management case analysis
alnnrye
s2self-improvement_S22018.pdf
Management Competencies
Session 2: Self-Improvement
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Seminar Leader:
Agenda
1. Warm-up case & Framework 2. Learning Mindsets and Styles 3. Sustained Commitment
• Stress and attention management • Resilience
4. Immunity to Change 5. Wrap-Up
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What is Self-Management?
Self-Management = Self-Awareness * Self-Improvement
focus today
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1. Warm-Up Case
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Competence Development
• Your friend George is painfully aware that he needs to work on his communication competences to successfully launch into his envisioned career in consulting.
• George seeks your help and advice on what to do to develop his communication competences. What advice would you give him?
• Develop 3 concrete recommendations. (7 mins prep)
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Framework for Competence Development
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learn
practice
Building and Rebuilding Competences: Tiger Woods’ Swing
https://www.youtube.com/wat ch?v=_wHkA_983_s
1978-1997: quick, fluid, violent,
very loose 2000-2004:
balanced, compact, accurate (coach: Butch Harmon)
2004-2010: flatter, less lower-body
movement, less accurate (coach: Hank Haney)
2012-: more lower-body torque,
harmonious body movement (coach: Sean Foley)
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goals: start at the end, and pick a vehicle to get there.
• pick ONE skill and define your desired target performance (1 sentence of “what success looks like”) • don’t try to develop multiple different skills at once • set SMART goals
• find a ”loveable project” that allows you to practically work on your skill • project helps connect and integrate individual learning
and practice efforts into a coherent whole • project completion helps as motivational target
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learn … from big to small
overview + context
models + frameworks
key SUBskills
checklists + routines
personal goal (personal project)
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practice … makes perfect
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practice - RECOMMENDATIONS
pre-committing dedicated time
burst & rest
feedback loops
repeat often, v. often muscle memory
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reinforcement & obstacles
remove obstacles
provide reinforcement
external • lack of equipment,
resources, time, etc. • distractions internal • fear, anxiety, stress, etc. • habits / routines
psychological • build habits • milestones & rewards • resilience mechanisms social • public commitments • buddy / partner • coach / mentor
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2. LEARNING MINDSETS AND STYLES
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Growth vs. Fixed Mindset
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Self-Talk to Nurture Growth Mindset
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aspiration
self-awareness
curiosity
vulnerability
READING: Andersen, E. (2016). Learning to Learn. Harvard Business Review, 94(3), 98-101.
focus on research: effectiveness of self-talk
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OPTIONAL READING: Neck, C. P., & Manz, C. C. (1996). Thought self-leadership: The impact of mental strategies training on employee cognition, behavior, and affect. Journal of Organizational Behavior, 17(5), 445-467
• field experimental study in an accounting department of a firm under bankruptcy protect, with severe morale problems
• self-leadership training (self-talk, mental imagery, thought patterns, relapse prevention) had significant positive sustained effects on • increased mental performance • enthusiasm • job satisfaction
training group
control group
Learning Styles Theory • preferential way in which a person absorbs, processes, comprehends
and retains information • depend on cognitive, emotional and environmental factors, and prior
experience • according to research, students using their preferred learning style
show an increase in their levels of comprehension, motivation and metacognition, and performance.
http://vark-learn.com/introduction- to-vark/research-statistics/
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Learning Styles “Meshing” Theory • preferential way in which a person absorbs, processes, comprehends
and retains information. • depend on cognitive, emotional and environmental factors, and prior
experience • according to research, students using their preferred learning style
show an increase in their levels of comprehension, motivation and metacognition
http://vark-learn.com/introduction- to-vark/research-statistics/
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Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105–119. Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2014). Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 107, 64–78.
Learning Styles Self-Assessment
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concrete experience (CE)
observation and reflection (RO)
testing implication of new concepts in new
situations through active experimentation
(AE)
formation of abstract concepts and
generalizations (AC)
experiential learning
cycle
3. SUSTAINED COMMITMENT
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common stressors What stresses you out?
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Common stressors What stresses you out?
Work factors
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Non-work factors
Stress
Personal factors
stress management for university students
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OPTIONAL READING: Regehr, C., Glancy, D., & Pitts, A. (2013). Interventions to reduce stress in university students: A review and meta-analysis. Journal of affective disorders, 148(1), 1-11.
arts-based interventions: music making, poetry recitation and discussion
psycho-educational interventions: background info on stress, personality, and tools for stress management
cognitive/behavioral/mindfulness interventions: cognitive therapy (e.g. self-talk), body awareness exercises, breathing, yoga, meditation
effectiveness unclear
effectiveness unclear
effective!
Focus on Research: Stress Mindsets
Three-step process to help you practice a “stress helps” mindset: 1. (Acknowledge) stress when you
experience it and notice how it impacts you psychologically and physically. 2. (Recognize) that stress is a response to something you care about. Try to connect to the positive motivation behind the stress. 3. (Make use) of the energy stress gives
you.
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Activity: Attention Management
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“Most knowledge workers spend their days in a state of constant distraction and task switching. The results are perpetual stress, and being busy instead of being productive.”
Maura Thomas (HBR, 2015)
“How well you protect and use your attention determines your success.”
Graham Allcott (How to be a Productivity Ninja, 2014)
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(fully) adaptive behavior
e.g. RESILIENCE
rule-based behavior
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resilience in entrepreneurship
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“Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time.”
Thomas Edison
elements of (psychological) RESILIENCE
face down reality: manage your own expectations of what is most likely to occur instead of fooling yourself with overly optimistic assessments
find meaning in setbacks/hardships: benefits (in the future) that will come from your present challenges (e.g. learning, character-building, sharing insights with others, etc.)
continuously improvise: never resign to situation you are in, instead mobilize resources and utilize them in unusual ways
source: Coutu (2002). How Resilience Works. HBR; Judge & Hurst (2008). How the Rich (and Happy) Get Richer (and Happier): Relationship of Core Self-Evaluations to Trajectories in Attaining Work Success. JAP.
manage your self-evaluation: maintain positive evaluations of your control, emotional stability, self-efficacy, and self-esteem
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Beyond psychological resilience
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Psychological Resilience
Physiological Resilience
Social Resilience
4. IMMUNITY TO CHANGE
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DRUCKER: • intellectual arrogance • bad habits
single loop learning double loop learning
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the knowing doing gap: tracing your immunities to change
“I have metal fillings in my teeth. my refrigerator magnets keep pulling me into the kitchen. that’s why I can’t lose weight!”
external restraining
forces
internal restraining
forces
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TESTING ASSUMPTIONS
“Salad Day” trial for 1 month
try to find 2 “exercise
activities” with family friends
5CHANGE GOALS
I am committed to losing weight
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OVERCOMING THE KNOWING-DOING GAP
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because?: • feel healthier • feel more
energized • fit into that
Gucci suit
how?: • exercise more • eat healthier
BARRIERS TO CHANGE
(behaviors)
no time for exercise
eat out at restaurants
eat too much
eat food high in fat
2 HIDDEN COMMITMENT (values, attitudes)
conflicts:
“I don’t have time for this…”
“I want to be with family and friends, not on a
treadmill”
worries: “Life’s too short for bad/bland
food”
3 UNDERLYING ASSUMPTIONS
exercise takes time away from
work / family&friends
healthy food doesn’t taste
good
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REVISING ASSUMPTIONS
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“Healthy food can be tasty”
“I can exercise with friends & family”
the root of your immunity to change
example 1
TESTING ASSUMPTIONS
play “supportive collaborator” role
in one team
engage in debates/conflicts
and monitor outcomes
5CHANGE GOALS
I am committed to being a better team
player.
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OVERCOMING THE KNOWING-DOING GAP
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BARRIERS TO CHANGE
(behaviors)
don’t collaborate enough
make unilateral decisions
don’t really take people input into
account
2 HIDDEN COMMITMENT (values, attitudes)
conflicts:
don’t like debating things (waste of time)
high quality standards
worries: I might not get credit for my good ideas
3 UNDERLYING ASSUMPTIONS
assume no one will appreciate me unless I’m
visible source of success
debate and conflict only have negative effects
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REVISING ASSUMPTIONS
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“teamwork can be satisfying and effective”
“conflict can be productive”the root of your
immunity to change
because?: • better relationships at
work • promotion criterion
how?: • invite contributions • help others • be flexible and reliable • etc.
example 2
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STEP 1: CHANGE GOAL(S) Imagine your are talking to your close friends, colleagues, or team members. These are people who have gotten to know you quite well. They wish good things for you. They are on your side. What would they recommend?
“What management competences should I improve?
If you had to name the single thing that you think would make the most difference for me, what would it be? ”
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STEP 2: BARRIERS TO CHANGE Most behavioral change is challenging existing habits – this is hard, because habits die hard.
From the perspective of your friends, colleagues, team members:
“Which of my behaviors, habits , etc. are most likely to hold me back from achieving my change goal?”
In other words: if you were to fail to change, which of your behaviors, attitudes, etc. would your colleagues likely blame the failure to change on?
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STEP 3: IDENTIFY WORRIES / COMMITMENTS If you imagined you adopted the exact opposite of the behaviors, habits etc. you listed in step 2, how would you feel?
What competing commitments / values / priorities do you have that would conflict with these opposites?
What concerns / worries would you have? What would be the clear disadvantages of these “opposites” for your professional life?
Examples of Worries/Commitments
source: DeLong / DeLong (2011). The Paradox of Excellence. HBR
worry
worry worry
commitment
worry
worrycommitment
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STEP 4: UNCOVER ASSUMPTIONS The conflicting commitments and worries you identified in step 3, are usually based on assumptions, e.g. assumptions about negative consequences of alternative behaviors, other people’s expectations of you, professional norms, etc.
Reflect for yourself:
What are the assumptions that support your competing/conflicted commitments, and that feed your worries?
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STEP 5: TEST ASSUMPTIONS Assumptions are based on personal experience or excepted “common knowledge”, but they may or may not be true.
Reflect for yourself:
How can you safely test whether these assumptions are actually true?
(e.g. would “opposite” behaviors really have the negative consequences you worry about? are your other existing commitments really irreconcilable with your improvement goal?
TESTING ASSUMPTIONS
play “supportive collaborator” role
in one team
engage in debates/conflicts
and monitor outcomes
5CHANGE GOALS
I am committed to being a better team
player.
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OVERCOMING THE KNOWING-DOING GAP
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BARRIERS TO CHANGE
(behaviors)
don’t collaborate enough
make unilateral decisions
don’t really take people input into
account
2 HIDDEN COMMITMENT (values, attitudes)
conflicts:
don’t like debating things (waste of time)
high quality standards
worries: I might not get credit for my good ideas
3 UNDERLYING ASSUMPTIONS
assume no one will appreciate me unless I’m
visible source of success
debate and conflict only have negative effects
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REVISING ASSUMPTIONS
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“teamwork can be satisfying and effective”
“conflict can be productive”the root of your
immunity to change
because?: • better relationships at
work • promotion criterion
how?: • invite contributions • help others • be flexible and reliable • etc.
example 2
why ?why ? why ?
immunity-to-change model works at different levels: individual, group, and organizational
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individual goals
identify individual barriers
(assumptions)
individual testing
and behavior change
group goals
identify group barriers
(assumptions)
group testing and behavior
change
organizational goals
identify organizational
barriers (assumptions)
organizational testing
and behavior change
individual level
group level
organizational level
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self-improvement as a daily habit
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self-improvement as a leadership strategy
5. Key Takeaways Next week: Please complete network survey before coming to class.
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KEY TAKEAWAYS
RESILIENCE (persevere through
adversity and stress)
REFLEXIVITY (examine yourself, and your relationship with
your environment)
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learning styles
immunity to change
sustained commitment
psychological reinforcements
learn
practice
personal goal (personal project)
remove obstacles
provide reinforcement
