FSZF Budapesti Gazdasági Főiskola

1. FSZF Budapesti Gazdasági Főiskola Leonardo CAT 2002 Melich Katalin Ph.D. Zsuzsa Czobor MA. Ph.D. candidate

2. WSOM model • introduced at Case Western, Cleveland Ohio, in 1990 • adopted by IMC Graduate School of Business in 1996 • around 400 students have used it for their Learning Plans • model used with executives

3. Underlying philosophy • Teaching is replaced by learning • Learning is self-directed • The control of learning is given to the student • Faculty’s job is to support/manage the learning experience (lectures, seminars, Internet, group projects, internship, company visits, student associations, playing sport etc) • This is especially true of developing competencies (only the student knows when he/she is ready to try a new behaviour) • Learning has to be individualised • Individual Learning Plans for the whole programme (18 months)

4. Learning Plan • 30 page document with professional and life goals • Gannt chart of activities for 18 months • Special chapter on the development of 2 –3 competencies • 18 months later Exit Assessment: is there an improvement? • Focus on reflection

5. M.A.D • 360 data collected from 10-15 respondents • Students trained in observation • One hour’s coaching per student to reflect on the processed data • Students are trained in the use of the model • Study grades of development • Develop a list of situations in which they can try the new behaviour

6. WSOM Model • Abilities + Knowledge • Randomised statements of behaviours • Each competency • Intent • Indicators (3-4) • Examples

7. Initiative The intent is to take action to accomplish something, and to take this action prior to being asked or forced or provoked into it. It is indicated when a person: a/ when a person seizes the opportunity b/ takes action by seeking information in a non-traditional way c/ takes action different than anyone else or the expectations of others

8. Initiative (example) There was this guy wanting an estimate and a preliminary budget by next day. He was talking about a big big order. Normally you get the Area Director’s approval for such a thing but I knew he would sit on it for a few days so I took a deep breath, put the offer together, and faxed it the next day. The day after we had the business.

9. Learnings from application • ‘n. o’ should not be coverted into ‘0’, it spoils the average • Category of respondent should be indicated and DOUBLE CHECKED! • data will be weighed according to category of respondent • no he/she, only 3rd person singular

10. Coaching • coachees get templates and instructions to process the data • refelction is done with the help of a coach • discussion revolves around variation • strengths and weaknesses template is most important • gap is analysed

11. Feedback • Can be threatening • Wide variety of defence (they did not understand the questions, they don’t know nem they are lying etc.) • What is it they think they are seeing? Why don’t they see if you think you have it? How could you make them see it more? • The difference is not too big, so why do we bother?

12. Strengths and weaknesses self superior peer S T R Initiative Empathy Self-control Empathy Attention to Detail Teamwork Teamwork Efficiency Negotiating Self- Confidence Analyitical Thinking A to D Planning Self-control Self-confidence W E A K Self- Control Analytical Thinking Planning

13. Current level • Average self and others’ difference • Go against others but then need to give convincing example • Retain their lower grade (just as much a problem)

14. Learning plans • 2-3 key competencies identified for development • a plan to develop them set up (what will they do, where, how, with whom, how often etc.)

15. What to develop? • Profile of future job: interviews of job holders, looking up generic profiles, consulting mentors and tutors • Key competencies kept to 5-7 • Current level compared • Only medium and low levels recommended for development

16. Exit assessment • 360-degree ran again 18 months later • values for ear-marked competencies compared • if no there is no improvement: why? • If considerable improvement: how?

17. Questionnaires • AEQ and EAQ • Introduction to help reflection • Frequency shown by symbol *check missing* • Order important: from consistently to n/a • If we convert to numbers, n/a should not be 0! • Easy to input data

18. Innovation and creativity Randomized • Out-of-the-box thinking (7 indicators) • Forward thinking (4 indicators) • Enthusiasm (5 indicators) • Promoting innovation (5 indicators)

19. Risk taking • Bias for action (6 indicators) • Tenacity (3 indicators) • Judgement (3 indicators) • Self-confidence (5 indicators) • Flexibility (3 indicators)

20. Users of tool should be trained • observation is a key factor • indicators are rather abstract • users need to collect examples of observed behaviour • intent is the main underlying factor of difference

21. Self-confidence When I was appointed IT manager, I almost panicked before the first department meeting. We had just won a tender which seemed way beyond my experience. But I managed to pull myself together, because I realized that if my subordinates saw me weak, they would get nervous and then we would certainly fail.

22. Flexibility We came to the meeting with a complete design. I myself had spent two days working on the finishing touches. When our customer, a hand-surgeon from the Local Hospital, said the circumstances had changed, they needed a few new solutions, I felt somewhat upset. I had so many other things to do. But eventually I said: O.K.

23. Attention to Detail I had been working with the production geologists who are responsible for the well and Asked them for the document of the testing program. They gave me a rather suspicious look and said the program was run in conformity with the document. I said I knew, all I wanted to know really to make sure the documents contained all the details.

24. Planning As soon as I arrived I went and checked out the room. I looked at the program to see what happens when, then looked at the tables and drew up a list of how different pieces (table cloth, cutlery etc...) will be placed on them because I knew once the speeches start we will only have the break to lay the tables and set up the buffet bars.

25. Efficiency Orientation When business was low and I had no customers in the shop, I rearranged the decoration in the shop-window, wrote thank you letters and studied catalogues of competitors.

26. Group Management I often popped in on the morning shift on Saturdays. I wanted them to see that I wouldn’t want them to do something I didn’t do, i.e. working o on Saturday. I also took a few minutes to tell them how important their work was and that he business was experiencing a definite upswing.

27. System Thinking We wanted to see if we could develop the design for the Fireworks CO. I got the unit manager and had him collect all relevant technology he could think of. Then I talked to the Purchase Department and found out whether the material was available and at what cost. I also talked to quality control and finance about a possible budget. And so on. At the end of the line I was sure we could do it.

28. Pattern Recognition “If you look at the different divisions, you look at the bio data of managers, you will find that the most successful divisions have grown from within. If you look at the divisions that have problems, you will see several managers who have rotated through every few years, but the most successful divisions have had long term managers. “