8618 Chapters
  Title Author Publisher Format Buy Remix
Medium 9781576752081

Strategy 4: Invite Others to Be Your Mirror Rather than Your Blind Spot

Silberman, Mel Berrett-Koehler Publishers ePub

Consider each of the following hypothetical work situations. Would you want others to tell you if the situation were true of you? Would you be likely to tell someone else if the situation were true of him or her?

Although you probably wouldn’t be happy to learn that any of these scenarios applied to you, if you are like most people, you would be more willing to receive such feedback (assuming it were true) than to volunteer it to someone else. This is the basic feedback dilemma: We all have blind spots and need others to reveal them to us, but others are often reluctant to do so.

Think of all the reasons you might hesitate to tell a colleague (or worse, your boss) that he or she was guilty of any of these faux pas. Maybe you’re not sure the person would appreciate the feedback. Maybe you would be overstepping your bounds, especially if the person is your boss. Maybe he or she would get angry, or even seek reprisal. Maybe you just don’t want the hassle.

Because honest feedback on the job is an important and scarce commodity, people-smart individuals have learned that waiting for it isn’t enough. Instead, they practice the strategy of inviting feedback from a wide circle of people. Even when they disagree with the feedback they receive, people-smart individuals know that they are better off knowing how others see them than guessing.

See All Chapters
Medium 9781576753408

3 A Model of Managing

Mintzberg, Henry Berrett-Koehler Publishers ePub

A good theory is one that holds together long enough to get you to a better theory.

Donald O. Hebb (1969)

In search of a better theory, we turn now from the characteristics of managing to its content: what is it that managers actually do, and how?

We begin with the gurus, most of whom have seen the job in its component parts, not its integrated whole, and the academics, who have seen the whole as lists of disconnected parts. This chapter proposes a model of managing that positions the parts within the whole, by depicting managing as taking place on three planes: information, people, and action, inside the unit and beyond it. A final section describes the well-rounded job of managing as a dynamic balance.

Managing One Role at a Time If you wish to become famous in management—one of those gurus—focus on one aspect of managing to the exclusion of all the others. Henri Fayol saw managing as controlling, while Tom Peters has seen it as doing: Dont think, do is the phrase I favor (1990; on Wall Street, of course, managers do deals). Michael Porter has instead equated managing with thinking, specifically analyzing: I favor a set of analytical techniques for developing strategy, he wrote in The Economist (1987:21). Others such as Warren Bennis have built their reputations among managers by describing their work as leading, while Herbert Simon built his among academics by describing it as decision making. (The Harvard Business Review concurred, for years pronouncing on its cover, The magazine of decision makers.)1

See All Chapters
Medium 9781576752425

Chapter 9 Delivering Managerial, Technical, and Awareness Training

Jacobs, Ronald Berrett-Koehler Publishers PDF

142 Structured On-the-Job Training Process

individual events in order to accommodate the needs of particular trainees. Others have learned how to blend the middle three training events—presentation, response, and feedback—into a seamless, repeating cycle of trainer behavior. Such a blending helps make the training session like an easygoing but still purposeful social interaction between two individuals, not a stiff formal presentation. It should be emphasized that one moves toward such a level of trainer ability only with a thorough prior understanding of the training events.

Finally, trainers must use effective communication skills. From the beginning of the training session, the trainer should maintain eye contact with the trainee, speak clearly and distinctly, use humor appropriately and only when related to the training, and display positive nonverbal messages. Any trainer should have learned these skills as part of his or her own training and development program.

1. PREPARE THE TRAINEE

See All Chapters
Medium 9781576750353

Introduction

Robert K. Greenleaf Berrett-Koehler Publishers ePub

“The servant-leader is servant first. It begins with the natural feeling that one wants to serve. Then conscious choice brings one to aspire to lead. The best test is: do those served grow as persons; do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants?”

Robert K. Greenleaf, The Servant as Leader, 1970

With that initial definition of servant-leadership in 1970, Robert K. Greenleaf planted a seed of an idea that continues to grow in its influence on society with each passing year. In fact, during the 1990s, we have witnessed an unparalleled explosion of interest and practice of servant-leadership. In many ways, it can be said that the times are only now beginning to catch up with Robert Greenleaf’s visionary call to servant-leadership.

Servant-leadership, now in its third decade as a specific leadership and management concept, continues to create a quiet revolution in workplaces around the world. This introduction is intended to provide a broad overview of the growing influence this unique concept of servant-leadership is having on people and their workplaces.

See All Chapters
Medium 9781576751596

Chapter 5 Relationship Builder

Lengnick-Hall, Mark Berrett-Koehler Publishers ePub

“Everybody on this planet is separated by only six other people.”
—John Guarre

Organizations are networks of relationships. There are many internal relationships that affect organizations, such as supervisor-employee; union-management; line-staff; mentor-protégé; and co-worker–co-worker. There are also many external relationships that affect organizations, such as those with suppliers, customers, regulators, competitors, and other stakeholders. However, HRM has traditionally focused on individuals—hiring, training, evaluating, rewarding, and other activities have mostly centered around the individual employee (Uhl-Bien, Graen, & Scandura, 2000). This is sometimes described as “having the right people in the right place at the right time doing the right things.” To more accurately reflect organizational functioning, however, we might amend that statement to read “having the right people with the right relationships in the right place at the right time doing the right things” (Uhl-Bien, Graen, & Scandura, 2000).

See All Chapters
Medium 9781576754962

17 Accountability in Human Resource Development

Swanson, Richard A. Berrett-Koehler Publishers PDF

INTRODUCTION

Perhaps one of the toughest issues in HRD is how HRD and its organizational sponsors can structure an effective accountability system. Such a system must meet a sponsor’s need to know that HRD resources are being deployed effectively and HRD’s need to have measures that indicate whether desired results are being achieved efficiently. Organizations are increasingly demanding that HRD develop effectiveness and efficiency measures as a result of the increasing importance of

HRD interventions for organizational effectiveness.

A chapter such as this would usually be titled “Evaluation in HRD,” but the goal here is to take a fresh approach. The primary issue is accountability, not evaluation. Traditionally, HRD professionals have relied on variations of program evaluation models derived from educational evaluation methodology. This approach has largely failed because it has not been widely adopted in the business and organizational context of HRD.

Unlike staffing or other human resource management activities, human resource development is a virtual kaleidoscope of activities, only a portion of which is under the control of the organization. Development ranges from the informal and nearly impossible to detect and measure (e.g., when one employee informally teaches another how to do something) to the formal and easily measured (e.g., a systematic organization development intervention aimed at a welldefined performance issue.

See All Chapters
Medium 9781786394996

10 Dreaming of Al-Quds (Jerusalem): Pilgrimage and Visioning

McIntosh, I.S.; Quinn, E.M.; Keely, V. CABI PDF

10 

Dreaming of Al-Quds (Jerusalem):

Pilgrimage and Visioning

Ian S. McIntosh*

Indiana University–Purdue University Indianapolis (IUPUI), Indiana, USA

A visioning process pursued by students at Gaza University in a virtual classroom from 2012 to 2014 recognized the potential of pilgrimage to deliver positive outcomes in three critical areas, namely: (i) healing; (ii) marketplace development; and (iii) building a culture of peace. Gaza students were inspired by their shared vision for the future. In 2050 the now forbidden pilgrimage to Al-Quds (Jerusalem) was attracting over 3 million pilgrims from across the Muslim world. This pilgrimage, one of the largest in Islam, was now the cornerstone of a vibrant and sustainable tourist industry in the Gaza Strip, a bridge to interfaith cooperation, and a catalyst for peace in the region. Gaza, in this vision of the future, had itself undergone an astonishing transformation. Its seaport and airport were now among the busiest in the Mediterranean and the gateway for pilgrims and tourists alike. By drawing upon student reflections on the visioning process, and case studies of other pilgrimages – both peacerelated and ‘forbidden’ – this chapter highlights the relationship between this wished-for journey of pilgrims to the sacred centre in Al-Quds and the journey of the Gaza Strip itself from its current state of crisis to its liberation and prosperity.

See All Chapters
Medium 9781576754443

9 Fearing Feedback

Quinn, Ryan W. Berrett-Koehler Publishers ePub

RYAN: After studying Japanese for two years in college, I had an opportunity to spend a year studying corporate strategy and international business at Hitotsubashi University in Japan. I was thrilled and scared about the opportunity. Even though I studied Japanese for two years, my skills were limited. My ability to read and write Japanese improved regularly as I studied and practiced, but I did not speak or understand Japanese very well.

Upon arriving in Japan, I was embarrassed at how poor my ability to speak and understand Japanese was. I would try to speak to people, but I usually had to ask them to repeat themselves many times. I felt like I was stupid and I was a burden to the people I was speaking to. For example, if I was in a train station and I did not know which train to take, I would ask for directions. People would give me the directions, but I would not understand. Sometimes I would ask them to repeat themselves, but after they had repeated themselves two or three times I would just pretend that I understood and say thank you because I was too embarrassed to ask again. I tried asking other people, but that was embarrassing as well. Sometimes I would spend fifteen or twenty minutes standing by a map with my dictionary trying to figure out what train to get on, rather than have to bother more people and humiliate myself further by asking anyone for directions.

See All Chapters
Medium 9781576750797

APPENDIX D: COMPLAINT HANDLING: WHERE DOES THE LATEST RESEARCH TAKE US?

Barlow, Janelle Berrett-Koehler Publishers ePub

The last twenty years have seen a dramatic increase in the number of articles written about customer complaints. Many are solid, research-based articles; others offer mostly advice about this difficult subject. When A Complaint Is a Gift was published in 1996, Barlow and Møller plotted the sheer number of articles published on complaint handling. Since then, Barlow and Maul have gone back to see what additional articles have been written since 1995, once again using the Dialog database as a basic source. Here’s what we found.

Clearly, the interest in this topic has not waned, though the increase in articles on complaint handling does seem to be leveling off. Recent articles range in topics from the simple and direct, “How to Handle Customer Complaints,” to the complex and research based, “Why Don’t Some People Complain? A Cognitive-Emotive Process Model of Consumer Complaint Behavior.”1 Within this growing body of printed research and advice, however, there is little discussion of the verbal interaction between service representatives and complaining customers. Since this is precisely where the highest component of emotionality resides, there clearly is room for more research in this area.260

See All Chapters
Medium 9781574411775

2. What He Looks Like, What He Wears

John R. Erickson. Photographs by Kristine C. Erickson University of North Texas Press PDF

Chapter Two

What He Looks Like,

What He Wears

T

he cowboys I have known were pretty much average-sized fellows, rarely very tall, very short, or very heavy. Perhaps this physical description fits a national average and would be the same in other professions and trades, but I suspect there is more to it than that. If you observe people in a public place, such as an airport or a bus station, you will notice that there are a lot of tall and short men in this world. If you observe physical shapes in a restaurant, you will note that many of our countrymen are chunky. Yet, on a roundup crew composed of fulltime cowboys, you don’t see these extremes of physical types, which makes me think that there is something in the nature of the work that repels the very short, the very tall, and the overweight. Maybe fat men lack the endurance for heavy physical work or the ability to perform in extreme heat. There is also the possibility that, under the rigors of the profession, fat men tend to become unfat, and to remain that way.

See All Chapters
Medium 9781523084760

Chapter 8: The Athlete

DeGraff, Jeff; DeGraff, Staney Berrett-Koehler Publishers ePub

It wasn’t the kids that brought Gary to Kung Fu. When his friends found out he was opening a training studio for students, they were beyond surprised. Gary wasn’t exactly a people person, let alone good with kids. During his time in the military, when he first discovered his passion for Kung Fu, he was a bit of a lone ranger. So, to those who knew him, the thought of Gary surrounded by eager, impressionable kids was unimaginable, comical—even preposterous.

Gary and his students were studies in almost cartoonish contrasts. The kids were in it for the fun while Gary was in it for the ancient Chinese precepts that had drawn him to the martial art as a soldier: the strict adherence to a code of personal conduct and the self-denial. The youngsters who enrolled in Gary’s class were far from the serious, disciplined pupils he expected. They were simply kids brought by their parents, looking for a good time.

Despite his students’ understandably fun-loving spirits, Gary taught the kids the only way he knew how—the same way he had learned martial arts: through systematic repetition, subordination, and self-discipline. The children struggled, cried, and left the program. At first, Gary was disappointed that these kids showed no perseverance and that their parents had enabled this behavior. But when his own children had the same reaction to his training, Gary began to rethink his entire approach.

See All Chapters
Medium 9781576757659

Brandeis University

Aspen Institute,, The Berrett-Koehler Publishers PDF

A Closer Look at:

Brandeis University

Heller School for Social Policy and Management / Waltham, MA http://heller.brandeis.edu/

WHAT THE SCHOOL SAYS:

A new generation of managers is needed to lead organizations in the effective pursuit of social missions in the non-profit, for-profit, and public sectors. The Heller School's high standards for management education and its history of excellent policy research and activism are important assets for people contemplating careers as leaders of organizations with a social mission.

A QUICK LOOK

NOTE: All information is self-reported data submitted to the Center for Business Education

COURSES*

Accounting (2)

Business & Government (1)

Business Law (2)

CSR/Business Ethics (3)

Economics (1)

Entrepreneurship (1)

Finance (3)

HR Management (1)

International Management (2)

General Management (4)

Marketing (1)

Organizational Behavior (1)

Operations Management (1)

Public/Nonprofit Mgt (1)

Strategy (2)

KEY CONCENTRATIONS

NOTABLE FEATURES

CORE COURSES:

Economics

This course introduces various economic concepts. The concepts are useful in understanding markets and also some key management decisions. The course examines how the manager of an organization with a social mission must also work with revenues and costs as basic factors in decisions.

See All Chapters
Medium 9781576759707

1 Fire for Better or Worse

Dressler, Larry Berrett-Koehler Publishers ePub

It was a familiar feeling—tightness in my chest and the back of my neck. This told me it was time to breathe, trust, let go of attachment to outcome, listen deeply to what was going on, and test things that might or might not go well.

—Gibran Rivera
Senior Associate,
Interaction Institute for Social Change

GROUP FIRE IS THE STATE IN WHICH a situation feels uncomfortable, emotionally heated, intense, and perhaps quite personal. Fire is as pervasive in human interactions as it is in nature—and just as necessary. In this chapter we will learn to recognize different forms of group fire, appreciating both the productive or destructive qualities of high-heat meetings. We’ll also examine the ways in which our habits of thinking, emotional hot buttons, and egos make us vulnerable to unwise thoughts and actions when we are standing in the heat of human interaction.

We see fire in the halls of government and in the hallways of our elementary schools. It shows up when the leaders of our churches, synagogues, and mosques gather. We feel the fire at town council meetings and industry conferences. When historic adversaries, diverse ethnic groups, and world leaders come together, we expect and usually get fire. When industry leaders, elected officials, scholars, social activists, and citizens come together to deliberate pressing issues like hunger, climate change, and national security, we witness the fire.

See All Chapters
Medium 9781576752531

3: The Wall

Schmaltz, David A. Berrett-Koehler Publishers ePub

27


The First approached the Elephant,
And happening to fall
Against his broad and sturdy side,
At once began to bawl:
“God bless me! but the Elephant
Is very like a wall!”

—From “The Blind Men and the
       Elephant,” by John Godfrey Saxe

There’s always someone at the start of every project. Someone’s not ready, while everyone else strains at the reins. When we set to work, this one drags his feet. He complains about irrelevant things and seems not to be hastening slowly or otherwise. He’s a pain in the butt.

Most ignore him and get on with their real work. Some try to push him off his dime. Sometimes they succeed in getting him moving with the others, but he engages hesitantly, as if he has left something important behind. Later he will seem to have forgotten about whatever felt so very important at the beginning, but the memory of it will occasionally return to inconvenience him, and his reaction then will inconvenience those around him.

28

We might be taught to hasten slowly at the beginning, to cautiously consider before proceeding, but most of us quickly figure out how to ditch any roadblock between us and full speed ahead, leaving the careful considerer behind. We take a deft sidestep or an innocent about-face, but we usually avoid the wall that so evidently blocks progress.

See All Chapters
Medium 9781576754924

Chapter 6: Feet First

Goman, Carol Kinsey Berrett-Koehler Publishers ePub

FOR MILLIONS OF YEARS, our feet and legs have been our primary means of locomotion and in the forefront of responses to “fight, flight, or freeze” survival strategies. Our limbic brain (also called the mammalian brain) is at the center of our emotional response system. Its major function is to react instantaneously to incoming information from the environment. Emotional reactions, as we know, occur prior to thought. Before we’ve had time to develop any conscious plan, our limbic brain has already made sure that our feet and legs, depending on the situation, are geared to run away, kick out in defense, or freeze in place.

And we’re hardwired for these reactions to threats. Although the hazards are very different in a modern business setting, whenever we are faced with something we perceive to be dangerous or even disagreeable, our feet and legs still respond in the same way: they freeze first, attempt to distance second, and finally, if no other alternative is available, prepare to fight and kick.

See All Chapters

Load more