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Analysing Project Oxygen for Google
Analysing Project Oxygen for Google
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Analysing Project Oxygen for Google
Google faced a challenge. Ever since the company started, it’s highly trained and self-motivated engineers questioned whether they needed managers. In the high-technology culture, employees actually believed that managers did more harm than good.
But Google grew rapidly and by 2013 had 37,000 employees with just 5,000 managers, 1,000 directors, and 100 vice presidents. The organizational structure was flat rather than hierarchical. How could Google’s managers convince its skeptical employees that they needed managers to operate effectively and remain competitive?
Google launched Project Oxygen to prove that managers don’t make a difference (this was their hypothesis). “Luckily, we failed,” said project co-lead Neal Patel. To accomplish the goal, they hired several PhD researchers to form a people analytics team. As with everything Google does, they applied hypothesis-driven research methods to analyze the “soft skills” of managers.
Project Oxygen was a multiyear research study designed to uncover the key management behaviors that predict employee satisfaction and organizational effectiveness. One part of the project was an employee survey about their managers’ behaviors. The research team also interviewed employees who were quitting about the behaviors of their managers and why they were leaving Google.
The team discovered that there was less turnover on teams with the best managers. They also documented a statistical relationship between high-scoring managers’ behaviors and employee satisfaction. So, they concluded that managers did matter and then conducted another study to learn specifically what Google’s best managers did.
Here’s what they found. Project Oxygen identified eight behaviors shared by high-scoring managers:
- Is a good coach
- Empowers the team and does not micromanage
- Expresses interest in, and concern for, team members’ success and personal well-being
- Is productive and results-oriented
- Is a good communicator — listens and shares information
- Helps with career development
- Has a clear vision and strategy for the team
- Has key technical skills that help him or her advise the team.
Because this project was evidence-based, the sceptical engineers were convinced that the best managers did make a difference. In describing Project Oxygen, David A. Garvin from the Harvard Business School notes: “Data-driven cultures, Google-discovered, respond well to data-driven change.”
Google now offers training and feedback to low-scoring managers. However, they learned that the best approach is to have panels of highly rated managers tell their stories about how they coach and empower their teams. Rather than being told what to do by upper management, they get advice from their colleagues.
Why did they use an evidence-based approach? Describe the type(s) of evidence Google used in their research.
Are you convinced that managers matter? Why or why not? What additional evidence would you like to see?
Create a brief description of the design for the next steps in Project Oxygen to further develop Google’s managers.
Leaders: Are They Born or Made?
With the research on the twins reared apart and evidence from the Big Five personality theory relating personality traits to leader emergence in groups, one question that arises is whether leaders are born to greatness or if leadership can be acquired by anyone.
There are arguments on both sides of this issue among scholars of OB. For example, research suggests genetic factors contribute as much as 40% to the explanation of transformational leadership. This suggests that much of charismatic, visionary leadership is an inborn trait.
On the other hand, many people believe that transformational leadership can be learned, and experimental research has shown that leaders can be trained to exhibit charismatic behaviors. Also, followers responded positively to leaders that have been trained, and their performance increased. An integrative perspective suggests that leaders have certain inborn traits that predispose them to self-select into leadership positions.
For example, an employee who exhibits extraversion might be more likely to pursue a high-level position in an organization. Once hired into a leadership role, these people may respond to leadership training more than those who are not as interested in becoming leaders. The best thinking on this at present is that leadership is most likely a combination of inborn traits and learned behavior.
The implications for organizations are to carefully select those hired into leadership and then provide the training needed to enhance leader effectiveness. Those with innate leadership skills have an advantage, but an individual may be able to enhance his or her leadership capabilities by learning about the behaviors that comprise effective leadership and then practicing the behavioral skills needed.
In your opinion, is leadership born (hereditary) or learned (through training, for example)? Support your position.
If leadership is both born and made, as some researchers believe, what do you think is the best way to identify leadership potential?
What type of leadership training would you recommend to complement the selection process?
Analysing Project Oxygen for Google
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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