Front Page Repaired)

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California State University Northridge

MSE 608B Managemen t of Engineering Professional Professor-Dr Mark Rajai By- Aziz Maredia 12/10/2009 2|Page

Index 1.

Course Syllabus……………………………………………….3

2.

Homework...…………………………………………………..14

3.

Individual Research Assignments...…………………………...30

4.

Group Project...………………………………………………...39

5.

Personality test…………………………………………………103

6.

Lecture Presentation.………………………………………......109

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Course Syllabus

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MSE608B – MANAGEMENT OF ENGINEERING PROFESSIONALS Fall 2009, Thursday 7.00 p.m. to 9:45 p.m., Room JD 3502

Instructor

Dr. Mark Rajai

Professor of Engineering, Department of Manufacturing Systems Engineering and Management Faculty E-mail: [email protected] MSEM Department Office: JD3317 Telephone: (818) 677-5003 MSEM Department E-mail: [email protected] Office Hours: posted on Office Door Personal Website: www.iajc.org/mr

Get to Know The prof.

In order to be successful in this course, you need to know the professor’ background and his expectations for the course. Dr. Rajai is an internationally known educator and researcher. Simply Google the name “Mark Rajai” to read more about the professor previous works and achievements. Also visit the following Web sites:

www.iajc.org

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www.ijme.us www.iajc.org/nku click on the “In the News” and watch the videos

Textbooks

1- Hill, Linda A. “Becoming a Manager: How new managers master the Challenges of leadership.” Second Edition – Harvard Business School Press. ISBN: 1-59139-182-2. 2- Hofstede, Geert & Gert Jan. “Cultures and Organizations, Software of the mind.” Second Edition – McGraw Hill. ISBN: 0-07-143959. 3. Supplemental Materials Posted on Blackboard

Additional -- Recommended to enrich your knowledge and professional portfolio -Readings · Deeprose, Donna. “Recognize Behaviors as Well as Outcomes” and “Foster Intrinsic Rewards,” from How to Recognize and Reward Employees. New York: Amacom, 1994. ISBN 0-8144-7832-8

· Longenecker, Clinton O. and Laurence S. Fink. “Creating Effective Performance Appraisals.” Industrial Management, September-October 1999.

· Sachs, Randi Toler. How to Become a Skillful Interviewer. New York: Amacom, 1994. ISBN 0-8144-7831-X

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· Straub, Joseph T. “Appraising Performance,” from The Successful New Manager. New York: Amacom, 1994. ISBN 0-81447834-4

· Swan, William S. & Phillip Margulies. “Why Managers and Employees Dread Performance Appraisals,” “Performance Appraisal Systems,” and “What Goes Wrong and Why: Eight Common Appraisal Errors,” from How to do a Superior Performance Appraisal, (includes Swan’s model performance appraisal system). New York: John Wiley & Sons, Inc., 1991. ISBN 0-471-51469-1

· Weiss, Donald H. “Safe Firing Practices,” “Safe Discipline and Firing Practices,” “Public Policy,” and “Safe Management of Older Employees,” from Fair, Square and Legal. New York: Amacom, 1995. ISBN 0-8144-0253-4

Lectures

This is a pilot course from in class to online, so the lectures are combinations of online and in class presentations. Your feedback are greatly appreciated. Currently there are 4 online audio lecture modules on Webct, covering the employment functions of hiring & retention, performance evaluation, firing, and conflict resolution. We will have several online meetings throughout the course. To enhance the course, supplemental materials will be uploaded onto Webct.

Course

This course is designed to facilitate the student’s development of longterm and

Purpose

strategic cognitive and affective capabilities for the effective management of engineering professionals and their assigned functions. Pre-requisite: MSE504.

A key attribute of the technical professional is his/her emphasis on and interest in 7|Page

professional values and goals rather than those of an organization. The technical professional who advances to a management position must become a leader of technical peers (and, often, of technical superiors), increasing his/her emphasis on organizational values and goals, while simultaneously maintaining technical peer respect. With managerial responsibility comes the need for knowledge of functioning within the broader organizational structure (e.g., the “pushing paperwork” held in great disdain by most technical professionals) and the need for accomplishing technical tasks through others (rather than predominantly on one’s own). As one consequence of these needs, the essence of this course is the creation of a learning community in which aspiring and current managers of technical professionals can gain essential knowledge and experiential skills relevant to the range of organizational responsibilities entailed in the management of technical professionals, from “pushing paper” to hire a technical professional employee, to multicultural technical professional work group considerations and interactions. Due to the fact that this course is moving to become an online course, some self-directed study is essential. The readings and course tasks are designed to be useful to students as a prospective manager or to further develop the skills of the current manager.

Course

There are three learning activity tracks that run in parallel throughout this course.

Structure

The first track entails presentations and discussions of topics (on Blackboard) particularly pertinent to the topics of “Professional Management” and “Managing Engineering Professionals” along with relevant educational material. A second track involves reading assignments (2 textbooks), lecture modules, supplemental materials. The third track is individual and group projects and presentations.

COURSE PROPOSED PLAN

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Notes: 1) Tentative schedule: dates/assignments/topics covered may change as deemed necessary. 2) Research assignments will be announced as the semester progresses. 3) All course materials are on Webct. 4) Because of university budget cuts, there will be furlough days that we will not meet in class. These days will be announced in advance Week

Ending Topic Area Format: Tasks & Assignments

01 Introduction course/instructor

. Welcome message – getting acquainted with the

· Get familiar with the textbooks & material posted on Webct. . Read preface in Hill

02

Social Aspects

03

· Hill, Section I.1

of interactions Hiring; Supplemental Materials

. Lecture Module 1:

Social Aspects Materials

· Supplemental

of Interaction Hiring & Firing

· Lecture Modules 1 & 2:

. Hill, Section I.2

04

Social Aspects

· Lecture Module 2:

Firing of Interaction

. Hill, Section I.3 & Supplemental Materials

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05

Social Aspects · Lecture Modules 2 & 3: Firing & Performance Evaluation of Interaction

. Hill, Section II.4 Read Supplemental Materials

06

Social Aspects Performance Evaluation of Interaction

. Lecture Module 3:

. Hill, Section II.5 .

07

Social Aspects · Lecture Modules 3&4: Performance Evaluation & Conflict Resolution of Interaction

. Hill, Section III.6 Read Supplemental Materials

08

Social Aspects Conflict Resolution of Interaction

· Lecture Module 4:

. Hill, Section III.7 ; Read Supplemental Materials

. 09 Dimensions of the rest of the semester)

. Review Lecture Modules 1-4 (throughout

Management Cultures

10 Dimensions of the rest of the semester)

. Hill, Section IV.8

. Review Lecture Modules 1-4 (throughout

Management Cultures

. Hill, Section IV.9

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. Read Supplemental Materials

11 Dimensions of the rest of the semester)

. Review Lecture Modules 1-4 (throughout

Management Cultures

. Hill, Section V.10 Read Supplemental

Materials

12 Dimensions of the rest of the semester)

. Review Lecture Modules 1-4 (throughout

Management Cultures

13 power-point

Dimensions of

· Final Project Work Session – allocated to packaging the

Management Cultures

14 on Bb

Presentations

. Hill, Section V.11

. Read Hill, Section V.12

· Final Project Presentations – PowerPoint posted

Course wrap-up · Formal Report Write-Up due (soft copy emailed to instructor) · Class critique of the works submitted by all students

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Final Presentations

·

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COURSE EVALUATION COMPONENTS (Plus/minus grading is used – see page 9 for important information) 11 | P a g e

10 %

Individual eBook Portfolio Project

10 %

Homework Assignments including in Class Assignments

30 %

Individual Research Assignment (10%) and Presentation (5%) Group Research Assignment (10%) and Presentation (5%)

35 %

Comprehensive Final Team Project Report (25%) and Midterm Presentation (5%) and Final Presentation (5%) Team score and Individual Contribution

15 %

Notebook (5%) and Class Attendance (5%) and Participation in class/on Webct (5%)

Letter-Grade Scale: A ≥ 95

90 ≤ A- < 95

87 ≤ B+ <

85 ≤ B < 87

80 ≤ B- < 85

77 ≤ C+ <

90 80 70 ≤ C < 77

60 ≤ D < 70

F < 60

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STANDARD OPERATING PROCEDURES

1. Class members are encouraged to maintain personal and professional standards consistent with The Fundamental Principles of the Code of Ethics of the Accreditation Board for Engineering and Technology; i.e.,

Engineers uphold and advance the integrity, honor and dignity of the engineering profession by: · using their knowledge and skill for the enhancement of human welfare; · being honest and impartial, and serving with fidelity the public, their employers and clients; · striving to increase the competence and prestige of the engineering profession; and ·

supporting the professional technical societies of their disciplines.

2. Withdrawing from (dropping) this course should be accomplished during the first two weeks of instruction. Please note that failure to officially drop this class results in a grade of U, which is the equivalent of an F for your transcript and grade point average. For additional information regarding withdrawals, see FAQs at www.csun.edu/~msem, or contact your academic advisor.

3. Class members are to rely on BlackBoard (the primary method of communication) for all postings pertaining to the course. All students are expected to sign on regularly and actively participate in the discussion forum. So that all students benefit from the answers, ALL QUESTIONS ABOUT THE COURSE MATERIAL MUST BE POSTED (on BlackBoard) in the discussion thread titled: “Ask Questions”. Note: Email communication is secondary as it is mostly reserved for handling students’ personal matters. Comments about the course material and opinions about the instructor or the program – whether positive or negative – must also be posted online.

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4. Class members are to be CONTINUOUSLY considerate to, and respectful of, their colleagues, particularly in regard to the class discussion forum, team effort/project and presentations.

5. Class members are responsible for the course material covered in reading and homework assignments, class presentations and class group discussions. Class members are expected to logon regularly to Blackboard and to prepare for and participate constructively in group discussions.

6. Budgeting 6-9 hours per week for this course, in addition to class participation, is NOT unreasonable. Class presentations are NOT replicas of the reading assignments.

7. All graduate students majoring in MSEM Department programs (i.e., Automation Engineering, Engineering Management, Materials Engineering) are encouraged to add their email addresses to the Department listing. This listing is used for special notifications (e.g., course scheduling changes, academic advisement notices, social events, and emergencies). The list may be accessed at www.csun.edu/~msem/faqs.htm or by emailing a request to [email protected] to be added to the list.

8. Plus/minus grading will be used for the overall course grade. Please refer to the grading system.

Suggestions for Group Research Assignments Coverage One: The Hiring Processes

· · ·

Research the complete hiring process for technical professionals at the employers of partnership members Compile examples of key forms used in the process Prepare step-by-step summaries of key steps in each hiring process 14 | P a g e

· ·

For each hiring process, identify and summarize the nature of the hiring authority and hiring responsibilities of the manager who will supervise the new hire Summarize the primary similarities and differences among the processes and the manager’s hiring authority and responsibilities

Coverage Two: The Termination (Firing) Processes

· · · · ·

Seek out and summarize at least four publications that address termination processes. Based on the publications researched, class handouts, and other sources as appropriate, identify at least two productive managerial approaches to the implementation of a termination process. Research and summarize termination processes for professional employees at the employer of one of the partners. Acquire copies of primary termination forms used as part of the employer’s process Evaluate the role(s) of a professional employee’s manager in the termination processes of the organization.

Coverage Three: The Performance Evaluation Processes

· · · · · ·

Seek out one publicly available reference that addresses at least one ostensibly desirable performance evaluation process & summarize the process provided in the reference Research the performance evaluation process for professional employees at the employer of one of the partnership members Acquire copy of primary performance evaluation form (if any) used as part of the employer’s process Prepare a step-by-step summary of the key steps in the employer’s process Critique the employer’s process in the context of the reference selected Critique the performance evaluation form in the context of the employer’s process

Coverage Four: The Conflict Resolution & Management Processes

·

The theme for this assignment is managing conflict – between people who report to you; between you and someone who reports to you, or between you and a managerial peer. Within this theme, project partners should identify and propose their own applied research assignment.

Report Write-Up Format: a comprehensive 25-30 page report (double-spaced) sectioned into: Abstract, Introduction, Discussion/Analysis, Conclusion. As the semester progresses, more details will be posted in the “Final Project” discussion thread.

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For Your Information: Grade Criterion

* 'A' grade range (A to A-) is reserved for work that is exceptional. This means that it (1) is professional and reflects the writer's/s' careful consideration of audience and purpose; (2) shows perfect to near-perfect understanding of the necessary concepts and analytical tasks; (3) where appropriate, it shows the capacity to think creatively or to see implications beyond the immediate scope of the question; (4) contains all necessary information (invention); (5) is arranged in a logical manner (6), is memorable; (7) delivery is visually appealing; and (8) is free of mechanical errors and is formatted as specified. Work must be flawless to attain an A/A-. Work with minor flaws that is nonetheless excellent in other ways will earn an A-.

* A grade in the B range means that the work is acceptable at the graduate level (B- range) to very good (B/B+). This work satisfies all (B+) or most (B/B-) of the requirements of the question/research task, shows the capability to think beyond the task by relating it to other areas of knowledge in or outside of the course; is neatly presented and shows above-average use of academic English. If the work is decently written, is formatted basically correctly, and covers most of the required content, but has several minor flaws or one major flaw, the grade will be B-.

* A grade in the C range means that the work, while covering much of the required ground, does not show graduate-level analytic and expressive ability. That is, major and minor items may be missing or incorrect; and while the language may communicate most points adequately, it does not qualify as above-average academic work. 16 | P a g e

* A grade in the D range shows that the work does not, overall, achieve an acceptable level of coverage of the requirements AND/OR the language is insufficient to make the writer's points understandable to the reader. The content may be either incorrect to an unacceptable degree, or very incomplete.

* A grade of F indicates that so little of the required content is covered that grading the paper is an exercise in futility. It may mean that very major points have clearly not been grasped or have been misunderstood by the student. An F may also indicate that the ideas are expressed in such a way that they are not at all understandable to the reader. A grade of F is also awarded when assigned work is not handed in, or not handed in by the set deadline.

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Homework

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MSE-608B Management of Engineering Professsional

Professor-Dr.Mark Rajai

Homework Submitted by-Aziz Maredia

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Submitted on-December 3rd 2009 3rd Sep 2009

Home work #1 INTRODUCTION OF CLASS AND PROFESSOR: 

    

The first thing that we learnt that the last lecture for becoming a good manager the first thing that we need is a good communication skill. Key points of lecture were that we have to be innovative in our work Also for becoming a good manager management of time is very important. It is also important to work as a team in a group to make a company successful The textbooks which the professor told to refer was “how to become a good manager” Professor also made us familiar with the webct course syllabus and sample project.

ARTICLES DISTRIBUTED IN CLASS:  The articles distributed by professor gave a brief idea of the inventions and creations of Dr. Mark Rajai.  Dr. Rajai invented lots of devices like the one that help drowsy drivers to stay awake, at the University of Louisville. Also, he invented a device that would help stop child abductions.

ABOUT THIS SUBJECT:  MSE 608B includes starting, organizing, and managing engineering professional and technology research, design and production.  Also includes one team project & PowerPoint presentation.  It is very interactive subject

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OVERVIEW FOR NEXT WEEK:  Management of time in new era  Class homework no. 2

10th Sep 2009

Home work # 2 FOLDER FOR MSE 608: 

Professor explained how to make the folder for the class and also showed the way in which articles to be arranged in the Folder

HANDOUTS: 

Personality test was handed out to all the students in the class.

WEB CT:

 Professor explained how we are going to use WEB CT, a tool to communicate with professor and classmates Online.

RESEARCH ASSIGNMENT:

 This is an individual assignment, which Presentations on article “Self-Management”.

includes

making

 Professor will pick few among us and they will have to show the same in front of class.

ABOUT THE LECTURE: • • • •

Review of book i.e. BECOMING A MANAGER From Linda A. Hill it mainly speaks about sales management in detail. Prof made one very important point for discussion i.e. Good manager is to be problem solver not a problem creator. He explained us different step process of self management. He also said so critic about the book. We were also asked to read the 2nd part of the book & also the lecture presentation. 21 | P a g e

OVERVIEW FOR NEXT WEEK: •

Read the 3rd part of the book & also the lecture presentation.

•

Also to bring the 3rd assignment & put some key point for discussion.

•

Next week read & to bring the hard copy of review of grammar.

•

We have to select on book from the reference books & prepare the individual presentation.

17th Sep 2009

Home work#3

WEB CT:  Professor explained how we are going to use WEB CT, a tool to communicate with professor and classmates Online.

RESEARCH ASSIGNMENT:  This is an individual assignment, which Presentations on article “Self-Management”.

includes

making

 Professor will pick few among us and they will have to show the same in front of class.

ABOUT THE LECTURE: ➢ Prof talked about the individual research assignment how it should be prepared. ➢ Presentation for the research assignment can be done in two ways either videotaped or we can present in the class.

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➢ He explained us different step process of self management. He also said so critic about the book. ➢ Review of grammar: - Formatting guideline & before making the report we have to just follow the review of grammar.

SELF MANAGEMENT:

➢ Process 1: Includes self management of yourself. Self management is

nothing but learning an art to become a good manager. ➢ It includes:• Self evaluation: One has to learn to evaluate himself in order to succeed in life. • Self Re-evaluation: To improve continuously at every step. • Self Realization & Acceptance: Realize and accept one’s Drawbacks. • Self Concentration (Focus): Focus is the key to managing yourself. • Self Preparation & Improvement: This process is like a cycle & ones needs to keep on improving. ➢ Process 2: Self management of yourself & others. • Self Relaxation & Meditation: One needs to find time to do some form of meditation every day, to relax the mind. • Self Motivation & Dedication: One needs to be motivated to motivate others. • Self Challenges: Challenges for which one has to be prepared for other’s Failures. • Self-Learning: One needs to learn from every step of his life & improvise. • Self Application: Run process on your head. • Self forecasting & Application: One has to implement futuristic plans. • Self Re-Application: Run Scenario with worst situation & have back plans. • Self Evaluation: This process is not only to self but entire organization. • Self Discipline: This is very important for succeeding in life. • Finally SELF MANAGEMENT: The entire process is a continuous cycle.

OVERVIEW FOR NEXT WEEK: 23 | P a g e

➢

Read the 3rd part of the book & also the lecture presentation.

➢

Also to bring the 4th assignment & put some key point for discussion.

➢ How to think like a leader & lecture will be on decision making. ➢

We have to select on book from the reference books & prepare the individual presentation.

➢ Very important point from the lecture is how to improve your leadership skills.

24th Sep 2009

Homework#4 RESEARCH ASSIGNMENT:  This is an individual assignment, which Presentations on article “Self-Management”.

includes

making

ABOUT THE LECTURE: • •

Prof talked about the individual research assignment how it should be prepared. Three students presented in the class. 24 | P a g e

•

He explained us different step process of self management. He also said so critic about the book. Prof explained us about the time management.

•

ABOUT THE PRESENTATION: • •

Frank did a good job included everything in his presentation. Rahul also did well but very descriptive presentation & did not include more of his own idea. Kevin did video presentation & used very less slides.

•

OVERVIEW FOR NEXT WEEK: •

Read the 4th part of the book & also the lecture presentation.

•

Also to bring the 5th assignment & put some key point for discussion.

•

Only presentation will be conducted.

•

Groups will be made for the team project presentation.

1st Oct 2009

Homework# 5 ABOUT THE LECTURE: • • •

Prof talked about the individual research assignment how it should be presented. All the students presented in the class. He selected the groups for the team project.

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ABOUT THE PRESENTATION: •

Aziz presented well & included all the required details. There some part missing in conclusion but really did a good job.

•

Manikant also presented well did some mistakes but good job.

•

Kiran did lot of mistakes no self evaluation report & overall presentation was satisfactory.

•

Shirish did a video presentation slides were not clear but presentation was really good.

•

Chirag also did video presentation lots of slides & did a good job.

OVERVIEW FOR NEXT WEEK: •

Read the 4th part of the book & also the lecture presentation.

•

Also to bring the 6th assignment & put some key point for discussion.

•

Lecture will be on RESUME & INTERVIEW.

1st Oct 2009

Homework#6 Agenda: 26 | P a g e

• •

Lecture Group Discussions.

Issues Discussed: • •

Professor discussed about the group research and final project. Professor assigned Topics for Group Research Project. Following are the Topics assigned to all the groups in the class. ○ ○ ○ ○ ○

Group A: How to make a effective resume and what should a professional resume consist of Group B: Role of communication skills and interpersonal skills in the personal and professional field. Group C: Performance Evaluation and the areas to look at in order to evaluate performance Group D: Hiring process in an organization Group E: leading and managing people effectively

Lecture Topic: Resume •

Professor explained how a professional and effective resume should be. Discussed about various sources of resume model. He Presented the following videos on resume ○ Frank Carey: This video was all about frank speaking out his strengths, how good he ○ Was on getting his work done, his weaknesses and finally versatile he is. ○ Resume renovation: This video highlighted the goals and even dealt with different sections of resume. Professor gave some inputs on resume, getting to know people and how to get used to your social and interpersonal skills surroundings. Professor discussed with all the groups about their research assignment and suggested some changes required and different ways of presenting it. • •

•

•

Outline for Next week ➢ Lecture : Communication Skill 15th Oct 2009

Homework#7 27 | P a g e

Agenda: • •

Discussed Group research assignment. Communication Skills Power Point presentation.

Lecture: •

Achieving Success through Effective Business Communication.

Topics Discussed: • • • • • • • •

•

Role of good communication skills and its benefits. Patterns and forms of Communication. Role and effective Communication. Employer’s expectation from their employee. Direct communication delivery and rapport building connection with the audience Effective communication Process Delivering what needs to be delivered with clear understanding and decoding messages Minimize Distractions and to avoid failure Audience centric approach

Key Points: • • • •

• • • •

Participate actively during the Lecture. Keeping a distinct gap between personal and professional relationship Audience understanding skills to know their requirement and concerns Personal drawbacks and appearance doesn’t matter in communication. One must have interpretational (Decoding) skills. Minimize distractions to communicate effectively. Effectively approach audiences. Must have knowledge about work and communication ethics.

Issues rose: • •

Being blunt/bossy towards subordinates is an effective communication? (By Joseph) Body Language (by Haginet)

Overview for Next week: •

Lecture: Personal management (Leadership and Hiring) 22nd Oct 2009

Homework#8 28 | P a g e

Agenda: •

Lecture about Self management

Lecture: •

Personal management (Leadership and Hiring).

Topics Discussed: • • • • • • • •

Willingness and commitment towards professional life. Level of personal accountability. Down to earth attitude in leadership. Be careful when mix business and personal life. Alter leadership patterns in order to make it effective. Creating healthy relationship between employee and employer by having a good sense of humor at work. Have ethics and code of conducts and integrity at work. Be a visionary leader.

Key Points: • •

Hire employee with good capability and give on the job training to improve their skills. Build an organizational culture and structure that enable the company to reach its potential.

Overview for Next week: •

Group Research Assignment Report and Presentation Due.

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29th Oct 2009

Homework#9 Agenda • •

•

Folder and course discussion. Discussion with the Groups. Final Project selection.

Key points of the Lecture: • • • • • • • •

Professor discussed about how to create and maintain the hard copy and soft copy of the e-Book. He presented the best research paper and discussed how each team should work on their research assignment. Professor discussed about the copyrights and how important they are and also the consequences of violating the copyrights. He asked us to follow numbering system for the references. He raised the issues where we are lacking Discussed that, companies always look up for people who seem to be productive within a short span. He made it clear the differences between a Technical presentation and a Managerial. Later the professor discussed groups about their Research assignment and how to present it.

Outline for Next week •

Group Research project presentations.

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5th Nov 2009

Homework#10 Agenda • •

Group Research Assignment Report due. Group Research Assignments presentations.

Key Points: Group A: Resume •

• •

• •

The group presented different styles of resume and their delivery formats. They also presented a situational resume. Showed how to evaluate a resume from a managerial position. Format of resume and the DO’s and DONT’s in the resume. How innovate a resume can be.

Group E: Managing people • •

• • •

Introduction to self management. Discussed developing individual skills. How to build team spirit. Giving motivation to people in a team or an organization. Discussion on Conflict management.

Group B: Communication skills • • • •

This group presented their research assignment on Communication skills. They explained the consequences of miscommunication. Their presentation depicted how important communication skills can be in this present day of competitive world. Finally they presented a video on miscommunication.

Outline for Next week 31 | P a g e

•

Lecture: Job search.

12th Nov 2009

Homework#11 Agenda: • •

Presentation on Job Search. Group discussion.

Key points of the Lecture: •

• • • • •

• • • • •

Professor suggested making our self marketable. Resume is worth spending money, should have a professional resume. He suggested not postponing the graduation too late. He provided few inputs on job search. He suggested changing the field of job search, if we don’t find any. He discussed the importance of students networking. Look at a new opening and should make yourself better that others. Learn all new technology. He suggested doing PhD, part-times jobs. Professor discussed the market situation during the present financial crunch. He suggested not investing money in stocks.

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Outline for Next week: •

Final project review and group meetings.

19th Nov 2009

Homework#12 Agenda •

•

Final group research project review. Evaluation of the Course

Key points on Class Lecture • •

In detail discussion about the e-book. E-book has the potential to fetch a job even during the times of recession.

•

Explained to create and maintain the e-Book (hard and soft copy).

• • •

• • • •

Discussed about the grading system.

Professor discussed about the Final group project and presentations. Professor asked us to make note of all the topics discussed so far and add them to Class assignments. Professor explained how an effective case study should be. Discussed about the importance of cover sheet for any project. He also explained that the cover page will cover 10% of the marks for the final project. He even discussed about the importance of layout and design of the report and presentation for the final project. 33 | P a g e

• • •

Later the professor discussed with all the groups about their research assignment and how to present it. Handed over the Group Research Project Evaluation report. Evaluation of the course.

Overview for Next class: • •

Dec 3rd: e-book (hard copy & soft copy), class HW are due. Final project report is also due for feedback.

Individual Research Assignments 34 | P a g e

MSE 608B

RESEARCH ASSIGNMENT #1 35 | P a g e

(Self management)

Student: Aziz Maredia Dr. Mark Rajai Submission Date: September 17, 2009

Introduction: Self management is the ability to remain calm and work effectively under pressure and use good interpersonal skills and function well within a group. In today’s competitive world one has to be disciplined, innovative, and good team worker. Self management skills enable one to offer good interpersonal services and take care of themselves in demanding situations.

It has become important for everyone to learn to manage ourselves so that we could survive in this time of uncertainty. Now a day’s one has to be innovative to be successful. Also good 36 | P a g e

communication skills are also required so that you express your ideas to other and also understand what the other person is trying to explain. One has to rate himself on the basis of quality of his own work, So that you can rate your work and improve it. Many people don’t know to understand how to behave in difficult situations and get confused and stressed. At such times one should try to self mange himself rather then get confused and make other confused. Dedication also plays an important role in becoming an effective manager. One should be dedicated to all the responsibilities given to him. I would also try to be more productive by creating good habits and rejecting the bad ones. Good habits would sap our energies in a momentum building rhythm for us. Today qualities like timeliness, professionalism and diligence are prized more than ever before.

Example: I always use to be lazy back home when I was in junior college. But as started my undergraduate college it wasn’t that easy. It required dedication, time management, and discipline. I started making time tables for every week for the thing I have to do. And it helped me greatly. I also use to work in a telecommunication company called global dimensions were we have to go to different sites to resolve problem there it was a 24hrs job were they would call me any time and I have to go to the site. At that period it was so difficult to manage time I had to talk on phone 37 | P a g e

with the other engineer regarding the problem sometimes there was a communication problem regarding the error on site; which would make me impatient and short-tempered which I am. I was not able to find time for my friends and family. But then after sometime I learned to manage time my friends supported me and inspired and motivated me.

I also use to motivate myself which is helped me keep going. The good thing in me was that I always use to complete the work which was given to me. That is why I had a good relation with my boss but he use to get mad at me for no good reasons which I could never understand. May be he would be having bad day at home so he would behave strangely. At such time self medications helped me a lot; I would listen to some music on my way to a site would do some yoga in my free time which helps a lot to concentrate. To achieve the goals that I have set for myself, it would demand good health and thus keeping healthy and taking care of oneself is very important. I would learn to exercise my mind, body and soul so that I would be someone on whom people could count on so that I could live my life expansively and with abundance.

Conclusion: My Job and undergraduate college have helped me to know my strengths and weakness. I have also tried to improve many of my weakness and learned to accept drawbacks. I have learned how to manage time and also be self disciplined. I have also learned to communicate with people in a

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more effective way. And as time goes on with more experience I will also be able to learn more management skills.

References: •

Lecture presentation slides from Dr Mark Rajai webct.

•

Becoming a Manager from Linda A. Hill

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https://webteach.csun.edu:31987/SCRIPT/MSE608B_14787-RajaiFa09/scripts/serve_home

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http://books.google.com/books?id=qmo82y94g8IC&pg=RA1-PT1&dq=selfmanagement+skills&ei=HWixSo6IBYjwkQTe6ZDoAw#v=twopage&q=&f=false

Grading rubric 1. 2. 3. 4.

Originality, obviously your input in it, not copied Effort-Interest showed, excellent preparation Good illustration/description, topic clearly explained Crisp, sharp writing-top university level

25 pt 15pt 40 pt 20 pt Total 100 pt

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Group Project

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Interview

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Authored By: Shirish Agarwal Manikant S Vittal

Guided By: MSE 608B

Prof. Mark Rajai

Group Research Project

Amitash Singh Chirag Dave Aziz Maredia

Table of Contents Perspective...................................................................................................................3 Major Objective..........................................................................................................3 Types of Interview..........................................................................................................4 The Screening Interview..............................................................................................4 The Informational Interview..........................................................................................5 The Directive Style......................................................................................................5 The Meandering Style.................................................................................................6 The Stress Interview...................................................................................................6 The Behavioral Interview.............................................................................................7 The Audition..............................................................................................................8 The Group Interview...................................................................................................9 The Tag-Team Interview............................................................................................10 The Mealtime Interview.............................................................................................10 The Follow-up Interview.............................................................................................11 Techniques of Interviewing............................................................................................12 Advantages of an Interview...........................................................................................13 Disadvantages of interviews..........................................................................................13 Appearing for an Interview............................................................................................14 Types of Questions expected........................................................................................17 Interview Questions: Work History...............................................................................18

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Job Interview Questions About You.............................................................................18 Job Interview Questions About the New Job and the Company.......................................19 Interview Questions: The Future.................................................................................19 The Interview Process..................................................................................................20 Preparing for the Interview:........................................................................................20 Personal Experience....................................................................................................24 Case Study.................................................................................................................25 Conclusion..................................................................................................................25 References.................................................................................................................26 References

Perspective Interviewers want to determine if you are a fast learner, a problem-solver, and a versatile, goal-directed person, and if whether you will fit the job and add value to the organization. Interviewers will try to deduce from your responses to their questions the following • • • • •

Your capability and expertise, Your level of responsibility and need for supervision, Your performance level, Your compatibility with colleagues and the corporate culture, Your commitment to your own professional development and career, and the probability you will stay with the company.

Employers should not be asking questions about race, ethnic background, or national origin, religious affiliation, marital status and family, gender and sexual orientation, age, weight or height, or arrest record.

Major Objective

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You and the interviewer each have a need: you want a job and the interviewer wants the right person to fill a position. The initial interview, whether on campus or at the company's location, is usually an opportunity for screening. The interviewer forms an impression of whether your qualifications, personality, poise, ability to communicate, and general "fit" with the organization make it worthwhile to continue the process. In addition to the specific job-related skills and knowledge you possess, the interviewer is interested in your self-motivation and whether your interest in a particular job is based on realistic knowledge of its content. The interviewer also wants to know what you have done, how you value your accomplishments, and how you relate these experiences to your career interests. If the interviewer feels there is a potential fit between you and the company, you may be invited back for a second interview. In some cases, however, an offer may be made on the basis of only one interview. An interview is a two-way process: keep in mind that you seek a job that meets most of your interests and requirements, allows for growth, and provides the environment in which you will be productive. Through your interview, you will be able to assess this information.

Types of Interview All job interviews have the same objective, but each employer reaches that objective in different ways. One strategy for performing your best during an interview is to know the rules of the particular game you are playing when you walk through that door [1]. • • • • • • • • • • •

Screening Informational Directive Meandering Stress Behavioral Audition Group Tag-Team Mealtime Follow-up

The Screening Interview Companies use screening tools to ensure that candidates meet minimum qualification requirements. Computer programs are among the tools used to weed out unqualified candidates. [2] Sometimes human professionals are those screeners. Screening interviewers often have honed skills to determine whether there is anything that might disqualify you for the position. Remember-they do not need to know whether you are 51 | P a g e

the best fit for the position, only whether you are not a match. For this reason, screeners tend to dig for dirt. Screeners will hone in on gaps in your employment history or pieces of information that look inconsistent. They also will want to know from the outset whether you will be too expensive for their company. Some tips for maintaining confidence during screening interviews: •

Highlight your accomplishments and qualifications.

•

Get into the straightforward groove. Personality is not as important to the screener as verifying your qualifications. Answer questions directly and succinctly. Save your winning personality for the person making hiring decisions!

•

Be tactful about addressing income requirements. Give a range, and try to avoid giving specifics by replying, "I would be willing to consider your best offer."

•

If the interview is conducted by phone, it is helpful to have note cards with your vital information sitting next to the phone. That way, whether the interviewer catches you sleeping or vacuuming the floor, you will be able to switch gears quickly.

The Informational Interview On the opposite end of the stress spectrum from screening interviews is the informational interview. A meeting that you initiate, the informational interview is underutilized by job-seekers who might otherwise consider themselves savvy to the merits of networking. [3]Job seekers ostensibly secure informational meetings in order to seek the advice of someone in their current or desired field as well as to gain further references to people who can lend insight. Employers that like to stay apprised of available talent even when they do not have current job openings, are often open to informational interviews, especially if they like to share their knowledge, feel flattered by your interest, or esteem the mutual friend that connected you to them. During an informational interview, the jobseeker and employer exchange information and get to know one another better without reference to a specific job opening. This takes off some of the performance pressure, but be intentional nonetheless: •

Come prepared with thoughtful questions about the field and the company.

•

Gain references to other people and make sure that the interviewer would be comfortable if you contact other people and use his or her name.

•

Give the interviewer your card, contact information and resume.

•

Write a thank you note to the interviewer.

The Directive Style In this style of interview, the interviewer has a clear agenda that he or she follows valiantly. Sometimes companies use this rigid format to ensure parity between interviews; when interviewers ask each candidate the same series of questions, they can more readily compare the results. Directive interviewers rely upon their own 52 | P a g e

questions and methods to tease from you what they wish to know. You might feel like you are being steam-rolled, or you might find the conversation develops naturally. Their style does not necessarily mean that they have dominance issues, although you should keep an eye open for these if the interviewer would be your supervisor. Either way, remember the following commandments: •

Flex with the interviewer, following his or her lead.

•

Do not relinquish complete control of the interview. If the interviewer does not ask you for information that you think is important to proving your superiority as a candidate, politely interject it.

The Meandering Style This interview type, usually used by inexperienced interviewers, relies on you to lead the discussion. It can begin with a statement like "tell me about yourself," which you can then use to your advantage. The interviewer might ask you another broad, open-ended question before falling into silence. This interview style allows you tactfully to guide the discussion in a way that best serves you. The following strategies, which are helpful for any interview, are particularly important when interviewers use a non-directive approach: •

Come to the interview prepared with highlights and anecdotes of your skills, qualities and experiences. Do not rely on the interviewer to spark your memory. Jot down some notes that you can reference throughout the interview.

•

Remain alert to the interviewer. Even if you feel like you can take the driver's seat and go in any direction you wish, remain respectful of the interviewer's role. If he or she becomes more directive during the interview, adjust to it.

•

Ask well-placed questions. Although the open format allows you significantly to shape the interview, running with your own agenda and dominating the conversation means that you run the risk of missing important information about the company and its needs.

The Stress Interview Either employers view the stress interview as a legitimate way of determining candidates' aptness for a position or if someone has latent maniacal tendencies. You might be held in the waiting room for an hour before the interviewer greets you. You might face long silences or cold stares. The interviewer might openly challenge your believes or judgment. You might be called upon to perform an impossible task on the fly-like convincing the interviewer to exchange shoes with you. Insults and miscommunication are common. All this is designed to see whether you have the mettle to withstand the company culture, the clients or other potential stress.

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Figure 1: Answer your questions carefully [10] Follow the following golden rules for your step to success in interview: •

Remember that this is a game. It is not personal. View it as the surreal interaction that it is.

•

Prepare and memorize your main message before walking through the door. If you are flustered, you will better maintain clarity of mind if you do not have to wing your responses.

•

Even if the interviewer is rude, remain calm and tactful.

•

Go into the interview relaxed and rested. If you go into it feeling stressed, you will have a more difficult time keeping a cool perspective.

•

Always smell good. Wear a good anti-perspirant.

The Behavioral Interview Many companies increasingly rely on behavior interviews since they use your previous behavior to indicate your future performance. In these interviews, employers use standardized methods to find information relevant to your competency in a particular 54 | P a g e

area or position. Depending upon the responsibilities of the job and the working environment, you might be asked to describe a time that required problem-solving skills, adaptability, leadership, conflict resolution, multi-tasking, initiative or stress management. [4]You will be asked how you dealt with the situations. Your responses require not only reflection, but also organization. To maximize your responses in the behavioral format: •

Anticipate the transferable skills and personal qualities that are required for the job.

•

Review your resume. Any of the qualities and skills you have included in your resume can be of fair game for an interviewer to press.

•

Reflect on your own professional, volunteer, educational and personal experience to develop brief stories that highlight these skills and qualities in you. You should have a story for each of the competencies on your resume as well as those you anticipate the job requires.

•

Prepare stories by identifying the context, logically highlighting your actions in the situation, and identifying the results of your actions. Keep your responses concise and present them in less than two minutes.

The Audition For many positions, such as computer programmers or trainers, companies want to see you in action before they make their decision. For this reason, they might take you through a simulation or brief exercise in order to evaluate your skills. Show them different software’s or techniques by which you can save their money. Prove your worth at that time. Every company basically wants profit and they would love an employee who can save money for them. An audition can be enormously useful to you as well, since it allows you to demonstrate your abilities in interactive ways that are likely familiar to you. The simulations and exercises should also give you a simplified sense of what the job would be like. If you sense that other candidates have an edge on you in terms of experience or other qualifications, requesting an audition can help level the playing field.

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Figure 2: Look out for what you deserve [10] To maximize on auditions, remember to: •

Clearly understand the instructions and expectations for the exercise. Communication is half the battle in real life, and you should demonstrate to the prospective employer that you make the effort to do things right the first time by minimizing confusion.

•

Treat the situation as if you are a professional with responsibility for the task laid before you. Take ownership of your work.

•

Brush up on your skills before an interview if you think they might be tested.

The Group Interview Interviewing simultaneously with other candidates can be perplexing, but it provides the company with a sense of your leadership potential and style. The group interview helps the company get a glimpse of how you interact with peers-are you timid or bossy, are you attentive or do you seek attention, do others turn to you instinctively, or do you compete for authority? The interviewer also wants to view what your tools of persuasion are: do you use argumentation and careful reasoning to gain support or do you divide and conquer? The interviewer might call on you to discuss an issue with the other candidates, solve a problem collectively, or discuss your peculiar qualifications in front of the other candidates.

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This environment might seem overwhelming or hard to control, but there are a few tips that will help you navigate the group interview successfully: •

Observe to determine the dynamics the interviewer establishes and try to discern the rules of the game. If you are unsure of what is expected from you, ask for clarification from the interviewer.

•

Treat others with respect while exerting influence over others.

•

Avoid overt power conflicts, which will make you look uncooperative and immature.

•

Keep an eye on the interviewer throughout the process so that you do not miss important cues.

The Tag-Team Interview Expecting to meet with Ms. XYZ, you might often find yourself in a room with four other people: Ms. XYZ, two of her staff, and the Sales Director. Companies often want to gain the insights of various people when interviewing candidates. This method of interviewing is often attractive for companies that rely heavily on team cooperation. Not only does the company want to know whether your skills balance that of the company, but also whether you can get along with the other workers. In some companies, multiple people will interview you simultaneously. In other companies, you will proceed through a series of one-on-one interviews. Some helpful tips for maximizing on this interview format: •

Treat each person as an important individual. Gain each person's business card at the beginning of the meeting, if possible, and refer to each person by name. If there are several people in the room at once, you might wish to scribble down their names on a sheet of paper according to where each is sitting. Make eye contact with each person and speak directly to the person asking each question.

•

Use the opportunity to gain as much information about the company as you can. Just as each interviewer has a different function in the company, they each have a unique perspective. When asking questions, be sensitive not to place anyone in a position that invites him to compromise confidentiality or loyalty.

•

Bring at least double the anecdotes and sound-bites to the interview as you would for a traditional one-on-one interview. Be ready to illustrate your main message in a variety of ways to a variety of people.

•

Prepare psychologically to expend more energy and be more alert than you would in a one-on-one interview. Stay focused and adjustable.

The Mealtime Interview For many, interviewing over a meal sounds like a professional and digestive catastrophe in the making. If you have difficulty chewing gum while walking, this could be a challenge. With some preparation and psychological readjustment, you can enjoy the process. Meals often have a cementing social effect-breaking bread together tends 57 | P a g e

to facilitate deals, marriages, friendships, and religious communion. Mealtime interviews rely on this logic, and expand it. Particularly when your job requires interpersonal acuity, companies want to know what you are like in a social setting. Are you relaxed and charming or awkward and evasive? Companies want to observe not only how you handle a fork, but also how you treat your host, any other guests, and the serving staff. Some basic social tips help ease the complexity of mixing food with business: •

Take cues from your interviewer, remembering that you are the guest. Do not sit down until your host does. Order something slightly less extravagant than your interviewer. If he badly wants you to try a particular dish, oblige him. If he recommends an appetizer to you, he likely intends to order one himself. Do not begin eating until he does. If he orders coffee and dessert, do not leave him eating alone.

•

If your interviewer wants to talk business, do so. If she and the other guests discuss their upcoming travel plans or their families, do not launch into business.

•

Try to set aside dietary restrictions and preferences. Remember, the interviewer is your host. It is rude to be finicky unless you absolutely must. If you must, be as tactful as you can. Avoid phrases like: "I do not eat mammals," or "Shrimp makes my eyes swell and water."

•

Choose manageable food items, if possible. Avoid barbeque ribs and spaghetti.

•

Find a discrete way to check your teeth after eating. Excuse yourself from the table for a moment.

•

Practice eating and discussing something important simultaneously.

•

Thank your interviewer for the meal once done.

The Follow-up Interview Companies bring candidates back for second and sometimes third or fourth interviews for a number of reasons. Sometimes they just want to confirm that you are the amazing worker they first thought you to be and to keep you on their judging scale once again. Sometimes they are having difficulty deciding between a short-list of candidates. Other times, the interviewer's supervisor or other decision makers in the company want to gain a sense of you before signing a hiring decision [8]. The second interview could go in a variety of directions, and you must prepare for each of them. When meeting with the same person again, you do not need to be as assertive in communication of your skills. You can focus on cementing bond, understanding where the company is going and how your skills mesh with the company vision and culture. Still, the interviewer should view you as the answer to their needs. You might find yourself negotiating a compensation package. Alternatively, you might find that you are starting from the beginning with a new person. Some tips for managing second interviews: 58 | P a g e

•

Be confident. Accentuate what you have to offer and your interest in the position.

•

Probe tactfully to discover more information about the internal company dynamics and culture.

•

Walk through the front door with a plan for negotiating a salary.

•

Be prepared for anything: to relax with an employer or to address the company's qualms about you.

Techniques of Interviewing [6]: 1. Prospect Seek out the right companies. Read their company information. Ask questions about the company from people who work there or know it well. This is also a job search step 2. Approach What is the best way to contact them? Networking is almost ALWAYS the best method of learning and connecting. What about first impressions? Dress appropriately. 3. Present Every good sales rep has a 3-minute presentation rehearsed and ready to go. It is up to YOU to be sure the employer hears what is important about you. If they don’t ask the right questions, be prepared to introduce information they should know. Know your body language. Get a Mock Interview. Practice with a coach. 4. Overcome Objections How do you explain your “weaknesses?’ Here’s a good approach: 1. Choose a skill and explain the flip side 2. Explain what you do to ensure the weakness does not interfere Example: “Because I am a divergent/creative person (a skill) I am interested in many things. So in order to avoid getting sidetracked from my task at hand (your weakness) I keep a daily log of tasks and prioritize them (how you compensate). See my pocket calendar here – I keep a running list of tasks to accomplish.” The above is much better than just naming your weakness (like saying “I am absentminded”). Try to anticipate potential weaknesses (lack of experience, youthfulness, etc.) and work on explaining how these will not impair your work with that organization. 59 | P a g e

5. Close Have a list of 5-10 questions you want to ask the employer. They always ask you if you have questions, so be ready. If you want to work for them, tell them you are very interested and are excited about the possibilities. What is the next step? 6. Follow –up ALWAYS write a thank-you. Get the names and addresses of all interviewers and send them a note through Email, written, phone or any other technique.

Advantages of an Interview The main advantages of interviews are: • • • • • •

• •

They are useful to obtain detailed information about personal feelings, perceptions and opinions They allow more detailed questions to be asked They usually achieve a high response rate Respondents' own words are recorded Ambiguities can be clarified and incomplete answers followed up Precise wording can be tailored to respondent and precise meaning of questions clarified (eg. for students with English as a Second Language) Interviewees are not influenced by others in the group Some interviewees may be less self-conscious in a one-to-one situation.

Disadvantages of interviews The main disadvantages of interviews are: • • •

They can be very time-consuming: setting up, interviewing, transcribing, analyzing, feedback, reporting They can be costly. Different interviewers may understand and transcribe interviews in different ways.

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Appearing for an Interview Instructions

Figure 3: Dress Up Properly Step 1: Dress appropriately for the interview. Always dress in professional attire even if the job is a blue collar job. The fact that you took the time to make yourself presentable will impress the people interviewing you. If the actual job attire is casual, you can be less formal after you get the job[7].

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Figure 4: Greet the interviewer Step 2: When you greet the interviewer, look the person in the eye. Be friendly and confident during this first impression so remember to smile. If the interviewer extends their hand, provide a nice handshake that is firm and confident. If your hands tend to get clammy and moist under stress, wipe your hands before meeting the interviewer. 3

Figure 5: Be confident 62 | P a g e

Step 3: Be confident in yourself, but not arrogant. Act as if this is your job to get and that after the interview, you will be offered the job because there is no better candidate. But be careful here. If you overdo this, you can come off looking and sounding arrogant which might not appeal to the interviewer.

Figure 6: Keep all documents with you Step 4: Have a copy of your resume with you when you enter the interview. The interviewer may refer to something on your resume and if you don't remember what you wrote, you can use your copy as a reference. Also have a copy of the application you filled out so you can use that as a reference, too. Step 5: Do your homework on the company. Learn as much about the company as possible. Visit their website, talk to current and former employees, and read anything that you can find. Be prepared for the question, "What do you know about our company?" For example, in one interview I mentioned how the company was growing over the past several years and planned to add more stores in the city where I lived. Step 6: Practice answering interview questions. There are books that cover this and have suggested ways to answer. Get one of these books and go through the different questions and how you can answer them. The Internet is also filled with sites which will guide you through the possible questions you'll be asked. When you answer a question, demonstrate how your skills will benefit the company you want to work with.

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Step 7: When the interviewer asks, "Do you have any questions?", don't answer with "How much will I get paid?". This makes you sound as if you are just interested in the money. Ask questions about the company, such as, "How is the company adjusting to the economic downturn that is affecting the rest of the country?" Have 2-3 questions that show you are truly interesting in the company.

Figure 7: Smile and confidently leave after interview Step 8: After the interview is over, confidently shake hands with the interviewer, smile and leave. When you get home, write a short thank you note and send it off that day. Courtesy still goes a long way in today's society.

Types of Questions expected Job interviews are always stressful - even for job seekers who have gone for countless interviews. [5] The best way to reduce the stress is to be prepared. Take the time to review the "standard" interview questions you will most likely be asked. Also review sample answers to these typical interview questions. Be confident but don’t be over confident.

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Then take the time to research the company. That way you'll be ready with knowledgeable answers for the job interview questions that specifically relate to the company you are interviewing with.

Figure 8: Prepare for all type of questions Interview Questions: Work History [4] Name of company, position title and description, dates of employment. What were your expectations for the job and to what extent were they met? What were your starting and final levels of compensation? What were your responsibilities? What major challenges and problems did you face? How did you handle them? What did you like or dislike about your previous job? Which was most / least rewarding? What was the biggest accomplishment / failure in this position? Questions about your supervisors and co-workers. What was it like working for your supervisor? What do you expect from a supervisor? Who was your best boss and who was the worst? Why are you leaving your job? What have you been doing since your last job? Why were you fired? Job Interview Questions About You • What is your greatest weakness? • What is your greatest strength? • • • • • • • • • • • • • • •

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• • • • • • • • • • • • • • • •

Describe a typical work week. Do you take work home with you? How many hours do you normally work? How would you describe the pace at which you work? How do you handle stress and pressure? What motivates you? What are your salary expectations? What do you find are the most difficult decisions to make? Tell me about yourself. What has been the greatest disappointment in your life? What are you passionate about? What are your pet peeves? What do people most often criticize about you? When was the last time you were angry? What happened? If you could relive the last 10 years of your life, what would you do differently? If the people who know you were asked why you should be hired, what would they say? • Do you prefer to work independently or on a team? • Give some examples of teamwork. • What type of work environment do you prefer? • How do you evaluate success? • If you know your boss is 100% wrong about something how would you handle it? • Describe a difficult work situation / project and how you overcame it. • Describe a time when your workload was heavy and how you handled it. • More job interview questions about your abilities. • More job interview questions about you. Job Interview Questions About the New Job and the Company [5] • What interests you about this job? • Why do you want this job? • What applicable attributes / experience do you have? • Are you overqualified for this job? • What can you do for this company? • Why should we hire you? • Why are you the best person for the job? • What do you know about this company? • Why do you want to work here? • What challenges are you looking for in a position? • What can you contribute to this company? • Are you willing to travel? • Is there anything I haven't told you about the job or company that you would like to know? Interview Questions: The Future • What are you looking for in your next job? What is important to you? • What are your goals for the next five years / ten years? 66 | P a g e

• • • •

How do you plan to achieve those goals? What are your salary requirements - both short-term and long-term? Questions about your career goals. What will you do if you don't get this position?

The Interview Process To keep things simple, this process will be divided into three distinct categories: (1) preparation for the interview, (2) during the interview, and (3) after the interview is ended. The guide concludes with a list of the most frequently asked questions in the job interview.[7] You must be willing to prepare ahead of time if you wish for the interview to be successful. Your degree of preparation will definitely be noticed by the person who is giving you the interview. [6] There are number of ways that you might prepare. Below we focus on the five most important things you can do to prepare for a successful interview. Specifically, we encourage you to (1) identify your personal goals, (2) learn about the company, (3) think of questions you may want to ask, (4) consider the type of clothing to wear, and (5) practice answering questions. Preparing for the Interview: Personal Goals: Personal goals are when you decide what type of job you are looking for. [1] Are you looking for a job that allows you to move around, a job that asks you to do outside work? Would you like a job that offers a variety of hours, or are you looking for a set schedule? Is the type of job you want one that you work with the public, or would you prefer to deal with machines and paperwork? The answers to these questions are important because they will help guide you in what companies you would like to contact about possible job openings. Knowledge about the Company: The second area that you can prepare yourself in is knowledge about the company itself. Basic information is the key. [2] Does the company fit the description you developed by answering your personal goals questions above? You will also want to look at the location of the company. Is the company close enough for your current transportation situation? Thinking of these questions and then giving the answers considerable thought will help you prepare for when it is time to go to the interview. There are a number of ways that you can find information about a company. You might go to your public library, you can search on the Internet, or you can even talk to some current employees. What to ask the Interviewer: At some point during the interview you will be asked if you have any questions - count on it. Be prepared to ask thoughtful and useful questions. Asking well thought-out questions will make you look good in the eyes of the person who is conducting the interview. Avoid asking me-centered questions regarding 67 | P a g e

items such as salary and vacation time. [6] These indicate that you might only be interested in money and not in making a contribution to the organization. On the other hand, good ideas for questions are: "What would my job duties include?" , "Is there a chance for promotions?" "What type of things would I be in charge of?" and many other related questions. Dressing Properly: You can also prepare for the job interview by making sure you are dressed properly. Dressing properly means being professional. Personal cleanliness and grooming are also related to dressing properly. This includes bathing; using deodorant, brushing your teeth, and making sure your clothes are ironed, or have few wrinkles. Dressing properly means having your hair brushed and styled neatly. Perfume and cologne can be worn in small amounts, but should be avoided if at all possible. Also, be careful about the type of jewelry you wear - this makes a statement about who you are. You might want to ask the person who calls you for the interview what he or she would like for you to wear. Practice Answering Questions: It is the job of the interviewer to find out as much jobrelevant information about you as possible. You will be asked a lot of questions. Some of these questions will be easy to answer but others might be very difficult. Questions such as, "Why did you leave your last job?" might be difficult to answer. Other questions, such as, "Are you a thinker or action taker?" may be confusing and require forethought to answer. And of course, you need to be prepared to give a good answer to the question, "Why do you want to work here?" The appendix to this guide contains a list of the most commonly asked questions in job interviews. Please examine the list and prepare answers for these questions just in case you are asked. Preparing for the interview is an important first step. The degree to which this preparation will affect the overall success of the interview should not be taken lightly. After identifying your goals, researching the company, thinking of questions you may want to ask, considering the type of clothing to wear, and practicing answers to questions, you are ready to go to the place where the interview will be.

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During the Interview: This part of the interview process is the actual face-to-face interview. There are many things to consider once you get to the place where the interview will be conducted. It may seem confusing at first, but if you break everything down into steps it becomes much easier. This section of the interviewing guide will consider the steps of (1) arriving on time, (2) introducing yourself, (3) conversing with the interviewer, (4) responding to questions, and (5) interviewing do's and don'ts. The final focus of this section is a discussion of the main idea behind the whole interview process, selling yourself to the company that you would like to work for. Arriving on Time: The first factor you should remember, is the time you have to arrive at the interview. It is important to show up on time. Five to ten minutes early is appropriate, any more than that and you seem too eager and may be interrupting what the interviewer was doing before your appointment. Besides, arriving too early may be awkward and will give you an opportunity to get nervous. [3] Arriving late is completely unacceptable. If you cannot make it to the interview on time you must call and provide a good reason for the delay (be prepared for the possibility of having to reschedule the interview). The second time factor you want consider regards the best use of time. The interviewer has many things to accomplish in addition to your interview. Think about the answers you are giving, give precise and short answers. Try to avoid going into detail unless it is requested. The key is to highlight the good things and show the interviewer why it would be a good idea for the company to hire you. Introducing Yourself: The first thing the interviewer learns about you is what you teach him or her by how you introduce yourself. Be very assured and self-confident when entering the room. Offer a handshake and be sure that it is firm and demonstrates confidence. An example of how to begin would be " Hello, my name is George Jones I am here for my interview.". When the introductions are made, be sure to remember the name of the person interviewing you. The interview will progress on better terms if you are able to respond using the name of the person you are speaking with. After the introductions are made there should be a seat offered to you. Do not assume that there is a particular place for you, wait until the interviewer motions to where he or she would like to have you sit. Once you are seated and introductions are over the interview is ready to begin. Also, keep in mind that everyone you meet at the organization is important and might have input as to the decision to hire you. It is not unlikely for an interviewer or manager to ask the receptionist or counter person for his or her impressions of you. The Conversation Between You and the Interviewer: The biggest thing to remember when you are talking to the interviewer is that enthusiasm makes the difference. An example of an enthusiastic response would be, " I would welcome the opportunity to prove myself at that task." When you are speaking be sure that your voice has force 69 | P a g e

and assurance. The surer you are about yourself, the more the interviewer becomes confident that you are capable of doing the job. Treating the interviewer with respect is also very important. You can demonstrate this respect by listening and responding with interest. Such behavior allows you to establish rapport with the interviewer. Rapport (the French word for relationship) is a type of understanding or easy and friendly pattern of interaction between individuals. An example would be the type of conversations you have with really good friends. You are interested in what they are saying, they are listening to you and the conversation flows with little interruption or problems. You have established a rapport with this person that allows you to speak comfortably. This is what you want to establish with your interviewer. Responding to Questions: When answering questions asked by the interviewer there are four things to keep in mind: listen carefully, make your answers specific and organized, frame the answers positively while emphasizing your strengths, and discuss your weaknesses honestly. First, listening carefully is important because you want to make sure you hear the question correctly. It would be very embarrassing if you answered a question inappropriately because you were only listening to how it was phrased. Second, make your answers specific and organized. Think about the question and then consider your answer before you speak it. Organize your thoughts, so if the question is, "What were your main duties at your last job?" you can concentrate on the top duties and avoid unneeded information. The more you tell the interviewer the bigger the risk you run that they might forget something you said. If you stick to only the most important information, it won't get lost among the unimportant facts. Third, when answering questions draft your responses positively. An example of this would be replacing "I work hard," with "I am very determined." Although you should be positive, this does not mean you should be dishonest. This leads to the fourth and final point, honesty enhances your credibility. More likely than not you will be asked what you believe is your greatest weakness. Answering this questions insincerely (for example, "I am a workaholic"), will be noticed by the interviewer and will reflect poorly on you. You can discuss your weaknesses and then tell the interviewer what you have learned from them and how you intend to improve upon them. You can turn a weakness into a positive learning experience. Interviewing Do's and Don'ts: The things you will want to avoid when you are interviewing are all of the bad habits you have while speaking, or when you are nervous. Examples of things to consider are biting your nails, twisting your hair, moving around continuously in your chair, tapping you hand or a pen, and anything else that would be considered fidgeting. Never make assumptions as to what the interviewer is trying to say or ask. If you are uncertain, it is better to ask the interviewer to repeat the question. [7] Other "don'ts" include lying or exaggerating (which might come back to haunt you) and speaking poorly about a former employer. If you "bad-mouth" a former employer, the interviewer will picture you doing the same thing to his or her company. 70 | P a g e

There are a number of important "do's" involved in interviewing. Some ideas to try to do while interviewing: make eye contact with the interviewer. There is a significant impact made through good eye contact. This helps to show honesty as well as letting the interviewer know you are truly interested in what they are saying. Watch the Interviewer's body language. [8] Being able to read body language will help you tell what point you are at in the interview. Folded arms, yawning, picking up papers, or concentrating on something else are signs that the interview has lasted too long, or that the answer you are giving is too long and vague. React quickly and positively to any negative signs. An easy way to stop a long answer is to pause briefly and then sum up you thoughts in one sentence. If you have a question or a doubt: ask a question to clarify. This will help you avoid answering inappropriately. The final thing to remember when interviewing is SMILE. Smiles are contagious and will help ease any tension or nervousness associated with the interview.

Qualities of a Candidate for an Interview [7]:

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Personal Experience We still remember how scared we were during our first job interview. However, after attending several mock interviews and complete preparation were confident somewhere of obtaining the job. The most important thing we learnt from these mock interviews was confidence. The recruiters look for confident candidates apart from their skills. And confidence comes into play only when you believe in yourself and the knowledge you posses. The best way to attend an interview is to be confident, professional attire, prepare well for both technical as well as HR interview questions. Remember, the company needs an efficient employee who is productive in all aspects of the company’s operations. Show them how productive you are and you are IN. According to our 72 | P a g e

experiences confidence and instantaneous reply was the reason most of us cleared our very first job interview with ease.

Case Study To identify difference between a good interview and bad interview we performed a case study. Here we took two interviews. Both interviews helped us identify the feel interviewers might get when faced with such candidates. It clearly helps us distinguish which candidate to reject and which to accept. The following scenarios help us distinguish between a good interview and bad interview with ease. Case 1: Candidate enters the room in formals. When asked for his resume he provides his resume along with all references. The candidate shows all his project work and class work in hardcopy along with a soft copy and a website address from which all information can be accessed anytime required. The candidate is well dressed and has good body language. He answers all questions with confidence and perfectly. Having all these qualities it would be hard for an interviewer to reject the candidate and thus he is accepted.

Case 2: Candidate enters the room in casuals. The body language is not at all professional which includes biting nails when answering. When asked for detailed work report, he does not have anything to show. The candidate lacks confidence and is not able to answer anything properly. His questions showed that he was just interested in money and not the type of work. With such an attitude the candidate is bound is to be rejected which he is.

The case study clearly shows a set of do’s and don’ts to us which if kept in mind can help you go through your interview smoothly and help you cross the success line.

Conclusion

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Interviews are nothing to be scared of. At the same time it should not be taken lightly too. By following few simple protocols, confidence being the utmost it’s not at all difficult to crack an interview if you have the skills in you. Give them ways by which you can be useful to them and save money. The report gives various protocols to be followed to succeed in an interview. Always believe that if you need that job then the employer also needs an employee.

References 1. 2. 3. 4. 5.

Inputs given by Dr. Mark Rajai. Material provided by Dr. Mark Rajai. Friends and family from different organizations. “Interview Rehearsal” by Buzz Mauro. “201 Best Questions To Ask On Your Interview” by John Kador. 6. “Monster Careers: Interviewing: Master the Moment That Gets You the Job” by Jeff Taylor 7. Website : http://jobsearchtech.about.com/od/interview/Interviews.htm 8. Website : www.ehow.com 9. Website : e.wikipedia.org 10. Website : www.cartoonstock.com

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AGENDA  Perspective  Do’s&Don'tsduringinan Interview  Conclusion

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Do’s: Professional attireisamust for anyinterview. Trytomakeeyetoeyecontact with interviewer. Observetheinterviewer’s bodylanguageandreact quicklyand positivelytonegativesigns. Alwayssmileduringan interviewasit helpseasethe nervousnessand anytension.

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Videos Nextwehavetwovideosshowinggoodand bad

interviews.

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Performance Evaluation

Authored By: Shirish Agarwal Manikant S Vittal

Guided By: MSE 608B

Prof. Mark Rajai

Group Research Project

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Amitash Singh Chirag Dave Aziz Maredia

Key Learning’s • • •

Areas in which performance evaluation is performed New introduced methods of performance evaluation Criteria for performance evaluation

Objective Since a long time performance evaluation has been a major concern among organizations, teams and individuals. A properly conducted performance evaluation is desired by all. [1] One talented employee is worth more than ten inefficient employees. And to find this one talented employee a proper performance evaluation is needed. The purpose of this report is to identify different categories in which performance can be evaluated and methods by which performance evaluation can be performed. Performance Evaluation is performed mainly in three different sectors, such as: 1) An individual 2) A team

3) An organization

Introduction Performance Evaluation is a continuous process of analyzing, identifying and measuring a team, an individual or an organizations performance. Consider following scenario: A Project Manager asks his subordinates to give peer review. The team member’s being good friends of each other give everyone a high ranking even though a lot of them did not deserve that 82 | P a g e

ranking. This performance evaluation would be considered as of no use and won’t be useful in determining any right conclusion or measuring an individual’s capabilities. In performance evaluation both the employee and the manager are involved in evaluating and measuring an individual’s performance. [2] A good performance evaluation is necessary to retain good employees, as until an employee gets credit for his work and a proper appraisal he won’t be eager enough to stay and continue with the same organization or under same manager (figure 1).

Figure 1: Striving for Excellence

Methods of Performance Evaluation As said by Dr. Mark Rajai “Performance Evaluation is one of the most critical and unsolved job”. It is very difficult to have a proper, unbiased, right performance evaluation. [1, 2] There are cases when we know an individual personally and this tends to make us biased when evaluating a person, since he becomes our good friend. To stay away from such situations work and personal life should be separated. Even if we know the individual personally we should not 83 | P a g e

bring the personal friendship in between the work scenarios. That is if even our friend is wrong at job we should rate his and evaluate him relative to his peers. [1] Here we have divided the methods of Performance Evaluation in two categories: 1) New Proposed ideas. 2) Methods already being implemented.

New Proposed Ideas 1) Team Evaluation Techniques: Apart from Techniques that have always been followed by everyone, we have tried to introduce some new methodologies for Team evaluation. Team evaluation has always been an issue amongst a team evaluating a member unbiased. There are several scenarios in which due to lack of efforts of few of the team member’s whole team has to suffer and nobody even cares to ask them as they are friends or are scared that telling about those team members might affect the team spirit and overall evaluated grades. To overcome these issues and provide the team with unbiased grades following steps can be adapted. 1) Telling the team to communicate through emails so that it can be checked later on, if required, to see how much and how efficiently each team member contributed. 2) Using relative individual evaluation while evaluating one person of the team. 3) Checking on an individual’s contribution to the project and evaluating that part of project along with whole team effort. 4) Giving a strong and complicated peer review to dig out the facts about all the team members. 5) Evaluating each team member’s knowledge of complete project individually and comparing it with the rest of team member’s answers. 6) Evaluating an individual based on the complication of his work and the time required for completing it.

1) Relative Evaluation:

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There can be certain scenarios when we know a person personally and tend to evaluate him liberally even though we know he is not good at his work. To avoid this, following steps can be followed: 1) Conceal the name and other personal identification details of every employee while evaluating. 2) Avoid mixing while at work and personal interaction. 3) Provide some internal certifications for both technical and domain knowledge to all so that every individual’s knowledge can be identified to some extent through it. 4) Perform a relative evaluation of every employee. Here work of every employee should be taken in to consideration, including their peer reviews, their certification knowledge details and also their evaluation forms. Based on all a set of rankings should be defined and given to each employee. This way every employee would know their standings.

Methods already being implemented 1) Balanced Scorecard[3]:

The Balanced Scorecard (BSC) methodology introduced by Robert Kaplan and David Norton in early 1990s, is a system which enables organizations to measure and manage corporate performance. It is defined as "a strategic planning and management system that is used to align business activities to the vision and strategy of an organization, improve internal and external communications, and monitor organization's performance against strategic goals". The BSC is a tool whose ultimate purpose is assisting value-based management to implement strategy at all levels of the organization. It is a top-down approach to business performance management. The BSC is unique in that it combines traditional financial measures with nonfinancial (operational) measures to measure the health of the company from the following four equally important perspectives : Financial Measures the impact of the economic functions on growth, profitability and risk from shareholder's perspective (sales growth, net income, return on investment, return on assets, cash flow, etc.). Customer Measures the ability of an organization to provide quality goods/services that meet customer expectations (satisfaction, customer retention, loyalty, market share, etc.) Internal Business Process Measures the internal business processes that create customer and shareholder satisfaction 85 | P a g e

(project management, total quality management, cycle time, costs,etc.). Learning and Growth Measures the organization environment that fosters change, innovation, information sharing and growth (staff morale, job satisfaction, skill sets, training, knowledge sharing, innovation, employee retention, etc.). The BSC approach involves creating a set of measurements for the above four strategic perspectives. Although the focus of each perspective is distinctly different, there is a universal linkage between the four perspectives. For example, if a company invests in learning and growth to improve employee skills and elevate morale, then those results will be translated into improved internal business processes. These activities will then result in superior quality products and services for the customer, which in turn drive increased sales and an improved financial bottom line. Balanced scorecard should be used as a communication, informing and learning system, not as a controlling system. Implementing the BSC system company-wide should be the key to the successful realization of the strategic plan/vision. A BSC should result in : •

Motivated/knowledgeable employees (figure 2)

•

Enhanced information system

•

Improved processes

•

Monitored progress

•

Greater customer satisfaction

•

Increased financial results.

Figure 2: Motivation through appraisals 1) 180 Degree Evaluation [4, 5]

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In a 180 degree performance evaluation feedback and opinion regarding any individual is taken from supervisor or higher authorities only. 2) 360 Degree Evaluation [5]

In a 360 degree performance evaluation feedback and opinion for any individual is taken from his seniors, peers and juniors as well. This gives detailed information regarding that individual in every circumstance and from every perspective. 3) Follow-up mechanisms for all activities

Follow up mechanism can be termed as reporting. Here the employee or an individual reports to his supervisor after completion of every work giving details about the complexity of work and the time required to complete the work. The supervisor can then check the quality of the finished work and evaluate the person on a pro data basis. 5) Direct observation [5] Here for an evaluation of any individual within an organization or a team, the supervisor should keep a direct check on the employee apart from taking peer reviews. Direct observation helps a lot in knowing the person and his faults clearly than knowing it through someone else’s experience. 4) Achieved expectations and outcomes This methodology is the simplest one. Here the supervisor has his own set of expectations from an individual and sets a goal for him which he discloses to him. Now it’s on the employee’s part to work well and achieve all the expectations. Evaluation is then done on the basis of set goals and fulfillment of targets. The quality of work and the time required to complete it is always kept in handy while evaluating. 5) Written evaluation

In a written evaluation a performance evaluation form should be distributed to the employees or individual whose performance has to be evaluated. The employee/individual is then expected to fill up the form and submit it back. Following steps are then needed to be taken by the supervisor for evaluation. 1) Consider all facts from previous performance evaluation to do a background check. 2) Provide expectation and goals for next appraisal period.

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3) Perform final evaluation discussion which is employee signoff. Here the ratings and the evaluated performance is shared with the employee to tell him his shortcomings and the positive points too.

1) Performance Management Process [5, 6]

A lot of organizations follow Performance Management Process (PMP). Features of the PMP Here is a look at the main features of the PMP: • Year-round process. The PMP involves feedback between the supervisor and employee throughout the year, not just at the end of the year. A special emphasis is placed on the supervisor’s coaching of the employee so that they can fulfill the expectations set forth at the beginning of the year. • “Numberless” ratings. The PMP is a “numberless” system. On each Accountability, an employee will receive one of the following ratings: Does Not Meet Standards, Needs Improvement, Meets Standards or Exceeds Standards. • Introduction of Behaviors. Many agencies have developed their own performance appraisal systems and have rated employees on factors like customer service that affect their performance. With the PMP, all employees have a chance to be rated on the following Behaviors: Customer Service Orientation, Teamwork, Problem-Solving Initiative, Leadership (if applicable), and Observing Work Hours/Using Leave. The Behaviors will be rated Does Not Meet Standards, Meets Standards or Exceeds Standards, except for Observing Work Hours/Using Leave, which won’t have an option for Exceeds Standards. • Partnership. The PMP encourages a partnership between the supervisor and employee, focusing on regular discussions about Accountabilities, performance expectations and development plans. The supervisor and employee begin the year with an extensive discussion of the Accountabilities and what is expected from the employee. Both the supervisor and employee have a responsibility to initiate conversations about performance throughout the year. • Training for supervisors. All supervisors will be required to go through a training program before they do any performance appraisals with the PMP. They will be provided with additional training materials, resource guides and definitions of Behaviors so they can do a good job of assessing employees’ performance and helping them improve. When supervisors receive their own evaluation at the end of the year, a mandatory Accountability will be on Performance Management, so supervisors have an incentive to follow through with their commitment to coach employees. .

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Figure 3: Appraisals and relation with managers. Roles of Supervisors, Employees and Reviewers in the PMP Several people share the responsibility in the coaching, development and feedback involved in the PMP. Following are descriptions of the roles played by various people(figure 3): Supervisor’s Role in the PMP: Planning: ○ Explain to the employee how they help the agency provide services to the public and other agencies. ○ Work with the employee to define Accountabilities and performance standards. ○ Make sure they understand the Accountabilities and expectations about their work. ○ Explain the five Behaviors, what is expected from the employee and why. ○ Let the employee know they are responsible for taking an active role in managing and assessing their performance throughout the year. Coaching: ○ Provide frequent informal coaching. Point out the good work that the employee is doing. Help the employee whose performance is lagging to bring their work up to par. ○ Identify ways that the employee can develop and improve, and work with the employee to create development plans. Ask the employee for suggestions, so that they are encouraged to take an active role. ○ Promptly communicate new opportunities and changes that affect the employee’s work. ○ Identify observable actions that the employee should take so that your suggestions are concrete and can be implemented. 89 | P a g e

Make informal notes (perhaps on a calendar) when the employee does a good job, follow through on development plans, or have problems doing so. These notes will help the supervisor with the Mid-Year Review and the completion of the PMP form. ○ Keep track of praise or complaints from customers regarding an employee’s work. Review: ○ Put together all saved notes or documents about the employee’s performance and assess their performance on Accountabilities and Behaviors. ○ Ask the employee for feedback about how they performed during the year. ○ They may remind the supervisor of particular instances of good performance or problems outside their control that hurt their ability to do their job well. ○ Complete PMP form, then discuss ratings and comments with the employee. ○

Figure 4: Telling scope of improvement to employees Employee’s Role in the PMP: Planning: ○ Meet with your supervisor at the beginning of the PMP year (figure 4). Discuss your Accountabilities and how they fit into the agency’s goals for successful operation. Make suggestions on how to improve the description of the Accountabilities. ○ Ask the supervisor questions until it is clear what is expected from you on all Accountabilities and Behaviors.

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Tell your supervisor how you view the Accountabilities and Behaviors so that you can clear up any possible misunderstandings about what is expected. ○ Discuss customers’ expectations, the supervisor’s priorities, budget and anything else you can think of that relates to getting the job done. Coaching: ○ Take responsibility for your own continuous performance improvement and development. ○ Make plans and follow through to meet the requirements of your Accountabilities and Behaviors. ○ Periodically throughout the year, ask the supervisor for feedback on your performance. Consider the feedback you receive to be suggestions for improving performance, not personal criticisms. Try to follow through on suggestions for improvement and development of new skills. ○ Talk to the supervisor about your progress as well as any obstacles to improvement, so that the supervisor can help remove the barriers to good performance. ○ Write down when you do well on Accountabilities and Behaviors so that you can make sure your supervisor knows about your accomplishments. ○ Request a brief meeting with your supervisor, if needed, to ask for direction or a refresher discussion on Accountabilities and Behaviors. ○ Occasionally re-read the Accountabilities and Behaviors that were discussed in the Planning meeting at the beginning of the year. Review: ○ Monitor your performance by asking others to tell you how you’re doing and by keeping notes on your progress. ○ Prepare for the review discussion by collecting your notes on your performance. ○ Participate in the review meeting by showing your supervisor any notes you’ve made about your accomplishments and by suggesting things that might help you during the next PMP year. ○

Reviewer’s Role in the PMP: Planning: ○ Read the PMP form before and after the supervisor and employee have had their Planning session. Talk to the supervisor about plans for the meeting, as well as checking afterward on how the meeting went. ○ Check on whether the Accountabilities include statements of performance standards -that is, statements describing what it would take to receive a rating of Meets Standards. ○ Talk to the supervisor and make sure the expectations for the Accountabilities and Behaviors were communicated clearly. Discuss any points of disagreement that may have arisen during the Planning session. Coaching: ○ Ask the supervisor periodically if informal discussions or coaching sessions have taken place.

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Ask the supervisor how various employees are doing on the job. If the answer seems weak, you may need to encourage the supervisor to talk to employees more frequently about their performance. Review: ○ Talk to the supervisor before and after the Mid-Year Review. Check in advance on the kind of feedback the supervisor plans to give. Afterward, find out how the meeting went. ○ After the Planning meeting, the Mid-Year Review, and Year-End Review, sign the section of the PMP form titled “Record of Meetings/Discussions.” The same kinds of questions you posed to the supervisor after the Planning session should be asked after each review session. ○ Look over the fully completed form. Re-read how the supervisor and employee wrote the Accountabilities and Behaviors, then look at the results and ratings. ○ Talk to the supervisor about how well the process went and how it might go better in the future. ○ Make sure that the supervisor has explained each rating with written comments in the results section. (Written results are required for all ratings except Meets Standards.) ○ Check for a given supervisor’s consistency in managing the performance of a number of employees. Check for consistency between supervisors in the use of the PMP. A given supervisor should be consistent in the interpretation of the meaning of ratings and other facets of the PMP, and a number of supervisors with similar employees should be consistent in their understanding and use of the system. ○ Discuss with the supervisor whether verbal or written feedback is being given to employees. A supervisor who is not used to praising employees may need to be reminded of its importance. ○

Here are some ways of collecting information: [7] • Direct Observation - Observing the employee while they perform day-to-day activities. • Written Material - Any form of written material that the employee creates, generates or reviews, such as letters, reports or forms that are used as part of the job. • Notes from Customers - The supervisor should keep a copy of any notes that customers have written about the employee. These notes may be part of a system of monitoring the services being provided, or they may be specific to a situation. • Notes from the Employee - The employee is supposed to keep the supervisor informed of their progress and any problems that might be keeping them from doing their job as well as they would like. At the end of the year, these notes can help a supervisor remember a specific situation where the job performance was excellent or unacceptable. •

Supervisor’s own notes - If the supervisor notices an accomplishment or a problem, but doesn’t have the time at the moment to have a brief Coaching session, the supervisor may write a note and put it in a file to refer to later.

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Evaluation forms Rating: 1 – 5, 1 being poorest and 5 best.

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Team (Peer) Evaluation form

Team member name Attendance in team meetings % of total project work taken Complexity of project work Criticality of project work Made contributions and updates through email or any communication form that can be monitored Team etiquette Class room presence Overall Project knowledge Total Score 94 | P a g e

Presentation Evaluation form Team member name Complexity of part of presentation being presented Keeping the audience interested Delivery of content Presence during presentation Use of allotted time Answering Questions Co-ordination Confidence Total Score Comments

A sample performance evaluation form of an organization is shown below [3]:

Job e

Profil

valid from :

responsi ble: 95 | P a g e

This job profile is not applicable for position or task evaluation. In different countries the corresponding legal norms, agreements and/or guidelines apply to the evaluation. Name of Function Mgt: Management

PM: Project Management

IC: Individual Contributor

Function Area

B

Scrum Team Member - Member Role CKF: Corporate Key Function

GKF: Group Key Function

RKF: Regional Function

Key

Research&Developm ent

Dept. / Location <5

<5-5

Function Type

HS Soarian 5

5-4

4

IC: Individual Contributor

CAPRi Job Title Corporate

Division/Group

a Missi s on of i c Functi on D

Division/Grou p-Corporate

Division/Group -Sales Regions

Regions

Na tio nal

Customers/Partner/Asso ciations

4-3

3

3-2

2

2-1

Position Level

<5

Busines s Type

Solution Business

Inter natio nal

Project Business

Product Business

System Business

Solution Business

1

Service Business

A Scrum Team Member is a member of a cross-functional group in Soarian with all the different skills that are needed to turn requirements into something that is an increment of potentially shippable functionality. The team members organize themselves and their work and demo results to the Product Owner and stakeholders.

Dime

a nsion t s of a Functi on

Cont acts (inter nal / exter nal)

T a s k s

Areas Pri orit y

of

Responsibility

/

Tasks

What - How - Why

Respo nsibilit y

% of tot al job

Measur ement criteria

Scrum Team Member: support the success of the Scrum team by taking on any tasks necessary to accomplish the Sprint Goals. Perform all tasks in a manner that supports and is consistent with professional development ethics (e.g., raising awareness of unnecessary risk regarding software product quality) and takes all due care to ensure that no one comes to harm as a result of our applications. Sprint Planning: Create Sprint Backlog and Sprint Goals. Define tasks and volunteer for backlog tasks. Participate in self-organizing team. Work with stakeholders as required.

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Sprinting: Analysis, design, modeling, code, Test (Unit Test, Software Check-in), Continuous Integration, Software Promotion, Customer Interaction, Development of Documentation – User Guides, Install Guides, etc, Development of Education materials, Identification and development of Test scripts and work flows, Requirements Tracing, Gathering of product requirements for Product Management backlog review. Daily Scrum Meeting : Discuss what was done yesterday, what is planned for today and what are the barriers. Identify and escalate barriers, meet burn down or burn up goals, proactively volunteer to take on other backlog tasks to meet sprint goals (suggestion to remove this based upon feedback from Agile training). Also participate in Scrum of Scrum meetings (S2) (technical or management) as often as necessary to explore and resolve cross-team related issues. Sprint Review: Deliver working code, assess success against sprint goals (incomplete items go back on backlog – new items added to backlog), user validation, demonstrate sprint outcome with live software. Work with stakeholders as required. Sprint Retrospective: Assess team effectiveness in terms of communication, decision making, conflict resolution, and cohesiveness. Identify areas for improvement and define team objectives and action plans to address those areas. Analyst: define requirements, create user stories and acceptance criteria, manage steel threads, provide knowledge transfers as needed. Decomposing and describing complex requirements in the form of story cards and narratives. Creating explicit acceptance criteria for the stories in a way that can easily be translated into tests. Assess and define potential hazards associated with the requirement. Continually refine and restate those requirements through the course of the iterative development lifecycle. Continually decompose tasks and validate that they are within the scope of the story currently being implemented. Maintain traceability from the business level requirements into the defined functional and technical stories. Developer: design complex systems, modules or approaches. Design review. Software check-in, turn requirements into demonstratable working code, package software, unit testing. Estimating work and supporting the breakdown of stories into manageable tasks. Working collaboratively with team members to solve technical issues and produce efficient designs. Being familiar with/employing xP engineering practices such as test-driven development, pair programming, continuous integration, automated testing. Tester: requirements/hazards analysis, estimation, education & communication, test design, test execution. Familiarity with "black-box" testing techniques and creating automated test frameworks.

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Documenter: create on-line help, install documentation, package end-user documentation, release notes, install instructions, Porting installation manual, report design instructions, interface setup manuals, data dictionary, configuration manual Trainer: assist instructional designers in creating education materials for installers, development partners, and customers. Subject Matter Experts for Education Services instructional designers during the creation/design and development of education materials. (Removed reference to providing education for Beta, as Beta creates/validates their own material between the R4 and RL checkpoints).

C o m p e t e n c i e s K Techniques (Technologies / Methodologies

n / Professional Knowledge) o w l e d g e

Method ologies : Method ologies : Profess . Knowl.: Profess . Knowl.: Profess . Knowl.: Method ologies : Method ologies :

Processes / Markets

Le ve l B/A /E

Development of User Stories

Fu tur e Tr en d

ad va nc.

Identification and development innovations – patent submissions

of

ba sic ba sic

Clinical Workflow Knowledge S/W configuration management tools (RationalClearcase/Rose) knowledge of tools and (Continuous Integration)

Bus ines s Rel eva n.

processes

Agile / Scrum software development methodology (XML) Software Development/Distribution Methodologies

Techno logies:

Defect management/reporting CharmNT

Techno logies:

Microsoft platforms - Windows 2000 & 2003

Method ologies :

Quality Management Methodologies

Tools

tools:

and

ad va nc. ad va nc. ad va nc. ba sic ad va nc. ad va nc. ad va nc.

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E x p

Essential (today and in future) Professi onal Variety of Business

Project / Process

e Variety of r Function Areas i Leaders e hip n Variety of Function Types

c Intercult e ural Variety of Cultures

C a p a b i l i t i e s

Senior For these functions, the five Leadership Capabilities Edge, Management Energy, Energize, Execute and Passion are mandatory Functions: All other functions: Please mark a maximum of six critical capabilities for this function. Execu Edge Energy Energize Passion te Unlimited Thinking

Initiative

Communic ation Skills

Analyti cs

Customer Focus

Entrepre neurial Spirit

Change Orientation

Network built on trust

Decisio n making

Professional Ethics

Self determin ation

Learning

Coaching and Mentoring

Result and Quality orienta tion

Siemens values

Strategic judgment and risk manage ment

Business competenc e

Team Player

A d d i t i o n a l

R e q u i r e m e n t s

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d d i t i o n s

Sample evaluation form for an oral presentation is given below [1, 2]:

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Sample evaluation form for a team peer review is given below [1, 2]:

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Figure 5: Criteria for performance evaluation

Criteria for performance evaluation Some of the criteria’s for performance evaluation are: • • • • • • • • • • •

Communication Job Knowledge Productivity Customer focus Technology Skills Problem solving Interpersonal Relationship Teamwork Flexibility Creativity Dependability

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The Rating differences can be identified as: • • • •

Exceeds Expectations Meets Expectations Partially Meets Expectations Does not meet Expectations

The equation for value of a work can be given as [4]: Value = Quality/Cost * Time Where, quality is the quality of work produced, Cost is the money required for completing the project, and time is the time required to complete the project. This value of work can be used to compare and check which work is more worth and which is not.

Everywhere evaluating an individual or an organization has been found out to be much easier than evaluating a Team as a whole. All the methods discussed above can be applied for both individual and organization. Apart from all those methods we need to put some more light on how to evaluate a team’s performance. In the following text we would be learning how Team performance evaluation.[8]

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[8] Figure 6: Team work

Team Performance Evaluation Team Evaluation has always been a critical level of measurement. Measuring a team and all its individuals is a difficult task. The following table defines a relation between performance evaluation measure’s and the level to which it is being evaluated for (team or individual). [4, 7] Measure Performance Outcome

Level observation team

Teamwork

team

of Source data Observer Observer

of Description Behaviorally anchored ratings of quality of aspects and overall team performance Behaviorally anchored ratings of quality of six dimensions of teamwork processes: communication, monitoring, feedback, back-up, 106 | P a g e

coordination, orientation. Team Processes Dynamics

and Individual, team

Participant

Verbal Communication

Individual

Observer

Workload

Individual, team

Participant

Mutual mental model Individual, team congruence

Participant

Organizational awareness

Individual

Participant

Scenario and evaluation

tools Individual, team

Participant

Individual, team

Participant

Attitude evaluation

and

team

Enumeration of unobservable individual and team factors underlying team processes derived from scenario-based structured interviews Records of type, sender and recipient, type and time of communications. Assessment of individual workload for self and others; global assessment of team workload Assessment of the congruence of models team members hold of one another Assessment of the accuracy or congruence of team members’ situational and mutual mental models Ratings of aspects of scenario including level of difficulty, complexity, uncertainty, ambiguity for self, others, and/or team as a whole Ratings of attitudes, feelings, and opinions pertaining to selected issues or topics

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[8] Figure 7: Stay effective at work

The system evaluates: 1) 2) 3) 4)

The team’s work effectiveness The consent between the team and the expectations of the system. The value of the team’s outcomes. The contribution of the team to systems value.

The team evaluates: [5] 1) Its functional proficiency. 2) The member’s ability to work together. 3) The collective outcome of the team’s work. 4) The ability of each team member to contribute to the team’s work. Evaluation skills are essential to the effectiveness of teams. Evaluation is done by outcomes and makes a format for measurement. Members must be able to: 1) Suspend personal judgment. 2) Listen carefully to critical process. 108 | P a g e

3) 4) 5) 6)

Focus on the results of task, not the process alone. Focus on teamwork, not individual activities. Combine each person’s actions into expectations of team. Solve all problems together.

Team based evaluation can be shown by following diagram: [6]

Individual Performance

Integration of Work

Relationship of Members

Common Outcomes

Figure 8: Team Evaluation

Conclusion Performance evaluation is very important for an individual, organization and a team. An unbiased effective performance evaluation is what desired by all. In the given report, methods for evaluating performance have been identified. Special emphasis has been laid on team performance evaluation and its every perspective has been considered. Apart from the methods that have been always followed; some new methods have been introduced which might be helpful in solving the ever recurring unbiased performance evaluation problem.

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References 1. 2. 3. 4. 5. 6. 7. 8.

Inputs given by Dr. Mark Rajai. Material provided by Dr. Mark Rajai. Friends and family from different organizations. “Performance Evaluation” by Herman Aguinis provided by Dr. Mark Rajai. Website : humanresources.about.com Website : www.ehow.com Website : e.wikipedia.org Website : www.cartoonstock.com

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Personality test

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Lecture Presentation

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Self Management Before you can manage any company or work related projects, you need to learn the difficult task of self management. Below is the two-step process you can use toward becoming an effective self manager. Step Process 1 1. 2. 3. 4. 5.

Self Evaluation Self Re-Evaluation Self Challenges Self Realization and Acceptance Self Concentration (Focus) 6. Self Preparation and Improvement The above step process is self discovery and preparation Step Process 2 7. Self Relaxation and Meditation 8. Self Motivation and Dedication 9. Self Challenges 10. Self Learning (an important and continuous process) 11. Self Application 12. Self Forecasting and Anticipation 13. Self Re-Application 14. Self Evaluation 15. Self Discipline 129 | P a g e

16. Finally Self-Management The above step process is self launching pad If you are focused enough and have the patient and motivation to apply the above process and achieve at least 50% self management, you will be one of few people that can effectively manage any company, life or work related project and work toward the all elusive self happiness. Remember that life is the long journey of self discovery and mind awareness. Remember that in this journey you should be ready for any possibilities and accept the fact that nothing is forever. Although you may have many dedicated people accompanying you in this journey, you can rely on no one but yourself. Remember who your best friend is and who will be with you to the end. After all the life began with you and ends with you. You and only you hold the key to your future and happiness. Wish

you sustained journey.

ORAL PRESENTATION EVALUATION FORM Presenter (print)___________________________________________________

Title of Presentation (print)___________________________________________

End Time

_____________________ Course

_______________________

Start Time

_____________________ Section

_______________________

Elapsed Time _____________________ Evaluator _______________________

Organization and Content (40%)

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Excellent Appropriate Introduction & Conclusion

6

7

8

9

10

Presentation Organization

6

7

8

9

10

Visual Aids: Suitability & Effectiveness

6

7

8

9

10

Use of Allotted Time

6

7

8

9

10

6

7

8

9

10

Presence (10%) Posture, Movement & Eye Contact

Delivery and Grammar (50%) Enthusiasm & Vocal Variation (lack of monotone)

6

7

8

9

10

Preparation and Knowledge of Materials

6

7

8

9

10

Freedom from Distracting “Uhs” and “Likes”, etc 10

6

7

8

9

Clarity: Pronunciation, Enunciation and Audibility 10

6

7

8

9

Grammar & Vocabulary (use of appropriate words) 10

6

7

8

9

Total score out of a possible 100 points _____ Grade ______

Comments ____________________________________________________________ ______________________________________________________________________

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________________________________________________________________

Leadership & Management, 360-Degree Assessment and Feedback – 360-Degree Assessment and Feedback is a process that collects confidential performance information about an individual from multiple perspectives to identify individual and team strengths and developmental areas.

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By providing feedback on various performance factors, 360-Degree Assessment and Feedback can enhance awareness, facilitate learning, and motivate behavioral change for increased workplace effectiveness and long-term performance improvement. The 360-Degree Assessment and Feedback process can: •

Target individual and group strengths and developmental needs

•

Create action with development plans for lasting change

•

Build trust and communication between individuals and groups

•

Support ongoing performance improvement with follow-on services

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