienced quality of workinglife) may be desired outputs in and of themselves.

Components

The Task: the basic or inherent work to be done by the organization and its

subunits or the activity the organization is engaged in, particularly in light of its

strategy. Analysis of the task would include a description of the basic work

flows and functions with attention to the characteristics of those work flows-for


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Specialization gives higher efficiency because it only requires people to learn

one thing however, it can lead to job dissatisfaction.

Generalization is not as efficient, but it gives people variety.

Coordination Mechanisms: Level of Interdependence in Work Process

Pooled: sum of each subunit, simplest form

Sequential: Linear sequence, dependent on prior unit

Reciprocal: all linked, most complex form

Decision-making

Centralized or de-centralized?

Centralized is quicker but might have blind spots.

De-centralized gives everyone a voice, but it takes time.

Formal Authority or Informal Networks?

Types of Organization Structure Arrangements/Tradeoffs Functional: organized by processes the organization undertakes


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Divisional: could organize by Product, Geography, Customers, Divisions

Matrix: Best used when, (1) environmental pressures exist from 2 or more critical

dimensions (e.g., function and product). (2) Task environment is complex and uncertain.

(3) Economies of scale and internal resources needed.

Must adapt to information and power sharing to be successfu

Tradeoffs

Considerations when Deciding on Org. Structure

Efficiency

Responsiveness to environment

Adaptability

Accountability

Coordination

Personnel

DAY 3: LEADERSHIP

Readings:

Differences between management/managing and leadership/leading


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They are distinct complementary systems of action and both are necessary for success.

Managing Leading

Purpose Coping with complexity Coping with change

Decide on action Planning and budgeting Setting the direction

Create Networks Organizing and staffing Aligning people

Ensure completion Controlling and problem solving Motivating and inspiring

Leadership myths:

1. Leaders are born, not made

2. Often leadership is equated with formal position


What is leadership?

Leadership is:

1. A process whereby anindividual influences a group of individuals to achieve a common

goaland maintain effective relationships

2. Something that can be developed through experience

Leadership is multi-level, Leadership is multi-dimensional

Autocratic vs Delegative

Providing structure vs Giving consideration

Transforming vs Transacting

People are the basis of leadership, Leadership impacts variety of outcomes

Leadership and YOU - Confidence, Identity, Motivation and Narcissism as a leader.

1. Confidence as a leader1.1. Self Efficacy - belief in your capability to lead (Setting direction, gaining commitment)

1.2. Ways to increase self-efficacy - Enactive mastery, Vicarious modeling, Verbal

persuasion, arousal/energy

2. Narcissism

2.1. High level of self-love

2.2. Bright side - Great visionaries who want to leave a legacy, Gifted in attracting followers


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2.3. Dark Side - Sensitive to criticism, Poor listeners, difficult to mentor and be mentored

Theories of leadership related to levels of analysis (i.e., trait theory, leader-member exchange, collective

decision making styles)

Multi-Level Nature of leadership - Individual, Dyad, Collective

1. Individual - Leaders are born not made, Implicit leadership theory,

1.1. Trait Theory: Intelligence, Big Five Characteristics - Extraversion, Conscientiousness,

Emotional Stability, Openness to experience, Skills and Exp, Physical Char.

2. Dyad - Leader member exchange (Leaders develop a different type of relationship with each

subordinate)

Dyad - Develops through 3 phases - Role Taking, Role Making, Role Routinization

Dyad Implications - Quick judgments, Career management and

Leader-member exchange quality predicts:

Performance (+)

Satisfaction (+)

Organizational commitment (+)

Turnover intentions (-)

Promotions (+)

Accidents (-)

Decision Making(DM) Styles:

1. Delegative, Facilitative(seeks consensus), Consultative(seeks advice/suggestions), Autocratic

2. Factors to consider when choosing DM style - Decision significance, Importance & likelihoodof commitment, Leader & employee expertise, Shared objectives & teamwork skills

3. Laissez Faire (Collective DM) - The phrase laissez-faire is French and literally means "let [them]

do," but it broadly implies "let it be,""let them do as they will,"or "leave it alone."

Transactional Transformational


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The full-range model of leadership and associated leader behaviors

Integrated model of leader traits behaviours and effectiveness:


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DAY 4: ORGANIZATIONAL CULTURE

Readings:

Definition(s) of culture

Culture is a unique characteristic of an organization. Understanding it can help a manager predict

how his or her organization is likely to respond to different situations to assess the difficulties

that the organization might experience as it confronts a changing future and to identify the

priority issues for the leadership to address as they prepare the organization to compete for the

future. Set of shared assumptions or beliefs or organizational members that determines how people

perceive, think about, and react Schein concludes that culture is a property of an independently defined social unit - a unit whose

members share a significant number of common experiences, over time this group of people will

have formed a shared view of the way that the world surrounding them works, and of the

methods for problem solving that will be effective in that world.

Indicators of culture

Circumstances when understanding culture is particularly important

1) When he or she joins a new organization as a manager2) When one company acquires another

3) When the manager is coordinating the efforts of different functional groups within his or her

organization

4) When the manager is confronting the need to fundamentally change the companys strategic

direction, and by implication, its culture



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How is culture determined?

Owners values

Business environment

National culture

Leaders vision and behavior

What are the components of culture?

Espoused Values

Explicitly stated values and norms

May differ from enacted values

Basic Underlying Assumptions

Taken for granted beliefs and philosophies so engrained that employees simply act on

them rather than question their validity

Organizational Artifacts

Physical manifestation of culture

Symbols, physical structures, language, stories, rituals, ceremonies

What does culture impact?

Reward systems

Hiring & socialization

Decision making

Employee work attitudes and behaviors

Organizational effectiveness

Functions of culture

Identity

Commitment Stability

Sensemaking

The Competing Values Framework (CVF)


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Process of Culture Change:

Must target at least one component of culture -Espoused Values, Observable Artifacts and Basic

Assumptions

How?

Language: Formal statement, slogans, stories

Role Modeling: CEO reactions, training

Organizational Structure: Rewards, workflow, procedures, physical workspace

Focus: Goals, measurement of activities, leaders attention

What is Socialization?Process in which people learn values, norms and required behaviors which permit them to participate as

a member of the organization

Dimensions of Socialization


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DAY 5: MANAGERIAL DECISION-MAKING

Readings:

Inquiry vs. advocacy

Intuition

o Definition(s)

o Relationship to experience

o Role in decision-making


Decision making process

Two key components of decision making

Models of decision making (i.e., rational and bounded rationality models)

Decision making biases know the following biases:

o Overconfidence bias

o Hindsight bias

o Escalation of commitment

o Anchoring bias

o Confirmation bias

o Availability bias

o Framing effect

Group decision making methods and their pros/cons

Types of conflict in decision making (i.e., task, process, relational)


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DAY 6: POWER, PERSUASION, INFLUENCE

Readings:

Four essential steps of persuasion

Establish Credibility

How will others perceive you knowledge? Are you seen as helpful, trustworthy, and supportive?

Frame for Common Ground

Who is likely resistant? - what arguments will they likely make?

Can you find common ground with those who are resistant?

How do you frame the common ground

Provide Evidence

What evidence do you have?

How do you present it?

Connect Emotionally

What is the emotional state of the audience?

How can you respond to that emotional state?

Six basic tendencies of human behavior

Liking - people like those who like them

Reciprocity - people repay in kind

Social Proof - people follow the lead of similar others

Consistency - people align with their clear commitments

Authority - people defer to experts

Scarcity - people want more of what they can have less of


Definitions/differences between power, persuasion, and influence What is power?

The ability to influence the conduct of others

The ability to resist unwanted influence in return

Essential steps of persuasion

Model of interpersonal power

Reward -------

} Contingency ---------- > Compliance

Coercive ------

Referent ------ > Attractiveness -------- > Identification

Legitimate ----

} Credibility ------------- > Internalization

Expert --------

o Interpersonal sources of power

Reward: based on the ability to allocate desirable outcomes


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Coercive: based on the distribution of undesirable outcomes

Legitimate: based on norms, values, and beliefs that teach that particular people have the

legitimate right to govern or influence others

Referent: possessed by someone who is highly admired

Expert: derives from the possession of expertise, knowledge, and talent

o Responses to power (compliance, identification, or internalization)

Compliance: people conform to the wishes or directives of others to acquire favorable

outcomes for themselves in return

Identification: people accept the direction or influence of others because they identify with the

power holders and seek to maintain relationships with them

Internalization: people adopt others attitudes and behaviors because this course of action

satisfies their personal needs or those attitudes and behaviors are congruent with their personal

values

Structural sources of power (how do organizations shape power relations)

Power also derives from the structure of patterned work activities and flows of information Characteristics of organizations that shape power relations include:

Uncertainty reduction

Critical Contingencies

Things that an organization and its parts need to accomplish

organizational goals and continue surviving

Ways

Resource control acquiring and maintaining access to resources

that may be difficult to obtain; person with the money

Information control providing information; especially if the

information can be used to predict or prevent threats

Decision making control to have input into the initial decision

Substitutability

Whether people gain power as a result of reducing uncertainty depends on

substitutability

If others can serve as substitutes and reduce uncertainty, then

individuals can turn to a variety of sources for aid

The less substitutability present in a situation, the more likely that a particular

person or group will be able to amass power

Centrality

The ability of a person or group to acquire power is also influenced by centrality

Its position within the flow of work in the organization

Is George Central in this Org chart?

Al

Barbara


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Charlotte Dave Ethan Frances

George Harold Ingrid Joy

Kay Mike Norman

What about the red person (George) in this communication flow chart?

DAY 7: MOTIVATING PEOPLE AND PERFORMANCE

Readings:

Goal setting theory

o Main premise(s)1. Those with stretch goal performs better than those with vague do

your best goals

2. More goal successes leads to higher satisfaction

o Four reasons goal-setting is effective

1. Focus of attention

2. Energize

3. Impact persistence

4. Use knowledge to attain goals

o Five conditions that influence benefits of goal setting1. Person must have ability to obtain the goals

2. The person must be committed to the goals

A. Making ones goals public

B. Stretch goals show confidence in the person from leaders

C. Vision provided by leader should galvanize and inspire to achieve

goal


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D. Monetary incentive could be tied to goals

3. People need feedback on performance

4. Tasks are complex for a person

5. Situational constraints can make goal attainment difficult

o Effectiveness of goal setting with complex tasks

1. Consistent with goal setting theory higher goals led to higher

performance.

2. Complex task that requires working smarter rather than working hard

participatory goal setting yield higher performance

o Relationship between goal setting and motivation

1. Goal Setting is key mechanism for self-management

o Potential pitfalls of goal setting

1. Leads to quantity over quality or vice versa

2. People not willing to help others

3. Goal Conflicts

4. Ethical risks

Key Elements of Motivation:

1. Intensity

2. Direction

3. Persistence

Motivators vs. hygiene factors (Herzbergs 2-factor theory)

o Relationship of motivators and hygiene factors to job satisfaction/dissatisfaction:

1. Traditional View

A. Satisfaction --> Dissatisfaction2. Herzbergs 2- Factor Theory

1. Motivators: satisfaction --> No satisfaction

2. Hygiene Factors: No dissatisfaction --> dissatisfaction

Job enrichment (definition, steps of implementation, vertical vs. horizontal job loading)

o


Expectancy theory of motivation:

o Effort --> Performance -->Reward The link between effort and performance:

o Self-efficacy (what is it and how to boost it):

Belief in capability to perform a task

Ways to increase self-efficacy

1. Enactive mastery

2. Vicarious modeling


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3. Verbal persuasion

4. Arousal/energy

o Goal setting (what are good goals)

S Specific

M Measurable

A Achievable but challenging

R Relevant

T Timely

o What influences goal effectiveness?

Ability and knowledge

Goal commitment

Feedback

Commitment

Task characteristics (simple vs complex, interdependence)

Situational constraints

DAY 8: MOTIVATING PEOPLE AND PERFORMANCE

Readings:

Rewarding A while hoping for B

o Describe what it means to reward for A while hoping for B (and provide

example(s))

A. Reward systems that are fouled up in that the types of behaviorrewarded are those which the rewarder is trying to discourage, while the

behavior desired is not being rewarded at all.

Ie electing politicians: voters vote for those who make vague

platform statements rather than those who outlines operational

stances.

War: WWII win the war go home, motivations are aligned /

Vietnam war soldier could go home when tour of duty is over,

soldiers are incentivized to not fight

o Key causes that lead to rewarding A while hoping for B1. Fascination with an "Objective" Criterion

2. Overemphasis on Highly Visible Behaviors

3. Hypocrisy

4. Emphasis on Morality rather than efficiency

Six myths regarding compensation (and the corresponding reality)

1. Labor Rates and Labor Costs are the same thing


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2. You can lower your labor costs by cutting labor rates

3. Labor costs constitute a significant proportion of total costs

4. Low labor costs are a potent and sustainable competitive weapon

5. Individual incentive pay improves performance opposite is true

6. People work for Money but they work even more for meaning in their life.

Relationship between compensation and motivation

o


Theories that link performance and rewards:

o Self-determination theory

Intrinsic - motivation that is based on the satisfactions of behaving for its

own sake

Extrinsic - motivation that is instrumental or aims toward outcomes

People need the following:

Competence: People need to gain mastery of tasks and learn

different skills.

Connection or Relatedness: People need to experience a sense of

belonging and attachment to other people.

Autonomous: People need to feel in control of their own behaviors

and goals.

Key premise: Extrinsic rewards may undermine intrinsic motivation

o Reinforcement theory

1. Positive Reinforcement: Add Good stuff2. Negative Punishment: End Good Stuff

3. Positive Punishment: Add Bad Stuff

4. Negative Reinforcement: End Bad Stuff

o Equity theory

Individuals compare inputs and outcomes with others

Choices for dealing with inequity:

1. Change inputs (slack off or increase inputs)

2. Change outcomes (increase output or decrease outputs)

3. Distort/change perceptions of self or others4. Choose a different referent person

Expanded to explain employee attitudes and behavior

1. Distributive justice perceived fairness of distribution of

resources and rewards

2. Procedural justice perceived fairness of process and

procedures


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3. Interactional justice perceived fairness of interpersonal

treatment received

What are the three questions motivation boils down to?

1. What do employees value?

2. How can I help an employees effort lead to performance?

3. How can I tie an employees performance to something they value?

DAY 9: COMMUNICATION AND FEEDBACK

Readings:

Appraisal and coaching

o Definitions of performance appraisal and coaching

o Differences between performance appraisal and coaching

Fear of Feedback

o Behaviors that occur as a result of fearing feedback

o Steps for learning to adapt to feedback

Reflected Best Self (no) exercise steps and benefits


How to give feedback effectively

How to receive feedback effectively

Three types of performance appraisals (tell-sell, tell-listen, problem solving)I. COMMUNICATIONANDFEEDBACK

a. Generally

i. Feedback focuses on 3 areas: self, task, details of task, BUT is most effective when focused on

task or details of task

ii. Ineffective feedback: designed to discourage, overly positive, threatens self-esteem

iii.Performance reviews are more formal/structured and synthesize performance over time

iv.Feedback is the way a coach looks at his players how you did on a particular assignment. Its a

snapshot.

v. Instructional: clarifies roles or teaches new behavior

vi.Motivational: serves as a reward/promises a reward

b. Appraisal and Coaching

i. Appraisal: (managing) telling, directing, authority, short-term, seeking specific outcomes

ii. Coaching: exploring, facilitating, partnerships, long-term, open to various outcomes

iii.Compare and Contrast

1. Preparation is key for both

2. Coaching is a mutual agreement; performance reviews happen whether

employee wants it or not

3. (Just look at the definitions, really)


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c. Fear ofFeedback

i. Why do People Fear Feedback

1. Asks them to change

2. They have flashbacks

3. Scared about bad things they might hear

4. Silly really you need it on a project-by-project basis, it makes goal setting

more effective too.

ii. Behaviors that result from fear of feedback

iii.Steps for Learning to Adapt to Feedback

d. Reflected Best Self Exercise

i. Generally

1. Not about ego its developing a plan for effective action

2. Take time to reflect & pay attention to the lessons learned from exercise

3. Conduct at different time of year than traditional performance review

ii. Steps

1. Identify respondents & ask for feedback

2. Recognize patterns or themes

3. Compose a self-portrait

4. Develop an action plan

iii.Benefits

1. Develop gifts and leverage natural skills

e. How to Give Feedback Effectively

i. GeneralTips

1. Separate role of judge and coach

2. Enhance data used in feedback: observe behaviors, 360 feedback (favors

anonymity, discouraged for pay and promotion)

3. Train evaluators

4. Provide employees due process (Due Process = Fundamental Fairness!!)ii. FormalSteps

1. Establish your credibility

2. Provide a complete and specific message

3. Describe the others behavior without evaluating

4. Describe your feelings by name/action/figure of speech

5. Ensure congruence between verbal and nonverbal

iii.Improve Feedback Effectiveness

1. Positive : Negative = 5:1

2. Involve the employee

3. Frame in a helpful way: not too vague, but specific

4. Show support for helping employee improve

5. Provide a specific instance of when employee exhibited the characteristic

6. Be aware of whom youre giving feedback to

f. How to Receive Feedback Effectively

i. Paraphrase the content accurately

ii. Do not evaluate message

iii.Describe your perceptions of the senders feelings

iv.Negotiate meaning until there is agreement

g. Three Types of Performance Appraisals


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i. Tell-Sell: let them know how theyre doing, gain acceptance of evaluation, follow managers

plan for improvement

1. Most people use this, but it means employee has no input

ii. Tell-Listen: describe strengths/weaknesses, explore feelings about evaluation

1. A step up from tell and sell, gets a two-way communication going

iii.Problem Solving: help discover needs and deficiencies, consider ideas for performance

improvement

1. This is the coaching approach. Ojo!Separate coaching and evaluation -

should be two different meetings, preferably at different times of the year

DAY 10: SOCIAL CAPITAL

Readings:

Definition of social capital and resources of social capital

Social capital - refers to the resources available in and through personal and businessnetworks

Resources include

Information

Ideas

Leads

Business opportunities

Financial capital

Power and influence

Emotional support

Goodwill

Trust

Cooperation

The social in social capital that the resources are not personal assets -- not one

person owns them. The resources reside in networks of relationships

Human capital is what you know and social capital depends on who you know and

who you dont know.

Myth of individualism

Cultural belief that everyone succeeds or fails on their own efforts and abilities

Everything that people have or no has been formed by outside experiences and people

so nothing is completely individual

Business Case for Social Capital


Purpose of Developmental Networks


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Network characteristics

How to build and maintain networks

DAY 11: LEADERSHIP DEVELOPMENT

Readings:

Keys to Managing Oneself (Peter Drucker in HBS Readings):

What are my strengths?: only way to discover is through feedback and analysis. After identified focus

on them and improve them. More to gain by focusing on and improving strengths than weaknesses. Do

you have intellectual arrogance causing disabling ignorance? Far too many with great expertise in one

area are contemptuous of knowledge in other areas or believe that being bright is a substitute for

knowledge. Do fix bad habits though: bad manners, failure to follow through, procrastination, are not

weaknesses but disablers.

How do I Perform? Am I a reader or listener? How do I learn? How do I work? On a team or alone?

Do I provide the most value as a decision maker or an advisor? Do I perform well under stress? Big

organization or small? Do not try to change yourself-you are unlikely to succeed. But work hard to

improve the way you perform.

What are my values? Mirror test-what kind of person do you want to see in the mirror? Do your

values align with an organizations values? Short term versus long term results orientation.

Where Do I belong? To answer this you must know your answers to the three previous questions

above. Decide where you do not belong. successful careers are not planned. They develop when

people are prepared for opportunitiesknowing where one belongs can transform an ordinary person

into an outstanding performer.What should I contribute? Think about: Whatshouldmy contribution be? What does the situation

require? How can I make the greatest contribution to what needs to be done? What results have to be

achieved to make a difference?

Responsibility for relationships: Managing yourself requires taking responsibility for relationships. 1)

accept that other people are as much individuals as you yourself are(strengths/weaknesses/ways of

working). 2) take responsibility for communication. Lots of conflict arises from people not knowing

what other people are doing and how they do their work. Organizations no longer built on force but on

trust.

The second half of your life: Many 45+ year old executives start second careers out of boredom.Three ways to develop a second career: move from one organization to another or a different line of

work. Create a parallel career ( business leader- lead a non profit, sit on church board). Social

entrepreneurship- found a nonprofit. Also, having a second major interest can be an escape/outlet for

lifes setbacks in the other job or at home.


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Six leadership competencies

Competencies Description

Influencing Demonstrates the capacity to influence others beliefs,

attitudes, and behaviors

Communicating Effectively Communicates in a clear and non-defensive manner to

different audiences

Agility Easily adapts to changing situations, requirements, and

external constraints

Execution Completes assignments, tasks, and projects on time

with high-quality standards

Decision Making w Integrity Recognizes opportunities and problems and develops

alternative solutions that led to desired results while

possessing high ethical standards

Emotional Intelligence Manages oneself and interacts with others in a mature

and constructive manner

Categories of developmental activities

1. On the job activities

2. Off the job activities

3. Model others

4. Educational activities

5. Experiment

6. Consult the feedback

DAY 12: LEADING TEAMS

Readings:

Defining characteristics of teams

Interact with one another (face-to-face or virtual)

Pursue collective goals (clear team task)

Interdependence

Structure (norms and roles)

Unity or identity


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Criteria for team effectiveness

Performance

The team must meet the needs of the user of the groups output (often product quality

or service quality)

Satisfaction

The team should contribute to personal well-being and development of the members

Meet the members needs for satisfying work

Viability

Over time, the team should enhance the capability of work and learn together in the

future

Components of Team Design

Diagnosing the task

Task Complexity: requires breadth and depth of skills and expertise

Task Interdependence: multiple individuals must work together (rely on each other) to

complete the task

Task Objectives: timeline for task completion, clear direction

Establishing the team environment

Rewards: compensation system (team incentives to motivate collaboration)

Responsibilities of leaders and members

Selecting the right team members

Team Size: just enough members to perform the task at hand, better to have less

Individual Skills: right mix of technical and interpersonal skills Diversity: functional expertise, educational background, work experience (more

complex tasks generally call for more diverse team)

Defining formal roles: division of labor

Formal leadership: members should have shared understanding of leadership structure

Components of Team Processes

Launching the team

The initial meeting is important to learn about team members behaviors and interactions

After the launch Diagnosing and structuring formal team processes

Diagnosing emergent team processes

Quantity and quality of information exchange

Collaborative behavior

Joint decision making

Assessing underlying identity dynamics


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Identity dynamics affect behavioral integration

Subgroups as a special case of identity dynamics

Team identification

Improving dysfunctional team processes

Formally structuring team interaction

Shaping informal norms

Faultline Theory

Subgroups or coalitions that emerge in teams (typically along various demographic lines)

Conflict is more likely to occur

Strong faultlines decrease identity with team as a whole

Leader must establish collaborative environment work across boundaries to manage faultlines

Task-oriented vs. relationship-oriented leadership style most effective path is to start

task-oriented and then move to relationship

First, focus on task and structure (create energy around tasks, set expectations, clarify

roles)

Second, build relationship

Surface-level attributes:

Demographic characteristics

Age, gender, functional background, education, nationality

Initial formation of faultlines is based on surface-level attributes

Deep-level attributes

Personal values Dispositions

Attitudes

Personality

Knowledge

Not visible during formation of team


IPO model of teams key components


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Key team processes: transition, action, interpersonal

DAY 13: ORGANIZATIONAL CHANGE

Readings:

Steps in organizational change

Network Secrets of Great Change Agents:

Predictors of change agents success - relationships are critical.

Change agents who are central in organizations informal network have advantage.

People who bridged disconnected groups were more effective at implementing dramatic

reforms.

Be close to fence-sitters beware of resistors.

Cohesive network works well when change is not divergent (build fast support)

Bridging network works better for more dramatic transformations (easier to tailor your message

depending on the individual/group)


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Leading Change:

Change goes through multiple stages, and critical mistakes in any stage can be devastating.

1. Establish a sense of urgency - convince at least 75% of managers that the status quo is more

dangerous than the unknown.

2. Form a powerful coalition - assemble a group with shared commitment.

3. Create a vision

4. Communicate the vision - use every vehicle

5. Empower others to act on the vision

6. Create short-term wins

7. Consolidate improvements and produce more change

8. Institutionalize new approaches


Definition of change

Sources of resistance to change

Case Analysis:

What has changed?

What leads to your conclusions on the causes of the problem?

ob final exam review sheet

Documents