Mgt. 667 – Leadership Weekend

1. Mgt. 667 – LeadershipWeekend Rex Mitchell Spring 2006

2. Shattered Glass Case • True story • Review case text and questions. Take notes during film • First three sets of questions ask about: • Values (individual & organizational) • Ethical frameworks (claimed & actual) • Power bases

3. Some Ethical Systems • Utilitarianism: greatest good for the greatest number, or maximize the social benefit function • Universalism (Categorical imperative): would I be willing to make the basis for my action a general law binding everyone, given similar circumstances? • Enlightened self-interest: self-interest rightly understood, with long-term perspective or judging from my deathbed • Ethical Egoism: seek self-interests & promote greatest balance of good over bad for self, with constraints • Ethics of interdependence: relationships, interdependence, reciprocity

6. Sources of Power • Formal • Resources • System connections & positioning • Expertise • Personal (See Shattered Glass Case p.4)

7. Tomorrow • Myers-Briggs workshop (follow prep. file) • Complete Instrument 3 (Interpersonal/ Emotional Competencies) • Prep. Cases 3 & 4; bring Case 5 • Read Web modules on Ethics & Insufficiency of Honesty

8. Mgt. 667 – LeadershipSaturday Rex Mitchell Spring 2006

9. Myers-Briggs (MBTI) • Identifies preferences • Along four dichotomies • 16 combinations of these (16 “types”) • No “good” or “bad” types • Note that this identifies preferences, not abilities or skills

10. MB Dichotomies

11. MB Type Table

12. Discuss in groups, then report: • How and for what do I like to be appreciated? • What irritates me on the job and/or bothers me most about others? • What do I do that most annoys others? • What approach from others wins my support for change? • What kinds of employees are most difficult for me to work with? (Think of specific, troublesome situations)

13. Some Applications of MB • Appreciation of differences in communications, decision making, interpersonal relations, work • Framing & reframing (5/18) • Development planning

14. Development Planning • Continue work you started before class: • Review self profile you prepared, based on MB results (step 4) • Review +/- of your profile as a leader (step 5) • Identify 1-3 things you can improve and incorporate them into your Leadership Assessment & Development Plan

15. Self-Development(continued)

16. One cannot manage change. One can only be ahead of it, or as close to this as possible. Therefore, leader-managers need to develop an orientation and necessary skills to stay up with the next waves. • Peter Drucker

17. We discussed earlier K & P’s contention that “Leadership development is self development” (p.391) • I gave an invited talk last year, on “How to Be An Effective Leader” (simple topic?) • My answer/theme was: become an emotionally mature, self-aware, centered, effective person • Working on this is a life-long, never-finished journey

18. Interpersonal/Emotional Competencies • Goleman coined the term “emotional intelligence” (EI) • His research shows EI is an important factor in success, especially for leaders • He defined EI as the capacity for: • Recognizing our own feelings & those of others • Motivating ourselves • Managing emotions effectively in us & others

19. Interpersonal/Emotional Competencies • Can be developed and improved • Vary in importance for different positions • Goleman’s 21 competencies, organized into four clusters: • Self-awareness • Self-management • Social awareness • Relationship management

20. Review Instrument 3

21. Self-Development Planning • Review results from Instrument 3 to gain insights re your interpersonal/emotional competencies • Write notes for yourself on the following:

22. Write notes for yourself on the following: • Identify 2-3 areas in which you want to improve your interpersonal skills • For each, identify at least two action items that can help you improve your skills • For each action item, identify some combination of: • Some further training or work to prepare • A specific situation in which you will practice improved skills • Trusted individuals who can help coach & encourage you in your plans

24. Leadership is not an affair of the head. Leadership is an affair of the heart.

25. USS Florida Case • Review your notes re three questions at end of case • Two groups discuss each of the three questions & report back • All join in

26. Ethical Considerations

27. Ethics • What do we mean by “ethics” or “unethical”? • Motivations to behave unethically: • Personal gain, especially power • Competition • Restoration of justice or fairness • What is “fairness?”

28. Some Ways to Behave Unethically • Selective disclosure &/or misrepresentation to others • Deception • False threats or false promises • Provide false information (lie) • Inflict intentional harm on the other party • Selective disclosure or misrepresentation to constituencies

31. Ethical Decisions Have Complexity • Multiple alternatives • Broad & long-range consequences • Uncertain consequences • Mixture of economic, legal, ethical, social, and personal benefits and costs

32. Some Ethical Systems • Utilitarianism: greatest good for the greatest number, or maximize the social benefit function • Universalism (Categorical imperative): would I be willing to make the basis for my action a general law binding everyone, given similar circumstances? • Enlightened self-interest: self-interest rightly understood, with long-term perspective or judging from my deathbed • Ethical Egoism: seek self-interests & promote greatest balance of good over bad for self, with constraints • Ethics of interdependence: relationships, interdependence, reciprocity

33. Some Ethical Introspections • Is it right? • Is it fair? • How does it smell? • Who benefits and who gets hurt? • What if details were made public? • What would you tell your child to do? • What if everyone did this?

34. Consider • Learning from your mistakes • Look in the mirror & see how you like what you see • Put yourself in the other person’s shoes and see how they see you • However, don’t be naive

37. Some Moral Dilemmas • Individually, think about & take notes re scenario #1 (Heinz) • Focus especially on your reasoning • In groups, share & discuss your thinking re the scenario • Representative from each group gives summary report to class, primarily reasons for answers

38. More Moral Dilemmas • Individually, think about & take notes re scenarios #2 & 3 • Focus especially on your reasoning • In groups, share & discuss your thinking re the scenario assigned to your group • Representative from each group gives summary report to class, primarily reasons for answers

40. Case 4: A Tragic Choice • Review silently the questions at end of the case • We discuss Q.1 • Each group takes one of questions 2-5 plus the general question: If you were Jim, what would you do and why? - reports back • All join in discussion of each

41. The Insufficiency of Honesty • Honesty: refusal to steal, lie, or deceive in any way • Integrity: trustworthiness & incorruptibility to a degree that one is incapable of being false to a trust or responsibility

42. Integrity • Honesty is necessary, but not sufficient The most important thing in acting is honesty; once you learn to fake that, you’re in. - Sam Goldwyn

43. Integrity • Honesty • Discerning • Examining beliefs & assumptions • Searching for "truth," avoiding error • Allowing others the same • Acting on what you have discerned • Even at personal cost • Fulfilling moral obligations • Do no harm to others • Not just the minimum

44. Star Trek Case“Measure of a Man”

45. Star Trek Characters • Capt. Jean-Luc Picard (of Starship Enterprise) • Capt. Phillipa Louvois (Chief JAG officer for the sector) • Cmdr. Bruce Maddox (Starfleet Professor of Robotics) • Lt. Cmdr. Data (android science officer on Enterprise) • Guinan (bartender, wise old soul) • Cmdr. William Riker (2nd to Picard)

46. Star Trek Case • Refer to the posted case material you were asked to bring • At two times in the video, you will need to respond to several questions in the case, writing individually & then discussing • Pay particular attention to how the characters, you, and others in the class think

47. Questions at First Stop • Define the issue (or dilemma) faced by Captain Picard and Lt. Commander Data at this point in time. • Which of the six ethical frameworks* would each of the following characters (a) claim to be using in justifying his position? ...and (b) is actually using, in your opinion? • Lt. Commander Data • Commander Maddox • Captain Picard

48. Questions at End • How was the issue in the case finally defined in the hearing for the purpose of making a ruling? • What was Guinan's contribution to Picard's thinking & approach to the hearing? Be specific in explaining how she contributed to clarifying the issue for him. What advantage did she have over the other characters in advising him? • What are the pros and cons of using an adversarial process in examining an ethical issue?

49. What was Commander Data's position on the decision of his "disassembly?" Did it change during the course of the story? If you think his position did change, why do you think he changed it? • When Captain Picard said that the mission of the Starfleet was “to seek out new life,” how did this relate to the issue in the hearing? How do mission and values differ? How do values and ethics differ? • Is there a BEST framework for deciding ethical issues? What lessons does this case have that can be applied to your work or life situation?

50. Look Ahead • Go over midterm • Pfeffer ch. 1-3 (use notes for focus) • Instrument 4, Exercises 1 & 2, Case 6 • Leadership assessment and development plan due 5/11