What do managers need to
Employers’ ratings of the importance of
candidate skills
• Ability to work in a team structure
• Ability to verbally communicate with persons
inside and outside the organization
• Ability to make decisions and solve problems
• Ability to obtain and process information
• Ability to plan, organize and prioritize work
• Ability to analyze quantitative data
• Technical knowledge related to the job
• Proficiency with computer software programs
• Ability to create and/or edit written reports
• Ability to sell or influence others
National Association of Colleges and Employers NACE Research: Job Outlook 2012
% employers seeking attributes on candidate’s resume
Ability to work in a team
Communication skills (written)
Problem-solving skill
Strong work ethic
Analytical/quantitative skills
Communication skills (verbal)
Technical skills
Computer skills
Interpersonal skills (relates well to others)
Organizational ability
Strategic planning skill
Friendly/outgoing personality
Entrepreneurial skills/risk-taker
Soft skills vs. Technical Skills
• When compared to technical skills there bigger gaps in
satisfaction vs. importance in the areas of
– interpersonal skills,
– communication skills,
• Employers satisfied with the level of ‘hard skills’, but not
satisfied with the level of ‘soft skills’ of college graduates
(NACE, 2010).
• More managers are fired for their lack of soft skills than
for lacking technical skills.
• Most managers fail because
they have “bad judgment,
can’t build teams,
have troubled relationships,
Can’t manage themselves
Learn from their mistakes.
Hogan, J., Hogan, R., & Kaiser, R. B. (2010, p. 3).
Key Skills/Competencies
Intrapersonal Skills
Interpersonal Skills
Leadership Skills
Business Skills
How Competencies are Learned
Intrapersonal Skills
Interpersonal Skills
Leadership Skills
Business Skills
Simulations/Role plays
Self Awareness Inventories
Define learning
• Types of Learning
– Acquire a new/enhanced mental model
– Changes in behaviour (or behavioural
• What is learned
– Evaluate mental models of self and other’s
expectations of self
– How mental models are expressed in
Examples of Intrapersonal Skills
• Self Esteem
• Self confidence,
• Self Control
• Restrain impulses, stay focussed, follow routines
• Attitudes toward authority
• Follow rules and respect procedures, ease of supervision
Examples of Interpersonal Skills
Initiate, build, maintain
• Social Skills
– Put oneself in the place of another person and try to
understand what the person expects in an interaction
• Self-monitoring
– Incorporate information about other person’s
expectations in one’s subsequent behaviour
e.g., Regulating oneself when interacting with supervisor
• Self Control
– Stay focused on the other person’s expectation
• E.g., supervisor’s expectation of being treated with respect
Examples of Leadership Skills
• Motivating subordinates
– Performance feedback
– Goal setting
– Building positive relationships with each team member
• Developing & communicating vision
– Goal setting
– Persuasion
• Using charisma to project vision
• Persistence
– Part of self-control
Examples of Business Skills
some already covered in other classes
• Negotiation
• E.g., Salary packages, Business contracts
• Decision Making & Problem Solving
• Budgeting, Cutting costs, Organizing reports
• Planning
• Forecasting costs and revenues
• Evaluating Performance
• HR
• Business strategy
• Profitability, good customer service
Methods of Evaluation
• Class Participation
– Worth 15%
– Class Discussion
• coupon
– Preparation for class
(exercises & role plays)
• Credit /no credit
Methods of Evaluation
• Assignment 1=20%
• Assignment 2= 30 %
• Final exam=35%
Your current network
• Think about who you know, at this time, who might help you in
any way in the business world. Include relatives and friends.
Draw this network by putting yourself at the center of a page,
and then arranging the contacts around you. Follow these
– The ones you put closest to you should be those you can
contact by phone pretty much any time.
– Those farther away should be those whom you would contact by
phone only during business hours.
– If you need to go through a third party to get to a contact (for
example, if you need to ask one party to mention you to another
party before you would call them), draw an arrow from the
closer contact to the more remote contact.
• Describe your network orally to the class.
– How many people are in your network? How influential are
they? How helpful would they be, really? How exactly might
they help you?
Your ideal network
• Now imagine and draw your ideal business
network. Begin by thinking about exactly how
people in a network could help you reach your
career goals, and then figure out what types of
people can fill the positions. You do not need to
have specific people in mind.
– E.g. You might include “Someone with contacts in x
industry” and “Someone who knows me well enough
to give a thorough recommendation to an employer.”
• Describe your ideal business network
Class Discussion
• What does a really good business network
look like?
• How do you create one?
• How do you maintain it over time?
Developing a professional network
• Effective networks are broad rather than deep: identify
and get to know people who are especially wellconnected. While mentors have a relationship with you,
well-connected people (who may or may not be mentors
to you) have relationships with lots of others.
• Don’t rely on the Internet. Although the Web is useful as
a networking tool for information technology workers, it
would be very weak for those in research and
• Go out of your way to strengthen any weak ties you have
with others. This is because it is actually better to have a
lot of weaker connections than fewer strong connections
that may not pan out.
• Keep in touch over time, with everyone from college
friends and professors to members of professional
societies. You never know who may be able to help you.
J. M. Levine and R. Cassidy, “The One Sure Way to Land Your Dream Job,” R&D Magazine
41 (10), September 1999:14SE-16SE; M. Granovetter, “The Impact of Social Structure on
Economic Outcomes,” Journal of Economic Perspectives 19 (1) Winter 2005:33-50.