# Presentation: 135474

## Instructor:  Tim Quigg
Associate Chair for Administration and Finance
Computer Science Department, UNC-Chapel Hill

 					quigg@cs.unc.edu
				     www.cs.unc.edu/~quigg

**Associate Chair for Administration and Finance**
**Computer Science Department, UNC-Chapel Hill**
** ****	****	****	****	****	**_[quigg@cs.unc.edu](mailto:quigg@cs.unc.edu)_
**	****	****	****	****     **_[www.cs.unc.edu/~quigg](http://www.cs.unc.edu/~quigg)_

**NCI/NIH**
**June 19, 2007**

**An Introduction to the Art of Management in Scientific/Technical Organizations**

## Course Outline

**Part 1**
- The problem of poor management
- The basic tasks of supervision
- Managing your boss
- Characteristics of successful managers
**Part 2**
- Interactive Activity - **Break!**
**Part 3**
- Understanding how organizations function
- Understanding how to function in organizations

## What is the number one reason why people leave jobs?

- Bad Bosses!

## People accept jobs for many reasons:

- Salary
- Benefits
- Reputation of Organization
- Work opportunity
- Challenge

**These things attract people to a job/organization!**

## But the analysis of hundreds of thousands of exit interviews/questionnaires shows the singular importance of the relationship between the employee and her immediate supervisor in determining employee morale, productivity and longevity!

_**Bottom line**_**:  People may come for the job (package), but how long they stay is directly correlated with the quality of the relationship with their immediate supervisor.**

## Common Complaints

**“****He’s always looking over my shoulder and     micromanaging everything I do.”**
**“****She never listens to me.”**
**“****He loves to play games – always trying to show who is the boss.”**
**“****She is always taking credit for my work.”**
**“****He’s not a bad person.  He just isn’t a manager.”**
**“****I just don’t think she likes me.”**

## “Poor management is more than a nuisance at the edges of laboratory work.  Scientists are human beings first, and ineffective leadership will wreak havoc.  Labs will get thrown into turmoil, personality conflicts will undermine teamwork, discrimination will isolate group members, and the creativity so essential to truly great work will vanish, to say that leadership quality can make or break a research-driven organization is not an overstatement – it is the conclusion of scientists themselves.”

- Alice M. Sapienza          _Managing Scientists: Leadership Strategies in Scientific Research_

## Simple Facts:

- Most technical/scientific managers
- Excel in their science
-  Have little/no training in management
-  Often don’t know their limitations as managers
-  _Can learn to become better managers_!

**Simple Facts:**
- Cost of recruiting/training top employees is substantial

## But relationships are a two-way street and each party (employee and supervisor) contributes to the success or failure of the relationship. 

## First:  The Boss!

**There is no “one size fits all” model of management/supervision**

## Catalyst – an agent that speeds up the reaction between two substances to create the desired end product.

- _Catalyst_ –** **

**Catalyst Theory of Supervision**

## BUT HOW?

**A **_**supervisor**_** is an agent that “speeds up the reaction” between people, resources and ideas to create the desired end product.**

**BUT HOW?**

## Three Basic Tasks of Supervision

-  Set clear performance expectations
-  Motivate performance
- Evaluate performance

## Three Basic Tasks of Supervision

- Common complaint – “I didn’t know she wanted me to do that.”
- Focus on outcomes
- Define metrics

-  Set clear performance expectations

## Three Basic Tasks of Supervision

-  Motivate Performance
- Be positive, focus on strengths _but_
- Provide input - suggestions
- Expect progress reports
- Redirect when necessary
- 	**Help employees to know you want them to succeed!**

-  Set clear performance expectations

## Three Basic Tasks of Supervision

- No surprises
- No changes in measurement
- Don’t “sugar-coat”

-  Set clear performance expectations
-  Motivate Performance
-  Evaluate Performance
- Honest - Fair

## Three Basic Tasks of Supervision

-  Set clear performance expectations
-  Motivate performance
- Evaluate performance

## Reward People For Solving Problems Without Coming To See You First!

**Reward People For Solving Problems Without Coming To See You First!**

- Unconventional Weekly Staff Meetings
- Agenda – “The Problems You Faced And The Decisions You Made And, If You Got Help, Who Helped You.”
- Builds A Team That Works Together!

**Harvard Business Review Case Study:  MacGregor**

## Failure–Tolerant Organizations

-  Encourage Intelligent _Risk Taking_
- View Failure As A _Pre-Requisite For Invention_
- View Failures As _Outcomes_ To Be Examined, Understood, And Built Upon
- Focus On Increasing Their Organization’s _Intellectual Capital_
- Create A Culture Of _Collaboration_ Rather Than Competition.

**Richard Farson and Ralph Keyes**
_**The Failure-Tolerant Leader**_

## Peter Doherty, 1996 Nobel Laureate in Medicine (specificity of cell mediated immune defense)

-  “A Good Researcher Failed Every Time But The Last One.”

## “A Team Is A Small Number Of People With Complementary Skills Who Are Committed To A Common Purpose, Set Of Performance Goals, And Approach For Which They Hold Themselves Mutually Accountable.”

- Jon R. Katzenbach And Douglas K. Smith
- _The Discipline Of Teams_

## “A Team Is A Small Number Of People With Complementary Skills Who Are Committed To A Common Purpose, Set Of Performance Goals, And Approach For Which They Hold Themselves Mutually Accountable.”

- Jon R. Katzenbach And Douglas K. Smith
- _The Discipline Of Teams_

## “A Team Is A Small Number Of People With Complementary Skills Who Are Committed To A Common Purpose, Set Of Performance Goals, And Approach For Which They Hold Themselves Mutually Accountable.”

- Jon R. Katzenbach And Douglas K. Smith
- _The Discipline Of Teams_

## “A Team Is A Small Number Of People With Complementary Skills Who Are Committed To A Common Purpose, Set Of Performance Goals, And Approach For Which They Hold Themselves Mutually Accountable.”

- Jon R. Katzenbach And Douglas K. Smith
- _The Discipline Of Teams_

## “A Team Is A Small Number Of People With Complementary Skills Who Are Committed To A Common Purpose, Set Of Performance Goals, And Approach For Which They Hold Themselves Mutually Accountable.”

- Jon R. Katzenbach And Douglas K. Smith
- _The Discipline Of Teams_

## “A Team Is A Small Number Of People With Complementary Skills Who Are Committed To A Common Purpose, Set Of Performance Goals, And Approach For Which They Hold Themselves Mutually Accountable.”

- Jon R. Katzenbach And Douglas K. Smith
- _The Discipline Of Teams_

## DANGER – “One Best Way” Approach

- Frederic Taylor:  time-and-motion studies
- Madelaine Hunter:  seven basic components of an effective lesson plan
- Expert Systems

## Remember, unique people with different combinations of knowledge, skill, experience and talent will determine their own way to achieve the desired outcomes!  

- _Reminder_:  Some lab or experimental work requires closely following certain rules to insure safety, human subject protection, or research integrity.

## What Do We Mean By Talent?

- Conventional wisdom – rare ability pertaining to sports or the arts!

## What Do We Mean By Talent?

- Myth – with enough hard work, we can accomplish anything!

## What We Have Learned From Neuro-Science

- Born with 100 billion neurons
- synaptic connections form by age 3
- strong ones grow/weak ones wither away
- may be genetics or Darwinian pruning
- by mid-teens – unique set of synapses (about half the number as at age 3)
- these synapses define our talents!

## Talents Can Be Defined As

- “A _Recurring Pattern_ Of Thought, Feeling Or Behavior That Can Be Productively Applied.”
- Marcus Buckingham & Curt Coffman
- _First, Break All The Rules_

## Characteristics of Successful Managers:

- We are a blend of skills, knowledge, experience and _talents!_

## Characteristics of Successful Managers:

- Treat people _differently_

**Figure out what motivates each person and devise a system of appropriate rewards!**

## Characteristics of Successful Managers:

- Treat people differently
- _Manage around a weakness (lack of talent)_

## Remember the 3 basic tasks of supervision?
Set expectations
Motivate performance
Evaluate performance
If you have an otherwise good employee who consistently performs below expectations in one aspect of his job, what should you do?
Are expectations clear?
Does she need certain tools?
Am I using the right motivation technique?
Is the problem a lack of education/skill?
If none of these, then the weakness may be a lack of talent?

- Set expectations
- Motivate performance
- Evaluate performance
- If you have an otherwise good employee who consistently performs below expectations in one aspect of his job, what should you do?
- Are expectations clear?
- Does she need certain tools?
- Am I using the right motivation technique?
- Is the problem a lack of education/skill?
- If none of these, then the weakness may be a _lack of talent_?

## If the problem is a lack of talent:

Accept that you “can’t teach talent”

    and

- Accept that you “can’t teach talent”
-     _and_

- Try to find a way to make the non-talent become irrelevant by managing around it!

## Ways to Manage Around a Lack of Talent 

- Devise a support system
- 150 million Americans need eye glasses
- Poor speller – get spellchecker
- Forget appointments – computer reminders
- Story of mentally handicapped worker
- Cooking chicken at fast food restaurant
- Goal – cook 6 at a time
- Problem – couldn’t count
- Package chicken 6 per container
- _GOAL_ – Make the non-talent irrelevant!

## Devise a support system
Find a complementary partner
Most people are good at some things and bad at others
Most jobs require unrealistic combinations of talents
Goal – find a partnership that is well-rounded when the individuals aren’t

- Find a complementary partner
- Most people are good at some things and bad at others
- Most jobs require unrealistic combinations of talents
- _Goal_ – find a partnership that is well-rounded when the individuals aren’t

- Ways to Manage Around a Lack of Talent

## Devise a support system
Find a complementary partner
Find an alternative role
Sometimes a person just isn’t right for the job but
Sometimes you can move tasks around to better align job assignments with individual talents.

- Find a complementary partner
- Find an alternative role
- Sometimes a person just isn’t right for the job _but_
- Sometimes you can move tasks around to better align job assignments with individual talents.

- Ways to Manage Around a Lack of Talent

## 	Employee Motivation is Based Upon:

MOTIVATION

**MOTIVATION**

## Key To Success in Management

- Recognize you are a unique person who has management responsibilities
- Understand your talents
- Integrate these insights/approaches into your own style
- There is no “one size fits all” model of management

## “Numquam Incertus, Semper Apertus!”

*“**Never uncertain, always open!”*

**Over an entryway to a fraternity bar in Heidelburg, **
**Germany, circa 15****th**** Century.****  **

**A pretty good maxim for any manager.**

## Second: The Employee!Yes, you can (and often need to) manage your boss

- Remember – Most bosses:
- Were promoted from technical positions

- Rarely trained to have good people skills
- Have few good role models to follow
- Rarely get feedback on how they are doing

## Common Symptoms:

- Over-Managing (Micro managing)
- Under-Managing (Giving too little direction

**My opinion -** Most people want to do a good job and are usually committed to the organization and it’s goals.

- So how can you appropriately manage the relationship with your boss?

## 1. Remember your purpose

- You don’t come to your job for the sole purpose of making your boss happy
- We often have “clients” who we serve in addition to the formal lines of supervision
- Particularly true in academia

## 2. Understand your boss

- Strengths/Weaknesses
- Pressures/Stresses – expectations from higher management
- Our perception of reality is often different from the reality others perceive
- Try to let your boss know you are sensitive to their issues
- Make suggestions that acknowledge those issues important to you and your boss

## 3. Be a role model

- If you want you boss to do certain things, or behave in a certain way, show her how to do so by modeling the behavior
- Be an active listener

## 4. Learn how to complain (communicate) properly

- Clearly state the complaint and its impact (on you, the organization, clients) without getting defensive or too aggressive
- Assume your boss wants to solve the issue as much as you do
- “I know we share a strong commitment to the academic progress of our students. That’s why we agreed to meet weekly to discuss specific issues. Our inability to meet has caused the following problems.”
- Ask for a recommitment or an alternate solution, e.g., delegate more authority to make decisions.

## 5. Complement good behavior

- If your boss does something good, reinforce it with a word of praise
- Point out the specific result of your boss’ good behavior
- It made you or someone feel good
- A deadline was met
- Some other good outcome occurred

## Interactive Activity:

**Supervisory Skills**

## 1)  Delegation

**You**** have been asked to review a collaboration agreement that must go out tomorrow but you are in the middle of finalizing the laboratory budget you promised to give to your supervisor by tomorrow at noon.  It is your birthday today and a big party is planned for you this evening.  There is only one other person, an ****experienced post-doc****, you can give any one of these jobs to in your lab.  She is in the middle of an important project and you have already spoken to her about the importance of submitting it to you on time. What do you do? **

## 2)  Evaluating Performance

**Three months ago ****you**** hired a new lab tech, and ****he**** is not working out as well as you expected.  He started out fine but he has called in sick the last two Mondays and has had to leave early on a number of days. You want to schedule a meeting with him to review his performance but feel a bit reluctant to do so because he is such a nice person and you do not want to antagonize him. What you do not realize is that he has a very sick parent to care for.**

##   Scientists and the Human Resource

**Dr. Roy****, ****your**** institution’s most senior research scientist appears at your desk on Monday morning with a new research associate he has just hired. He has not advised anyone at your institution about this and wants to charge this new RA’s salary to a grant account that was closed two months ago.  How do you respond to him and what steps do you take to straighten things out?**

## Part 3  Understanding How Organizations Function

**Three “Schools” of Organization Theory**
-   Hierarchical (Classical)
-   Human Relations (Behavioral)
-   Organic (Systems) – Virtual

## Hierarchical/Classical School 
Views organization as a machine
Inspiration from engineering
Focuses on:
Lines of authority
Specialization/expertise
Division of Labor
Rules and regulations
Separation of line and staff
Frederick Taylor’s focus on job design efforts of scientific management and Max Weber’s celebration of bureaucracy

- Views organization as a _machine_
- Inspiration from engineering
- Focuses on:
- Lines of authority
- Specialization/expertise
- Division of Labor
- Rules and regulations
- Separation of line and staff
- Frederick Taylor’s focus on job design efforts of scientific management and Max Weber’s celebration of bureaucracy

- Three Schools of Organization Theory

## Hierarchical/Classical School

Social structure is pyramid (serfs at bottom and supreme commander at top)
Assumptions:
People above are smarter
People above know better what is going on
Watching over people is more important than producing something
Reality:
People tend to say what they think the boss wants to hear
Distortion occurs at every level
Higher level managers have less contact with reality
Question:  Why in a democracy do most organizations look like dictatorships?

- Social structure is _pyramid_ (serfs at bottom and supreme commander at top)
- Assumptions:
- People above are smarter
- People above know better what is going on
- Watching over people is more important than producing something
- Reality:
- People tend to say what they think the boss wants to hear
- Distortion occurs at every level
- Higher level managers have less contact with reality
- Question:  Why in a democracy do most organizations look like dictatorships?

## Human Relations/Behavioral School
Views organization as a grouping of people
Inspiration from biological science
Focuses on:
Delegation of authority
Employee autonomy
Trust and openness
Concerns for “whole person”
Interpersonal dynamics
Chester Barnard’s Functions of the Executive (1938) emphasizing organizations as cooperative systems and rule of leadership

- Views organization as a _grouping of people_
- Inspiration from biological science
- Focuses on:
- Delegation of authority
- Employee autonomy
- Trust and openness
- Concerns for “whole person”
- Interpersonal dynamics
- Chester Barnard’s _Functions of the Executive_ (1938) emphasizing organizations as cooperative systems and rule of leadership

- Three Schools of Organization Theory

## Human Relations/Behavioral School

People are connected, but often laterally, not in pyramids

No “alpha person” on top

More even distribution of authority

Emphasis on dynamic, functional work groups

“Flat” organization structure

Works best with professional, scientific or technical organizations

- People are connected, but often laterally, not in pyramids
- No “alpha person” on top
- More even distribution of authority
- Emphasis on dynamic, functional work groups
- “Flat” organization structure
- Works best with professional, scientific or technical organizations

## Organic/Systems School
Views organization as an independent entity
Inspiration from biological science and systems theory
Focuses on:
Inputs
Transactions
Outputs
Feedback
Organizations strive for equilibrium by continually changing to adapt to environment

- Views organization as an _independent entity_
- Inspiration from biological science and systems theory
- Focuses on:
- Inputs
- Transactions
- Outputs
- Feedback
- Organizations strive for equilibrium by continually changing to adapt to environment

- Three Schools of Organization Theory

## Virtual Organization – Example from Systems School

Made possible through technology (computers, high-speed communications, internet)

Decentralized and non-hierarchical

Often transitory

Often voluntary (Linux)

Organized around common interests or problems

- Made possible through technology (computers, high-speed communications, internet)
- Decentralized and non-hierarchical
- Often transitory
- Often voluntary (Linux)
- Organized around common interests or problems

## All three schools of organization

** ****theory have left an impact **
**on U.S. organizations **
**and approaches to management!**

## Efficiency vrs. EffectivenessA Balancing Act!

_**Efficiency**_ – Producing The Greatest Quantity Of Work For Each Unit Of Resource Expended (Or Producing A Unit Of Work For The Smallest Possible Expenditure Of Resources)

_**Effectiveness**_ – Successfully Accomplishing The Goals/Objectives Of The Organization.
**Fulfilling Its Mission!**

## Dangers of Over-Emphasizing Efficiency

- Belief That Efficiency Interests Are Paramount
- Faulty Assumptions
- Efficiency Leads To Effectiveness
- Sub-Unit Optimization - When Every Sub-Unit In An Organization Operates As Efficiently As Possible, The Overall Organization Operates As Efficiently As Possible!

## When Sub-Units Strive To Develop Efficient Approaches To Accomplishing Their Work, They Often Ask The Following Questions:

- How Can We Organize Ourselves To Get Our Work Done Most Efficiently?

_**Sub-Unit Optimization**_** **

- What Policies/Procedures Do We Need To Put Into Place To Help Us Get Our Work Done?
**What’s Wrong With These Questions?**

## Focus Inward On Getting My Work Done Rather Than Focusing On How To Accomplish The Goals Of The Organization.  

- Example:  UNC Survey Due May 15

_**Sub-Unit Optimization**_** **

## Better Question:

How Can We Best Organize Ourselves To Accomplish The Work That We Are Assigned In A Manner That Best Supports The Goals Of The Enterprise?

- How Can We Best Organize Ourselves To Accomplish The Work That We Are Assigned In A Manner That Best Supports The Goals Of The Enterprise?

## The Process of Intentionally Guiding An Organization Toward The Successful Fulfillment Of Its Mission, Within A Given Set Of Environmental Constraints,By Setting And Achieving Specific Goals. 

**Tim’s Definition of Management:**

## The Process of Intentionally Guiding An Organization Toward The Successful Fulfillment Of Its Mission, Within A Given Set Of Environmental Constraints,By Setting And Achieving Specific Goals. 

**Tim’s Definition of Management:**

## Environmental Constraints: Resources

- Money

**“****The thing I lose patience with the most is the clock.  Its hands move too fast.  Time is really the only capital that any human being has, and the one thing that he can’t afford to lose.”**
**Thomas Edison**

## Environment Constraints

- Resources

- Rules

- Organizational Culture

## The Process of Intentionally Guiding An Organization Toward The Successful Fulfillment Of Its Mission, Within A Given Set Of Environmental Constraints,By Setting And Achieving Specific Goals. 

**Tim’s Definition of Management:**

## Harvard Parking Story

- 1950’s – 2 UNC Grads To Harvard                               One in Wheel Chair
- Arrived In Boston One Evening
- No Parking By Dorm
- Parked By Front Door To Unload
- Campus Police Came
- Returned With Workman – Painted Yellow Line

**Understanding Mission:**

## “As Long As You And Your Roommate Are Students In Good-Standing At Harvard, This Parking Place Is For You!”

## He Felt Empowered To Make A Decision That Supported This Mission.

Some Pretty Incredible Managers – Even “Campus Cops” Knew And Supported The MISSION.

- Some Pretty Incredible Managers – Even “Campus Cops” Knew And Supported The _**MISSION**_**.**

## Visits To UNC-CH VR Lab

- “Your Job Is To Support (Enable) What You Are About To Experience.”
**NEW PERSPECTIVE Focus On The Mission!**

- “What Is Your Job?”
- Process Travel Forms
- Pre-Audit Contract and Grant Expenditures
- Track Effort-Reporting

## The Process of Intentionally Guiding An Organization Toward The Successful Fulfillment Of Its Mission, Within A Given Set Of Environmental Constraints,By Setting And Achieving Specific Goals. 

**Tim’s Definition of Management:**

## Set Goals That Are Important/Challenging

**Related To Mission**
**Significant**
**Push You To Achieve**
**Highly Motivated**

## State Your Goals In Positive, Not Negative, Terms!

- Focus On What You Want –                Not What You Don’t Want
- Keep A Mental Image of Success
- Stay Away From Negative Thinking

**“****Obstacles Are Those Frightful Things You See When You take Your Eyes Off The Goal.”**
- Henry Ford

## Write Your Goals Down.

- Helps To Crystallize Thinking
- Be Precise
- Helps Spot Contradictory Goals
- Increases Commitment

## “Goals Are Just Dreams With Deadlines.”

- Diana Scharf Hunt

- Creating Deadlines Is A Powerful Management Technique

- Make Your Goals Time Specific

## Review Your Goals Regularly!

- My Approach:  Plastic-Covered Sheet In Telephone Book Drawer
- Reviewing Keeps You                            Focused
- Be Willing To                                          Modify/Clarify When                                     Appropriate

## Don’t Give Up.  Continue Until You Achieve Your Goals!

## Remember Tim’s Definition of Management

**Remember Tim’s Definition of Management**

## What Is Your Approach To Management?

## Intentionality in Management

-   Management By Wandering Around

-   Total Quality Management
-   Responsible Delegation Techniques
-   Effective Negotiation Techniques

## Management By Wandering Around

**Management By Wandering Around**

## Management By Wandering Around

- Get Out From Behind Your Desk
- Spend Time In The Labs/Classrooms/Building
- Walk The Halls
- Be A Keen Observer
- Ask People Questions

## TQM:  What’s Worth Remembering

- W. Edwards Deming (Management Consultant -Ideas Were Rejected In The US – Promoted a Quality Approach In Japanese Manufacturing)
- Pre-Quality (Poor Quality, Cheap “Knock-Offs”)
- Post-Quality (Finest Electronics and Cars In The World)

## TQM Core Principles

- What Can We Do To Get Better?
- Banish Complacency
- Set Heroic Goals – “Raise The Bar”

- Commitment To Continuous Improvement
*“**Excellence Is A Game Of Inches.”                *Tom Peters

- Treat Mistakes Like “Diamonds”
- Rare/Opportunities To Learn
- H-P (Can’t Get Raise If You Haven’t Made Mistakes – If No Mistakes, You Aren’t Doing Anything)

## Responsible Delegation

- A Manager Must Learn To Delegate _**Responsibility**_ And _**Authority**_ In Order To Build An Effective Team!

- Time To Look At “Big Picture”/Plan
- Greater Staff Involvement = Higher Morale/Investment
- More Gets Done When Manager Isn’t “Funnel”
- Creativity

- _Payoffs_

## Responsible Delegation

- Inconsistent Application of Policy
- Strain When Manager Feels That An Employee Is Doing Something Wrong And Has To Confront Him/Her
- Accountable For Decisions You Don’t Make
- Asking Employees To Do Too Much – They May Be Resistant (“Don’t Dump on Me”)
- “I Could Have Done It Myself Faster”
- “Loose Touch With Operations”

- _Risks/Problems_

## Effective Negotiation Skills: The key to managing your way through organizations and maintaining relationships

## Traditional Approaches

- Hard
- Contest of wills-desire to win
- Take extreme positions – hold out longer
- Other party responds in kind
- Harms relationships
- Exhausting
- Soft
- Desire to avoid conflict – maintain relationship
- Makes concessions readily
- Often feels exploited, bitter
- Harms relationships

## Problems with Traditional Negotiations

- Bargaining over positions causes us to “defend against attack”
- The more you defend, the harder to change
- Ego gets involved
- Example – JFK and Soviets
- Ban on nuclear testing
- Roadblock – number of inspections
- Problem – hadn’t defined an inspection

_**Problems with Traditional Negotiations**_

## Problems with Traditional Negotiations

- Taking extreme positions
- Holding on stubbornly
- Making small concessions
- Deceiving the other party as to your true views
- Takes time, effort and interferes with reaching agreement
- Dragging one’s feet, threatening to “walk-out” increases time and cost _and_
- Increases risk of no agreement being reached!

_**Problems with Traditional Negotiations**_

## Problems with Traditional Negotiations

- When there are winners and losers relationships suffer
- Anger and resentment are side-effects
- Simply “being nice” is no answer
- Can leave you vulnerable
- May not produce a wise agreement
- O. Henry’s _Gift of the Magi_

_**Problems with Traditional Negotiations**_

## Alternative:  Principled Negotiation

- Three key points
- Separate the people from the problem
- Focus on interests, not positions
- Invent options for mutual gain

_**Alternative:  Principled Negotiation**_

## 1.  Separate the people from the problem

- Stay away from taking positions
- _Goal_ – parties should see themselves working side-by-side, attacking the problem, not each other

**1.  **_**Separate the people from the problem**_

## 2.  Focus on interests, not positions

- Compromising between positions can produce an unsatisfactory agreement
- Discuss what you want in an agreement (including relationship issues)

**2.  **_**Focus on interests, not positions**_

## 3.  Invent options for mutual gain	

- Set aside time outside of negotiations to brainstorm for possible solutions
- Separate
- With other party
- With third party

**3.  **_**Invent options for mutual gain**__**	**_

## Other key issues:

- Consider the impact of the negotiation process on both:
- Relationship with other party
- Next negotiation

_**Other key issues:**_

## Key To Success in Management

- Recognize you are a unique person who has management responsibilities
- Understand your talents
- Integrate these insights/approaches into your own style
**There is no “one size fits all” model of management**