Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Effectively Managing Up to an Obsessive Boss
Managing Up: When your Boss is an Obsessive Micromanager
CASE STUDY (PART II) – EFFECTIVELY MANAGING UP TO AN OBSESSIVE BOSS
Katie started out by asking if Molly was pleased with her work, and whether Molly saw room for improvement. When her boss replied that she was doing a great job, Katie let Molly know that her constant monitoring made it seem otherwise, and that Katie been worried she’d been creating extra work for Molly, as her boss. It turned out Molly knew she had a tendency to be hyper-controlling, but in this case, she thought she was being helpful. She accommodated Molly’s desire to be involved by learning to be very communicative, and in return, Molly backed off and let Katie do her job—eventually.
There are similar steps you can take if you think your boss is a micromanager. First, though, make sure she’s not responding to your own weak performance; that is, that you haven’t “asked” to be supervised so closely. And find out if there are others who feel the same way. If your boss breathes down everyone’s neck, you can be confident that it’s not just you.
HERE ARE THE BASIC STEPS TO TAKE IF YOU FEEL MICROMANAGED BY YOUR BOSS:
Do your job well. The first step towards getting a boss to loosen her grip is to remove any possibility from her mind that she needs to be that way. Get to work on time. Meet deadlines. Be productive. Make clients happy. Show her that you’re trustworthy, thorough, and on top of your work.
Ask how you’re doing. Instead of complaining to your spouse or friends, or getting to a point where you need to quit, gather up courage and speak to the boss. But, like Katie, frame your discussion in a way that makes it clear you want to know how to improve, and not that you’re here to criticize his management style. Be positive and respectful. Ask what’s expected of you and how you’re doing. Offer reassurance that you can do the job without constant supervision.
Be a proactive communicator. Don’t wait for your boss to ask you how things are going. Instead, make sure he feels informed and in the loop. Send regular messages with reports and next steps. Consider copying him on important emails to clients or others. This will help reassure him that everything’s under control, and eventually his need for the regular reports will diminish.
Teach her how to delegate. Help your hovering boss delegate more effectively by prompting her to give you all the information you need upfront, so that you’re not getting bombarded with emails and directives along the way. Set times for check-in meetings. Volunteer to take on additional projects to help her see the need to delegate—and how you can handle the responsibility. When a job goes well, discuss the process, ask her if she has suggestions for how to improve next time, and then thank her for the opportunity and the hands-off approach. The next time, she’ll remember how well you did without the constant input.
Adapted from “Managing Up: When Your Boss Is An Obsessive Micromanager”, at Forbes http://www.forbes.com/sites/peggydrexler/2013/06/13/managing-up-when-your-boss-is-an-obsessive-micromanager/
Author: Peggy Drexler, Ph.D. is a research psychologist, Assistant Professor of Psychology at Weill Medical College, Cornell University. She is also a former gender scholar at Stanford University.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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