Caproni Msel3e Ppt01

Chapter 1
What Predicts
Success?
Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-1

“No job is more vital to our society than
that of the manager. It is the managers
who determine whether our social
institutions serve us well or whether they
squander our talents and resources.”
Henry Mintzberg

More than ever, today’s managers must see
themselves as value creators whose primary
responsibility is to turn the resources they
manage into measurable results that matter to
the people, organization, and societies they
serve.

“Management Skills for Everyday Life”
Will Help You
• Enhance your job effectiveness and ability to get
results, including in challenging times
• Achieve your career potential (such as
promotions, salary, job satisfaction, and job
choice)
• Enhance your well-being (such as health and
happiness for you and the people you care
about)

What Does Success Mean To You?
Write Down Your Personal Answer.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Assumptions of Course
• This course is designed to help you achieve the success
that you desire, however you define success.
Specifically, this course will help you:
– Get better results at work
– Have the career that you desire (e.g., job choice, job satisfaction,
promotions, salaries)
– Enhance your general well-being (e.g., health, happiness,
work/life balance)
• The most effective people who bring value to their

organizations don’t necessarily have the highest IQs,
biggest budgets, or highest status – but they do have
much in common.
Assumptions of Course
• Significant economic, social, and technological

trends are changing managerial work.
• Developing management skills isn’t about quick

fixes, easy answers, and one-size-fits-all truths.

Is There a Difference
Between Managing and Leading?
• This is a false distinction because getting results
involves skills associated with both managing and
leading:
– Managing: ensuring effectiveness and efficiency
through planning, organizing, controlling, budgeting,
and motivating
– Leading: thinking strategically, setting a clear and
meaningful direction, aligning stakeholders, inspiring
others, and guiding change
• Yet we can’t imagine working for a manager who doesn’t
thinking strategically, set clear direction, etc., nor can we
imagine working effectively for a leader who cannot plan,
organize, motivate, etc.
How Much of Your Success is
Predicted by Your IQ?
75 – 100%
50 – 74%
25 – 49%
Less than 25%

Why IQ Isn’t a Strong Predictor of Success:
Practical Everyday Problems
• Are ambiguous
• Are characterized by multiple “correct” solutions
• Can be solved by multiple methods
• Must be solved and implemented, in large part,
through talents not assessed on standardized
intelligence tests: self-awareness, the desire to learn,
the ability to gain the support of others, the willingness
to see multiple opportunities and risks, the ability to
change, the willingness to persist, the ability to cope
with stress and bounce back from setbacks

Managers derail not because they don’t have
the intelligence to succeed but because they
may rely too much on their cognitive intelligence
and fail to develop other skills and beliefs that
will serve them well when the challenges they
face exceed their abilities.
“The true measure of your intelligence is not in

a test score; it is in your willingness to develop
your own talents.” (Robert Sternberg)

Managerial Derailment
• Derailment occurs when a manager wants to

move ahead but is instead fired, demoted, or
plateaued below expected levels of
achievement
• 30-50% of high potential managers derail
• Derailment is costly to individuals and
organizations.
Center for Creative Leadership
Differences Between Derailed and
Successful Managers
Derailed Successful
• Limited self-awareness • Enhanced self-awareness
• Over estimate their • Accurate understanding of
abilities their abilities
• Over rely on strengths • Recognize need for new
that served them well in strengths and developed
the past but may not those that will serve them
serve them as well now well now and in the future
• Use narrow skill set and • Use broader skill set that
one-size-fits all approach serves them well in a
to solving problems variety of situations
Preventing Derailment:
Overcoming Your Strengths
The common thread for people who derail is that
they exhibit superior skill in a particular area to the
exclusion of developing complementary ones. Even
when a change in a job assignment requires them to
apply a different skill set, or when they see people
around them develop in diverse areas, they fail to
notice that they’re limiting themselves and turn up
the volume on those behaviors that they already do
well, hoping that doing more of the same will save
them.
Lois Frankel, Overcoming Your Strengths
Why Smart People Do Stupid Things:
Lessons from High-Profile Executive Scandals
• Weaknesses are flip side of their strengths
– Brilliant, stellar records = may have feelings of invulnerability,
big ego, individualism, over-reliance on skills that helped them
succeed in past
– Great risk-takers = may underestimate challenges and get
caught unprepared
– Helpful advisors = may surround themselves with people
similar to themselves or with too few people so they have
limited perspective
– Succeed by breaking rules = may believe all rules are meant to
be broken or they’re above the law
– Powerful = may develop feelings of entitlement and sense that
they deserve more than others
“Success is a lousy teacher. It
seduces people into thinking they
can’t lose.”
Bill Gates, Cofounder of Microsoft

Derailed Managers Who Get
Back on Track Learn That:
• Intelligence isn’t enough for long-term success

• The same talents that once brought them early
success can later lead to failure
• Flaws and blind spots that seemed insignificant
earlier in their careers suddenly matter

What Predicts Success?

What Predicts Success?
• Believing that intelligence • Having creative and

and personality are fluid practical intelligence
rather than fixed
• Developing self-
• Developing expertise awareness
through mindful, deliberate
practice • Having social skills
• Conscientiousness • Managing emotions:

emotional intelligence,
• Being proactive positive emotions, and
hardiness
• Having a learning
orientation rather than
excessive focus on goal
achievement
Figure 1.1
Characteristics that Predict Success
Characteristics Behaviors
Set higher goals
Believing in fluid intelligence Work harder
Developing expertise Work smarter Consequences
Being proactive Take greater risks
Having a learning Enhanced:
Seek out feedback
goal orientation
Better decision-making •Job Effectiveness
Having creative intelligence
Greater persistence •Career Success
Having practical intelligence
Better coping skills
Developing self awareness and resilience in the •Well-being
Having social skills face of setbacks
Managing emotions Better able to build

(emotional intelligence, mutually supportive
Positive emotions, and hardi- relationships
ness) Better able to create
workplaces that bring
out the best in others

Believing that Intelligence is Fluid Rather
than Fixed Predicts Success
Attach intelligence Take fewer
Belief in Fixed to self worth risks and
Intelligence May become too underestimate
invested in being the power of
smart learning, effort,
persistence
Less likely to
attach self worth to Take more
scores on risks and
Belief in Fluid intelligence tests believe in
Intelligence Believe failure is the power of
due to lack of learning, effort,
effort or lack of persistence
Carol Dweck
learnable skills
Developing an Expertise through
Mindful, Deliberate Practice:
The Road to Excellence: Expert Performers
 Are focused on goals that matter to them
 Engage in mindful practice with focus on quality and quantity
 Use multiple resources (books, Internet, classes, workshops)
 Build in instant feedback
 Build in failure and optimal challenges so they can stretch their skills
 Have a coach, especially early on
Consequently, expert performers see situations in more complex ways

and employ more responses based on vast amounts of knowledge
K. Anders Ericsson: Cambridge Handbook of Expertise and Human Performance

“Natural” Talent is Over-Rated
People succeed because of deliberate practice.

It takes about 4 hours a day for 10 years to create
an overnight success.
K. Anders Ericsson: Cambridge Handbook of Expertise and Human Performance

Chesley B. (Sully) Sullenberger
Pilot who safely landed plane in Hudson
57 years old; 29 years of commercial pilot experience
Got his pilot's license as a teenager
Named best aviator in his class at the Air Force Academy
Degrees in psychology from Air Force Academy and Purdue
Studied the psychology of cockpit crews in a crisis
Flew fighter jets, investigated air disasters, mastered glider

flying
Being Conscientiousness
• Achievement oriented
• Organized
• Disciplined
• Committed
• Dependable
• Committed
• Persistent
• Hard-working
• Focused on getting results
Being Proactive
• I am constantly on the lookout for new ways to improve my life.
• Wherever I have been, I have been a powerful force for constructive
change.
• Nothing is more exciting than seeing my ideas turn into reality.
• If I see something I don’t like, I fix it.
• No matter what the odds, if I believe in something I will make it happen.
• I love being a champion for my ideas, even against other’s opposition.
• I excel at identifying opportunities.
• I am always looking for better ways to do things.
• If I believe in an idea, no obstacle will prevent me from making it
happen.
• I can spot a good opportunity long before others can.
Thomas Bateman and Michael Grant

Proactivity
People who are highly proactive are more

likely than others to actively manage their
careers, show political savvy, and take
actions to influence their environment.
People who are less proactive are more
passive and reactive.

Proactive Personality Predicts:
Job Performance
Salary
Promotions
Career Satisfaction
Community Involvement

Having a Learning Goal Orientation
• Learning goal orientation

• Performance goal orientation
• Avoidance goal orientation

Orientation Toward Work
(Vande Walle)
Individuals have different views about how they approach work. Please
read each statement on the following page and select the response that
reflects how much you agree or disagree with the statement.
1 = strongly disagree
2 = disagree
3 = sort of disagree
4 = neither agree or disagree
5 = sort of agree
6 = agree
7 = strongly agree

Orientation Toward Work
1. I am willing to select a challenging work assignment that I can learn a lot from _____
2. I often look for opportunities to develop new skills and knowledge _____
3. I enjoy challenging and difficult tasks at work where I’ll learn new skills _____
4. For me, further development of my work ability is important enough to take risks _____
5. I like to show that I can perform better than my co-workers _____
6. I try to figure out what it takes to prove my ability to others at work _____
7. I enjoy it when others at work are aware of how well I am doing _____
8. I prefer to work on projects where I can prove my ability to others _____
9. I would avoid taking on a new task if there was a chance that I would appear rather
incompetent to others _____
10. Avoiding a show of low ability is more important to me than learning a new skill _____
11. I’m concerned about taking on a task at work if my performance would show I had low ability
_____
12. I prefer to avoid situations at work where I might perform poorly _____

Calculate Your Goal Orientation
• Learning goal orientation: Sum and average your responses
to questions 1 – 4
• Proving goal orientation: Sum and average your responses

• Avoiding goal orientation: Sum and average your responses

On which type of goal orientation do you score highest?
________________________

Having Creative Intelligence
People with creative intelligence are able to

respond to routine and novel situations in
innovative ways.

Having Practical Intelligence
People with practical intelligence are better
able than others to be able to make sense of
and influence their environment. They:
•Seek out and join environments that enable

them to do their best work
•Adapt to environments so they can succeed
•Know when to leave environments and look

for opportunities elsewhere
Robert Sternberg
Tacit Knowledge and Practical
Intelligence
Practical intelligence means “knowing what

to say to whom, knowing when to say, and
knowing how to say it for maximum effect
(Sternberg). Tacit knowledge is a hard-to-
copy competitive advantage because it isn’t
written down in formulas or guidelines, is
rarely taught or tested in school, and can
be difficult to explain to others.

Developing Self-Awareness
 Styles: Understanding your goals, values, styles,

strengths, weaknesses, biases, and how you are
perceived by others
 Context: Understanding how your goals, values, styles,

strengths, weaknesses, values change based on the
context (environment, group, time of day)

Personality and Context:
The Good Samaritan Study
John Darley and C. Daniel Batson
The Good Samaritan Seminary Students at Princeton

Parable Told they had to give a talk, some on seminary
(Luke 10: 27-37) jobs; others on The Good Samaritan
Told they had high-hurry, medium-hurry, or low
hurry situation
Each came across a coughing and moaning man
slumped in an alley
Only 40% overall offered to help the man: 63% in
low- hurry; 45 in medium-hurry, and only 10% in
the high-hurry condition stopped to help the man.

Having Social Skills
 Investing in building a broad and diverse set of

relationships to increase social capital, the resources
one gives and gets through his or her social networks
 Developing high quality connections

Social Skills: The Waiter Rule

Managing Emotions
 Emotional Intelligence
 Positive Emotions
 Hardiness

Emotional Intelligence
 Ability to understand and manage one’s own and

others’ emotions, particularly in stressful times
 Emotionally intelligent managers are better able to

cope with the inevitable ups and downs of
organizational life, tolerate uncertainty, build employee
commitment, motivate others, communicate effectively,
manage conflict, reduce employees’ anxiety, and
consequently enhance employee performance.

Positive emotions
Joy Fear
Hope Anger
Love Resentment
Compassion Frustration
Generosity Worry
Gratitude Guilt
Optimism Shame
Pride
Serenity
Forgiveness
Positive emotions Negative emotions

broaden and build narrow and tear down
Barbara Fredrickson
Positive Emotions:
Indra Nooyi, PepsiCo CEO
“My father was an absolutely wonderful human being. From

him I learned to always assume positive intent. Whatever
anybody says or does, assume positive intent… .When you
assume negative intent, you're angry. If you take away that
anger and assume positive intent,… your emotional
quotient goes up because you are no longer almost
random in your response. You don't get defensive…You are
trying to understand and listen because at your basic core
you are saying, ‘Maybe they are saying something to me
that I'm not hearing.’”

Assess Your Positivity Ratio
Barbara Fredrickson
http://www.positivityratio.com/
Should be at least 3:1

Positive/Negative ratio

Hardiness
 Challenge: View problems as
normal part of life and
 Maintain
opportunities to stretch one’s
composure
skills
under stress
 Commitment: Believe that
 Recover quickly
they are involved in
from failure
meaningful activities
 Become wiser
 Control: Have a sense of
with each
personal control over
experience
outcomes

Creating Personal Change

Steps Toward Personal Change
• Believe that you can change
• Learn beliefs, characteristics, and skills that are

likely to lead to success
• Think critically and adapt new ideas to your own

situation

Steps Toward Personal Change
(cont’d)
• Assess your personal styles, strengths and
weaknesses
• Practice new skills and go for small wins
• Obtain feedback on your progress
• Over learn new behaviors

The Cost of Not Dropping Our Tools
The firefighters who perished did not drop their

tools or packs while trying to escape...Dropping
their tools or packs would have significantly
increased the firefighters chance of escape. [US
Forest Service “analysis assumed that [if] they
[had] dropped their packs and tools...[they]could
have moved quicker exerting the same amount of
energy.”
Karl Weick

Why We Don’t Drop Our Tools
(Karl Weick)
1. Listening: We don’t hear the need for change
2. Justification: We rationalize our old ways
3. Trust: We don’t trust the person asking for change
4. Control: Our old tools provide a [false] sense of control
5. Skill at dropping: We don’t know how to drop tools -- We’re trained to keep them
6. Skill at replacement activity: We haven’t been trained in the new skills
7. Failure: We think dropping our tools is admitting failure
8. Social dynamics: We do what our peers are doing
9. Consequences: We believe changing won’t make any difference
10. Identity: Our tools are part of our identity

Roethlisberger argues that people who are preoccupied
with success ask the wrong question. They ask, “what is
the secret of success” when they should be asking, “what
prevents me from learning here and now?” To be overly
preoccupied with the future is to be inattentive toward the
present where learning and growth take place. To walk
around asking, “am I a success or a failure” is a silly
question in the sense that the closest you can come to
answer is to say, everyone is both a success and a
failure.
Weick, Karl E. How Projects Lose Meaning: The Dynamics of

Renewal. in Renewing Research Practice by R. Stablein and P. Frost
(Eds.). Stanford, CA: Stanford.

The New Rules

Question: The New Rules
What are the three most critical changes that are
transforming the environment in which you
live and work?
• ________________________________
• ________________________________
• ________________________________

Table 1-1:
Trends Changing Managerial Work
OLD NEW
• Stable, predictable • Changing,
environment unpredictable
environment
• Stable, homogeneous
workforce • Mobile and diverse
workforce
• Capital and labor
intensive firms • Knowledge intensive
firms
• Brick and motor
organizations • Brick and click
organizations
Table 1-1:
OLD NEW
• Knowledge and product • Knowledge and product
stability obsolescence; mass
customization
• Knowledge in the hands
of a few • Knowledge in the hands of
many
• Stability of managerial
knowledge and practices • Escalation of new
managerial knowledge and
• Technology as a tool for practices
routine tasks (data
processing era) • Escalating information and
communication
technologies; Social
networking
Table 1-1:
OLD NEW
• Economies of scale • Mass customization
• Local focus • Local and global focus
• Bureaucracy
• Networks
• Managers as fixed cost
• Managers as variable cost
• Predictable, trajectory
careers • Multiple careers
• One-breadwinner • Dual and triple career
families families
Figure 1.2: Organization of Book
Relevant Book Chapters
Chapter 1: What Predicts Success?
Life Outcomes
Chapter 2: Developing Self Awareness
Enhance:
Chapter 3: Building Trust
Chapter 4: Communicating Effectively
Job
Chapter 5: Developing Sustainable,
Effectiveness
Ethical Power and Influence
Chapter 6: Managing Cultural Diversity
Career
Success
Chapter 7: Managing Up, Down, and Sideways
Chapter 8: Creating High-Performing Teams General
Chapter 9: Diverse and Virtual Teams Well-Being
Chapter 10: Crafting a Life

Imagine that you could have three people
throughout history, living or dead, to be your
management consultants for a day. Who would
these people be, and why? What kinds of lessons
would you learn from them?
• ________________________________
• ________________________________
• ________________________________

Advice: Remember…
• Your intelligence alone will not predict your long-
term success
• Doing more of the same things you’ve done in
the past better and faster will not necessarily
help you get to where you want to go in the
future
• Inattention to personal flaws, especially when
combined with hubris, can backfire on you,
others, and the organizations to which you
belong
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Chapter 1

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-1

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-2

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-3

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-4

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-5

• The most effective people who bring value to their

• Significant economic, social, and technological

• Developing management skills isn’t about quick

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-7

Less than 25%

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-9

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-10

“The true measure of your intelligence is not in

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-11

• Derailment occurs when a manager wants to

Bill Gates, Cofounder of Microsoft

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-16

• Intelligence isn’t enough for long-term success

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-17

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-18

• Believing that intelligence • Having creative and

• Conscientiousness • Managing emotions:

Managing emotions Better able to build

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-20

 Engage in mindful practice with focus on quality and quantity

 Use multiple resources (books, Internet, classes, workshops)

 Build in instant feedback

 Have a coach, especially early on

Consequently, expert performers see situations in more complex ways

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-22

People succeed because of deliberate practice.

K. Anders Ericsson: Cambridge Handbook of Expertise and Human Performance

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-23

57 years old; 29 years of commercial pilot experience

Got his pilot's license as a teenager

Named best aviator in his class at the Air Force Academy

Degrees in psychology from Air Force Academy and Purdue

Studied the psychology of cockpit crews in a crisis

Flew fighter jets, investigated air disasters, mastered glider

Thomas Bateman and Michael Grant

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-26

People who are highly proactive are more

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-27

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-28

• Learning goal orientation

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-29

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-30

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-31

• Proving goal orientation: Sum and average your responses

• Avoiding goal orientation: Sum and average your responses

On which type of goal orientation do you score highest?

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-32

People with creative intelligence are able to

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-33

•Seek out and join environments that enable

•Adapt to environments so they can succeed

•Know when to leave environments and look

Practical intelligence means “knowing what

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-35

 Styles: Understanding your goals, values, styles,

 Context: Understanding how your goals, values, styles,

Copyright ©2012 Pearson Education, Inc. publishing as Prentice Hall 1-36

The Good Samaritan Seminary Students at Princeton