Career Management Week 1

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Career Management Week 1

• Registration Practics
• Getting acquainted
• Syllabus walk-through
• Establishing common ground
• Deming
• Senge
• Waterman
• Drucker
• Smart

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Learning Together

• Flexibility
• Slides posted may not be strictly followed
• Articles bring in to share
• Experiences bring in to share
• Pass out article
• Next week bring in one page for me, not graded,
  who you are, where you are in your career
  aspirations.
• Each week well start with a reflection

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The Learning Pyramid
Wisdom
Knowledge
Information
Data
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Take the Development Culture Survey

• Individually take the survey and rate your
  organization.
• Then in groups of three, share your findings
  about your organizations.
• Then one team member introduce those in your
  group to the rest of the class.

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DEMINGS PHILOSOPHY

Making a Case for Career Management
Ultimately improvement has to come from the
brains of those working in the system, and they
have to be alive enough to use their brains.
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POINT ONE

• Create constancy of purpose toward improvement
  of product and service.
• Constantly reinforce vision and values that
  everyone knows and understands.
• You cant enjoy your work if you dont know what
  youre doing or why youre doing it.

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POINT TWO

• Adopt the new philosophy of Win-Win.
• Win-Win is based on cooperation, not competition.
• The company wins when employees, and vendors, as
  well as customers, win.
• How does an employee win?

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POINT THREE

• Cease dependence on mass inspection.
• Build quality into the product in the first
  place.
• Quality is based upon process.
• Employees performance is only as good as the
  process.

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POINT FOUR

• End the practice of awarding business on the
  basis of price tag.
• Minimize total costs (costs of turnover)
• Move toward a single supplier through building a
  long-term relationship based
• upon trust and cooperation result
• will be quality.

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POINT FIVE

• Improve constantly and forever the system of
  production and service to improve quality and
  productivity.
• Be a change agent manage change by helping
  employees pull away from their current practice
  and beliefs WITHOUT feelings of guilt about the
  past.

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POINT SIX

• Institute training on the job.
• A manager of people needs to understand that all
  people are different and learn differently.
• While the process determines output, the process
  is effective only if people understand it and
  know how to use it.
• Teach managers to be process thinkers.
• Provide quality instruction by master teachers.

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POINT SEVEN

• Institute Leadership, not supervision.
• Institute principles for the management of
  people.
• One cannot delegate quality.
• Leaders must be held accountable for the ability
  of the entire team to work together
  cooperatively, rather than instilling competition.

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POINT EIGHT

• Drive Out Fear so that everyone may work
  effectively for the company.
• Principles of quality and continuous improvement
  require relationships built upon trust.
• Hire the right people the first time.
• Let go of strict control.
• Instill concern and respect for others.

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POINT NINE

• Break down barriers between departments.
• Learn to work with the organization as a complex
  system.
• Entire company must work as one team toward
  improvement.
• Everyone wins if the system wins.
• Competition destroys the system.
• Dont compete contribute.

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POINT TEN

• Eliminate slogans, exhortations, and targets.
• Targets only generate competition and adversarial
  relationships.
• Develop people and develop process.

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POINT ELEVEN

• Eliminate goal setting.
• Eliminate work standards (quotas) on the factory
  floor. Substitute leadership.
• Eliminate management by objectives/numbers/goals.
  Substitute leadership.
• If you hire the right people, goal setting is not
  necessary.

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POINT TWELVE

• Remove barriers that remove hourly workers and
  managers of their rights to pride of workmanship.
• The responsibility of managers must be changed
  from mere numbers to quality.
• This means, inter alia, abolishment of the annual
  review or merit rating.
• Substitute development look to the future, not
  the past.

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POINT THIRTEEN

• Institute a vigorous program of education and
  self-improvement.
• Encourage people and provide resources for people
  to develop for tomorrow, not what is relevant
  today.
• Nourish intrinsic motivation by getting people
  excited about their own growth and development.
• Your people are your best source of future
  innovation.

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POINT FOURTEEN

• Put everybody to work to accomplish the
  transformation.
• We cant make everyone responsible as long as
  they have to keep an eye out for number one.
• Everyone is a part of the system and must be
  re-educated to work together for the good of the
  whole.

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Peter Senge

• Making a Case for The Learning Organization
• It is no longer sufficient to have one person
  learning for the organization. Its just not
  possible any longer to figure it out from the
  top, and have everyone else following the orders
  of the grand strategist. The organizations
  that will truly excel in the future will be the
  organizations that discover how to tap peoples
  commitment and capacity to learn at ALL levels in
  an organization.

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The Five Disciplines of the Learning Organization

• Systems Thinking seeing the inter-connectedness
  of the parts to the whole and understanding how
  each small action creates a new reality for the
  whole.
• Mental Models reflecting upon, clarifying and
  improving our internal pictures of the world
  breaking through ingrained patterns of thinking
  and being open to a larger perspective.
• Personal Mastery each individuals commitment
  to lifelong learning - beyond the confines of
  self-interest.

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The Five Disciplines of the Learning Organization

• 4. Shared Vision building commitment in a group
  by developing shared images of the future we seek
  to create, and the guiding principles that will
  get us there.creating an environment where self
  interest is not paramount.
• 5. Team Learning transforming collective
  thinking so that group intelligence is greater
  than the sum of individual members talents -
  individuals are motivated to learn for the good
  of the whole rather than compete on the basis of
  individual talent and expertise.

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Organizational Learning Disabilities

• I am my position. When asked what they do for
  a living, individuals describe the tasks they
  perform every day rather than the purpose of the
  greater enterprise in which they take part.
• The enemy is out there. Inability to see how
  actions extend beyond the boundaries of our
  positions, resulting in laying the blame on
  others rather than understanding the consequences
  of our own actions.

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Organizational Learning Disabilities

• The illusion of taking charge thinking that
  one is being proactive when one is actually
  reacting to the enemy out there. True
  pro-activeness comes from seeing how we
  contribute to our own problems and making the
  necessary modifications to create the future.
• The fixation on events when the primary
  threats to our survival come not from sudden
  events but from slow, gradual processes.

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Organizational Learning Disabilities

• The parable of the boiled frog learning to
  see slow, gradual processes requires slowing down
  our frenetic pace and paying attention to the
  subtle as well as the dramatic.
• The delusion of learning from experience
  while we learn best from experience, we never
  directly experience the consequences of many of
  our most important decisions trying to fix what
  we perceive as problems too soon may only destroy
  systems and process and create greater sets of
  problems fundamental change takes time.

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Organizational Learning Disabilities

• 7. The myth of the management team our
  confidence in a savvy, experienced group of
  managers to sort out the critical and complex
  cross-functional issues when in actuality they
  tend to spend their time fighting for turf and
  avoiding anything that will make them look bad
  while pretending that everyone is unified behind
  one collective strategy.

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The Essence of the Learning Organization
Awarenesses and sensibilites
Attitudes and beliefs
DOMAIN OF ENDURING CHANGE (deep learning
cycle)
Skills and capabilities
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Transformation of Experience into Knowledge a
checklist

• Learning in organizations means the continuous
  testing of experience, and the transformation of
  that experience into knowledge accessible to
  the whole organization , and relevant to its core
  purpose.
• Do you continuously test your experiences?
• Are you producing knowledge?
• Is the knowledge shared?
• Is the learning relevant?

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The Learning Wheel
Individual
More Concrete
REFLECTING (thinking and feeling)
DOING
DECIDING
CONNECTING
More Abstract
More Reflection
More Action
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The Team Learning Wheel
Team
More Concrete
Coordinated action
Public reflection
Joint planning
Shared meaning
More Abstract
More Reflection
More Action
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Career Resilience

• Robert H. Waterman, article in HBR, July August
  1994.
• A new way to look at loyalty
• New way to understand career path
• From parent-child relationship to partnership
• New requirements
• Self-assessment (make the tools available)
• Skills benchmarking
• Lifelong learning (experiences, speakers, etc)
• No-fault exits (making transitions with dignity)
• Credible Career Support Services (a center,
  confidentiality, etc)

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Managing Oneself

• Peter Drucker
• Harvard Business Review- March, April 1999
• Know your strengths
• Know your values
• Ask yourself where you belong
• Look at where you can make a contribution

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Top Grading

• Brad Smart
• 1999
• Best Seller for HR Pros
• What excellence demands
• Career Management /Self Management
• New requirements of HR
• New requirements for employees
• You are in or.. You are out.

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Give Me Five Good Reasons

• If tomorrow your CEO were to ask you, Give me
  five good reasons why we should do Career
  Development, what would you say.
• Individually, create a list of five, then in
  pairs, come up with a composite list of five.

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You are responsible

• Not to decide is to decide.
• Be in charge of your life or be a victim.
• Being in charge of your life means seeing your
  relationship to the whole.
• What are you doing now?
• Are you doing it well? Do you enjoy doing it?
• Are you making a contribution beyond the confines
  of your own self-interest?
• Are you providing a work environment for others
  that allows them to manage their careers?