Chapter 1: Developing Self Awareness - Angelfire: … • Determining values and • priorities...
Transcript of Chapter 1: Developing Self Awareness - Angelfire: … • Determining values and • priorities...
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