Course Syllabus: MEM/MENG 540 Spring 2014 Management in High Tech Industries

Transitioning from Engineer to Manager & Leader

Instructors: Theodore (Ted) G. Ryan, Ph.D., Consulting Professor of Ethics in Management, Fuqua School of Business; Adjunct Professor of Management, Pratt School of Engineering; Educator, Duke Corporate Education; Managing Partner, TGR Group; Principal, Innovation Abbey tr35@duke.edu Office: 206-A, Fuqua Phone: 919.660.7642 James J. Mundell, Executive in Residence, Director of DUHatch james.mundell@duke.edu Teaching Assistants: Varun Hemrajani, Head TA varun.hemrajani@duke.edu Alexander Fulton, TA alexander.fulton@duke.edu Loic Van Horne, TA loic.van.horne@duke.edu 115 Teer: EGRMGMT/MENG 540.01--Wednesday 1:25pm-4:10pm 115 Teer: EGRMGMT/MENG 540.02 and EGRMGMT 540.04 (distance) -Thursday 10:05am-12:50pm CIEMAS Shiciano A: EGRMGMT/MENG 540.03--Thursday 4:40pm-7:25pm

Location & Time:

"I believe the real difference between success and failure in a corporation can be very often traced to the question of how well the organization brings out the great energies and talents of its people." -- Thomas J. Watson, Jr. [IBM] Management is, above all, a practice where art, science, and craft meet." -- Henry Mintzberg Working with people is a lot harder than working with electrons! -- A new engineering manager Question: How did Google sell its managers on the importance of good management? The Business Advisory Council of Stanford Graduate School said that the most important capability for leaders to develop is: ??? 1

COURSE PURPOSE AND RATIONALE Welcome to your core MEM/MENG Management Course! This course will help you successfully navigate the transition from being an engineering-trained, individual contributor to effectively managing and leading others. A core goal of the course is to help you figure out how to use your engineering aptitudes, skills and training as distinctive benefits not as barriers to your success. As you may or may not know, the majority of engineers do not make the transition to management smoothly and successfully. Many engineers who do end up being effective and satisfied managers, do so only after years of trial and error, and after significant collateral damage to those they impact. This is not an efficient and competitively acceptable process. More than ever, technical organizations need outstanding managers and leaders. But they have become increasingly intolerant of the trial and error approach, and are looking for highly trained engineers who can coordinate and amplify the talents of those around them. This course offers you the opportunity to build the foundation for launching a highly successful career as a manager and leader. High tech industry is becoming a misnomer. Are Walmart and McDonalds part of the high tech industry? Both companies deploy high tech, and they employ many engineers working on such leading edge initiatives as SEEP [Supplier Energy Efficiency Program]. The fact is that every successful industry today has a vital, integral high-tech component. This is great news for you! In todays world, you cannot predict the kinds of environments in which you will work, manage and lead. Even within particular industries and within particular organizations organizational characteristics are changing rapidly and they vary immensely. We can predict that, if you manage, you will be managing both technical and non-technical people. We can also assure you that if you have the ability to manage and lead others toward excellent results, you will have a significant advantage over many of your engineering peers. Fortunately, there are sound management and leadership principles, practices, techniques and tools that apply across diverse organizational contexts, and that remain valid and effective over the years. This course will focus on these fundamentals, but we will also explore how they may be tailored to fit different industry and functional settings. These fundamental principles and tools are grounded in extensive practical experience of your instructor (me), of many other effective managers and leaders with whom I have worked over many years, and of those practitioners who have contributed to our readings. While grounded in practical experience, these fundamental principles are also supported by sound theory and research. All of the course content has been tested by experience, and none of it is purely theoretical or academic. Effective managing and leading is a craft and an art, not just a theoretical or technical exercise. Becoming an effective manager/leader is like becoming a master in martial arts or like becoming a virtuoso performer. It requires great skill, determination and practice, in addition to a lot of knowledge. Therefore this is a practical course that goes beyond knowledge about to knowing how. For example, the aim of this course is not just to convey knowledge about giving feedback, but is focused on building your skills in giving feedback. As many of you already know, employers typically care little about what you know, in and of itself. They do care a great deal about how effectively you use what you know. And using what you know is

always in any significant and successful professional endeavor carried out in contexts of relationships with other people. Since each and every one of these people has his/her own distinctive specs, including personalities and motives, effective managing and leading skills are core competencies for every successful engineer and engineering manager. WARNING [and OPPORTUNITY]: THIS COURSE IS DIFFERENT! You need to be aware that this course is quite different from most other courses you have taken in your engineering career. Given our course objective helping you become an effective manager and leader of human beings the core subject matter of this course is: Human Beings. Have you noticed that human beings people like you and me have properties that are very different from such things as numbers, chemical elements, electricity, oscilloscopes, and computers? The subject matters of STEM [science, technology, engineering and math] all tend to follow well-known laws of behavior that is, they show observable, quantifiable, and explainable patterns. Zinc has a particular atomic weight and predictable properties. We build our technical tools to operate in certain ways, and they do so to a remarkable degree. Defects and failures occur, but typically are understood and fixed. Clear reasoning and quantitative rigor along with creativity are the primary problemsolving requirements. Each and every one of you has become very proficient at the kind of reasoning and technical problem solving required to excel in engineering. My sincere congratulations for the high proficiency you have attained and for your personal achievements. However, if you want to manage and lead others effectively, you face a very different kind of challenge. By now, you have noticed that you and other human beings dont often operate in easily predictable and always rational ways. We human beings often do not behave rationally and the reasons for our behavior are often unclear. While we share some properties in common, we also vary immensely as individuals. So, picture the group of people you will manage someday as an unruly, hard to understand and predict non-periodic table the names of your elements may remain the same, but their properties vary from day to day. These human elements will continuously surprise and test you. The good news is that at a deeper level, there are human behavior laws [we call them principles] that emerge, and that we can and must use if we are to manage and lead effectively. For example, there are fundamental principles about human motivation that we can tap into. However, our effectiveness as managers and leaders requires more than just learning about human behavior principles. To be an effective manager/leader requires more than just our brains and our technical abilities. It requires more of us as complete persons it involves our character, values, intentions, and emotional intelligence. Solving people problems and getting high performance and commitment from people require a different mind-set you have to be fully engaged, within yourself [i.e., you cannot ignore your emotions and values], and with others. Are you willing to do that? Are you willing to engage with the subject matter and with activities that you may [for now] not be very good at, and are outside your comfort zone? This is a requirement for your successful completion of this course. More importantly, this is a requirement for your successfully navigating the transition from engineer to manager and leader. Its better for you to go through this challenging transition now, rather than wait until the stakes are much higher.

If you are willing to be fully realistic about what managing and leading require, and if you are willing to make whatever personal changes are required [changes in how you think about yourself and others, how you interact with others], then you will enjoy and appreciate this course. I can predict that you will especially appreciate this course later on, when you find yourself actually responsible for the productivity and well-being of others. I have worked with highly successful and effective engineering managers for over 35 years [and I continue to do so]. Their ability to manage and lead well has been a key component of their success, and it brings them and others great satisfaction. I also continue to work with engineering managers who are struggling and sometimes failing. They should have had a course like this one years ago. Many of them directly tell me that they wished they had learned this people stuff when they were starting out. Now they have a lot of bad habits to change and damage to repair, if its not already too late. You owe it to yourself and others to be prepared. SHOULD YOU MANAGE AND LEAD OTHERS? I know that many of you are not sure whether you should and/or really want to manage and lead others. There are many legitimate reasons why students enter the MEM/MENG programs. This course will help you determine whether managing and leading others is a good vocational direction for you. This course has certain Core Values, including Integrity, Authenticity, Open Communication and Respect. I fully respect and honor your various motivations and concerns about the possibility of managing and leading others. I encourage open and honest communication with me and with your classmates about your career issues and concerns. Do not be concerned about any grade implications if/when you express reservations about managing and leading. Your grade is not dependent on how much you want to manage and lead! It would be a mistake for you to continue to focus on managing and leading if these doesnt suit you. I want this course to be maximally helpful to you as you continue to clarify and refine your career objectives. Whether or not you do become an official manager/leader of others, you will be working with others constantly. Nearly all engineers work on teams and are influencing others often without official authority every day. Typically, engineers performance evaluations are more heavily influenced by their interpersonal interactions than by their technical abilities. This is primarily due to two reasons: [1] a high level of technical competence is presumed; [2] Professionals are judged by results not by individual abilities, and significant organizational results almost always require effective interpersonal interaction and leadership. This course will help you work more effectively with other people, in every setting that you will find yourself.

COURSE OBJECTIVES & LEARNING OUTCOMES Core Objective: To provide the concepts, tools and skills for you to transition successfully from engineering [and from being a student] to managing and leading others as an adult professional. Supporting Objectives: This course will help you [note: These objectives are not listed in order of importance.] 1. Gain a sound understanding of management and of leadership of their distinctive purposes and activities and how they are mutually supportive. We will focus on the special challenges posed by engineering and high tech environments, while not neglecting non-technical environments. 2. Develop your own management and leadership philosophy, based on a sound knowledge of human motivation, effectiveness and well-being; and on knowledge of how organizations work and can be improved. 3. Increase your self-awareness of: your managerial and leadership competencies; your personal strengths, emotional intelligence, and development needs; and whether managing and leading others is a good vocational fit for you. 4. Build your skills in key management and leadership competencies. [Examples: hiring people; running meetings; managing and leading teams; managing within a matrix] Special emphasis will be given to managing, leading and working in teams. 5. Know how to help build and lead a high performing, innovative and ethical culture. 6. Become knowledgeable and comfortable in managing and leading globally, across ethnic and geographic boundaries. 7. Make the transition from typical student behavior and culture to the kind of behavior and attitudes expected of mature, successful, adult professionals. COURSE CONTENT AND APPROACH The objectives and subject matter of this course shape its content and approach. Since we are building skills, and not just acquiring knowledge, this course has a workshop orientation. There are (brief) lectures and there are readings, and these have a practical focus. This course is a management and leadership laboratory, similar to technical labs in your engineering curriculum. We use role-plays, work simulations, intensive discussion and self-reflection. After practicing, we reflect on the lessons learned with respect to principles and tools, and also with respect to our own strengths and development needs. In almost every class, you will complete a brief, introspective self-reflection, in which you reflect on how the specific course content applies to you. Since this course has a workshop/lab orientation, your active engagement is essential and required.

COURSE COMPONENTS Here are the course components: A. Classes: 1. Skills-building exercises realistic practice to build skills. These are workshop-type experiences that will bring our readings and concepts to life. These exercises are an opportunity for you to test your understanding and build your capacity. Be prepared to jump in and participate. There are many opportunities for peer coaching. 2. Class discussions of the readings and of key management/leadership topics. Given my extensive industry experience, I will bring to our discussions many insights and examples of real life lessons. The primary focus of our discussions is: How can you become a better manager and leader? I will call on students randomly, so that everyone must come prepared. Your ability and willingness to speak up and clearly explain your ideas is an important management and leadership competence. 3. Brief lectures to help you apply the readings, and other concepts, to your skill development. 4. Student team discussion leading on the readings or on team-selected topics. B. Assignments: 1. Readings every reading is an assignment, and an opportunity to develop your knowledge, skills and self-awareness. Your readings are listed in this syllabus, in the Weekly Class Agenda. Additional readings are on Sakai [see the respective Week/Class # Folder in Resources]. 2. Pre-Cap Questions almost every week, a brief, timed quiz will be posted on Sakai containing questions regarding the content of the weekly readings. These questions will be a combination of true-false and multiple choice and are designed to help you internalize the main points of every reading. By coming to class with a full understanding of the material, you will be better prepared to contribute to in-class discussions and will be better prepared for the final exam. 3. Individual Assignments several exercises designed to increase your self-awareness and your individual development; in-class self-reflections. 4. Team Assignments assignments designed to (a) increase your own effectiveness; (b) build your teamwork capacities; and (c) help teach the rest of the class. These assignments are often geared to specific readings/cases. Each team will lead our class discussion on an assigned class reading. There will also be a Final Team Project. 5. Team peer feedback & evaluation opportunities to provide developmental feedback to your classmates and to develop your own feedback and evaluation skills. C. Sakai Forum: Our online forum on Sakai is another way for you to contribute to our on-going exploration of management and leadership, and to develop your communication skills. It is a way to explore areas that we dont have time to cover in class. You can contribute to our class by pointing out good articles on management and leadership, by offering your insights, by raising issues, and by asking questions. You can use our forum to communicate primarily to your classmates any specific management and leadership question/problem/issue/concern that you would like addressed. Our class forum is, in effect, your peer management/leadership blog and help desk. It is not possible for us to address every important management and leadership issue in class. Our forum is one way to broaden your learning and to address some of your individual interests and issues. Our forum is also a way for you to develop your communication skills and confidence and to contribute to the class. You can earn up to 2 bonus points on your grade by submitting at least six meaningful, good quality submissions. [You may start a thread and/or contribute to an existing

thread.] If you cannot avoid missing a class, contributing on Sakai can help you offset your lack of direct participation in that class. D. Final Exam: The final exam will be a multiple-choice exam, along with some short-answer questions. The final exam will measure how much you have absorbed the specific content of the course. It will contain detailed questions about the readings and what we cover in class. You will not be able to just think your way through the questions. You will need to remember, understand and apply the core concepts and fundamental details we study about managing and leading. There are many specific principles, practices, techniques and tools that we will cover, so it would be unwise to wait until the last week of class to study. There may also be questions on the Central Point and Other Key Points of the readings we were not able to discuss in class. EVALUATION OF YOUR LEARNING & DEVELOPMENT (GRADING) The primary purpose of this course is that you learn the concepts and develop the skills that will help you become a superior manager and leader. Grades are not the purpose they are finite indicators of how well the purpose is achieved in your case. I understand that some companies use grades to screen the students they hire, but your career success and satisfaction will be MUCH more determined by how much you learn and by how much competency you develop rather than by what grades you get. If you do not make the grades that a particular company requires, look at other companies. With the right performance and preparation, you can work for your initially preferred company a few years later, when they wont care about your grades. Besides, you can only guess that they are the best company to work for, and there may be a much better fit for you elsewhere. It is a paradox of work and life that if you focus on grades, and on extrinsic rewards, you are far less likely to succeed and be happy than if you focus on your development and on making a worthy contribution. We will use the following grade breakdown for resident students [Distance students will be given a special grade breakdown]:
! ! ! ! ! ! !

7% 8% 10% 12% 18% 20% 25%

Pre-Cap quizzes Team peer feedback and evaluations Final team project Contribution [Participation and engagement in class; Contributions to Sakai] Individual assignments [including daily in-class Reflections] Final exam Team assignments [Team Assignment #9 is weighted more heavily.]

ASSIGNMENT GRADING APPROACH Since our core subject matter is Human Beings, most of our work in this course will be qualitative rather than quantitative. Further, much of the material is subjective, that is, it relates to our first person experiences that entail intentions, attitudes, motivations and values. While there is much research on management and leadership that can be presented in quantitative form, the content, input and methods that lead to the quantitative results are qualitative. For example, a study on leadership effectiveness might present findings quantitatively, but the content of the research involves questions like, How motivated are you when this leader gives you an assignment? Another example: Performance Evaluation results are sometimes presented on scales with

numbers attached, such as A Rating of 5 means Exceeds Expectations. However, the judgment regarding exceeding expectations is mostly qualitative and subjective, based on the raters experience and judgment. Likewise, your assignment grade may be presented in the form of a number, typically based on a 10 point scale. For each assignment, the TAs are provided a thorough Answer Key with specific assignment expectations. They are given training and the TAs and I work as a team to achieve as much validity and reliability as possible. Still, the buildup to your numerical grade is qualitative, based on human judgment, anchored in explicit qualitative criteria for each assignment. Additionally, we adhere to a grading process that combines an absolute dimension [how well we believe you met the specific assignment expectations] and a relative dimension [how your submission compares with those of your classmates]. Even with our careful, thorough and professional process, the assessment of your grade, since it is a qualitative judgment by humans, cannot be perfect and precise. This is a fact of life which you will need to accept whenever you are dealing with the human factor in your professional life. For example, your own performance evaluations will often strike you as being incorrect or flawed in some way. As a manager, you will have to evaluate others performance. You will be very aware that your evaluations are not perfect. You, your evaluators and your organization ought to strive continuously to improve your own assessment skills and the assessment process, but imperfection will never be avoided. If the particular assignment in this course is based on a 10 point scale, the grading approach is as follows: 10 points = Excellent Superior: The very best submissions; Likely a small minority [5 10%] of the total number of submissions An Excellent Superior submission shows excellent understanding of the course concepts, and applies the relevant course concepts to the assignment elements. Responses are fully responsive to the question[s] asked, capture all important points, and show exceptional insight. Responses are complete, comprehensive, concrete, specific, accurate, concise, well organized and structured, and show seriousness of effort. !"#$%&#"#'(")*+"'+,"'#-./0++"(1#'("*)2)03"'"4$"(0"&5"#'+%'+,"'(")"6*&+'5%&5"$+#7'' One or more examples of pertinent creativity and imagination. The individual and/or team members show, where appropriate, honesty, candor and courage. 9 9.5 points = Very Good Excellent: Likely a majority of the submissions. These papers are not overall quite as strong as the Excellent/Superior papers. A Very Good Excellent submission shows very good understanding of the course concepts, and applies the relevant course concepts to the assignment elements. However, there may be some deficiency in the understanding and applying of the course concepts. Responses are accurate & comprehensive. !"#$%&#"#'(")*+"'+,"'#-./0++"(1#'("*)2)03"'"4$"(0"&5"#'+%'+,"'(")"6*&+'5%&5"$+#7'' Responses can be improved; are noticeably deficient [not excellent] regarding one or more assignment elements or grading criteria [see the descriptors for Superior/Excellent] 8.5 points = Acceptable: A likely minority of submissions. These submissions have significant problems and just meet the level of being acceptable.

An Acceptable submission shows a generally acceptable level of understanding of the course concepts, while also demonstrating some incorrect/ incomplete/superficial understandings. Responses need significant improvement on two or more assignment elements and grading criteria. The responses in multiple ways do not respond to the assignment requirements. These deficiencies will be noted. 8,"'#-./0##0%&'3*0)#'+%'#-33050"&+)9'(")*+"'+,"'("#$%&#"#'+%'("*)2)03"'"4$"(0"&5"#7' The effort appears to be less than full; that is, the submission could probably be better if the individual and/or team gave their best effort. 8 points [or lower] = Not Acceptable: Poor understanding of course concepts, significant nonresponsiveness to assignment requirements, and overall poor quality product. There is no minimum or maximum distribution expectation for this level. We hope [but cannot expect] that no submissions receive this grade. A Not Acceptable submission shows a lack of acceptable content, presentation elements and effort. The responses are incomplete, inaccurate and clearly show lack of effort. Responses need significant improvement in multiple assignment elements and grading criteria. These deficiencies will be noted. COURSE REQUIREMENTS GUIDANCE Paying careful attention to the following guidance will help you excel in this course. o The frequent workshop-type, skills-building exercises require that you participate with an openness to learning and with an intention to help your classmates learn. Your level of authentic engagement that is, your willingness to try things and to give and receive feedback is the most important component of your grade in the dimension of class participation and contribution. In our skillsbuilding exercises, you are NOT graded on your proficiency! That would defeat their purpose. o Participation in our on-going conversation can and ought to be both in the classroom and on our online forum. Quality of participation is much more important than quantity. When you participate, first ask yourself, How can I best contribute to my peers and my own learning and development? It may be that a question best does that, not an answer or declaration. Presuming you have done the reading, I encourage you to ask about what you dont understand, or agree with, or about something you are struggling with. Please feel free to bring up past situations where you did well, or failed miserably, or just left the situation plain confused. As a life-long practitioner, I have learned much from making and reflecting upon my own mistakes and those of others. o Our work together is to help us all learn and grow, not to try to impress one another. My role as your professor encompasses the roles of both instructor and coach. Please affirm your dual role as both student and peer coach. Your coaching one another is one of the primary ways that you can develop your own skills as a coaching manager and leader. o While your class participation cannot be precisely quantified and evaluated, a superior contributor would contribute at least eight high quality contributions during the semester. High quality contributions are relevant [to the topic at hand and to the class], clear, reasonably concise, genuine and candid. Relevant creativity and imagination are also appreciated. Good questions are as valuable in this class as declarations.

o From a grading perspective, your individual contribution in class consists of your participation in our discussion, but equally as important, how you contribute during our team and skills-building exercises. Do you help guide and coach your peers or just take a passive role? Do you help your team keep focused on the task, or do you engage in side conversations? o While class attendance will not be officially taken, your physical presence facilitates your learning, and your making a positive contribution to the class. Arriving late is disruptive, discourteous and disrespectful, so be on time. Lateness will not be tolerated. Lateness counts as a -1 class participation point. [I understand real emergencies thats different. The bus was late is not a real emergency, let alone a valid excuse. See Course Supporting Objective #7.] To help you understand and meet the expectations with respect to your classroom behavior and etiquette, view our classroom sessions as professional business meetings. Teammates sauntering in late to meetings for minor reasons, and teammates engaging in side conversations while the manager is leading a team discussion, are not behaviors that highly effective managers tolerate. o During class, you must turn off and put away all electronic communication devices, including laptops, cell phones, etc. While some of you may be accustomed to taking notes electronically, the overall effect in this kind of course is negative. We need your full engagement with the material and with each other. Ideally, I would prefer leaving this matter up to each students discretion. However, I have found from experience that doing so results in the frequent lowering of class focus and quality of discussion. If you need electronic support for a presentation, thats ok. o Team peer evaluations are based on the perception of how your team members feel you contributed to the team. They are not based on how well YOU feel you contributed to the team. Thus, if you believe that you have contributed well to the team but the team does not perceive that you contributed well, your evaluations are likely to be low. This is the real world. [As one of our alumni mentioned, her manager told her the first week she started in her job that part of her performance evaluation will be based on how well she manages the perception others have of her work. This is constructive advice and you should begin to develop this skill now.] That said, we will work to develop everyones skills in peer evaluation, so that peer evaluations will be more accurate. We will also help you learn how to improve communication in your team, so that problems can be identified early, worked through and resolved. If there is a significant discrepancy between self and team peer ratings, that is a sign of poor communication and self-awareness. In my experience, it is very unlikely that you will get negative peer evaluations if in fact you are a great team member. o Please bring your Name Tents with you to class and, of course, place them in front of you. Make sure that your first name is printed BOLDLY and LARGE enough so that your near-sighted professor can read your name. I want to learn your names as quickly as possible. Also, Name Tents are necessary for you to qualify for class participation credits. Our TAs and I want to be sure that we are giving the right person credit for contributing. Please also acquire the habit of saying your name, especially early in the semester, when you speak in the class. HONOR CODE AND COURSE VALUES Note that students are expected to follow the Duke Honor Code and Code of Conduct for this class. We may use some cases and exam questions from previous years so you are NOT to obtain copies of such documents from previous years and you are NOT to provide them to next years students. Either of these actions is considered an honor code violation and could be grounds for expulsion. Please see our orientation materials and Sakai site for more information about the Duke Honor Code and its application

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to the MEM and MENG Programs. As most of you have heard during orientation to the program, students have been suspended or expelled due to what they thought were minor infractions of the Honor Code. BE CAREFUL! DO NOT TAKE ANY CHANCES! IF YOU HAVE QUESTIONS ABOUT WHAT IS ALLOWABLE, PLEASE CONTACT YOUR TA OR ME. In addition to considering the dire consequences of getting caught, I encourage you to continue to build a personal and professional reputational platform of integrity. This course centers on principles-based management and leadership. Our Course Values are Integrity, Authenticity, Open Communication, Respect, Accountability, Collaboration and Excellence. Your professor, along with a growing number of highly successful organizational leaders, have found that integrity and trust are the bedrocks for sustaining superior and inspired performance in organizations. TECHNICAL AND LOGISTICAL QUESTIONS All student technical questions (including lost/forgotten Sakai passwords) should go to: http://oit.duke.edu/ or call 919-684-2200. Our TAs are our course managers. If you have questions or issues regarding course logistics, teams, submitting of papers, grades, etc., please contact your TAs, rather than me, your professor [you may certainly copy me]. If you believe you need to miss a class, or would like to switch sections for a week [during the Spring semester], for a valid reason, contact your TA [again, you may copy me]. I want to focus on teaching and your learning, not on logistics and administration. Our TAs are very proficient, and are eager to help.

ASSIGNMENT SUBMISSION INSTRUCTIONS

Assignments will be posted on Sakai approximately one week before they are due, with the exception of the Final Project. You will also submit assignments on Sakai. Do not upload an assignment in the digital drop box or by email. For team assignments, please only upload one version per team. Save the assignment in the following format: Assignment#_Team# Section # [Eg: Agmnt1_Team1 Section 2] Be sure to include the team member name and team number on all pages of the assignment (I suggest using a header). You will also be required to turn in ONE HARD COPY in class. For individual assignments, upload a version to Sakai and still bring a hard copy to class to turn in. Make sure that you include your name on all pages of an individual assignment. You should always bring a copy of your individual and team assignments [at least one team assignment per team] to class for reference. OUR READINGS Over many years, I have read and used hundreds of articles and books on effective management and leadership, to improve my own effectiveness, and to find the best resources for my clients and for the classes I teach. Your readings are those that work in the real world. My only frustration is that there are many other excellent readings that I couldnt include. Everyone has different backgrounds and different goals for the future, so some articles may seem more interesting to you than others. But dont dismiss an article based on a superficial review of the content

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or from just reading the abstract. Nearly always, when a student has said that an article (or class activity) is not applicable to their future job interests, I have found that the student simply had an inaccurate view of what she or he would actually need to know to be successful as a manager. Given my decades of experience in managing and leading, and in teaching/coaching other managers and leaders, I am confident that all of the readings [and class activities] will be helpful to you. In fact, many of these readings are the very same readings I currently share with my clients. These clients right in the thick of the action have no doubt about these readings value. I have used many Harvard Business Press/Review readings. These are the gold standard for applied management. Unfortunately, they cost like they are the gold standard. I wish they were less expensive, but please keep in mind that all of these readings will be useful for many years to come. When managing/leading a team in the future, you will benefit from brushing up on these concepts by reviewing these articles from time to time before big problems occur! You just never know when your next management and leadership challenge will call for a concept or tool that has been lying idle for quite a while. In my own managing, consulting and coaching work, I still regularly refer back to a variety of readings I have collected [if I havent essentially memorized them], and some of these are in your coursepack. You should be regularly adding to your collection of readings while you are on the job. In todays world, the top managers keep reading and learning to stay current. Every student receives a weekly subscription to Bloomberg Businessweek magazine. Occasionally, I may assign an article from the current issue as a class reading. This reading assignment will be posted on Sakai in the current Weekly Class Folder in Resources. Bloomberg Businessweek is an excellent source for you to increase your general business knowledge. For this class, I encourage you to read the magazines articles from a management and leadership perspective. Please feel free to contribute your insights, issues and questions to Sakai and in class. PREPARATION FOR CLASS DISCUSSION OF READINGS Given the purpose and objectives of this course, our class discussion of our readings has a particular purpose and focus as well: To help you become better managers and leaders through developing your understanding and your skills. Class discussion is not primarily to test your knowledge although your careful reading of the readings is presumed. We use the readings to explore ways to increase your effectiveness as managers and leaders. Bring a copy of each of the weeks assigned Readings with you to class, so that you can refer to the Readings during our discussions and exercises. For some of the readings, I will ask you specific questions on Sakai [see the particular Class Folder in Resources for reading-specific preparation directions and questions]. So be sure to check Sakai before every class and before you do the readings. However, FOR ALL READINGS, ALWAYS be prepared to answer for yourself, and be prepared to discuss, these

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READING DISCUSSION PREPARATION QUESTIONS:

" " " "

What is the Central Point of the reading? What are the Other Key Points? What are the Major Implications from the readings for Managing & Leading? What specifically have I learned that I can apply to my own personal, professional, managerial and leadership development? How can I apply what I have learned -- what practical development step(s) can I take?

"

TEAM DISCUSSION LEADING OF CLASS READINGS

Each team, one time during the semester, will be assigned to lead our class discussion on an assigned class reading. Here are the guidelines: # Lead the class through the READING DISCUSSION PREPARATION QUESTIONS above. Ask class members for their views and then briefly add your own [team members] views. [Your professor will assist and interact as warranted.] # Take up to 15 minutes for the discussion. Our discussion may last longer, if we believe that it is valuable to continue it. # No PPTS! Keep our discussion informal and real. This is not a presentation. # DO NOT PRESENT A READING SUMMARY Rather, lead the class through a real discussion, then add your own views. # Your team may allocate roles as you wish. Each team member should take some part in leading the discussion and/or in offering his/her own views.

WEEKLY CLASS AGENDA [May change during the semester]

The following pages contain a projected and not necessarily final description of each weeks topics and activities, including the readings and assignments. I like to preserve some flexibility and spontaneity as we go along. I will make some mid-flight adjustments in order to maximize the value of the class for you. Therefore, it is essential that you check Sakai on a regular basis at least once per week, and prior to preparing for next weeks class. Also I will send frequent email messages noting weekly emphases and changes. We are not able to discuss fully [and sometimes at all] all of the readings in the syllabus. However, these readings have value for you. I do not want to have our discussion time be an artificial limiting condition of your long-term learning. So, please keep these things in mind: Whether we discuss a particular reading in class or not, it will be a valuable resource for you to develop your abilities to manage and lead others;

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On the Final Exam, you will be responsible for knowing the Central Point and Other Key Points of the readings; For some of the class sessions, I will post a note on Sakai [in Resources, Class # folder], giving you guidance regarding that weeks readings. This will help you study the readings efficiently and effectively.

Remember, go to Sakai prior to each class: # For any additional readings [not in the coursepack]; there will not be additional readings every week # For specific issues and questions to prepare you for class discussion and participation # For specific Assignment instructions # To participate in the Sakai Forum for individual participation credit. WEEK 1 [Wed 1/15; Th 1/16] LAUNCHING AND SUSTAINING A SUCCESSFUL CAREER TRAJECTORY o o o o Derailment: What it is, Why it Happens, and How to Avoid it Subject Matter: STEM or Human Beings? Surviving in the Professional Wilderness The Critical Path to Engineering Management Success [or Failure]: Your Choice

WEEK 2 [Wed 1/22; Th 1/23] PREPARING TO MANAGE & LEAD o o o o From Individual Performer to Social [Human Talent & Will] Catalyst Your Engineering Training: Resource or Impediment? Do You Really Want to Manage & Lead? Should you? Course Overview: Topics, Logistics, Approach, Expectations

Readings (check Sakai for any additional readings): o Course Syllabus, from Beginning through WEEK 2 Class Agenda, pp. 1-14 [thru WEEK 2.] o Eugene Kranz Returns Apollo 13 to Earth" from The Leadership Moment by Michael Useem, pp. 65-93, Times Books Random House, 1998 o How Google Sold Its Engineers on Management by David Garvin, HBR, December 2013 Individual Assignment #1: Preparing to Manage & Lead [due before class 2 begins; see Sakai for details] WEEK 3 [Wed 1/29; Th 1/30] MANAGING/LEADING SELF, THEN OTHERS o Establishing Positive Initial Conditions o Management vs. Leadership: Distinctive Purposes & Activities o 10 Commitments That Great Leaders Fulfill

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Readings (check Sakai for any additional readings): o The Five Practices of Exemplary Leadership from The Leadership Challenge (4th ed.) by James Kouzes & Barry Posner, pp. 3-26, Jossey-Bass, 2007 o From Managing Self to Managing Others from The Leadership Pipeline, Chapter 2, by Ram Charan, Stephen Drotter and James Noel, pp. 33-50, Jossey-Bass, 2001 o Other Sakai Readings Getting Started as a Manager Team Assignment #1: Case One Fine Mess [due before class 3 begins; see Sakai for details] WEEK 4 [Wed 2/5; Th 2/6] MANAGING & LEADING WITH EI, AUTHENTICITY & COURAGE o The Primacy of Character over Technique o How to Become an Authentic Leader [and Person] o Emotional Intelligence The Primary Career Success Differentiator Readings (check Sakai for any additional readings): o Inside Out & The Seven Habits An Overview from The Seven Habits of Highly Effective People, by Stephen R. Covey, pp. 15-62, Simon & Schuster, 1989 o Discovering Your Authentic Leadership by William George, HBR, February, 2007 R0702H o What Makes a Leader by Daniel Goleman, HBR, R0401H Individual Assignment #2: Reflection EI, Authenticity & Courage [due before class 4 begins; see Sakai for details] WEEK 5 [Wed 2/12; Th 2/13] LEADING THROUGH DIFFICULT CONVERSATIONS; o Applying Authenticity, Character & Courage to Difficult Conversations o Creating Conditions for Organizational Truth Telling & Mission Primacy Readings (check Sakai for additional readings on hiring) o Caught Up in Emotions: How to Handle Fear, Anger and Embarrassment in Difficult Conversations by Holly Weeks, HBR, September 2008, 6415BC o Columbias Last Flight by William Langewiesche, The Atlantic, November 2003 [on Sakai] Team Assignment #2: Leading Through Difficult Conversations [due before class 5 begins; see Sakai for details]

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Team Assignment #3: Create & Communicate Team Charter [due before class 5 begins; see Sakai for details] WEEK 6 [Wed 2/19; Th 2/20] HIRING SUPERIOR TEAM MEMBERS o Selecting Identifying Superior People for a Mutually Beneficial Match [Excerpts from Select for Success hiring workshop] Team Assignment #4: Rapid On-Boarding of Your New Hires [due before class 6 begins; see Sakai for details] Readings (check Sakai for readings) WEEK 7 [Wed 2/26; Th 2/27] DELEGATING; CREATING HIGH QUALITY RELATIONSHIPS & TEAMS o o o o o Multiplying Output Through Delegating The Core Conditions of Good Relationships The Value of Trust and How to Build It Creating a Winning Culture: Setting Expectations, Goals & Standards Improving and Implementing Your Team Charter

Readings (check Sakai for any additional readings): o Management Time: Whos Got The Monkey? by William Oncken, Jr, Donald Wass, & Stephen R Covey, November, 1999, 99609-PDF o The Speed of Trust by Stephen M.R. Covey, Chapter 1, pp. 3-26, Free Press, 2006 o Leading with the Heart by (Coach) Mike Krzyzewski, pp. 8-17, 26-33, 58-63, Warner, 2000 Team Assignment #5: Embedding Mechanisms: Values to Behaviors/Fine Mess to Productive Team [due before class 7 begins; see Sakai for details] WEEK 8 [Wed 3/5; Th 3/6] REWARDING, MOTIVATING & INSPIRING o Fundamentals of Recognition and Reward o How to Move Your Team from Good to Great o How to Inspire Superior Performance Readings (check Sakai for any additional readings):
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o The Rediscovery of Purpose, Chapter 2, pp. 14-27 & Four Intrinsic Rewards, Chapter 4, pp. 47-59, from Intrinsic Motivation at Work 2nd ed. by Kenneth Thomas, Berrett-Koehler, 2009 o Level Five Leadership: The Triumph of Humility and Fierce Resolve by Jim Collins, HBR, July 2005, R0507M-PDF-ENG

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Team Assignment #6: Survey & Analysis: Catalyzing High Motivation [due before class 8 begins; see Sakai for details] Individual Assignment #3: Preliminary Team Peer Feedback [due before class 8 begins; see Sakai for details] WEEK 9 [Wed 3/19; Th 3/20] COACHING & PERFORMANCE MANAGEMENT o Traditional Performance Evaluation vs. Performance Management o Managing & Evaluating Performance So That Performance Improves o Coaching & Giving Development Feedback Readings (check Sakai for any additional readings): o What is Coaching? and The Manager as Coach from Coaching for Performance [3rd ed.] by John Whitmore, Nicholas Brealey, 2002

o How to Handle Difficult Behavior in the Workplace, by Tony Bleak, Mediate.com Team Assignment #7: Sub-par Performance [due before class 9 begins; see Sakai for details] Individual Assignment #4: Observing & Analyzing Performance Feedback [due before class 9 begins; see Sakai for details] WEEK 10 [Wed 3/26; Th 3/27] CREATING, MANAGING/LEADING TEAMS; RUNNING MEETINGS o Team Dynamics & Composition o How to Run an Effective Meeting Readings (check Sakai for any additional readings): o Leading Teams Note by Jeffrey Polzer, September, 2009 HBS, 9-410-051 o Why Teams Dont Work by J. Richard Hackman (Interview), May 2009 HBR, R0905H o Checklist for Conducting a Perfect Meeting by Michael Hattersley, HBS Team Assignment #8: Planning an Effective Meeting [due before class 10 begins; see Sakai for details] WEEK 11 [Wed 4/2; Th 4/3] BUSINESS PURPOSE, ETHICS & RESULTS o o o o Business Purpose and Competitive Advantage Your Purpose in Business Rising Expectations & Standards for Business Organizations Business Ethics: The Value of Values

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Readings (check Sakai for any additional readings): o Why Ethics? by Robert C. Solomon, in Honest Work, from Its Good Business: Ethics and Free Enterprise for the New Millennium, pp. 136-138, Lanham, 1998 o Business with a Conscience: Do It Right by Jeffrey L. Seglin, MBA Jungle.com, November 2000 (4 pages) o Managing for Organizational Integrity by Lynn S. Paine, HBR, Mar/Apr 94, pp. 106-117

o Make Your Values Mean Something by Patrick M. Lencioni, HBR, Jul 2002, pp. 113-117 WEEK 12 [Wed 4/9; Th 4/10] CREATING & LEADING AN INNOVATIVE CULTURE o Leading toward Creativity and Innovation o Inter-Team Leader Interview Integration Team Assignment #9 A: Leader Interview Report [due before class 12 begins; see Sakai for details] Readings (check Sakai for any additional readings): o Creativity and the Role of the Leader by Teresa Amabile & Mukti Khaire, HBR, October 2008, R0810G WEEK 13 [Wed 4/16; Th 4/17] LEADER INTERVIEW PRESENTATIONS & WRAP-UP o Leader Interview Presentations [Team Assignment 9 B] o Prepare for Final Exam [and Life] Team Assignment #9 B: Leader Interview Presentations [due before class 13 begins; see Sakai for details] Final Team Project: Turnaround Case see Sakai for details; due TBD Individual Assignment #5: Team Peer Evaluation [due 24 hours after your Final Team Project and your Leader Interview Presentations (Team Assignment 9 B) are completed; see Sakai for details]

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