Introduction

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The Most Frequently Cited Skills of Effective Managers

Verbal communication (including listening)Managing time and stressManaging individual decisionsRecognizing, defining, and solving problemsMotivating and influencing othersDelegatingSetting goals and articulating a visionSelf-awarenessTeam buildingManaging conflict

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• Determining values and priorities

• Identifying cognitive style

• Assessing attitude toward change

A Model of Critical Management Skills: Personal Skills

3.Solving

ProblemsCreatively

2.Managing

Stress

1.Developing Self-Awareness

•Coping with stressors•Managing time•Delegating

• Using the rational approach

• Using the creative approach

• Fostering innovation in others

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•Coaching•Counseling•Listening

A Model of Critical Management Skills: Skills: Interpersonal Skills

6. Motivating

Others

5.Gaining Powerand Influence

7.ManagingConflict

4.CommunicatingSupportively

•Gaining power•Exercising influence•Empowering others

•Diagnosing poor performance

•Creating a motivating environment•Rewarding accomplishment

•Identifying causes•Selecting appropriate strategies•Resolving confrontations

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•Identify inhibitors to empowerment•Develop empowerment•Delegate work

A Model of Critical Management Skills: Group Skills

9. Building Effective

Teams

8.Empowering & Delegating

• Identify and promote advantages of teams

•Develop teams•Conduct team meetings

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A Model for Building Management Skills

COMPONENTSSkill pre-assessment

Skill learning

Skill analysis

CONTENTSSurvey

instrumentsRole plays

Written textBehavioral

guidelines

Cases

OBJECTIVESAssess current level of skill

competence and knowledge; create readiness to change

Teach correct principles and present a rationale for behavioral guidelines

Provide examples of appropriate and inappropriate skill performance. Analyze behavioral principles and reasons they work.

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A Model For Building Management Skills

COMPONENTS

Skill practice

Skill application

CONTENTS

ExercisesSimulationsRole Plays

Assignments (behavioral and written)

OBJECTIVES

Practice behavioral guidelines. Adapt principles to personal style. Receive feedback and assistance

Transfer classroom learning to real-life situationsFoster ongoing personal development

Chapter 1: Developing Self-Awareness

Who are you,and what is your preferred

work style?

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Objectives

Increase personal awareness of your:Sensitive linePersonal values and moral maturityLearning styleOrientation toward changeInterpersonal style

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Sensitive Line

Point at which individuals become defensive or protective when encountering information about themselvesIncreased self-knowledge occurs when:

Information is verifiable, predictable and controllableSelf-disclose so others can provide insights into your behavior

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Core Aspects of Self-Concept

Values

Attitudes (Toward Change)

Learning Style

Interpersonal Needs

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Values

Fundamental standards of desirability by which we choose between alternatives, assumptions about the nature of reality

learned early, continue to developdrive choices and behaviordiffer based on culture and environment

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Cultural Values

Broad, general orientations that characterize large groupsIdentify ways in which nationalities differ from one anotherCultural values predict individual values

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Trompenaar’s Value Dimensions

Universalism Particularism

Individualism Collectivism

Affective Neutral

Specific Diffuse

Achievement Ascription

Past and Present Future

Internal External

"Flags courtesy of www.theodora.com/flags. Used with permission"

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Rokeach - Two Types of Personal Values

TerminalComfortable lifeExciting lifeWorld at peaceWorld of beautyEqualityFamily securityetc...

InstrumentalAmbitiousCapableCheerfulCleanCourageousForgivingetc...

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Most managers...

value sense of accomplishment, self-respect, a comfortable life, power, and independence more than othershighest instrumental value: ambitionhighest terminal value: accomplishmenttend to be achievement-oriented

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Kohlberg – Value Maturity Model

Three levels of maturity with six stages of development

Self-centered level – (1) obedience and punishment, (2) naively egoistic orientationsConformity level – (3) good person, (4) “doing duty” orientationsPrincipled level – (5) contractual legalistic, (6) conscience of principle orientations

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LEVEL23456AM

% SCORING IN THIS STAGE

6.9818.08 31.0028.406.374.534.63

SOURCE: Davidson, M. and Robbins, S. (1978) “The reliability and validity of objective indices of moral development.” Applied Psychological Measurement, 2:391-403.

Defining Issues Test Comparison Data

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Value-Based Decision Making

Most managers feel pressure to compromise personal values to achieve company goalsSome tests of ethical behavior:

Would I be comfortable if behavior was on the front page of the newspaper?Will my actions produce a good night’s sleep?

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Learning Style

An individual’s inclination to perceive, interpret and respond to information in a certain wayTwo key dimensions:

manner in which you gather informationway in which you evaluate and act on information

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Learning Styles - Kolb

Concrete experience – learn through personal involvementReflective observation – seek meaning through studyAbstract conceptualization – build theories using logic, ideas and conceptsActive experimentation – change situations and influence others to see what happens

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Sample Scoring for LSI

Concrete Experience

Active Experimentation

Reflective Observation

Abstract Conceptualization

DivergingAccommodating

Converging Assimilating

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Tolerance of Ambiguity

The extent to which individuals are threatened by or have difficulty coping with ambiguity, uncertainty, unpredictability, complexity...Organizational environments are characterized by more and more information, turbulence and complexity

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Tolerance of Ambiguity Dimensions

Complexity – using multiple, distinctive, or unrelated info

Novelty – coping with new, unfamiliar situations

Insolubility – dealing with problems that are difficult to solve

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Managers with High Tolerance for Ambiguity...

are more entrepreneurial in their actionsscreen out less information in complex environmentchoose specialties that are less structuredcope more effectively with organizational change, downsizing, role stress and conflict

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Locus of Control

The attitude people develop regarding the extent to which they are in control of their own destinyMost successful American managers have internal locus of control – they believe that they control destiny rather than being controlled by outside forces (external locus of control)

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High Internal LOC

less alienated from workmore satisfied with workexperience less job strainmore likely to be leadersdo better in stressful situationsuse more persuasive powerless likely to comply with leader directions

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Locus of Control Scale Comparison Data

SAMPLE SCORE NUMBER MEANAlberta Municipal Administrators 50** 6.24Business Executives 71*** 8.29Career Military Officers 261*** 8.29Connecticut Psychology Students 303* 3.88National High School Sample 1000* 8.50Ohio State Psychology Students 1180* 8.29Peace Corps Trainees 155* 5.94

Sources: *Rotter, 1966 **Harvey, 1971 ***Rothberg, 1980 (Higher scores more external.) (29 possible points.)

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Interpersonal Needs

Need to work with others to accomplish tasksNeed to work with others to reduce anxietyNeed to work with others to define oneselfPersonality determines style of working with othersFIRO-B measures differences in styles

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Inclusion Control Affection

Expressed Toward Others

I join other people, and I

include others.

I take charge, and I influence

people.

I get close and personal with people.

Wanted From

Others

I want other people to

include me.

I want others to lead me or give me directions.

I want people to get close

and personal with me.

FIRO-B Descriptors

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INCLUSION CONTROL AFFECTION

ROWTOTALS

EXPRESSED 4 to 7 5.4

2 to 5 3.9

3 to 6 4.1

9 to 18 13.4

WANTED 5 to 8 6.5

3 to 6 4.6

3 to 6 4.6

11 to 20 15.9

COLUMN TOTALS

9 to 15 11.9

5 to 11 8.5

6 to 12 8.9

20 to 38 29.3

Average FIRO-B Scores and Ranges

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FIRO-B Incompatibilities

Reciprocal – Difference between one person’s expressed behavior and another person’s wanted behaviorOriginator – Match between expressed scores of two individualsInterchange – Extent to which two people emphasize the same interpersonal needs

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Developing Self-Awareness: Behavioral Guidelines

Identify your sensitive lineIdentify your values and those of othersSeek ways to expand yourselfIdentify important interpersonal incompatibilitiesEngage in self-disclosureKeep a journal