Mgt 370 Notes - Professor Akanksha Bedi PDF

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Professor Akanksha Bedi...

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Tuesday & Thursday 11:00 am – 12:15 pm

MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Chapter 1: Developing Self-Awareness Sensitive Line – is a concept that refers to the point at which individuals become defensive or protective when encountering information about themselves that is inconsistent with their selfconcept or when encountering pressure to alter their behavior. For example, someone says “You look tired today. Are you feeling okay?” If you’re feeling fine the information is inconsistent with your self-awareness. The discrepancy is relatively minor, so you won’t be offended. Threat-Rigidity Response – is when individuals are threatened, when they encounter uncomfortable information, or when uncertainty is created, they tend to become rigid. They hunker down, protect themselves and become risk averse. For example, having a coworker judge you as incompetent may cross your sensitive line as you think of yourself as an effective and productive employee. This would be especially true if the coworker was an influential person. Your respond would be to defend yourself in order to protect the image you have of yourself. Self-Disclosure is a KEY improvement to self-awareness. (unless there is willingness to open up to others, to discuss aspects of ourselves that seem ambiguous or unknown, little growth can ever occur) Self-Knowledge requires an understanding and valuing of differenced – not the creation of distinction.

Five components of Self-Awareness: 1) Cognitive Style 2) Orientation Towards Change 3) Emotional Intelligence 4) Values 5) Core Self-Evaluations

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Emotional Intelligence: refers to the ability to accurately identify emotions (in self and others) as well as understand and manage those emotions separately. Emotional intelligence - The ability to diagnose and recognize your own emotions - The ability to control your own emotions. - The ability to recognize and diagnose the emotions of others. - The ability to respond appropriately to emotional cues. With Emotional Intelligence people are able to accurately recognize and label the emotions they are experiencing as well as to regulate and control them. People who are emotionally intelligent are also able to identify and empathize with the feelings of others. Emotional intelligence is four times more important than IQ in determining what you can achieve in your career.

Personal Values: all other attitudes, orientations, and behaviors arise out of an individual’s values.

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Values are among the most stable and enduring characteristics of individuals. They are the foundation on which attitudes and personal preferences are formed. Usually unless a person’s values are challenged, they remain largely undetected. VALUES CAN BE INFLUENCED BY NATIONALITY, ETHNIC GROUP, INDUSTRY, OR ORGANIZATION. 7 Dimensions of Personal Values: 1) Universalism is a value in which other people’s behavior is governed by universal standards and rules – such as do not lie, do not cheat, do not run a red light even if no one is coming the other way. General societal rules govern behavior. Particularism is a value in which the relationship with an individual governs behavior – is the other person a friend, family member, relative? 2) Individualism is a value dimension that has an emphasis on the self, on independence, and on uniqueness VS. Collectivism or emphasis on the group, the combined unit, and on joining with others. 3) Affective vs. Neutral Orientation How You Display Emotions in Public? Affective Orientation tend to show emotions openly and to deal with problems in emotional ways. Neutral Orientation are more rational and less showing of feelings in their approach to problem solving. Instrumental, goal-directed behaviors rather than emotions dominate interaction. For example. If you get upset or angry at work – how likely would you be to display your feelings openly in public? 4) Specificity vs. Diffusion describe the difference between cultures that segregate the different roles in life to maintain privacy and personal autonomy compared to cultures that integrate and merge their roles. Cultures with Specific Values separate work relationships from family relationships. Whereas Diffuse Cultures entangle work and home relationships. People with diffuse values may seem too forward to too superficial because they seem to share personal information freely. 5) Achievement (people tend to acquire high status based on their personal accomplishments) vs. Ascription (status and prestige are more based on ascribed characteristics such as age, gender, family heritage, or ethnic background) 6) Relates to how people interpret and manage time. 7) Internal vs. External Control (are you in control or is something else such as destiny?)

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Personal Values Continued: Instrumental Values prescribe desirable standards of conduct or method’s for attaining an end. Two types are morality and competence (moral, behaving wrongly / competence, behaving incapably) violating these both brings a feeling shame. TO GET TO END GOAL. Terminal Values prescribe desirable ends or goals for the individuals. Terminal values are either personal (for ex, peace of mind) or social (for example, world peace) END GOALS. Values Maturity 1. Self-Centered Level: moral reasoning and instrumental values are based on personal needs or wants 2. Conformity Level: moral reasoning is based on conforming to and upholding the conventions and expectations of society “law and order” 3. Principled Level: right and wrong are judged on the basis of the internalized principles of the individual.

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Cognitive Style: the manner in which you gather and process information (or Learning Style) 1. The manner in which you gather information. 2. The way in which you evaluate and act on information.

3 TYPES OF COGNITIVE STYLES

Orientation Toward Change: focuses on methods people use to cope with change in their environment. Attitudes Towards Change: Tolerance of Ambiguity – refers to the extent which individuals are threatened by or having difficulty coping with situations that are ambiguous, where change occurs rapidly or unpredictable, where information is inadequate or unclear, or where complexity exists. Locus of Control – refers to the attitude people develop regarding the extent to which they are in control of their own destinies. Internal Locus of Control: “I caused the success or failure of this change” External Locus of Control: “Something or someone else caused the success or failure” Core Self Evaluation is a construct that captures the essential aspects of core personality or identifying underlying personality attributes. (INFP)

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES Self-Efficacy can be another word for confidence. Your confidence in doing something or achieving a goal. Self-Esteem how you see yourself. Creativity is not a self-awareness trait

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Chapter 2: Stress & Time Management Lewin’s Force Field

Thee Stages of Reaction to Stress: Stage 1: Alarm – Increase in anxiety, fear, sorrow, or loss. Stage 2: Resistance – attempt to control stress using defense mechanism. o Aggression o Regression – go back to old habits (whatever has worked in the past) o Repression – (denial) o Withdrawal – day dreaming or wandering off of thought o Fixation – keep doing the same thing over and over Stage 3: Exhaustion – stop trying to defend against stress.

Four Sources of Stress: 1. Time Stressors – too little time too much to do 2. Encounter Stressors – seeing someone that stresses you. Someone you encounter. 3. Situational Stressors – depending on the situation 4. Anticipatory Stressors - anticipating something and it is stressing you

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES Eustress – stress that motivates you and pushes you to become a better (for example having deadlines) Managing Stress A Hierarchy of Approaches: Enactive Strategies: Eliminate Stress: Proactive Strategies: Develop resiliency strategies (prepare beforehand) Reactive Strategies: Learn temporary coping strategies (after the fact of stress, what do I do now?) Effective Time Management 1. Spend time on important matters 2. Distinguishing between important tasks vs urgent tasks. 3. Focus on results rather than methods. 4. Not feeling guilty when saying “no”

Effectivenes vs. Efficiency Be EFFECTIVE: Do right tasks, not just anything that comes up Be EFFICIENT: Maximize output (i.e what you accomplish) with given input (i.e fixed time)

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES Elminiating encounter stress through membership in a stable, close-knit group or community. Emotional Bank Account: Compares investements in reltaionships to deposit and withdrawals in bank accounts. - The more people interact positevely, the more deposits are made. Work Redesign: Effectively eliminating stress and increasing productivity by changing aspects of work. To eliminate stressors at work: - Combine Tasks (Skill Variety) - Form Identifiable work units (Task Identity) - Establish customer relationships (Task significance, are you doing stuff of importance?) - Increase decision-making authority (Autonomy, do you have enough freedom to make decisions in your job? Or does your boss trust you?) - Open feedback channels. (Feedback)

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Chapter 3: Problem Solving Model of Problem Solving, Creativity, Conceptual Blocks Model of Problem Solving: Step 1: Define the Problem. - Differentiate fact from opinion - Specify Underlying Causes - Tap everyone involved for information - Stat the problem explicitly - Identify what standard is violated - Determine who’s problem it is. - Avoid stating the problem as a disguised solution. Step 2: Generate Alternative Solutions - Postpone evaluating alternatives - Be sure all involved individuals generate alternatives - Specify both short- and long-term solutions - Build on other’s ideas - Specify alternatives that solve the problem. Step 3: Evaluate & Select an Alternative - Evaluate relative to an optimal standard - Evaluate systemitcally - Evaluate relative to goals - Evaluate main effects and side effects - State the selected alternative explicitly. Step 4: Implement and Follow Up on the solution (Follow through & Follow Up) - Implement at proper time and in the right sequence - Provide opportunities for feedback - Engender acceptance - Establish ongoing monitoring system - Evaluate based on a problem solution Use Creative Problem Solving to “Break Set” when… - No acceptable alternatives seem to be available - All Reasonable solutions seem to be blocked - No obvious best answer is accessible

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

IMPORTANT ^ Conceptual Blocks are mental obstacles that constrain the way problems are defined Different types of Conceptual Blocks: Constancy – where you’re so stuck on a certain way of thinking you don’ want to change how. o Vertical Thinking – only one way to approach o Lateral Thinking – brainstorming and using different methods or different techniques. (drawback is too much time brainstorming can result in a loss of time) Commitment: When indiviudalds define present problems in terms of problems they have faced in the past (we define today on what we have seen in the past, we use sterotypes) Sterotyping based on past experience. Ignoring commonalities: when creativity is blocked when individuals fail to find the common thread between dissimilar problems.

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES Compression: - artificially constraining a problem (9 dots example 4 lines, constraining yourself) - Distinguish figure from ground (mixing both the good the good and the bad) Compacency: o non-inquisitiveness – lack of questioning; when was the last time you asked three “why” questions in a row. (don’t ask enough q’s) o Bias Against thinking – proclivity to avoid doing mental work; left brain more likely to be used than right. (Don’t want to think just act)

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Chapter 4: Communicating Supportively Frequent Organizational Problems: Reliance on technology, dominance of e-mail, less face-toface communication. Problems with Electronic Communication: too much information (low quality),no context to information (lacks meaning), interpretation of information depends on relationships with sender. Coaching and Counseling: Coaching: givind advice, direction or in o Focuses on abilitie - When to Coach? Lack of a Counseling: helpin meone unde understanding. o Focuses - When to counsel? P “ I can help you reco Poor Interpersonal Communi Defensiveness – When peop Disconfirmation – when peo worth

ation to improve performance. sufficient information, incompetence. resolve a problem him/herself by displaying

nsiveness, other factors tied to emotions, m exists”.

hreatened feel worthless or u

cked and seek to protect themselves. rvalued and seek to reestablish self-

Supportive Communication Helps the sender comminucate accuretly and honestly without jeoporidizng interpersonal relationships. Attributes: - Congruent Communication (you think what you say, you say what you think) - Descriptive (use an abc approach, look at it in order: how did you feel?) - Problem-Oriented (focus on problem and not the person) - Validating (make sure you’re both on the same track) - Specific (be CLEAR) - Conjunctive (connecting continuosus communication) - Owned (Speak for yourself ME MY I) - Supportive Listening Four Types of Probes: 1. Elaboritation 2. Clarification 3. Repetition 4. Reflection Traps & Barriers to Active Listening: - Increase in Emotional Involvement - Try to take another person’s point of view. Misreading nonverbal Cues:

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES - Cultural Differences Selective Perception/Filtering Tendancy to Advise too soon.

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Chapter 5: Power and Influnce Power: The capacity to Influence Behavior - The effective use of power and politics is a critical managerial skilll - A manager’s power comes from helping others accomplish their tasks. - This usually requires political clout. A Positive View of Power: - Power can lead to great good - IT is the means through which maangers accomplish work - It is the lack of power that can lead to unhappiness. A Negative View of Power: - Insensative to others - Cold, aloof, and arrogant. - Betraying other’s trust. - Unable to delegate to others or to build a team. - Overly dependent on others

These trends have contributed to the use of empowerment, where power has based on a manager’s ability to perform, not their formal position. Source of Personal Power: - Expertise – how professional someone is in their field - Personal Attraction – confidence, kindness, charismatic - Effort – dedicated, committed - Legitimacy – walk the walk, is about they BUSINESS Sources of Position Power - Centrality – being essential important - Flexibility - Visibility – people knowing who they are - Relevance – did things to get to the company vision.

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES POWER AND INFLUENCE ARE NOT THE SAME. Power is a necessary precondition of influence. Influential people have power, but not all powerful people have influence. (I.e Trump has power but does not have influence) Influence Strategies: The Three R’s Model Retribution - force others to do what you say “do this or else” (coercion and intimidation) Reciprocity - Help others want to do what you say (bargaining & ingratiation) Parties are mutually dependent, an exchange of ___ Reason show others that it makes sense to do what you say (facts and appeal to values) Neutralizing Reciprocity Strategies - Examine the intent of any gift of favor-giving activity. - Confrotn individuals wh o are using manipulative bargaining tacticts. - Refuse to bargain with individuals who use high-pressure tactics. e.g. You need to stay late because I did you that favor last week Neutralizing Reason Strategies - Explain the adverse effects of compliance on performance (contrary logic) - Defend your personal rights - Firmly refuse to comply with request. e.g. You need to stay late because we need your expertise and our company values your hard work.

------ End MidTerm ----(20 MC, 2/4 Short answer, 1/2 Long Answer)

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Chapter 6: Motivation Formula for Performance: o Performance = Ability x Motivation (Effort) o Ability = Aptitude (talent) x Training x Resources o Motivation = Desire x Commitment

Motivation  Performance 1. Motivation begins with establishing moderately difficult goals that are understood and accepted. a. Goals should be specific, consistent, and appropriately challenging and provide feedback. b. Include subordinates in goal-setting process (if possible) 2. After setting goals, managers should REMOVE obstacles to perform.

Achievable Managable

Specific

Realistic

SMART

Timeline

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Five Tools for Improving Ability: IN  Resupply ORDE o Give that person the possible tools R  Retrain o Train again  Refit o Change the job to suit qualifications  Reassign o Put them in a different position  Release o Let them go, PERIODT. Performance  Outcomes Using rewards and discipline to encourage exceptional behaviors and extinguish unacceptable behavior. Five Tools for Improving Ability: Resupply Retrain Refit Reassign Release

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES Need Theories: Maslow Hierarchy of Needs: Physiological -> Safety -> Belongingness -> Self-Esteem -> Self-Actualization Alder fez’s ERG theory: Expectedness (Belongingness, Safety, Physiological) Relatedness (Belongingness) Growth (Self-Esteem, Self-Actualization) McClelland Needs: 3 needs that motivate people: Need for achievement Need for affiliation (connections, relationships) Need for Power Herzberg’s Two Factors Theory: Hygiene (job, benefits, people you work with) Motivates (Job content) Fairness and Equity: Workers evaluate what they get from the relationship (outcomes) to what they put in (inputs) and compare this ratio to other’s in a comparison group. Workers who perceive inequity are motivated to adjust their own or other worker’s inputs and/or outcomes Cafeteria Style Systems: Allows employees to select from a “menu” of benefits, i.e health benefits, insurance, etc.

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MANAGEMENT SKILLS AND DEVELOPMENT (370) NOTES

Chapter 7: Managing Conflict Conflict Focus, Sources of Conflict, Conflict Resolution, Phases of collaborative problem solving.

People-Focused: “in-your-face” confrontations in which emotions are fueled by moral indignation Issue-Focu...