The Tar Heel Certificate Program in Research Administration The Research Administration Professional Friday, September 10, 2004

The Tar Heel Certificate Program in Research Administration

The Research Administration Professional

Friday, September 10, 2004

Research Administration

Noble Profession!


Noble Profession!

When did the

federal government

become involved

in funding

university research?

• Before WWII

History: External Support for University Research in U.S.

• Mainly internal sources

Agriculture• Notable exception –

• Morrill Act of 1862: Land-Grant Colleges

• 30,000 acres of federal land/congressional representative to each State


• Sold to provide a perpetual endowment fund for:

• “at least one college where the leading object shall be, without excluding other scientific and

classical studies and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts…”

• Kentucky (50¢/acre) – Cornell ($5.50/acre)

History: External Support for University Research in U.S.• Second Morrill Act of 1890

• In order to get $, State had to show that race was not a criterion for admission to land-grant

institution or

• Designate a separate land-grant college for blacks

• “1890 land-grants” created all over the then-segregated South

History: External Support for University Research in U.S.• Hatch Act of 1887: Agriculture Experiment

Station• Annual appropriation – State match required

• Smith-Lever Act of 1914: Cooperative Extension Service

• Annual appropriation – State match required

• Current federal $ from various acts > $550 million annually

• During WWII


• University scientists mobilized to apply expertise to war effort

• National Defense Research Council

• Formed by FDR in June, 1940

• Forum for bringing university/industry/ government scientists together

• 18 month “head-start” on Pearl Harbor


• Office of Scientific Research and Defense (OSRD)

• May 1941

• Dr. Vannevar Bush, Director

• Mission “to explore a possible government role to

encourage future scientific progress.”

• Civilian, not military, control


• OSRD contracted work to other institutions

• Carnegie Institute of Technology – Large Rocket Lab

• MIT – Radiation Lab

• Western Electric and Bell Labs – Sound Amplification

• Emphasis on concentrated, massive rapid development

• Production from model to field e.g., Japanese torpedo jammer developed in one week


• Three critical secret projects pivotal to allied victory in WWII

• Atomic bomb (Manhattan project)

• Radar

• 1935 – NRL – ship radar

• 1942 – MIT – high-frequency, narrow-beam, high-resolution

• Manufactured by Sperry, Westinghouse, Philco (for aircraft)


• Prior to WWII – timed fuze or contact fuze

• Neither effective against highly maneuverable airplanes

• Section T – Applied Physics Lab at Johns Hopkins University assigned task of developing proximity

fuze for Navy’s 5” guns

• Proximity (variable time) fuze


• Fuze contains miniature radio transmitter-receiver

• Sends out signal

• When signal reflected back from target reaches a certain frequency (caused by proximity to target) a circuit closes firing a small charge which detonates projectile

• Theory


• Components – tiny glass vacuum tubes

• Force of 20,000 g’s when fired (2800 ft./sec. muzzle velocity)

• 25,000 revolutions/minute through rifling grooves

• Moisture

• Self-destruct feature for dudes

• Problems


• Importance to war effort

• James V. Forrestal, Secretary of the Navy said, “The proximity fuze has helped me blaze the trail to Japan. Without the protection this ingenious device has given the surface ships of the fleet, our westward push could not have been so swift and the cost in men and ships would have been immeasurably greater”

• Prime Minister, Winston S. Churchill was quoted with “These so-called proximity fuzes, made in the United States.., proved potent against the small unmanned aircraft (V-1) with which we were assailed in 1944.”

• And Commanding General of the Third Army, George S. Patton said, “The funny fuze won the Battle of the Bulge for us. I think that when all armies get this shell we will have to devise some new method of warfare.”


• Bush’s final report The Endless Frontier

• Two principles for expanding R & D in U.S. Universities

• Federal government as patron of science

• Government support should ensure a free rein of investigation by scientists into topics and methods of their choice


• This report lead to the establishment of National Science Foundation (NSF) in 1950

• Independent government agency

• National Science Board

• 24 members plus director

• Appointed by President


• Responsible for promoting science and engineering

• Six priority areas:

• Mathematical Sciences

• Social, Behavioral, and Economic Sciences

• Biocomplexity in the Environment

• Information Technology Research

• Nanoscale Science and Engineering

• Learning for the 21st Century Workforce

Sound bite Transcript:

"The value of our natural resources is constantly being increased by the progress of science. Research is finding new ways of using such natural assets as minerals, sea water, and plant life. In the peaceful development of atomic energy, particularly, we stand on the threshold of new wonders. The first experimental machines for producing useful power from atomic energy are now under construction. We have made truly the first beginnings in this field, but in the perspective of history, they may loom larger than the first airplane, or even the first tools that started man on the road to civilization.”

Excerpts from the State of the Union Address January 4, 1950

Harry S. Truman

Research Trends

• History & Projections of U.S. Research Funding

• History of Research & Funding at Carolina

• Present Research & Funding at Carolina

• Future ? ?

History & Projections of U.S. Research Funding

National R&D Funding

SOURCE: Science and Engineering Indicators -2004

National R&D funding, by source

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• National R&D Funding

Increase in Federal Health Funding

SOURCE: Science and Engineering Indicators -2004

Federal R&D budget authority, by budget function


• National R&D FundingNational R&D Funding

• Increase in Federal Health FundingIncrease in Federal Health Funding

R&D at Colleges Increasing

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• R&D at Colleges IncreasingR&D at Colleges Increasing

•Most of Life Science Increase is NIH

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• R&D at Colleges IncreasingR&D at Colleges Increasing

• Most of Life Science Increase is NIHMost of Life Science Increase is NIH

Projected Non-defense R&D next 5 years

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Conclusions

• Funding increased significantly over last 50 years

• Health funding increased

• NIH bolus

• Flattening in next 5 years

History of Research & Funding at Carolina

From 1960 to present

Awards in Millions at UNC-CH

$0

$100

$200

$300

$400

$500

$600

$700


• From 1960 to presentFrom 1960 to present

A look at 1971 - 72

$ 38.8 million in awards

• Arts & Sciences 4.5 million (11.6%)– Classics department– Botany department– City & Regional Planning department

• School of Medicine 11.5 million (28.4%)– Medicine, Biochemistry & Psychiatry large

• Health Sciences 30.1 million (77.5%)• More than 90% Federal Funding• In the top 25• Had a total of 5 centers and 4 institutes



• A look at 1971 – 72A look at 1971 – 72

Dependence on Federal Funding

Trends of Federally Sponsored Awards at UNC-CH

60

65

70

75

80

85

90

95

Federal Funding

Federal Fundingtrend

% o

f Fed

eral

Fun

ding



• A look at 1971 – 72A look at 1971 – 72

• Dependence on Federal FundingDependence on Federal Funding

Importance of Research vs State Appropriation

Sponsored awards vs state appropriations at UNC-CH

$0

$50

$100

$150

$200

$250

$300

$350

$400

$450

$500

$550

$600

(in Millions)

State Appropriations

Sponsored Research Awards

Present Research & Funding at Carolina

$577.6 million

Slide C1 pie chart (from Andrew)

External Funding by School

Public Health

Not associated with a school

Social Work

College of Arts & Sciences

DentistryEducation

Pharmacy

Nursing

Medicine

Other schools


• $577.6$577.6 millionmillion

Federal at 75% of funding

State of North Carolina

5%

Foundations6%

Other Non-Profit8%

Industry4%

Other Government

2%

Federal75%

2004 Funding by Source


• $577.6 million$577.6 million

• Federal at 75% of fundingFederal at 75% of funding

Centers & Institutes

52 Centers

16 Institutes

Carolina Centers• Center for Slavic, Eurasian, and East European Studies• Center for the Study of the American South• Center for Thrombosis and Hemostasis• Center for Urban and Regional Studies• Clinical Center for the Study of Development and Learning• Clinical Nutrition Research center• Collaborative Studies Coordinating Center• Comprehensive Center for Inflammatory Disorders• Dental Research Center• Ethnicity, Culture, and Health Outcomes• Gene Therapy Center• General Clinical Research Center• Highway Safety Research Center• Injury Prevention Research Center• Kenan Center for the Utilization of CO2 in Manufacturing• Lineberger Comprehensive Cancer Center• Mutant Mouse Regional Resource Center• National Center for Catastrophic Sport Injury Research• Neurodevelopmental Disorders Research Center• Neuroscience Center• North Carolina Center for Nanoscale Materials• North Carolina Institute for Publicl Health• Program on Health Outcomes• Thurston Arthritis Research Center• Tissue Culture Facility• University Center for International Studies

• Ancient World Mapping Center• Biostatistics Survey Research Unit• Bowles Center for Alcohol Studies• Carolina Asia center• Carolina Cardiovascular Biology Center• Carolina Center for Genome Sciences• Carolina Center for Jewish Studies• Carolina Environmental Program• Carolina Center for the Study of Middle East and Muslim Civilizations• Carolina Population Center• Cecil G. Sheps Center for Health Services Research• Center for Advanced Study of the Environment• Center for Aging and Diversity• Center for AIDS Research• Center for Community Capitalism• Center for Developmental Science• Center for Environmentally Responsible Solvents and Processes• Center for Environmental Medicine, Asthma, and Lung Biology• Center for European Studies• Center for Functional GI & Motility Disorders• Center for Gastrointestinal Biology and Disease• Center for Health Promotion and Disease Prevention• Center for Health Statistics Research• Center for International Business Education and Research• Center for Maternal and Infant Health• Center for Research on Chronic Illness

Carolina Institutes

• Early Childhood Research Institute on Service Utilization• Frank Porter Graham Child Development Institute• Howard W. Odum Institute for Research in Social Science• Institute for Advanced Materials, Nanoscience, and Technology• Institute for the Arts and Humanities• Institute of African-American Research• Instituted of Latin American Studies• Institute of Marine Sciences• Institute of Nutrition• Institute of Outdoor Drama• Institute of Renaissance Computing• Institute on Aging• NSF Science and Technology Center• North Carolina Institute for Public Health• Triangle Institute for Security Studies• Kenan Institute of Private Enterprise


• $577.6 million$577.6 million

• Federal at 75% of fundingFederal at 75% of funding

• Centers & InstitutesCenters & Institutes– 52 Centers52 Centers– 16 Institutes16 Institutes

Top 10 Centers & Departments

Top 10 Centers & Departments in 2004 at UNC-CH

• Lineberger Comprehensive Cancer Center• Psychiatry• Carolina Population Center• Frank P. Graham Child Development Center• Epidemiology• Medicine• Pediatrics• Pathology and Laboratory Medicine• Sheps Center• Chemistry

$52,033,197 28,955,571 28,448,024 26,462,496 17,383,721 15,510,299 14,041,882 13,398,905 12,743,480 12,344,856

Some of the Research at Carolina

• Cancer Center

• Population Center

• Sheps Center

• School of Social Work

• Other Departments

Conclusions

• Funding increased significantly over last 50 years

• Health funding increased

• NIH bolus

• Flattening in next 5 years

Future ? ?

• Is history predictive of the future?– Funding leveling off– Carolina becomes even more decentralized

Research Dollars vs Staffing at UNC-CH

$0

$100

$200

$300

$400

$500

$600

$700

FY 97 FY 98 FY 99 FY 00 FY 01 FY 02 FY 03 FY 04

RESEARCH DOLLARS in Millions

0

20

40

60

80

100

STAFFING

Research Dollars

Staffing

Future ? ?• Is history predictive of the future?

– Funding leveling off– Carolina becomes even more decentralized

• Are there things on the Horizon?– New Cancer Center– Institute of Renaissance Computing– Different Funding Sources

• Do we need each other?– Even more than in the past– A true partnership to keep Carolina moving forward

Research Administration• Management• Resource Allocation• Compliance• Supervision• Negotiation• Faculty Support

Keys To Success In Management:

• Pride In One’s Organization

• Enthusiasm For Its WorkTom Peters

A Passion For Excellence

Classic Management Challenge

“How To Make Ordinary People Do Extraordinary

Things”

Peter Drucker In HBR Likens Managers To Conductors Of

Symphony Orchestras“A Great Orchestra Is Not Composed Of Great Musicians But Of Adequate Ones Who Produce At Their Peak”

Why Does The Same Group Of Musicians Perform Poorly Under One Conductor

And Superbly Under Another?

“The Great Leaders Are Like The Best Conductors – They Reach Beyond The Notes To Reach The Magic In The Players.”

Blaine Lee

The Power Principle

Drucker Says:

“The Key To Greatness Is To Look For People’s Potential

And Spend Time Developing It”

So How Are You Doing As A Manager?

or

“In the real world, Research Administrators strive to provide quality support to the research enterprise while following all of the applicable policies and rules. It’s not always as easy as it sounds!”

Department Chair

Sponsored Programs Office

Purchasing Office

Funding Agencies

Dean’s Office Students

What is the number one reason why people leave

jobs?

Bad Bosses!

People accept jobs for many reasons:

Salary

Benefits

Reputation of Organization

Work opportunity

Challenge

These things attract people to a job/organization!

But the analysis of hundreds of thousands of exit interviews/questionnaires shows the singular importance of the immediate supervisor in determining employee morale, productivity and longevity!Bottom line: People may come for the job (package), but how long they stay is directly correlated with the quality of the relationship with their immediate supervisor.

Common Complaints “He’s always looking over my

shoulder and micromanaging everything I do.”

“She never listens to me.”

“He loves to play games – always trying to show who is the boss.”

“She is always taking credit for my work.”

“He’s not a bad person. He just isn’t a manager.”

“I just don’t think she likes me.”

Organizations can’t afford to have supervisors “running off” talented employees

Most technical managers

• Excel in their field

• Have little/no training in management

• Often don’t know their limitations as managers

• Can learn to become better managers!

Simple Facts:

Cost of recruiting/training top employees is substantial

The Role of Supervision

Catalyst – an agent that speeds up the reaction between two substances to create the desired end product.

Catalyst –

Catalyst – a useful metaphor to understand the primary role of the supervisor.

A supervisor is an agent that “speeds up the reaction” between people, resources and ideas to create the desired end product.

Good supervisors cause things to happen that wouldn’t happen if

they weren’t there!

But what do they do?

Three Basic Tasks of Supervision

1. Set clear performance expectations

2. Motivate performance

3. Evaluate performance


Common complaint – “I didn’t know she wanted me to do that.”

Focus on outcomes

Define metrics



2. Motivate Performance Be positive, focus on strengths but Provide input - suggestions Expect progress reports Redirect when necessary

Help employees to know you want them to succeed!



No surprises No changes in measurement Don’t “sugar-coat”


2. Motivate Performance3. Evaluate Performance

Honest - Fair



2. Motivate performance

3. Evaluate performanceWhat else can we learn from successful managers?

1. Recognize that people are unique

We are a blend of skills, knowledge, experience and talents!

Evaluating an applicant/employee’s skill, knowledge and experience is relatively straight-forward. Evaluating for talent is much more challenging!

Characteristics of Successful Managers:

What Do We Mean By Talent?

Conventional wisdom – rare ability pertaining to sports or the arts!

What Do We Mean By Talent?

Myth – with enough hard

work, we can

accomplish anything!

X X

What We Have Learned From Neuro-Science

synaptic connections form by age 3

strong ones grow/weak ones wither away

may be genetics or Darwinian pruning

by mid-teens – unique set of synapses (about half the number as at age 3)

these synapses define our talents!

Simply put – the behaviors you find yourself doing most often are your talents.

“A Recurring Pattern Of Thought, Feeling Or Behavior That Can Be Productively Applied.”

Marcus Buckingham & Curt Coffman

First, Break All The Rules

Talents Can Be Defined As

“No Matter How You Total Success In The Coaching Profession, It All Comes Down To A Single Factor – Talent … Although Not Every Coach Can Win Consistently With Talent, No Coach Can Win Without It.”

John Wooden, UCLA Coach

1. Recognize that people are unique

2. Identify talent and reposition for success Every role, performed at excellence,

requires talent

Determine what talents are associated with excellence in every role

Key – find match between person’s talents and their role – But how?



1. Conventional wisdom – good is opposite of bad, so if you want excellence, investigate failure and invert it.

Good health –absence of disease

Successful drug program – reduce number of kids on drugs

Excellence in manufacturing – zero defects

Study your best

2. Excellence and failure are often surprisingly similar

Low performing nurses – empathy with patients

High performing nurses – same

Low performing salesman – call reluctance

High performing salesman – same

Characteristics of Successful Managers:Study your best

3. Danger of “Averages”

Data entry – average 19,000/day (380,000/month)

Useful for staffing purposes

Best – Almost 10 times that amount

Characteristics of Successful Managers:Study your best

1. Recognize that people are unique2. Identify talent and reposition for success

3. Treat people differently

Break The Golden Rule

“Don’t Treat People As You Would Like To Be Treated. This Presupposes That Everyone Breathes The Same Psychological Oxygen As You”

Buckingham & CoffmanFirst, Break All The RulesFigure out what motivates each person and

devise a system of appropriate rewards


1. Recognize that people are unique2. Identify talent and reposition for success3. Treat people differently

4. Focus on desired outcomes, not process


DANGER – “One Best Way” Approach

Frederic Taylor: time-and-motion studies

Madelaine Hunter: seven basic components of an effective lesson plan

Expert Systems


Remember, unique people with different combinations of knowledge, skill, experience and talent will determine their own way to achieve the desired outcomes!

Danger: Some lab or experimental work requires closely following certain rules to insure safety, human subject protection, or research integrity.

1. Recognize that people are unique2. Identify talent and reposition for success3. Treat people differently4. Focus on desired outcomes, not process

5. Foster an environment that allows people to fail intelligently


“Failure Is The Opportunity To Begin Again, More Intelligently.”

Henry Ford

“I Have Not Failed. I’ve Just Found 10,000 Ways That Won’t Work.”

Thomas Alva Edison

“The Only Man Who Makes A Mistake Is The Man That Never Does Anything.”

Theodore Roosevelt

Failure–Tolerant Organizations

Encourage Intelligent Risk Taking View Failure As A Pre-Requisite For

Invention View Failures As Outcomes To Be

Examined, Understood, And Built Upon Focus On Increasing Their Organization’s

Intellectual Capital Create A Culture Of Collaboration Rather

Than Competition.Richard Farson and Ralph Keyes

The Failure-Tolerant Leader

Jack Welch, Former Head Of GE

“We Reward Failure.”

Thomas Watson, Sr., Former Head Of IBM

“The Fastest Way To Succeed Is To Double Your Failure Rate.”

Peter Doherty, 1996 Nobel Prize Winner

“A Good Researcher Failed Every Time But The Last One.”

Spencer Silver’s “Failure”: Imperfect Adhesive resulted In 3M’s Post-It Notes

1. Recognize that people are unique2. Identify talent and reposition for

success3. Treat people differently4. Focus on the desired outcomes, not the

process5. Foster an environment that allows

people to fail intelligently

6. Encourage development of effective teams


“Individual Commitment To A Group Effort – That Is What Makes A Team Work, A Company Work, A Society Work, A Civilization Work.”

Vince Lombardi

Teamwork – A Worthy Goal!

But Not All Groups Become Teams

What Makes A Group Become A Team?

“A Team Is A Small Number Of People With Complementary Skills Who Are Committed To A Common Purpose, Set Of Performance Goals, And Approach For Which They Hold Themselves Mutually Accountable.”

Jon R. Katzenbach And Douglas K. Smith

The Discipline Of Teams
















Reward People For Solving Problems

Without Coming To See You First!

• Unconventional Weekly Staff Meetings• Agenda – “The Problems You Faced

And The Decisions You Made And, If You Got Help, Who Helped You.”

• Builds A Team That Works Together!

Harvard Business Review Case Study:

MacGregor

• McGregor Played A Lot Of Golf!

1. Recognize that people are unique2. Identify talent and reposition for success3. Treat people differently4. Focus on desired outcomes, not process5. Foster an environment that allows people to

fail intelligently6. Encourage development of effective teams7. Manage around a weakness


Remember the 3 basic tasks of supervision? Set expectations Motivate performance Evaluate performance

If you have an otherwise good employee who consistently performs below expectations in one aspect of his job, what should you do?

Are expectations clear? Does she need certain tools? Am I using the right motivation technique? Is the problem a lack of education/skill? If none of these, then the problem may be a lack of talent?

If the problem is a lack of talent:

Accept that you “can’t teach talent”

and

Try to find a way to make the non-talent become irrelevant by managing around it!

Ways to Manage Around a Lack of Talent

1. Devise a support system 150 million Americans need eye glasses Poor speller – get spellchecker Forget appointments – computer reminders Story of mentally handicapped worker

• Cooking chicken at fast food restaurant• Goal – cook 6 at a time• Problem – couldn’t count• Package chicken 6 per container

GOAL – Make the non-talent irrelevant!

1. Devise a support system

2. Find a complementary partner Most people are good at some things and bad

at others Most jobs require unrealistic combinations of

talents Goal – find a partnership that is well-rounded

when the individuals aren’t Teams are based upon individual excellence –

“There is an I in team.”


1. Devise a support system

2. Find a complementary partner

3. Find an alternative role Sometimes a person just isn’t right for the job

but Sometimes you can move tasks around to

better align job assignments with individual talents.



fail intelligently6. Encourage development of effective teams7. Manage around a weakness8. Understand components of human

motivation


Employee Motivation is Based Upon:

MOTIVATION

A= Does My Job Contribute To My Personal Goals?

A

B= Am I Confident In My Abilities To Do My Job?

B

C= If I Do A Great Job, Will I Be Recognized And Rewarded?

C


fail intelligently6. Encourage development of effective teams7. Manage around a weakness8. Understand components of human

motivation9. Have a clear sense of organizational

mission


Harvard Parking Story

• 1950’s – 2 UNC Grads To Harvard One in Wheel Chair

• Arrived In Boston One Evening• No Parking By Dorm• Parked By Front Door To Unload

• Campus Police Came• Returned With Workman – Painted Yellow Line

Understanding Mission:

“As Long As You And Your Roommate Are Students In Good-

Standing At Harvard, This Parking Place Is For

You!”

Efficiency - EffectivenessA Balancing Act!

Efficiency – Producing The Greatest Quantity Of Work For Each Unit Of Resource Expended (Or Producing A Unit Of Work For The Smallest Possible Expenditure Of Resources)

Effectiveness – Successfully Accomplishing The Goals/Objectives Of The Organization.

Fulfilling Its Mission!

Efficiency Is Important• Resources Are Limited – We Must Use Them

Intelligently

But - An Efficient Organization Is Not Necessarily An Effective Organization

Dangers of Over-Emphasizing Efficiency

1. Belief That Efficiency Interests Are Paramount

2. Faulty Assumptions Efficiency Leads To Effectiveness

Sub-Unit Optimization - When Every Sub-Unit In An Organization Operates As Efficiently As Possible, The Overall Organization Operates As Efficiently As Possible!

When Sub-Units Strive To Develop Efficient Approaches To Accomplishing Their Work, They Often Ask The Following Questions:

How Can We Organize Ourselves To Get Our Work Done Most Efficiently?

Sub-Unit Optimization

What Policies/Procedures Do We Need To Put Into Place To Help Us Get Our Work Done?

What’s Wrong With These Questions?

Focus Inward On Getting My Work Done Rather Than Focusing On How To Accomplish The Goals Of The Organization.

Example: UNC Survey Due May 15

Sub-Unit Optimization

Better Question:

How Can We Best Organize Ourselves To Accomplish The Work That We Are Assigned In A Manner That Best Supports The Goals Of The Enterprise?

Paradoxical Question

Should We Intentionally Create Sub-Unit Inefficiencies In Order To Best Support The Goals/Mission Of The Enterprise?

Tim’s Definition of Management:

The Process of Intentionally Guiding An Organization Toward The Successful Fulfillment Of Its Mission, Within A Given Set Of Environmental Constraints,By Setting And Achieving Specific Goals.

Management:

The Process of Intentionally Guiding An Organization Toward The Successful Fulfillment Of Its Mission, Within A Given Set Of Environmental Constraints, By Setting And Achieving Specific Goals.

Environmental Constraints: Resources

Money People

Facilities Time“The thing I lose patience with the most is the clock. Its hands move too fast. Time is really the only capital that any human being has, and the one thing that he can’t afford to

lose.”

Thomas Edison

Environmental Constraints: Rules

Environment Constraints

1. Resources2. Rules

3. Organizational Culture

Management:


Alice In Wonderland

• Cheshire Cat Asked Alice, “Where Are You Going?”

• Alice Replied, “I Don’t Know.”

• Cheshire Cat, “Then Any Road Will Get You There.”

We Must Know Where We Are Going If We Are Ever To

Know When We Arrive!

Is It Understood And Shared?

What Is It’s Mission?

Where Is Your Organization Heading?

Are People “Pulling In The Same Direction”?

Visits To UNC-CH VR Lab

• “Your Job Is To Support (Enable) What You Are About To Experience.”

• NEW PERSPECTIVE Focus On The Mission!

• “What Is Your Job?”– Process Travel Forms– Pre-Audit Contract and

Grant Expenditures– Track Effort-Reporting

Management:


Rules For Effective Goal Setting

1. Set Goals That Are Important/Challenging

Related To Mission

Significant

Push You To Achieve

Highly Motivated

Focus On What You Want – Not What You Don’t Want

2. State Your Goals In Positive, Not Negative, Terms!


Keep A Mental Image of Success

“Imagination Is More Important Than Knowledge.”

Albert Einstein



Keep A Mental Image of Success

Stay Away From Negative Thinking

“Obstacles Are Those Frightful Things You See When You take Your Eyes Off The Goal.”

Henry Ford


“Dreams Are Just Thoughts. They Become Tangible Goals When We Write Them Down.”

3. Write Your Goals Down.

Helps To Crystallize Thinking

Be Precise

Helps Spot Contradictory Goals

Increases Commitment

“Goals Are Just Dreams With Deadlines.” Diana Scharf Hunt

Creating Deadlines Is A Powerful Management Technique

4. Make Your Goals Time Specific

5. Review Your Goals Regularly!

My Approach: Plastic-Covered Sheet In Telephone Book Drawer

Reviewing Keeps You Focused

Be Willing To Modify/Clarify When Appropriate

6. Don’t Give Up. Continue Until You Achieve Your Goals!


Remember Our Definition of Management

What Is Your Approach To Management?

Intentionality in Management

Management By Wandering Around Total Quality Management

Responsible Delegation Techniques

Effective Negotiation Techniques

Management By Wandering Around


– Get Out From Behind Your Desk– Spend Time In The Labs/Classrooms/Building– Walk The Halls– Be A Keen Observer– Ask People Questions

You Will Be Surprised By What You Learn!

On Occasion Go To Other People’s Office For Meetings (Don’t Always Have Them Come To You)

Be Accessible

If Possible, Arrange Your Office So

You Don’t Sit Behind Your Desk

When Meeting People


TQM: What’s Worth Remembering

• W. Edwards Deming (Management Consultant -Ideas Were Rejected In The US – Promoted a Quality Approach In Japanese Manufacturing)

– Pre-Quality (Poor Quality, Cheap “Knock-Offs”)

– Post-Quality (Finest Electronics and Cars In The World)

Baldridge Award in US

TQM Core Principles

What Can We Do To Get Better?• Banish Complacency

• Set Heroic Goals – “Raise The Bar”

Commitment To Continuous Improvement• “Excellence Is A Game Of Inches.” Tom

Peters

Treat Mistakes Like “Diamonds”• Rare/Opportunities To Learn

• H-P (Can’t Get Raise If You Haven’t Made Mistakes – If No Mistakes, You Aren’t Doing Anything)

Responsible Delegation

A Manager Must Learn To Delegate Responsibility And Authority In Order To Build An Effective Team!

1. Time To Look At “Big Picture”/Plan2. Greater Staff Involvement = Higher Morale/Investment3. More Gets Done When Manager Isn’t “Funnel”4. Creativity

Payoffs

Responsible Delegation

1. Inconsistent Application of Policy2. Strain When Manager Feels That An Employee

Is Doing Something Wrong And Has To Confront Him/Her

3. Accountable For Decisions You Don’t Make4. Asking Employees To Do Too Much – They

May Be Resistant (“Don’t Dump on Me”)5. “I Could Have Done It Myself Faster”6. “Loose Touch With Operations”

Risks/Problems

We are all negotiators Traditional approaches (hard–soft)

• Hard• Contest of wills-desire to win• Take extreme positions – hold out longer• Other party responds in kind• Harms relationships• Exhausting

• Soft• Desire to avoid conflict – maintain

relationship• Makes concessions readily• Often feels exploited, bitter• Harms relationships

Effective Negotiation Techniques

1. Arguing over positions produces unwise agreements Bargaining over positions causes us to

“defend against attack” The more you defend, the harder to

change Ego gets involved Example – JFK and Soviets

• Ban on nuclear testing

• Roadblock – number of inspections

• Problem – hadn’t defined an inspection

Problems with Traditional Negotiations

2. Arguing over positions is inefficient Taking extreme positions Holding on stubbornly Making small concessions Deceiving the other party as to your true

views Takes time, effort and interferes with

reaching agreement Dragging one’s feet, threatening to “walk-

out” increases time and cost and Increases risk of no agreement being

reached!


3. Arguing over positions endangers an ongoing relationship When there are winners and losers

relationships suffer Anger and resentment are side-effects

4. Simply “being nice” is no answer Can leave you vulnerable May not produce a wise agreement O. Henry’s Gift of the Magi


Technique developed by Roger Fisher and William Ury, Harvard Negotiation Project

Four key points1. Separate the people from the problem

2. Focus on interests, not positions

3. Invent options for mutual gain

4. Insist that the result be based on some objective standard

Alternative: Principled Negotiation

When egos get involved, you often fail to address the problem

Stay away from taking positions

Goal – parties should see themselves working side-by-side, attacking the problem, not each other

1. Separate the people from the problem

A negotiating position often obscures what you really want

Compromising between positions can produce an unsatisfactory agreement

Discuss what you want in an agreement (including relationship issues)

2. Focus on interests, not positions

Pressure of negotiations can make it difficult to see optimal solutions

Set aside time outside of negotiations to brainstorm for possible solutions

• Separate

• With other party

• With third party

3. Invent options for mutual gain

Seek agreement on a fair, independent standard

• Market value

• Expert opinion

• Trusted 3rd party

Prevents either party from having to “give-in” to the other

4. Insist that the result be based on some objective

standard

1. If there are any non-negotiable issues, make them clear up front

2. Consider the impact of the negotiation process on both:

Relationship with other party Next negotiation

Other key issues:

Key To Success in Management

Recognize you are a unique person who has management responsibilities

Understand your talents

Integrate these insights/approaches into your own style

There is no “one size fits all” model of management

Friday, September 10, 2004014 Sitterson

• After carefully reviewing the Responsibility Matrix, answer the following questions. Each participant should work cooperatively with your mentor on this assignment and be sure to put both names on the work. Note: This matrix was developed by the Society of Research Administrators International and is intended to provide a general guide for all universities. Your task in this homework assignment is to demonstrate your understanding of how things work here at UNC-Chapel Hill!

• How does UNC-Chapel Hill operationalize each of the functions/duties, i.e., what offices/people are responsible for each function? Note: check websites, policies, procedures, talk with your supervisor, gather information from any available source.

• How do you see your current job responsibilities fitting into the Responsibility Matrix, i.e., which functions are yours?

• On a scale of 1 (lowest) to 5 (highest), rank your knowledge/skill in each of the areas indicated on the matrix as a “Departmental Administrator’s” Responsibility. Note: The results from this section will not be identified with individual participants. Rather, the cumulative results will be used to plan the emphasis of future sessions.

• This assignment should be sent to Phyllis Daugherty by November 5, 2004. You may e-mail it to her at [email protected] if you wish or send it via campus mail to CB#1350. Please direct all questions to Phyllis at 843-2609.

Homework AssignmentThe Tar Heel Certificate Program in


Documents

The Tar Heel Certificate Program in Research Administration The Research Administration Professional Friday, September 10, 2004