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Chapter 14: Developing Managers V: Diffusing the Innovation

Mintzberg, Henry Berrett-Koehler Publishers ePub

Most technologies take twenty years
to become an overnight success.

—PAUL SAFFO

What exactly is the IMPM? A program? A process? A laboratory? A template?

It certainly is a program, the term I have been using all along. And as I quoted Michael Heuser at Lufthansa in the prior chapter, it has certainly been a process, too. But it is more than either of these.

The IMPM has been our laboratory, to develop, test, and integrate a number of innovations in management education. Some we created ourselves; some we borrowed from others; the most important one combines them all: The IMPM may be made up of innovations, but we see it as an innovation.

I believe I speak for my colleagues in claiming that this innovation is now solid—clearly defined in concept and successfully executed in practice. Into our eighth year, together with related initiatives (described in this chapter), the innovation works, consistently. So it is time for its own impact, beyond its own activities. It is time, in other words, to change management education—or perhaps to begin it in earnest.

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Landing the Job

Blanchard, Ken Berrett-Koehler Publishers ePub

The day for the third interview arrived, and Blake was a bit more relaxed than on his previous meetings—in part because he had another job offer and in part because Debbie had defused some of his concern about the kind of organization that would conduct three interviews. As he approached the building, he had no idea what was about to happen.

He was greeted in the Dynastar lobby by Anna, his host from Human Resources. She thanked him again for investing the time in their interview process. Anna asked him about his schedule, and he shared with her that he had no other appointments that day.

“Good,” Anna said. “We hope to finish our interview process today.”

“Outstanding,” Blake said. “Who will I be meeting today?”

“We’ve scheduled you to meet with several people.”

Anna gave him a schedule. It looked like four new individuals, plus a lunch with a team of people, and then another meeting with one of the gentlemen he had met on his last visit.

“Any questions?” Anna asked.

“No, I’m good.”

The first meeting was with a woman from Marketing. She began by introducing herself and then telling Blake about the job he was being considered for. She asked him several thought-provoking questions. Then she asked him if he had any questions. Luckily, he had prepared a short list, including a question about the company’s core values and their philosophy regarding professional development. He was pleased with her answers.

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Chapter 1: The 8 Dimensions of Leadership

Sugerman, Jeffrey Berrett-Koehler Publishers ePub

As we pulled together material for this book, we had the pleasure of speaking with leaders in all phases in their careers—from those just getting their feet wet to those who are approaching retirement. Across the board, everyone had learned some important lessons along the way. Many laughed openly about the naïveté that they brought to their first leadership roles, or the fact that they just didn’t “get it” at first. Some were so driven that they didn’t pay much attention to the needs of the people around them. Others lacked confidence and struggled to make unpopular decisions. One referred to herself as nothing short of a “hard-ass” in her early days as a leader.

The fact of the matter is, we all approach leadership from a unique starting point—a combination of our own psychological make-up, intelligence, training, and experience. Life has taught each of us what it means to be a leader, and we probably caught our first glimpses of it as children. As we watched teachers, coaches, parents, and scout leaders, we started to form our own concepts of “leader,” and with every new experience, that concept became more complex. Not only did we note examples of outstanding leadership, but we also thought to ourselves, “I’m not going to do that when I’m in charge.”

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Chapter 6. Action ≠ Results

Zack, Devora Berrett-Koehler Publishers ePub

I’m too busy to singletask.

I’m too busy not to singletask.

Never confuse action with activity.

BENJAMIN FRANKLIN

“I am so busy.”

“Yeah? Well, I am soo busy.”

“You wish. I am sooo much busier than that.”

There’s a busyness epidemic spreading like crabgrass taking over a lawn. Yet the hustle and bustle of activity and the presumed reward are not linked. Keeping busy does not necessarily mean you are working effectively. Leslie Williams, president of LeaderShift Consulting, astutely observed, “Our culture is in a trance about how we define productivity. We seem to measure our effectiveness by how many tasks we’re doing at once.”1

Too many people fill their lives with action disproportionate to tangible results; relatively few activities are valuable enough to deserve the allocated time. As a result, we are distracted and discontented, living lives of increasing professional pressure.

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10 Managing Scenario Projects

Chermack, Thomas J. Berrett-Koehler Publishers ePub

The purpose of this chapter is to provide recommendations for helping you manage scenario projects. The skills and abilities required to make scenario projects work are diverse, and they improve over time and experience. The nature of scenario work avoids specific procedures that are repeated in each project. However, scenario projects do lend themselves to frameworks (such as the phases presented in this book). In addition, there are several strategies I have learned from making my own mistakes and from hearing about others. These insights are followed by twenty scenario pitfalls presented in the scenario planning literature (Schoemaker, 2005), including their solutions. This chapter can thus serve as a guide providing a few key leverage points for getting the most out of scenario projects.

Scenario projects have many dimensions and need to be thoughtfully managed. Important strategies for managing scenario projects include the following:

• Spending time on the problem, issue, or question

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