university of notre dame - timothy a. judgeuniversity of notre dame emba 60616 leadership and...
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University of Notre Dame
EMBA 60616
Leadership and Decision-Making
Timothy A. Judge
South Bend – Cincinnati EMBA Program September 1, 2012
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1. September 1 Leading the Dark Side
2. September 28 In-Class Essay
Schedule of Classes by Topic
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Today’s Schedule
10:45-11:30 Exercise: Bestbooks
11:30-12:00 Dark Side Reports, Q&A
12:00-1:15 Break
1:15-1:35 Power and Influence
1:35-1:55 Case: Thomas Green
1:55-2:10 Results: Wonderlic, Cartoon, ARP
2:10-2:20 Preview: Final In-Class Essay
2:20-2:30 Wrap-up
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Class #6
Section 1
Exercise: Bestbooks
BestBooks – Paige Turner Tips for Doing Well
• Score your performance on two dimensions
• Distributive performance: Your individual points
• Integrative performance: Combined dyad points
• Feedback report you received a preliminary
diagnostic but don’t be discouraged
• Vast majority of people improve
• Have fun! Yes, you want to do well, but with
an average deviation of 5 points (95 vs. 90),
this amounts to .00125 points on .00 to 1.00
grading scale (1/8th of 1 point) 5
BestBooks – Paige Turner Tips for Doing Well
• Begin with an integrative mindset
• Focus on issues rather than positions or
personalities
• Share information within ethical bounds
• Discover compatible issues (same preferences)
• Discover differential preferences
• Don’t forget about distributive negotiation –
exercise has integrative and distributive
elements 6
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Bestbooks / Paige Turner Instructions
• Read instructions individually
– 15 minutes only
• Break into dyads
– See next slide for assignments
• Negotiate
– 30 minutes only
• Turn in Final Agreement Settlement Form
– Each person turn in signed pink form
Bestbooks / Paige Turner
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Pair Paige Turner
Agent
Bestbooks
Representative
1 Dean, Brian Aquino, Brad
2 Britenfeld, M.K. Williams, Shawn
3 O’Malley, Tom Leffel, Jason
4 Lawless, Nathan Piech, Ryan
5 Heine, Julie Roth, Melissa
6 Chrnelich, Ben Bussing, Brian
7 Burnette, Tim Huffines, Cody
8 Escobar, Dario Jeffrey, Michelle
9 Bolka, B.J. Vogt, Lou
10 Lange, Louie Piatz, Josh
11 Kryzewski, Vinnie Delano, Kassen
12 Britton, Orsa Stella, David
13 Cafiero, Arthur Michel, Greg
Pair Paige Turner
Agent
Bestbooks
Representative
14 Morris, Doug Brocke, Jason
15 Laidig, Daniel Luft, Scott
16 Bland, Mark Joseph, Jason
17 Gutierrez, Ted Duncan, Beth
18 Kurtich, Christina Price, Aaron
19 Luckey, Travis Sabulsky, Stephen
20 Riethmeier, Pete Mayfield, William
21 Bauer, Brett Noyes, Michael
25 Fergusson, Scott Kyle, Jim
Cincinnati
22 Eichmann, Stephen Shanmugam, M.
23 Padgett, Michael Gleason, Janet
24 Daniels, Ed Yulin, Linda
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Class #6
Section 2
Dark Side Reports
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EMBA 60616: Leadership and Decision-Making
Spring 2012
“Dark Side” Feedback Report Machiavellianism, Narcissism, Self-Monitoring
Mach E. Velli
Professor Timothy A. Judge September 1, 2012
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• Not enough leadership research and
practice focuses on “dark side” of
leadership
– Power
– Influence
– Manipulation
• Why is this the case?
• If great leaders operate without the regard
for power, why do they have so much of it?
The “Dark Side” Importance and Meaning
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• Bright and dark sides are not always
functional and dysfunctional
– Every trait has counter effects
– Examples
• Conscientiousness and adaptation
• Extraversion and impulsivity
• So is our understanding
– Incomplete?
– Idealistic?
The “Dark Side” Importance and Meaning
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• Machiavellianism
– Employment of cunning and duplicity to lead
constituents towards a purpose that affords the
leader usable political and social power
• Narcissism
– “Self-love,” or the belief that one is uniquely
special and entitled to praise and admiration
• Self-monitoring
– Ability and motivation to control self-
presentation
The “Dark Side” Traits
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Dark Side Traits Your Self-Reported Scores
Raw
Score
Population
Norm
Class
Norm
Machiavellianism 2.30 -36.73 -35.11
Narcissism 0.19 -215.18 -218.09
Self-Monitoring 2.26 -174.28 -149.87
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• These do not indicate psychopathology!
• Any other limitations to these results?
• Are there times when we need our dark
side?
The “Dark Side” Interpretation
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Every calling or profession has its own characteristic persona. It
is easy to study these things nowadays, when the photographs
of public personalities so frequently appear in the press. A
certain kind of behaviour is forced on them by the world, and
professional people endeavour to come up to these
expectations. Only, the danger is that they become identical
with their personas-the professor with his text-book, the tenor
with his voice. Then the damage is done; henceforth he lives
exclusively against the background of his own
biography…One could say, with a little exaggeration, that
the persona is that which in reality one is not, but which oneself
as well as others think one is.
-- Carl Jung, 1940
The “Dark Side” Interpretation
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Class #6
Section 3
Power and Influence
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• Several studies of actual influence attempts have studied
this issue
• Analysis of 472 influence attempts from the perspective of
leaders and 345 influence attempts from the perspective of
followers
• Use of various tactics
– rational appeal 80% of influence attempts
– pressure 25% of influence attempts
– inspirational appeal 10% of influence attempts
– consultation 10% of influence attempts
Leadership=Influencing Others What Works and Why
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Consultation Seeks your participation and input; openness
– I asked him to take those he felt most comfortable with
Coalition Seeks aid of others or uses support of others as a reason
– I used my association with a student whose father is well-known
Pressure Uses demands, threats, control, or persistent reminders
– My compensation was tied to the goal they set
Personal appeal Appeals to your feelings of loyalty and friendship
– I even tried asking her to try it just as a favor to me
Legitimating Claiming authority or right; consistent with policies
– It is in the contact that we have a meeting at that time
Leadership=Influencing Others Influence Tactics
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Inspirational appeal
Appealing to values, ideals, and aspirations or by increasing your
confidence that you can do it
– He emphasized that personal interest is the major criteria in making a
choice…This offer reflects your interests
– I convinced them that it would improve their department
– You can take lots of responsibility right away
Rational appeal
Uses logical arguments and factual evidence to persuade
– My computer at home has a faster processor... he convinced me that the
quality of work would be higher
Exchange
Offers an exchange of favors, indicates willingness to reciprocate,
promises your share of benefits
– I would forego my yearly merit raise for the change in hours
Leadership=Influencing Others Influence Tactics (Continued)
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0
1
2
3
4
5
6
7
8
9
0 1 2 3 4 5 6 7 8 9
Use Rank
Pressure
Inspirational appeal
Rational appeal
Transaction
Coalition
Personal appeal
Ingratiation
Leadership=Influencing Others Influence Tactics: What’s Used, What Works
Most used Least used
Most
eff
ect
ive
Least
eff
ect
ive
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• We use least the tactics that work the best
• If power is the accumulation of influence,
how do these results fit with what we know
about the most important bases of power
(expert, referent)
• Does this mean we should only use
inspirational appeals?
• How do these fit with the “dark side”?
Power and Influence Implications
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Class #6
Section 4
Case: Thomas Green
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Class #6
Section 5
Results!
Position Score Position Score
Chemist 31 Foreman 22
Engineer 30 Clerical, General 21
Manager 30 Police, Patrol Officer 21
Administrator 29 Receptionist 21
Computer Programmer 29 Labor, Unskilled 20
Adjuster, Claims 29 Mechanic, Helper 19
Librarian 27 Maintenance 18
Manager Trainee 27 Guard, Security 17
Writer, News 26 Nurse’s Aide 17
Office, General 24 Assembler 16
Sales, General 24 Packer 15
Bank Teller 22 Warehouse Person 15
Clerk, Order 22 Maid 11
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Majo
r Jo
b A
pplica
nt Sco
res
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Class Wonderlic Results Interpretation
• This is one test with nothing at stake
• Class scores far above averages
– Average class score is above 90th percentile
• Measure one important aspect of
intelligence – crystalized intelligence – but
not only (or perhaps only important) aspect
• Intelligence tests are one of the most valid
means of selecting people, but in getting
feedback, do you see why only 10% of
organizations use them?
The Purple Team
14 captions (unlimited-caption option)
Class Cartoon Group Results Runner Up – Most Creative Team
“’All inclusive’ looked different in the brochure…”
From the Purple Team
Class Cartoon Group Results Runner Up – Favorite Quote
And the Winners Are…
The Light Gold Team
9 captions (unlimited-caption option)
Class Cartoon Group Results First Place – Most Creative Team
The Light Gold Team
Class Cartoon Group Results First Place – Most Creative Team
“Carl Doesn’t Taste As Good As He Looked”
“Maybe we should have eaten the fruit first?”
The Pink Team
20 captions (3 caption goal)
Class Cartoon Group Results First Place – Best Single Quote
“Maybe we should have eaten the fruit first?”
From the Pink Team
Class Cartoon Group Results First Place – Best Quote
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Class #6
Section 6
Preview: Final In-Class Essay
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Final In-Class Essay Preparation and Expectations
• Two types of questions
– Application
• Asks you to address an issue based on feedback
– Scenario
• Much like our cases, where you’ll apply course
concepts to problem at hand
• Doing well
– Apply what you’ve learned
– See grading rubric
– See sample questions
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Due Soon! Written Assignments and Peer Evaluation
• Collecting No’s, Personal Development Plan
(PDP), and Reflections Paper
– Please turn in no later than September 21
• Peer Evaluation
– Please complete confidential form sometime
during class this afternoon and turn into me
when finished
• Grades
– I will send you all your reports in PDF form
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Final Thoughts Last Class
• Goals of the course
– Know ourselves better
– Understand others better
– Address our weaknesses and leverage our
strengths (PDP; reflections paper)
• Hopefully, the material and discussions have
been useful in augmenting your own
experiences
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Understanding
YOURSELF Do you know yourself? Do
others know you?
• Personality
• Values
• Attitudes
Understanding
OTHERS Do you understand others? Do
others understand you?
• Personality
• Values
• Attitudes
Deciding/Solving
YOURSELF What decisions do you make?
How do you analyze and solve
problems?
How can you better understand:
• Analytical tools to objectively
evaluate decisions?
• Limits of rational decision-
making?
• Cognitive biases so as to
avoid “blind spots”?
Managing/Leading
OTHERS • How do you lead and follow?
• Are there effective methods
and models of leadership from
which you can learn?
• How well do you understand
the dark side of power and
influence?
Making Decisions
ABOUT OTHERS • How can you make more
effective hiring decisions?
• How can you evaluating
those decisions more
effectively?
FUNDAMENTAL APPLIED
INNER
PRIVATE
SELF
Animus
OUTER
PUBLIC
SELF
Persona
Living Well
YOURSELF • Can you formulate a plan to
improve your ability to live a
happy and productive life?
Contributing to
ORGANIZATION • Do you leverage your skills
effectively?
• How do you cooperate and
conflict with others?
Motivating
OTHERS • Do you use the most effective
means of motivating others?
• Are there ways to improve
your motivations?
MODEL 1: Model of Effectiveness We Will Follow Throughout Course
Deciding/Solving
WITH OTHERS • How can you better under-
stand -- and thus resist where appropriate -- group pressure –
for conformity?
• How do you decide in group?
• How do you make the most of
your group’s resources?
Do you achieve synergy?
1. Leading and managing is art and science • There are principles and methods by which we can lead,
manage, and make decisions more effectively
2. The most under-appreciated skill in effective
managers is analysis • Use metrics and rigorous analysis
3. Personality matters and yet has paradox • Understand yourself and others through knowing your
personality; every bright(dark) side casts a shadow(light)
4. Biases dominate every decision • Learn the biases and how to recognize them in yourself
and in others 39
Learning Objectives The 16 Takeaways: 1–4
5. Individuals often make decisions based on
needlessly limited information • Ensure that you have as full a picture of the ‘conceptual
field’ as possible (it’s the foundation of the house)
6. The average group is not effective • Be a facilitator to get the most out of your group
7. Cooperation is a poor negotiation strategy • The best negotiators hold true to their interests
8. To negotiate effectively, one must first focus on
interests rather than positions (yours and others) • First share information on your interests, and try to find
out others’ interests—expand the pie before dividing it 40
Learning Objectives The 16 Takeaways: 5–8
9. The most important people decisions (e.g., hiring)
are poorly evaluated, if at all
• Evaluate decisions using validity and utility
10. The best predictor of performance is IQ • Hire/promote employees using intelligence tests
11. Good motivators and decision-makers know the
power of framing • In negotiating, motivating, and leading, use framing
12. The most effective leaders are seen as
charismatic and transformational • Learn to be a visionary leader
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Learning Objectives The 16 Takeaways: 9–12
13. The best motivator is setting very difficult goals • Set hard and specific goals for yourself and others
14. The two best influence tactics are the least used • Gain commitment through consultation, inspirational
appeal
15. Far and away, the most important predictor of
job satisfaction is…the work itself • Increase your – and others’ – job satisfaction by focusing
on the intrinsic nature of the work itself
16. We spend too much of our time – and money –
on things that don’t make us happy • Spend your time and resources on what matters most
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Learning Objectives The 16 Takeaways: 13–16
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Final Thoughts Last Class
• I’ll send you all of your preliminary reports
in PDF form
• Our relationship evolves but doesn’t end
with the course
• Always happy to discuss doing research with
your companies
• Please keep in touch!
. . . . . . . .