MAN 5054 Managing for excellence
MAN 5054 Managing for excellence
| Course code | Semester |
|---|---|
MAN 5055 | 2022 Autumn |
MAN 5056 | 2023 Spring |
This is a program on how to manage for excellence in organizations through a dual attention to what makes people thrive and grow and what creates extraordinary performances. The course assumes that employee and group thriving is the key to organizational excellence and that we need to understand how work practice can be generative for both individuals and organizations. Drive, energy, initiative, humility and action orientation are the basis virtues seek to develop.
We build on a fairly new and exciting tradition of research and managerial practice called Positive Organizational Scholarship. We also borrow from recent developments within practice-based approaches to organizations, narrative psychology, philosophy and the field of design thinking.
The target group of the program is middle managers, project managers, domain experts and other professionals in business, voluntary organizations and the public sector: people who are responsible for developing the performances of themselves and others in organizations.
We emphasize practice from both an academic and an action oriented point of view. Leadership and professional creativity to bring about excellence is first of all something that takes place sin everyday practice, something that we do.
You will be challenged to discover and/or cultivate those generative practices in which you yourself can thrive, manage at your best and be valuable to others. In line with the focus on practice, the course will present rich examples from recent research along with new theory and historical overviews. The course has five main themes. Each of them will be the subject of a separate program session.
1. High quality connections and energizing behavior
2. Motivation and driving forces
3. Positive organizational change and professional creativity
4. Experiments and prototyping
5. Culture and networks of excellence
The overall objective of the course is to provide knowledge, skills and attitudes for how to manage for excellence in organizations through professional creativity and generative practices. Three types of learning outcomes are sought:
Acquired knowledge:
Students will acquire solid research based knowledge on how to manage for excellence in organizations. After having completed the program, the participants will have deep insights into key terms, approaches, theoretical roots and rich examples of practice within all the five program areas.
- Practical tools: Students will acquire capabilities to manage for excellence in organization through practical experiences with a range of new tools. Some of these tools will enable the participants to better lead development processes with a focus on learning from positive deviance, visualizing progress, prototyping, user involvement and making physical space for creative collaboration. Other tools will enable the participants to create relations and practices that drive performance in many settings
- Personal development: The program will seek to practice what it preaches in terms of offering students possibilities to use theory and tools purposively to develop themselves and others.
Acquired attitudes: Participants will also be taught the basic attitudes, values and perspectives on life that are assumed central in managing for excellence. Key words here are initiative, action capability, openness, other-orientation, long terms views, tolerance for failure and respect for the people one interacts with, within and outside ones organization. All themes that are taught have ethical questions and dilemmas that participants are exposed to through exercises and discussions.
1. Kvalitet og energi i relasjoner
2. Motivasjon og drivkrefter
3. Positivt orientert utviklingsarbeid
4. Eksperimentering og prototyping
5. Kultur og nettverk for varige prestasjoner
Meeting 1: High-quality connections and energizing behavior.
Objectives
· Get a broad introduction to the program and the lecturers, as well as getting to know and create relations to other participants
· Learn about key concepts and approaches within Positive Organizational Scholarship and some of the other main theoretical perspectives in the program
· Master and being able to apply theory about high-quality connections and energizing behavior as a basis for managing for excellence
· Kick-start the individual reflection log and clarify expectations to personal learning and achievements during the program, as well as organizational benefits
Cases: Southwest Airlines, elite skiing, oil exploration, ship building
Mandatory readings
Carlsen, A. Clegg, S. and Gjersvik, R. (2012). Idea Work. Lessons of the Extraordinary in Everyday Creativity.
Dutton, J.E. (2003a). Energize Your Workplace
Edmondson, A. 2014 Kap. 4: “Making it safe to team””, I Teaming. How Organizations Learn, Innovate, and Compete in the Knowledge Economy. Side 115-147
Hansen, M. (2019). Great at work. Simon&Schuster
Kvalnes, Ø. (2019). Ytringsklima, Oslo: Cappelen Damm
Dutton, J. E. (2003b). Fostering high quality connections through respectful engagement. Stanford Social Innovation Review, 54-57.
Dutton, J.E. (2003c). Breathing life into organization studies. Journal of Management Inquiry 12, 5-19
Andersen, S og Ø Sæther. (2008). Kompetansemobilisering for prestasjonsutvikling: Hvordan oppnå fremragende resultater med vanlige medarbeidere? Magma.
Meeting 2: Motivation and driving forces
Objectives
· Acquire deep understanding of the motivational basis for achieving excellence
· Be able to apply this understanding to develop the motivation of oneself and others to pursue the extraordinary
· Understand and be able to apply theory on pro-social motivation through end user involvement, including the power of mastering experiences and the visualizing of progress
· Gain experience in using the reflected best self-portrait exercise as well as mechanisms for energizing behavior in ones own organization
· Start term paper projects linked to strategic development challenges in (some of) the participants own organizations
Case: Muhammed Ali in When We Were Kings, Jiro Dreams of Sushi
Mandatory readings
AAndersen, Svein. 2013. Casestudier. Kapittel 1 & 2.
Kvalnes, Ø. (2019). Ytringsklima, Cappelen Damm
Buckingham, M. (2020). What really makes us resilient. Harvard Business Review
Coutu, D. L. (2002) How resilience works. Harvard Business Review, s. 1-8
Grant, A.M. (2014) Give and Take. Penguin Books
Grant, A.M. (2011). How customers can rally your troops. Harvard Business Review, June: 97–103.
Amabile, T. and S. Kramer (2011). The Progress Principle, MA: Harvard Business School Press
Bailey, C., & Madden, A. (2016). What makes work meaningful—Or meaningless, MIT Sloan mgmt review (sommer 2016), s. 53-61
Carlsen A., Clegg S., and Gjersvik, R. (eds.) Idea work
Hansen M. (2018) Great at work. Simon&Schuster
Meeting 3: Positive organizational change and professional creativity
Objectives
Gain deep knowledge of systematic prepping for creativity and extraordinary performance
Understanding positive organizational change as systematically searching for and reinforcing positive deviance, looking for the positive in the negative and daring to stretch for the extraordinary
To acquire deep knowledge of practices and philosophy for performance development in two of Norway's high-performance organizations
Discuss experiences with the first phase of student term paper projects and set the final design
Case: Snøhetta, Olympiatoppen
Mandatory readings
Ibarra, H. (2015). The authenticity paradox. Harvard Business Review 93 (1/2). 53-59
Kvalnes, Ø. Ytringsfrihet. CappelenDamm
Sonenshein, S. (2014). “Treat employees as resources, not resistors” in Jane E. Dutton and Gretchen M. Spreitzer (eds.) How to Be a Positive Leader
Andersen, S. og Hanstad, D. V. (2011) "Den som er godt forberedt, har ikke uflaks": Norsk OL-deltakelse i Vancouver - risiko, forberedelse og resultater. Scandinavian Sport Studies Forum 2: 75-98
Hansen M. (2018) Great at work. Simon&Schuster. select chapters
Van Aken & Berends (2018). Problem solving in Organizations. Chapter 9 Qualitative research methods. Cambridge U.P.
Carlsen, A. Clegg, S. and Gjersvik, R. (2012). Idea Work.CappelenDamm
Meeting 4: Experiments and prototyping
Objectives
· Know the theoretical basis for and practices of different kinds of experiential learning as a work form in development projects, including prototyping and design of small experiments
· Get deep knowledge of design thinking bith in terms f theoretical roots and use in concrete development tasks
· Start to reap the awards of term paper projects and take a closer look at its prototypes
· Understand the theory and practice of making space for creative collaboration through rooms, walls and artifacts, in particular with regards to visual sharing and early phase project mobilization
Cases: Apple, Ulstein, design firm
Mandatory readings
Brown, T. and Martin, R. (2015). Design for action. Harvard Business Review 93(9): 57-64.
Kolko, J. (2015). Design thinking comes of age. HBR, September
Edmondson, A. C. (2011). Strategies for learning from failure, Harvard Business Review 89(4): 48-55.
Kvalnes, Ø. 2017. Risky Play Fallibility at Work: Rethinking Excellence and Error in Organizations. Palgrave
Andersen, S. (2009). Stor suksess gjennom små, intelligente feil. Tidsskrift for Samfunnsforskning 50(4): 427-461.
Andersen, S.S., Hansen, P. Ø & Hærem, T. (2015). How elite athletes reflect on their training: Strong beliefs – ambiguous feedback signals. Reflective Practice. 16(3): 403–417.
Carlsen, A. Clegg, S. and Gjersvik, R. (2012). Idea Work.CappelenDamm. select chapters
Harrison, S., Carlsen, A., and M. Skerlavaj. (2019). Marvel’s Blockbuster machine. How the studio blends continuity and renewal. Harvard Business Review 97(4): 136-145.
Sims. P. (2011). Little Bets: How Breakthrough Ideas Emerge from Small Discoveries. New York: Free Press.
Meeting 5: Culture and networks of excellence
Objectives
· Learn about what characterizes organizations that remain high-performing through long periods of time
· Understand how excellence is developed and anchored in organizational culture and external networks
· Get and overview of and be able to analyze approaches to high-performance cultures, including the comparison of experiences fro elite sports, businesses and industrial clusters
· Being able to understand and critically assess recipes for managing for excellence
· Presentation and last look at term paper
· Summarize key learning across all five program themes
Case: Danone, education, Antoinette Tuff
Mandatory readings
Gladwell, M. (2003). The Talent Myth. New Yorker
Dweck, C. (2010). Mind-sets and equitable education. Principal Leadership 10(5), 26–29.
Kvalnes, Øyvind (2019). Ytringsklima. Cappelen Damm Akademisk. select chapters
Sundet, J. and Carlsen. A. (2019) Sweet dreams are made of this: Cultivating relational agency through high-quality connecting. In R. Burke & A. Richardson (eds.), Creating Psychologically Healthy Workplaces
Amble N. & Gjerberg E. Emosjonelt arbeid og mestringspraksis. Sosiologisk Tidsskrift 2003;11(3): 248-72.
Kolb, David A, & Bauback Yeganeh (2011). Deliberate experiential learning: Mastering the art of learning from experience. In K. Elsbach, D. C. Kayes & A. Kayes (Eds.), Contemporary organizational behavior in action. Pearson.
Sutton, B. & Rao, D. (2014) Scaling up excellence. Random House
Lervik, m.fl. (2005). Implementing human resource development best practices -- replication or re-creation? HRDI 8(3): 345-360.
The programme is conducted through five course modules over two semesters, a total of approx. 150 lecturing hours.
Project tutorials differ in each Executive Master of Management programme. It will consist of personal tutorials and tutorials given in class. Generally the students may expect consulting tutorials, not evaluating tutorials. The total hours of tutorials offered is estimated to 4 hours per term paper.
Please note that while attendance is not compulsory in all programmes, it is the student's own responsibility to obtain any information provided in class that is not included on the course homepage/ itslearning or other course materials.
This is a program that rests on the assumption that learning presupposes active participation. Qualitative research and process approaches form the methodological basis for the program, with an emphasis on detailed understanding of everyday practices and development processes.
We pursue the following learning strategies in our teaching:
Discussion of real situations, decisions and cases that are messy and complex and therefore ideal for fully engaging the experience f participants in developing judgment
Discussion of new research that challenges common sense and established mental models.
Brief overviews of theoretical roots
Introduction of tools, of which some are chosen for active experimentation by participants in their own organizations
Discussions of mini-cases with ethical dilemmas
The program also offers a range of activities for learning in and between the meetings. The most important individual learning activities include:
Personal log with brief reflections from meetings and exercises, including small excerpts (less than 1 pg) posted on itslearning;
Active experimentation with mechanisms for positive organizational change, energizing behavior etc in one’s own organizations between meetings, including:
Reflected best self-portrait: use of new tool for systematic and positive performance reviews, geared to see new opportunities and facilitate personal growth
The participants will work in small teams on and between Meetings. You will be challenged to connect the program activities to real challenges in your own organization. Key collective learning activities include:
Term paper project tied to development work in the organization of one of the participants. Students establish groups of one insider plus up to two outsiders who together explore and contribute to and ongoing development process of strategic importance..
Prepared company visits (at Snøhetta, Statoil, Olympiatoppen and others) where participants form small groups to prepare questions and discussions.
The program cannot be accomplished through distance learning. Participation in the program Meetings is expected and we expect participants to make positive contributions to the learning of others. Each participant will at the start of the program create a personal learning contract for his or her expected learning and achievements.
The students are evaluated through a term paper, counting 60% of the total grade and a 72 hours individual home exam counting 40%. The term paper may be written individually or in groups of maximum three persons. All evaluations must be passed to obtain a certificate for the programme.
The term paper shall be linked to development work in one of the participants’ organizations. The paper can be written individually or in groups of up to three persons. The students then need to establish groups with one insider and up to two outsiders who explore a real development process of strategic importance. The work on the term paper will take place as an integrated part of the meetings with assignments between meetings.
The individual home exam consists of a reflection note about one’s own learning base don the log used to describe and reflect over personal learning episodes (including how the learning may be used in a work situation). The note shall discuss and synthesize the students's own experience in the context of the relevant literature and theoretical perspectives from the course.
The term paper is included in the degree’s independent work of degree, cf national regulation on requirements for master’s degree, equivalent to 18 ECTS credits per. programme. For the Executive Master of Management degree, the independent work of degree represents the sum of term papers from three programmes.
In all BI Executive courses and programs, there is a mutual requirement
for the student and the course responsible regarding the involvement of the student's experience in the planning and implementation of courses, modules and programmes. This means that the student has the right and duty to get involved with their own knowledge and practice relevance, through the active sharing of their relevant experience and knowledge.
Bachelor degree, corresponding to 180 credits from an accredited university, university college or similar educational institution. The applicant must be at least 25 years of age and at least four years of work experience. For applicants who have already completed a master’s degree, three years of work experience are required.
Disclaimer
Deviations in teaching and exams may occur if external conditions or unforeseen events call for this.
| Assessments |
|---|
Exam category: Submission Form of assessment: Written submission Weight: 60 Grouping: Group/Individual (1 - 3) Duration: 2 Semester(s) Comment: Term paper, counting 60% of the total grade. Exam code: MAN 50541 Grading scale: ECTS Resit: Examination when next scheduled course |
Exam category: Submission Form of assessment: Written submission Weight: 40 Grouping: Individual Duration: 72 Hour(s) Comment: Individual 72 hours home exam, counting 40% of the total grade. Exam code: MAN 50542 Grading scale: ECTS Resit: Examination when next scheduled course |
All exams must be passed to get a grade in this course.
| Activity | Duration | Comment |
|---|---|---|
Teaching | 150 Hour(s) | |
Prepare for teaching | 150 Hour(s) | |
Student's own work with learning resources | 500 Hour(s) | Self study, term paper and exam |
A course of 1 ECTS credit corresponds to a workload of 26-30 hours. Therefore a course of 30 ECTS credit corresponds to a workload of at least 800 hours.