HiEveryone!

Letsmakeshortworkofthisreviewsheet.PleasesignupforoneDayandthentypethecontentinto
thecorrespondingsectionbelownolaterthanWed,Oct1st.FinalExamisWed,Oct.8th.Thisisa
publiclyvisibledocument.Thanks!

Day1AndyJ.
Day2JeffG.
Day3VishalK.
Day4Manu
Day5VishalK.
Day6Alex
Day7KTHsu
Day8KTHsu
Day9AbbieF.(Note:thesectiononbehaviorsthatresultfromfearoffeedbackandwaysto
adaptisincomplete.Also,theformattinggotalittlemessedupwhenIcopiedandpasted
sorry!)
Day10KatieT.
Day11Donald
Day12Dana
Day13Aubry

MGT502Fall2014StudyGuide
(Note:Majortopicareasarelistedonlyonce,eveniftheyappearedinbothreadingandslides)

DAY1:MINDFULENGAGEMENT
Readings:
ThreecomponentsofMindfulEngagement(approach,action,reflection)

Approach:Committoalearningmindset
See below for benefits of learning orientation.
Action:Createandcapitalizeonlearningopportunities
Active Experimentation
Feedback Seeking

Emotion Regulation
Reflection:Capturethelessonsofexperience
Focusonafewcriticalissues
Reflectinclosetemporalproximity
Followastructuredprocess
Leadbacktoactionquickly

Learningorientation
LearningOrientationvs.PerformanceOrientation(notethatLearningisthepreferred
typeofApproachthatonecouldtakeinthatstepofMindfulEngagement.)
Learning
Seekchallengesandfeedback
Persistinthefaceofobstacles
Willingtotakerisks
Performance
Riskaverse(lesslikelytoexperiment)
Seeklessfeedbackseeking&challenges

Evidencebasedmanagementdefinitionandimportanceofutilizing
Curiously,noformaldefinitionofEBMisgiveninthearticle.Insteaditiscomparedwith
evidencedbasedmedicine,wheredoctorsapproacheachpatientasauniquecaseandevaluatetheir
symptomsbasedonthemostrecentbodyofmedicalknowledge.Itisalsocontrastedwithexperiential
approacheswherebusinessleadersmakedecisionbasedbasedontheirlearnedintuitionfrompast
successes.ApossibledefinitionforEBMcouldbe,evaluatingbusinessdecisionexplicitlyusingonlythe
mostrecent,fullbodyofmanagerialknowledge.
Theauthorobservesthatalmosteveryonehasproducedbooksonmanagement,fromfighter
pilotstochefs,butmosttheoriesarebasedoncircumstantialevidenceratherthanscholarlyknowledge.
Thefurtheramanagerprogressesinhis/hercareerthemorelikelys/heistorelyonpastexperienceto
guidefuturechoices.Thismaybeefficient,butitalsoisaformofcognitiveinertiawherethemanageris
drawnintoamentalrutandmakesincreasinglyillinformeddecisions.Thebestdecisionswilloccuronly
whenamanagerstepsbacktoevaluateeachdecisionindividuallyinlightofthemostrecentacademic
data.

Classslides/discussion:
AfterActionReviewswhataretheyandstepsinafteractionreview
UsedasacriticalreflectiontoolusedtoimproveandlearnfromexperiencebutNOTto
assessblame.Originallyusedbythearmy.
BasicstepstoanAAR
Whatwasthepurposeorintent?
Whathappened?
Whathavewelearned?
Whatdowedonow?

Takeaction

WhatisOrganizationalBehavior?
Field of study devoted to understanding, explaining, and ultimately improving the attitudes and
behaviors of individuals and groups in organizations (Colquitt, LePine & Wesson, 3rd Ed)
Interdisciplinary field dedicated to better understanding and managing people at work (Kinicki&
Fugate,5

th

DAY2:ORGANIZATIONALCONGRUENCE
Readings:
CongruenceModel

Definition:
Themodelsmajorpremiseisthatfororganizationstobeeffective,their
subpartsorcomponentsmustbeconsistentlystructuredandmanagedtheymust
approachastateofcongruence.
Thecongruencemodeloforganizationalbehaviorisbasedonhowwell
componentsfittogetherthatis,thecongruenceamongthecomponentsthe
effectivenessofthismodelisbasedonthequalityofthesefitsorcongruence.
Fits
Thecongruencebetweentwocomponentsisdefinedasthedegreetowhich
theneeds,demands,goals,objectives,and/orstructuresofonecomponentare
consistentwiththeneeds,demands,goals,objectives,and/orstructuresof
anothercomponent.
Inputs
Thefactorsthatmakeupthegivensfacingtheorganization.Theyrethe
materialthattheorganizationhastoworkwith.
Environment:allfactorsoutsidetheorganizationbeingexamined.Every
organizationexistswithinthecontextofalargerenvironmentthatincludes

individuals,groups,otherorganizations,andevenlargersocialforces.3
Features:(1)theenvironmentmakesdemandsontheorganization.(2)the
environmentmayplaceconstraintsontheorganization,and(3)theenvironment
providesopportunitiesthattheorganizationcanexplore.
Resources:Variousassetstowhichtheorganizationhasaccess,including
humanresources,technology,capital,information,andsoon,aswellasless
tangibleresourcessuchasrecognitioninthemarket.Concerns:
Relativequalityofresourcesortheirvalueinlightoftheenvironment.
Extenttowhichresourcescanbereshapedorhowfixedorflexible
differentresourcesare.
History:Thepatternsofpastbehavior,activity,andeffectivenessofthe
organizationthatmayaffectcurrentorganizationalfunctioning.
Strategy:Thestreamofdecisionsabouthoworganizationalresourceswillbe
configuredtomeetthedemands,constraints,andopportunitieswithinthe
contextoftheorganizationshistory.
Outputs
Outputsarewhattheorganizationproduces,howitperforms,andhoweffective
itis.
Thinkaboutthesystemoutputatdifferentlevelsoftheorganization(e.g.,
businessunitsvs.grossoutput,etc.)andtheoutputsthatcontributeto
organizationalperformance,suchasfunctioningofgroupsorunitswithinthe
organization.
AttheOrganizationalLevelconsider3Factors:(1)goalattainment,orhow
welltheorganizationmeetsitsobjectives(usuallydeterminedbystrategy),(2)
resourceutilization,orhowwelltheorganizationmakesuseofavailable
resources(whethertheorganizationrealizesallofitspotentialperformance),
and(3)adaptability,orwhethertheorganizationcontinuestopositionitselfina
favorablepositioninrelationtoitsenvironment.
GroupOutputs:groupfunctioning(departments,divisions,orothersubunits)
contributetotheorganizationalleveloutputs.Lookat3factorsmentioned
above.
IndividualOutputs:individualbehaviorsandcertainindividualleveloutputs(like
affectivereactionssuchassatisfaction,stress,orexperiencedqualityofworking
life)maybedesiredoutputsinandofthemselves.
Components
TheTask:thebasicorinherentworktobedonebytheorganizationandits
subunitsortheactivitytheorganizationisengagedin,particularlyinlightofits
strategy.Analysisofthetaskwouldincludeadescriptionofthebasicwork
flowsandfunctionswithattentiontothecharacteristicsofthoseworkflowsfor

example,theknowledgeorskillsdemandedbythework,thekindsofrewards
providedbythework,thedegreeofuncertaintyassociatedwiththework,and
thespecificconstraintsinherentinthework(suchascriticaltimedemands,cost
constraints,andsoon).
TheIndividuals:Theissuehereisidentifyingthenatureandcharacteristicsof
theorganizationsemployees(ormembers).Themostcriticalaspectsto
considerincludethenatureofindividualknowledgeandskills,thedifferent
needsorpreferencesthatindividualshave,theperceptionsorexpectanciesthat
theydevelop,andotherbackgroundfactors(suchasdemographics)thatmay
potentiallyinfluenceindividualbehavior.
TheFormalOrganizationalArrangements:Theseincludetherangeof
structures,processes,methods,procedures,andsoforththatareexplicitlyand
formallydevelopedtogetindividualstoperformtasksconsistentwith
organizationalstrategy.Thefirstfactorisorganizationdesignthatis,theway
jobsaregroupedtogetherintounits,theinternalstructureofthoseunits,andthe
coordinationandcontrolmechanismsusedtolinkthoseunitstogether.A
secondfactoristhewayjobsaredesignedwithinthecontextoforganizational
designs.Athirdfactoristheworkenvironment,whichincludesanumberof
factorsthatcharacterizetheimmediateenvironmentinwhichworkisdone,such
asthephysicalworkingenvironment,theavailableworkresources,andsoon.
Afinalfactorincludestheorganizationsformalsystemsforattracting,placing,
developing,andevaluatinghumanresources.
InformalOrganization:Despitethesetofformalorganizationalarrangements
thatexistsinanyorganization,anothersetofarrangementstendstodevelopor
emergeoveraperiodoftime.Thesearrangementsareusuallyimplicitand
unwritten,buttheyinfluenceagooddealofbehavior.

Classslides/discussion:
StepsinOrg.Congruence
(1)Identifyunitofanalysis&performanceoropportunitygaps
(2)Describecriticaltasksandworkprocesses
(3)Checkfororganizationalcongruence
(4)Developsolutionsandtakeactions
Considerprosandconsofalternativesolutions
(5)Observeandadjust
DecisionsWhenThinkingAboutComponents
DivisionofLaborHowwillworkbedivided?
SpecializationversusGeneralization

 Specializationgiveshigherefficiencybecauseitonlyrequirespeopletolearn
onethinghowever,itcanleadtojobdissatisfaction.
Generalizationisnotasefficient,butitgivespeoplevariety.
CoordinationMechanisms:LevelofInterdependenceinWorkProcess

Pooled:sumofeachsubunit,simplestform
Sequential:Linearsequence,dependentonpriorunit

Reciprocal:alllinked,mostcomplexform
Decisionmaking
Centralizedordecentralized?
Centralizedisquickerbutmighthaveblindspots.
Decentralizedgiveseveryoneavoice,butittakestime.
FormalAuthorityorInformalNetworks?
TypesofOrganizationStructureArrangements/Tradeoffs
Functional:organizedbyprocessestheorganizationundertakes

 Divisional:couldorganizebyProduct,Geography,Customers,Divisions

Matrix:Bestusedwhen,(1)environmentalpressuresexistfrom2ormorecritical
dimensions(e.g.,functionandproduct).(2)Taskenvironmentiscomplexanduncertain.
(3)Economiesofscaleandinternalresourcesneeded.
Mustadapttoinformationandpowersharingtobesuccessfu

Tradeoffs

ConsiderationswhenDecidingonOrg.Structure
Efficiency
Responsivenesstoenvironment
Adaptability
Accountability
Coordination
Personnel

DAY3:LEADERSHIP
Readings:
Differencesbetweenmanagement/managingandleadership/leading

Theyaredistinctcomplementarysystemsofactionandbotharenecessaryforsuccess.

Managing

Leading

Purpose

Copingwithcomplexity

Copingwithchange

Decideonaction

Planningandbudgeting

Settingthedirection

CreateNetworks

Organizingandstaffing

Aligningpeople

Ensurecompletion Controllingandproblemsolving

Motivatingandinspiring

Leadershipmyths:
1. Leadersareborn,notmade
2. Oftenleadershipisequatedwithformalposition

Classslides/discussion:
Whatisleadership?

Leadershipis:
1. A process whereby an individual influences a group of individuals to achieve acommon
goalandmaintaineffectiverelationships
2. Somethingthatcanbedevelopedthroughexperience

Leadershipismultilevel,Leadershipismultidimensional
AutocraticvsDelegative
ProvidingstructurevsGivingconsideration
TransformingvsTransacting
Peoplearethebasisofleadership,Leadershipimpactsvarietyofoutcomes

LeadershipandYOUConfidence,Identity,MotivationandNarcissismasaleader.
1. Confidenceasaleader
1.1.
SelfEfficacybeliefinyourcapabilitytolead(Settingdirection,gainingcommitment)
1.2.
Ways to increase selfefficacy Enactive mastery, Vicarious modeling, Verbal
persuasion,arousal/energy
2. Narcissism
2.1.
Highlevelofselflove
2.2.
BrightsideGreatvisionarieswhowanttoleavealegacy,Giftedinattractingfollowers

2.3.
DarkSideSensitivetocriticism,Poorlisteners,difficulttomentorandbementored

Theories of leadership relatedtolevelsofanalysis(i.e.,traittheory,leadermemberexchange,collective

decisionmakingstyles)

MultiLevelNatureofleadershipIndividual,Dyad,Collective
1. IndividualLeadersarebornnotmade,Implicitleadershiptheory,
1.1.
Trait Theory: Intelligence, Big Five Characteristics Extraversion, Conscientiousness,
EmotionalStability,Opennesstoexperience,SkillsandExp,PhysicalChar.
2. Dyad Leader member exchange (Leaders develop a different type of relationship with each
subordinate)

DyadDevelopsthrough3phasesRoleTaking,RoleMaking,RoleRoutinization
DyadImplicationsQuickjudgments,Careermanagementand
Leadermemberexchangequalitypredicts:
Performance(+)
Satisfaction(+)
Organizationalcommitment(+)
Turnoverintentions()
Promotions(+)
Accidents()

DecisionMaking(DM)Styles:
1. Delegative,Facilitative(seeksconsensus),Consultative(seeksadvice/suggestions),Autocratic
2. Factors to consider when choosing DM style Decision significance, Importance & likelihood
ofcommitment,Leader&employeeexpertise,Sharedobjectives&teamworkskills
3. LaissezFaire(CollectiveDM)ThephraselaissezfaireisFrenchand literallymeans"let[them]
do,"butitbroadlyimplies"letitbe,""letthemdoastheywill,"or"leaveitalone."

Transactional

Transformational

Thefullrangemodelofleadershipandassociatedleaderbehaviors

Integratedmodelofleadertraitsbehavioursandeffectiveness:

DAY4:ORGANIZATIONALCULTURE
Readings:
Definition(s)ofculture
Cultureisauniquecharacteristicofanorganization.Understandingitcanhelpamanagerpredict
howhisorherorganizationislikelytorespondtodifferentsituationstoassessthedifficulties
thattheorganizationmightexperienceasitconfrontsachangingfutureandtoidentifythe
priorityissuesfortheleadershiptoaddressastheypreparetheorganizationtocompeteforthe
future.
Setofsharedassumptionsorbeliefsororganizationalmembersthatdetermineshowpeople
perceive,thinkabout,andreact
Scheinconcludesthatcultureisapropertyofanindependentlydefinedsocialunitaunitwhose
membersshareasignificantnumberofcommonexperiences,overtimethisgroupofpeoplewill
haveformedasharedviewofthewaythattheworldsurroundingthemworks,andofthe
methodsforproblemsolvingthatwillbeeffectiveinthatworld.
Indicatorsofculture
Circumstanceswhenunderstandingcultureisparticularlyimportant
1) Whenheorshejoinsaneworganizationasamanager
2) Whenonecompanyacquiresanother
3) Whenthemanageriscoordinatingtheeffortsofdifferentfunctionalgroupswithinhisorher
organization
4) Whenthemanagerisconfrontingtheneedtofundamentallychangethecompanysstrategic
direction,andbyimplication,itsculture
Classslides/discussion:

Howisculturedetermined?
Ownersvalues
Businessenvironment
Nationalculture
Leadersvisionandbehavior
Whatarethecomponentsofculture?
EspousedValues
Explicitlystatedvaluesandnorms
Maydifferfromenactedvalues
BasicUnderlyingAssumptions
Takenforgrantedbeliefsandphilosophiessoengrainedthatemployeessimplyacton
themratherthanquestiontheirvalidity
OrganizationalArtifacts
Physicalmanifestationofculture
Symbols,physicalstructures,language,stories,rituals,ceremonies
Whatdoescultureimpact?
Rewardsystems
Hiring&socialization
Decisionmaking
Employeeworkattitudesandbehaviors
Organizationaleffectiveness
Functionsofculture
Identity
Commitment
Stability
Sensemaking

TheCompetingValuesFramework(CVF)

ProcessofCultureChange:
MusttargetatleastonecomponentofcultureEspousedValues,ObservableArtifactsandBasic
Assumptions
How?
Language:Formalstatement,slogans,stories
RoleModeling:CEOreactions,training
OrganizationalStructure:Rewards,workflow,procedures,physicalworkspace
Focus:Goals,measurementofactivities,leadersattention
WhatisSocialization?
Processinwhichpeoplelearnvalues,normsandrequiredbehaviorswhichpermitthemtoparticipateas
amemberoftheorganization
DimensionsofSocialization

DAY5:MANAGERIALDECISIONMAKING
Readings:
Inquiryvs.advocacy
Intuition
oDefinition(s)
oRelationshiptoexperience
oRoleindecisionmaking

Classslides/discussion:
Decisionmakingprocess
Twokeycomponentsofdecisionmaking
Modelsofdecisionmaking(i.e.,rationalandboundedrationalitymodels)
Decisionmakingbiasesknowthefollowingbiases:
oOverconfidencebias
oHindsightbias
oEscalationofcommitment
oAnchoringbias
oConfirmationbias
oAvailabilitybias
oFramingeffect
Groupdecisionmakingmethodsandtheirpros/cons
Typesofconflictindecisionmaking(i.e.,task,process,relational)


DAY6:POWER,PERSUASION,INFLUENCE
Readings:
Fouressentialstepsofpersuasion
EstablishCredibility
Howwillothersperceiveyouknowledge?
Areyouseenashelpful,trustworthy,andsupportive?
FrameforCommonGround
Whoislikelyresistant?whatargumentswilltheylikelymake?
Canyoufindcommongroundwiththosewhoareresistant?
Howdoyouframethecommonground
ProvideEvidence
Whatevidencedoyouhave?
Howdoyoupresentit?
ConnectEmotionally
Whatistheemotionalstateoftheaudience?
Howcanyourespondtothatemotionalstate?
Sixbasictendenciesofhumanbehavior
Likingpeoplelikethosewholikethem
Reciprocitypeoplerepayinkind
SocialProofpeoplefollowtheleadofsimilarothers
Consistencypeoplealignwiththeirclearcommitments
Authoritypeopledefertoexperts
Scarcitypeoplewantmoreofwhattheycanhavelessof

Classslides/discussion:
Definitions/differencesbetweenpower,persuasion,andinfluence
Whatispower?
Theabilitytoinfluencetheconductofothers
Theabilitytoresistunwantedinfluenceinreturn
Essentialstepsofpersuasion
Modelofinterpersonalpower

Reward
}
Contingency >
Compliance
Coercive

Referent >
Attractiveness
>
Identification

Legitimate
}
Credibility
>
Internalization
Expert

oInterpersonalsourcesofpower
Reward:basedontheabilitytoallocatedesirableoutcomes

 Coercive:basedonthedistributionofundesirableoutcomes
Legitimate:basedonnorms,values,andbeliefsthatteachthatparticularpeoplehavethe
legitimaterighttogovernorinfluenceothers
Referent:possessedbysomeonewhoishighlyadmired
Expert:derivesfromthepossessionofexpertise,knowledge,andtalent

oResponsestopower(compliance,identification,orinternalization)
Compliance:peopleconformtothewishesordirectivesofotherstoacquirefavorable
outcomesforthemselvesinreturn
Identification:peopleacceptthedirectionorinfluenceofothersbecausetheyidentifywiththe
powerholdersandseektomaintainrelationshipswiththem
Internalization:peopleadoptothersattitudesandbehaviorsbecausethiscourseofaction
satisfiestheirpersonalneedsorthoseattitudesandbehaviorsarecongruentwiththeirpersonal
values

Structuralsourcesofpower(howdoorganizationsshapepowerrelations)
Poweralsoderivesfromthestructureofpatternedworkactivitiesandflowsofinformation
Characteristicsoforganizationsthatshapepowerrelationsinclude:
Uncertaintyreduction
CriticalContingencies
Thingsthatanorganizationanditspartsneedtoaccomplish
organizationalgoalsandcontinuesurviving
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
Whetherpeoplegainpowerasaresultofreducinguncertaintydependson
substitutability
Ifotherscanserveassubstitutesandreduceuncertainty,then
individualscanturntoavarietyofsourcesforaid
Thelesssubstitutabilitypresentinasituation,themorelikelythataparticular
personorgroupwillbeabletoamasspower
Centrality
Theabilityofapersonorgrouptoacquirepowerisalsoinfluencedbycentrality
Itspositionwithintheflowofworkintheorganization

IsGeorgeCentralinthisOrgchart?

Al

Barbara

Charlotte

Dave

Ethan

Frances

George

Harold

Ingrid

Joy

Kay

Mike

Norman

Whatabouttheredperson(George)inthiscommunicationflowchart?

DAY7:MOTIVATINGPEOPLEANDPERFORMANCE
Readings:
Goalsettingtheory
oMainpremise(s)
1.Thosewithstretchgoalperformsbetterthanthosewithvaguedo
yourbestgoals
2.Moregoalsuccessesleadstohighersatisfaction
oFourreasonsgoalsettingiseffective
1.Focusofattention
2.Energize
3.Impactpersistence
4.Useknowledgetoattaingoals
oFiveconditionsthatinfluencebenefitsofgoalsetting
1.Personmusthaveabilitytoobtainthegoals
2.Thepersonmustbecommittedtothegoals
A.Makingonesgoalspublic
B.Stretchgoalsshowconfidenceinthepersonfromleaders
C.Visionprovidedbyleadershouldgalvanizeandinspiretoachieve
goal

D.Monetaryincentivecouldbetiedtogoals
3.Peopleneedfeedbackonperformance
4.Tasksarecomplexforaperson
5.Situationalconstraintscanmakegoalattainmentdifficult
oEffectivenessofgoalsettingwithcomplextasks
1.Consistentwithgoalsettingtheoryhighergoalsledtohigher
performance.
2.Complextaskthatrequiresworkingsmarterratherthanworkinghard
participatorygoalsettingyieldhigherperformance
oRelationshipbetweengoalsettingandmotivation
1. GoalSettingiskeymechanismforselfmanagement
oPotentialpitfallsofgoalsetting
1.Leadstoquantityoverqualityorviceversa
2.Peoplenotwillingtohelpothers
3.GoalConflicts
4.Ethicalrisks
KeyElementsofMotivation:
1.Intensity
2.Direction
3.Persistence
Motivatorsvs.hygienefactors(Herzbergs2factortheory)
oRelationshipofmotivatorsandhygienefactorstojobsatisfaction/dissatisfaction:
1.TraditionalView
A.Satisfaction>Dissatisfaction
2.Herzbergs2FactorTheory
1.Motivators:satisfaction>Nosatisfaction
2.HygieneFactors:Nodissatisfaction>dissatisfaction
Jobenrichment(definition,stepsofimplementation,verticalvs.horizontaljobloading)
o

Classslides/discussion:
Expectancytheoryofmotivation:
oEffort>Performance>Reward
Thelinkbetweeneffortandperformance:
oSelfefficacy(whatisitandhowtoboostit):
Beliefincapabilitytoperformatask
Waystoincreaseselfefficacy
1.Enactivemastery
2.Vicariousmodeling

3.Verbalpersuasion
4.Arousal/energy
oGoalsetting(whataregoodgoals)
SSpecific
MMeasurable
AAchievablebutchallenging
RRelevant
TTimely
oWhatinfluencesgoaleffectiveness?
Abilityandknowledge
Goalcommitment
Feedback
Commitment
Taskcharacteristics(simplevscomplex,interdependence)
Situationalconstraints

DAY8:MOTIVATINGPEOPLEANDPERFORMANCE
Readings:
RewardingAwhilehopingforB
oDescribewhatitmeanstorewardforAwhilehopingforB(andprovide
example(s))
A.Rewardsystemsthatarefouledupinthatthetypesofbehavior
rewardedarethosewhichtherewarderistryingtodiscourage,whilethe
behaviordesiredisnotbeingrewardedatall.
Ieelectingpoliticians:votersvoteforthosewhomakevague
platformstatementsratherthanthosewhooutlinesoperational
stances.
War:WWIIwinthewargohome,motivationsarealigned/
Vietnamwarsoldiercouldgohomewhentourofdutyisover,
soldiersareincentivizedtonotfight
oKeycausesthatleadtorewardingAwhilehopingforB
1.Fascinationwithan"Objective"Criterion
2.OveremphasisonHighlyVisibleBehaviors
3.Hypocrisy
4.EmphasisonMoralityratherthanefficiency
Sixmythsregardingcompensation(andthecorrespondingreality)
1.LaborRatesandLaborCostsarethesamething

2.Youcanloweryourlaborcostsbycuttinglaborrates
3.Laborcostsconstituteasignificantproportionoftotalcosts
4.Lowlaborcostsareapotentandsustainablecompetitiveweapon
5.Individualincentivepayimprovesperformanceoppositeistrue
6.PeopleworkforMoneybuttheyworkevenmoreformeaningintheirlife.
Relationshipbetweencompensationandmotivation
o

Classslides/discussion:
Theoriesthatlinkperformanceandrewards:
oSelfdeterminationtheory
Intrinsicmotivationthatisbasedonthesatisfactionsofbehavingforits
ownsake
Extrinsicmotivationthatisinstrumentaloraimstowardoutcomes
Peopleneedthefollowing:
Competence:Peopleneedtogainmasteryoftasksandlearn
differentskills.
ConnectionorRelatedness:Peopleneedtoexperienceasenseof
belongingandattachmenttootherpeople.
Autonomous:Peopleneedtofeelincontroloftheirownbehaviors
andgoals.
Keypremise:Extrinsicrewardsmayundermineintrinsicmotivation
oReinforcementtheory
1.PositiveReinforcement:AddGoodstuff
2.NegativePunishment:EndGoodStuff
3.PositivePunishment:AddBadStuff
4.NegativeReinforcement:EndBadStuff
oEquitytheory
Individualscompareinputsandoutcomeswithothers
Choicesfordealingwithinequity:
1.Changeinputs(slackofforincreaseinputs)
2.Changeoutcomes(increaseoutputordecreaseoutputs)
3.Distort/changeperceptionsofselforothers
4.Chooseadifferentreferentperson
Expandedtoexplainemployeeattitudesandbehavior
1.Distributivejusticeperceivedfairnessofdistributionof
resourcesandrewards
2.Proceduraljusticeperceivedfairnessofprocessand
procedures

3.Interactionaljusticeperceivedfairnessofinterpersonal
treatmentreceived
Whatarethethreequestionsmotivationboilsdownto?
1.Whatdoemployeesvalue?
2.HowcanIhelpanemployeeseffortleadtoperformance?
3.HowcanItieanemployeesperformancetosomethingtheyvalue?

DAY9:COMMUNICATIONANDFEEDBACK
Readings:
Appraisalandcoaching
oDefinitionsofperformanceappraisalandcoaching
oDifferencesbetweenperformanceappraisalandcoaching
FearofFeedback
oBehaviorsthatoccurasaresultoffearingfeedback
oStepsforlearningtoadapttofeedback
ReflectedBestSelf(no)exercisestepsandbenefits

Classslides/discussion:
Howtogivefeedbackeffectively
Howtoreceivefeedbackeffectively
Threetypesofperformanceappraisals(tellsell,telllisten,problemsolving)
I.COMMUNICATION AND FEEDBACK
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)

c.

Fear of Feedback
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. General Tips
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. Formal Steps
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

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

describe strengths/weaknesses, explore feelings about evaluation
1.
Astep 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
ii. Tell-Listen:

DAY10:SOCIALCAPITAL
Readings:
Definitionofsocialcapitalandresourcesofsocialcapital
Socialcapitalreferstotheresourcesavailableinandthroughpersonalandbusiness
networks
Resourcesinclude
Information
Ideas
Leads
Businessopportunities
Financialcapital
Powerandinfluence
Emotionalsupport
Goodwill
Trust
Cooperation
Thesocialinsocialcapitalthattheresourcesarenotpersonalassetsnotone
personownsthem.Theresourcesresideinnetworksofrelationships
Humancapitaliswhatyouknowandsocialcapitaldependsonwhoyouknowand
whoyoudontknow.
Mythofindividualism
Culturalbeliefthateveryonesucceedsorfailsontheirowneffortsandabilities
Everythingthatpeoplehaveornohasbeenformedbyoutsideexperiencesandpeople
sonothingiscompletelyindividual
BusinessCaseforSocialCapital

Classslides/discussion:
PurposeofDevelopmentalNetworks

Networkcharacteristics
Howtobuildandmaintainnetworks

DAY11:LEADERSHIPDEVELOPMENT
Readings:
KeystoManagingOneself(PeterDruckerinHBSReadings):
Whataremystrengths?:onlywaytodiscoveristhroughfeedbackandanalysis.Afteridentifiedfocus
onthemandimprovethem.Moretogainbyfocusingonandimprovingstrengthsthanweaknesses.Do
youhaveintellectualarrogancecausingdisablingignorance?Fartoomanywithgreatexpertiseinone
areaarecontemptuousofknowledgeinotherareasorbelievethatbeingbrightisasubstitutefor
knowledge.Dofixbadhabitsthough:badmanners,failuretofollowthrough,procrastination,arenot
weaknessesbutdisablers.
HowdoIPerform?AmIareaderorlistener?HowdoIlearn?HowdoIwork?Onateamoralone?
DoIprovidethemostvalueasadecisionmakeroranadvisor?DoIperformwellunderstress?Big
organizationorsmall?Donottrytochangeyourselfyouareunlikelytosucceed.Butworkhardto
improvethewayyouperform.
Whataremyvalues?Mirrortestwhatkindofpersondoyouwanttoseeinthemirror?Doyour
valuesalignwithanorganizationsvalues?Shorttermversuslongtermresultsorientation.
WhereDoIbelong?Toanswerthisyoumustknowyouranswerstothethreepreviousquestions
above.Decidewhereyoudonotbelong.successfulcareersarenotplanned.Theydevelopwhen
peoplearepreparedforopportunitiesknowingwhereonebelongscantransformanordinaryperson
intoanoutstandingperformer.
WhatshouldIcontribute?Thinkabout:Whatshouldmycontributionbe?Whatdoesthesituation
require?HowcanImakethegreatestcontributiontowhatneedstobedone?Whatresultshavetobe
achievedtomakeadifference?
Responsibilityforrelationships:Managingyourselfrequirestakingresponsibilityforrelationships.1)
acceptthatotherpeopleareasmuchindividualsasyouyourselfare(strengths/weaknesses/waysof
working).2)takeresponsibilityforcommunication.Lotsofconflictarisesfrompeoplenotknowing
whatotherpeoplearedoingandhowtheydotheirwork.Organizationsnolongerbuiltonforcebuton
trust.
Thesecondhalfofyourlife:Many45+yearoldexecutivesstartsecondcareersoutofboredom.
Threewaystodevelopasecondcareer:movefromoneorganizationtoanotheroradifferentlineof
work.Createaparallelcareer(businessleaderleadanonprofit,sitonchurchboard).Social
entrepreneurshipfoundanonprofit.Also,havingasecondmajorinterestcanbeanescape/outletfor
lifessetbacksintheotherjoborathome.

Classslides/discussion:
Sixleadershipcompetencies

Competencies

Description

Influencing

Demonstratesthecapacitytoinfluenceothersbeliefs,
attitudes,andbehaviors

CommunicatingEffectively

Communicatesinaclearandnondefensivemannerto
differentaudiences

Agility

Easilyadaptstochangingsituations,requirements,and
externalconstraints

Execution

Completesassignments,tasks,andprojectsontime
withhighqualitystandards

DecisionMakingwIntegrity

Recognizesopportunitiesandproblemsanddevelops
alternativesolutionsthatledtodesiredresultswhile
possessinghighethicalstandards

EmotionalIntelligence

Managesoneselfandinteractswithothersinamature
andconstructivemanner

Categoriesofdevelopmentalactivities
1.
Onthejobactivities
2.
Offthejobactivities
3.
Modelothers
4.
Educationalactivities
5.
Experiment
6.
Consultthefeedback

DAY12:LEADINGTEAMS
Readings:
Definingcharacteristicsofteams
Interactwithoneanother(facetofaceorvirtual)
Pursuecollectivegoals(clearteamtask)
Interdependence
Structure(normsandroles)
Unityoridentity


Criteriaforteameffectiveness
Performance
Theteammustmeettheneedsoftheuserofthegroupsoutput(oftenproductquality
orservicequality)
Satisfaction
Theteamshouldcontributetopersonalwellbeinganddevelopmentofthemembers
Meetthemembersneedsforsatisfyingwork
Viability
Overtime,theteamshouldenhancethecapabilityofworkandlearntogetherinthe
future

ComponentsofTeamDesign
Diagnosingthetask
TaskComplexity:requiresbreadthanddepthofskillsandexpertise
TaskInterdependence:multipleindividualsmustworktogether(relyoneachother)to
completethetask
TaskObjectives:timelinefortaskcompletion,cleardirection
Establishingtheteamenvironment
Rewards:compensationsystem(teamincentivestomotivatecollaboration)
Responsibilitiesofleadersandmembers
Selectingtherightteammembers
TeamSize:justenoughmemberstoperformthetaskathand,bettertohaveless
IndividualSkills:rightmixoftechnicalandinterpersonalskills
Diversity:functionalexpertise,educationalbackground,workexperience(more
complextasksgenerallycallformorediverseteam)
Definingformalroles:divisionoflabor
Formalleadership:membersshouldhavesharedunderstandingofleadershipstructure

ComponentsofTeamProcesses
Launchingtheteam
Theinitialmeetingisimportanttolearnaboutteammembersbehaviorsandinteractions
Afterthelaunch
Diagnosingandstructuringformalteamprocesses
Diagnosingemergentteamprocesses
Quantityandqualityofinformationexchange
Collaborativebehavior
Jointdecisionmaking
Assessingunderlyingidentitydynamics

Identitydynamicsaffectbehavioralintegration
Subgroupsasaspecialcaseofidentitydynamics
Teamidentification
Improvingdysfunctionalteamprocesses
Formallystructuringteaminteraction
Shapinginformalnorms

FaultlineTheory
Subgroupsorcoalitionsthatemergeinteams(typicallyalongvariousdemographiclines)
Conflictismorelikelytooccur
Strongfaultlinesdecreaseidentitywithteamasawhole
Leadermustestablishcollaborativeenvironmentworkacrossboundariestomanagefaultlines
Taskorientedvs.relationshiporientedleadershipstylemosteffectivepathistostart
taskorientedandthenmovetorelationship
First,focusontaskandstructure(createenergyaroundtasks,setexpectations,clarify
roles)
Second,buildrelationship

Surfacelevelattributes:
Demographiccharacteristics
Age,gender,functionalbackground,education,nationality
Initialformationoffaultlinesisbasedonsurfacelevelattributes
Deeplevelattributes
Personalvalues
Dispositions
Attitudes
Personality
Knowledge
Notvisibleduringformationofteam

Classslides/discussion:
IPOmodelofteamskeycomponents

Keyteamprocesses:transition,action,interpersonal

DAY13:ORGANIZATIONALCHANGE
Readings:
Stepsinorganizationalchange
NetworkSecretsofGreatChangeAgents:
Predictorsofchangeagentssuccessrelationshipsarecritical.
Changeagentswhoarecentralinorganizationsinformalnetworkhaveadvantage.
Peoplewhobridgeddisconnectedgroupsweremoreeffectiveatimplementingdramatic
reforms.
Beclosetofencesittersbewareofresistors.
Cohesivenetworkworkswellwhenchangeisnotdivergent(buildfastsupport)
Bridgingnetworkworksbetterformoredramatictransformations(easiertotailoryourmessage
dependingontheindividual/group)

LeadingChange:
Changegoesthroughmultiplestages,andcriticalmistakesinanystagecanbedevastating.
1. Establishasenseofurgencyconvinceatleast75%ofmanagersthatthestatusquoismore
dangerousthantheunknown.
2. Formapowerfulcoalitionassembleagroupwithsharedcommitment.
3. Createavision
4. Communicatethevisionuseeveryvehicle
5. Empowerotherstoactonthevision
6. Createshorttermwins
7. Consolidateimprovementsandproducemorechange
8. Institutionalizenewapproaches
Classslides/discussion:
Definitionofchange
Sourcesofresistancetochange

CaseAnalysis:
Whathaschanged?
Whatleadstoyourconclusionsonthecausesoftheproblem?