FACTOR V: ORGANIZATIONAL POSITIONING SKILLS
CLUSTER M: MANAGING UP
8 Comfort Around Higher Management
Leadership is a two-way street, loyalty up and loyalty down. Respect for one‘s superiors; care for
one‘s crew. Grace Murray Hopper – U.S. military leader, mathematician, educator
Section 1: Your Development Need(s)
Unskilled
 Lacks self-confidence in front of more senior people
 May appear nervous and tense, not at his/her best
 May lose composure or get rattled when questioned by executives
 Doesn’t know how to influence or impress more senior managers
 May not understand what top executives are looking for
 Says and does things that don’t fit the situation
Select one to three of the competencies listed below to use as a substitute for this competency if you decide not to
work on it directly.
Substitutes: 3,4,5,9,12,27,33,34,37,38,48,49,57
Skilled
 Can deal comfortably with more senior managers
 Can present to more senior managers without undue tension and nervousness
 Understands how senior managers think and work
 Can determine the best way to get things done with them by talking their language and responding to their
needs
 Can craft approaches likely to be seen as appropriate and positive
Overused Skill
 May manage up too much
 May be seen as too political and ambitious
 May spend too much time with more senior managers, parrot their positions, overestimate the meaning and
usefulness of the relationships
 Career may be too dependent on champions
 May be too free with confidential information
Select one to three of the competencies listed below to work on to compensate for an overuse of this skill.
Compensators: 5,9,12,17,22,24,29,30,45,51,53,57
Some Causes
 Lack of self-confidence in front of more powerful people
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 Fear of making a mistake; slipping up and doing something dumb
 Perfectionism; the fear of not being perfect in the eyes of senior management
 Lack of proper preparation due to lack of knowledge or skills or a work style deficit
 Tendency to become more emotional under pressure and stress
Leadership Architect® Factors and Clusters
This competency is in the Organizational Positioning Skills Factor (V). This competency is in the Managing Up
Cluster (M) with: 6. You may want to check other competencies in the same Factor/Cluster for related tips.
The Map
Performing in front of one or a number of higher level managers is usually tough; they are all highly skilled in
something to get there; don’t have much time; ask tough questions and expect answers; sometimes don’t care
how they make you feel. Many in your situation don’t get through unscathed. Many higher level managers will
test you to see what you are made of; some may ask tough questions just to see if you can handle them; some
may intentionally want to push you to see what you are made of; they are not always going to be nice to you. It
seems the higher up they get the less time they spend thinking about or making any effort to make others feel
comfortable around them. They all made their share of mistakes when they were in your position. They learned
through tough times. They stumbled once in a while. In fact, the research says successful higher level
managers made more mistakes on the way up than the people who didn’t get there.
Section 2: Learning on Your Own
These self-development remedies will help you build your skill(s).
Some Remedies
 1. Nervous? Keep your cool. Being nervous, anxious and uncomfortable around one or more higher-ups
is fairly normal; the key is not allowing that to prevent you from doing your best. Being uncomfortable can
sometimes lead to physical reactions like sweating, hesitating or stuttering speech, mispronounced words,
flushing of the face, grumbling in the stomach, running out of breath while talking, etc. When that happens,
stop a second or two, take a deep breath, compose yourself and continue what you were doing; they all
have been there before. Remember, all you can do is the best you can do. You probably know more about
this topic than they do. You’re well-prepared—being anxious can prevent you from demonstrating your
expertise. More help? – See #11 Composure.
 2. Worried about mistakes? Worst-case it. List all of your worst fears; what bad things do you think
might happen; envision yourself in each of those situations; mentally practice how you would recover. Can’t
think of the right words? Pause, don’t fill the void with ―uhs.‖ Refer to your notes. Feeling defensive? Ask a
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question. Running overtime? Go straight to the conclusion. Practice the more realistic recoveries live in
front of a mirror or with a colleague playing the audience.
 3. Unprepared? Practice, practice, practice. Rehearse what you are going to do several times so you
can do it as naturally as possible; this gives you time to deal with questions and unexpected reactions more
comfortably. Record yourself on videotape. Did you speak no longer than five to 10 minutes per major
point? Anything you went into with so much detail that you sounded like an almanac? Did you vary tone
and volume or was it monotone? Will they remember your key points 15 minutes after the meeting ends?
More help? – See #49 Presentation Skills.
 4. Unfamiliar surroundings? Visit the setting. If it’s a presentation to a number of higher-ups, visit the
setting of the event beforehand to get more comfortable in the actual setting; if you can, practice the event
there. When you visit, consider the seating. Will people be able to hear you easily or should you speak up?
Any spots where line of sight is restricted? Be sure not to stand there. Will your overheads be easy to read
from the back? If not, go to fewer points and larger type.
 5. Taking too much time? Be efficient. Plan what you need to do and say carefully. Take as little time as
necessary. Maybe bring more material than you need and will use. Since no one has ever run out of
material, take 60 slides but show 40 and be prepared to show 30. Summary slides can help with this. Top
managers are very busy; everyone loves someone who takes up less time than is planned or on the
agenda. Let them ask for more detail; don’t drown them.
 6. Difficulty with questions? Be ready for Q&A. Many people get in trouble during questions and
answers. Don’t fake answers; most high level managers will tolerate a ―Don’t know but I’ll get back to you
on that.‖ Think of all the questions ahead of time; ask someone else to look at what you are going to say
and do, and think of questions they would ask. Rehearse the answers to the questions. Another place
people get in trouble when challenged is by retreating to a safe recitation of facts; executives are usually
asking for logic and problem analysis, not a repackaging of what you’ve already said. The worst case of
course is when an executive rejects your argument. If this happens, draw the person out to see if you’ve
been misunderstood and clarify. If that’s not the case, let the disagreement be as it is. Few executives
respect someone who drops an argument as soon as challenged. You should listen carefully, and respond
with logic in 30 seconds or less per point. Don’t repeat the entire argument; long answers often backfire
since people have already heard it and few may agree with the questioner. In haste to be thorough, you
may just look defensive.
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 7. Need advice? Find a confidant. Ask a member of top management you know well and trust for advice
on how you could feel better and perform more effectively when you transact with him/her and the rest of
the team. Share your anxieties with a trusted colleague and ask for suggestions and observations. Find
someone who appears comfortable in the settings you find difficult and ask how to do it.
 8. Annoyed? Consider who bothers you. If only certain higher-ups bother you and others don’t, take a
piece of paper and list the styles of the two groups/individuals. What are the similarities? Why does one
style bother you and the other doesn’t? With the groups/individuals that bother you, how could you respond
more comfortably and effectively? Perhaps you could use some of the techniques you use with the more
comfortable groups. Probably you should prime yourself to take nothing in personal terms and no matter
what happens, return to a discussion of the problem. More help? – See #12 Conflict Management.
 9. Not acquainted? Get to know more top managers. Try to meet and interact with higher-ups in
informal settings like receptions, social or athletic events, charity events, off-sites, etc.; you will probably
learn that higher-ups are just regular people who are older and therefore higher than you in the hierarchy.
You may then feel more comfortable with them when back in the work setting.
 10. Don’t understand your audience? Find out how top managers think. Read the biographies of five
―great‖ people; see what is said about them and their view of people like you; read five autobiographies and
see what they say about themselves and how they viewed people in your position. Write down five things
you can do differently or better.
Section 3: Learning from Feedback
These sources would give you the most accurate and detailed feedback on your skill(s).
 1. Boss’s Boss(es)
From a process standpoint, your boss’s boss probably has the most influence and control over your
progress. He/she has a broader perspective, has more access to data, and stands at the center of
decisions about you. To know what he/she thinks, without having to violate the canons of corporate due
process to get that information, would be quite useful.
 2. Direct Boss
Your direct boss has important information about you, your performance, and your prospects. The
challenge is to get this information. There are formal processes (e.g., performance appraisals). There are
day-to-day opportunities. To help, signal your boss that you want and can handle direct and timely
feedback. Many bosses have trouble giving feedback, so you will have to work at it over a period of time.
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 3. Natural Mentors
Natural mentors have a special relationship with you and are interested in your success and your future.
Since they are usually not in your direct chain of command, you can have more open, relaxed, and fruitful
discussions about yourself and your career prospects. They can be a very important source for candid or
critical feedback others may not give you.
Section 4: Learning from Develop-in-Place Assignments
These part-time develop-in-place assignments will help you build your skill(s).
 Integrate diverse systems, processes, or procedures across decentralized and/or dispersed units.
 Plan a new site for a building (plant, field office, headquarters, etc.).
 Represent to higher management the concerns of a group of nonexempt, clerical, or administrative
employees to seek resolution of a difficult issue.
 Write a proposal for a new policy, process, mission, charter, product, service, or system, and present and
sell it to top management.
 Relaunch an existing product or service that’s not doing well.
 Serve on a junior or shadow board.
 Manage a group of people involved in tackling a fix-it or turnaround project.
 Prepare and present a proposal of some consequence to top management.
 Manage a group through a significant business crisis.
 Write a speech for someone higher up in the organization.
Section 5: Learning from Full-Time Jobs
These full-time jobs offer the opportunity to build your skill(s).
 1. Chair of Projects/Task Forces
The core demands for qualifying as Chair of a Project/Task Force assignment are: (1) Leader of a group
with an important and specific goal. (2) Tight deadline. (3) Success or failure will be evident. (4) Highvisibility sponsor. (5) Learning something on the fly. (6) Must get others to cooperate. (7) Usually six
months or more. Three types of Projects/Task Forces: (1) New ideas, products, services, or systems (e.g.,
product/service/program research and development, creation/installation/launch of a new system,
programs like TQM, ISO and Six Sigma, positive discipline). (2) Formal negotiations and relationships (e.g.,
acquisitions; divestitures; agreements; joint ventures; licensing arrangements; franchising; dealing with
unions, governments, communities, charities, customers, and relocations). (3) Big one-time events (e.g.,
working on a major presentation for the board; organizing significant meetings or conferences;
reorganizations, mergers, acquisitions, or relocations; working on visions, charters, strategies, other timeurgent issues and problems).
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 2. Fix-Its/Turnarounds
The core demands to qualify as a Fix-it or Turnaround assignment are: (1) Clean-ing up a mess. (2)
Serious people issues/problems like credibility/performance/morale. (3) Tight deadline. (4) Serious
business performance failure. (5) Last chance to fix. Four types of Fix-its/Turnarounds: (1) Fixing a failed
business/unit involving taking control, stopping losses, managing damage, planning the turnaround, dealing
with people problems, installing new processes and systems, and rebuilding the spirit and performance of
the unit. (2) Managing sizable disasters like mishandled labor negotiations and strikes, thefts, history of
significant business losses, poor staff, failed leadership, hidden problems, fraud, public relations
nightmares, etc. (3) Significant reorganization and restructuring (e.g., stabilizing the business, re-forming
unit, introducing new systems, making people changes, resetting strategy and tactics). (4) Significant
system/process breakdown (e.g., MIS, financial coordination processes, audits, standards, etc.) across
units requiring working from a distant position to change something, providing advice and counsel, and
installing or implementing a major process improvement or system change outside your own unit and/or
with customers outside the organization.
 3. Heavy Strategic Demands
The core demands necessary to qualify as a Heavy Strategic Demands assignment are: (1) Requires
significant strategic thinking and planning most couldn’t do. (2) Charts new ground strategically. (3) Plan
must be presented, challenged, adopted, and implemented. (4) Exposure to significant decision makers
and executives. Examples of jobs with Heavy Strategic Demands: (1) Strategic planning position. (2) Job
involving repositioning of a product, service, or organization.
 4. Scope Assignments
The core demands for a Scope (complexity) assignment are: (1) Significant in-crease in both internal and
external scope or complexity. (2) Significant increase in visibility and/or bottom-line responsibility. (3)
Unfamiliar area, business, technol-ogy, or territory. Examples of Scope assignments involving shifts: (1)
Switching to new function/technology/business. (2) Moving to new organization. (3) Moving to overseas
assignment. (4) Moving to new location. (5) Adding new products/services. (6) Moving between
headquarters/field. (7) Switches in ownership/top management of the unit/organization. Examples of Scope
assignments involving ―firsts‖: (1) First-time manager. (2) First-time managing managers. (3) First-time
executive. (4) First-time overseas. (5) First-time headquarters/field. (6) First-time team leader. (7) First-time
new technology/business/function. Scope assignments involving increased complexity: (1) Managing a
significant expansion of an existing product or service. (2) Managing adding new products/services into an
existing unit. (3) Managing a reorganized and more diverse unit. (4) Managing explosive growth. (5) Adding
new technologies.
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 5. Start-Ups
The core demands to qualify as a start from scratch are: (1) Starting something new for you and/or for the
organization. (2) Forging a new team. (3) Creating new systems/facilities/staffs/programs/procedures. (4)
Contextual adversity (e.g., uncertainty, government regulation, unions, difficult environment). Seven types
of start from scratches: (1) Planning, building, hiring, and managing (e.g., building a new facility, opening
up a new location, moving a unit or company). (2) Heading something new (e.g., new product, new service,
new line of business, new department/function, major new program). (3) Taking over a
group/product/service/program that had existed for less than a year and was off to a fast start. (4)
Establishing overseas operations. (5) Implementing major new designs for existing systems. (6) Moving a
successful program from one unit to another. (7) Installing a new organization-wide process as a full-time
job like Total Work Systems (e.g., TQM/ISO/Six Sigma).
Section 6: Learning from Your Plan
These additional remedies will help make this development plan more effective for you.
Learning from Experience, Feedback, and Other People
 1. Using Multiple Models
Who exemplifies how to do whatever your need is? Who, for example, personifies decisiveness or
compassion or strategic agility? Think more broadly than your current job and colleagues. For example,
clergy, friends, spouses, or community leaders are also good sources for potential models. Select your
models not on the basis of overall excellence or likeability, but on the basis of the one towering strength (or
glaring weakness) you are interested in. Even people who are well thought of usually have only one or two
towering strengths (or glaring weak-nesses). Ordinarily, you won’t learn as much from the whole person as
you will from one characteristic.
 2. Being a Student of Others
While many of us rely on others for information or advice, we do not really study the behavior of other
people. Ask what a person does exceptionally well or poorly. What behaviors are particularly effective and
ineffective for them? What works for them and what doesn’t? As a student of others, you can deduce the
rules of thumb for effective and ineffective behavior and include those in your own library. In comparing
yourself with this person, in what areas could you most improve? What could you specifically do to improve
in ways comfortable for you?
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 3. Learning from Bosses
Bosses can be an excellent and ready source for learning. All bosses do some things exceptionally well
and other things poorly. Distance your feelings from the boss/direct report relationship and study things that
work and things that don’t work for your boss. What would you have done? What could you use and what
should you avoid?
 4. Learning from Mentors and Tutors
Mentors and tutors offer a special case for learning since the relationship is specifically formed for learning.
You need to be open and nondefensive. You need to solicit and accept feedback. This is a unique
opportunity for you to get low-risk, honest, and direct feedback on what you do well and not so well.
 5. Learning from Remote Models
Many times you can learn from people not directly available to you. You can read a book about them,
watch tapes of public figures, read analyses of them, etc. The principles of learning are the same. Ask
yourself what they do well or poorly and deduce their rules of thumb.
 6. Consolidating What You Learn from People
After using any source and/or method of learning from others, write down or mentally note the new rules of
thumb and the principles involved. How will you remind yourself of the new behaviors in similar situations?
How will you prevent yourself from reacting on ―autopilot‖? How could you share what you have learned
from others?
 7. Getting Feedback from Bosses and Superiors
Many bosses are reluctant to give negative feedback. They lack the managerial courage to face people
directly with criticism. You can help by soliciting feedback and setting the tone. Show them you can handle
criticism and that you are willing to work on issues they see as important.
 8. Openness to Feedback
Nothing discourages feedback more than defensiveness, resistance, irritation, and excuses. People don’t
like giving feedback anyway, and much less to those who don’t listen or are unreceptive. To help the
feedback giver, be open, listen, ask for examples and details, take notes, keep a journal, and thank them
for their interest.
 9. Learning from Bad Bosses
First, what does he/she do so well to make him/her your boss? (Even bad bosses have strengths.) Then,
ask what makes this boss bad for you. Is it his/her behavior? Attitude? Values? Philosophy? Practices?
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Style? What is the source of the conflict? Why do you react as you do? Do others react the same? How are
you part of the problem? What do you do that triggers your boss? If you wanted to, could you reduce the
conflict or make it go away by changing something you do? Is there someone around you who doesn’t
react like you? How are they different? What can you learn from them? What is your emotional reaction to
this boss? Why do you react like that? What can you do to cope with these feelings? Can you avoid
reacting out of anger and frustration? Can you find something positive about the situation? Can you use
someone else as a buffer? Can you learn from your emotions? What lasting lessons of managing others
can you take away from this experience? What won’t you do as a manager? What will you do differently?
How could you teach these principles you’ve learned to others by the use of this example?
Learning from Courses
 10. Strategic Courses
There are a number of courses designed to stretch minds to prepare for future challenges. They include
topics such as workforce diversity, globalization, the European economic community, competitive
competencies and strategies, etc. Quality depends upon the following three factors: (1) The quality of the
staff. Are they qualified? Are they respected in their fields? Are they strategic ―gurus‖? (2) The quality of the
participants. Are they the kind of people you could learn from? (3) The quality of the setting. Is it
comfortable and free from distractions? Can you learn there?
The greatest weakness of all is the great fear of appearing weak. Jacques Bénigne Bossuet – French bishop
and theologian
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Suggested Readings
Arredondo, L. (2000). Communicating effectively. New York: McGraw-Hill.
Bing, S. (2002). Throwing the elephant: Zen and the art of managing up. New York: HarperBusiness.
Chaleff, I. (2003). The courageous follower: Standing up to and for our leaders. San Francisco: Berrett-Koehler
Publishers.
Charan, R. (2001). What the CEO wants you to know: How your company really works. New York: Crown
Business.
Crowley, K., & Elster, K. (2006). Working with you is killing me: Freeing yourself from emotional traps at work.
New York: Warner Business Books.
Dobson, M., & Dobson, D. S. (2000). Managing up! 59 Ways to build a career-advancing relationship with your
boss. New York: AMACOM.
Gabarro, J. J., & Kotter, J. P. (2008). Managing your boss. Boston: Harvard Business School Press.
Harvard Business School Press. (2008). Managing up. Boston: Harvard Business School Press.
Hayes, J. (2002). Interpersonal skills at work. New York: Routledge.
Jay, R. (2002). How to manage your boss: Developing the perfect working relationship. London: Financial
Times Management.
Mann, S. (2001). Managing your boss. Hauppauge, NY: Barron’s Educational Series, Inc.
Useem, M. (2003). Leading up: How to lead your boss so you both win. New York: Three Rivers Press.
Weiner, D. L., & Lefton, R. E. (2002). Power freaks: Dealing with them in the workplace or anyplace. Amherst,
NY: Prometheus Books.
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