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2015 Promising Leaders at Yale SOM
- 2. Promising Leaders Program How to Thrive in an Organizational Setting Thursday, June 11, 2015 Yale School of Management
- 3. Program Agenda I. WELCOME AND INTRODUCTIONS II. INTERPERSONAL SKILLS Overview Rules for Creating a Strong First (and Lasting) Impression Communication and Listening Skills III. PROFESSIONAL DEVELOPMENT Maximizing Your On the Job Learning Setting SMART Goals Giving and Receiving Constructive Feedback Establishing the Link between School and the Job IV. SUMMER COACHING AND THE EVALUATION PROCESS V. CONCLUSION
- 4. Introductions You should be seated next to someone that you do not know Introduce yourself: Name, school, department, and one or two interesting facts about yourself Also share an interesting detail about the work you will be doing this summer as part of your internship
- 6. Interpersonal Skills “Your career success in the workplace of today – independent of technical expertise – depends on the quality of your people skills.” Group Activity In groups of 5 or 6, discuss the following questions: What are interpersonal skills? What are some examples of the interpersonal skills required to be successful in the workplace? Think of famous leaders or popular personalities who have demonstrated outstanding interpersonal skills. What skills did they demonstrate? What was the impact? Max Messmer, “Managing Your Career for Dummies”
- 7. Interpersonal Skills TOP 10 INTERPERSONAL SKILLS 1. Self Confidence 2. A Positive Attitude 3. Strong Communication Skills 4. Being A Team Player 5. Critical Thinking and Problem Solving 6. Effective Time Management 7. Coping with Pressure 8. Flexibility 9. Ability to Accept Constructive Feedback 10. A Strong Work Ethic The cluster of personality traits, social graces, communication, language, and personal habits that characterize our relationships with other people Source: “10 Interpersonal Skills to Land You That Dream Job”
- 8. Leaders With Exceptional Interpersonal Skills
- 9. Leaders With Exceptional Interpersonal Skills
- 10. RULES FOR CREATING A STRONG FIRST (AND LASTING) IMPRESSION
- 11. Rule #1: Always Dress for Success DRESS CODE DON’T DRESS CODE DO Too Much Leg Say Yes to Capris Sporting a Sloppy Look Keep It Simple With Business Casual Bare the Midriff Cover Up Flaunt Tattoos Keep Tattoos Under Wraps Brandish “the hardware” Leave the Adornments at Home Crazy Cuts Stylish, but Subdued Flip-Flops Are Flops These Shoes Are Made for Workin’ Dos and Don’ts for Dressing In the Workplace Source: Office Dress Code Do’s and Don’ts,” AllBusiness Source: Office Dress Code Do’s and Don’ts,” AllBusiness
- 12. Professional Attire in the Workplace Group Discussion Apparel that constitutes acceptable profession attire is different for every organization. Now that you have been on the job for two weeks, what have you noticed about the dress in your department? What have you observed in how the permanent employees and their managers dress?
- 13. Rule #2: Show Up and Be On Time “No matter how you feel . Get up, dress up, show up, and never give up.” “Arriving late is a way of saying that your own time is more valuable than the time of the people who waited for you.” Karen Joy Fowler Regina Brett Source: CartoonStock.com
- 14. Rule #3: Seize Every Opportunity Action always beats intention. Be relentless in working hard, taking initiative, and getting things done.
- 15. Rule #4: Deliver on Your Promises Promise is a big word. It either makes something or it breaks everything. It is always better to under promise and over deliver. Don’t waste time making empty promises. Invest your time and boost your credibility by delivering real value to your words. Source: CartoonStock.com, Ron Morgan
- 16. Rule #5: Play Well With Others TEN QUALITIES OF AN EFFECTIVE TEAM PLAYER Demonstrates reliability Communicates constructively Listens actively Functions as an active participant Shares openly and willingly Cooperates and Pitches in to help Exhibits flexibility Shows commitment to the team Works as a problem-solver Treats others in a respectful and supportive manner Source: Marty Brounstein, “Managing Teams for Dummies” Source: Bruce Woodcock, University of Kent Career Services “Great things in business are never done by one person. They’re done by a team of people.” Steve Jobs
- 17. Rule #6: Learn the Culture Group Discussion Source: New Charter University, “Dimensions of Organizational Culture Profile” Dimensions of Organizational Culture The beliefs and behaviors that determine how a company’s employees and management interact and work. Corporate culture is implied, not expressly defined, and develops organically over time from the cumulative traits of the people hired. Corporate Culture What are some of the ways in which the culture of your respective departments is reflected? What have you observed about the social norms or work style in your department? How do permanent employees and their managers interact?
- 19. Communication Skills Source: www.inspirationalthinktank.com Verbal Communication Written Communication Non-verbal Communication Active Listening
- 20. Communication Skills Group Activities The Power of Body Language What’s Wrong With This Email?
- 21. 10 MINUTE BREAK
- 23. What Makes An Intern Truly Stand Out? 1. Handles technical challenges skillfully, thoroughly, and effectively. 2. Continuously strives to expand job knowledge and actively solicits feedback regarding their performance. 3. Possesses a thorough knowledge of her job function and a mastery of most procedures and processes required for successful job performance. 4. Enhances group effectiveness by sharing her expertise on issues or questions that arise.
- 24. Maximizing Your On the Job Learning
- 25. Job Knowledge & Technical Skills 4. Start your on the job learning 3. Establish a support system 2. Gather information about how to do the job 1. Identify learning objectives and competency areas 8. Improve the process 7. Establish the process 6. Document what you learn 5. Check progress and seek feedback 8 Simple Steps to Maximize Your On the Job Learning Source: “8 Simple Steps to Maximize Your on the Job Learning,” Career Change Mentor
- 27. Setting SMART Goals S M A R T Specific State exactly what you want to achieve. Can you break a larger task down into smaller items? Measurable Establish clear definitions to help you measure if you are reaching your goal. Action-Oriented Describe your goals using action verbs, and outline the exact steps you will take to accomplish your goal. Realistic Set goals you’ll actually be able to accomplish and consider obstacles that you may need to overcome. Time-Bound How much time do you have to complete the task? Decide exactly when you’ll start and finish your goal.
- 28. Setting SMART Goals Example of a SMART Goal “By August 1, 2015, implement a new performance management system for Classified Staff, A&P faculty, and University Staff using clearly defined processes and guidelines so employees can more competently evaluate performance and develop their careers.” Individual Activity Compose one (1) SMART goal that you hope to accomplish this summer. Consider the following factors: What do you hope to accomplish by the end of your internship? What skills do you want to acquire? How does your internship tie into your full-time employment goals?
- 29. Giving and Receiving Feedback
- 30. Types of Feedback POSITIVE FEEDBACK reinforces behaviors that one wants to see continue. CONSTRUCTIVE/DEVELOPMENTAL FEEDBACK seeks to encourage a change in behavior.
- 31. The Importance of Constructive Feedback Constructive Feedback Results in improved performance Increased effort and motivation Facilitates the cognitive process of restructuring knowledge Self- assessment is flawed Constructive feedback is communication that brings to an individual’s attention an area in which their performance could improve, in a manner that helps the individual understand and internalize the information. Constructive feedback does not focus on fault or blame; it is specific and is directed towards the action, not the person. Useful Meaningful Impactful Easy to Understand Critical Accusatory Vague Source: Northwest Territories Human Resources
- 32. How to Receive Constructive Feedback Assume non-defensive, open body language Paraphrase the feedback Request specific ideas and examples Never argue; just say thanks Evaluate the feedback, slowly Develop meta-awareness around the areas that you received feedback Source: “Cartoon Feedback,” www.positivelymary.com Source: “The Importance of Feedback and Coaching”
- 33. Giving Feedback: The SBI Tool • Define the where and when of the situation you’re referring to. This puts the feedback into context, and gives the other person a specific setting as a reference.Situation • Describe the specific behaviors that you want to address. You must only communicate the behaviors that you observed directly. Assumptions, hearsay or subjective judgments will undermine your feedback. Behavior • The last step is to use “I” statements to describe how the other person’s action has affected you or others.Impact
- 34. Using the SBI Framework Group Activity In pairs, choose one person to play the role of the supervisor and the other to play the role of a direct report. Scenario: It is your first formal assessment with your manager. Your manager has offered feedback around your inconsistency in recognizing problems and applying your job knowledge and technical skills to resolve these issues in a timely manner. Supervisor: Practice delivering this feedback using the SBI Model Employee: How do you respond to this feedback? If time permits, please switch roles and repeat the exercise.
- 35. Requesting Feedback on Your Performance Group Discussion Situation: You have recently completed an important assignment working alongside select members of your department, including your manager. How do you go about asking members of your team and your manager for feedback on your performance?
- 36. Establishing the Link Between School and the Job
- 37. From the Classroom to the Job C A R E E R S Careers Academics Research Experiential Education Relevant Skills 4. Time Management 3. Leading and Working in Teams 2. Writing 1. Speaking/Oral Communication/Presentation 8. Work Ethic/Personal Productivity 7. Tenacity 6. Research/Investigative Skills/Knowledge Management 5. Organization How the Lessons, Skills, and Values Developed In College Prepare You for the Job Market Source: Randall S. Hansen, Ph.D., and Katharine Hansen, Ph.D., “How the Lessons, Skills, and Values You Develop in College (and Maybe Even High School) Prepare You for the Job Market”
- 38. Group Discussion What are some of the most important skills or lessons that you have gleaned thus far from your undergraduate education that you will be able to apply this summer in your internship? What are you glad that you studied as it relates to your job function this summer? After having been on the job for two weeks, what are the gaps that you have identified as it relates to your knowledge? What do you wish you had studied before starting your internship?
- 39. SUMMER COACHING AND THE EVALUATION PROCESS
- 40. Breaking Down Coaching Vs. Mentoring What is Coaching? What is Mentoring?
- 41. The Importance of Coaching The 70-20-10 Development Model Source: Duntroon Associates, “The 70:20:10 Forum Pty Ltd”
- 42. Group Discussion What does it mean to be “coachable”? Can you think of some of the traits or characteristics that would make someone “coachable”? What are the factors that lead to a successful coaching relationship?
- 43. Summer Coaching Guidelines (I) Each intern will be matched with a coach based on the nature and requirements of the internship and the coach’s area of functional expertise. (II) Your coach will reach out to you via email to introduce themselves and to schedule your first call/meeting. The timing and frequency of subsequent interactions will be at the discretion of the coach and intern. (III) Every two (2) weeks during the summer, interns will be expected to communicate with their coach.
- 44. How Will I Be Evaluated? Interns will be assessed according to the following categories: Job Knowledge / Technical Skills Quality of Work Attendance & Punctuality Initiative Communication & Listening Skills Dependability Customer Service Team Work
- 45. CONCLUSION
- 46. Final Words of Advice Courtesy of Ben Carpenter Ben Carpenter, Vice Chairman of CRT Group and Author of “The Bigs” SET YOUR SIGHTS HIGH “Don’t strive to do a good job; strive to do an outstanding job.” “Consistency of effort and actions are critical.” “Meet all deadlines.” “Initially, do a lot more listening than talking.” “You will need to ask a lot of questions in order to do your job well.” YOUR JOB “Quickly find one or more mentors or peers who can show you the ropes.” “Regularly ask yourself one question: ‘If I was my boss, am I doing everything the way I would want it to be done? When you make mistakes, quickly own up to them. Apologize, correct the problem, and move on. Source: “The Bigs,” Ben Carpenter
- 47. Final Words of Advice Courtesy of Ben Carpenter OTHER IMPORTANT ISSUES “Never say anything negative about your co-workers.” “This job is a great opportunity and the only way to do a great job is to feel rested and healthy.” Take a cue on how to dress from your boss.” Don’t be scared. You are an incredible young (person) and more than capable of doing this job exceptionally well. However, you will need to work hard, be disciplined, ask questions, and, most of all, pay attention!” Source: “The Bigs,” Ben Carpenter
- 48. Thank you for supporting the New Haven Promise Scholars!
Notas del editor
- Patricia will kick off the session and welcome the students in attendance. During this welcome, Patricia will also introduce the presenters: Laurie Kelley, Marge Farquharson, Ashley Tugade Tucker, and Sabrina Ling (2.5 minutes total).
- Patricia will kick off the session and welcome the students in attendance. During this welcome, Patricia will also introduce the presenters: Laurie Kelley, Marge Farquharson, Ashley Tugade Tucker, and Sabrina Ling (2.5 minutes total).
- Laurie – A brief review of the program agenda and the topics that will be covered during the session (2.5 minutes).
- Laurie – Describes the exercise to the students (1 minute), allows time for the students to complete introductions (5 minutes), and solicits requests from a few students to share some of the details that they learned (4 minutes).
- Objective: To identify the characteristics and traits that underline how we engage and interact with others in the workplace; to explore how these attributes contribute to our success in an organizational setting.
- Marge – Stresses the importance of having strong interpersonal skills in the workplace using the quotation included in the slide (1 minute); introduces group activity and guidelines (4 minutes). Review of the group activity – Solicits responses to the above questions from students (5 minutes)
- Marge – Reviews slide to add additional dimensions to the discussion following the group exercise (2.5 minutes).
- Marge - Reviews slide to add additional dimensions to the discussion following the group exercise; requests that students try to identify the exception leaders pictured in the slide and some of their most notable achievements (2.5 minutes total).
- Marge - Reviews slide to add additional dimensions to the discussion following the group exercise; requests that students try to identify the exception leaders pictured in the slide and some of their most notable achievements (2.5 minutes total).
- Objective: To identify the habits and patterns of behavior that contribute to the formation of a positive first and enduring impression in the workplace. Presenters and Total Time Allotment: Patricia, Ashley, and Sabrina; 15 minutes
- Patricia – Reviews what it means to “dress for success” and the dos and don’ts for dressing in the workplace (2.5 minutes).
- Patricia – Lead the discussion by posing the above questions to the entire group and solicit a few responses from the students (2.5 minutes).
- Ashley – Stress the significance of consistent attendance and punctuality. It will be important to advise the students of the age old mantra, “if you’re early, you’re on time. If you’re on time, you’re late” and to highlight that while undergraduates (and even graduate students) may have the luxury of sleeping in periodically, that sort of behavior is not tolerated in an organizational setting (2.5 minutes).
- Ashley – Define what it means to “seize every opportunity,” what that looks like in an organizational setting, and briefly provide some strategies for identifying and taking advantage of opportunities in the workplace. The students may also find it beneficial if you shared a personal anecdote of an instance in which you seized an opportunity and the benefits you were able to reap from showing initiative (1.5 minutes).
- Sabrina – Discuss what it means to “deliver on your promises,” what that looks like in an organizational setting (e.g. meeting deadlines), and briefly provide some strategies for ensuring that you are able to deliver on your promises in the workplace (e.g. effective time management strategies). Additionally, please discuss the reputational and productivity risks posed when employees do not deliver on their promises (2 minutes).
- Sabrina – Discuss the importance of being a team player in an organizational setting and highlight the qualities of an effective team player using the above table. The students may also find it helpful if you can describe experiences during which you worked with a high functioning team and a dysfunctional team respectively (2.5 minutes).
- Sabrina – Define “corporate culture” and how a company’s culture manifests itself (e.g. attire, hiring decisions), in addition to the importance of understanding the culture of your organization. Additionally, please present the group discussion questions and solicit a few responses from the entire group (1.5 minutes).
- Objective: To identify the ways in which standards modes of communication used in everyday life can be used to encourage effectiveness in the workplace. Presenter and Total Time Allotment: Marge; 8 minutes
- Marge – Review the most standards modes of communication used in the workplace and briefly define each category (1.5 minutes).
- Marge – Lead the group activities: The Power of Body Language (1.5 minutes); What’s Wrong With This Email? (5 minutes)
- 10 minute break
- Objective: To identify strategies for developing the job knowledge, technical skills, and personal attributes that will facilitate greater effectiveness in the workplace. Presenters and Total Time Allotment: Sabrina & Ashley; 7.5 minutes
- Sabrina – Review the four traits listed in the slide (2.5 minutes).
- Ashley – Discuss the specific strategies outlined for maximizing on the job learning in slide 25 (5 minutes).
- Ashley – Discuss the specific strategies outlined for maximizing on the job learning in slide 25 (5 minutes).
- Objective: To highlight the importance of employing a robust framework that introduces structure and trackability when setting and achieving goals and objectives in the workplace. Presenter and Total Time Allotment: Laurie; 10 minutes
- Laurie – Review the S.M.A.R.T. framework detailed in the slide and briefly discuss each criterion (2.5 minutes).
- Laurie – Briefly review the example provided of a S.M.A.R.T. goal and introduce the individual activity and the corresponding worksheet, “Writing S.M.A.R.T. Goals” (the S.M.A.R.T. Goal Questionnaire included in this handout should be used for completing this activity) (7.5 minutes).
- Objective: To identify strategies for giving and receiving feedback that will foster greater effectiveness and foster development and professional growth. Presenter and Total Time Allotment: Laurie; 20 minutes
- Laurie – Review the most prevalent types of feedback in the work place and provide an example of each (2.5 minutes).
- Laurie – Briefly discuss the definition of constructive feedback, the characteristics related to the content and delivery of constructive feedback detailed in the above slide, and the benefits derived from sharing and receiving constructive feedback (2.5 minutes).
- Laurie – Describe how to receive constructive feedback, with special emphasis on mindset and body language. It is encouraged that you present a hypothetical scenario where you illustrate how to receive and not to receive constructive feedback via your speech and body language (2 minutes).
- Laurie – Review the SBI Framework with the students and describe each characteristic according to the model reflected in the slide above (5 minutes).
- Laurie – Lead the above exercise with the students and solicit responses from the entire group (5.5 minutes).
- Laurie – Lead this discussion with the entire group (2.5 minutes).
- Objective: To highlight how the lessons, skills, and values developed in college can prepare students for the job market. Presenter and Total Time Allotment: Marge; 10 minutes
- Marge – Discuss the skills cultivated in college and how these competencies are applicable in a corporate setting (5 minutes).
- Marge – Lead a discussion of the questions listed above with the entire group (5 minutes).
- Objective: To highlight the importance of coaching as a developmental tool that fosters professional growth; to give interns a better sense of the competencies that will be evaluated in assessing their performance in their summer internship. Presenter and Total Time Allotment: Laurie & Marge; 15 minutes
- Laurie – Define coaching and mentoring and briefly explain the differences between these two developmental processes (2.5 minutes).
- Laurie – Briefly discuss the 70-20-10 model in highlighting the importance of coaching to professional development (2.5 minutes).
- Laurie – Lead a discussion with the entire group around the questions listed above (5 minutes).
- Marge – Provide a brief overview of the guidelines for summer coaching; please note that additional details will be provided when in correspondence introducing interns to their coaches that is forthcoming (1 minute).
- Patricia – Review the competencies that determine how interns will be assessed; please reference the Promise Employer Intern Evaluation Form and Intern Evaluation Review tool as instructive tools that indicate the behaviors associated with each competency category (2 minutes).
- Objective: To wrap up the session with a few closing thoughts and words of advice. Presenters and Total Time Allotment: Marge & Patricia; 10 minutes
- Marge – Review a few of the lessons gleaned from Ben Carpenter’s “The Bigs” (2.5 minutes total).
- Marge – Review a few of the lessons gleaned from Ben Carpenter’s “The Bigs” (2.5 minutes total).
- Patricia – Thank you to New Haven Promise’s sponsors (1 minute).
- Patricia - Thank you to the students; identify yourself as the primary point of contact between the interns and their employers. We wish you well in your internship endeavors. Please call me if you have any questions after today’s session (1 minute).