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Robert D. Freeburn
Everybody has his own theatre, in
which he is manager, actor, prompter,
playwright, sceneshifter, boxkeeper,
doorkeeper, all in one, and audience into
the bargain.
Julius Charles Hare
1795-1855
Robert D. Freeburn
22 Executive Development Vol. 7 No. 2, 1994, pp. 22-23, MCB University Press, 0953-3230
c o n v e r s a t i o n a l
w i s d o m
N CONTRAST TO management
treatises that concentrate on tasks
and responsibilities, Harvard
Business School professor Linda A.
Hills book, Becoming a Manager:
Mastery of a New Identity, describes
the profound psychological adjustment involved in morphing from star
individual performer to competent
manager. In a recent conversation with
writer Loren Gary, she elaborated on
the challenges one faces in making
this transition.
Whats involved in
becoming a good manager,
and how is your understanding of the process distinctive?
Copyright 1997 by the President and Fellows of Harvard College. All rights reserved.
Becoming a Manager . . .
people skills. And there can be lots
of stresses associated with leading
others.
Some of those stresses stem from the
fact that, like individuals, organizations are not perfectno matter how
much you restructure them or revise
their policies and practices. Managers
are essentially paid for dealing with
the reality that you cant get everything exactly right; they are the people
who have to deal with the trade-offs
that come from not having enough
resources, or time, or an imperfect
organizational structure or incentive
program. Adjusting to this aspect of
the managerial role is a major part of
the transformation.
Another piece has to do with how you
get satisfaction from your work. How
do you get your kicks when youre a
manager or leader as opposed to when
you had a doer role? As a manager
you may be many steps removed from
the outcome; your relationship to the
outcome is often more ambiguous,
and you rarely have the same instant
gratification you get when the outcome is a technical one that depends
solely on you. So in order to feel satisfied in your new responsibilities,
you must learn new ways of defining
success. You must learn to like seeing
other people succeed, to like helping
them succeed.
Instead of feeling
free, smart, and in
control, new managers
feel constrained, not
so smart, and out of
control in the first
few months.
Along with developing their introspection skills, you can help people
learn to act in ways that make others
want to give them feedback. Sending
the signal that theyre willing to hear
what others have to say will get managers the information they need to
make on-the-job corrections. Managers who are relatively open to
feedback and dont become defensive
find that others will want to mentor
and coach them.
Interestingmost of what
you read about this topic
deals with finding a mentor.
Becoming a Manager . . .
read that new managers have trouble
with delegation because theyre control freaks. But actually thats a very
small piece of it. For one thing, you
are still negotiating the identity
issuegetting out of the role of the
doer and into the role of the agendasetter. You are also trying to learn how
to assess trustworthiness. To delegate
effectively, you need to be able to
make judgment calls about who you
can trust. Still another big mistake
new managers make is in thinking that
getting the relationship right with each
subordinate, one-on-one, is the same
as having an excellent team. The collective is very different from the sum
of the individual relationships.
Delegating, agenda-setting, managing
the team versus the individuals on the
team: Companies need to acknowledge that these are predictable trouble
spots for new managers. Only then
can companies start thinking about
what kind of coaching would be
helpful.
People are quite impoverished in most
organizations with regard to feedback
and coaching. This is really a shame,
because as they go through a major
transition theyre most open to new
learning. Those are moments when a
supervisors intervention can really
make a difference.
help.
What is it that
organizations can learn
from people who are in
the process of becoming new
managers?
Linda Hill
Through my research, teaching, and consulting over the past ten years, I have come to
understand more deeply than ever that the best managers are those who have an appetite for
learning and are willing to work on themselves. Management is very hard; even the most gifted
people must commit themselves to lifelong learning and self-development. In the course of my
work, I have had the privilege of developing teaching materials about many experienced
leaders and their career development. This chapter builds on stories from some of the talented
managers I've encountered who are out there making a difference in their organizations. We
can learn vicariously from their experiences.
Consider the example of one manager who was about to undergo a critical transition in her
career, only four years after first becoming a manager. When she was about to step into an
executive role as senior vice president of marketing at a nationwide office supplies superstore,
she recalled:
I'm not a good example of how to manage your career. I've just been willing to raise my hand
several times for new opportunities. I've taken a lot of what others would perceive to be
career risks, which fortunately have worked out....
This manager is much too modest. She is an excellent role model for how to manage our
careers if we hope to move into ever more important managerial positions. From her story, we
see that leadership can be an exciting but arduous journey of self-development. Over the
course of her first years at the company, she made a series of upward and lateral moves that
entailed a number of tough assignments across many functional areas.
Beginning as the director of regional operations in New England, this manager had profit and
loss responsibility for fifty underperforming stores. Hiring a strong team of direct reports, she
set store standards, instituted training programs, and rejuvenated performance. Due to her
success in operations over the next two years, this manager received two more challenging
assignments. First, she became director of sales for 150 stores on the east coast, and then, a
year later, she was promoted to vice president and divisional merchandise manager for
furniture and decorative supplies. There she had profit and loss responsibility for $350 million
and twelve people in an area with poor assortment of merchandise, flat sales, and low direct
product profitability. She and her team turned over 75 percent of the assortment, tripled net
direct product profitability, and increased sales. When she advanced again, she moved back
into the marketing department as senior vice president of small business and retail marketing.
Three years later, based on her performance, she was appointed president of the company's ecommerce business, a key strategic initiative for the future success of the company.
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The best managers are those who have an appetite for learning and are willing to work on
themselves.
This manager, like the other effective leaders I have studied, is a self-directed learner willing to
reinvent herself time and again. In the pages that follow, I will build on the previous discussion
of power to present a framework for lifelong learning developing a successful managerial
career. I will address four challenges: choosing the right position; getting off to the right start;
landing stretch assignments; and building a network of developmental relationships. In framing
each of these four challenges from the point of view of the emerging leader, I hope to
underscore my belief that management, especially the leadership functions, cannot be taught.
Instead, managers who want to take on more and more responsibility over the course of their
careers must ask themselves: Am I preparing myself to manage and lead?
How can we learn to manage and lead?
Although some of the qualities of effective management are "innate" or acquired principally
through pre-work socialization (personal integrity, high energy level, and a drive to lead), much
of leadership is learned. Management is primarily learned from on-the-job experiencesby
doing, observing, and interacting with others. As unsettling as it is, we have found that the
essence of development is diversity and adversity. Warren Bennis, a renowned leadership
expert, has concluded that it is the "crucibles," or tests and trials, in an individual's life that
profoundly shape them as leaders. As many have observed, however, people do not always
learn from their experiences. To make meaning from their experiences, managers need to
reflect on and consolidate the lessons of those experiences. To change and grow, they must be
prepared to engage periodically in introspectionto collect feedback on and analyze their
behavior, attitudes, and values. The difficulty in remaining objective about oneself, however, is
well documented. There are mechanisms that keep people from honestly evaluating
themselves. The more candid feedback that managers can obtain from varied sources, the
more accurate and precise their assessment will be.
The best assignments from a developmental perspective are ones in which the fit is
imperfectit is a 'stretch'...
Indeed, people find it nearly impossible to accomplish their development alone. To grow and
develop, individuals must be prepared to seek assistance. They must devote time and energy to
building a network of developmental relationships (superior and lateral, internal and external
to the organization). From these developmental relationships (e.g., mentors or sponsors),
potential managers can better learn from their own experiences by receiving feedback, advice,
and emotional support. These relationships can be helpful only if the managers are willing to
take some risks, disclose some of their shortcomings, and open themselves to constructive
criticismadmittedly a tall order.
Page 2 of 5
to senior executive positions are enlightening. One characteristic of those who derail is that
initial strengths (e.g., a "hands-on" style or technical virtuosity) later become "fatal flaws."
When faced with new and different challenges, these managers continue to rely on their initial
capabilities, even when they are no longer sufficient or appropriate. They are unable or
unwilling to develop other complementary capabilities.
In terms of developing leadership talents in particular, it can pay to look for stretch assignments
involving change. Some examples include introducing a new product or information technology
system, revitalizing a mature business, or starting up a subsidiary in an international market.
These sorts of assignments, almost by definition, require individuals to establish direction,
communicate that direction (vision and strategies) to diverse stakeholders, and figure out how
to motivate the stakeholders to implement the strategies and fulfill the vision. The more
revolutionaryas opposed to evolutionarythe change, the more powerful the leadership
learning opportunities.
Getting off to the right start
Managers must be aware of their strengths, limitations, motives, and values in order to make
the appropriate trade-offs between fit and learning opportunity when selecting a position.
However, they only become aware of who they are and who they want to become through
experience. As they accumulate work experience, they have an opportunity to make choices
and test those choices, and begin to clarify what they are good at and what is important to
them.
Hence, those early in their careers may have only a vague sense of their talents, motivations,
and values. All too often, they get off to a bad start by selecting jobs and organizations that
simply do not fit their capabilities, motives, and values very well. Because they are not clear
about who they are and the kinds of jobs to which they are best suited, they are easily seduced
by the money, glamour, or prestige associated with a given job. Some define the "good"
opportunities as those that are popular in the social milieu in which they find themselves. These
individuals end up taking jobs because the jobs are the popular choice and not because they are
excited by the people with whom they will be spending time or the products or services with
which they will be working. For those in the minority, given the special challenges of building
developmental relationships (discussed below), it is best to pay particular attention to how
comfortable they are with their potential colleagues.
In other instances, people choose jobs that are too demanding for them. Because they do not
fully appreciate their strengths and weaknesses, they get themselves into situations where they
are simply in over their heads. For example, newly minted MBAs who have never had
subordinates reporting to them before may take jobs in which they will have considerable
people management responsibilities, with little sense of the risk in doing so. Professional school
graduates should be cautious about accepting jobs in highly politicized environments where
only those who are very skillful at handling difficult work relationships can prosper.
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Those early in their careers can glean important self-insight through careful and systematic
introspection. In particular, they should look for pervasive themes in their past and current
experiences that say something about their key strengths, important limitations, and core
values. For example, in trying to decide whether or not to move into a leadership role, people
should ask themselves the following questions about what kind of work they find most
interesting and fulfilling:
If they cannot answer most of these questions in the affirmative, it may suggest that they have
neither the personal qualities, character, nor motivation required to be an effective manager. If
people choose an appropriate position, they will be able to convert their general competencies
into company- and job-specific expertise, develop relationships, and make a contribution to
organizational performance in relatively short order. Once they begin to make a contribution to
organizational performance (perhaps in a limited way at first), their track record and credibility
in the organization will begin to grow. Therefore, people will begin to seek them out and be
more eager to work with them; in other words, their network of relationships will grow. Some
will be willing to sponsor and perhaps even mentor them, taking risks on their behalf and
promoting them into stretch assignments. From these assignments, they develop more
expertise and more relationships and therefore are in an even better position to contribute to
key organizational objectives.
Soon, this cycle of success becomes self-reinforcing; their track record and credibility continue
to flourish. As they acquire more power and establish relationships with a broad range of
people, they find themselves holding a more central position in their network of relationships
and thereby they gain even more power and access to currencies. Once they begin to advance,
they acquire more formal authority and can consolidate their power.
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