logo
Ask the Amys: Favoritism, Unsupportive Managers, and More

Ask the Amys: Favoritism, Unsupportive Managers, and More

AMY GALLO: Okay, time for Ask the Amys.
AMY BERNSTEIN: This is when listeners send us their dilemmas. They may be interpersonal, they may be with their managers, they may be about their own professional development, and we chew them over and share our thoughts.
AMY GALLO: That's right. And today's questions are around returning from maternity leave, dealing with an unsupportive manager, being taken seriously as a first-time manager, plus a couple other things.
AMY BERNSTEIN: Let's start with a question about returning to work after having a baby.
AMY GALLO: Yeah. Okay, so I'm going to read this one to you.
AMY BERNSTEIN: Alright.
AMY GALLO: This is from a listener who is back at work pretty recently, and she asks, 'How can a woman returning from a career break or maternity leave effectively handle comments or advice from senior leaders such as, 'Take it slow. Your family is important,' or 'don't pressure yourself' when you express interest in taking on more responsibilities or pursuing growth opportunities. As a new mother, I find myself second-guessing whether I should aspire for growth or take on challenges, especially after receiving well-meaning advice to just slow down. How can I balance these external perspectives with my own ambitions?'
AMY BERNSTEIN: Well, let's start with stop second-guessing yourself.
AMY GALLO: Yes.
AMY BERNSTEIN: No one knows you better than you know yourself, right?
AMY GALLO: Yes.
AMY BERNSTEIN: So in the moment you can say, 'No, I'm pretty sure I want to take this on.' And if the person keeps pressing, you can say with a smile on your face, 'If I were returning from paternity leave, would you be saying this to me?'
AMY GALLO: Right.
AMY BERNSTEIN: Right?
AMY GALLO: Yeah. Well, and I'd like even to draw contrast to say, 'I know some people like to slow down after they have kids.' Don't say women. 'I know some people like to slow down after they have kids. That's not where I'm at right now. So, I'd love to talk about my opportunities. How can I drive this forward?'
AMY BERNSTEIN: At some point you have to move along, and so changing the subject to topic A, which is, 'I want to take on this responsibility. Here's how I'm thinking about it.' No excuses. No, 'I know I'm just back from having a baby.' No, 'I know I have a lot of responsibilities.' You have to explain that. You're professional, right?
AMY GALLO: Yeah. And I think the other thing, because if we assume the comments are well-meaning, it may be that that person's experience was that they wanted to slow down. So, you might even ask them questions. 'Oh, what was it like for you after you returned to having kids? What were your challenges? Oh, I think I'm in a different position. Here's where I am. This is what I'm thinking.' So just acknowledging that they're probably giving you advice from their own perspective—'cause that's what most of us do—but that it may not be relevant to you. And she may have to even say, 'You know what? I'll make the call about the pace at which I want to go, but I have a lot of ambitions. Let's talk about how you can support me in those.'
AMY BERNSTEIN: But do remember it probably comes from a good place.
AMY GALLO: Even if misguided.
AMY BERNSTEIN: Even if it's misguided and fantastically annoying.
AMY GALLO: All right, should we do another one?
AMY BERNSTEIN: Yeah. This one is about being taken seriously as a first-time manager. So, I'll read you the questions.
AMY GALLO: Okay.
AMY BERNSTEIN: 'I've recently had a big promotion and have transitioned from an individual contributor to a people manager overnight. I'm now managing 43 people.' Good lord. That's a lot of people.
AMY GALLO: That's a lot of people.
AMY BERNSTEIN: 'I've had no training, preparation, or guidance from my company. The team is great with a wonderful culture and vibe, but they're not the most productive. How do I navigate this new role, be productive, solve problems, and move projects forward without being perceived as an a-hole? I am a nice person and love people, but need to move projects forward and show that I am a competent manager.' Solve that problem, Amy.
AMY GALLO: That's an easy one. Well, number one, listen to our series, How To Manage. You'll get some great advice from that. Number two, I really appreciate what she's trying to do: being taken seriously, prove that she can get this team in top shape, that they can be productive. Before she takes action though, I would encourage her to do some thinking around, what does productivity mean in this case? How do you know they're not productive? What's the data? Where are you getting that information and how is the team comprised? I mean, she's got 43 people. I think she's got to understand a little bit about what's on their minds, what's holding them back. There's a difference between, we're not productive because the culture here is one of slightly slacking off and not putting a hundred percent in. Or it could be that there's another team who's standing in their way, so they're not able to move things forward.
AMY BERNSTEIN: So diagnose the problem.
AMY GALLO: Exactly.
AMY BERNSTEIN: And bring other people in—people you trust, and probably members of that team because you want to get their perspective, right?
AMY GALLO: Yeah. I would choose a few well positioned influential people on the team to start actually having the conversation with, to understand what's going on, what's holding back, what are the challenges, how do you see this? I would also really be very in close touch with her boss because it sounds like she's trying to prove something that she can be a good manager to this ginormous team, that she can turn things around. But what are the expectations from the senior leaders here?
AMY BERNSTEIN: But also when you're talking to your manager, I wouldn't say what are your expectations? I would set expectations because your manager is going to say, 'I need you to do this yesterday.' And what you can do in your new role, 'cause by the way, you get a grace period in your new role, is say, 'I'm going to need X number of weeks just to understand what's going on here, and I'm going to need a little time after that to restructure my team.' Not, 'Can I restructure my team?' 'I need to restructure my team. I cannot have 43 direct reports.'
AMY GALLO: Oh my God. Review time. Review time with 43 direct-
AMY BERNSTEIN: 43 direct reports is at least 35 too many. I just want to call out an article that I think is one of the most helpful for people who are moving into this new role. And it's a classic called 'Becoming the Boss' by Linda Hill.
AMY GALLO: Such a good article.
AMY BERNSTEIN: Such a good article, and it really lays out the difference between solo contributor roles and managerial roles. But it also lays out—I found this helpful when I first moved into a managerial role—the kinds of misunderstandings that we all take into our new role and it'll save you an awful lot of pain. So, I cannot recommend this highly enough.
AMY GALLO: What I like about it is Linda also normalizes the fact that this is hard to do. The learning curve is going to be so huge. So I think thinking about who does she need, people on the team, her direct manager, is there a mentor in the organization who's been managing for a while?
AMY BERNSTEIN: That's smart. Yeah.
AMY GALLO: Who can she get to be supporting her through this transition?
AMY BERNSTEIN: And then one more thing is that it is no secret to her team that she has been recast in a role that is very new to her. So, I would say she should be kind of transparent about this, that 'I'm learning and I'm going to need help from all of you.' Don't turn yourself into a reaction bot. You have to be true to yourself. You have to figure out who you are as a manager and as a leader. And you don't have to bend to everyone's feedback, but you have to sift through all the feedback and pick out the stuff that's going to help you do your job better.
One of the things you want to be transparent about is the goal. And then I would, with transparency, pull the people who are going to have to achieve whatever the goal is together into the conversation about how and make them co-owners of the plan. Right?
AMY GALLO: Yep, absolutely. So she's not the only one. I mean that question around, I love relationships but I'm afraid of being perceived as a jerk… one of the misconceptions about management is that you can either be compassionate or you can hold people accountable. And you can do both at the same time.
AMY BERNSTEIN: You can. And just think about how you feel, dear listener, when your manager is indecisive. Being decisive is not the same as being a jerk, right?
AMY GALLO: Yeah.
AMY BERNSTEIN: People want direction and you are there to provide direction and you would not be doing your job if you weren't providing direction. But when you're providing direction, it's important to explain the why behind the what so that people understand how you made decisions and so that they can make decisions themselves in alignment with the goal, right?
AMY GALLO: Yep. My empathy goes out to this woman for sure.
AMY BERNSTEIN: Oh my gosh. I would really start with those 43 direct reports. That's impossible.
AMY GALLO: And at least close contact with her manager, understanding what's expected of her, but also making some strong relationships on that team right away so that she can navigate it.
AMY BERNSTEIN: Absolutely.
AMY GALLO: But also what an opportunity. I mean, she must have been psyched when she got that role.
AMY BERNSTEIN: This is such a vote of confidence and I hope that she doesn't lose sight of that.
AMY GALLO: Yeah, agreed. Alright, let's take the next one. So this person writes to us and says, 'I'm currently four years into my project management role and starting to look for what's next. I feel like my manager is not supportive enough. The topic of career progress only comes up when I initiate it. Last year in my end-of-year review, there was nothing I needed to improve or work on, but nothing new on the horizon either.
'I once brought up the topic of possibly doing an MBA and her first response was, 'but I didn't do that either.' When I asked to do more commercial projects or work with different teams to expand my horizon, she just gives me names of people to have coffee with. It feels like the bare minimum. I think she might be secretly happy where I am because in my current role, I support her a lot and she doesn't want to lose me. I've heard from other colleagues that have confirmed this. How can I have an open conversation with her about this and push through in those moments where she deflects? She'll say things like, 'Our company is not quick with promotions or there are a few roles out there, just be patient.' I value my relationship with her, but I'm starting to feel like she's keeping me down.'
AMY BERNSTEIN: So first question: why do you value your relationship with her?
AMY GALLO: That's a good question.
AMY BERNSTEIN: Right?
AMY GALLO: Yeah.
AMY BERNSTEIN: There's no question that she doesn't want you to leave your role because that creates a big problem for her.
AMY GALLO: Yes, I agree. That is 90-
AMY BERNSTEIN: But? There's a but coming.
AMY GALLO: Well, 90% of me agrees that's absolutely the case, but there's 10% of me that reads this and thinks, is this a situation where the boss is being really bad at communicating that there just aren't other opportunities?
AMY BERNSTEIN: It might be that, but there is a way for our listener to ask and be more direct.
AMY GALLO: Yes.
AMY BERNSTEIN: So a couple of thoughts. One is to say, 'Listen, I am really feeling restless and I'm ready to move into a more challenging role.' Doing that makes it clear that you're not going to stay in this job forever, and it's very important to put down that marker. And what you want to do is give this manager– who, let's assume, wants what's right, wants what's best for you… give her a chance to do the right thing. But don't give her too much of a chance because this is your one precious life and you don't need to wait for her to give you permission to find your next role.
Being indirect isn't going to get you where you want to go. What you want to do is say, 'I've thought of ways to build my skills, but what I really want is to get to the next job and I think this may be the next job. What do you think about that?' Give her something real to respond to.
AMY GALLO: And I also think find someone who has succeeded in the way, or at least a similar way to what you're hoping to succeed at in this organization. Is there someone who has moved up several levels? Is there someone who tried out something new? Can you go to that person and say, 'What did you do? How did you get there? Who helped you? What were the conversations with HR like?' All of which is helping you then advocate for yourself, but then possibly then giving feedback to your manager and saying, 'Oh, so-and-so down the hall was able to do it by this. Their manager did this. Can you do that?' More concrete ideas about what actually works in this system, in this context.
AMY BERNSTEIN: Exactly. And then I would also pull the camera back a bit. You're a project manager. That's the hottest field out there. Business is now being organized around projects. There are organizations that serve and train project managers. You know all of them, I bet. You can meet people who may have a line to your next job. It doesn't have to be at this company. You can grow in a number of ways, but remember that you have the power to choose where you want to go. So your manager is not the only route out of this job to your next job.
AMY GALLO: And project managers are so valuable anywhere at the moment, but also within the organization. So as a project manager, there are probably other senior leaders that you're talking to. Can you cultivate them as a mentor? Can you get advice about what they would like to see you do next, about whether they did an MBA? And at no point in this whole process do you need to throw your current manager under the bus, but there's no reason that she should be the only person who's looking out for you. You have to do it and you can enlist others in helping you do that.
AMY BERNSTEIN: Alright, let's take the next question.
AMY GALLO: Okay.
AMY BERNSTEIN: 'Being relatively new to the company about two years, any advice on how to build a good relationship with my supervisor who's based in another location and has a favorite direct report? My supervisor's favorite direct report is my peer who's been working with him for nine years. She's very competent, covers a big chunk of the portfolio, and works in the same location as him. They're very close and he spends time with her for career development, provides guidance and takes her to meetings with key stakeholders. To try to mitigate our lack of proximity, I give him regular updates on what I'm doing and try to get myself involved in high visibility projects. He's also received good feedback about me from other people I work with. But I'm also finding it hard to trust him because when I share things with him in confidence, he then shares that information with my peer. That makes me reluctant to share anything with him beyond surface-level status updates.
'Additionally, the peer is very territorial, passive-aggressive and has a strong influence on the supervisor. So I'm reluctant to get close to her. I am constantly wondering if I should stay at this company or find another opportunity.' Alright, Amy. Over to you.
AMY GALLO: Yeah, just a simple one. So, there's a lot going on here. The thing I really hone in on is her comment about being reluctant to become close to the favorite. I mean, she just spent a lot of time laying out how important the favorite is. And I can imagine, given the favorite's behavior, given the position with the boss, wanting to not touch that with a nine-foot pole, and yet I feel like that might be the clue to so many questions she has; 'What does the boss care about? How do I get close to him? What do you do that is so valuable to him?'
Now, I would of course approach that very cautiously. But I think one, I would say, can you travel to their location, even if it's just for a visit, for a series of meetings, anything to just put yourself in front of them, establish a sort of more natural rapport. She talks about sending updates. To me, it feels like that she's getting a transactional relationship with this boss and this other person's getting a more genuine influence-rich relationship with the boss. And also you don't have to become friends with this peer, but can you find out a little bit more about what she's doing that the boss values so much?
AMY BERNSTEIN: And you can also ask your boss.
AMY GALLO: Yeah, yeah. I mean even saying, 'I know you value Amy so much. Are there things that I could do differently that would be more in line with your performance expectations?'
AMY BERNSTEIN: And I think building the rapport isn't a zero-sum game. In other words, the favorite isn't going to lose anything by your becoming closer to the boss. So I would strip away as much as I can, any sense that you're fighting for attention, for approval or anything. You have to get it out of your head, 'cause that'll drive you nuts.
AMY GALLO: And even if she's behaving territorially, passive-aggressively, you don't have to respond in kind. It's possible that this peer is very protective of her relationship with your shared boss because she's getting a lot of advantage from it.
AMY BERNSTEIN: And knowing what you control and focusing on that is a great way of at least growing in the job, even if the job isn't going to be the right one for you. Now, how do you know if it's time for you to look for a new job? If you have spent months and months trying to make this work for you and it's just very clear that you're not making headway, then it may be time for you to go find your next position. You don't have to be miserable. You don't have to feel like second best. This job should be an opportunity for you to grow, to demonstrate your competence, to get more and more responsibility. And if it's not happening, then it's not happening.
AMY GALLO: I would just set very clear goals around that. So in the next three months, I want to feel like I have more influence in my boss's decision, or I want to not receive snarky emails from this peer for three weeks in a row. Anything that feels both achievable, but then can also give you a sense of, I tried for this thing, it did not happen and now it's time to move on. I don't want her to feel like this will never work. I want her to try a few things, set goals. If those don't happen, then it may be time to move on.
AMY BERNSTEIN: And it's not a failure.
AMY GALLO: It's not.
AMY BERNSTEIN: If you grab the wheel here-
AMY GALLO: Yes.
AMY BERNSTEIN: … then you have succeeded in steering your own career. That's huge.
AMY GALLO: And I love the, it's not a failure, because it is so easy to feel like, what am I not doing that this other person is doing? Why can't I build this relationship with my boss? It's so easy to take it on as you are doing when sometimes the circumstances are just not right for you to succeed. And I think it's okay to recognize that.
There's one other question in here, which is really about how to build a rapport with someone who's not there. So if we take the favorite out of it, which is obviously complicating things, but how do you build rapport? This giving updates is clearly not working.
There's actually great research by Pam Hinds at Stanford around what creates a cohesive team when people are dispersed. So shared context—do we use the same systems? Are we using the same language? Shared identity—do we feel like we're actually in it together? Informal interaction, that's a really key component. And then making sure you don't have misaligned incentives or overlapping roles. So those four things, and I would think about which of those four can you leverage with your boss? Can you set up a call where it's not just an update, but it's actually an informal call? Can you say, 'Hey, could we just have a Zoom coffee? I'd love to hear what's going on in your world.' Try to sort of encourage some of that more informal interaction. Can you start using 'we' when you're talking, creating that shared identity, our team, what we care about, what matters to us, what our goal is, what our reputation? I think that can help create some of that shared identity as well.
The favorite does complicate the matters, but I think if the more you focus on building that relationship as strong as possible, these other things that we've talked about trying might be sort of a more fair experiment for you to figure out whether you can actually succeed here.
AMY BERNSTEIN: That's amazingly great advice.
AMY GALLO: All right, so the next question is from someone who has just entered a pretty male-dominated work environment and wants some advice. So she writes, 'I started a new position as a manager with a new company and industry in 2024. I report to a director and I have two employees who report to me. Before I joined, the two employees reported to my boss. I've been struggling to gain the trust and respect from these employees who already had this existing working relationship. Both employees have made comments to my boss about not trusting my abilities, which has been really hard to hear. I'll also add that I am the only woman on a staff of all men. I sometimes can't help but wonder if I'm experiencing bias from them. I feel so isolated with these thoughts as I can't get my boss to understand.'
AMY BERNSTEIN: So the first thing I want to point out is that when women are cast in new roles, particularly in mostly male environments, if they are targeted, it's almost always for competence.
AMY GALLO: Don't have the skills, aren't up for the job, don't have the technical know-how.
AMY BERNSTEIN: And we know that competence is a very important component of trust. So I think it's all sort of related, right?
AMY GALLO: Right. So if we think about the trust triangle… people have used different labels, but we can think about it as authenticity, empathy, and competence. The competence leg is getting challenged, which is affecting those other two pieces as well, which may not even be there. And I think she's right to wonder about the bias, but I worry that that's not a helpful line of thinking for her.
AMY BERNSTEIN: Right. So, what would your advice be?
AMY GALLO: First that statement that she feels alone with these thoughts—I think that's going to eat her up. So, I'm not saying ignore the bias, pretend it's not happening. I think finding a female mentor inside, outside the organization, anywhere, who you can talk this through with, who maybe has been in a similar position, has worked in a male-dominated field, I think that getting that validation and feedback might be really helpful to start.
And then I think on the other hand, she then has to think about how does she gain the trust of these two people? And I would start with her boss. I mean her boss put her in this position presumably.
AMY BERNSTEIN: And needs her to succeed.
AMY GALLO: Exactly. So, I would go to the boss and say, 'Okay, you gave me this feedback. They don't trust my abilities. What can I do? What do you know, since you managed them? What do you know about how I can gain their trust? What do you know about what matters to them? What would you recommend I do to change their perception of me? And what are you telling them?' And say, 'How have you reinforced that I was the right person?' So making sure your boss has your back.
AMY BERNSTEIN: And in that conversation with your boss, it isn't like, 'you have to go out and solve this problem, boss.' I am doing everything I can to lead this team to success. I need some backup from you because there's clearly some stuff going on and they're having these conversations with you. And then I would do exactly as you suggested, Amy. I think having direct conversations with the two people and just saying, 'Clearly we aren't clicking here, and I understand you have some concerns.' So kind of sort of calling them out. 'Why don't we discuss those concerns openly?'
AMY GALLO: I think that would be an incredibly hard conversation to initiate. But I think at this point you don't have a lot to lose.
AMY BERNSTEIN: Yeah, exactly.
AMY GALLO: And I also think that—and this is a little bit transactional, but I think it could help… is that trying to understand these people, these two men as well, and what might be feeding into this perception or this insecurity, just getting to know them a little bit better. And if there is something you can give them that they have wanted, a new resource, access to a system, access to someone else in another part of the organization, if you can be the one who gets that for them, you might earn a quick win that will just at least put you on a slightly higher playing field and you're not going to erase the bias. So I think don't double down on that mentally. Definitely find a venue in which you can talk about that and process that, but I wouldn't make that the primary thing that you're trying to address. You're really trying to address how do you build a stronger relationship with them that is trusting and allows you to do what you need to do as their manager.
AMY BERNSTEIN: Great advice. And I will add one thing, which is that you have to remember that these two people were layered. They used to report to your boss. Now they report to someone who reports to the boss.
AMY GALLO: That's right.
AMY BERNSTEIN: And so, their noses may be out of joint. Be open to the idea that maybe competence isn't at the heart of this lack of trust at all.
AMY GALLO: Yeah, it's such a good point. This is not the nicest way to describe this, but it's a little bit of a tantrum. They might feel like they're demoted, they're like, oh, we don't trust her. But it's like, okay, just let some of that noise come out. And I think especially since you're new to the role, maybe let it move on. Don't dig too deep into those comments and just continue to prove you're the right person for the job. Get your bosses backing, continue to talk to them, get to know them. And I think some of that tantrum stuff will sort of settle down.
AMY BERNSTEIN: Before we move on to the next question, I just want to note that we did a whole episode of Women at Work called When You Work in a Male-Dominated Industry, and we did it in 2019, and there's a whole book that kind of grew out of that that you can find on our web page.
AMY GALLO: Part of our Women at Work series. I think that interview definitely would be really helpful, but then also I think that whole book I think could be really helpful to her as well.
AMY BERNSTEIN: And I'd love to know how this works out.
AMY GALLO: Yes, let us know.
AMY BERNSTEIN: So the next question is about managing a very emotional direct report. Let me read it to you. 'I'm a medical director in a veterinary practice. I have one employee who cannot take feedback without crying and I don't know how to handle it. For example, she recently forgot to send a dog with an eye ulcer home with a cone.' One of the lampshade things. 'I sat her down in between appointments and I asked her what happened. I tried to keep the conversation quick and lighthearted. Then she started crying and stuttering. I tried to address it by saying, 'It's okay if something like this brings up big emotions.' But she told me to ignore it. But I said no, because this is not the first time she's cried like this and we need to figure it all out.'
'So I told her I'd connect her with HR for them to help sort this out. I sent an email to them and copied her on it. She then continued to cry hysterically for three hours on the clock. It was beyond. So, what do I do? Do I email and message her with feedback next time? Is there a way I can get her to stop crying?' Alright, Amy.
AMY GALLO: 'No' is the short answer. Can you get her to stop crying? I mean, I can't even get myself to stop crying half the time. But I love this question because I think we think about emotions in the workplace as this really big thing. And I think the question to me feels a little bit misguided of how can I give her feedback if she keeps crying? It's sort of like, no, just give her the feedback. Her reaction's her reaction. I don't love that she-
AMY BERNSTEIN: It's not okay to have big emotions all the time in the workplace?
AMY GALLO: No, it's not. But that's a separate issue than whether to give her feedback or not.
AMY BERNSTEIN: Absolutely. I agree with you though that part of the direct report's job is to take the feedback and absorb it. Right?
AMY GALLO: Yep. And yet, I also want to say she's not pushing back from what the letter writer has told us here. She's not pushing back on the feedback. She's not saying, 'No, I'm not going to do that.' But she is taking it even if she's having this big emotional reaction. I mean, this letter to me points to something I think about a lot, which is that one of the key skills, I think where many people are missing in workplaces today, is emotional regulations and just the ability to hear tough things, have tough emotions, and then carry on anyway. Or at least be aware of those emotions, make choices based on them, and then continue.
And I think to be honest, this person didn't go home. I don't love that she cried hysterically for three hours.
AMY BERNSTEIN: Three hours.
AMY GALLO: Sounds exhausting. But to me it's not a lost cause. And I think she needs to sort of let the tears happen. There's something to me, I'm guessing, and I'm totally projecting here, but I am guessing that there's something about the manager trying to stop the tears that is making the tears worse. So, I think my advice to the manager is give the feedback, let the tears come, hand her a tissue and move on with your day.
AMY BERNSTEIN: Yes.
AMY GALLO: I'm thinking about our episode we did with Mollie West Duffy and Liz Fosslien about feelings at work. Can you have too many feelings? And we talked in that episode about how if you are the crier, it can be helpful, given that there's so many different reasons that people might get tearful, to actually narrate what's going on for you of, 'Oh, you know what? I'm super under slept right now. Whenever I'm under slept, I tend to go right to tears or I tend to cry when I get really frustrated. I'm just frustrated by this situation. Please continue.' And it does sound like she said, try to ignore it, but I think I would like this crier to be a little bit more transparent about what's going on.
AMY BERNSTEIN: I think that's a great point. But the other thing is I'm not clear on why the direct report was crying. Was she crying because she felt bad for the dog? Was she crying because she realized she was at fault about something? I don't understand the source. And so asking, 'What is upsetting you?'
AMY GALLO: You may find out, 'I just hate making mistakes.' And then your approach will be a little bit different. But people cry for a huge range of reasons.
AMY BERNSTEIN: Yes.
AMY GALLO: They're sad, they're embarrassed, they're ashamed, they're stressed, they're frustrated, they're under slept. There are so many things that could be going on. Can you practice some emotional regulation as the manager and say—get her to develop a little bit of self-awareness— 'What's going on? Why is this upsetting?' And I think even saying, 'I need to be able to give you feedback as your manager. Is there anything I'm doing that's making the feedback tough for you to process? Or is this something that you are dealing with?' Just again, ask the question, what is going on here?
Alright, one more. This one comes from a mid-career professional who's had a great track record at her company for years, but she's struggling after a re-org. She's now in a new role that she doesn't have a lot of experience in, and she has a new manager who doesn't support or respect her. Seeing a theme here with unsupportive managers. She's neurodivergent, told her new manager this and explained what help she needs, but her manager has not followed through with that support. Her manager also always gives her vague feedback, often telling her to be creative, for example, but then telling her what she delivers is all wrong. Even when she asks for examples, she says she's perceived as being difficult or inflexible. It feels impossible for her to deliver high quality work.
There have also been a few times where she's asked her manager to quality check her work before sending it, and the manager missed a few mistakes and then blamed her. So this person writes to us and says, 'this results in me adding pressure on myself to be perfect. It's gotten to a point where I second-guess my every move and feel utterly paralyzed by my fear and anxiety.' Now she's been written up for performance issues, which is a complete 180 from her past experience at this company where she has been pretty successful and has had supportive managers. So, she's wondering, does she give up and leave or is there a way that she can get her manager to be more supportive?
AMY BERNSTEIN: Well, this is a really difficult situation and I'll start by saying there's a lot of gray area between giving up and leaving and getting her manager to be more supportive. I'm not sure her manager is going to be more supportive. It sounds as if her managers resisted that. I would go to HR.
AMY GALLO: That's where I was headed. Yep.
AMY BERNSTEIN: Yeah, because HR needs to know that this is going on. This employee given her record is probably valued and can be recast in a different role. And HR should help her find that role.
AMY GALLO: HR should be set up to handle situations where there are complaints around a disability issue. And I like what you said of there's a far cry between getting your boss to be supportive. I'm not sure that's going to happen, but then leaving. There've got to be other solutions.
Alright, if there's something at work that's bothering you or that's got you stumped, try it out on us. Email womenatwork@hbr.org. We'll save your questions for the next Ask the Amys, which we're planning to do quarterly from now on.
AMY BERNSTEIN: This will be a regular thing. Thanks to as always, Women at Work 's editorial and production team. They are Amanda Kersey, Maureen Hoch, Tina Tobey Mack, Hannah Bates, Rob Eckhardt, and Ian Fox. Robin Moore composed the show's theme music.
AMY GALLO: 'Till next time.
AMY BERNSTEIN: 'Till next time, Amy.
AMY GALLO: Bye
AMY BERNSTEIN: Bye.

Orange background

Try Our AI Features

Explore what Daily8 AI can do for you:

Comments

No comments yet...

Related Articles

Stop Avoiding Conflict: How Top Leaders Stay Cool Under Pressure
Stop Avoiding Conflict: How Top Leaders Stay Cool Under Pressure

Forbes

time02-06-2025

  • Forbes

Stop Avoiding Conflict: How Top Leaders Stay Cool Under Pressure

Let's be real - if you work with people, there will inevitably be a clash. Perhaps it's the co-worker who talks over you, the teammate who 'forgets' deadlines, or the passive-aggressive team chat message. You can mediate all you want, but conflict is part of the reality of the workplace, and you can't avoid it. The trick? Learn how to manage it like a pro - not a pushover, not a tyrant, but a leader who knows how to turn tension into traction Welcome to the skill nobody teaches you in business school: workplace conflict resolution. Most people don't love conflict. Why? It's awkward, uncomfortable and, at times, exhausting. It's not just about people's feelings - it can stall productivity and harm team morale and even your credibility as a leader. Remember you're not their friend - you're the boss and the hard stuff lands on you. As Amy Gallo suggests in Harvard Business Review, avoiding workplace conflicts doesn't make them disappear; instead, they can intensify over time, leading to more significant problems. So, go to the source instead of ghosting your coworker or venting to Rebecca from the administration. Not with drama - but to seek clarity. Start with this: 'Can we talk about something that's been on my mind?' Calm, clear, and direct. You're not there to win — you're there to figure it out. Shouting matches won't solve a thing. Neither will a snarky 'per my last email.' What works? Emotional intelligence - every time. According to TalentSmart, nine out of ten top performers score high in EQ, and this makes a lot of sense. That's because innovative leaders don't react—they respond. They ask questions, listen, and manage their own emotions before tackling someone else's. In 'How to Establish Psychological Safety at Work,' check out why leaders must create space where people can disagree without fear. That's how trust is built. Want people to show up with ideas and accountability? Then, model respectful conflict. Don't shut people down — bring them in. Gossip is lazy leadership. It breeds toxicity, damages culture, and makes you look weak. If someone's frustrating you, say it to them — not around them. Here's what conflict pros do: Let's talk prevention. If your team constantly misfires, there's probably a trust issue underneath. That's where psychological safety comes in. Innovative leaders normalize feedback, encourage honest dialogue, and reward risk-taking. When people feel safe, they don't blow up — they speak up. Want less conflict? Make it okay to talk about hard things before they explode. Don't be the 'let's wait and see' person because it will bite you in the long run - and nobody respects it. Handle Conflict Like a Leader ✔ Don't avoid it — address it head-on. ✔ Lead with curiosity, not criticism. ✔ Use emotional intelligence — not emotion. ✔ Create psychological safety so issues don't fester. ✔ Focus on solving the issue, not winning the fight. You don't need to be everyone's friend. But if you want to lead, you'd better know how to navigate conflict with clarity, courage, and maturity. That's not soft — that's strategy.

Having Difficult Conversations (HBR Emotional Intelligence Series)
Having Difficult Conversations (HBR Emotional Intelligence Series)

Harvard Business Review

time02-05-2025

  • Harvard Business Review

Having Difficult Conversations (HBR Emotional Intelligence Series)

Build your ability to discuss tough topics at work. At times in our careers, we face conversations that bring out tense emotions. Our instinct may be to avoid them entirely, but engaging in challenging conversations can create opportunities to build stronger work relationships, teams, and organizations. This book will help you learn how to communicate productively under stress, offer and accept critical feedback, and ensure teams walk away from challenging conversations feeling united. This volume includes the work of: Amy Gallo Rebecca Knight Liane Davey Joseph Grenny HOW TO BE HUMAN AT WORK. The HBR Emotional Intelligence Series features smart, essential reading on the human side of professional life from the pages of Harvard Business Review. Each book in the series offers proven research showing how our emotions impact our work lives, practical advice for managing difficult people and situations, and inspiring essays on what it means to tend to our emotional well-being at work. Uplifting and practical, these books describe the social skills that are critical for ambitious professionals to master.

The Difference You Can Make in a Recent Grad's Career
The Difference You Can Make in a Recent Grad's Career

Harvard Business Review

time21-04-2025

  • Harvard Business Review

The Difference You Can Make in a Recent Grad's Career

AMY GALLO: You're listening to Women at Work from Harvard Business Review. I'm Amy Gallo. Think back to your first job out of college. Mine was working as a program manager for a small nonprofit. And while I was incredibly organized and good at moving work forward, a skill I'd honed as an undergrad in those torturous group projects, I was also overconfident and unaware of the more nuanced skills I needed, like how to write an email that would get people to do what I wanted them to or how to relay a decision the executive director had made to my peers. I didn't have the interpersonal skills that undoubtedly would've made me much happier and more effective in that job. Why didn't I learn in college that getting the feedback I needed, building trust, setting boundaries are all part and parcel of success and advancement? Why weren't those skills in the curriculum? With academia's fixation on career readiness, why are colleges still graduating students who employers say fall short of their expectations in areas like ability to communicate and think critically? That's what the Association of American Colleges and Universities found when it surveyed executives and hiring managers in 2023. And when NACE, the National Association of Colleges and Employers, surveyed HR directors and managers in 2024, they had similar findings. If professors and career counselors and experienced professionals like you and me don't clue students into the realities of work, we risk losing future leaders before they even get started. Which is why when the organizers of SXSW EDU, the innovation conference focused on the education sector, invited Women at Work to host a session, we decided to talk about how to address these gaps. Whether you're teaching college students, parenting one, or managing someone who just landed their first job, I hope this episode gives you a clearer picture of what early-career women are up against in those first few make or break years of work and how you can help. After all, we all have a powerful role to play in making those years more navigable, equitable, and empowering for young women. This conversation you're about to hear was taped live in Austin at SXSW EDU. Hi, y'all. How's everyone doing? Good. So, I'm excited to be joined by two guests who think a lot about this phase of young women's lives and what they need to thrive when they've entered their careers. My two guests are both Texas-based. Go, Texas. Neda Norouzi is an architecture professor at the University of Texas at San Antonio, and she helped create a student-led organization in architecture, the department that she is part of. Aimee Laun is the Director of the Texas Woman's University Career Connection Center, and again, thinks a lot about, how do we prepare women for today's workforce. I'm going to start with Neda and Aimee. And I want to ask, what is a skill that you were surprised when you first started in the workforce that you did not have? No one told you was necessary, but became critical right away. Neda, we can start with you. NEDA NOROUZI: I learned a lot, but I think my main one … So, I grew up in Iran. And being a woman in Iran, it was a big deal to be the good girl, being soft-spoken and quiet. So, being in the workforce in America, speaking confidently in meetings was something that took me a while to get a handle of. Or even speaking in general in meetings, especially with client meetings. Now, I was lucky that I had a supervisor who was a wonderful woman and often gave me the floor and would say, 'Well, Neda, you told me about your idea. Why don't you share it with Mr. or Mrs. So And So?' But even then, I still remember my voice would always shake, and I always doubted myself that I'm saying something wrong or I'm saying something that's not correct and I might not just know enough. And so I think speaking confidently was the main one. AMY GALLO: Yeah. But I assume you spoke up in classes during university. What was the difference? NEDA NOROUZI: Actually, I didn't. I was the student who would always sit in the front, take notes, and I would never say anything unless I was asked. AMY GALLO: And no professor said, 'You're going to need to learn to speak up.' NEDA NOROUZI: None in undergrad, no. AMY GALLO: Right. NEDA NOROUZI: I had a professor who told me to take a class in the speech department. And that helped a lot, academically and professionally. AMY GALLO: Yeah. Aimee, how about you? What's a skill you were surprised to learn was necessary when you got into the workforce? AIMEE LAUN: This is going to sound so simple, but the most impressive thing in my first job that I learned about was from my boss, Lisa Ortiz. She was very productive. She was starting a business, and I went to work for her. And she used a planner called the Quo Vadis Planner, and it was beautiful. It had a leather cover on it. And inside, it had a calendar for taking notes and dates. And I saw her using that, and then she would ask me, she says, 'We have some deliveries coming in.' It was a retail shop. 'These dates and times.' And I was trying to keep all that in my head. And I thought back to her, like, Oh, I need to write this down . And no one ever told me, when your boss is speaking, you need to take notes . And so I went down to, in San Antonio, the Nancy Harkins Stationery store, and I bought me a Quo Vadis planner. I still have that habit today. Planner, and I've got my calendar and my agenda and my notes and indexes. And so I think women observe other women. That's how we learn. And so her teaching me that best practice, just through my observation of her, has been something that's helped me to be successful in my career. AMY GALLO: Yeah. For me, it was really negotiation. And I don't mean negotiating a salary, just that pretty much every conversation in work was a negotiation, right? How are we going to move ahead with this project? Are you going to listen to my idea or their idea? What's the budget going to be? And no one taught me how to navigate the power dynamics when they weren't as crystal clear as student-professor. And I think that was a thing that was really surprising to me, is how much I needed those negotiation skills every day, all day. Aimee and Neda, what's a question that you've gotten from a current student or a former student that has indicated to you that they're not at all prepared for the workforce? Or that perhaps they're actually more prepared than you expected? Aimee, we can start with you. AIMEE LAUN: It's not the questions they're asking, but it's the questions they're not asking because they don't know what to ask. So, when teaching negotiation skills, which is one thing we teach in the career center, they don't know that they can advocate for themselves, that they can ask for a different office, a parking spot, the benefits, an extra day off. They just don't know the questions to ask. So supporting women who are younger, the junior women coming in, coming out of college, the more we can advocate for them, be the one that asks the questions. AMY GALLO: Now, you both are in academia now, and I assume most people here are similar organizations, but you both have corporate experience as well. How does that influence the way you talk to students about what they need to be prepared for? NEDA NOROUZI: So, I worked in an architectural firm right after I got my master's degree. And I think I always tell my students, school is kind of this la-la land that we get to do what we want and not necessarily have to deal with a lot of the challenges that come in the real world, especially when it comes to speaking to clients, right? Architecture students, when they design a project, they spend 17 weeks. And they're, as they like to say, 'I'm married to it,' right? So, I would always tell them that, it's not about you, but it is about the client. So, when you're presenting your project, instead of saying, 'I like this,' just say, 'This is how this building is designed to …' Right? And that would help you practice how you speak to your clients. Because if you're telling your client, 'This project was designed for you, and this is how it's going to respond to your needs,' there's a much higher chance that they would hire you than the next person. I still try to stay very active in the real world and do consulting work and design work, so then I know what it is that students need when they get out there. AMY GALLO: Aimee, how about you? AIMEE LAUN: So, I grew up in a small town in West Texas. My dad was a preacher, and my mom was a teacher. I thought those were the only two jobs. And so I learned a lot, and I learned it the hard way, just by trial and error. I didn't have a lot of mentors at the time. So, I worked for Philip Morris International. And I remember my interview for that job. They sent me, a small town, West Texas girl, to New York City. I'd never been in a city larger than Dallas. So here I go to … On a plane for the first time, seven interviews in the day, and then we went to dinner that evening. Everything was a learning experience through that interview. Even when we went to dinner in New York City at 10:00 PM, I was like, Wait. Really? The restaurant was so nice. Half of the things on the menu were in French. And so I did the, Let me see what Val , the one person that I knew there, what is she ordering? And I just said, 'I'll have what she's having.' I think having Val there as a mentor and to say, Okay. If she's doing this, I can do this too , really did help me. And I try to teach that to our students: find a mentor, find a sponsor, find someone you just think looks really cool in the office and you want to be like them. And you can learn a lot just from observation and from being in their presence. You have those people in your life where you feel like, I got so much energy just out of going to Starbucks and getting coffee with this one person than I did learning in a training class . So, that's one thing I took from the corporate world, that we can really teach each other to be successful in those environments. And I also learned a lot about office politics, that titles mean something. And whether you like it or not, it does have power. And you can be polite, poised, and professional, and still powerful. And I think that's what working in corporate America taught me the most. AMY GALLO: Yeah. We did an episode about sponsorship and how it differs from mentorship and how to get a sponsor. And it's the episode I hear most often women tell me, 'I sent it to my daughter' or 'I sent it to my niece.' Because I think that is also a skill. People are not warned that you don't just go in and your work speaks for yourself. You need allies. You need people who are going to advocate for you in the organization. Let's get into some of the skills. So, NACE outlines these competencies that they say are essential for career readiness. So career and self-development, communication, critical thinking, equity and inclusion, leadership, professionalism, teamwork, and technology. Thinking about trying to equip students with all of those skills is overwhelming. And yet, we also know that list is not complete. When we think about what we've learned on the podcast and what we've learned from our guests and our listeners, there is so much more. Negotiation, advocacy, how to balance remote work, boundaries, and how to deal with emotional labor, how to deal with bias that gets sent your way, and all of the things we've already talked about. So, I want to get into what you're doing to equip students with some of these things that aren't on the NACE list. Let's start with negotiation. Aimee, especially in your career center, how are you thinking about negotiation skills and giving women the skills they need, not just to negotiate a salary, but to negotiate all aspects of a job? AIMEE LAUN: You're right. It's not always just about money. It's about what else is out there. And so we, at Texas Woman's University, we're very passionate about the pay gap, the gender pay gap. And so we teach students about that. For every $1 a man earns, a woman earns 84 cents. The only way that we're going to change that is through advocating for each other and through teaching each other. And I see there's some men in the room—not to pick on you, but we need you to advocate for us in the workplace. AMY GALLO: And we also need you to tell us what you earn because we're not even often aware of the pay gap. And so it's really helpful. The more information we have, especially from men, the more we can understand whether we need to do some advocacy, we need to do some negotiation. AIMEE LAUN: Yes. And so I think as women, we're taught to be respectful of our elders and quiet. And we're made a job offer and we go into freeze mode, and we aren't thinking of the next step or what we need to be asking for. And so we try and teach women emotional intelligence and balancing your emotions in discussions like that that can be emotional, but important. And so getting women to advocate for themselves is the main thing in salary negotiations, and also in other life negotiations. NEDA NOROUZI: The student organization, the Women in Architecture group, negotiation is one of the topics we've had. A lot of students who get a job, and as a student or as a recent graduate, when you get an offer, you're just happy. And students often tell me, 'Are you sure?' And I told this to one student, 'If you're not doing it for you, do it for all the women who would come after you.' And she did. She got everything she asked for. And then later on, a student who had never had a class with me came to me in school and said, 'You don't know me, but I spoke to this person who you had told to ask for more for all the women that come after her. So she told me this, and I did too. So, I wanted to say thank you because I got a higher salary, and I got time to spend with my mom, who's not doing really well.' So yeah, just knowing that you can ask. And if they say no, they say no, you don't lose anything, right? But that's something that I didn't know and makes me really happy when I hear that students are doing it now. AMY GALLO: Let's talk about another skill, dealing with bias and sexism. I am so on the fence about how to handle this question for the young people in my life, particularly my 18-year-old daughter. On the one hand, I want to tell her how it's going to be. On the other, I do not want to scare her. And I'm curious how you handle this with the students that you mentor and lead? Aimee? AIMEE LAUN: It's not a topic that we put at the forefront, but when students ask us those questions, we are able to have honest discussions with them. But we try and go back to, what does the research say, and base it on factual evidence and talk about, Oh, here are the facts about women and men and the workplace. And even age in the workplace and what impact it could have on their future career. I think it's in the back of their minds but not spoken about a lot. AMY GALLO: Yeah. I'm glad you brought up age too because that's … When we say ageism, I think we often think about discrimination against people who are older. But students, one of the biggest things they face, one of the biggest isms or biases often is ageism. And compounded when that intersects with sexism can be quite demoralizing, dismissive, undermining. So, I'm glad you brought that up. Neda, do those conversations come up in your group as well? NEDA NOROUZI: They do. Students were saying, 'If you are a young person who is just starting your career at an architectural firm, you're expected to know all the technology and how all the computer programs work. And then you are used for that.' So, what I tell my students is, 'Okay. So you have identified the problem. Let's now find a solution for it.' So, we talk through it and then we find articles to read together and see what's the best way to deal with the specific situation that they're in, which often then starts a conversation in a bigger picture. And then we bring it back to our general meeting and talk about it together. AMY GALLO: When I think about 22-year-old me who entered the workforce, the idea of finding solutions for problems was not a skill I had. I was really good at pointing out problems I thought other people should solve, but was not good at figuring out. So, I think thinking about how do you propose not just this is something wrong, but also how do you actually propose what can be done. Similarly, I was not very good at picking my battles. I felt like everything was worth burning down the organization for, which I had to learn very quickly was not the case. I want to pivot a little bit. It wouldn't be a conversation at SXSW if we didn't talk about technology and AI. Aimee, how is your center using technology to either understand the skills that women need as they enter the workforce or to prepare them? AIMEE LAUN: Let me come back to AI. I want to say something about that last topic. AMY GALLO: Oh, yeah. AIMEE LAUN: One thing we do teach … And you've made a really good point of me at 22, and how did I handle this? We teach the Circle of Influence and Circle of Concern because we're going to be concerned about a lot of things in the workplace. What we have to focus on is what can we influence. And getting students to think to that level of, what do I have control over, and let's focus on that. But the career center at Texas Woman's University, we use AI quite a lot. And we're teaching students how to write prompts and how to edit what the AI generates for you. And if it's on your resume, are you going to be able to talk about it in an interview? Or is this something that just sounded good? And we're also starting to use some data mining tools to see, where are students going, not just for their first destination, which has been a common metric in career centers all over for a long time. First destination, where are they going? And then we end. So, what we're trying to do now is, where are they at in five years? And how did they get there? Where are they in 10 years? And how did they get there? And with data mining sources like Bureau of Labor Statistics and LinkedIn profiles and things like that, we can start to mine and follow our students a little bit further, even out to 10 years, and how did they get there? And then use that for coaching students because students think they're going to be the CEO in three weeks. And it's like we got to show them this progression, that it's a career progression over time that's going to make you successful and continue to be challenged and happy in your work. So that's been really meaningful. AMY GALLO: That's great. Neda, are you talking about AI with your students? NEDA NOROUZI: 100%. So in my classes, since AI became a thing, I introduced it to my students. I try to learn it as much as I can myself, constantly, daily basis, right? And then what I would do usually for an assignment is I say, 'This is your topic. Have ChatGPT write it. Bring it to class.' And then I would have one-on-one sessions with them and have them analyze it with me. 'So, do you agree with what it's written?' And that usually I see these light bulbs going that that's not what I want to say. So then I bring it to critical thinking. I tell them to use it, whether it's for quick renderings and ideation or giving it your abstract and having the perfect title for your project, but don't let it think for you. So that's generally been my approach to it because students are going to use it. Regardless if I allow it or not, they're going to do it. So my hope is that I would be able to guide them through the process of using it to help them succeed. AMY GALLO: So we want to hear from you all. If you have any questions, you can line up here. Hi. Audience Member: Hello. Thank you, ladies. This was incredible. I also brought my daughter, being 24 and a recent college graduate. So, I would love for you to give both my daughter and everybody in your podcast advice on how you balance coming across being pushy and aggressive to get that first job because you're also up against men that it's almost expected from. NEDA NOROUZI: Yeah. Well- AMY GALLO: Aimee, do you … Oh, go. Neda, you- NEDA NOROUZI: Sorry. I just got really excited because I applied for my dream job right out of school. And I sent the application in thinking, They're never going to call me . Within two hours, I got an email from the principal of the firm. He happened to be in town and had gotten the email and thought, Well, I don't have any lunch plans. Let's just meet with this young lady . So I met with him. I ended up not working there. They didn't hire me. But what he did tell me was keep in touch. And then I said, 'Sure. But how often can I keep in touch?' He said, 'Contact us as much as you want until we tell you not to.' Because what he told me was that, 'We get a lot of emails. It's not personal. It's not about you. It's just about we don't have time. But if you keep sending emails, if you show up and say, 'Hi. Yes, I applied here, and I was just wondering if I could talk to so-and-so,' then they would know that you're actually more interested than maybe the next person.' AIMEE LAUN: And Neda made a really good point. It's human to human connection. If you're not networking, you're not working. That's what we tell our students. You've got to get out there. You've got to make eye contact, shake hands, stand up tall, be a presence. If you're sitting behind a Zoom screen waiting for someone to email you, it's never going to happen. So in-person, human to human, we cannot forget that. If you're going to an association meeting or a conference or a networking event, grab a student. Take them with you. If you don't know what student to grab, call me. I'll connect you. I've got a lot on the list. AMY GALLO: As a mom, I hope my daughter will have professors like Neda and career center directors like Aimee, who make invisible expectations much more visible. As a colleague, I know I can do that for someone else's kid by saying, 'It's okay to ask for that,' or, 'Let me show you how I handle this.' Someone came up to me after the recording in Austin and told me that one of the things she has done is to write a letter to her younger self with all the things she wished she had known back then. And she shares this letter with the young women that she mentors in her life. So, if someone came to mind while you were listening, a colleague who works with students, a friend navigating the early stages of her career, or a fellow manager who's mentoring a new hire, send this episode their way. Women at Work's editorial and production team is Amanda Kersey, Maureen Hoch, Tina Tobey Mack, Hannah Bates, Rob Eckhardt, and Ian Fox. Robin Moore composed this theme music. I'm Amy Gallo. Thanks for listening.

DOWNLOAD THE APP

Get Started Now: Download the App

Ready to dive into the world of global news and events? Download our app today from your preferred app store and start exploring.
app-storeplay-store