Today:

• We will:– Go through meeting management– Learn about the psychological contract and the

pinch model– Learn about self-assessment and go over the

meanings of your survey results– Set team expectations

Reminder for next class:

• First quiz: ch. 1, 2, 12

Managerial Skills Lecture

Self-Awareness

Learning Objectives• Have a Better Understanding of Your

Class and Your Instructor

• Have a Better Understanding of Your Team

• Have Increased Awareness of How to Improve Existing Skills and Build New Ones.

Psychological Contract

• Your expectations/Organization’s expectations

• Unwritten and implicit

• What you expect to give and what you expect to get

• What you will do and not do

• Basis of commitment

• Basis of effort

Exhibit: Managing the Psychological ContractCreating the psychological contract

Role clarity and commitment

Pinch

Ambiguity and uncertainty

Resentment and anxiety

Crunch

Termination

Renegotiation

Return

Return

Termination

Renegotiation

Quick question:

• How do you see this issue of the psychological contract impacting you as a manager/employee? What could you do to improve your psychological contract when you start a job?

Your expectations for your professor (me)

• Form into your groups (spend a few minutes on introductions).

• Decide your expectations for me. Write down your FOUR top expectations (about 20 minutes):

• Previous classes

• What you have heard about this course/professor

• What reservations you have about this course/prof

• What you think is the instructor’s role in the class

• Now we will discuss our mutual expectations as a class and create a list of expectations. As part of the discussion think about:

• How your expectations agree or disagree with the contributions that I feel I can make

• How do my expectations agree or disagree with the contributions you feel that you can make

My expectations of the class:

• Be on time for class• Do not speak while the instructor is speaking• Do not sleep in class• Provide meaningful and positive participation

in class discussions• Give positive participation to any exercises or

role plays during the class• Ask for help when it is needed (at the pinch

point instead of the crunch point)

Exhibit: Johari Window

How to Increase Your Self-awareness

• Individual Data Gathering

-Experience-goal matching

-Keeping a journal

-Finding Solitude to Reflect

-Self-assessment Inventories

Self-awarenessSelf-awareness

• Self-assessment Inventories• SAQ 1: Is Management for You?• SAQ 2: What’s Your Preference:

Leadership or Management?• SAQ 3: What’s Your Emotional

Intelligence at Work?• SAQ 4: Cognitive Style Self-assessment• SAQ 5: Leadership Assumptions

Questionnaire

SAQ 3: What’s Your Emotional Intelligence at Work?

• Emotional Intelligence (EQ)– >100 is high EQ; 50-100 is good EQ

platform

• Self-awareness • Managing Emotions• Motivating Oneself• Empathy – • Social Skill –

Interpretation: Cognitive Style Self-assessment

• Theory of Personality– Preferences– Introvert– Extrovert

• Psychological Functions– Perceiving

• Sensing • Intuitive

– Judging • Thinking• Feeling

Exhibit :

Leadership Assumptions

• Theory X ; Theory Y– The closer to 50 your scores are the less intensely you

are oriented in your belief that human nature is fixed in one direction or the other (above 65 is considered a high score)

– The further apart the scores, the more you hold to the belief posited by the higher value

– Discussion: what would happen if you were too dominant Theory X? Theory Y?

Locus of Control• Feelings of control over your own destiny

• The result of your own actions (I am the cause; I can make changes)

• The result of outside forces (Someone else is the cause; I can only accept my situation)

– Internal locus of control• Engages in actions to change the environment• Emphasizes achievement attainment• More satisfied….• Less likely to comply with leader directions• More difficulty at arriving at decisions that have serious

consequences

– External locus of control• Accepts the environment as unchangeable…• Acts to clarify roles (create more structure) for subordinates

Locus of Control Scale Comparison Data

SAMPLE SCORE NUMBER MEANAlberta Municipal Administrators 50** 6.24

Business Executives 71*** 8.29

Career Military Officers 261*** 8.29

Connecticut Psychology Students 303* 3.88

National High School Sample 1000* 8.50

Ohio State Psychology Students 1180* 8.29

Peace Corps Trainees 155* 5.94

Class Results -

internal < > external

Locus of Control

• Discussion issues:– Implications for being too internal? Too

external?

– How could you change?

Concrete Experience (CE) Learning from feeling

-learning from experiences-relating to people-being sensitive to feelings and people

Reflective Observation (RO)Learning by watching and listening-carefully observing before making judgements-viewing issues from different perspectives-looking for the meaning of things

Four Styles of Learning

Abstract Conceptualization (AC)Learning by thinking-logically analyzing ideas-systematic planning-acting on intellectual understanding of situations

Active Experimentation (AE)Learning by doing-ability to get things done-risk taking-influencing people and events through actions

Concrete Experience(exercises)

Reflective Observation(discussion)

Abstract Conceptualization

(reading)

ActiveExperimentation

(personal applicationassignments)

Kolb’s Experiential Learning Model

Concrete Experience

Abstract Conceptualization

ActiveExperimentation

ReflectiveObservation

Accommodator Diverger

Converger Assimilator

Strengths: getting things done, leadership,taking risksToo Much: trivial improvements, meaningless activityToo Little: work not complete on time, not directed to goals, impractical plans

Strengths: imaginative, understanding people, recognizing problems, brainstormingToo Much: paralyzed by alternatives, can’t make decisionsToo Little: no ideas, can’t recognize problems and opportunities

Strengths: problem solving, decision making, deductive reasoning, defining problemsToo Much: solving the wrong problem, hasty decision makingToo Little: lack of focus, scattered thoughts, no testing of ideas

Strengths: planning, creating models, defining problems, developing theoriesToo Much: no practical application, castles in the airToo Little: unable to learn from mistakes, no sound basis for work, no systematicapproach

How to Better Understand your Team

• Psychological contract (team charter) for the team (15-20 minutes)

– As a group create a contract that outlines your expectations for team behaviour and performance (e.g. expectations around meetings, presentations, reports, and the work to accomplish these goals)

• Refer to pages 290-292 of the text for additional ideas on how to better understand your team and how to make it more effective

Today’s Outcomes

• What is the purpose of the exercises that we undertook today?

• How will it help you as a manager?

How to better understand yourself as a manager

• Management Credo (about 30 minutes)– A set of beliefs and work related objectives that

embody what you want to be as a manager• The commitment you are willing to make to succeed

• “How I want to be perceived as a boss of an employee”

Exhibit: Example management credo

• 25 year old starting as a sales manager:– I want to lead by example. If my sales team sees that

I’m honest forthright & dedicated they’ll strive to act the same. I believe in listening more than talking, and not trying to have all the answers. I will praise well-earned success and support employees who need guidance. I will not accept anything less than full effort from myself or anyone else.

Exhibit: Example management credo• 31 year old starting as an executive director, non-profit

agency:– I believe in taking responsibility for what I can control and not

wasting time with events I cannot control. I will manage others the way I want to be managed; with openness and fairness

• My goals:– To earn everyone’s respect– To develop each of my employees to reach a higher potential– To push everyone (including me) so that we don’t get

complacent

• I commit to:– Taking bad news well without losing my temper– Setting the highest standard of behaviour so that there’s no

confusion over what’s the right thing to do.– Remembering to recognize employees’ acts of kindness and

selflessness– Asking for employees’ feedback on my performance regularly

rather than losing touch

Today’s Outcomes

• What is the purpose of the exercises that we undertook today?

• How will it help you as a manager?