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How do you tell one of your direct reports that she stinks? This case explores the dynamics behind having difficult conversations, and giving and receiving feedback. It is designed to illustrate the negative effects that can result after a difficult conversation and ways to reduce the risk of adverse consequences. The case also touches on relationships in the workplace and the correlation they have to the bottom line. In the A case students have to decide whether to confront a worker about her hygiene problems. The B case offers a role-playing situation to practice conducting a difficult conversation. We learn in the C case that the discussion went terribly wrong, and in the E case readers are provided an epilogue.

How do you tell one of your direct reports that she stinks? This case explores the dynamics behind having difficult conversations, and giving and receiving feedback. It is designed to illustrate the negative effects that can result after a difficult conversation and ways to reduce the risk of adverse consequences. The case also touches on relationships in the workplace and the correlation they have to the bottom line. In the A case students have to decide whether to confront a worker about her hygiene problems. The B case offers a role-playing situation to practice conducting a difficult conversation. We learn in the C case that the discussion went terribly wrong, and in the E case readers are provided an epilogue.

How do you tell one of your direct reports that she stinks? This case explores the dynamics behind having difficult conversations, and giving and receiving feedback. It is designed to illustrate the negative effects that can result after a difficult conversation and ways to reduce the risk of adverse consequences. The case also touches on relationships in the workplace and the correlation they have to the bottom line. In the A case students have to decide whether to confront a worker about her hygiene problems. The B case offers a role-playing situation to practice conducting a difficult conversation. We learn in the C case that the discussion went terribly wrong, and in the E case readers are provided an epilogue.

How do you tell one of your direct reports that she stinks? This case explores the dynamics behind having difficult conversations, and giving and receiving feedback. It is designed to illustrate the negative effects that can result after a difficult conversation and ways to reduce the risk of adverse consequences. The case also touches on relationships in the workplace and the correlation they have to the bottom line. In the A case students have to decide whether to confront a worker about her hygiene problems. The B case offers a role-playing situation to practice conducting a difficult conversation. We learn in the C case that the discussion went terribly wrong, and in the E case readers are provided an epilogue.

As students watch the full length feature film Crash, written and directed by Paul Haggis, they may find the character guide helpful in keeping track of who's who and what the characters' main connections are.

In most organizations, the employee appraisal process causes more tension than any other aspect of personnel management. Despite the good intentions behind it, a 360º Feedback system does little to quell the fear that performance evaluation tends to instill. But is it possible to design a 360º Feedback system that is both comfortable and constructive for employees? This technical note discusses the challenges of and opportunities for creating a system that improves performance effectiveness and enhances career success.

This case describes the life and career of Donna Dubinsky, a high-ranking female executive and entrepreneur. Throughout her career, Dubinsky remained on the leading edge of the technology field. In the A case, two exciting options lay ahead of Dubinsky, one with a leader she knew, respected, and had worked for before, and the other from a new contact with an opportunity to lead a small, unproven startup firm. The B case describes her decision and brings the reader up to venture number three called Numenta. The cases are intended to give management students a broad view of one executive's lifestyle, of how she built and maintained business and personal relationships, and the way she developed her personal style throughout her professional career.

This series of two cases describes the life and career of Donna Dubinsky, a high ranking female executive and entrepreneur. her career, Dubinsky has remained on the leading edge of the technology field. In the A case, two exciting options lay ahead of Dubinsky, one from a leader she knew, respected, and had worked for before, and the other from a new contact with an opportunity to lead a small, unproven startup firm. The B case (UV1429) describes her decision and brings the reader up to venture number three called Numenta. Throughout The cases are intended to give management students a broad view of one executive's lifestyle, building and maintaining business and personal relationships, and developing her personal style throughout her professional career.

Teams often collapse over personality issues. This case explores such a collapse, in the context of an MBA student learning team. Students can explore personality differences, analytical strategy, gender, ethnicity, and race issues. Joann Moyer, an MBA student facing her first year exams, is anxious and conflicted at what she perceives as personality conflicts among her team members. In the (A) case, she prepares to confront the other people in her group. The (B) case reveals that the team actually has process issues around their learning frameworks and that many of the team's problems revolve around that and not personalities. The business world requires people to work together successfully, and good learning teams learn to cultivate the skills necessary to do so.

What is the proper role of the instructor in student-professor interactions? What challenges should new teachers expect and what pitfalls should be avoided? New faculty must meet a variety of concurrent demands when they enter an academic career, several for which they have never received any formal training. Various activities broaden the educational scope of the teacher beyond the classroom, and increase interaction with the student body. Many academic communities are settled in smaller university towns, where students and faculty share the community life: this can add another complicating layer. Establishing a strong relationship with a faculty mentor may be among the most important factors determining the success one achieves as a graduate student. So how is balance achieved in managing the multiple roles faculty members play in students' lives? This case reveals the impact of a teacher's personal relationship with students outside the classroom and the challenges of being involved with student development beyond the curriculum.

While reading the Wall Street Journal, Edward Rogers notices an advertisement for a knowledge management architect at the Goddard Space Flight Center in Greenbelt, Maryland. Rogers is an academic whose scholarship centers on developing models of how and why people cooperate intellectually. After submitting his resume and completing the interview process, Rogers is offered the position for a term appointment of three years. After one month on the job, Rogers wonders how he should proceed in helping the Goddard Space Flight Center become a learning organization. It is, in fact, the kind of opportunity Rogers has looked forward to for many years, but what will his plan of attack look like? How can he help this collection of rocket scientists work better together? In the B case, Rogers's action plan is presented, together with input from NASA engineers, scientists and other key players. See also the A case (UV3262).

While reading the Wall Street Journal, Edward Rogers notices an advertisement for a Knowledge Management Architect at the Goddard Space Flight Center in Greenbelt, Maryland. Rogers is an academic whose scholarship centers on developing models of how and why people cooperate intellectually. After submitting his resume and completing the interview process, Rogers is offered the position for a term appointment of three years. After one month on the job, Rogers wonders how he should proceed in helping the Goddard Space Flight Center become a learning organization. It is, in fact, the kind of opportunity Rogers has looked forward to for many years, but what will his plan of attack look like? How can he help this collection of rocket scientists work better together? The A case presents an undisguised picture of a NASA center that is fostering a learning approach to developing the organization. See also the B case (UV3264).

This disguised case provides a strategic plan devised and used on a military base. Senior officers clarified their strategy, outlined capabilities needed, and designed measures to assess. The organization's mission statement/charter, goals, and metrics are available for evaluation. Is the vision clear and could the goals be successfully translated into action? Does the plan lend itself to become part of the culture and daily business life on the base?

It is very difficult to be an effective leader if you don't know who you are and what you want. People in leadership positions are expected to clarify things for others--purpose, vision, values, strategy, and goals. This technical note describes several fundamentals of an effective organizational and work group charter including the important elements of a personal charter. Once leaders have a clear vision for themselves, they are prepared to make better career, lifestyle, and professional decisions.

How do you deal with overly aggressive or excessively passive people? When should you push and when should you hang back? Should you ever show your anger, or is it wise to keep it inside or express it differently? The answers to these questions can mean the difference between derailing your career in management and going all the way to the top. If you learn what appropriately assertive behavior is and then practice ways of expressing yourself (when the occasion calls for it), your level of assertiveness will match the situation. This technical note examines interactions that fall on a continuum of assertiveness, from abusive to overly passive.

In today's organizations, leaders need to be able to influence employees to be motivated and committed to high performance; no longer can managers simply get by dealing with employees only through a power relationship or by telling employees what to do. Leaders need to look beyond behavior (level one) to their employees' thinking (level two) and their VABEs (values, assumptions, beliefs, and expectations--level three) about their lives, the world, their work, and so on. This note explains the differences between these three levels of human activity.

This note is in introduction on what leadership is. The definition proposed is that real leadership is accomplished by the kind of person who is able to 1) see what needs to be done; 2) understand the underlying forces at play in a situation; 3) initiate action to change things. A person who wants to become a leader in his organization needs to learn and observe as much as possible about the organization and to think about where it should be going. He or she should go beyond his immediate situation to think about this, to have a proactive point of view of the business as a whole.

Whoosh, is that all there is? On the eve of becoming a partner at a well-known consulting firm ("the stuff MBA dreams are made of"), a senior executive starts to question what he is doing with his life. Walt Shill had graduated eight years earlier from the Darden Graduate School of Business Administration at the University of Virginia and had worked his way up at McKinsey Consulting to become the first American partner in the Japanese office. Shill and his family move back to the United States, where he starts to question his goals. For the first time, it seems that Shill has no target to aim for. Having reached his goals, Shill sets out on an adventure to seek his own meaning of life. He gets into good-enough shape to take a cross-country bicycle ride, which he completes. This undisguised case tells Shill's story and what he learned along the way. It ends with Shill's promise to himself to be less judgmental and to start walking through life with eyes wide open. A CD-ROM containing clips of an interview with Shill accompanies the case.

How many times have you heard someone at work say, "Things have just spun way out of control," or "that was lucky?" Perhaps your colleagues are more inclined to say, "I'm to blame," or "I have to accept responsibility for that." Even though most of us fancy ourselves to be unique individuals, psychologists have spent years etching out patterns in our personality traits that suggest we share some very similar qualities-those who believe they are capable of controlling events in their lives and those who don't. This note presumes your students have taken the Locus of Control instrument and are ready to interpret the results. Terry Pettijohn developed a variation to Rotter's original Locus of Control survey which can be accessed at http://www.dushkin.com/connectext/psy/ch11/survey11.mhtml. The test has no time limitation and consists of 20 true or false questions. Once you have completed the test, click on "Tally My Answers," and within a few seconds the screen will return with your choices and score. Some of the questions act as a diversion from the test's intent and are not included in the test score. This note will help you and your students interpret the results.

This undisguised case deals with the topic of extraordinary leadership and managing crime-fighting as a business. It offers students an opportunity to design and explore a large-scale organizational change initiative and develop a comprehensive action plan for managing it. Ed Norris, an assistant commissioner in the NYPD who supervises more than 40,000 officers and is credited with assisting in the turnaround in New York's crime scene, is offered a similar job in Baltimore supervising 3,000 officers in the worst crime-laden city in America. The challenges include entrenched crime, racial tension, declining population, negative effects on business, underfunding, critical media, low arrest rates, and a police department with underused resources and a dysfunctional organization and culture. In the A case, students are asked to lay out their action plan for dealing with the situation and, in so doing, have to wrestle with most of the issues in managing large-scale organizational change. The B case presents Norris's plan and proposed changes so students can compare their own action plans with that of the actual leader. This case series has been taught very successfully as a two-day class. Both cases include extensive video clips for both student preparation and faculty use in class. A teaching note is available for registered faculty.