The purpose of “Supercharge Your Career in Today’s Tough Market” is to create a platform that brings together CUNY students and alumni as well as well as the general public who are stalled, uncertain about, or in need of the skills involved in finding then applying and interviewing for a job in their chosen career.

Class size is limited in order to create a highly interactive environment.  There were 13 students in the first summer program who bonded very quickly since they had one thing in common:  how to present their best selves to potential employers.  Each person was supportive of the other, offering suggestions, words of inspiration, and leads to job opportunities.

Selected from participants after five weeks of meetings include:

I feel very self-confident and ready to apply what I learned.

You helped me see how I can position my skills to advance my career.

I’m going to go on informational interviews so that I can practice my interview story.

The profile of this group included a former Wall Streeter who has been out of work for almost two years, a woman who had worked for a company for over 20 years until the firm succumbed to the recession, an administrator with many years experience who was ready to find a job that held more meaning for her, a graduate student going for her M.B.A. who wanted a job, another M.B.A. student who wanted to apply for an internship, and a junior in college who wanted to get a head start on his career search.

Everyone participated, bringing in resumes for me to review, drafting and practicing elevator speeches for the networking meetings and professional association events they were going to attend, and role-playing interviews that included the tough questions.

It was a pleasure teaching this class and leading individuals to their common goal:  a way to contribute and earn rewards for their intelligence, skills, and natural talents.

I wish them my former students all the best in their searches.  If you are interested in finding out more about supercharging your career, please contact Linda Moore at 646-312-3620 or Linda.Moore@baruch.cuny.edu.

Spring 2010---A Management Approach to Organizational Behavior

When I look at the picture, I see my spring 2010 class of “A Management Approach to Organizational Behavior”—a class that whether they liked it or not, moved out of their comfort zones to meet and excel at challenging course expectations.

When I look at the picture, I see a microcosm of Baruch College, the nation’s most ethnically diverse campus of over 15,500 students who speak 110 languages and come from 160 countries.

When I look at the picture, I see decision makers who will climb the corporate—or small business—ladders to achieve the success that they so much want to attain.

When I look at the picture, I see the future, a future that includes other students in classes like mine who will take what they have learned in college and use it to be effective and efficient managers and leaders.

When I look at this picture on my computer or now posted on my blog, I smile.  These “students” are part of today’s workforce.  While working to be a leader, they are making a difference in people’s lives as a manager, an intern, a small business owner, an executive at their parents’ company, a receptionist at a medical office, a technology lab assistant.  They are working to be managers and leaders, and in that process using directly or indirectly the knowledge that they gained in my class.

When I look at this picture, I see these and other individuals who in coming years will be making decisions about the future of America.  I like to think that the curriculum of the class that they took with me will help them make those decisions.  That required essays to examine their organizational behavior; identify and understand the bully or the procrastinator or the older worker in the workplace; acquire a realistic perspective on women in leadership from guest speakers and conference panelists; and compare a founding father with a technology pioneer helped to put innovation and risk-taking into a meaningful and historical context.

Part of my students’ final written assignment was to write about workplace 2020—what they will be doing, how they will be working, where they will be doing that work, etc.  Their essays included finding work-life balance and needing to be continuous learners.  One student, the only one in a class where everyone included technology as part of their future, mentioned that soft skills—interactions with others—will also be needed.

Relationships are part of the future.  My relationship with my students was a rewarding one, one where I could see the future develop during each and every class.  I salute my class of spring 2010 and wish them great achievement.

Last year’s 5-session program on “Supercharge Your Job Search” sponsored by the Zicklin School of Business at Baruch College was so well received that I was invited to present the workshop again this year.

This intensive program is for the general public in the greater New York City area as well as for students and alumni of Baruch College—or any CUNY school.  Specifically, it is targeted to those who are looking to promote their talent by mastering the skills needed for finding that new job, being noticed for advancement where they work, or transitioning to a new career.  Review of resumes, practice managing awkward interview questions, and new strategies to be noticed are included in the series.

 Those job seekers who  attended previously found great value in the program:

• Great!  After a role-playing exercise, I got instant feedback from the class and instructor on my interviewing skills.
• The class gave me the tools that I needed to start my job search.
• Sharing and doing exercises pushed me to realize the importance of networking and maintaining relationships.

 The series of five-sessions will allow each participant to identify their goals, learn effective job search skills through role-plays and interactive exercises, and gain greater confidence to demonstrate a strong workplace presence.  PLUS:  everyone will take the Strong Interest Inventory to identify possible career paths and other assessments to improve self-awareness. 

Along with being an Adjunct Instructor at Zicklin, I’m a trained executive coach who specializes in developing leaders and helping professionals identify and achieve their goals.  I’ve worked with many executives to position themselves for advancement and to develop resumes that help them make a career transition.

 There is a charge of $120 for this program which includes the Strong Interest Inventory and interpretation of other assessments.  Class size is strictly limited.

The program will start on Wednesday, June 16, from 6:00-8:00 p.m. and continue each Wednesday evening at the same time through July 14.

Registration closes on Wednesday, June 9^th.

The workshop will be held in the Newman Vertical Campus, Room 9-215, of Baruch College at 24th & Lexington Avenue in Manhattan.

For further assistance and registration contact Linda Moore at (646) 312-3620 or Linda.Moore@baruch.cuny.edu.

It’s a great opportunity.  Hope you can attend!

If you are scheduled for a stay interview and want to be clear on what you need to remain at the company, try using the “Mojo” process that Marshall Goldsmith describes in his book, Mojo: How to Get it, How to Keep It, How to Get It Back If You Lose It.

If you’re thinking that mojo is a folk belief in the supernatural powers of a voodoo charm, you’re right.  It’s used in other contexts to describe alignment of one’s energy so good things can happen.  Ever hear a recording of American blues musician Muddy Waters singing “Got My Mojo Working”?  Listen and you’ll understand mojo.

Goldsmith, one of the top ranking executive coaches in the world, has brought Mojo into the business world: “Mojo is that positive spirit toward what we are doing now that starts from the inside and radiates to the outside.”

Below are his four vital ingredients that combined will bring you clarity and great Mojo.

1. IDENTITY
“Who do you think you are?”  The key to answering the question is to be honest and truthful about how you perceive yourself.  This is not about what others think of you; it is about your self-assessment.  Don’t back away from owning and sharing your self-appraisal.

2. ACHIEVEMENT
“What have you done lately….that have meaning and impact?”  A good question, isn’t it?  With many of my coaching clients, I suggest they write a monthly report and e-mail it to their supervisor regularly.  Although the supervisor may never acknowledge or mention it, you will be aware of your accomplishments—and ready for your annual performance review.

Goldsmith looks at achievements from two perspectives:  “What we bring to the tasks?” and “What the task gives to us?”  Think about your answers and dig deep to find your truths about the give and take of what you do.  “Until we can honestly put a value on what we’ve accomplished lately, we may not be able to create or regain our Mojo,” are words the coach uses with a CEO or her reports.

3. REPUTATION
“Your reputation is a scorecard kept by others,” Goldsmith writes in yet one more best-selling business book (to see more go to http://marshallgoldsmithlibrary.com).  What he says is true, especially in a world where online networking, communication, and evaluation websites (such as www.RateMyProfessors.com) offers ways to influence an individual’s reputation.  Questions you can ask yourself about your reputation include, “Who do other people think you are?  What do other people think you’ve done lately?”  (Visit www.ReputationDefender.com if you want help to monitor and manage your reputation.)

4. ACCEPTANCE
“What can you change and what is beyond your control?”  Another good question, isn’t it?  I’ve written about acceptance before as too many of my clients perseverate about what they can’t change and don’t invest their valuable time in what they can change.  “When Mojo fades, the initial cause is often failure to accept what is—and get on with life.”

Feeling any Mojo from answering the above questions?  Are you feeling a positive spirit toward what you are doing that starts inside and is radiating out so that others can experience your best self?

 Want to know your Mojo score?  Go to www.mojothebook.com to download a guide to Mojo and the Mojo scorecard.  Using these tools can improve your self-awareness.  The process can also help you set priorities and gain clarity when you are called in for a stay interview—or decide that it is really your exit interview.

Last August, my niece and I went to see “Julie & Julia”—a delightful movie about the life of Julia Child who, in 1948 and in her mid-thirties, discovered her career as a French chef and educator then evolved into a major cookbook author and television personality and making public appearances until her death in 1992.  The character “Julie Powell” was portrayed in the movie as a young writer whose job was to answer phones for those needing help after 9/11.  She felt frustrated at work and started a blog about Julia Child.  She also decided that she was going to cook 524 recipes from Mastering the Art of French Cooking co-authored by Julia Child in 365 days.

This spring, this same  niece lent me her copy of My Life in France, an autobiography of Julia Child written with Alex Prud’homme.  I started reading it at a pace of about 10 pages a day.  However, when I was about 100 pages into the book last weekend, I thought, “Why am I reading this?  I don’t really like French food!  I grew up on the basics, I cook the basics and I eat out to savor complicated dishes.”  Not one to give up on a book, however, I began to think about why I should continue reading and that brought me to remembering the first time I heard about Julia Child.

When I was a junior at the University of California at Berkeley, I had a part-time job as a work-study student in the Art & Music (A&M) Department at the Main Branch of the Berkeley Public Library.  As a Librarian’s Assistant, I helped patrons locate books, albums (!), and prints of major artists.  And I was also to report the behavior of a regular visitor—one of the many “characters” who at times put mirrors on the top of their shoes and stood very close to a female patron who was wearing a skirt.

Bruce Munly was the Librarian for A&M and manager of one full-time and many part-time employees.  Other part-time people included four middle-aged (and slightly older) women married to college professors and another Berkeley undergraduate student (he later became my husband).

“What did you think of Julia?” was Mr. Munly’s ritual greeting when one of the women arrived in the department.  They then would proceed to talk about the delicacy that Julia had prepared on the latest episode of “The French Chef” on our local public broadcasting station.  It was “all about Julia” for the first ten to fifteen minutes of a woman’s shift—and would often be revisited, many times when another gourmand arrived to talk about what Julia had prepared.

An effective manager who made the most of this diverse group, Mr. Munly organized a staff dinner once or twice a year.  This potluck supper was held at his or one of the women’s homes, often one in the Berkeley Hills with a spectacular view looking out beyond the Golden Gate Bridge.  When it came time to volunteer to bring food to the dinner, Mr. Munly and the women would decide which dish they would bring—usually a “Julia” dish.  The college students and the full-time employee would bring wine, bread, and possibly dessert—first asking the “elders” for specific instructions on what to buy.

Memories of one—if not the best—workplace experience of early career came flooding back to me last weekend as I turned each page of My Life in France.  Ignoring the world outside, I gave myself the afternoon to follow Julia’s journey through her writing career which she embraced enthusiastically and spent the evening learning how she had found her way to television.  Reading her book was like eating a good meal; I finished it feeling satisfied and satiated with good memories.

Looking back at his management style, I see how Mr. Munly maximized the talent he had in his small department.  He created a congenial atmosphere—based in part on Julia’s recipes—where he engaged and motivated his team to be productive through food, a love of the arts, and a great spirit.

At the close of each episode of “The French Chef”—and at the very end of her book—Julia wishes everyone a bon appétite!

As I asked at the beginning of this post, what is your recipe to be an effective manager?  No matter your “cuisine,” or your particular management style, I wish you time to think about how you manage.  Specifically, what is the thread of the conversations you have with your staff members and how do you connect with them on a regular basis?

While you are creating and enhancing your own recipe of effective management, I wish you bon appétite!

 Vicarious modeling is a process during which you can gain self-confidence while watching others perform a task similar to the one you are doing.  Through observation, you can picture yourself performing that same way.

 “Prof. Ogletree,” was the answer I gave to my students.  Although I’ve had many good professional role models in my career, Charles J. Ogletree topped my list that evening.  Today, Ogletree is the Jesse Climenko Professor of Law and the Director of the Charles Hamilton Houston Institute for Race and Justice at Harvard Law School.  Former instructor of President Barack Obama and his wife Michelle when they attended Harvard, Prof. Ogletree is an esteemed and prolific writer and public speaker involved in sometimes controversial and embarrassing situations.  Yet, his style of conducting a college class has remained my model for almost twenty years.

 In 1990, I transitioned my master’s degree in early childhood education into a career as an Adjunct Faculty member in the City University System.  Sometime in the 1990’s, I watched a weekly program on PBS that featured Prof. Ogletree conducting a class of what were probably his law students.  I forget the name of the program but I can’t forget his “in the face” type of approach when educating his audience.  He sat down on a desk near his students, he called on everyone, and he relentlessly challenged the answers and the assumptions they offered.

 Watching Prof. Ogletree over a long time, I vicariously became him in not just college classrooms but corporate classrooms where I would teach employees how to use technology, manage workplace relationships, or engage in innovative exercises.

 During my “performance” each evening when I’m teaching students at Zicklin, I am “in their faces,” moving around the classroom to be physically close to individuals while challenging them to provide “stretch” answers that expand their horizons.  I call on every one of my almost 30 students in each session, requiring them to state their opinion on a topic, explain a concept, or come up with another idea on how to deal with a difficult employee.  I push them out of their comfort zones and they answer back with a willingness to be in-the-moment and to perform on the classroom stage.

 While watching Prof. Ogletree on TV, I incorporated his style into my training as an educator.  I felt capable of performing the role because I earned positive feedback from my students and on faculty evaluations.

 I love teaching and I thank Prof. Ogletree’s style of teaching during his shows on PBS for the vicarious modeling he provided.

The panelists addressed how to remain relevant, successful, and satisfied in an evolving career; investments in nips and tucks to stay looking young; and the legal implications of aging in the workplace.  And we had just the right professionals  on our panel to talk about these topics:  Jane Cranston, Managing Director, Executive Coach NY and Great Job in Tough Times; Wendy Lewis, President, Wendy Lewis & Co., a global aesthetics consultant who is popularly known in the media at “The Knife Coach” and is founder of a the popular website called BeautyintheBag.com; and Doris Traub, of Traub & Traub PC, Esquire, who has devoted her thirty-year career as a lawyer to advocating on behalf of employees who have faced workplace discrimination.

Leigh, Wendy Lewis, Jane Cranston, Doris Traub, Lynda Johnson

Before asking questions, I offered some background information on the need for this program.  As an Adjunct Lecturer in the Management Department at the Zicklin School of Business and an older worker, I am able to take the pulse of different groups and serve as a bridge to communicate effectively across the ages.   My “Pearls of Wisdom” to the group of around 40—only one woman was in her 20’s and one in her 30’s— served as a good introduction.

1.  Be Precise with Terminology:  This semester, one of my students wrote a paper on “The Elderly in the Workplace.”  Yipes!  Was my first reaction.  Wasn’t he in class the evening I gave “the lecture” that the term to use is “older” not ”elderly.”   The first request I had of Doris was to define the difference between “elderly” and “older.”  She was very definite in stating that the term elderly is not appropriate for any workplace, that the connotations are negative, and that the assumptions that go along with the word elderly are possibly discriminatory.   Jane gave a wonderful example of a woman who sought out her coaching services.  Her client was 80-years-old and wanted help to define her next career.  Some might call this woman “elderly.”  I’d call her resilient and resourceful.

2.  Understand the Statistics:  There has been a 134 percent increase in the number of workers over the age of 55 who are looking for work since December 2007.  Today, about 7% are over 55 and working.  Over 20% of the workforce is expected to be 55 and over by the year 2015.  Older workers want and, in many cases, need to work since many of their retirement investments disappeared during the worst economy since the Great Depression.   Workers 40 and older (even younger ones) are seeking some form of image enhancement to keep a youthful appearance.  Wendy said that though her business slacked off last year, she is doing better in 2010 in part because of the men who were formerly on Wall St.  Now looking for work, they want to look and feel younger to compete for positions that they used to have in the financial services industry.  The most popular enhancement for both women and men is to get rid of crows feet around the eyes.

3.  Performance Perception:  The number one consistent complaint I hear from my 20 something students is that the older worker is resistant to change.  And that they are reluctant and outright refuse to learn how to use computer programs.  In some cultures, older men and women are seen as wise because of their age.  In our culture, wisdom is to be acquired by learning how to navigate a keyboard to help them  send e-mails and manipulate databases.  Wendy is very well connected on LinkedIn, Facebook, etc. and Jane is a great example of someone who knew that technology was part of building her business and has successfully taught herself.

After the program, one of the attendees came up and told me it was an excellent panel.  In fact, she told a lot of people she was so inspired to be, at 69, opened up to growing in new ways.  She wrote on her evaluation that she would no longer refer to herself as “this old gal” and that she would push herself to ask for and get training on the computer. 

Staying relevant and open to growth, it’s definitely not over for those 40…50…60…70…80!

Sufia Farha, President of WIB,  and her team of dedicated, organized, and helpful students made the evening an enjoyable one for everyone.  I did not want to turn down the opportunity to be the moderator for the third year in a row but I also had a class in “Organizational Behavior” to teach during the exact time of the panel.  A resolution was to assign “Women in Leadership” as my students’ next written assignment, require my class to attend, and give these achievement oriented students the opportunity to be part of an event that evening students do not often get the chance to attend.

Leigh, Virginia McNeil Montague, Lenore Janis, Heather Maloney, Dr. Barbara Lawrence, Diane Garnick

One of my students came up to me at the close of the program and said, “I’m grateful that you required us to attend.”  Later that evening, another student wrote me an e-mail in which she said, “Thank you for inviting us to such an invigorating event.  It was way better than I thought it would be.”

Why was it ”way better”?  The inspirationalprofessional  knowledge the guests offered. 

The keynote address by Diane Garnick brought audience members—and panelists—to tears when hearing of the adversities she overcame and how she challenged herself to enter the world of finance.   One “Pearl of Wisdom” Diane shared was, ”If your palms aren’t sweating enough, your game isn’t big enough.”  Today, after sweating a lot, she is an investment strategist at Invesco, an investment management company.  To read more about Diane and her volunteer work, here’s a link to her facebook page http://www.facebook.com/pages/Diane-Garnick/188133090053?v=info 

The WIB committee had developed a series of questions for the panelists and I had the opportunity to ask these inquiries (with a little embellishment) on behalf of the young women just starting their careers.

Panelists included Heather Maloney, Executive Director, Hope & Heroes Children’s Cancer Fund; Lenore Janis, President, Professional Women in Construction National; and Virginia McNeil Montague, President of The New York Coalition of One Hundred Black Women.

Each response from the panel brought helpful insights into the lives of women who hold executive leadership positions.  One particular question from the audience brought this series of replies:  “Do whatever scares you.”  “Life is a series of trials and tests.”  “Go to the gym.”  What was the question?  I don’t remember.  What I do know is that the answers represent the ways that these women faced, managed, and overcame the obstacles in their careers.

Near the end of the question and answer period from the audience, I noted that about one-quarter to one-third of the audience were males.  Yet, not one male asked a question.  “Okay,” I said.  “It’s time for a man to ask a question.”  One of my students raised his asked and asked the panel, “What can men do to help women succeed?”  The overall answer from the panelists was, “Men need to talk to women to hear what they need.  And men need to talk to talk other men about what women need.  They also need to work with women so that they can understand and help women get the respect and acknowledgement they have earned in the workplace.”

Leigh with the wonderful Women in Business team

It was a great evening for so many reasons.  One of which is that after stepping off the dias at the end of the panel, I was invited to be the moderator for the Fifth Annual Pearls of Wisdom Women’s Leadership Conference.  I’m looking forward to the event already.

“The Bull Pissed in My Living Room:  Prof. Leigh’s Guide to Recession Resilience,” LTR’s latest level playing playing field special report, is my way of putting together the pieces of what I experienced and the process that brought me to a really good place in my life.

“Bull”  will be formally introduced at today’s meeting of the Employee Assistance Professionals Associaion (EAPA)-New York Chapter.  I chose this opportunity to let others know about my report because it explains the complex factors that can impact workplace intelligence.  It’s also a good venue  because I’ll be the moderator of a panel discussion on “It’s Not Over Yet!  You Still Have a Chance:  Resilience and Reinvention in the Older Worker.”

 Like others who have been dramatically impacted by the worst economy since the Great Depression, I wondered how I had the strength and resiliency to survive my “worst case”—the downturn of business and sale of sale of my recently renovated co-op apartment on Manhattan’s tony Upper West Side.  Using a format similar to that in “Temping with Tycoons” and my other well-received special reports, I tell the story of not just how I reinvented myself but what I learned during the process.  And how, now, I’m enjoying a “best case.”

A natural educator (strangers on the subway ask, “You’re a teacher, aren’t you?”), I use what I experienced as a platform from which to inform, inspire, and instill in readers greater awareness to face their own “bull.”  At the end of each chapter, I include “Resilience Guideposts”— helpful suggestions on how to navigate succesfully on your evolutionary highway.

To download your copy of “The Bull Pissed in My Living Room,” click on the link below.  After you read it, contact me with your feedback.

The Bull Pissed in My Living Room by Leigh Henderson

 “March is Women’s Month at Brandeis” was the headline on a brochure that caught my attention one day as I was going through the VP’s mail.  I carefully read the list of all the events being scheduled throughout the month and looked for one I could attend.  “What about a program for the women who work on campus!”  I thought after not finding even one program. “Don’t we exist?”

Leigh (l), Moderator, "9 to 5 The Brandeis Way"

 Taking the initiative, I met with a Women’s Studies professor and proposed a panel discussion called, “9 to 5 The Brandeis Way.”  We discussed my idea of having women I knew from different departments share their stories about job sharing, part-time work, and other experiences of being employed at the university.

 “If one person shows up for the program, consider yourself lucky,” the professor kindly cautioned.  Her words made me more determined to develop an audience.  I created a flyer and posted it around campus, submitted a news release to the local paper, contacted professors I knew, and tried to be positive that in addition to the panelists and my then husband, other people would attend the event.

 Seventy-five staff, students, and faculty showed up for “9 to 5 The Brandeis Way,” the first of what became a series of panel discussions on workplace issues.  The event was a success and, as my career evolved, a path I continued to travel.

 Thursday, March 18, 5:30p.m.-8:30p.m. The Fourth Annual “Pearls of Wisdom” Women’s Leadership Conference, Baruch College.

This is my third time as moderator of the panel and I’m very enthused about the executives that the “Women in Business” committee has selected. The keynote speaker is Diane Garnick, Investment Strategist, Invesco Ltd. Panelists include Heather Maloney, Executive Director, Hope & Heroes Children’s Cancer Fund; Lenore Janis, President, Professional Women in Construction National; and Virginia McNeil Montague, President of The New York Coalition of One Hundred Black Women. The event is free to students (dinner with wine included). For more information, visit Baruch’s “Women in Business” website at http://baruchwib.webs.com/ or contact Sufia Farha, President, Women in Business, at sufia.farha@gmail.com

 Tuesday, March 23, 1:00p.m.-3:30p.m. “It’s Not Over: You Still Have a Chance! Reinvention and Resilience in the Older Worker” hosted by the Employee Assistance Professionals Association-New York City Chapter (EAPA-NYC).

As Co-Chair of the EAPA-Women’s Issues Committee, I had the pleasure of moderating a panel on the multigenerational workplace last year. This year, the panel is focused on ways those 40 and over can remain positive and competitive in the job market. Lynda Johnson, my Co-Chair, will welcome the audience. The panel I’ll moderate includes Jane Cranston, Managing Director, Executive Coach NY; Doris Traub, Traub & Traub, P.C., attorney specializing in age discrimination in the workplace; and Wendy Lewis, President, Wendy Lewis & Co. Ltd, a Global Aesthetics Consultancy—an image enhancement consultant dubbed “The Knife Coach®” by the media. The fee for the event is $20 for a guest. To confirm times and get location, please contact Barbara Friesner at barbara@agewiseliving.com