THE PEOPLE WHO MAKE ORGANIZATIONS GO- OR STOP
“It’s not what you know, it’s who you know.”
Four Common Role-Players: 1. Central Connects: these are the people who link people in an informal network with one another. They aren’t usually the formal leaders within a unit or department, but they know who can provide critical information or expertise that the entire network draws on to get work done.
Even though there is a CEO in the company, this person is very important as well. 2. Boundary Spanners: these are the people who connect an information network with other parts of the company or with similar networks in other organizations. They take the time to consult with an advise individuals from many different departments- marketing, production, for instance- regardless of their own affiliations.
Connect people from different departments with each other. 3. Information Brokers: these are the people who keep the different subgroups in an informal network together. If they didn’t communicate across the subgroups, the network as a whole would splinter into smaller, less-effective segments.
Connect subgroups together 4. Peripheral Specialists: these are the people who anyone in an informal network can turn to for specialized expertise.
Are the specialists on the side and tend to be loners.
It is important to know who these people are in the organization, because whenever you need something, these people will point you to the right direction and connect you with the right people.
Above and beyond rewards are awarded to the connectors.

EMPOWERMENT: THE EMPEROR’S NEW CLOTHES
Two Kinds of Commitment: External Commitment | Internal Commitment | Tasks are defined by others | Individuals define tasks | The behavior required to perform tasks is defined by others | Individuals define the behavior required to perform tasks | Performance goals are defined by management | Management and individuals jointly define performance goals that are challenging for the individual | The importance of the goal is defined by others | Individuals define the importance of the goal |

Four Steps for Implementing and Promoting Organizational Change: 1. Define a vision 2. Define a competitive strategy consistent with the vision 3. Define organizational work processes that, when executed, will implement the strategy 4. Define individual job requirements so that employees can carry out the processes effectively
Like the emperor’s new clothes, we praise empowerment loudly in public, and ask ourselves privately why we can’t see it.
When the Berlin Wall came down, workers were so use to taking orders, they had trouble taking initiative.
Offering employees rewards creates dependency rather than empowerment.
“They will ask their managers for he, and their managers will tell them what to do, not how to do it”
Sensibility about empowerment:
Stop creating change programs that are contradictory
Understand that empowerment has its limits
External and internal must coexist
Be realistic about empowerment

“You can empower all of the people some of the time and some of the people all of the time, but you can’t empower all of the people all of the time.” –Abraham Lincoln

CRACKING THE CODE OF CHANGE

THEORY E: change strategies usually involve heavy use of economic incentives, drastic layoffs, downsizing, and restructuring. Shareholder value is the only legitimate measure of corporate success.
EX. SCOTT PAPER Jack Welch type of control; layoffs and downsizes; may be good for short term after a crisis

THEORY O: change strategies are geared toward building up the corporate culture: employee behaviors, attitudes, capabilities, and commitment. The organization’s ability to learn from its experiences is a legitimate yardstick of corporate success.
EX. CHAMPION INTERNATIONAL Come together and develop a culture; may not fix a current crisis

To be effective, we need a mix of Theory E and Theory O.

DIMENSIONS OF CHANGE | THEORY E | THEORY O | THEORIES E AND O COMBINED | Goals | Maximize shareholder value | Develop organizational capabilities | Explicitly embrace the paradox between economic value and organizational capability | Leadership | Manage change from the top down | Encourage participation from the bottom up | Set direction from the top and engage the people below | Focus | Emphasize structure and systems | Build up corporate culture: employees’ behavior and attitudes | Focus simultaneously on the hard (structures and systems) and the soft (corporate culture) | Process | Plan and establish programs | Experiment and evolve | Plan for spontaneity | Reward system | Motivate through financial incentives | Motivate through commitment-use pay as fair exchange | Use incentives to reinforce change but not to drive it | Use of consultants | Consultants analyze problems and shape solutions | Consultants support management in shaping their own solutions | Consultants are expert resources who empower employees |

WHY DO EMPLOYEES RESIST CHANGE?

Top level managers see change as an opportunity to strengthen the business by aligning operations with strategy, to take on net professional challenges and risks, and to advance their careers. For many employees, however, including middle managers, change is neither sought after nor welcomed. It is disruptive and intrusive. It upsets the balance.

3 Dimensions: 1. Formal: captures the basic tasks and performance requirements for a job as defined by company documents such as job descriptions, employment contracts, and performance agreements. a. What am I supposed to do for the organization? b. What help will I get to do the job? c. How and when will my performance be evaluated, and what form will the feedback take? d. What will I be paid, and how will pay relate to my performance evaluation? 2. Psychological: addresses aspects of the employment relationship that are mainly implicit, such as trust and emotion. Managers expect employees to be loyal and willing to do whatever it takes to get the job done. e. How hard will I really have to work? f. What recognition, financial reward, or other personal satisfaction will I get for my efforts? g. Are the rewards worth it? 3. Social: note what the company says about its values in its mission statement and observe the interplay between company practices and management’s attitude toward them. h. Are my values similar to those of others in the organization? i. What are the real rules that determine who gets what in this company?

THE TOOLS OF COOPERATION AND CHANGE

Managers’ ability to get results in encouraging people to work together and accomplish change depends on selecting tools that match the circumstances they face.

4 Types of Cooperation Tools: 1. Leadership tools: on the top and have all the control; charisma, salesmanship, role modeling 2. Management tools: making plans and taking charge of employees; training, financial incentives 3. Power tools: intense and forceful; threats, role definition 4. Culture tools: don’t like change; traditional, democratic

Leadership Tools | Culture Tools | Power Tools | Management Tools |
No Consensus--------------------------------------------------------------------------------------------- Broad Consensus

Power tools: when members of an organization share little consensus on either dimension of agreement, the only tools that will elicit cooperation are the power tools; include force and threats

Management tools: group members need to agree on cause and effect but not necessarily on what they want from their participation in the organization; include training and measurement systems

Leadership tools: high level of consensus that a change is consistent with the reason employees have chosen to work in the enterprise—even if consensus is low on how to achieve the change

Culture tools: employees will cooperate almost automatically to continue in the same direction.

SEXUAL HARASSMENT LAW AND POLICY 1) The dual elements of sexual harassment

1. Quid Pro Quo Sexual Harassment: involves the exchange of a job benefit for expressed or implied sexual favors. 2. Hostile Environment Sexual Harassment: involve the physical place of work (nude calendars) or on-going patterns of behavior, such as repeated requests for dates or continuing lewd comments.
Equal Employment Opportunity Commission (EEOC) purported to make employers broadly responsible for the conduct of people on their payroll.

Pursuing sexual harassment claims and awards: internal (Boss) and external (EEOC)

LISTEN UP! HOW TO BE APPROPRIATELY ASSERTIVE

Type of Aggression: 1. Sherman tanks: attack personally “when I read your e-mail I wanted to kick your head in” 2. Snipers: low key “stop making us relive your painful youth” 3. Bulldogs: latch onto ideas and won’t let go

Types of passivity and docility: 1. Doormats: have trouble saying no; will not stand up for themselves 2. Identifying docile behavior: speaking softly, not making eye contact, award body language 3. Variety in our behavior: be aware of behavior and learn to control it, making it work for you

Harris’s Model | | Others | | | Not Ok | Ok | SELF | OK | PARENTI’m Ok, You’re not Ok | ADULTI’m Ok, You’re Ok | | Not Ok | TEENI’m not Ok, You’re not Ok | CHILDI’m not Ok, You’re Ok |

Issues in Understanding the Assertiveness Continuum: 1. Fear of judgment: afraid to be rejected 2. Silence: not always passive, may be taking in your information or simply introverts 3. Passive aggression: don’t feel safe in expressing their anger straight out 4. Bidding: some leaders don’t realize but they ask for certain responses from others

In Relationship with Others: 1. Make eye contact 2. Ask them what they want 3. Ask for feedback 4. Pick your battles

Tools: 1. Compromising 2. Fighting fire with fire 3. You can’t treat me that way 4. Refocusing on the facts

WHAT MAKES A LEADER?

1. Self-awareness: the ability to recognize and understand your moods, emotions, and drives, as well as their effect on others. a. Self-confidence; realistic self-assessment; self-deprecating sense of humor 2. Self-regulation: the ability to control or redirect disruptive impulses and moods; the propensity to suspend judgment to think before acting b. Trustworthiness and integrity; comfort with ambiguity; openness to change 3. Motivation: a passion to work for reasons that go beyond money or status; a propensity to pursue goals with energy and persistence c. Strong drive to achieve optimism, even in the face of failure; organizational commitment 4. Empathy: the ability to understand the emotional makeup of other people; skill in treating people according to their emotional reactions d. Expertise in building and retaining talent 5. Social skill: proficiency in managing relationships and building networks; find common group e. Effectiveness in leading change; persuasiveness

LEADERSHIP THAT GETS RESULTS

Emotional Intelligence: 1. Self-awareness: emotional self-awareness; accurate self-assessment; self-confidence 2. Self-management: self-control; trustworthiness; adaptability; achievement orientated 3. Social-awareness: empathy; organizational awareness; service orientation 4. Social skills: visionary leadership; influence; team work; communication; change catalyst

Six Leadership Styles: 1. Coercive: demands immediate compliance; use for only short-term, usually after a crisis a. Do what I say! (Negative) 2. Authoritative: mobilizes people towards a vision; most effective b. Come with me. (Positive) 3. Affiliative: creates harmony and builds emotional bonds; value individuals emotions, rather than their tasks and goals; use this style closely with authoritative c. People come first (Positive) 4. Democratic: forges consensus through participation; must include people to avoid lashing out d. What do you think? (Positive) 5. Pacesetting: set high standards for performance; micromanage; do things better and faster e. Do as I do, now! (Negative) 6. Coaching: develops people for the future; help employees find their strengths and weaknesses f. Try this (Positive)

PRIMAL LEADERSHIP

“We’ve known for years that emotional intelligence improves results- often by an order of magnitude. Now, new research shows that a leader’s mood plays a key role in that dynamic- a discovery that should redefine what leaders do first and best.”

Who do I want to be?
Who am I now?
How do I get from here to here?
How do I make change stick?
Who can help me?

INVESTIGATIVE NEGOTIATION

1. Don’t just discuss what your counterparts want- find out why they want it.
What they want and why they want it? 2. Seek to understand and mitigate the other side’s constraint.
What is stopping them from agreeing? 3. Interpret demands are opportunities.
How can their demand help me? 4. Create common ground with adversaries.
Find common ground; example: the eggs 5. Continue to investigate even after the deal appears to be lost.
See what you could do differently in the future

Getting information from distrustful negotiators: 1. Negotiation entails risk; may need to share private information 2. Share information and encourage reciprocity; show there is trust by giving information 3. Negotiate multiple issues simultaneously; don’t just latch onto one 4. Make multiple offers at the same time; multiple offers that are equally valuable to you

GETTING PAST YES

Deal-minded negotiators and Implementation-minded negotiators

DEAL MINDED NEGOTIATORS | VERSUS | IMPLMENETATION MINDED NEGOTIATORS | Introduce new information at strategic points in negotiation; raises net issues at the end | SURPRISE | Propose agendas in advance so both parties can prepare; suggest questions to be discussed; raises issues early | Withhold information; fail to correct mistaken impressions | INFORMATION SHARING | Create a joint fact gathering group; third-party research and analysis; question assumptions openly | Create artificial deadlines | CLOSING TECHNIQUES | Define interest that need to be considered for the deal to be successful | Focus on documenting commitments rather than on testing the practicality of those commitments | REALISTIC COMMITMENTS | Ask tough questions about both parties’ ability to deliver; establish contingency plans | Limit participation in discussions to decision makers; keep outsides in the dark | DECISION MAKING AND STAKEHOLDERS | Repeatedly ask about stakeholders: whose approval is needed? Who might interfere? |

A New Mind Set: 1. Start with the end in mind 2. Help them prepare 3. Treat alignment as a shared responsibility 4. Send one message 5. Manage negotiation like a business process

FEAR OF FEEDBACK

“If you’re nervous about asking the boss how you’re doing, you’re not alone. Getting the guidance you need requires recognizing your fears, countering them with adaptive techniques, and gathering comments before your annual review.”

Fear Itself: 1. Procrastination: we do it because we feel helpless about a situation and are anxious, embarrassed, or dissatisfied with it. (Conscious) 2. Denial: when we’re unable or unwilling to face reality or fail to acknowledge the implications of our situations (unconscious) 3. Brooding: faced with situations that make us feel we can’t master; lapse into passivity, paralysis, isolation 4. Jealousy: comparing ourselves with others; it’s bad when it’s based on envy, rivalry 5. Self-sabotage: undercut themselves (unconscious)

Learning to Adapt: 1. Recognize your emotions and responses. 2. Get support. 3. Reframe the feedback. 4. Use incentives

Getting the Feedback you Need: 1. Self-assessment 2. External feedback 3. Absorbing the feedback 4. Taking action

WERE ENRON’S ETHICAL MISSTEPS A MAJOR CAUSE OF ITS DOWNFALL?

Enron said they were ethical, honorable, and responsible corporate citizens; but they turned out to be unethical, and resulted in harming not only their investors, but their employees as well.

“people will pay much more attention to what we do than what we say.”

HOW (UN) ETHICAL ARE YOU?

UNINTERNATIONAL UNETHICAL DECISION MAKING: 1. Implicit forms of prejudice: STEROTYPES 2. Bias that favors one’s own group: SOCIAL CLASS, RACE, RELIGION, FRIEND 3. Conflict of interest: DO WHAT BENEFITS YOU 4. Tendency to over claim credit: OVERRATE OURSELVES