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
Contract
Creating the psychological contract
Renegotiation
Termination
Renegotiation
Return
Role clarity and commitment
Return
Crunch
Pinch
Resentment and anxiety
Termination
Ambiguity and uncertainty
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-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
Alberta Municipal Administrators
Business Executives
Career Military Officers
Connecticut Psychology Students
National High School Sample
Ohio State Psychology Students
Peace Corps Trainees
NUMBER
MEAN
50**
71***
261***
303*
1000*
1180*
155*
6.24
8.29
8.29
3.88
8.50
8.29
5.94
Class Results internal <
> external
Locus of Control
• Discussion issues:
– Implications for being too internal? Too
external?
– How could you change?
Four Styles of Learning
Concrete Experience (CE)
Learning from feeling
-learning from experiences
-relating to people
-being sensitive to feelings
and people
Abstract Conceptualization (AC)
Learning by thinking
-logically analyzing ideas
-systematic planning
-acting on intellectual
understanding of situations
Active Experimentation (AE)
Reflective Observation (RO)
Learning by doing
Learning by watching and
-ability to get things done
listening
-risk taking
-carefully observing before
-influencing people and
making judgements
events through actions
-viewing issues from different
perspectives
-looking for the meaning of
things
Kolb’s Experiential Learning Model
Concrete
Experience
(exercises)
Active
Experimentation
(personal application
assignments)
Abstract
Conceptualization
(reading)
Reflective
Observation
(discussion)
Concrete Experience
Accommodator
Diverger
Strengths: getting things done,
leadership,taking risks
Too Much: trivial improvements,
meaningless activity
Too Little: work not complete on time,
not directed to goals, impractical plans
Strengths: imaginative, understanding
people, recognizing problems,
brainstorming
Too Much: paralyzed by alternatives,
can’t make decisions
Too Little: no ideas, can’t recognize
problems and opportunities
Active
Experimentation
Reflective
Observation
Assimilator
Converger
Strengths: problem solving, decision
making, deductive reasoning, defining
problems
Too Much: solving the wrong problem,
hasty decision making
Too Little: lack of focus, scattered
thoughts, no testing of ideas
Strengths: planning, creating models,
defining problems, developing theories
Too Much: no practical application,
castles in the air
Too Little: unable to learn from mistakes,
no sound basis for work, no systematic
approach
Abstract Conceptualization
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 wellearned 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?