Helzberg School

1. 1

2. 2

3. 3

4. 4 One day in a conversation Barnett Helzberg was asked what he thought the outcomes of an MBA at Rockhurst University should be. He replied, �I want someone who manages as a mensch.� It made sense. So various scholars and university representatives began looking at what that might mean, and found there is nothing in the literature around a discipline called Mensch Management. So the Helzberg School of Management decided to develop and offer a course around the definition of a mensch and how it might play out in the business world. Two test classes, a one-hour and a two-hour, were designed and delivered to determine if the class and concept would be acceptable to students, and provide the necessary academic rigor. What was designed and finally rolled out in a regular, three-hour 16-week class was MG6005 � Mensch Management�. One day in a conversation Barnett Helzberg was asked what he thought the outcomes of an MBA at Rockhurst University should be. He replied, �I want someone who manages as a mensch.� It made sense. So various scholars and university representatives began looking at what that might mean, and found there is nothing in the literature around a discipline called Mensch Management. So the Helzberg School of Management decided to develop and offer a course around the definition of a mensch and how it might play out in the business world. Two test classes, a one-hour and a two-hour, were designed and delivered to determine if the class and concept would be acceptable to students, and provide the necessary academic rigor. What was designed and finally rolled out in a regular, three-hour 16-week class was MG6005 � Mensch Management�.

5. 5 Several key concepts were deemed necessary for inclusion in the design of the course: A focus on people An ethics-driven approach to leadership Self-awareness and reflection Servant leadership concepts Focusing on the positive Personal and professional student development and growth � The course design started with the concept of servant leadership and the essence of a servant leader. The characteristics of servant leadership (listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of others, and building community) are emphasized throughout the 16-week course. Several key concepts were deemed necessary for inclusion in the design of the course: A focus on people An ethics-driven approach to leadership Self-awareness and reflection Servant leadership concepts Focusing on the positive Personal and professional student development and growth � The course design started with the concept of servant leadership and the essence of a servant leader. The characteristics of servant leadership (listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of others, and building community) are emphasized throughout the 16-week course.

6. 6 The course designers then were exposed to Positive Organizational Scholarship, a concept from University of Michigan�s Ross School of Business. Dr. Wayne Baker and Dr. Jane Dutton from the Center for Positive Organizational Scholarship visited the Helzberg School of Management to explain the concepts and provide an experiential exercise to show how the concepts relate to leadership. Based on conversations with Drs. Baker and Dutton, the following concepts from the book Positive Organizational Scholarship were adopted and included in the course. Reflected Best Self Work as a calling Resilience Compassion Building relationships and high quality connections The course designers then were exposed to Positive Organizational Scholarship, a concept from University of Michigan�s Ross School of Business. Dr. Wayne Baker and Dr. Jane Dutton from the Center for Positive Organizational Scholarship visited the Helzberg School of Management to explain the concepts and provide an experiential exercise to show how the concepts relate to leadership. Based on conversations with Drs. Baker and Dutton, the following concepts from the book Positive Organizational Scholarship were adopted and included in the course. Reflected Best Self Work as a calling Resilience Compassion Building relationships and high quality connections

7. 7 In researching the concept the course designers found no text or other materials on �mensch management.� The course designers decided to approach the concept a little differently, requiring students to create their own �text� through feedback collection, individual research, outside speakers, reflection, and planning. In researching the concept the course designers found no text or other materials on �mensch management.� The course designers decided to approach the concept a little differently, requiring students to create their own �text� through feedback collection, individual research, outside speakers, reflection, and planning.

8. 8 Feedback and Reflection: The course starts with students obtaining 360 degree feedback and completing several self-scored instruments. To get an understanding of current leadership effectiveness, the course uses Kouzes� and Posner�s Leadership Practices Inventory (LPI), a behaviorally based instrument centered around the concepts researched for The Leadership Challenge. The LPI provides students with feedback on how often others see the transformational leadership behaviors of Challenge the Process, Inspire a Shared Vision, Enable Others to Act, Model the Way, and Encourage the Heart. Students also get feedback on what they are doing that is positive and makes a difference. Using the Positive Organization Scholarship instrument Reflected Best Self, students receive critical incident and summary data on how they add value and make important contributions. The feedback is analyzed around themes, results interpreted, and summarized for a reflected best self portrait. The third instrument is a self-scored personality assessment called INSIGHT designed to help students gain in-depth knowledge about personality strengths, better understand others, and improve communication skills. The instrument looks at preferences in both work and personal settings, and provides ideas on working with others with same and different preferences. The last instrument is a self-scored assessment for understanding the student�s belief about what causes the good or bad results in his or her life, entitled Locus of Control. The instrument shows the student if there is a preference for an internal locus, where the student assumes internal reasons and personal control over outcomes, or an external locus, where reasons for outcomes are due more to chance and outside one�s personal control. Students analyze the feedback and preferences for similarities, differences, and learnings, developing action plans based on the analysis. The analysis helps the student identify what strengths to leverage and the areas for development, creating a short-term, behavioral action plan for implementing the learnings. The action plan is incorporated into a long-term develop plan for growing and improving the Mensch Management� skills identified during the course. Feedback and Reflection: The course starts with students obtaining 360 degree feedback and completing several self-scored instruments. To get an understanding of current leadership effectiveness, the course uses Kouzes� and Posner�s Leadership Practices Inventory (LPI), a behaviorally based instrument centered around the concepts researched for The Leadership Challenge. The LPI provides students with feedback on how often others see the transformational leadership behaviors of Challenge the Process, Inspire a Shared Vision, Enable Others to Act, Model the Way, and Encourage the Heart. Students also get feedback on what they are doing that is positive and makes a difference. Using the Positive Organization Scholarship instrument Reflected Best Self, students receive critical incident and summary data on how they add value and make important contributions. The feedback is analyzed around themes, results interpreted, and summarized for a reflected best self portrait. The third instrument is a self-scored personality assessment called INSIGHT designed to help students gain in-depth knowledge about personality strengths, better understand others, and improve communication skills. The instrument looks at preferences in both work and personal settings, and provides ideas on working with others with same and different preferences. The last instrument is a self-scored assessment for understanding the student�s belief about what causes the good or bad results in his or her life, entitled Locus of Control. The instrument shows the student if there is a preference for an internal locus, where the student assumes internal reasons and personal control over outcomes, or an external locus, where reasons for outcomes are due more to chance and outside one�s personal control. Students analyze the feedback and preferences for similarities, differences, and learnings, developing action plans based on the analysis. The analysis helps the student identify what strengths to leverage and the areas for development, creating a short-term, behavioral action plan for implementing the learnings. The action plan is incorporated into a long-term develop plan for growing and improving the Mensch Management� skills identified during the course.

9. 9 Research Questions Students are asked to research and write a series of short papers (average 5 pages each) answering various questions relating to and integrating leadership, Mensch Management�, and Positive Organizational Scholarship. Students are instructed to use a mixture of academic and popular press sources, obtaining knowledge of the theories involved and how the concepts are applied in the professional world. The papers require deeper thought than just an Internet search on what a mensch does around the various topics. Students research the concept (e.g. work as a calling), obtain definitions and examples, then relate the findings to the idea of a Mensch Manager�. Students are challenged to think differently; deeply, holistically, and behaviorally. In class students are continually asked to translate the learnings into behavioral terms, so they know what can be done as a leader and for creating short-term action and long-term development plans for the future. The research questions students are assigned include: What is a mensch? What are the characteristics? What are the behaviors? How can work be a calling? How does this relate to a mensch? How and in what ways is a mensch resilient? How and in what situations is a mensch compassionate? How does a mensch build relationships and high quality connections? Research Questions Students are asked to research and write a series of short papers (average 5 pages each) answering various questions relating to and integrating leadership, Mensch Management�, and Positive Organizational Scholarship. Students are instructed to use a mixture of academic and popular press sources, obtaining knowledge of the theories involved and how the concepts are applied in the professional world. The papers require deeper thought than just an Internet search on what a mensch does around the various topics. Students research the concept (e.g. work as a calling), obtain definitions and examples, then relate the findings to the idea of a Mensch Manager�. Students are challenged to think differently; deeply, holistically, and behaviorally. In class students are continually asked to translate the learnings into behavioral terms, so they know what can be done as a leader and for creating short-term action and long-term development plans for the future. The research questions students are assigned include: What is a mensch? What are the characteristics? What are the behaviors? How can work be a calling? How does this relate to a mensch? How and in what ways is a mensch resilient? How and in what situations is a mensch compassionate? How does a mensch build relationships and high quality connections?

10. 10 Speakers The course uses a variety of speakers to share experiences and wisdom on the covered topics. The speakers include: John Schuster, author of �Answering Your Call� on work as a calling Rick Krska, founder, CEO and self-described �chief servant� of InkCycle, on compassion Ray Pittman, retired entrepreneur, on resilience Dr. Laura Janusik, assistant professor of communications at Rockhurst University, on relationships and the skill of empathic listening Diane Stafford of the Kansas City Star on community feedback on businesses and leadership Various Human Resources professionals on compassionate hiring and firing The speakers share their experiences in starting and managing their businesses, their values and the principles by which they live, and the stories showing how those values and principles come into play in managing the businesses. Several of the presentations are skill-based while others are anecdotal, all focusing on servant and transformational leadership concepts. Speakers The course uses a variety of speakers to share experiences and wisdom on the covered topics. The speakers include: John Schuster, author of �Answering Your Call� on work as a calling Rick Krska, founder, CEO and self-described �chief servant� of InkCycle, on compassion Ray Pittman, retired entrepreneur, on resilience Dr. Laura Janusik, assistant professor of communications at Rockhurst University, on relationships and the skill of empathic listening Diane Stafford of the Kansas City Star on community feedback on businesses and leadership Various Human Resources professionals on compassionate hiring and firing The speakers share their experiences in starting and managing their businesses, their values and the principles by which they live, and the stories showing how those values and principles come into play in managing the businesses. Several of the presentations are skill-based while others are anecdotal, all focusing on servant and transformational leadership concepts.

11. 11 Class Discussions At the beginning of each class various class members are asked how the concepts presented the previous week were used by the student. Students are called on at random to describe the specific actions in concept usage, how the learnings are shared, and what might be repeated and/or done differently. The POS and Mensch Management� topics for the evenings are discussed in small groups, then debriefed in the large group. Student groups are mixed each class, giving students different views and experiences, and the opportunity to share research findings. The topics for discussion include: Work as a Calling: Explore the meaning of work Link work orientations with theories of motivation and job design Reflect on how to energize careers and job situations through a work orientation lens Resilience: Explore the meaning of resilience Consider what difference resilience makes Understand what factors facilitate resilience Compassion: Explore the importance of compassion and why it matters Determine the conditions that foster compassion for individuals and organizations Compassionate hiring and firing Connections: Explore the power of high quality connections Think about one�s own pattern in building high quality connections Create value by contributing to others The power of empathic listening Time is set aside every other class for the �Barnett Book Club.� This time is focused on discussing portions of Barnett Helzberg�s book, What I Learned Before I Sold to Warren Buffet and his wisdom from being at the helm of Helzberg Diamonds for 40 years. The last class of the semester is reserved for attending a dinner at a local country club where students reflect on the semester learnings from the course, are presented with their Mensch Manager� t-shirts, and celebrate the end of the semester and the holidays. � Class Discussions At the beginning of each class various class members are asked how the concepts presented the previous week were used by the student. Students are called on at random to describe the specific actions in concept usage, how the learnings are shared, and what might be repeated and/or done differently. The POS and Mensch Management� topics for the evenings are discussed in small groups, then debriefed in the large group. Student groups are mixed each class, giving students different views and experiences, and the opportunity to share research findings. The topics for discussion include: Work as a Calling: Explore the meaning of work Link work orientations with theories of motivation and job design Reflect on how to energize careers and job situations through a work orientation lens Resilience: Explore the meaning of resilience Consider what difference resilience makes Understand what factors facilitate resilience Compassion: Explore the importance of compassion and why it matters Determine the conditions that foster compassion for individuals and organizations Compassionate hiring and firing Connections: Explore the power of high quality connections Think about one�s own pattern in building high quality connections Create value by contributing to others The power of empathic listening Time is set aside every other class for the �Barnett Book Club.� This time is focused on discussing portions of Barnett Helzberg�s book, What I Learned Before I Sold to Warren Buffet and his wisdom from being at the helm of Helzberg Diamonds for 40 years. The last class of the semester is reserved for attending a dinner at a local country club where students reflect on the semester learnings from the course, are presented with their Mensch Manager� t-shirts, and celebrate the end of the semester and the holidays. �

12. 12 Students are required to write three papers: The student�s �text book,� or the student�s answers to the research questions A feedback and reflection paper, where the student identifies the few key learnings from the course (from feedback, research, class discussions, speakers, etc.) and short-term action plans on how the learnings will be used A long-term development plan, identifying the actions to be taken over the next 1-5 years for developing the skills and competencies identified of a Mensch Manager�. All papers are due at the end of the semester. To help stay on track, students are highly encouraged to send drafts of all papers to instructors for feedback and improvement suggestions. Students are required to write three papers: The student�s �text book,� or the student�s answers to the research questions A feedback and reflection paper, where the student identifies the few key learnings from the course (from feedback, research, class discussions, speakers, etc.) and short-term action plans on how the learnings will be used A long-term development plan, identifying the actions to be taken over the next 1-5 years for developing the skills and competencies identified of a Mensch Manager�. All papers are due at the end of the semester. To help stay on track, students are highly encouraged to send drafts of all papers to instructors for feedback and improvement suggestions.

13. 13 Student evaluation at the end of the semester consists of a series of questions asking about the quality of the course, expected grade, etc. This table has the scores for a few of the questions on the evaluation.Student evaluation at the end of the semester consists of a series of questions asking about the quality of the course, expected grade, etc. This table has the scores for a few of the questions on the evaluation.

14. 14

15. 15

16. 16

17. 17 Many of the Mensch Management� concepts are also included in the Helzberg School of Management Executive Fellows program. One of the outputs for the Fellows is the development of a leadership credo. Here are several credos from this past cohort. Many of the Mensch Management� concepts are also included in the Helzberg School of Management Executive Fellows program. One of the outputs for the Fellows is the development of a leadership credo. Here are several credos from this past cohort.

18. 18

19. 19