September 25, 2013

Lead with a Story: Experience is the best Teacher [ARR]


Annie's Reading Room

Today marks the beginning of our next book, Lead with a Story by Paul Smith.

Experience is the best teacher, but a compelling story is a close second. That’s why the Ted talks and your favorite professors are so engaging.

Corporations are also recognizing the importance of telling stories. For example, at Nike, all senior executives are dubbed “corporate storytellers.” and several companies teach storytelling skills to their leaders.

The book begins with an important question: Why Tell Stories?

1. Storytelling is simple. Anyone can do it. You don’t need a degree in English or even an MBA.

2. Storytelling is timeless. Unlike fads in other areas of management such as total quality management, reengineering, Six Sigma, or 5S, storytelling has always worked for leadership, and it always will.

3. Stories are demographic-proof. Everybody – regardless of age, race, or gender – likes to listen to stories.

4. Stories are contagious. They spread like wildfire without any additional effort on the part of the storyteller.

Experience is the best Teacher
5. Stories are easier to remember. According to psychologist Jerome Bruner, facts are 20 times more likely to be remembered if they are part of a story. Organizational psychologist Peg Neuhauser found similar results in her work with corporations. She found that learning derived from a well-told story is remembered more accurately, and for far longer than the learning derived from facts or figures.

6. Stories inspire. Slides don’t. Have you ever heard someone say, “Wow! You’ll never believe the PowerPoint presentation I just saw!” Probably not. But you have heard people say that about stories.

7. Stories appeal to all types of learners. Visual, auditory, and kinesthetic learners all benefit from stories. Visual learners appreciate the mental pictures storytelling evokes. Auditory learners focus on the words and the storyteller’s voice. Kinesthetic learners remember the emotional connections and feelings from the story.

8. Stories fit better where most of the learning happens in the workplace. According to communications expert Evelyn Clark, “Up to 70 percent of the new skills, information and competence in the workplace is acquired through informal learning” such as what happens in team settings, mentoring, and peer-to-peer communication. And the bedrock of informal learning is storytelling.

9. Stories put the listener in a mental learning mode. Listeners who are in a critical or evaluative mode are more likely to reject what’s being said. According to training coach and bestselling author Margaret Parkin, storytelling “re-creates in us that emotional state of curiosity which is ever present in children, but which as adults we tend to lose. Once in this childlike state, we tend to be more receptive and interested in the information we are given. Or as author and organizational narrative expert David Hutchens points out, storytelling puts listeners in a different orientation. They put their pens and pencils down, open up their posture, and just listen.

10. Telling stories shows respect for the audience. Stories get your message across without arrogantly telling listeners what to think or do. Regarding what to think, storytelling author Annette Simmons observed, “Stories give people freedom to come to their own conclusions. People who reject predigested conclusions might just agree with your interpretations if you get out of their face long enough for them to see what you have seen.” As for what you do, corporate storyteller David Armstrong suggests, “If there was ever a time when you could just order people to do something, it has long passed. Telling a story, where you underline the moral, is a great way of explaining to people what needs to be done, without saying, ‘do this.’”

This book is broken up into chapters titled with various management challenges, and contain stories in each chapter to facilitate broaching those topics. Other chapters will serve as guides to develop your own compelling stories.

The first seven (short) chapters invite us to “Envision Success” and craft our own story. I’ll give you the insights I learned next week!

September 17, 2013

"Yes, but...": What if they won’t play? (Part II) [ARR]





Annie's Reading Room

(The final posting of "Getting to Yes!")


What if they use dirty tricks? or Taming the hard bargainer

When someone is being “tricky,” most people respond one of two ways: 1) put up with it and hope it appeases the other side or 2) respond in kind.

Tricky bargaining tactics are in effect one-sided proposals about negotiating procedure, about the negotiating game that the parties are going to play. To counter them, you will want to engage in principles negotiation about the negotiating process itself.

How do you negotiate about the rules of the game?
There are three steps in the rules of the negotiation game when the other side seems to be explicitly using a tricky tactic: recognize the tactic, raise the issue explicitly, and question the tactic’s legitimacy and desirability. Then, negotiate over it.

Separate the people from the problem. Don’t attack the negotiator personally for using the tactic you consider illegitimate. Question the tactic, not their personal integrity.

Focus on interests, not positions. Ask: “Are you trying to protect yourself from criticism? Is it in our mutual interest to have both of us use this tactic?”

Invent options for mutual gain.  Suggest alternative games to play.

Insist on using objective criteria. And be hard on the principle. Try out the principle of reciprocity. Frame the principle behind each tactic as a proposed “rule” for the game.
And as a last result, turn to your BATNA, and walk out.

Some common tricky tactics

Deliberate deception. This includes misrepresentation about facts, authority, or intentions.
Regarding ambiguous authority, it is suggested that before starting on any give-and-take, find out about the authority on the other side. It is perfectly legitimate to inquire, “Just how much authority do you have in this particular negotiation?” If the answer is ambiguous, you may wish to talk to someone with real authority. In addition, it is best to clarify early on that “nothing is agreed until everything is agreed” so that any effort to re-open one issue automatically opens all issues for negotiation – from both them and you.

"Yes, But..."What if they won't play?
Psychological warfare. These tactics are designed to make you feel uncomfortable, so that you will have a subconscious desire to end the negotiation as soon as possible. This could include stressful situations, which could be as simple as the temperature in the meeting place or if the room is too noisy. It is up to you to negotiate better physical circumstances in an objective and principled fashion.
In addition to manipulating the physical environment, there are also ways for the other side to use verbal and nonverbal communication to make you feel uncomfortable, or on the extreme side, engaging in personal attacks. Recognizing the tactic will help nullify its effect; brining it up explicitly will probably prevent a recurrence.

The good guy/bad guy routine. The very same from old (and new) police movies are a form of psychological manipulation. If you recognize it, you won’t be taken in.
Threats. The goal of most threats is to impart pressure. Warnings are much more legitimate than threats. “So you are not surprised, here is a draft of the press release we plan to issue if our contract is not renewed.”

Positional pressure tactics

Refusal to negotiate. What can you do when the other side refuses to negotiate all together? First recognize the tactic as a possible negotiating ploy: an attempt to use their entry into negotiation as a bargaining chip. Second, talk about their refusal to negotiate. And finally, insist on using principles.

Extreme demands. Bringing the tactic to their attention works well here. Ask for principled justification of their position until it looks ridiculous even to them.

Escalating demands. Call the tactic to their attention and perhaps take a break.

Lock-in tactics. This approach puts the negotiator in a situation that is seemingly out of their control. An example would be if a union representative made a public statement to accept no less than a 15% salary increase. She therefore seems to have her hands tied unless she wants to lose face. You can resist lock-ins on principle.

Hardhearted partner. This tactic involves assigning “blame” to a hardhearted, often non-present partner. Rather than discussing it with the other negotiator, you may want to get his agreement to the principle – perhaps in writing – and then if possible speak directly with the “hardhearted partner.”

A calculated delay. Nearing a deadline, the other side hopes to put pressure on you to give in. Look for objective conditions, and create a fading opportunity (i.e. begin negotiations with a third party who is interested in your property).

Take it or leave it. Consider ignoring this phrase at first and keep talking as if you didn’t hear it.

And, that wraps it up! This overview was pretty in depth, so I don’t think you would actually need to read the entire book to understand the general principles. However, if you were to find yourself going into a negotiation, I think having a copy of this book nearby would be an excellent insurance policy.

My next post will be the first one of our new book, Lead With a Story by Paul Smith.

September 10, 2013

5 Common Career Roadblocks and How to Get Past Them

By Lindsey Plewa, Graduate Career Management Center Advisor

I’ve conducted thousands of career advising appointments with MBA and MS students. I love working with graduate students on all aspects of a job search: resume critiques, mock interviews, cover letter reviews, LinkedIn profiles, networking strategies, etc. Though each student brings their unique story to the table, the job search challenges that everyone encounters are strikingly similar.  Below are a few of the “roadblocks” I’ve heard and some quick tips on how to start getting past them.  

1. I’m applying online but rarely hear from the employer.
There is only a 15% chance you’ll land an interview if this is your sole strategy. Focus your job search on people, not postings. Register for a free LinkedIn webinar to learn more about how to leverage the vast network of professionals on LinkedIn to ensure your resume gets to the right person: http://learn.linkedin.com/jobseeker/ 

2. I’m a career changer and fear that my MBA/MS isn’t enough.
Get experience and expand your network by volunteering, working part-time or joining a professional association in your new industry and/or function. A few resources to browse for volunteer opportunities include MBA Project Search, Taproot Foundation, and Net Impact’s Job Board.

3. I know that I need to network, but I’m intimidated by networking functions. 
You’re not alone. Set a goal before attending (an example could be “I will attain at least 3 business cards tonight.”). This will keep you focused and help to reduce anxiety. Also, there are many ways to network. Consider setting up informational interviews with people at your target companies where you can ask questions and learn more about the company on your terms.
  
4. I’m not sure how to follow up with networking contacts or leads.
There’s a fine line between being aggressive and being proactive. Stop by during GCMC walk-in hours for quick networking questions: Monday-Thursday, 4-5pm and Friday, 12-1pm. We can give you some advice on how to follow up in a friendly, yet assertive manner.

5. I’m interviewing, but not landing a job.
Though you may be qualified for a position, there are many factors that can turn an interview into a job offer. Schedule a mock interview with a GCMC advisor to practice communicating your skills and strengths to a potential employer by calling 646-312-1330.

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Lindsey Plewa
Manager, Graduate Career Programs

Lindsey Plewa joined the Graduate Career Management Center at Baruch College in the Summer of 2012 as Manager of Graduate Career Programs. She primarily works with full-time MBA students where she provides individual career coaching and delivers presentations on career-related topics.  Previously, she was a Career Coach and Program Manager for part-time MBAs and alumni of the Leonard N. Stern School of Business at New York University where she managed a Professional Development Program for 200 students annually. Prior to joining NYU Stern in the Fall of 2008, Lindsey served as an Education Advisor at NYU’s School of Continuing and Professional Studies for two years. Lindsey holds a BA from the University of Massachusetts at Amherst and holds a MA and two professional certificates, one in Adult Career Planning and one in Leadership Skills, from NYU.