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SHORT-TERM TRAINING AND ITS EFFECT ON MAtJAGEMENT
STYLE IN HUMAN SERVICES
by
STUART WILLIAM REYNOLDS, B.S., M.S.
A DISSERTATION
IN
HOME ECONOMICS
Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for
the Degree of
DOCTOR OF PHILOSOPHY
Approved
Accepted
- May, 1983
f.'
/
ACKNOWLEDGEMENTS
I would like to express my sincere appreciation to
Dr. Russ Crane, my committee co-chairperson for his con
structive guidance and clarity of thought throughout this
project. In addition, I am deeply indebted to Dr. Mary
Tom Riley, co-chairperson, for her ability to assist me
in overcoming many practical barriers when conducting
field research of this nature. She is to be commended
for her support and open attitude in helping me and other
graduate students succeed in their program of study. I
would also like to thank the members of my committee.
Dr. Sue Couch, Dr. Jean Scott, and Dr. Betty Wagner, for
their helpful suggestions. Further, I am indebted to
others who have given their time and energy at various
stages of this research: Ms. Irma Quezada, Dr. Deborrah
Smith-Willis, Mr. William Griffin, and Ms. Martha Darancou.
Further, gratitude is extended to friends and family, who
have been a source of motivation and optimism in completing
this project.
11
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ii
ABSTRACT V
LIST OF TABLES vi
LIST OF FIGURES vii
I. INTRODUCTION 1
Rationale 1
Literature Review 3
A Ranking of Managerial Styles 8
Current Status of Managerial Grid . . . . 9
II. METHODS 13
Subjects 13
Instruments 14
Procedure 15
III. RESULTS 19
Preliminary Analyses 19
Main Analyses 19
IV. DISCUSSION 24
Comparison of Original Training 24
Methodology 25
Limitations 26
Summary and Conclusion 2 8
REFERENCES 29
111
APPENDICES 31
A. Management Training Seminar Manual 32
B. Handouts and Overheads for
Training Manual 50
C. Demographic Questionnaire 64
D. Directions for Questionnaire 6 8
E. Workshop Evaluation ForTii 69
F. Reliability and Validity Data 71
G. Trainer's Qualifications 72
H. Managerial Grid Instrument 77
IV
ABSTRACT
Head start directors were investigated to determine
their management styles and comparisons were made pre/post
training. The goal of training was to influence a cognitive
change toward a team management approach based on the Manage
rial Grid Theory. Results indicated a significant positive
difference between experimental and control groups suggesting
an increased team management style and decreased do-nothing
style among the experimental group. Recommendations were
made for the length of training needed to influence manage
ment style. Differences in past research designs and poten
tial applications to government training in light of federal
budget cutbacks were discussed.
V
LIST OF TABLES
1. Means, Adjusted Means, and Standard Deviations for Experimental and Control Groups 20
2. Analysis of Covariance Summary Table for Management Grid Scales 21
3. Test for Homogeneity of Regression Coefficients 23
VI
LIST OF FIGURES
1. The Managerial Grid Diagram 7
2. Nonequivalent Control Group Design 16
vix
CHAPTER I
INTRODUCTION
Rationale
In the eighties, "the new age of accountability," the
public expects quality-managed federal programs at minimal
cost to the taxpayer. Baratz and Moskowitz (1978), reported
that this sentiment was responsible for a tax revolution
throughout the nation with California"s Proposition 13
serving as a focal point and a catalyst.
For federally sponsored human service organizations the
message is clear; they must be attentive to new value systems
which are emerging due to our fast-changing social, political,
and economic systems. It is evident that while social prob
lems are increasing, available dollars and manpower will
probably remain constant or decrease (Steiner, 1977; Benton,
1978). For example, Coimnissioner Clarance E. Hodges of the
Administration for Children, Youth, and Families recently
outlined the future objectives for Project Head Start, a
federally funded preschool program for disadvantaged chil
dren and their families (Hodges, 1982). Some pertinent goals
included (1) maintaining and, if possible, increasing Head
Start enrollment, (2) improving program quality and (3) im
proving administration and management while maintaining the
current budget allocation of $911.7 million. Therefore,
1
2
human service organizations will need to shift from a manage
ment philosophy based on intuition to more empirically-
tested approaches which emphasize cost-effective outcomes
(Benton, 1978).
To achieve the goal of increased production, on-the-job
management training will likely play a continuing role in
the process of technology transfer. Technology transfer, a
new term to the field of business, is defined as "seminars,
workshops, demonstrations, and other related methods, pro
cesses, and activities whereby pure and applied research
knowledge is transferred operationally into useful processes,
products, or programs that fulfill actual or potential pub
lic or private needs" (Banki, 1981). Given'the amount of
training in government, technology transfer costs millions
of dollars each year. If fewer dollars will be available
for technology transfer in governmental hiiman service orga
nizations, then it seems prudent to devise field-tested
methods that will increase training efficiency at a low cost.
What appears to be needed in human service organiza
tions is management training that addresses many of the
current issues in these changing times. Such training
should consist of the following: (1) explore the issue of
productivity and discuss ways that maximum results can be
obtained, (2) be based on an empirically tested approach,
and (3) be cost effective in its implementation. The
3
purpose of this study was to design a low cost management
training workshop and test its effectiveness on promoting
cognitive change in human service providers. The study
evaluated a management training model based on Organizational
Development concepts.
Literature Review
This section reviews the empirical research related to
Organizational Development (OD) theory and more specifically
the Managerial Grid concept. OD is an educational strategy
that is designed to produce organizational change or modifi
cation (Goldstein, 1974). It purports to use the findings
from the behavioral and social sciences to create and main
tain necessary changes in policy, program, structure, values,
attitudes, and/or behavior patterns. Its purpose is to
"increase total organizational or system effectiveness and
future growth as a response to constant technological, eco
nomic, and social change in our society" .(Banki, 1981, p. 87).
OD aims at working toward humanistic and democratic leader
ship in its management philosophy, methods, and practices.
Special emphasis is given to open problem-confronting and
participative management-employee relations. By using these
methods, individual achievement, growth, advancement, and
welfare are optimized while simultaneously maintaining the
goals of the organization (Banki, 1981).
4
There is a growing body of research indicating rather
clear differences between the behavior of high-and-low pro
duction workers, depending upon the supervisor relationship
(Splotts, 1964). These studies suggest that high-production
supervisors tend to supervise their subordinates less closely,
spend more time consulting with their workers, and give them
more opportunities to participate in the decisions that
affect them than do low-production supervisors. The quality
of the leader-svibordinate relationship via genuine respect
and consideration that the leader shows for the follower"s
need appeared to be a critical variable. In other words,
the employee-centered leadership tends to be more closely
associated with high productivity, morale, and job satisfac
tion than does production-centered leadership. Thus,
employee satisfaction and high production can be obtained
simultaneously.
Therefore, training programs in management development
may need to focus on employee participation, which apparently
facilitates production of services. To emphasize the neces
sity for these dual concerns, Likert (1967, 1961), an
authority in management research, concluded that a partici
pative management style makes significantly better use of
h\iman resources and enhances organization effectiveness.
Likewise, Cangemi (19 75), stated that management style is
affected by organizational structure as well as personal
5
variables and that flat or participatory structures promote
more harmony than traditional, hierarchical, vertical struc
tures. The implications are that in order to achieve in
creased productivity, administrators must not only be
concerned with establishing and tracking management objec
tives but also with facilitating decision making processes
with employee participation and support. Thus, if research
on job satisfaction and morale affects management behavior
(Likert, 1967, 1961; Cangemi, 1975), then future studies of
management behavior should consider these as important vari
ables that can affect productivity. This rationale appears
to have wide range implications for all types of managers.
It is a federally sponsored program and during its 16 years
of operation. Project Head Start has improved the readiness
of an estimated 5.5 million disadvantaged children for
school (DHEW Pub. No. OHD 76-30192). Central to the success
ful operation of Project Head Start are the supportive staff
such as coordinators, teachers, directors and aides of the
Head Start program. Head Start directors, are a population
available for study in order to increase our understanding
of managerial styles. Head Start measures its production
in terms of human services; therefore, regard for people
and production become two major concerns.
An Organizational Development model that analyzes these
two concerns is the Managerial Grid Theory (Balke & Mouton,
6
1978). Taylor and Lippit (1975), describe the managerial
grid as a tool which identifies theories of managerial be
havior based on two key variables occurring in organizations;
a concern for production and/or people. The grid helps iden
tify how particular degrees of each of these variables join
together to form identifiable managerial orientations.
These two variables and some of their possible combinations
are shown in Figure 1. The horizontal axis indicates con
cern for production, and the vertical axis indicates concern
for people. Each is expressed on a scale from 1, which
represents minimal concern, to 9, which represents maximum
concern.
The 1/1 style is located in the lower left corner of
the Grid diagram. This represents minimal concern for pro
duction and minimal concern for people, or the "do-nothing"
manager. This type of manager sees employees as not liking
to work, and hesitant to assume responsibility. Therefore,
a conflict exists between people and production and he/she
feels the best option is to withdraw from employees and
isolate oneself from organizational issues. The 1/9 style
in the upper left corner depicts maximum concern for people
but minimal concern for production, or the "country club"
manager. Managers using this style view employees as re
quiring shelter and protection which he/she feels they are
not capable of providing for themselves. Based on a high
(Country Club) 1.9 Management
Thoughtful attention to needs of people for satisfying relationships_ •leads to a comfortable, friendly organization atmosphere and work tempo
Hi£h.
o 4) a.
•u 0)
o
Low 1
(Team) 9.9 Management
Work accomplishment is from _committed people; interdependence "through a coiimon stake in organization purpose leads to relationships of trust and respect
(Compromiser) 5.5 Management
Adequate organization performance is possible through balancing the necessity to get out work while maintaining morale of people at a satisfactory level
(Oo-tSothing) 1.1 Management
Exertion of minimum effort to get required work done is appropriate to sustain organization membership
Low
(Authoritarian) 9.1 Management
Efficiency in operations results from arranging conditions of work in such a way that human elements interfere to a minimum degree
TT
Concern for production
9
High
Figure 2. The Managerial Grid Diagram
8
need for acceptance, they avoid negative comments or con
flict situations. The 9/1 style in the lower right corner
portrays maximum concern for production, and minimal concern
for hximan relationships, or the "authoritarian" manager.
This type of manager assumes that people do not like to work
and that strong authority must be exerted to achieve satis
factory production. The 9/9 style in the upper right corner
represents maximiom concern for both human relationships and
production, or the "team-oriented" manager. This manager
sees people as basically productive and creative. He/she
attempts to maximize employees involvement in the planning
and doing of meaningful work since this is viewed as pro
moting productivity and job satisfaction. And finally, the
5/5 style in the center is "middle of the road" in both
areas of concern, or the "compromising" manager. This type
of manager assumes that people can only be moderately pro
ductive and have moderate job satisfaction. Therefore, a
flexible or compromise approach is used in dealing with con
flicting employee needs and organizational needs.
A Ranking of Managerial Styles
To gain a better understanding of this study, it is
important to know the desirability of each management style.
Blake and Mouton (1978) state that the team management style
is optimum to organizational development. They see the re
maining styles as having major disadvantages, which can be
9
ranked in order of desirability. The compromising style
(5/5) is ranked as the second most desirable because there
is at least marginal concern for production and people,
although real innovation and creativity within an organiza
tion are unlikely at this level. Authoritarian management
style (9/1) ranks third since there is a strong concern for
production (goods or services) which is critical for an
organization's survival. The counterpart to this style,
country-club management (1/9), ranks fourth because there is
an exaggerated concern for people. This can be seen as sat
isfying many psychological aspects of human needs producing
high morale, but low production creates a failing. Finally,
the do-nothing style (1/1) is seen as the least desirable
because there is an absence of concern for either production
or people.
Current Status of Managerial Grid
The Managerial Grid appears to have merit on its sur
face, but some problems remain unanswered. In the original
research program that established the Managerial Grid as a
training method, more than 800 managers in a 4000-member unit
received management training that focused on team goal-
setting (Blake, Mouton, Barnes, & Greiner, 1964). The
research program was approximately one year in length and
was divided into six phases: (1) laboratory training, (2)
10
team development, (3) intergroup development, (4) organiza
tion goals, (5) organizational attainment, and (6) stabili
zation. The researchers collected data on a large number of
criteria related to productivity, profits, practices, behav
iors, and perceptions. While the results showed a signifi
cant rise in profits and decrease in costs, unfortunately
the lack of control procedures makes it difficult to dis
tinguish the real source of effect. Thus, it is difficult
to distinguish between the effects of the specific aspects
of the Grid program as compared to group participation and
team spirit that characterize most organizational-
development studies (Campbell, Dunnette, Lawler, & Weick,
1970) .
In addition to the methodological limitations, prac
tical considerations of this program also merit attention.
The authors, Blake and Mouton, recommend a training format
that systematically follows the six phases used in the orig
inal research study. The first phase (laboratory training)
that introduces the Grid concept, involved 4 0 or more.hours of
guided study before the beginning of the seminar week. The
seminar study involves an additional 3.Q.or. more hours .before
phase two is considered. Later in their program the authors
even suggest that phase five or organizational attainment,
may "spread over several years" (Blake & Mouton, 19 75). It
would seem that very few organizations could afford this
11
level of effort in terms of time and money; therefore, alter
natives should be considered.
Given the lack of control measures from the original
research program (Blake et al., 1964) and the level of
effort needed to complete the training (Blake & Mouton, 1975)
three implications for future research are apparent if one
desires to continue the Managerial Grid concept in today's
organization. First, a future research project should iso
late an identifiable aspect of the six phased training pro
gram to begin to test each component's effectiveness.
Future research should include a research design where there
is direct manipulation of the independent variable to allow
a more precise investigation of the specific component's
effect. Second, the training program should examine a short-
term model to see if reduced length is as effective as a
lengthier model and at the same time improve cost effective
ness. Third, the study should be developed for immediate
application to real settings.
With these considerations, a "controlled field experi
ment" would appear to be the most appropriate research
design. The rationale for this approach is that field ex
periments are generally more concerned with the problem of
practical application rather than an extension of a theoret
ical position (Robinson, 1981). Furthermore, this design
allows for direct manipulation of an isolated independent
12
variable. Robinson (1981) suggests, although the control of
secondary variation (internal validity) is less than in a
"controlled laboratory experiment," there is greater possi
bility that the relationships found are a truer demonstra
tion of what happens in real-life situation (external
validity).
This study will isolate and test an adapted version of
the cognitive component from the original Managerial Grid
training program (Blake et al., 1964).
It is hypothesized that a short-term management train
ing program can produce cognitive change in managerial style.
More specifically, the change in management styles will move
in the direction of increased team management with change in
cognitive management style demonstrable at least two weeks
after the training occurs.
CHAPTER II
METHODS
Subjects
The population included all Head Start directors in a
southwestern state within the Department of Health and
Hioman Service Region VI. A total of 87 directors initially
participated, but due to lack of cooperation or errors in
completing the required forms, 21 of the subjects were
dropped from the analysis. Inspection of the data revealed
no particular patterns of the subject population that con
tributed to the errors (i.e., age, sex, education, etc.).
Therefore, the sample used in this study consisted of 66
subjects. There were 37 females and 29 males with a mean
age of 42. Racial diversity consisted of 43% Anglo, 34%
Mexican American, 19% Black, and 4% Asian-American. The
educational level of the Directors ranged from high school
diploma to a doctorate, with a mean of four years of college
plus some additional college hours. Directors' self report
measures of training in management related areas averaged
101 hours of classroom time. Program components showed a
mean of 197 children enrolled per Head Start program with
the average director responsible for supervising an average
of 24 staff members.
13
14
The State of Texas is divided into four training
regions, two of which were selected randomly to serve as the
experimental group and the remaining two served as controls.
This resulted in nonequivalent but approximately equal groups
(37 experimentals and 29 controls). The data were gathered
in each training region during Head Start's annual training
for managers. No special incentives were offered other than
a promise of verbal feedback about the results of the study
and how it could be applied to future training programs.
Instruments
The pretesting phase involved the completion of a
general demographic questionnaire and a management needs
assessment. These were developed by the examiner (see Appen
dix C) with the approval of the director of training and
technical assistance. Finally, the Styles of Management
Inventory was administered as a pre- and posttest.
The Styles of Management Inventory (developed by Hall,
Harvey, & Williams, 1973) is formulated in sequence with the
Managerial grid concept of Blake and Mouton (1979). It is
composed of sixty items, the purpose of which is to gain
information regarding the way individuals manage or would
manage under a variety of conditions and situations. The
inventory yields total scores that rank order each management
style. From the inventory, the five styles of management
previously mentioned can be identified.
15
The Styles of Management Inventory shows a test/retest
correlation of .75 and the instrument discriminates between
high, average, and low achieving managers and some thirteen
organizational types. Norms, are available on a sample size
of 1316 (Teleometrics, 1980). Reliability and validity data
are available and have been included (Appendix F).
Procedure
The study was a controlled field experiment consisting of
three phases; pretesting, training, and posttesting. The pre
testing phase was accomplished as specified earlier, the
results of which were used to identify training needs to be
incorporated in phase two, or the training program.
A nonequivalent control group design illustrated in
Figure 2 was used in this experiment. This design utilizes
intact groups (in this case, previously established training
regions) to reduce some of the problems associated with the
"guinea pig" effect often found in experimental settings
(Goldstein, 1974). The participants were not assigned to
groups, but rather the choice of the group to receive the
instructional treatment was randomly made. Because of this
sampling procedure, the design is vulnerable to interactions
between selection factors and maturation, history and testing.
This may result in group differences not revealed by the pre
tests. However, this approach is necessary due to limita
tions imposed by the training and technical assistance grant
Control
Group
16
Pretest Training Posttest
Experimental
Group T X
Figure 2. Nonequivalent Control Group Design.
17
which requires a focus on training rather than experimenta
tion. Furthermore, considerations were given to the cost
effectiveness of incorporating such a study in an already
existing but larger training event required by governmental
contractual agreement.
The training format utilized a standard "workshop
approach" consistent with other Head Start personnel training
programs and was based on the Managerial Grid concept and
results of the pretesting phase. Efforts were made to have
the training appear as a normal routine. The three manage
ment topics that were listed as most important among the
experimental and control group during pretest (i.e., delega
tion of authority, time management, and management styles)
were integrated with the team management style approach
during the training phase.
The experimental group (two training regions randomly
identified) participated in a training session approximately
seven hours in length. The researcher standardized the train
ing sessions which was taught by one of the training and
technical assistance staff. This person served as the in
structor for both training regions. The experimenter
observed and video taped both training sessions to insure
that the training was followed in sequence as originally
devised. Essentially, the experimental training group
attempted to show how the team approach could maximize
18
production of services and the psychological well being of
its employees.
The control group also received an equivalent training
session approximately seven hours in length. The workshop
covered different but related topics in management of Head
Start programs. All participants rated the training events
through completion of a Likert type evaluation form (see
Appendix E), which was compared statistically between experi
mental and control groups to determine the extent of training
equivalency.
During phase three, or posttesting, each director was
mailed the Styles of Management Inventory two weeks following
the training. They were given a self-addressed, stamped
envelope to return the completed inventory to the experi
menter as soon as possible. Follow-up phone calls were made
to those directors who did not return their inventories two
weeks from the mail-out date. The 75.87% return rate was
considered adequate for analysis and reporting (Babbie, 1979).
CHAPTER III
RESULTS
Head Start directors were investigated to determine
their management style based upon Blake and Mouton"s ;(1978)
Managerial Grid Theory. A short-term training program was
administered to the experimental group in an effort to pro
duce a cognitive change towards the team management style.
Results indicate a significant difference between the experi
mental and control group in the team management and do-
nothing styles of management.
Preliminary Analyses
Prior to statistical analysis to assess program effects
on the managerial grid scales, exploratory data analysis was
performed to determine if the experimental and contjrol
groups differed on the pretest assessment of the managerial
grid scales. Table 1 represents the means, adjusted means,
and standard deviations for the Managerial Grid scales of:
team, compromiser, authoritarian, country-club, and do-
nothing. T-test analysis on the pretest assessment indi
cated there was a significant difference between the
experimental and control group on the do-nothing scale.
Main Analyses
Since there was a pretest difference between experimen
tal and control groups on the do-nothing management scale
19
20
TABLE 1
MEANS, ADJUSTED MEANS AND STANDARD DEVIATIONS FOR EXPERIMENTAL AND CONTROL GROUPS
Scale
Pretest
X
Posttest
SD X
Adj usted
SD X
Experimental
Team Manager
Compromiser Manager
Authoritarian Manager
Country-Cl\ib Manager
Do-Nothing Manager
51.53
50.54
50.51
51.84
57.84
16.73
9.57
7.80
9.53
11,41
57.68
50.24
51.89
50.70
52.86
11.93
11,23
8.31
11.30
10.83
57.70
50.96
51.31
52.05
Control
Team Manager
Compromiser Manager
Authoritarian Manager
Country-Club Manager
Do-Nothing Manager
55.03
52.28
52.72
53.69
52.31
7.73
11.73
11.90
9.66
8.78
52.83
51.43
50.13
52.17
52.43
7.26
11.63
11.71
9.47
8.87
52.99
50.27
51.25
54.18
(t = -.78, df = 64, £< .05), analysis of covariance, using
the pretest as the covariate, was employed to determine
program effects in the Managerial Grid scales. The analysis
of covariance adjusted for pretest differences and summary
data for these analyses are presented in Table 2.
21
TABLE 2
ANALYSIS OF COVARIANCE SUMI-IARY TABLE FOR MANAGEMENT GRID SCALES
Scale Source df
Team
Compromiser
Country-Club
Do-Nothing
Group
Error
Group
Error
Group
Error
Group
Error
1
129
1
129
1
129
1
129
tAS
722.93
58.37
15.30
35.53
0.12
29.82
144.98
34.26
F-value
12.39
0.43
0.00
4.23
£_-value
,0001
Ns
Ns
.04
Analysis of covariance indicated there was a signifi
cant program effect on the team management scale F (1, 129)
= 12.39, £ < .001) and do-nothing scale, F (1, 129) = 4.23,
£ < .05. The mean on the team management scale was signifi
cantly higher for the experimental group, and significantly
lower on the do-nothing scale. There were no significant
differences due to program effects on the compromiser scale,
F, (1, 129) = 0.43, £ < .05 or on the country-club scale,
F (1, 129) = 0.0, £ < .05.
To partially determine if the analysis of covariance
was an appropriate measure, a test for homogeneity of regres
sion coefficients was performed to show possible sources of
statistical invalidity between the experimental and control
groups (see Table 3). All but one management scale met the
22
assumption of homogeneity of regression coefficients. The
data did not meet the assumption of homogeneity of regres
sion coefficients for utilizing analysis of covariance to
assess program effects on the authoritarian scale. There
fore, a posttest t-test was utilized to determine program
effects for this scale. Posttest t-test analysis indicated
there was no significant difference between the experimental
and control group on the authoritarian scale, (t = .74, df
= 64, £ < .05).
One trainer was used for all workshop training sessions
(see Appendix G). Each participant rated the training event
through completion of a Likert evaluation form (see Appendix
E), which was compared statistically between experimental
and control groups to determine the extent of training
equivalency. The t-test analyses between the experimental
and control groups showed no significant difference (t =
7.73, df = 64, £ < .05).
23
TABLE 3
TEST FOR HOMOGENEITY OF REGRESSION COEFFICIENTS
Variable
Team
Compromiser
Author!tari an
Country-club
Do-Nothing
Source
Group*Covariate
Error
Group*Covariate
Error
Group*Covariate
Error
Group*Covariate
Error
Group * Covari ate
Error
df
1
128
1
128
1
128
1
128
1
128
MS
47.29
58.45
16.97
35.67
121.42
32.04
4.53
30.02
34.34
34.24
F-value
0.81
0.48
3.79*
0.15
1.00
*£ < .05.
CHAPTER IV
DISCUSSION
The major goal of the study was to assess the effects
of a short-term management training program on Head Start
directors in a southwestern state. During training, the
managerial grid concepts and more specifically, the team
management style, were emphasized (Blake & Mouton, 1975).
It was hypothesized and supported empirically, that the
experimental group relative to the control group, would
show a significant increase in a cognition toward the team
management style.
Comparison to Original Training
The first or seminar phase of a six-phased training
program was investigated. The original training program
(Blake, et al., 1964) that stressed the seminar concepts
was approximately 40 hours long (Goldstein, 1974) as com
pared to a seven-hour training program in the present study.
This study clearly demonstrated ,the desired result of in
creasing the team management style with a short-term train
ing program that is more cost effective and less time
consioming.
Unlike the original study (Blake, et al., 1964) that
used ex post facto field study (Robinson, 1981) to demon
strate the effectiveness of training, this investigation
24
25
had the advantage of added experimental control procedures.
By using a controlled field experiment there is increased
confidence -that the observed change in the dependent vari
able was a result of manipulation of the independent vari
able rather than other extraneous variation (Robinson,
1981).
Methodology
The study made two major methodological contributions.
It included -the desirable experimental conditions of train
ing equivalency between groups, and an appropriate procedure
for data analysis. Consequently, there is increased confi
dence that the differences found between the experimental
and control group were a result of the short-term training
program. In effect, the training was able to increase cog-
nitively the most desirable management style and decrease
the least desirable style.
To control for spurious training differences, both the.
experimental and control group received a seven-hour train
ing program on management related topics. Using the work
shop evaluation form (see Appendix E) as a dependent
measure, t-test results showed nonsignificant differences
between groups. In addition, each experimental group
received a standardized training program taught by a quali
fied trainer (see Appendix F). Therefore, as a result of
26
the evidence, the condition of training equivalency appears
to have been satisfied.
Since significant differences were found on pretest
measures between the experimental and control group, a sta
tistical procedure that mathematically adjusts for these
differences was needed. Consequently, an analysis of co-
variance procedure was utilized. However, a concern for
•this procedure existed because the underlying theoretical
assumption of homogeneity of regression coefficients (Kirk,
1968) was not met for the authoritarian scale. To determine
the program effects for this scale a posttest t-test was per
formed. No significant difference between the experimental
and control groups was found on the authoritarian scale.
The analysis of covariance procedure for the other four
scales, and further tests on the authoritarian scale
appeared to have been adequate methods of analysis.
Limitations
A field study, while having its advantages, has in
herent problems in its ability to control secondary vari
ation. A possible source of variation could have been the
inability to randomize subjects, rather than groups. The
current study may have been more vulnerable to interactions
between selection factors, maturation, history, and testing.
Perhaps this partially explains the failure of the authori
tarian management style to meet the assumption of
homogeneity of within-group regressions coefficients.
27
One purpose of the present study was to isolate the
first phase of the original six-phased training program
(Blake, et al., 1964). While the program was successful in
its intention of producing cognitive change, other phases
of the training program (i.e., team development, intergroup
development, organization goals, organizational attainment
and stabilization) need to be studied with greater detail
using experimental techniques that afford greater precision
and control over previous research. Potentially, such
studies could assist in determining the optimum length of
training needed to promote behavioral change. Perhaps some
of the training phases can be eliminated, shortened, or com
bined to produce an overall training program that is more
efficient or less costly.
A major limitation of this study is the lack of evi
dence regarding generalization to behavioral change from a
cognitive change in management style. Such a study is
needed in conjunction with the training program at some
future point. It is possible that the other training phases
recommended by Blake, et al., (1964) are necessary to demon
strate behavioral change. However, the extent of each addi
tional training phase and the training time needed for this
remain unclear.
28
Summary and Conclusion
Results of the present study demonstrated substantial
changes in managerial styles in an applied setting with
human service providers. The primary purpose was to deter
mine the effectiveness of a short-term training program in
bringing about a cognitive change toward the team manage
ment style for Head Start Directors.
Previous research has shown that the most desirable
management style is one in which concern for people and
production are maximized. Results from the present study
indicate that a significant increase was demonstrated fol
lowing completion of the training program. In contrast,
the management style that minimized the concern for people
and production significantly decreased. Lastly, an improved
experimental design provided data which supports the use of
Organizational Development theory and the managerial grid
concepts as useful tools in training human service providers.
REFERENCES
Babbie, E. R. The practice of social research. Belmont, California: Wadsworth Publishing Co., 1979.
Banki, I. S. Directory of administration and management. Los Angeles, California: Systems Research Institute, 19 81.
Baratz, J. C., & Moskowitz, J. H. Proposition 13: How and why It happened. Phi Delta Kappin, 1978, £, 9-11.
Benton, L. Management for the future. New York: McGraw-Hill, 1978. '
Blake, R. R., & Mouton, J. S. The new managerial grid. Houston: Gulf Publishing Co., 1978.
Blake, R. R. , Mouton, J. S., Barnes, L. B., & Greiner, L. E. Breatkthrough in organizational development. Harvard Business Review, 1964, £2, 133-155.
Campbell, J. P., Dunnette, M. D., Lawler, E. E., Ill, & Weick, K. E., Jr. Managerial behavior, performance, and effectiveness. New York: McGraw-Hill, 1970.
Cangemi, J. P. Leadership characteristics of business executives appropriate for leaders in higher education. Education, 1975, 95 , 229-32.
DHEW Publication No. (OHD) 76-31092 Washington, D.C.: U.S. Government Printing Office, 1976.
Goldstein, I. L. Training program development and evaluation. Belmont, California: Wadsworth Publishing Company Inc., 1974.
Hall, J., Harvey, J. B., & Williams, M. Styles of management inventory. Woodlands, Texas: Teleometrics International, 1973.
Hodges, C. E. Decisions on Future Directions for Head Start. Memorandum Office of Human Development Services, Administration for Children, Youth, and Families, June 1982, Washington, D.C.
Kirk, R. E. Experimental design: Procedures for behavioral sciences. Belmont, California: Brooks Cole Publica-tions, 1968.
29
30
Likert, R. New patterns of management. New York: McGraw-Hill, i 9 6 r r ~ —
The human organization: Its management value. New York: McGraw-Hill, 1967
Robinson, P. W. .. Fundamentals of experimental psychology. Englewood Cliffs, New Jersey: Prentice-Hall, 1981.
Splotts, J. B. The problem of leadership: A look at some recent findings of behavioral science research. Kansas Business Review, School of Business, University of Kansas, Jiine 1964, r? (6), 3-13.
Steiner, R. Managing the human service organization. Beverly Hills, California: Sage Publications, Inc., 1977.
Taylor, B. , & Lippitt, G. (Eds.). Management development and training handbook. Managerial grid in practice. New York: McGraw-Hill, 1975.
Teleometrics International. How to interpret your scores from the styles of management inventory. Woodlands, Texas: Teleometrics International, 1973.
APPENDICES
A. r-IANAGEMENT TRAINING SEMINAR MJU UAL
B. HANDOUTS AND OVERHEADS FOR TRAINING MANUAL
C. DEMOGRAPHIC QUESTIONNAIRE
D. DIRECTIONS FOR QUESTIONNAIRE
E. WORKSHOP EVALUATION FORM
F. RELIABILITY AND VALIDITY DATA
G. WORKSHOP TRAINERS QUALIFICATIONS
H. MANAGERIAL GRID INSTRUMENT
31
APPENDIX A: MANAGEMENT TRAINING
SEMINAR MANUAL
Developed by Stuart Reynolds
Sponsored by Dr. Mary Tom Riley,
Institute for Child and Family Studies
Purpose
To develop an effective team management .philosophy
for Head Start Directors
Goals
To influence a cognitive change toward a team manage
ment approach
Behavioral Objectives
To identify the 5 styles of management
To describe 3 advantages of team management
To identify 5 potential barriers to effective use of
time
To identify 4 techniques of increasing effective use
of time
32
33
Theories of Management
There are many different approaches or theories to
management, some of these approaches are outdated, while
others are still being used today- One such model is
McGregor's Theory X-Theory.
McGregor's Theory X-Theory Y
********** H A N D O U T **********
During the 1960's, Douglas McGregor developed a view
of management called the X-Y theory. It was not an algebra
formula cind had no relationship to math! Actually it repre
sented two very different ways of looking at people and how
it affected production in an organization. McGregor be
lieved that the quality and amount of these services could
be altered by the subtle assumptions that a director makes
about how directors attempt to manage or influence others.
To contrast two extremes of management he put them on
a continuiim and listed qualities of each.
X Y
The traditional views of man were labeled "X" and were
based on the following assumptions:
1. People have an inherent dislike for work and will
avoid it if they can.
34
2. Because of this human characteristic of dislike of
work, most people must be coerced, controlled,
directed, or threatened with punishment to get them
to put forth adequate effort toward the achievement
of organizational goals.
3. The average human being prefers to be directed,
works to avoid responsibility, has relatively little
ambition, and wants security above all.
Opposed to this "hard" view of management is a "soft"
view of Theory Y, based on the following assiimptions:
1. The expenditure of physical and mental effort in
work is as natural as play or rest.
2. Commitment to objectives is dependent on rewards
associated with their achievement. The most im
portant rewards are those that satisfy needs for
self-respect and personal improvement.
3. The average human being learns, under proper condi
tions, not only to accept, but to seek responsibility.
At first glance, the soft approach is really very de
manding as it sets high standards and expects people to
reach for them.
Managerial Grid
Many educational programs, including Head Start, are
often tied to federal aid or assistance. Like other human
service organizations, these programs appear no less
35
vulnerable to the recent trend of ever growing financial cut
backs in an effort to trim and provide more efficient ser
vices. As a result, many government officials are taking a
closer look at various management theories in an effort to
maximize efficiency without destroying important psychologi
cal variables such as employee participation, motivation,
and job satisfaction.
Team management theory has evolved from several previous
concepts. One of -the first and most prominent concepts was
the "work or starve authority relationship" between the boss
and subordinate. In this model, little or no regard was
given to the worker. Production was the main concern.
Other types of management styles include:
- authority-obedience; similar to the work or starve
relationship
- love conquers all; a philosophy that if they love
me, they'll do what I want
- hard-to-notice; a philosophy of hear no evil,
speak no evil, and do no evil
- half-way manager; a philosophy of adjusting,
accommodating, and compromising to what is practical
- involvement-participation-commitment; a philosophy
of team involvement
All of the aforementioned styles have elements that are
common to one another and in fact common to any management
36
theory. They all have either a high degree of concern for
production (services) and a low degree of concern for people
or vice versa. Consequently, a description of management
results in an integration of these concepts in which manage
ment can be defined as getting things done through people.
In the late 60's the "Managerial Grid" was developed
which identifies theories that combined people and
production.
******* SHOW OVERHEAD OF MANAGERIAL GRID *******
As one goes arovmd the grid, five broad managerial
styles can be characterized that may look similar to the
previous mentioned styles.
1. 9/I low concern for people, high concern for
production
2. 1/9 high concern for people, low concern for
production
3. 1/1 low concern for people, low concern for
production
4. 5/5 moderate concern for people, moderate concern
for production
5. 9/9 high concern for people, high concern for
production
37 ******* DISCUSS SELF-ASSESSMENT *******
******** B R E A K ********
Introduce Film
You are about to see a film which presents a new approach
to management. The film was developed on the research-based
ideas developed by Dr. Robert R. Blake and Dr. Jane Srygley
Mouton, two behavioral scientists who have had a long time
association with business and industry. To their credits are
assistance to numerous firms in resolving problems of leader
ship, communication, conflict, decision making, and organiza
tional health. Drs. Blake and Mouton are President and Vice
President, respectively, of Scientific Methods, Inc., head
quartered in Austin, Texas.
As you watch the film, try to keep in mind the signifi
cance of leadership style, the influence of climate upon an
organization, what makes a work team effective, and the im
portance of such concepts as openness, trust, sharing feel
ings, conflict, group problem solving and decision making.
In the film, Drs. Blake and Mouton explain the Manage
rial Grid to the president of the Hastings Tool Company and
his key staff. They show its application to Hastings'
current problems.
38
We will discuss the ideas contained in the film and '
try to relate them to our own problems and concerns as man
agers of of Head Start preschool programs.
After Film—Discussion Question
1. List film participants on Chalk Board
What type of manager do you most resemble:
The President? The Marketing Manager?
The Personnel Manager? The Production Manager?
The Engineer? The Comptroller?
What were the Grid styles of the managers in the
film?
2. Hastings provides widgets, and Head Start provides
human services, how is this measured?
3. What are tiie main features of a 9/9 managerial
style? Does a 9/9 style weaken or strengthen the
manager's role as a problem solver and decision
maker? How does a 9/9 style affect the manager's
role in and responsibility for individual decisions
making?
4. Blake and Mouton say the 9/9 is the most effective
managerial style. Why would this be so?
5. The 1/1 Grid style is essentially a "cop out." Why
might a manager engage in such a style? Is he or
she likely to be aware of his behavior and the im
plications of it?
39
6. Why might a manager go to a "backup" style?
Is this likely to be effective?
7. The Managerial Grid, as a training tool, is a form
of "laboratory training." What does this mean?
(Answer: it means that participants in a training
program use their own behavior as a basis for
analysis. Learning or insight is thus achieved on
the basis of personal experience as opposed to
inputs provided by "experts" on a "teacher-tell"
basis.)
8. What is a facade? What are its prospects for
success? Why?
Why Team Management is Best
Some theorists believe that flexibiltiy in management
is most important. In other words, one should shift manage
ment styles depending upon what he or she thinks is best
for that situation. Management theorists call this situ-
ationlism, which is equivalent to the 5/5 compromise.
It's important to understand that even though we may
subjectively believe that this approach is best, the empiri
cal evidence suggests otherwise. Each of the following
statements is consistent with a 9/9 orientation and is sup
ported by research evidence from social psychology, sociol
ogy, anthropology, mental health, counseling, business, and
other fields. Other things being equal, productivity.
40
creativity, mental and physical health, as well as personal
satisfaction are better served when:
*Informed free choice is the basis for managerial
interaction
•Shared participation in problem solving and decision
making are basic
*Mutual trust and respect are encouraged
•Activities are carried out within a framework of goals
and objectives which integrate personal with organiza
tion goals
•Conflict is resolved by direct problem solving
con frontation
•Responsibility is taken for one's own actions
•Efforts are applied to jobs that involve complex work
activities or to a variety of simpler activities
•Critique is used to learn from experience
These generalizations appear to be true regardless of
time, place, or situation. Taken together, these statements
represent different facets of a 9/9-oriented leadership
style. Each reflects in its own way the basic proposition
that there is one best way to manage.
41
Time Management
In this section, we will present concepts and applica
tions of effective time management, so you can accomplish
your most worthwhile objectives in the shortest amount of
time. To begin, few people actually waste time, they mis
use it. Misusing time means not delegating work, not
scheduling days, not making decisions, not setting
priorities.
People in nonprofit organizations, in particular, never
seem to have enough time—perhaps because of chronic under-
staffing, perhaps because they often lack a vigorous
"business orientation." Whatever the reasons, successful
people regard time as their greatest asset and use it with
utmost discretion.
Let's look at some basic concepts of time management:
1. There is little correlation between an effective
manager and the amount of time he/she spends on
the job.
2. There is high correlation between the effective
manager and the amount of time he/she spends on
high-priority objectives and "quality" time-
(Quality time=sufficient time in large blocks and
during the most creative periods.)
3. The effective manager plans and controls his/her
time; the ineffective manager is controlled by
events and personnel.
42
4. One- to two-hour blocks of time are suggested for
planning because a large space of time at one sit
ting is more effective than short spaces of time
scheduled separately.
5. Most people tend to be creative in the morning.
It is suggested that the planning time be scheduled
for the morning. This might vary, however, with
environmental conditions of the manager's job or
the personality of the manager.
The first step in time management is self-appraisal,
and determining how you use your time. Once this is known,
positive action can be taken, and you can learn to be a
better manager of time.
•••• Handout and exercise on time management ****
Discussion of Time Management Activity
1. What activities are your greatest time consumers?
2. On which activities do you spend the least amount
of time?
3. Does anybody notice a general trend common to
others?
4. Ideally, what activities would you like to devote
less time to? Where would you add this additional
time? Why?
43
Additional discussion
Let's look at the top 15 timewasters that affect most
managers. Off the top of your head, list the top five
wasters. (small groups)
••Handout^^l5 Timewasters
Does this order pretty much agree with what you have
observed? Would you add any additional ones?
Avoiding Barriers to Effective Time Usage
Let's look at some ways that might be used to solve
these problems:
Drop-in Visitors
•Suggestion: Schedule a "quiet hour" of uninterrupted
work time each day to focus your energies
on a major task.
•Suggestion: Have your secretary screen callers. Have
the secretary's desk located so that
visitors must first check with him or
her on your availability.
•Suggestion: Except in emergencies handle all visitors
on an appoint^nent basis through your
secretary.
•Suggestion: Review suggestions in body language books
and assertiveness training books on how
to handle visitors.
44
Meetings
•Suggestion: Never hold a meeting if you can achieve
the same objective through a memo, a
telephone message, or some other commu
nication device.
•Suggestion: Start meetings on time, have a printed
agenda, and stop meeting on time.
Schedule meetings to end at a natural
interval such as liinch or end of the day.
•Suggestion: If the meeting does not require your
presence, send another staff member who
is familiar wi th the project or topic to
be discussed. It can provide useful
experience for the other person.
Telephone Calls
•Suggestion: Have your secretary take a "call back"
message. It should contain (a) who
called, (b) what they called about, (c)
a return telephone number, (d) a sug
gested time for you to return the call.
•Suggestion: Ask regular callers to make their calls
at certain times of the day. You may
find that late in the business day is a
good time because it allows you to gather
45
any information needed. Also, putting
all calls together saves start and
stopping time.
Excessive Paperwork
•Suggestion: Have your secretary open and screen the
mail, allowing him/her to handle some
of it independently and route some .of
it to other people.
•Suggestion: Try not to handle a piece of paper more
than once. Write on it, file it, send
it on or whatever; just don't put it
down to pick it up again later, or
shuffle later.
•Suggestion: Purge your files at least annually: It
is estimated that you can throw away at
least 80% of what you file—it will never
be used again.
46
Delegation of Authority
Delegating Responsibility
Often elaborate plans are developed which specify goals
and objectives to be accomplished by your organization.
This is a good strategy as long as there is successful im
plementation of these plans. As a manager, this requires
you to move from the analytical perspective to the imple-
mentor which deals with real events and real people. For
this to be successful, you must be able to delegate duties
to direct service and other support staff when necessary.
A Common Mistake of New Managers
When employees have worked their way up through the
ranks or when new graduates with inexperience are put in a
position of management, they often develop a misguided
attitude about delegation. They assume -that managers must
do all the work themselves since they are responsible for
all of it. As a result, they heap more and more work upon
themselves until they reach a state of confusion, ulcers
or heart attacks!
To overcome this, one must remember and constantly
remind yourself of the definition of management: -getting
things done through others. As a manager, you are respon
sible for seeing that plans get implemented, but this does
not mean that you should do all the work yourself. It does
mean that work should be delegated. By assigning job
47
responsibilities to the individuals closest to the work,
you allow for works development and growth, build the foun
dation for employee motivation, and develop a healthy work
climate.
Beware of Fake Delegation
When you give a member of your staff responsibility
for some activity, you must be sincere. Don't fall in the
trap of checking up on that person or step in as soon as
you feel things are not going well. Fake delegation leads
to unmotivated workers. As soon as you leave the room
workers will tend to retire on the job, but act busy when
you're near. To avoid this remember that management is not
only a question of getting things done through people, but
also getting things done with them.
What Should be Delegated
After you've decided to work with your staff, you can
and should delegate the following:
A. Activities that require primarily technical or
mechanical skills;
B. Activities that fall within the realm of a staff
member's traditional job responsibilities;
C. Activities which a staff member will be asked to
do on a regular basis in the future;
D. Activities which will free the manager to perform
other duties.
48
***** Review Steps for Problem Solving *****
STEPS FOR PROBLEM SOLVING
Identify the Problem. Decide what the problem is. Be
specific as possible.
Establish Clear Goals. Once the problem is identified,
decide what organizational goals will be met.
Exchange Ideas Openly. Establish a group climate that
allows ideas to be discussed openly, and without fear
of reprisal from others. Feedback should be handled
in a constructive manner.
Generate Possible Solutions. Allow all ideas to be listed.
Spontaneity and creativity should be optimal.
Consider Consequences of Each Idea. List each alternative
and 3 or 4 possible consequences to each.
Obtain Group Agreement on "Best" Alternative. Consider
which alternatives have the most merit and choose the
solution in which everyone can agree to at least some
degree. Avoid voting, or some other technique that
minimizes conflict.
Implement Act on Decision. Decide first steps to be taken
to implement plan and decide who will be responsible
for a given step. Establish rough time frames for
their achievement, and a method of feedback for
accomplishment of plan.
49
**** Break Audience in to Small Groups For
Simulation Exercise ****
**** Discuss each group 's answer to problem—Review
e a r l i e r po in t s about team management ****
APPENDIX B: HANDOUTS AND OVERHEADS
FOR TRAINING MANUAL
HANDOUT
THEORY X ASSUMPTIONS
1. People are naturally
lazy; they prefer to
do nothing.
2. People work mostly
for money and status
rewards.
3. The jnain force keeping
people productive in
their work is fear of
being demoted or fired.
4. People remain children
grown larger; they are
naturally dependent on
leaders.
THEORY Y ASSUMPTIONS
People are naturally active;
they set goals and enjoy
striving.
People seek many satisfac
tions in work; pride in
achievement; enjoyment of
process; sense contribution;
please in association;
stimulation of new chal
lenges, etc.
The main force keeping peo
ple productive in their
work is desire to achieve
personal and social goals.
People normally mature be
yond childhood; they aspire
to independence, self-
fulfillment, responsibility.
50
5. People expect and depend
on direction from above;
they do not want to think
for themselves.
6. People need to be told,
shown, and trained in
proper methods of work.
7. People need supervisors
who will watch them
closely enough to be
able to praise good work
and reprimand errors.
8. People have little con
cern beyond •their iimne-
diate, material
interests.
9. People need specific
instruction on what to
do and how to do it;
larger policy issues are
none of their business.
51
People close to the situ
ation see and feel what
is needed and are capable
of self-direction.
People who understand and
care about what they are
doing can devise and
improve their own methods
of doing work.
People need a sense that
they are respected as
capable of assuming respon
sibility and self-correction,
People seek to give meaning
to their lives by identify
ing with nations, communi
ties, churches, unions,
companies, causes, etc.
People need ever-increasing
understanding; they need to
grasp the meaning of the
activities in which they
are engaged; they have
52
10. People appreciate
being treated with
courtesy.
11. People are naturally
compartmentalized; work
demands are entirely
different from leisure
activities.
12. People naturally resist
change; they prefer to
stay in the old ruts.
13. Jobs are primary and
must be done; people
are selected, trained,
and fitted to pre
defined jobs.
cognitive hunger as exten
sive as the universe.
People crave genuine
respect from their fellow
men.
People are naturally inte
grated; when work and play
are too sharply separated
in both deteriorate; "The
only reason a wise man can
give for preferring leisure
to work is the better qual
ity of the work he can do
during leisure."
People naturally tire of
monotonous routine and
enjoy new experiences; in
some degree everyone is
creative.
People are primary and seek
self realization; jobs must
be designed, modified and
fitted to people.
14. People a re formed by
h e r e d i t y , childhood
and youth; as adu l t s they
remain s t a t i c ; old dogs
d o n ' t l e a r n new t r i c k s .
15. People need to be
" i n s p i r e d " (pep ta lk)
or pushed or dr iven .
53
People constant ly grow;
i t i s never too l a t e to
learn; they enjoy learn ing
and increasing t h e i r under
standing and c a p a b i l i t y .
People need to be re leased
and encouraged and a s s i s t e d .
•Organ iza t iona l Psychology, An Experiental Approach, second
e d i t i o n , David Kolb, Irwin Rubin, James Mclntyre. P r e n t i c e -
Ha l l , I n c . , Englewood Cl f f f s , New Jersey (1974).
54
APPLICATIONS ANSWER SHEET
Individual exercise: Blake Managerial Grid
Section A: Mark each item indicated in the directions given.
Rank the following five paragraphs from most to least typical as a description of your behavior; 1 is the most typical, 2 is next most typical, and so on to 5 which is least typical of you. When you have finished ranking the paragraphs, there should be only one of each number from 1 to 4. There can be no ties.
a. I accept decisions of others. I go along with opinions, attitudes and ideas of others or avoid taking sides. When conflict arises, I try to remain neutral or stay out of it. By remaining neutral I rarely get stirred up. My humor is seen by others as rather pointless.
b. I place high value on maintaining good relations. I prefer to accept opinions, attitudes and ideas of others rather than to push my own. I try to avoid generating conflict. When it does appear, I try to soothe feelings and to keep people together. Because of the disturbance a temper flare produces, I strive to keep my emotions under control. My humor aims at maintaining friendly relations. When strains do arise, my humor shifts attention away from the serious side.
c. I place high value on making decisions that stick, I stand up for my ideas, opinions, and attitudes, even though it sometimes results in stepping on toes. When conflict arises, I try to cut it off or to win my position. When things are not going right, my temper wells up. My humor is hard hitting.
d. I search for workable, even though not perfect, decisions. When ideas, opinions or attitudes different from my own appear, I initiate middle ground positions. When conflict arises, I try to be fair but firm and to get an equitable solution. I rarely lose my temper, but I tend to be impatient when things are not moving. My humor sells myself or a position.
e. I place high value on getting soiond creative decisions that result in understanding and agreement. I listen for and seek out ideas, opinions and attitudes different from my own. I have clear convictions but respond to sound ideas by changing my mind. When conflict arises, I try to identify reasons for it and to resolve underlying causes. I rarely lose my temper, even when stirred up. My humor fits the situation and gives perspective; I retain a sense of humor even under pressure.
55
Scoring A
The previous paragraphs describe the five general managerial grid classifications. Paragraph A, for example, represents the 1/1 or the "do nothing" manager. If you assigned a 1 to this paragraph, the "do nothing" style of management is mot typical of you. If you assigned a 5 to this paragraph, the "do nothing" style is your least typical method.
Paragraph B represents the 1/9 or "country club," paragraph C represents the 9/1 or "authoritarian," paragraph D represents the 5/5 or "compromiser," and paragraph E represents the 9/9 or "team" manager.
56
High
(Country Club) 1.9 Management
Thoughtful attention to needs of people for satisfying relationships leads to a comfortable, friendly organization atmosphere and work tempo
(Team) 9.9 Management
Work accomplishment is from jrommitted people; interdependence through a cotimon stake in organization purpose leads to relationships of trust and respect
\
a. o 4)
a.
a u
(Compromiser) 5.5 Management
Adequate organization performance is possible through balancing the necessity to get out work while maintaining morale of people at a satisfactory level
(Oo-Mothing) 1.1 Management
Exertion of minimum effort to get required work done is appropriate to sustain organization membership
Low 1
(Authoritarian) 9.1 Management
Efficiency in operations results from arranging conditions of work in such a way that human elements Interfere to a minimum degree
Low
- n j — 1 g -
Concern for production
9
High
57
TIME MANAGEMENT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Activities
Paperwork
Telephone
Conducting Meetings
Attending Meetings
Program Planning
Crises
Coffee/ refreshment breaks
Classroom Teaching
Correspondence (memos, letters. etc.)
Delegating work
Supervising/ observing others
Number of hours
12. Gaining knowledge job skills
13, Other
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TOP 15 TIMEWASTERS
1. Drop-In Visitors
2. Meetings (both scheduled and unscheduled)
3. Cr i ses
4. Lack of Objec t ives , P r i o r i t i e s , and Deadlines
5. Telephone I n t e r r u p t i o n s
6. C l u t t e r e d Desk and Personal Disorganization
7. I n e f f e c t i v e Delegation and Involvement in Routine and D e t a i l
8. Attempting Too Much a t Once and Unrea l i s t i c Time Es t imates
9. Lack of, or Unclear Communication and Ins t ruc t ions
10. Inadequa te , Inaccura te and Delayed Information
11. I ndec i s ion and P roc ras t ina t ion
12. Confused Respons ib i l i ty and Authority
13. I n a b i l i t y to Say "NO"
14. Leaving Tasks Unfinished
15. Lack of Se l f -D i sc ip l i ne
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*• TRANSPARENCY **
Avoiding Barriers to Effective Time Usage
Drop-in Visitors 1. schedule a "quiet hour" 2. secretary screen callers 3. appointments only 4. body language, assertiveness training books
Meeting 1. substitute memos or telephone messages for meetings 2. start/stop on time, and use an agenda 3. send a staff member in your place
Telephone Calls 1. have your secretary take "call back" messages 2. set aside time for regular callers
Excessive Paperwork 1. have secretary screen and prioritize your mail 2. only handle a piece of paper once 3. purge your files annually
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** Handou t * •
Avoiding B a r r i e r s t o Effect ive Time Usage
L e t ' s look a t some ways t h a t might be used to solve these problems
Drop-in V i s i t o r s •Suggest ion;
•Suggestion:
•Suggestion;
Schedule a "quiet hour" of uninterrupted work time each day to focus your energies on a major task.
Have your secretary screen callers. Have the secretary's desk located so that visitors must first check with him or her on your availability.
Except in emergencies handle all visitors on an appointment basis through your secretary.
•Suggestion: Review suggestions in body language books and assertiveness training books on how to handle visitors.
Meetings •Suggestion:
^Suggestion:
•Suggestion;
Never hold a meeting if you can achieve the same objective through a memo, a telephone message, or some other communica-tion device.
Start meetings on time, have a printed agenda, and stop meeting on time. Schedule meetings to end at a natural interval such as lunch or end of the day.
If the meeting does not require your presence, send another staff member who is familiar with the project or topic to be discussed. It can provide useful experience for the other person.
Telephone Calls •Suggestion:
•Suggestion:
Have your secretary take a "call back" message. It should contain (a) who called, (b) what they called about, (c) a return telephone number, (d) a suggested time for you to return the call.
Ask regular callers to make their calls at certain times of the day. You may find that late in the business day is a good time because it allows you to gather any information needed. Also, putting all calls together saves starting and stopping time.
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Excessive Paperwork •Suggestion: Have your secretary open and screen the mail,
allowing him/her to handle some of it independently and route some of it to other people.
•Suggestion: Try not to handle a piece of paper more than once. Write on it, file it, send it on or whatever; just don't put it down to pick it up again later, or shuffle later.
•Suggestion: Purge your files at least annually: It is estimated that you can throw away at least 80% of what you file—it will never be used again.
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• • TRANSPARENCY **
Avoiding B a r r i e r s t o E f f e c t i v e Time Usage
Drop- in V i s i t o r s 1. schedule a "quiet hour" 2. secretary screen cal lers 3. appointments only 4. body language, assertiveness training books
Meeting 1. substitute memos or telephone messages for meetings 2. start/stop on time, and use an agenda 3. send a staff member in your place
Telephone Calls 1. have your secretary take "call back" messages 2. set aside time for regular callers
Excessive Paperwork 1. have secretary screen and prioritize your mail 2. only handle a piece of paper once 3. purge your files annually
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** HANDOUT **
Head Start Simulation
BACKGROUND
LOCAL Head Start program (serving 200 children) has contracted for the past three years with Health Systems, Inc. for medical services at a reduced rate. Consequently, Health Systems, Inc. has gone bankrupt and LOCAL Head Start has explored alternatives for securing medical services. After a review of all possible alternatives, the best alternative calls for an additional $500 for medical services. The program's Community Representative has suggested the program transfer funds (i.e., $500) from the parent Involvement category to medical services. The P.C. has designated the P.C. chairperson to work with program staff on the necessary changes.
Fund Parent Involvement
1. Travel/Per Diem to Region VI $120 Head Start Conference Travel @ $100 = 100 Per Diem @ $40/day x 3 days = 120
2. Field trip to MHMR Center 1^° Travel for 20 parents @ 2.00 ea = 40 Lunch for 20 parents (§ 5.00 ea = 100
3 . Handbooks f o r P o l i c y Counc i l -^^^ 30 books § 10 ea = 300
144 4. Babysitting cost for P.C. Meetings
6 meetings x 2 people x 3 hrs x 4.00 = 144 120
5. Re f re shmen t s f o r P . C . Meet ings 6 m e e t i n g s @ 20 ea = 120
86 6. Workshop on "Child Development
Consultant fee $50 Refreshments $36
TOTAL 5^°°
TASK AS the Head Start Director, Parent Involvement coordinator. Policy Council Chairperson, and Health coordinator you are meeting to discuss the necessary changes and device the best possible solution(s).
APPENDIX C: DEMOGRAPHIC QUESTIONNAIRE
THE UNIVERSITY
CONSORTIUM FOR HEAD START T/TA IN TEXAS TEXAS HEAD START DIRECTORS INVENTORY
The f o l l o w i n g i n f o r m a t i o n i s r e q u e s t e d fo r t he purpose of p r o v i d i n g more e f f e c t i v e t r a i n i n g and t e c h n i c a l a s s i s t a n c e t o Head S t a r t D i r e c t o r s i n t h e S t a t e of Texas . Th i s i n fo rma t ion w i l l a l low us t h e opport u n i t y t o g e t t o know you b e t t e r and p l a n our d e l i v e r y system. A l l i n f o r m a t i o n i s r e g a r d e d as c o n f i d e n t i a l , and w i l l no t be used o r r e p o r t e d i n any way t o d i v u l g e i n d i v i d u a l i d e n t i t i e s .
D i r e c t i o n s : F i l l i n t h e b l a n k s comple t e ly .
Date /
mo. y r .
1 . Name
L a s t F i r s t
2 . C i t y
3 . Phone ( )
4 . Sex : Male Female
5 . Age
6. M a r i t a l S t a t u s : Marr ied S i n g l e S e p a r a t e d / D i v o r c e d Wi dowe d
7. Race: Anglo American Asian American Black American Spanish American_ Other specify_
8. Languages spoken are
DHHS CONTRACT NO. 160-8000025
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9. Educa t ion /p rofess iona l t r a i n i n g . (Check l a t e s t degree earned) High School B.A. or B.S. Major
Minor_ M.S. , M.A., M.S.W., or M.Ed. Major
Minor Ph.D., Ed.D. Major"
Minor
10. Have you participated in seminars, workshops, conferences and/or college courses directed toward management techniques?
yes no
11. I f the answer t o the above question was yes , approximately how many t o t a l hours have you been involved in seminars, workshops, conferences and/or col lege courses d i rected toward management techniques wi th in the l a s t five years?
12. P lease l i s t the types of t r a in ing you have received within the p a s t f ive y e a r s .
13. Current p o s i t i o n / t i t l e in Head Start_
14. Date of employment in above position_ mo. yr .
15. Other previous p o s i t i o n s held in Head S t a r t
16. Tota l l ength of time employed with Head S t a r t /
y r s . mos.
17. Program Locat ion: Metro (pop. 100,000+) ^Urban c i t y (pop. 20,000-f) ^Small c i t y (pop. 6,000-20,000) ^Rural (pop. l e ss than 6,000)
18. Tota l enrol lment in program_
19. Number of s t a f f you supervise_
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20. Previous employment p r i o r to Head S t a r t , including par t - t ime work, ( l a t e s t Job F i r s t ) Job T i t l e or Pos i t i on Dates of Employment
/ to / mo. yr . mo. yr .
21. Regional Training Office Service Area; North (TTU) Central (TSU) _South (PAU) "west (TTU)
22. The following items are utilized in the management of Head Start program. Please read each item and CIRCLE your beliefs regarding the importance of each item to management. A "one" indicates low importance while a "five" represents very important.
1 2 3 4 5 A. Management of time
1 2 3 4 5 B. How to delegate au-thority and responsibility
" to others
1 2 3 4 5 C. How to maintain a schedule or system of management
1 2 3 4 5 D. How to develop a financial management plan
1 2 3 4 5 E. How to improve written communications (letters,
memos, etc.)
1 2 3 4 5 F. How to develop a documentation system
1 2 3 4 5 G. Proper techniques in hiring and interviewing an
employee
1 2 3 4 5 H. Learning about federal regulation
I. Employee counseling and performance appraisal
J. HOW to establish good Public Relations
K. HOW to identify and improve your management style
L. Management to avoid or reduce employee stress
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5 M. Other:_
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23. Of those 12 items listed above, what three (3) do you consider of most importance in managing a Head Start program?
24. What three do you consider to be the greatest training need
for you?
25. What has been the most difficult management task for you as a
Head Start director?
APPENDIX D : DIRECTIONS FOR QUESTIONNAIRE
INSTRUCTIONS FOR COMPLETING THE FOLLOWING SECTION OF THE DIRECTORS INVENTORY
STYLES OF MANAGEMENT INVENTORY
P l e a s e r e a d c a r e f u l l y : The purpose of t h e fo l lowing i n v e n t o r y of 60 I t e m s i s t o g a m i n f o r m a t i o n about t h e way in which i n d i v i d u a l s manage—or would manage i f g iven t h e oppor tun i ty—unde r a v a r i e t y of c o n d i t i o n s and i n a v a r i e t y of s i t u a t i o n s . An a t t empt has been made t o cove r a wide r a n g e of management s i t u a t i o n s i n o r d e r t o p r o v i d e you w i t h m e a n i n g f u l i n f o r m a t i o n about y o u r s e l f as a manager.
THE INVENTORY FORMAT
Twelve t y p i c a l management s i t u a t i o n s have been inc luded i n t h i s s u r v e y . Under e a c h s i t u a t i o n , f i v e a l t e r n a t i v e ways of hand l ing t h e s i t u a t i o n a r e l i s t e d .
Each a l t e r n a t i v e i s s l i g h t l y d i f f e r e n t from t h e o t h e r four . Thus, r e a d a l l f i v e a l t e r n a t i v e s b e f o r e answering so t h a t you can s e l e c t t h e a l t e r n a t i v e s mos t and l e a s t c h a r a c t e r i s t i c of you.
There i s no r i g h t o r wrong way t o manage, t h e r e f o r e , t he b e s t r e s p o n s e t o e a c h i t e m i s your own p e r s o n a l p r a c t i c e . Answer h o n e s t l y , s i n c e o n l y r e a l i s t i c answers w i l l p r o v i d e you wi th any u se fu l in format i o n a b o u t y o u r s e l f .
I n s t r u c t i o n s : From each f i v e a l t e r n a t i v e s , s e l e c t t h e one which i s most c h a r a c t e r i s t i c of you and p l a c e t h e l e t t e r d e s i g n a t e of t h a t i t em a t t h e p o i n t on t h e s c a l e which r e f l e c t s t h e degree of " c h a r a c t e r i s t i c -n e s s " t h a t i t e m i s f o r you. Then s e l e c t t h e a l t e r n a t i v e which i s l e a s t c h a r a c t e r i s t i c of you and p l a c e i t s l e t t e r on t h e a p p r o p r i a t e p o i n t on t he s c a l e . Once you have found t h e most and l e a s t c h a r a c t e r i s t i c a l t e r n a t i v e s , e n t e r t h e l e t t e r s of t h e remain ing a l t e r n a t i v e s w i t h i n t h i s range a c c o r d i n g t o how c h a r a c t e r i s t i c each a l t e r n a t i v e i s . For example, you might answer a s fo l l ow fo r a s e t of f i v e a l t e r n a t i v e s :
Comple te ly C h a r a c t e r i s t i c : a . : : : : b . : c . : : d. : : e . :
10 9 8 7 6 5 4 3 2 1
Completely Uncharacteristic
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APPENDIX E: WORKSHOP EVALUATION FORM
PRESENTER: PARTICIPANT POSITION: SESSION : . DATE:
WORKSHOP EVALUATION
1. How well was the workshop organized? Well organized not well organized
1 2 3 4 5
2. How well were the objectives of the workshop met? all were met none were met
1 2 3 4 5
3 How clearly were concepts and activities explained? very clearly not at all clear
1 2 3 4 5
4 Were there enough materials for everyone?
p len ty n° t ^^°^5^ , 1 2 3 4 5
5. Did the p r e s e n t e r s encourage ques tons /par t ic ipat ion? J discouraged enouraged "^ _
1 2 3 4 5
6 Did the p r e s e n t e r ( s ) seem prepared? ,-, ^ not prepared wel l prepared ^
1 2 3 4 5
7. Did the aud io -v i sua l s benef i t your understanding of the subject
p resen ted? ^^^ ^^ ^^^ very much 5
1 2 3 4
8. HOW he lp fu l was the information to you? ^^^ ^^ ^^^ ^^^^^^^ very he lp fu l 5
1 2 3 4
9. HOW comfortable to you fee l about using the information/ m a t e r i a l s presented? ^^^ ^^ ^^^ comfortable very comfortable . 5
1 2 3
10. o v e r a l l , how would you ra te the workshop? ^^^^ e x c e l l e n t , 4 5
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11. What was -the most useful th ing you learned in t h i s workshop?
12. What did you l i k e l e a s t about t h i s workshop?
13. Addi t ional Comments:
APPENDIX F : RELIABILITY AND VALIDITY DATA
Our ins t ruments are designed to be used as personal feedback l ea rn ing a i d s . They are not to be construed as psychological " t e s t s " in the t r a d i t i o n a l sense and we strongly discourage t h e i r use as sc reen ing , s e l e c t i o n or promotion devices. At Teleometrics we favor a developmental approach—once i t has been determined where a person i s , s t eps can be taken t o help him or her develop further—rather than c u t t i n g off the process prematurely via a decision based on " t e s t " r e s u l t s .
Commensurate with o-ar b e l i e f t h a t t r a in ing aids should be as s tandard ized and ob jec t ive as pos s ib l e , we have developed each of our instrviments in s- tr ict accordance with accepted pr inc ip les of psychologica l t e s t cons t ruc t ion . Three e s s e n t i a l steps are followed. The f i r s t i s an item analys is in which, using a sample of about 100 s u b j e c t s , each item in the instrument i s correlated aga ins t i t s c r i t e r i o n s sco re , and no items are used tha t do not c o r r e l a t e s i g n i f i c a n t l y with t h i s c r i t e r i o n . Once the items are accep tab le , and appropr ia te r e l i a b i l i t y t e s t i s made, and i f the instrument meets our c r i t e r i o n of .60 or b e t t e r , i t i s subjected to e i t h e r a cons t ruc t or concurrent v a l i d i t y check. If r e su l t s i n d i c a t e t h a t both v a l i d i t y and r e l i a b i l i t y are acceptable for t r a i n i n g purposes , the instrument i s published.
Reproduced from Teleometrics I n t e r n a t i o n a l , I n c . , The Woodlands, Texas, 1979.
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APPENDIX G: TRAINER'S QUALIFICATIONS
VITA DEBORRAH LYNN SMITH-WILLIS, Ed.D.
RT. 2 Box 105 Lubbock, Texas 79409
(806) 746-5515
Date of B i r t h : M a r i t a l S t a t u s : March 2 5 , 1952 Married
EDUCATION:
TEXAS TECH UNIVERSITY, LUbbock, Texas . Col lege of Educa t ion , Ed.D. i n E d u c a t i o n a l P s y c h o l o g y , Augus t , 1980. D i s s e r t a t i o n : A Cognit i v e M o d i f i c a t i o n Program for t h e Reduct ion of Tes t Anxie ty . J o n e s L e a d e r s h i p F e l l o w s h i p Award 1979-80.
UNIVERSITY OF BRITISH COLUMBIA, Vancouver, B . C . , Canada. Comp l e t e d a l l c o u r s e s f o r t h e d o c t o r a t e i n School Psychology (1976-1 9 7 8 ) . T r a i n i n g i n c l u d e d c lass room cour se s and supe rv i sed p r a c t i c e i n a r e a s such a s d i a g n o s t i c s i n s p e c i a l e d u c a t i o n , trea1:ment and e d u c a t i o n of c h i l d r e n w i t h s p e c i a l p rob lems , c o n s u l t i n g i n an educ a t i o n a l s e t t i n g , s u p e r v i s i o n of g r a d u a t e and undergradua te s t u d e n t s and a p p l i c a t i o n s r e s e a r c h . Returned t o t h e U.S. be fo re c o m p l e t i n g t h e program when my husband accep ted a f a c u l t y p o s i t i o n a t Texas Tech U n i v e r s i t y .
WEST VIRGINIA COLLEGE OF GRADUATE STUDIES, I n s t i t u t e , W.Va. , Depa r t ment of C o u n s e l i n g and P s y c h o l o g i c a l S e r v i c e s , M.A.. 1974. T r a i n i n g emphas i s was i n agency c o u n s e l i n g and t h e r a p y . Behav io ra l methods were s t r e s s e d , a l t hough some t r a i n i n g was from an Alde r i an p e r s p e c t i v e .
UNIVERSITY OF CHARLESTON, C h a r l e s t o n , W. Va. , B.A. i n Psychology, 1973 .
EXPERIENCE:
SPECIAL PROJECTS DIVISION, Lubbock, Texas . August , 1980 t o p r e s e n t , Resea r ch A s s o c i a t e . C o o r d i n a t i n g programs for a mic roprocessor t o p r o v i d e government documenta t ion , i n v e n t o r y c o n t r o l , ma i l i ng l i s t s , r e p o r t w r i t i n g and word p r o c e s s i n g . S u p e r v i s i n g t h r e e d o c t o r a l l e v e l r e s e a r c h a s s i s t a n t s , one t e c h n i c a l w r i t i n g i n t e r n and one p a r t - t i m e d a t a p r o c e s s o r . Coord ina t ing s i x r e s e a r c h p r o j e c t s as w e l l a s p r o v i d i n g t r a i n i n g workshops on computer based l i t e r a t u r e
72
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s e a r c h e s , m a i n s t r e a m i n g , e m o t i o n a l l y d i s t u r b e d c h i l d r e n , and a d a p t i n g t h e c u r r i c u l u m fo r handicapped c h i l d r e n .
LUBBOCK REGIONAL MENTAL HEALTH/MENTAL RETARDATION CENTER, Lubbock T e x a s . A p r i l t o Sep tember , 1979, D i r e c t o r of C o n s u l t a t i o n and E d u c a t i o n . D u t i e s i n c l u d e d w r i t i n g and producing audio v i s u a l p r e s e n t a t i o n s and d e v e l o p i n g i n f o r m a t i v e l i t e r a t u r e on Cente r p r o g r a m s , a s w e l l as c o o r d i n a t i n g p u b l i c r e l a t i o n a c t i v i t i e s . D i r e c t s e r v i c e r e s p o n s i b i l i t i e s i n c l u d e d c o n s u l t a t i o n wi th c e n t e r p s y c h o l o g i s t and c o i o n s e l o r s , c o n d u c t i n g p s y c h o l o g i c a l e v a l u a t i o n s and l e a d i n g t h e r a p y g roups a t S t . Mary 's H o s p i t a l .
LANGLEY SCHOOL DISTRICT, Lang ley , B r i t i s h Columbia. A p r i l t o J u l y , 1978 , S c h o o l P s y c h o l o g i s t . School p s y c h o l o g i s t i n a r u r a l s choo l d i s t r i c t . Major r e s p o n s i b i l i t i e s i nvo lved assessment and e v a l u a t i o n o f e l e m e n t a r y s t u d e n t s i n c l a s s e s fo r e d u c a t i o n a l l y h a n d i capped t o d e t e r m i n e a p p r o p r i a t e p l a c e m e n t s . Chi ldren i n a s p e c i a l s c h o o l f o r t h e t r a i n a b l e m e n t a l l y r e t a r d e d were a l s o e v a l u a t e d . Al though a s s e s s m e n t was an immediate and pr imary need i n t h e sys tem, e x t e n s i v e work was a l s o done i n t h e a r e a s of p a r e n t - c h i l d c o u n s e l i n g , deve lopment and i i i5) lementat ion of e d u c a t i o n a l p l a n s , i n - s e r v i c e w o r k s h o p s , and p a r e n t e d u c a t i o n .
NON-MEDICAL USE OF DRUGS DIRECTORATE, May t o September, 1977. Grant f o r $ 8 , 0 0 0 . 0 0 t o f o r m u l a t e p r e v e n t i v e t r e a t m e n t packages t o be used by min ing companies w i t h t h e i r employees i n n o r t h e r n B r i t i s h Columbia . Manuals and aud io v i s u a l p r e s e n t a t i o n s were developed t o d e a l wi-th t h e p rob lems of a l c o h o l / d r u g a b u s e , c h i l d r e a r i n g d i f f i c u l t i e s and d e p r e s s i o n .
HOWE SOUND SCHOOL DISTRICT, Squamish, B r i t i s h , Columbia. September, 1976 t o May, 1977. School psychology c o n s u l t a n t i n a school d i s t r i c t w i t h f i v e e l e m e n t a r y s c h o o l s and four secondary programs. D u t i e s i n v o l v e d a s s e s s m e n t of r e f e r r e d s t u d e n t s ; c o n s u l t a t i o n and t r a i n i n g f o r t e a c h e r s , c o u n s e l o r s and p r i n c i p a l s ; p a r e n t and s t u d e n t c o u n s e l i n g ; l i a i s o n w i t h community p r o f e s s i o n a l s ( phys i c i ans and s o c i a l w o r k e r s ) ; and a s s i s t i n g s t u d e n t s i n o b t a i n i n g a p p r o p r i a t e e d u c a t i o n a l and v o c a t i o n a l p l a c e m e n t s .
WEST VIRGINIA DEPARTMENT OF MENTAL HEALTH, September, 1975 t o Augus t , 1976. D i r e c t o r of t h e R e g i s t r y of C h i l d r e n ' s S e r v i c e s and E d u c a t i o n a l C o n s u l t a n t . As d i r e c t o r of t h e R e g i s t r y , r e s p o n s i b i l i t i e s i n c l u d e d t h e c o o r d i n a t i o n of knowledge of s e r v i c e s p rov ided t o c h i l d r e n w i t h s p e c i a l needs and compi l ing and upda t ing t h e d i r e c t o r y c o n t a i n i n g t h i s i n f o r m a t i o n . As e d u c a t i o n a l c o n s u l t a n t , d u t i e s i n c l u d e d p r o v i d i n g t r a i n i n g and s t a f f development s e r v i c e s t o community m e n t a l h e a l t h c e n t e r i n West V i r g i n i a as w e l l as s t a t e h o s p i t a l s and a l c o h o l / d r u g abuse c e n t e r s . S o c i a l s k i l l s and human r e l a t i o n s h i p s t r a i n i n g were p rov ided t o c l i e n t s as w e l l as
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s t a f f . R e g u l a r a c t i v i t i e s i n c l u d e d t h e o f f e r i n g of r e g i o n a l and s t a t e - w i d e workshops on s p e c i f i c t r e a t m e n t approaches , c o n s u l t a t i o n t o c e n t e r s p l a n n i n g t h e development of new programs and c o o r d i n a t i o n of m e n t a l h e a l t h i n - s e r v i c e t r a i n i n g r e s o u r c e s .
WEST VIRGINIA DEPARTMENT OF MENTAL HEALTH, September, 1973 t o S e p t e m b e r , 1975 . Developed a b e h a v i o r a l r e s i d e n t i a l t r e a t m e n t p rogram f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n from the l o c a l school d i s t r i c t . D u t i e s i n c l u d e d p a r t i a l r e s p o n s i b i l i t y f o r s u p e r v i s i o n of t h e p r o g r a m , communi ty-school l i a i s o n , counse l ing wi th p a r e n t s and c h i l d r e n as w e l l as p a r t i c i p a t i o n i n t h e d a i l y t a s k s invo lved i n m a i n t a i n i n g t h e program. C o n t r a c t s were made wi th s o c i a l w o r k e r s and v a r i o u s a g e n c i e s i nvo lved i n h e l p i n g t h e c h i l d r e n . E d u c a t i o n a l p l a n s were fo rmula ted and c a r r i e d out a t t h e f a c i l i t y t o i n s u r e t h a t t h e c h i l d r e n would be ab l e t o be mainstreamed once back i n t h e r e g u l a r s c h o o l sys tem.
TEACHING EXPERIENCE:
TEXAS TECH UNIVERSITY, Co l l ege of E d u c a t i o n , Lubbock, Texas. S e p t e m b e r , 1980 t o p r e s e n t . I n s t r u c t o r , t e a c h i n g one g radua te course i n t h e e d u c a t i o n and t r e a t m e n t of emo t iona l l y d i s t u r b e d c h i l d r e n .
TEXAS TECH UNIVERSITY, Col lege of E d u c a t i o n , S p r i n g , 1980. Taught a s e r i e s of s e m i n a r s f o r f a c u l t y and g r adua t e s t u d e n t s on t he use of s m a l l compute r s i n an e d u c a t i o n a l and a d m i n i s t r a t i v e e n v i r o n ment . T o p i c s i n c l u d e d d a t a p r o c e s s i n g , d a t a banks and t h e i r u s e , word p r o c e s s i n g and s t a t i s t i c a l a n a l y s i s .
TEXAS TECH UNIVERSITY, Research and T r a i n i n g Center in Mental R e t a r d a t i o n , Sep t ember , 1978 t o A p r i l , 1979, Research A s s i s t a n t . Developed a p rogram f o r t e a c h i n g job i n t e r v i e w s k i l l s t o r e s i d e n t s of t h e Lubbock S t a t e S c h o o l . This i n v o l v e d developing a l i a i s o n w i t h t h e s t a f f , w r i t i n g s c r i p t s fo r modeling sequences and produc ing v i d e o s e r i e s .
UNIVERSITY OF BRITISH COLUMBIA, Department of Educa t i ona l Psycho l ogy , S e p t e m b e r , 1977 t o A p r i l , 1978. Teaching A s s i s t a n t . Respons i b i l i t i e s i n c l u d e d t r a i n i n g f a c u l t y and g radua te s t u d e n t s i n t h e use of ERIC and P s y c h o l o g i c a l A b s t r a c t s computer d a t a b a s e s . Taught workshops on computer a s s i s t e d l i t e r a t u r e s e a r c h e s , a s s i s t e d f a c u l t y and s t u d e n t s i n deve lop ing s e a r c h s t r a t e g i e s , and se rved as a c o n s u l t a n t t o s t a f f who were p r e p a r i n g r e s e a r c h p r o p o s a l s and g r a n t a p p l i c a t i o n s .
PRATICA:
UNIVERSITY OF BRITISH COLUMBIA, September, 1977 t o May, 1978. P r a c -t i c u m i n e x c e p t i o n a l c h i l d psychology a t t he B r i t i s h Columbia
75
I n s t i t u t e of Menta l R e t a r d a t i o n . T r a i n i n g in t h e assessment of e x c e p t i o n a l c h i l d r e n and t h e development of b e h a v i o r a l e d u c a t i o n a l p rog rams f o r y o u n g s t e r s who were deve lopmenta l ly de layed o r who had s e v e r e b e h a v i o r p r o b l e m s .
WEST VIRGINIA COLLEGE OF GRADUATE STUDIES, January t o August , 1976 D u t i e s i n c l u d e d t e a c h i n g g r a d u a t e - l e v e l school psychology c o u r s e s , p r e p a r a t i o n of g r a n t p r o p o s a l s and p a r t i c i p a t i o n i n r e s e a r c h p r o j e c t s .
WEST VIRGINIA C01A£GE OF GRADUATE STUDIES, September, 1975 t o May, 1976.^ P r a c t i c u m i n s c h o o l psycho logy . T r a i n i n g i n t h e assessment of c h i l d r e n w i t h l e a r n i n g and b e h a v i o r p rob lems , s u p e r v i s e d e x p e r i ence i n c l a s s r o o m o b s e r v a t i o n and c o n s u l t a t i o n work wi th bo th p a r e n t s and t e a c h e r s . E d u c a t i o n a l programs were p lanned for c h i l d r e n w i t h d i s r u p t i v e b e h a v i o r s .
WEST VIRGINIA STATE COLLEGE, Department of Psychology, January t o J u n e , 1975 . P r imary r e s p o n s i b i l i t i e s i n c l u d e d t e a c h i n g courses i n g e n e r a l and e x p e r i m e n t a l psychology and t u t o r i n g c o l l e g e s t u d e n t s i n e l e m e n t a r y s t a t i s t i c s . Research a c t i v i t i e s i n c l u d e d a s tudy on p o l y - d r u g u s e among c o l l e g e s t u d e n t s . Dut ies of t r a i n i n g co imse l -i n g p r a c t i c u m s t u d e n t s i n t e c h n i q u e s such as behav io r m o d i f i c a t i o n , r e a l i t y t h e r a p y , a s s e r t i v e n e s s s k i l l s and G e s t a l t were a l s o comp l e t e d d u r i n g t h i s p e r i o d .
WEST VIRGINIA COLLEGE OF GRADUATE STUDIES, August , 1974 t o May, 1975. T r a i n i n g a t t h e B e h a v i o r a l Medicine Uni t of Char les ton Area Medical C e n t e r . Working a s s o c i a t e s were s t a f f p s y c h i a t r i s t s , p s y c h o l o g i s t s , n u r s e s , s o c i a l w o r k e r s , and p h y s i c i a n s on a u n i t for p a t i e n t s who were c l a s s i f i e d on a continuum of n e u r o t i c t o p s y c h o t i c . Also on t h e u n i t was a s p e c i a l s e c t i o n fo r young subs tance a b u s e r s . Dut ies i n c l u d e d g roup and i n d i v i d u a l t h e r a p y , i n - t a k e i n t e r v i e w s and t h e deve lopmen t of t r e a t m e n t p l a n s i n conjxmction wi th o t h e r s t a f f members. A d d i t i o n a l r e s p o n s i b i l i t i e s i n c l u d e d counse l ing out p a t i e n t and day p a t i e n t groups as a p a r t of a gene ra l fo l low-up of c l i e n t s a f t e r t h e i r r e l e a s e from t h e h o s p i t a l .
BOOKS:
W i l l i s , J . , & S m i t h , D. Peanut B u t t e r and J e l l y Guide t o Computers. P o r t l a n d : D i l i t h i i i m P r e s s , 1978.
PUBLICATIONS;
R i l e y , M. T. , S m i t h - W i l l i s , D. , & Smith, D. " M a t e r i a l s Lending L i b r a r y f o r Head S t a r t . " In P r e s s , Academic Therapy.
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Smead, V. S . , S m i t h - W i l l i s , D. , & Smead, R. " C l i e n t s i n a Mental H e a l t h C l i n i c : What do we do w i t h them?" Submit ted t o Community Menta l H e a l t h J o u r n a l .
W i l l i s , J . , G u e l d e n p f e n n i n g , Y. , & Smithy, D. "Use of o p e r a n t - t o -o p e r a n t d a t a i n t h e a p p l i e d a n a l y s i s of academic b e h a v i o r . " P e r c e p t u a l and Motor S k i l l s , 1977, 259-262.
W i l l i s , J . , S m i t h y , D. , & H o l l i d a y , S. "An Analys i s of t h e Devereux f a c t o r s t r u c t u r e . " J o u r n a l of Abnormal Psychology, 7 ( 3 ) , 1979.
CONVENTION PRESENTATIONS:
W i l l i s & Smi thy . " I n t r o d u c t i o n t o M i c r o p r o c e s s o r s , " Midwest A s s o c i a t i o n of t h e Behav io r A n a l y s i s t s , Chicago, 1978.
APPENDIX H: MANAGERIAL GRID INSTRUMENT
INSTRUCTIONS FOR COMPLETING THE FOLLOWING SECTION OF THE DIRECTORS INVENTORY
STYLES OF MANAGEMENT INVENTORY
P l e a s e Read C a r e f u l l y : The purpose of t he fo l lowing i n v e n t o r y of 60 i t e m s i s t o g a i n i n f o r m a t i o n about t h e way i n which i n d i v i d u a l s manage—or would manage i f g iven t h e oppor tun i ty—unde r a v a r i e t y of c o n d i t i o n s and i n a v a r i e t y of s i t u a t i o n s . An a t t empt has been made t o c o v e r a wide r ange of management s i t u a t i o n s i n o r d e r t o p rov ide you w i t h mean ing fu l i n f o r m a t i o n about y o u r s e l f as a manager.
THE INVENTORY FORMAT
Twelve t y p i c a l management s i t u a t i o n s have been inc luded i n t h i s s u r v e y . Under each s i t u a t i o n , f i v e a l t e r n a t i v e ways of hand l ing t h e s i t u a t i o n a r e l i s t e d .
Each a l t e r n a t i v e i s s l i g h t l y d i f f e r e n t from the o t h e r fou r . Thus, r e a d a l l f i v e a l t e r n a t i v e s b e f o r e answer ing so t h a t you can s e l e c t t h e a l t e r n a t i v e s most and l e a s t c h a r a c t e r i s t i c of you.
There i s no r i g h t o r wrong way t o manage, t h e r e f o r e , t h e b e s t r e s p o n s e t o e a c h i t e m i s your own p e r s o n a l p r a c t i c e . Answer h o n e s t l y , s i n c e o n l y r e a l i s t i c answers w i l l p r o v i d e you w i t h any use fu l informat i o n a b o u t y o u r s e l f .
I n s t r u c t i o n s : From each f i v e a l t e r n a t i v e s , s e l e c t t h e one which i s most c h a r a c t e r i s t i c of you and p l a c e t h e l e t t e r d e s i g n a t e of t h a t i t e m a t t h e p o i n t on t h e s c a l e which r e f l e c t s t h e degree of " c h a r a c t e r i s t i c -n e s s " t h a t i t e m i s f o r you. Then, s e l e c t t h e a l t e r n a t i v e which i s l e a s t c h a r a c t e r i s t i c of you and p l a c e i t s l e t t e r on t h e a p p r o p r i a t e p o i n t on t h e s c a l e . Once you have found t h e most and l e a s t c h a r a c t e r i s t i c a l t e r n a t i v e s , e n t e r t h e l e t t e r s of t h e remain ing a l t e r n a t i v e s w i t h i n t h i s range a c c o r d i n g t o how c h a r a c t e r i s t i c each a l t e r n a t i v e i s . For example, you migh t answer a s f o l l o w s f o r a s e t of f i v e a l t e r n a t i v e s .
Completely
C h a r a c t e r i s t i c : a . : : : : b . : c . : : d. :• : e . : Uncharac-; 5 T H S 4 T 2 1 t e r i s t i c
Comple te ly ; t i c :
' l O
77
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I. CONCERNING .A. PHILOSOPHY OF MANAGEMENT: Tl,e opinions, attitudes and assumptions people make regarding: the accomplishment of woik through othei-s may be considered to reflect a jeneral managerial philosophy. In tui-n. an individual's philosophy is often an index of the wav he manages and. consequently, of his managerial success. Below are listed some areas of philosonhic concern to managers. ' '"""i"'"-
A. Most managers recognize the fact that a variety of goals or needs—both individual and organi-zationai—uperate in the average work situation. In general, how do you view the relative importance of these needs t
V I feel that I can best insure a smooth i-unning organization by first attending to the needs of my subordinates and providing the conditions for high morale.
b. I feel that, while the needs of both suboi-dinates and the organization or agency are important considerations, in the final analysis the needs of the organization should prevail.
c I feel that the needs of the organization come first and that subordinates are obligated to sacrifice their personal goals, when necessary, in order to maintain a high quality of performance.
i I feel that the needs of both subordinates and the organization are equally important in determining the quality of organizational performance and that neither can be sacrificed if optimal results are to be obtained.
e. I fetl that the tasks of the organization or agency are dictated primarily by organizational policy and that the individual employee—regardless of rank or needs—can do little to alter it signiAeantly.
C«nipl«Hly ai*f»e»«f««e : ; = : ; : ; : ! : ; Compl«<.lY Unel>«f«t.rii«e 10 5 I 7 t s 4 j i i
B. The manager's job is to accomplish work through people. 'What relationship between supervisors and subordinates do you feel to be the most eJTeclive for accomplishing this?
a. I feel that the best relationship is one in which the supervisor plans and directs the work of his subordinates and the subordinates implement these plans and directions in a reasonable period of time.
b. I feel that the best relationship is one in which the supervisor and the subordinate work together as a team in meeting performance goals and individual needs for job satisfaction.
c. I fed that the best relationship is one characterized by autonomy in the work situation and minimal contact between supei-visors and subordinates.
d- I feel the best relationship is one in which both the supervisor and the subordinates are willing to "give a little and take a little" when necessary to get the job done.
•• I feel that the best relationship is one in which the supervisor ultimately places emphasis on the morale and well-being of his sut>ordinates rather than on the requirements of the job.
CompUl ly ai«'.c»»rii«ie • • ! ; ; : ! : = = = • C<'"P'«*''Y UnehwKtwirtie 10 t I 7 t S « ] 2 I
C Evaluation of departmental effectiveness is the manager's way of determining how well his total department has achieved its goals and of isolating areas for improvement. The way in which evaJoation is handled often affects both planning and implementation functions for attaining future objectives. How do you feel the evaluation function should be handled?
a I feel evaluation should be used to stimulate interest, develop high morale, and provide for individual growth within the organization or agency; and, therefore, I should encourage suboi-dinates to make their own evaluations of the way in which the total department is functioning,
b. I feel that evaluations should be treated as a shared responsibility: and, therefore, my subordinates and I should meet together to critique, evaluate, and plan improvements in the functioning of our depaitmenL
c I feel that, on the basis of i-eports, comparisons with the perfoi-mance of o'']*'; «X''fvl?" partments and my knowledge of the various job i-equiroments, I ?l'°" f.J«7°"«i'> '"'": ate the toUl department's performance and detei-mine the areas in which improvements are needed,
d. I feel that in order to place the responsibility for evaluating departmental effectiveness If",; i mi" l^flHi used. I should pass on to my sul^rdinate, »"/.V^" ''":; „~JJ,"';"J and suggestions for improving the department made to me by V.I.P..S from our own and other organizations.
•• I feel that after consulting with my suboi-dinatM individually ' '"'""'^Jj;;''^^ *;;,;; ™„ evaluation of the department and then meet with them in oi-rier to encourage improvement in the areas I have decided require it.
ConphHiy Cl,««:t.m«, = = = : C«npl.t.lY Unel,.r«»*iriic
—n; : 1 j I s * J i >
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n. CONCERNING PLANNING AND GOAL SETTING • The mainr ,yn,i. ,,-A «k,„.i tions are usually determined by Boards of Directo^! ir^tt^eq^af^nt ^t!',nZV,Vf^Z-sibility of planning the work necessary to achieve these larger objectives; and. in addition X s t often Identify sub-goals which facilitate the attaimnent of these long-range orga^iationi m i s Be-^'c'^n""** " examples of managerial activity related to the planning and golTsettteg
A. Most types of activity within an agency stem from the organizational goals. Once these goals have been idenUBed, plans and policies must be drafted which faciliute goal attainment. How do you, as a manager, handle the planning function in your organization?
a. Aiter consulting with my subordinates. I interpret the requirements of organizational policy and develop the final plan.
b. I plan, develop and interpret policy with the major objective in mind of keeping the morale of my subordinates high.
c My subordinates and I jointly plan, develop, and interpret policies in order to arrive at a common perception of the goals and ways of attaining them.
d. I plan and/or interpret the objectives of the organization for my subordinates so that they fully understand what I require of them.
e. I rely primarily on my superiors for plans and interpretations of organizational policies and pass them on to my subordinates as clearly as I can.
Completely Cli*r««t»riiti« : : ; : ; : ! ! ! : : CompleHlY Un«lMr«e*»nitk ~ i o 5 i 7 t 5 4 j i i
B. Many organizations recognize the existence of 9ut>-ga*ls—lueh u training, (or example—which underlie attainment of the overall organizational goals. As a manager, what do you feel should be the goal of training, !.e., personnel development, in your organization or agency?
a. I feel that the goals of training should be based on the needs of the organization for competent, hard working, and loyal employees.
b. I feel that the policies of personnel development should be guided primarily by the needs for growth and jo)>-satt>faction of individual employees in a given department
c. I fed that individual employees should be made aware of the goals of the organization and encouraged to get the kind of training they need.
d. I feel that the organizational need for a high quality of performance and the employees' needs for individual growth and development should be jointly considered in establishing the goals of i>ersonnel development.
e. I feel that personal development will take place automatically as a result of personal ambition and experience and that no specific training program other than "The Depart-nent Manual" is required.
Completely Oierjetwirtie : : ; ; ! ; : ; : ! = CempletelY Uneli*r«<t»ri»«i« ~ i o 5 i 7 I s 3 5 2 i
C. Depending on the size of the organization, individuals at various levels in the management ranks may have the additional responsibility of planning budget requests for their departments. Frequently, how money is to be spent is a more important determinant of budget approval than the amount requested. Assuming you had the responsibility for drafting a budget request, how would you discharge this responsibility?
a. I would determine the amount of funds necessary to insure implemenUtion of my plans for the department for the coming year, draft the budget accordingly—i-egardless of past budgeting policies—and "hand carry" it to the budgeting authorities in order to personally answer any questions they might have.
b. I would compare last year's budget request with the budget actually granted and draw up this year's request in view of that, add any increases authorized by general policies, and then submit it through channels to the budgeting authorities.
c. In order to accurately reflect the budgeUry needs of those supervisors below me, I would contact each of them to determine their requirements and incorporate these into the nnai departmenul budget request, adding a small percentage for unforeseen incidentals,
d. I would have all of us whose activities are covered by 'he budget—including the budgeting authorities when ijossible—meet together to first review our departmental goals and then to draft a oudget request based primarily on these goals.
e. I would draw uv a tenUtive request and test it with the various '"Pf^'^.l^ttinraJi" order to identify potential areas of compromise before meeting with the budgeting au thorities to draft the final request
Completely a,orect,nrt i . : = : : : = = ' ' = : C^npUely Unch«.et^.t i .
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III, CONCERNING IMPLEMENTATION: Unique managerial skills are necessary for the successful translation of thoughts into action. The handling of the implementation phase frequently dete™in« an organizations capacity for reaching its objectives. Below are presented a few of the fun«oM which must be undertaken during the implemenUtion phase. ^unctions
A. Once the organizational objectives have been determined and planning for implementation accomplished, the role of the manager as a director of activity may take any of a number of forms. How do you normally manage during the implementation phase?
a. A certain amount of flexibility characterizes my plans for implementation; and therefore, my door is always open to those who would like for me to review or "give a reading" on suggested changes.
b. I approach implementation as but an extension of planning: and, therefore, the two functions are integrated and all of us involved continue to plan and implement concurrently until the task is completed.
c I always try to be sensitive to the effects plans might hiive on my subordinates as well as on the work and 1 check periodically to make sure people are satisfied and are experiencing enough lee-way under the plans.
d- OiKe I have cleariy passed on the plans for accomplishing the tasks at hand to my subordinates and clearly fixed the responsibility, my part in implementation is completed and I make the personnel below me responsible for supervising the work.
e. I feel I have a responsibility for actively directing the work; and, therefore, during the implementation phase I continuously check the progress of the work and immediately take corrective actions where necessary.
CompUtelY CS«*«t«n«ti« : : : : : : : : : : : Complettly Unelwrietimtw l« 5 i 7 ! j 5 i 5 i
B. One of the first steps in implementing decisions arrived at during the planning phase is that of division of labor. At this point delegation of authority and assignment of responsibilities occurs. How do you handle this phase of implementation?
a. I assign responsibility and delegate authorit; to my subordinates on the basis of my assessment of their unique skills and abilities.
b. On the basis of my knowledge of my subordinates and the job requirements, I assign responsibility and authority, making sure that everyone understands the rationale for my decisions.
c My subordinates and I determine together the authority necessary for each job so as to insure the atuinment of departmenul objectives as well as personal satisfaction for those who assume responsibilities.
d. I assign responsibility and delegate authority to personnel on the basis of seniority, job descriptions, and according to the chain of command when applicable.
e. I assign responsibility and authority for jobs in the agency to those subordinates who fed qualified and who have expressed interest and satisfaction in those jobs.
Cmpletely Cho,*«t.rirf« : = : : = ' = ! ': ;_L<=«'"f ' '«* ' ' l ' U"«^'"<*«"-««c —io 5 i 7 : « * i 2 i
C Although the hiring of personnel is functionally quite different from promoting ?•'»""«';'"*'. in an oilg«ization, the processes employed in each are quite similar. Therefore, how *ouUi you handle the hiring and promoting of personnel within your organization (disregarding any poli-dea set by your particular agency. e.g., civil service requirements, etc).
a. On the basis of the job-description and my personal knowledge of 'he position 1 wouW evaluate me qualifications of iJersonnel and recommend them tor the jobs for which they seem best suited.
b. I would rely primarily on procedures outlined by organizational policy, or on i-ecommenda-tions of those above me in filling position vacancies.
c. I would first test the reactions of those most concerned with the position and then, having evaluated their comments, make the final selection.
d. All of u. concern.! with a poeition would meet together ".««'•"" ,«"«'^»"'J^*i''',f;'th^ and interests in terms of the job requiremenu and then jointly select the person for tne job.
My primary concern when considering an individual for »J«»j.'«'» *?"jg,,^„t'''''" " wJuld^vide him with high job satisfaction and the opportunity for fulfillment
Completely Cli4r«ct«rtftic :
would provide him
. . ; Completely UneherKtimtie
8 1
rv. CONCERNLNG PERFORM.ANCE EVALUATION- Manao-pr, m,„„ . , .. ber of punxwes. Some evaluation, provide info mtionn^fss"rrfor?utu?p'!,f'°"' ^° ^^T' " "™-to allow a manager to appraise the skills of iiis suCdin^tes The wav in whinh ."IT ?-^^^? ' ' " * collected and the uses to which they are put m y varv from mana^^-^n L n , ^ evaluation data are uation situations are presented below. managet to manager. Some typical eval-
A. One method of controlling both the productivity of subordiniif>« ,„A m- „ r, , .,. • is performance evaluation. .Aside from departmenta forms howlo you evaluate^ "i*'' ""'"^ of your employees? '"" e '"*"* '"• performance
a. I periodically meet with my subordinates individually and evaluate their nerforman,. " n ^ X T n ' r e ^ " ^ ' ' ^ . ^ S ^ ^ e ^ - ^ weaknesses\nd 3pe..inVU''?L'e Tr'et^s^re?:
b. a need for improvement is indicated.
In perfoi-mance evaluatioiis I stress the good qualities of my suboi-dinates' work and ask for sureestions of ways in which job conditions can be improved.
" S i " V a ^ . ' " o ? ' 4 ; S d t a ' L . ' " ' ' = ' ' °'" "^ ='"""°"- ' '° - ' • ' ' - - " ^ - ' - ' e " e
d. Periodically I ineet with individual subordinates to infom them of my evaluation of their perfoiinance and encourage them to ask clarifying questions in order to lay the groundwork for improvement ui<: »iouilu
«• I meet with all of my subordinates and together we openly review each of our Derfoi-m-ances in working together to achieve both organizational and personal goals.
Cempletoly Chirecterittic : : : : ! : ; ; ; ; ; Complotoly Unehereeterirfic 10 t I 7 t S 4 3 2 I
B. While it is a rare occurrence for a subordinate's mistakes to be serious enough to affect a total organization, the manner in which mistakes are treated can significantly influence organizational health. How do you react when your subordinates make mistakes on the job?
a. On the basis of my knowledge of the facts I discipline those subordinates who make mistakes; but in addition I try to show them how they can learn from their mistakes.
b. When mistakes are made, those of us involved try to learn from them by analyzing their causes and by developing procedures which are designed to prevent similar misUkes in the future.
c In dealing with mistakes which occur, the thought I keep uppermost in my mind is that the self-confidence and morale of the employee involved must not be damaged.
d. On the basis of a careful investigation of the facts surrounding the case, I decide what disciplinary action should be taken.
*• Because it is only natural for some mistakes to occur. I try to avoid emphasizing those which do happen unless they call the attention of my superiors to my department or agency.
Complotdy Qiorocttr i i tk : ; : ; Completely Unchereeteririie l« t I 7 t S 4 3 2 I
C. Strong negative feelings toward other personnel frequently interfere with a person's ability to worit with them effectively. How do you normally relate to persons with' whom you work when you experience such feelings toward them?
a. I lay it on the line and tell ijeople what I think about them and what it is they are doing that irritates me.
b. I try to overcome my feelings of hostility without letting others know I am upset and strive to become more tolerant of other people.
c- I prefer to avoid contacts with those individuals, if at all possible; but if this is impossible. I keep the relationship on a "strictly business" level.
d. I openly express feelings in a non-judgmental manner in order to clear up peraonal grievances among those concerned so that they do not interfere with our work objectives.
e- I check with others to see if they share my feelings and if they do, then I tell the person how we feel.
Completely CSorecteristic : : ; : : ; ; : : ; : Completely Uneli«HC*erii«e
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