Discussion Set 5

1• NEDA KHAVARI

• SRIDEVI VISHNUVAJ

• NIHAR UNADKAT

• KUNAL MHASKE

• ANUJ AGRAWAL

MSE 606B

WEEK 13 (11/18/2008)

Discussion Set 5

2

Agenda

Hill – Chapter 6 Gaining Self-Knowledge

Hill – Chapter 7 Coping with the Stresses and Emotions

Hofstede - Chapter 4 He, She, (S)he

Discussion Set Questions

3

GAINING SELF-KNOWLEDGE

NIHAR UNADKAT

BECOMING A MANAGER

HOW NEW MANAGAERS MASTER THE CHALLENGES OF LEADERSHIP

CHAPTER 6

LINDA A.HILL

HARVARD BUSINESS SCHOOL PRESS

4

Introduction

• New Mangers do not at first appreciate the full ramifications of their decision to becoming a Manager.

• New Managers when accept the position as a promotion, it creates anxiety and also questions which start popping up in their minds such as What, How, Where, Whom etc.…

• New Mangers start to wonder and ask them-self two types of questions:

1. Will I like Management?

2. Will I be good at Management?

5

Introduction

• As years progress the New Mangers start to see a new professional self-concept forming, where they find themselves asking even more unsettling question:

1. Who am I becoming? Not as a Manager but as a Person

• When one New Manger was asked the above question, they replied that “They where learning more about themselves not only not as a Manager but as a Person”

6

Why did I Become a Manager?

Why does a Work “want to” become a Manager?

1. Tired of being ruled around.

2. Tired of selling and being on commission and doing technical work.

3. Bored of doing the same old work over and over again.

4. Thinking that they can do a better job than there current manger.

5. Make more money than what they may be make currently.

7

Why did I Become a Manager?

5. Opportunity to have more “Authority” and “Responsibility” than there current position. In short want to be the boss and want to exercise power and influence.

6. To curve out the opportunity to “show other the right way to do the job, to straighten out the inefficient practices around them. ”

7. To contribute to the organization’s success and to be recognized for doing so.

8. The “Workers” see that, the promotion to management, and the associated money, prestige, and status are desirable symbols of higher achievement and success in life.

8

Comparing a working Position and a Manager Position

• A few months into the job as a Manger, they begin start to “appreciate” more what they had given up.

• Hard to evaluate them-self on how they are doing as Manager, compared to previously getting “Feed back” from there Manager, peers and customers.

• Before becoming a Manager everything was “Objective”. After becoming a Manager everything becomes “Subjective”.

• Before becoming a Manger you always got a “Pat on the back” but know you as a Manger need to give your subordinates a “Pat on the back” and not receive a “Pat on the back” in return.

9

Comparing a working Position and a Manager Position

• As a Manger you need to create an environment for your own people to excel, and not go for those recognition your self.

• Working class people are only “answerable” to one Manger, where as a Manager is “answerable” to the entire panel of Management.

10

Do I Have What it Takes?

• As Managers spent time on their job and realize how ill-prepared they are at their new responsibility, new doubts now shits from “Will I Like Management?” to “Will I be good at it?”

• New Managers are now evaluated by many criteria and are responsible for both “short-term” and “long-term” objectives.

• New Manager have to deal with “Human problems”, and help “Fix” them.

• As time goes progress New Managers start to feel comfortable in their own “Skin”, as they see the advantage of gathering varies information from different sources.

• With experience, Managers start to have faith in their judgment.

11

Discovering Managerial Weaknesses

• Managing is not simply doing more or less of the work they did as a Worker.

• Showing signs of “Nervousness” is a sign of Managerial Weaknesses.

• Doing the work of a worker and not able to delegate work is a sign of Managerial Weaknesses.

• Managerial skills are “inborn”

• Management is an art, not a science.

12

Who am I become?

• After the new Manager begin to feel comfortable on the job, having acquired some managerial skills and regained some self-confidence the managers start to discover things that they like about the job.

• The new Managers influence on his/her subordinates, show the sign they can help people reach their desired goals.

• New Mangers start to discover the creativity side of them.

• New Managers grow to appreciate their work, as they feel satisfied for the improvements which they see by coaching and developing of his/her works job skill.

13

Discovering New Sides of the Self

• Some new Mangers start to discover that they do not have the desire effect on other. As they try to portray an image of how the job should be done.

• New Mangers start to realize that “deep down” they have much to learn about the job at stack and how to delegate work to its people.

• New Mangers discover the new sides of themselves that had never been expressed because they had been “untested”.

• New Mangers start to learn how “Stressful and horrifying” management could be at times.

• New Manager most often discover new sides of themselves in managing conflicts with subordinates.

14

GAINING SELF-KNOWLEDGE

SRIDEVI VISHNUVAJ

BECOMING A MANAGER


CHAPTER 6

LINDA A.HILL


15

Discovering Managerial Strengths

• By ninth month, most managers began to feel their own strengths and styles.

e.g. good listeners, good at handling

temperamental people.

• Easier to learn weakness than their strengths.

16

Managerial Style

Three Characteristics of Managerial style:

Task oriented Vs People-oriented

Authoritative Vs Participative Formal Vs Informal

First months on the job, the managers showed a clear predilection for a more task-oriented and authoritative style.

By the end of the year , they were not able to talk confidently

about their styles.

17

Managerial Character

Managers were learning what it meant to be a manager. They were developing managerial character

As the year progressed, they improved the interpersonal judgment.

Firing employees, taught them to adopt a tough and unsentimental attitude.

18


•They learned acting impulsively was wrong.•Patience, good listening and empathy were critical managerial tools•They learned to live with ambiguity for managing people.

19


At the end of their first year as a manager, on their personal growth, the new manager were pleasantly surprised by how much they had developed.

Becoming Mangers had given most of the new mangers a chance to discover inner strengths, the qualities of the managerial character.

20

Conclusions of Chapter 6

To be an effective manager, one must have a balanced view of his or her motivation, abilities and limitations.

From the challenges and hardships they encountered, the new mangers gained invaluable insight into who they were and what they were capable of.

Each still had to find managerial style that best suited him or her and work to shape the environment to meet their talents and needs.

21

NEDA KHAVARI

BECOMING A MANAGER


CHAPTER 7

LINDA A.HILL


Coping with the Stresses and Emotions

22

Introduction

Mostly the new managers looked forward to the promotion with excitement and optimism.

They were anxious about how much they would like and how well they would perform the new job?

Like many who have strong needs for achievement and personal growth, the managers actively welcomed the stresses brought by change and increased challenge as an opportunity for personal development.

As they soon discovered, however the stresses were greater and more debilitating than they had imagined. I never knew a promotion could be so painful.

23

Causes Of Stress

Transformation

Increased Challenge

Strong needs for Achievement

Personal Development

More Responsibilities

24

Sources of Stress

An early, major order of business was learning to cope with the stresses and intense

emotions of becoming a manager.The two sources of Stress:Stress of TransformationThis type of stress began to subside as the managers progressed through the year.Stress in Managerial jobThis type of stress would remain with the manager .

25

Stress of Transformation

Most people find changing jobs is stressful, and report some anxiety and frustration.

Nicholson and West, found that” the most stressful job changes are those which involve an upward status move and no change of employer.”

The new manager wondered how, or if, they would ever master the new position.

As they gained insight into their new role and who they were, the transition became more stressful.

One said,” once I knew what I had gotten myself into, I knew just how much trouble I was in.”

The transition to manager meant losing not only a sense of mastery and control, but also concrete feedback, instant gratification, recognition, and autonomy.

Finally the stresses of transformation begin to subside.

26

Stress in The Managerial job

The stresses inherent in the managerial role remained. These pressures were built into the managerial

job and could exhaust and paralyze if not confronted.

To be effective managers, they had to learn how to cope with them and attendant emotions.

The managers had to attain the “ emotional competence”.

The managers had to learn to cope with four stresses:

Role Strain, Negativity, Isolation, and the burden of leadership responsibility

27

Role Strain

Sources of role strain built in managerial role: Overload, Ambiguity, Conflict. The new managers had too much work to do in too little time with imperfect information. They were responsible for “ too many things”. They had to answer to too many people: subordinates, customers, superiors, and peers. They had to learn to live with the pace, brevity,

interruptions, andimperfection. They had to learn how to handle their ignorance and how

to weigh options and make trade-offs with limited and inadequate evidence.

28

Negativity

A major managerial responsibility is dealing with the problem employee, so managing the problem employee inspired negative emotions in both the manager and the subordinate: fear, anxiety, frustration, and anger.

The managers also had to learn not to classify all subordinates who came to them with problem as problem employees.

29

Isolation

As managers they found themselves isolated;“I am no longer one of the boys, no one asks me out for lunch.

No one gossips with me. I am alone.”They had lost their nice-guy image simply because of their

authority

A major challenge is coping with loneliness.The managers had to learn to detach themselves

from their subordinates.

30

Burden of Leadership Responsibility

three theme stood out for management in interviews : Managing risk, being a role model, and

having power over people’s lives.

Managing Risk: management is a job of managing risks, business risks, and people risks.

Making important decisions under such imperfect conditions required confidence, strong will, and being comfortable with exercising power and influence.

31

Burden of Leadership Responsibility cont..

Being a role model: the managers actions touched people with lasting consequences.

The managers had to be careful in expressing anger, anxiety, and frustration, portraying maturity and professionalism and sense of serenity.

They should be like a duck- on the surface calm and serene and underneath paddle like hell.

The manager has got to model for the subordinate how to handle conflicts like a professional .

32

Burden of Leadership Responsibility cont..

having power over people’s lives: as the managers learned how much power and influence they had over their subordinates, work and their lives, their responsibilities weighed heavily.

The managers found two kinds of people decisions most difficult:o Taking disciplinary action of any sort.

( fire a subordinate)o balancing individual and group interestso ( asking for secretary)

33

New Manager’s Personal Lives

Family Self Job

34

Conclusion of Chapter 7

By the end of the year the new managers had not mastered their new role, but most felt they could make it, some with more confidence than others.

The managers were learning how to cope with situations beyond their control, a foundation for their future career.

Management is a tough job to do well even under the best circumstances because of the demands and personal commitment required.

35

KUNAL MHASKE and ANUJ AGRAWAL

Culture and OrganizationsSoftware of the Mind

Intercultural Cooperation and Its Importance for Survival

Geert Hofstede andGert Jan Hofstede

He, She, (S)he

36

Agenda

1. Assertiveness Vs Modesty2. Gender and Gender roles3. Masculinity –femininity as a dimension of societal culture4. Gender Cultures5. Masculinity – femininity according to Occupation6. Masculinity – femininity in the family7. Masculinity & femininity at school8. Masculinity & femininity in the workplace9. Masculinity , femininity, and the state10. Masculinity , femininity, and ideas11. The origin of Masculinity - femininity differences12. The future of differences in Masculinity and femininity.

37

Assertiveness versus Modesty Cont…

Cross – cultural misunderstanding is quite clear. To an uninitiated American interviewer an uninitiated

Dutch applicant comes across as a sucker. To an uninitiated Dutch interviewer an uninitiated

American applicant comes across as a braggart. Dutch & American societies are reasonably similar of power distance & individualism. But they differ considerably on a third dimension

the ‘desirability of assertive behavior’ against the ‘desirability of modest behavior ‘i.e.

“Masculinity versus Femininity”

38

Gender and Gender roles

Generally, Men taller and stronger but many women are taller and stronger than quite a few men.

Women have on average greater finger dexterity, fast metabolism – so they recover fast from fatigue but some men also excel in these respects.

Biological difference male & female Culturally difference masculine and feminine The role pattern demonstrated by the father and

mother (and possibly other family members) has a profound impact on the mental software of the small child who is programmed with it for life.

Therefore, it is not surprising that one of the dimensions of national value systems is related to gender role models offered by parents

39

Masculinity – femininity as a dimension of societal culture

14 work goals in the IBM questionnairesThe analysis of the answers to the 14 work

goals items produced 2 underlying dimensions:

One was individualism versus collectivism: The importance of ‘personal time’, ‘freedom’,

and ‘challenge’ stood for individualismThe importance of ‘training’, ‘physical

conditions’, and ‘use of skills’ stood for collectivism

40

Masculinity – femininity as a dimension of societal culture Cont…

Masculinity and femininity Masculine pole:1) Earnings2) Recognition3) Advancement4) Challenge Feminine pole”5) Manager6) Cooperation7) Living area8) Employment security

41


Men attaching greater importance to, in particular, the work goals (1) and (3) and women to (5) and (6)

Masculinity Index (MAS) score was computed for each of the 50 countries and 3 regions in the IBM data.

Scores were achieved in a range from 0 for the most feminine to about 100 for the most masculine country by multiplying the factor scores by 20 and adding 50.2

42


MAS values were computed not only by country but also separately for men and women within each country

In the most feminine countries, Sweden and Norway, there was no difference between the scores of the men and women, and both expressed equally tender, nurturing values.

In the most masculine countries, Japan and Austria, the men scored very tough but also the women scored fairly tough; nevertheless the gap between men’s values and women’s values was largest for these countries.

43

Masculinity Index (MAS) values for 50 countries and 3 regions

44


USA scores 62 on the masculinity index (rank 15) and the Netherlands score 14 (rank 51), so the two countries which appeared in the story at the beginning are really apart.

The champions of masculinity are first Japan 1 and some continental European countries: Austria 2, Italy 4/5, Switzerland 4/5, and West Germany 9/10.

45

Gender Cultures

Like nationality, gender is an involuntary characteristic. The effect of both nationality and gender on our mental

programming is largely unconscious. Any country is likely to show cultural

differences according to gender, these are again statistical rather than absolute: there is an overlap between the values of men and those of women so that any given value may be found both among men and among women, only with different frequency.

46

Gender Cultures Cont…

The feminine culture is alien to most men, as the masculine culture is alien to most women.

We readily experience other cultures as wrong, ridiculous, or frightening, and such feelings can be detected between the gender within the same society.

The males in virtually all societies dominate in politics, in the community, and at the workplace; so the subcultures of politics, community affairs, and work relatively masculine.

The subcultures of the family and the school vary more from one society to another.

47

Masculinity – femininity according to Occupation

Not surprisingly, the masculine occupations are the ones usually filled by men, and the feminine occupations are the ones usually filled by women.

Men from the IBM population in ‘feminine’ occupations held more ‘feminine’ values than women in ‘masculine’ occupations.

Within IBM 38 occupation could be divided into 6 groups from the most ‘masculine’ to the most ‘feminine’ as follows:

48

Masculinity – femininity according to Occupation Cont…

Salesmen (professional and nonprofessional) Professional workers ( engineers/scientists) Skilled workers/technicians Managers of all categories Unskilled and semiskilled workers Office workers The salesman (rarely saleswomen) in

this case were paid on commission, in a strongly competitive climate.

Scientists, engineers, technicians and skilled workers in IBM focus mostly on individual technical performance which calls for masculine values.

49

Masculinity – femininity according to Occupation Cont..

Managers deal with both technical and human problems, in roles with both technical and human problems, in roles with both assertive and nurturing elements.

Unskilled and semiskilled workers have no strong achievements to boast but they usually work in teams, so cooperation is important to them.

Office workers also have few achievements but their jobs tend to involve even more human contacts, also with outsiders.

50

Masculinity – femininity in the family

Family is the place where the most people received their first cultural programming.

The family contains two unequal but complementary role pairs: parent-child and husband-wife.

RIGHT HALF LEFT HALF LOWER HALF UPPER HALF LOWER RIGHT-HAND QUADRANT: UPPER RIGHT-HAND QUADRANT: LOWER LEFT-HAND QUADRANT UPPER LEFT-HAND QUADRANT

51

Masculinity – femininity in the familyCont…

52


What is the ‘family’ context depends strongly on the country ‘s position on the dimension collectivism-individualism.

In a collectivist society, the ‘family’ is the extended family and the center of dominant authority could very well be the grandfather as long as he is alive, with the father as a model of obedience.

Ultra-individualist societies contains many one-parent families in which role model is incomplete, or in which outsiders provide the missing roles.

53


The Dutch language expresses its feminine stance in an untranslatable expression‘doe maar gewoon, dan doe je gek genoeg’: something like ‘just behave like everybody else, you’re ridiculous enough anyway’.This attitude can be called ‘leveling’: pulling everyone back to modest average.

The Dutch have been described by a visiting French writer as

‘un peuple jaloux qui a un curieux penchant pour tout ce qui est terne’:‘a jealous people who are curiously attracted by everything that is dull’

54

Masculinity & femininity at school Cont…

Dutch seems to be much less concerned with grades than they (American) are. Passing is considered enough; excellence is not an openly pronounced goal.

Geert concluded from his experience and discussion with teachers from different countries that in the more feminine cultures the average student is considered the norm, while in more masculine countries like the USA the best students are the norm.

Interview from teachers suggested that in masculine countries job choices are strongly guided by perceived career opportunities, while in feminine countries students’ intrinsic interest in the subject plays a bigger role.

55


Failing in school is a disaster in a masculine culture. In strongly masculine countries like Japan and Germany the newspapers report each year about student who killed after failing an examination.

In his book The Gospel According to the Harvard Business School, Harvard MBA graduate Peter Cohen counts four suicides-one teacher, three students-during his time at this elite American institution (Cohen, 1973).

Failure in school in a feminine culture is a relatively minor incident. Some young people in these cultures take their lives too, but for reasons unrelated to performance-like social isolation.

56


Criteria for evaluating both teacher and students differ between masculine and feminine cultures.

On the masculine side teachers’ brilliance and academic reputation and students’ academic performance are the dominant factors.

On the feminine side teachers’ friendliness and social skills and students’ social adaptation play a bigger role.

In masculine societies women mainly teach younger children and men teach at universities.

In feminine societies roles are more mixed and men also teach younger children.

57

Masculinity & femininity in the workplace

In the USA as well as in other masculine cultures like the Republic of Ireland there is a feeling that conflicts should be resolved by a good fight: ’let the best man win.’ The industrial relations scene in these countries is marked y such fights.

In feminine cultures like the Netherlands, Sweden, and Denmark there is a preference for resolving conflicts by compromise and negotiation.

In the Netherlands a woks council law makes joint consultation between management and employee representative compulsory for all but the smallest work organization.

58

Masculinity & femininity in the workplace Cont…

‘Humanization of work’ what is considered a human job depends on one’s model of what it means to be human.

In masculine cultures a humanized job should give more opportunities for recognition, advancement, and challenge.

In feminine cultures a humanized job should give more opportunity for mutual help and social contacts.

59

Masculinity & femininity in the workplace Cont…

60

Masculinity, femininity, and the state

National value pattern The masculinity-femininity dimension affects priorities in the

areas - Reward for the strong versus solidarity with the weak - Economic growth versus protection of the environment - Arms spending versus aid to poor countries Masculine countries tend to resolve international conflict by

fighting - Striking example of Falkland islands crisis Feminine countries try to resolve by compromise and

negotiation - Striking example of Aland islands crisis

62

Masculinity, Femininity, and Ideas

• Issue of the equality or inequality of sexes The ancient Greece principle “The sexes as equal in principle and only statistically

different”The European value system study ‘ How important is God in your life?’Revealed that women in all countries were more

religious than men

63

Key differences between feminine and masculine societies

Feminine society Masculine society

Permissive society Corrective society

Small and slow are beautiful Big and fast are beautiful

Preservation of environment is highest priority

Maintenance of economic growth is of highest priority

Large number of women in political positions

Small number of women in political positions

The needy should be helped The strong should be helped

Government spends large proportion of budget on assistance to poor countries

Government spends small proportion of budget on assistance to poor countries

64

History and tradition allow survival of a

considerable variety in gender roleNo strong correlations for dominance of

masculine and feminine culture in countriesThe concentration of feminine culture in north-western EuropeCountries MAS is statistically related to the

population growth

The origins of Masculinity-Femininity differences

65

No evidence at all exists for convergence on the masculinity-femininity dimension Research comparing value shifts Masculine countries become more masculine Feminine countries become more feminine More interesting in consideration how universal developments

in population age structure, in technological developments, and in the state of the environment might affect the values related to

this dimension The relationship between masculinity and femininity and age is

quite clear and seems to be universal

The future of differences in masculinity and femininity

66

The future of differences in masculinity and femininity

Young men and women foster more technical interests and older men and women more social interests

Older people are better people manager younger persons are better technical

managerTechnology imposes change on work itselfFinally , the environment poses very

serious threats to the survival of mankind

67

Discussion Question 1

The reading from Hills concerns the need for managers to

understand themselves and to productively address stress.

Consider a situation in which a manager must terminate a

likeable engineer who work conscientiously but

consistently products marginally acceptable work. What

kinds of self knowledge and stress management might be

important in this situation

68

Answer

This is type of stress in managerial role, which is burdens of leadership.

Having power over people’s lives make the managers’ responsibilities heavier.

Taking disciplinary action of any sort( fire a

subordinate) is one of the most difficult people decisions for managers.

69

Answer

From my personal point of view, I would try my best to convince the upper management to transfer that particular engineer to a different department.

Try to convince the upper management to keep that engineer by giving him/her less working hours and a pay cut.

Point out to the upper the consequence of letting that engineer go and how hard it would be to hire and train some for less pay.

70

Discussion Question/Answer 2

What impact might Hofstede’s masculinity-femininity dimension of the employee and the organization have on the manner in which the manager addresses the preceding situation?

If the manager is from masculine culture, he/she will be assertive, ambitious, and tough. Failing would be a disaster.

Manager are expected to be decisive and assertive. Stress on equity, competition among colleagues, and

performance.Resolution of conflict by fighting them out.

Answer 2

If the manager is from feminine culture, he/she is supposed to be modest.

Manager use intuition and strive for consensus.

Stress on equality , solidarity, and quality of work life.

Resolution of conflict by compromise and negotiation.

71

72

Question?

Discussion Set 5

Documents

Transcript of Discussion Set 5