EXCELLENCE: WORKING WITH PASSION A SYMPOSIUM Development In Business Simulation & Experiential Exercises, Volume 18, 1991 154 EXCELLENCE: WORKING WITH PASSION A SYMPOSIUM Richard E. Dutton, The University of South Florida INTRODUCTION “If excellence is our goal, we already have what it takes to get there. We are a people with both the desire and the ability to do good work! We are competent. The achievement of excellence requires both a widespread competence among people and an environment, which encourages and enables the expression of that competence. We are blessed with the first, but we have defaulted on the last. We have created organizations, which punish rather than encourage and suppress rather than enable a full expression of human competence. There is an irony in all this which every leader should ponder (Hall. 1988, p. xii).” As one moves up the organizational ladder, the job role becomes less tangible and predictable. The organization is perceived by the leader as more dynamic. Change, ambiguity, and contradiction become more the rule, than the exception. Complex and intuitive decisions are needed. Many new leaders are unable to cope with the stress, uncertainty and tension related to these roles. They are novices. What causes some to become masters of management and some to revert back to the comfort of a job, which is well described and controlled? A SURVEY APPROACH A recent (1988) survey developed by R.E. Quinn describes eight management roles, which were used by managers to evaluate how their management is perceived by others. These eight profiles appear below. The Producer A producer is expected to be task-oriented and work focused and to have high interest, motivation, energy, and personal drive. In this role a manager is supposed to encourage subordinates to accept responsibility, complete assignments and maintain high productivity. This usually involves stimulating unit members to better accomplish stated goals. The Director As a director, a manager is expected to clarify expectations through processes such as planning and goal setting and to be a decisive initiator who defines problems, selects alternatives, establishes objectives, defines roles and tasks, generates rules and policies, evaluates performance and gives instructions. The Broker The broker is particularly concerned with maintaining external legitimacy and obtaining resources. In carrying out this role, the manager is expected to be politically astute, persuasive, influential, and powerful. Image, appearance, and reputation are important. As a broker, the manager is expected to meet with people from outside the unit, to represent, negotiate, market, act as a liaison and spokesperson, and to acquire resources. The Innovator As an innovator, a manager is expected to facilitate adaptation and change. The innovator conceptualizes and projects needed changes. Unlike the monitor role, where deduction, facts and quantitative analysis rule, the innovator role requires the manager to be a creative dreamer who sees the future, envisions innovations, and packages them in inviting ways. The Facilitator The facilitator is expected to foster collective effort, to build cohesion and teamwork and to manage interpersonal conflict. In this role, the leader is described as process oriented. Expected behaviors include mediating interpersonal disputes, using conflict reduction techniques, developing cohesion and morale, obtaining input and participation, and facilitating group problem solving. The Mentor The mentor is expected to engage in the development of people through a caring, empathetic orientation. In this role the leader is expected to be helpful, considerate, sensitive, approachable, open, and fair. In acting out this role, the manager listens, supports legitimate requests, conveys appreciation, and gives compliments and credit. He or she sees people as resources to be developed. The leader helps with skill building, provides training opportunities, and helps people develop plans for their own individual development. The Monitor As a monitor, a manager is expected to know what is going on in the unit, to determine whether people are complying with the rules, and to see if the unit is meeting its quotas. The monitor must have a passion for details and be good at rational analysis. Behaviors in this role include technical analysis, dealing with routine information, and logical problem solving. The Coordinator As a coordinator, a manager is expected to maintain the structure and flow of the system. The person in this role is expected to be dependable and reliable. Behaviors include protecting continuity, minimizing disruptions, doing paper work, reviewing and valuating reports, writing budgets, and writing and coordinating plans and proposals. As a part of this symposium this survey instrument will be available for discussion as well as an instrument for diagnosing corporate culture. Research references are available on request from the author. Table of Contents Volume 18, 1991 Personality Types and Total Enterprise Simulation Performance Using DIS 'n DAT as a Decision Support System for a Marketing Simulation Game Theoretical Derivation of a Market Demand Function for Business Simulators The Ethnographic Case Study: An Experiential Approach to Teaching Retail Management Electronic Bulletin Board Systems (BBS): Support Software for Computer Simulations The New Budget Game Negame: A Cross-Cultural Role-Play to Introduce Students to the Familiarization Stage of Negotiations Modeling Short-Run Cost and Production Functions Using Sheppard's Lemma in Computerized Business Simulations Increasing Simulation Realism through the Modeling of Step Costs Predicting Simulation Performance: Differences Between Groups and Individuals A Facility Location Case to Stimulate Classroom Interaction Educational Effectiveness of Business Simulation Gaming: A Comparative Study of Students and Practitioner Perspective Ethical Dilemmas in Experiential Learning: Issues and Strategies A Critical Review and Assessment of ABSEL's Award-Winning Procedures and Protocols Political Risk: A Simulation for Business Practitioners Upside Down: A Cross-Cultural Game in Experiential Learning Gorby's Dilemma: From Communism to Free Enterprise in Two Hours Strategic Market: Planning with the COMPLETE Product Portfolio Analysis Package: A Marketing Decision Support System Career Concepts and Total Enterprise Simulation Performance Experiential Learning in Human Resources: A Performance Appraisal Application Managerial Motivation and Realism Among MBA Student as Viewed through The Looking Glass, Inc. Simulation An Experiential Approach to Teaching Data Analysis Using MYSTAT: Rationale, Procedures and Results Practicing What Was Preached: A Sequential Learning Model put to the Test Student Attitudes about Policy Course Simulations An Investigation of the Relationship Between Simulation Play, Performance Level and Recency of Play on Exam Scores The Effect of Leadership and Cognitive Processing Styles upon Peer Performance Evaluation: Implication for the Utilization of Simulations in Business Pedagogy On the Transfer of Market Oriented Business Games to Socialist Cultures An Application of Financial Analysis of the Business Firm in a Simulated Competitive Environment Collective Bargaining Simulation: An Exercise based on a Familiar Theme Making Business Policy a Strategic Management Experience A Student Exercise for Intergrating the Concepts of Power and Motivation The Boundaries Extended: An Experiment Comparing Dialectical Inquiry, Devil's Advocacy and Consensus Using the Executive Game Using a Simulation Package to Develop a Simulation Exercise in Cost Accounting Success Factors in Experiential Training for Creative Problem-Solving Teams An Experiential Approach for teaching Quality management Critical Success Ratios: A Comparison of Two Business Simulations in a Multi-Year Environment Stocklogs: A Classroom Exercise for Teaching the Logistical Relationship of Location and Inventory The Organizational Leadership Program Simulating Business Decision-Making: Using Statistical Cases for Classroom Exercises Scripting for the Classroom Upgrading the Business Strategy and Policy Game Developing Student Team-Building and Leadership Skills Using Computer-Aided Experiential learning Strategies Organizing and Outward Bound Field Trip An Architecture for Extensible Simulation Games Performance in the Capstone Business Course: What is the effect of Pedagogy, Learning Styles, and Student Motivation? Operational Strategy with Participant-Modifiable Parameters An Example of a Personal Selling Case Transformed into a Role Play Scenario Instructional Software: It's Evolution and Current State of the Art in the Business Curriculum Ascertaining Performance Variables for use in Determining Student's Grades in Courses Employing a Business Simulation Designing Management Seminars Using Business Simulations The Accounting Information Systems Course: Bridging the Gap between the Classroom and the Real World The Good Cooks Guide to Training Excellence: Working with Passion A Demonstration on Multiple Data Collection Methods: Seeing Strategic Issues Through the Looking Glass Simulation Systems Analysis and Design: Why Undergraduate Education gets a Failing Grade Accommodating Organizational Culture: An Evaluation of Management Development Delivery Modes in Varying Organizational Cultures Modeling Total Quality into Business Simulations The Political Futures Game Meeting Meeting Objectives