# Contents of /pubs/books/ucbka/trunk/c_bma0/c_bma0.tex

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 1 %$Header$ 2 3 \chapter{\cbmazerolongtitle{}} 4 5 \label{cbma0} 6 7 \beginchapterquote{Being responsible sometimes means pissing people 8 off. Good leadership involves responsibility to the 9 welfare of the group, which means that some people 10 will get angry at your actions and decisons. 11 It's inevitable, if you're honorable. Trying to get 12 everyone to like you is a sign of mediocrity: 13 you'll avoid the tough decisions, you'll avoid confronting 14 the people who need to be confronted, and you'll avoid 15 offering differential rewards based on differential 16 performance because some people might get upset. 17 Ironically, by procrastinating on the difficult choices, 18 by trying not to get anyone mad, and by treating everyone 19 equally nicely' regardless of their contributions, 20 you'll simply ensure that the only people you'll wind 21 up angering are the most creative and productive 22 people in the 23 \index{Powell, Colin}organization.''\footnote{General Powell's 24 presentation (\cite{bibref:d:powellleadershipprimer}) 25 is an absolute goldmine of tremendous quotes. There were 26 many equally striking contenders for this spot (the opening quote 27 of the chapter about bad management).}}{General Colin Powell (Retired) 28 \cite{bibref:d:powellleadershipprimer}} 29 30 \section{Introduction} 31 %Section Tag: INT 32 With the comic strip 33 \index{Dilbert@\emph{Dilbert}}\emph{Dilbert}, 34 and several books, \index{Adams, Scott}Scott Adams made his fortune 35 anecdotally characterizing bad management. Certainly, in any 36 country, \index{bad management}bad management 37 is an abundant natural resource 38 and a shortage of bad management is not 39 on the horizon. 40 41 We are less concerned with the humorous aspects of 42 bad management and more concerned with the practical 43 aspects. In this chapter, we offer opinion on the 44 following topics: 45 46 \begin{itemize} 47 \item What \emph{is} bad management (i.e. what do we mean by 48 \emph{bad management} 49 and what characterizes bad management)? 50 51 \item What do bad managers do? 52 53 \item Which employees are most sensitive to bad management? 54 55 \item In practical situations, how should one deal with bad 56 management? 57 58 \item What are the best strategies for escaping unrewarding 59 work situations? 60 \end{itemize} 61 62 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 63 64 \section{Characteristics Of Bad Management} 65 66 67 68 69 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 70 71 \section{How To Detect Bad Management During The Interview Process} 72 73 The interview process is naturally an opportunity for a prospective 74 employer to form impressions of a prospective employee; but it is 75 also an opportunity for the prospective employee to form impressions 76 of the prospective employer. In this section, we supply some suggestions 77 about what to look for during an interview. 78 79 \subsection{The Automobile Taillight Analogy} 80 81 One of us (\index{Ashley, David T.}Dave Ashley, \cite{bibref:i:daveashley}) 82 has an acquaintance who has described his method of evaluating 83 a used car (for purchase) as checking every electric light in the 84 vehicle to be sure that it works. The stated rationale is that if 85 all of the light bulbs in the vehicle are maintained, the probability 86 is high that other [major] vehicle maintenance has also been performed. 87 Similar reasoning \emph{may} (or may not!) apply to evaluating 88 a work environment. 89 90 Stated more formally, it may be advantageous to find easily observable 91 indicators which correlate well with the quality of the work environment 92 at a company. 93 94 We are not sure precisely what indicators should be used,\footnote{We welcome 95 suggestions here \ldots please e-mail us \ldots{}} but the two 96 strongest indicators that immediately come to mind are coding standards 97 and lessons learned. 98 99 \begin{itemize} 100 \item \textbf{Coding Standards.} 101 During the interview process, it may be a good idea to inquire about 102 what coding standards are in place within the organization, to 103 ask to examine the standards, and also to inquire how the coding 104 standards are enforced (in some cases, tools such as QAC or 105 PC-LINT may automate this 106 process). The rationale for inquiring about coding standards 107 is that maintaining order in the primary workproduct of 108 software development---the code---is a fundamental goal. 109 An organization that has no coding standards in place probably 110 has other serious problems. 111 \item \textbf{Collection Of Lessons Learned.} 112 In any organization that produces embedded products, product failures 113 of one kind or another have probably occured. These may be cases 114 where a software defect has made its way into production, or even 115 software product build process failures where a software defect 116 was due to the build process or where a software load was not 117 reproducible from version control archives. A mature organization 118 would document and collect these failures, in order to feed them 119 back into the training (so that software developers don't make a 120 similar mistake again), into the process (if any changes in the process 121 would decisively prevent recurrence), and the tools (if the defect 122 is automatically detectable). During the interview process, 123 it may be prudent to inquire if product problems are documented 124 and fed back to prevent recurrence, and to inspect documentation 125 of past product problems. An organization that does not collect 126 product problems and try to prevent recurrence may have other 127 serious problems. 128 \end{itemize} 129 130 \subsection{The \emph{What You See Is What You Get} Rule} 131 132 During the interview process, any prospective employer will have a tendency 133 to misrepresent chronic problems as acute problems. As a general rule, 134 \textbf{problems of any type observed during the interview process are 135 \emph{chronic} in nature, no matter what claims are made by the employer.} 136 137 An analogy involving overweight people may help to explain this point.\footnote{We 138 mean no disrespect or insensitivity towards people struggling to maintain a 139 healthy weight. However, the analogy is rather good, and for this reason 140 we would like to use it.} It is very common to meet an overweight person 141 who describes themselves as trying to lose weight'', i.e. being actively 142 on a diet. However, a study of overweight people who are trying to 143 lose weight'' would probably reveal that nearly all of them are struggling 144 with a chronic problem---nearly all were probably overweight five years 145 in the past and will be overweight five years in the future. For this reason, 146 when one meets an overweight person, it is a safe guess statistically that 147 the condition is chronic. 148 149 Organizations are very similar to individuals in that patterns of behavior 150 are slow to change. Diets do not usually work. Individuals find ways---even 151 while on a diet---to consume ice cream and hamburgers. Organizations are 152 similar in that self-reform measures rarely succeed. Organizations, like 153 individuals, find ways to sabotage their own stated objectives. 154 155 For this reason, any anomalies observed during the interview process are 156 almost certainly chronic rather than acute; no matter what claims 157 are made by interviewers. 158 159 160 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 161 162 \section{The Employment `Dating Game''} 163 164 165 166 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 167 168 \section{Authors And Acknowledgements} 169 170 171 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 172 173 174 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 175 176 177 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 178 179 180 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 181 182 183 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 184 185 186 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 187 188 \noindent\begin{figure}[!b] 189 \noindent\rule[-0.25in]{\textwidth}{1pt} 190 \begin{tiny} 191 \begin{verbatim} 192 $HeadURL$ 193 $Revision$ 194 $Date$ 195 $Author$ 196 \end{verbatim} 197 \end{tiny} 198 \noindent\rule[0.25in]{\textwidth}{1pt} 199 \end{figure} 200 201 %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 202 % 203 %End of file C_BMA0.TEX

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