Full-Circle Learning MyLab™: Learning Full Circle for Marketing, Management, Business Communication, Intro to Business, and MIS BEFORE CLASS DSM's, pre-lecture homework, eText AFTER CLASS Writing Space,Video Cases, Quizzes/Tests MyLab Decision Sims,Videos, and Learning Catalytics DURING CLASS This page intentionally left blank MyManagementLab : Improves Student Engagement Before, During, and After Class ™ Prep and Engagement • Video exercises – engaging videos that bring business concepts to life and explore business topics related to the theory students are learning in class. Quizzes then assess students’ comprehension of the concepts covered in each video. • Learning Catalytics – a “bring your own device” student engagement, assessment, and classroom intelligence system helps instructors analyze students’ critical-thinking skills during lecture. • Dynamic Study Modules (DSMs) – through adaptive learning, students get personalized guidance where and when they need it most, creating greater engagement, improving knowledge retention, and supporting subject-matter mastery. Also available on mobile devices. • Business Today – bring current events alive in your classroom with videos, discussion questions, and author blogs. Be sure to check back often, this section changes daily. • Decision-making simulations – place your students in the role of a key decision-maker. The simulation will change and branch based on the decisions students make, providing a variation of scenario paths. Upon completion of each simulation, students receive a grade, as well as a detailed report of the choices they made during the simulation and the associated consequences of those decisions. Decision Making Critical Thinking • Writing Space – better writers make great learners—who perform better in their courses. Providing a single location to develop and assess concept mastery and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own writing assignments, allowing you to exchange personalized feedback with students quickly and easily. Writing Space can also check students’ work for improper citation or plagiarism by comparing it against the world’s most accurate text comparison database available from Turnitin. • Additional Features – included with the MyLab are a powerful homework and test manager, robust gradebook tracking, comprehensive online course content, and easily scalable and shareable content. http://www.pearsonmylabandmastering.com This page intentionally left blank Developing ManageMent SkillS NiNth EditioN David A. Whetten Brigham Young universitY Kim S. Cameron universitY of michigan Boston Columbus Indianapolis New York San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Vice President, Business Publishing: Donna Battista Editor-in-Chief: Stephanie Wall Acquisitions Editor: Kris Ellis-Levy Program Manager Team Lead: Ashley Santora Program Manager: Sarah Holle Editorial Assistant: Bernard Ollila Vice President, Product Marketing: Maggie Moylan Director of Marketing, Digital Services and Products: Jeanette Koskinas Executive Product Marketing Manager: Anne Fahlgren Field Marketing Manager: Lenny Ann Raper Senior Strategic Marketing Manager: Erin Gardner Project Manager Team Lead: Judy Leale Project Manager: Becca Groves Operations Specialist: Diane Peirano Creative Director: Blair Brown Senior Art Director: Janet Slowik Interior and Cover Designer: Integra Software Services Pvt. Ltd. Cover Image: Jim Colao/Luxtone Media Vice President, Director of Digital Strategy & Assessment: Paul Gentile Manager of Learning Applications: Paul Deluca Digital Editor: Brian Surette Digital Studio Manager: Diane Lombardo Digital Studio Project Manager: Robin Lazrus Digital Studio Project Manager: Alana Coles Digital Studio Project Manager: Monique Lawrence Digital Studio Project Manager: Regina DaSilva Full-Service Project Management and Composition: Integra Software Services Pvt. Ltd. Printer/Binder: Edwards Brothers Cover Printer: Edwards Brothers Text Font: 10/12 Weidemann-Book Copyright © 2016, 2011, 2007 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/. Acknowledgements of third party content appear on the appropriate page within the text, which constitutes an extension of this copyright page. Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors. Library of Congress Cataloging-in-Publication Data Whetten, David A. (David Allred), Developing management skills/David A. Whetten, Kim S. Cameron.—9e [edition]. pages cm ISBN 978-0-13-312747-8 (student edition) 1. Management—Study and teaching. 2. Management—Problems, exercises, etc. I. Cameron, Kim S. II. Title. HD30.4.W46 2016 658.40071'173—dc23 2014024024 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-312747-8 ISBN 13: 978-0-13-312747-8 B r i e f ta B l e o f c o n t e n t s Preface xix Introduction PArt I 1 2 3 Personal skIlls 35 Developing self-awareness 37 Managing stress and Well-Being 85 solving Problems analytically and Creatively PArt II 4 5 6 7 1 133 InterPersonal skIlls 187 Building relationships by Communicating supportively Gaining Power and Influence 227 Motivating others 263 Managing Conflict 305 PArt III 189 GrouP skIlls 363 8 empowering and engaging others 365 9 Building effective teams and teamwork 401 10 leading Positive Change 443 PArt IV sPeCIfIC CoMMunICatIon skIlls 487 Module a Making oral and Written Presentations Module B Conducting Interviews 517 Module C Conducting Meetings 551 appendix I Glossary 571 appendix II references 581 Index 609 489 v This page intentionally left blank contents Preface xix iNtroductioN 1 the critical role of management skills The Importance of Competent Managers 4 The Skills of Effective Managers 5 What Are Management Skills? 6 Improving Management Skills 7 An Approach to Skill Development 7 Leadership and Management 9 Contents of the Book 11 Organization of the Book 12 Diversity and Individual Differences 13 Summary 14 3 suPPlementarY material 15 Diagnostic Survey and Exercises 15 Personal Assessment of Management Skills (PAMS) 15 What Does It Take to Be an Effective Manager? 19 SSS Software In-Basket Exercise 21 scoring keY anD comParison Data 32 Personal Assessment of Management Skills 32 Scoring Key 32 Comparison Data 33 What Does It Take to Be an Effective Manager? SSS Software In-Basket Exercise 33 PArt I 1 Personal skIlls 33 35 dEvElopiNg SElf-AwArENESS 37 skill assessment 38 Diagnostic Surveys for Developing Self-Awareness Developing Self-Awareness 38 38 The Defining Issues Test 38 vii Cognitive Style Indicator 42 Tolerance of Ambiguity Scale 42 Core Self-Evaluation Scale (CSES) 43 skill learning 44 Key Dimensions of Self-Awareness 44 The Enigma of Self-Awareness 45 The Sensitive Line 45 Understanding and Appreciating Individual Differences Important Areas of Self-Awareness 47 47 Emotional Intelligence 49 Values 51 Ethical Decision Making 57 Cognitive Style 59 Attitudes Toward Change 61 Core Self-Evaluation 63 summarY 65 skill analYsis 67 Cases Involving Self-Awareness 67 Communist Prison Camp 67 Computerized Exam 69 Decision Dilemmas 70 skill Practice 72 Exercises for Improving Self-Awareness Through Self-Disclosure 72 Through the Looking Glass 72 Diagnosing Managerial Characteristics 73 An Exercise for Identifying Aspects of Personal Culture: A Learning Plan and Autobiography 75 skill aPPlication 77 Activities for Developing Self-Awareness Suggested Assignments 77 Application Plan and Evaluation 77 78 scoring keYs anD comParison Data The Defining Issues Test 79 Escaped Prisoner 79 The Doctor’s Dilemma The Newspaper 80 79 Cognitive Style Indicator 80 Scoring Key 80 Comparison Data 81 Tolerance of Ambiguity Scale Scoring Key 81 Comparison Data 82 Core Self-Evaluation Scale Scoring Key 82 Comparison Data viii Contents 83 82 81 79 2 MANAgiNg StrESS ANd wEll-BEiNg 85 skill assessment 86 Diagnostic Surveys for Managing Stress and Well-Being Managing Stress and Well-Being 86 86 Social Readjustment Rating Scale 86 Social Readjustment Rating Scale 88 Sources of Personal Stress 89 Flourishing Scale 90 skill learning 90 Managing Stress and Fostering Well-Being 90 Major Elements of Stress 91 Coping with Stress 92 Managing Stressors 94 Eliminating Stressors 95 Eliminating Time Stressors Through Time Management 95 Eliminating Encounter Stressors Through Community, Contribution, and Emotional Intelligence 100 Eliminating Situational Stressors Through Work Redesign 103 Eliminating Anticipatory Stressors Through Prioritizing, Goal Setting, and Small Wins 104 Developing Resiliency and Well-Being Life Balance 106 Psychological Resiliency 106 107 Temporary Stress-Reduction Techniques summarY 112 113 skill analYsis 114 Cases Involving Stress Management 114 The Turn of the Tide 114 The Case of the Missing Time 117 skill Practice 121 Exercises for Long-Term and Short-Run Stress Management and Well-Being 121 The Small-Wins Strategy 121 Life-Balance Analysis 123 Deep Relaxation 125 Monitoring and Managing Time Generalized Reciprocity 127 skill aPPlication 128 Activities for Managing Stress 126 128 Suggested Assignments 128 Application Plan and Evaluation 129 scoring keYs anD comParison Data Social Readjustment Rating Scale 130 Comparison Data 130 130 Sources of Personal Stress 131 Flourishing Scale 131 Comparison Data 131 Contents ix 3 SolviNg proBlEMS ANAlyticAlly ANd crEAtivEly 133 skill assessment 134 Diagnostic Surveys for Creative Problem Solving 134 Problem Solving, Creativity, and Innovation 134 Solving Problems Analytically and Creatively 134 skill learning 139 Problem Solving, Creativity, and Innovation Steps in Analytical Problem Solving 139 139 How Creative Are You? © 134 Innovative Attitude Scale 136 Creative Style Assessment 137 Defining the Problem 140 Generating Alternatives 141 Evaluating Alternatives 141 Implementing the Solution 142 Limitations of the Analytical Problem-Solving Model Impediments to Creative Problem Solving 143 Multiple Approaches to Creativity 143 Conceptual Blocks 148 142 Percy Spencer’s Magnetron 148 Spence Silver’s Glue 149 The Four Types of Conceptual Blocks 149 Review of Conceptual Blocks 157 Conceptual Blockbusting 157 Stages in Creative Thought 157 Methods for Improving Problem Definition 158 Ways to Generate More Alternatives 162 International Caveats 165 Hints for Applying Problem-Solving Techniques Fostering Creativity in Others 166 Management Principles summarY 166 166 170 skill analYsis 172 Cases Involving Problem Solving 172 Coke versus Pepsi 172 Creativity at Apple 173 skill Practice 175 Exercises for Applying Conceptual Blockbusting 175 Individual Assignment—Analytical Problem Solving (10 minutes) 175 Team Assignment—Creative Problem Solving (20 minutes) 176 Moving Up in the Rankings 177 Keith Dunn and McGuffey’s Restaurant 178 Creative Problem-Solving Practice 182 skill aPPlication 182 Activities for Solving Problems Creatively Suggested Assignments 182 Application Plan and Evaluation x Contents 183 182 scoring keYs anD comParison Data How Creative Are You?© 184 184 Scoring Key 184 Comparison Data 185 Innovative Attitude Scale Comparison Data 185 185 Creative Style Assessment 186 Scoring Key 186 Comparison Data 186 PArt II 4 InterPersonal skIlls 187 BuildiNg rElAtioNShipS By coMMuNicAtiNg SupportivEly 189 skill assessment 190 Diagnostic Surveys for Supportive Communication 190 skill learning 190 Building Positive Interpersonal Relationships 190 The Importance of Effective Communication 191 The Focus on Accuracy 192 What is Supportive Communication? Coaching and Counseling 195 193 Coaching and Counseling Issues 195 Defensiveness and Disconfirmation 197 Principles of Supportive Communication 197 Supportive Communication Is Based on Congruence, Not Incongruence 197 Supportive Communication Is Descriptive, Not Evaluative 198 Supportive Communication Is Problem-Oriented, Not Person-Oriented 201 Supportive Communication Validates Rather Than Invalidates Individuals 202 Supportive Communication Is Specific (Useful), Not Global (Nonuseful) 204 Supportive Communication is Conjunctive, Not Disjunctive 205 Supportive Communication Is Owned, Not Disowned 205 Supportive Communication Requires Supportive Listening, Not One-Way Message Delivery 206 The Personal Management Interview International Caveats 214 summarY 211 214 skill analYsis 216 Cases Involving Building Positive Relationships Find Somebody Else 216 Rejected Plans 217 216 skill Practice 219 Exercises for Diagnosing Communication Problems and Fostering Understanding 219 United Chemical Company 219 Byron vs. Thomas 221 Active Listening Exercise 223 Contents xi skill aPPlication 224 Activities For Communicating Supportively Suggested Assignments 224 Application Plan and Evaluation 224 225 scoring keYs anD comParison Data 5 226 gAiNiNg powEr ANd iNfluENcE 227 skill assessment 228 skill learning 228 Building a Strong Power Base and Using Influence Wisely Is Power A Four-Letter Word? 229 Abuse of Power 230 228 Strategies for Gaining Organizational Power 232 Sources of Personal Power 232 Sources of Positional Power 237 Transforming Power into Influence 241 Influence Strategies: The Three Rs 241 The Pros and Cons of Each Strategy 244 Acting Assertively: Neutralizing Influence Attempts 247 skill analYsis 253 Case Involving Power and Influence Dynica Software Solutions 253 skill Practice 254 Exercise for Gaining Power 253 254 Repairing Power Failures in Management Circuits 254 Exercise for Using Influence Effectively Ann Lyman’s Proposal 256 255 Exercises for Neutralizing Unwanted Influence Attempts 256 Cindy’s Fast Foods 257 9:00 to 7:30 258 skill aPPlication 259 Activities for Gaining Power and Influence Suggested Assignments 259 Application Plan and Evaluation 259 260 scoring keYs anD comParison Data 6 MotivAtiNg othErS 263 skill assessment 264 skill learning 264 Increasing Motivation and Performance 264 Diagnosing Work Performance Problems 265 Enhancing Individuals’ Abilities 266 Fostering a Motivating Work Environment 268 xii Contents 261 Elements of an Effective Motivation Program 269 Establish Clear Performance Expectations 270 Remove Obstacles to Performance 272 Reinforce Performance-Enhancing Behavior 273 Provide Salient Rewards 281 Be Fair and Equitable 284 Provide Timely Rewards and Accurate Feedback 284 summarY 286 skill analYsis 289 Case Involving Motivation Problems 289 Electro Logic 289 skill Practice 295 Exercises for Diagnosing Work Performance Problems Joe Chaney 298 Work Performance Assessment 298 Exercise for Reshaping Unacceptable Behaviors Shaheen Matombo 299 Andre Tate, Manager 299 Shaheen Matombo, Staff Member 300 skill aPPlication 301 Activities for Motivating Others 295 299 301 Suggested Assignments 301 Application Plan and Evaluation 302 SKILL PRACTICE Exercise for Reshaping Unacceptable Behaviors 303 scoring keYs anD comParison Data 7 304 MANAgiNg coNflict 305 skill assessment 306 skill learning 306 Interpersonal Conflict Management 306 Mixed Feelings about Conflict 307 Diagnosing the Type of Interpersonal Conflict Conflict Focus 309 Conflict Source 310 308 Selecting the Appropriate Conflict Management Approach 312 Choosing Among the Five Strategies 315 Personal Preferences 316 Situational Factors 317 Resolving Interpersonal Confrontations Using the Collaborative Approach 319 A General Framework for Collaborative Problem Solving 319 The Four Phases of Collaborative Problem Solving 320 summarY 329 skill analYsis 332 Case Involving Interpersonal Conflict 332 Educational Pension Investments 332 Contents xiii skill Practice 336 Exercise for Diagnosing Sources of Conflict SSS Software Management Problems 336 336 Exercises for Selecting an Appropriate Conflict Management Strategy 345 Bradley’s Barn 345 Avocado Computers 346 Phelps, Inc. 346 Exercises for Resolving Interpersonal Disputes 347 Alisa Moffatt 347 Can Larry Fit In? 351 Meeting at Hartford Manufacturing Company 352 skill aPPlication 358 Activities for Improving Managing Conflict Skills Suggested Assignments 358 Application Plan and Evaluation 358 360 SKILL PRACTICE Exercises for Resolving Interpersonal Disputes 361 scoring keYs anD comParison Data PArt III 8 GrouP skIlls 363 EMpowEriNg ANd ENgAgiNg othErS 365 skill assessment 366 skill learning 366 Empowering and Engaging Others 366 The Meaning of Empowerment 367 Dimensions of Empowerment 368 Self-Efficacy 368 Self-Determination 369 Personal Consequence 370 Meaning 370 Trust 371 Review of Empowerment Dimensions How to Develop Empowerment 372 371 A Clear Goal 372 Fostering Personal Mastery Experiences 373 Modeling 374 Providing Support 374 Emotional Arousal 374 Providing Information 375 Providing Resources 376 Connecting to Outcomes 376 Creating Confidence 377 Review of Empowerment Principles 378 Inhibitors to Empowerment 380 Attitudes about Subordinates 380 Personal Insecurities 380 Need For Control 380 Overcoming Inhibitors 381 xiv Contents 362 Fostering Engagement 381 International Caveats 386 Deciding When to Engage Others 382 Deciding Whom to Engage 383 Deciding How to Engage Others 384 Review Of Engagement Principles 386 summarY 388 skill analYsis 389 Cases Involving Empowerment and Engagement 389 Minding the Store 389 Changing the Portfolio 390 skill Practice 391 Exercises for Empowerment 391 Executive Development Associates 391 Empowering Ourselves 395 Deciding to Engage Others 396 skill aPPlication 397 Activities for Empowerment and Engagement Suggested Assignments 397 Application Plan and Evaluation 397 398 scoring keYs anD comParison Data 9 399 BuildiNg EffEctivE tEAMS ANd tEAMwork 401 skill assessment 402 Diagnostic Surveys for Building Effective Teams Team Development Behaviors 402 Building Effective Teams and Teamwork 402 Diagnosing The Need For Team Building skill learning 403 The Advantages of Teams 403 An Example of an Effective Team 402 402 407 Team Development 408 The Forming Stage 408 The Norming Stage 409 The Storming Stage 411 The Performing Stage 414 Leading Teams 417 Developing Credibility 417 Establish Smart Goals and Everest Goals International Caveats 421 419 Team Membership 422 Advantageous Roles 422 Unproductive Roles 425 Providing Feedback 426 International Caveats 427 summarY 427 Contents xv skill analYsis 428 Cases Involving Building Effective Teams 428 The Tallahassee Democrat’s ELITE Team 428 The Cash Register Incident 431 skill Practice 432 Exercises in Building Effective Teams 432 Leadership Roles in Teams 432 Team Diagnosis and Team Development Exercise Winning the War on Talent 435 Team Performance Exercise 437 433 skill aPPlication 439 Activities for Building Effective Teams 439 Suggested Assignments 439 Application Plan and Evaluation 440 scoring keYs anD comParison Data Diagnosing the Need for Team Building 441 Comparison Data 440 441 Leadership Roles in Teams (Examples of Correct Answers) 441 10 lEAdiNg poSitivE chANgE 443 skill assessment 444 Diagnostic Surveys for Leading Positive Change Leading Positive Change 444 444 Reflected Best-Self Feedback 444 skill learning 446 Ubiquitous and Escalating Change 447 The Need for Frameworks 447 A Framework for Leading Positive Change 449 Establishing A Climate of Positivity 452 Creating Readiness for Change 457 Articulating a Vision of Abundance 460 Generating Commitment to the Vision 463 Fostering Sustainability 466 summarY 469 skill analYsis 471 Cases Involving Leading Positive Change 471 Corporate Vision Statements 471 Jim Mallozzi: Implementing Positive Change in Prudential Real Estate and Relocation 477 skill Practice 481 Exercises in Leading Positive Change 481 Reflected Best-Self Portrait 481 Positive Organizational Diagnosis Exercise A Positive Change Agenda 483 xvi Contents 482 skill aPPlication 483 Activities for Leading Positive Change Suggested Assignments 483 Application Plan and Evaluation 483 484 scoring keYs anD comParison Data Reflected Best-Self Feedback™ Exercise 485 485 PArt IV sPeCIfIC CoMMunICatIon skIlls 487 Module A MAkiNg orAl ANd writtEN prESENtAtioNS 489 skill learning 490 Making Oral and Written Presentations 490 Essential Elements of Effective Presentations 491 Formulate a Specific Strategy 491 Develop a Clear Structure 493 Support Your Points 495 Use an Enhancing Style 497 Style in Oral Communication 498 Style in Written Communication 501 Supplement your Presentation by Responding to Questions and Challenges 503 skill Practice 507 Exercises for Making Effective Oral and Written Presentations 507 Speaking as a Leader 507 Quality Circles at Battle Creek Foods 508 Observer’s Feedback form Module B 515 coNductiNg iNtErviEwS 517 skill learning 518 Planning and Conducting Interviews Planning the Interview 519 Conducting the Interview 523 518 Specific Types of Organizational Interviews 527 Information-Gathering Interviews 527 Employment-Selection Interviews 527 Performance-Appraisal Interviews 528 skill Practice 532 Exercises for Conducting Special-Purpose Interviews 532 Evaluating the New Employee-Orientation Program 532 Performance-Appraisal Interview with Chris Jakobsen 535 Employment-Selection Interview at Smith Farley Insurance 542 Observer’s Feedback form 549 Contents xvii Module c coNductiNg MEEtiNgS 551 skill learning 552 Conducting Effective Meetings: A Short Guide for Meeting Managers and Meeting Participants 552 The Five P s of Effective Meetings 552 Suggestions for Group Members 557 skill Practice 560 Exercises for Conducting Meetings 560 Preparing and Conducting a Team Meeting at SSS Software 560 Role Diagnosis 560 Meeting Evaluation Worksheet 561 SSS Software In-Basket Memos, E-Mails, Faxes, and Voice Mails aPPenDIx I Glossary 571 aPPenDIx II referenCes InDex xviii Contents 609 581 562 P r e fa c e new in this edition • New to every Chapter Personal Inventory Assessments (P.I.A) • Chapter 2 now includes a major focus not only on managing stress but also on how to enhance and encourage well-being. • Chapter 8 replaces the discussion on “delegation” with a focus on “engagement.” • Research continues to appear on factors that predict managerial effectiveness and skillful performance. Therefore, we have updated references, studies, and examples to enhance each chapter’s currency. • In an environment filled with instantaneous technology, sound bites of data, and short attention spans, we have been motivated to shorten each of the book’s chapters substantially. With these reductions, however, we have maintained the empirical evidence and the foundational models and frameworks. • In each chapter, references to video examples found in Pearson’s tm MyManagementLab are noted. Why Focus on Management Skill Development? Given that a “skill development” course requires more time and effort than a course using the traditional lecture/discussion format, we are sometimes asked this question by students, especially those who have relatively little work experience. Reason #1: It focuses attention on what effective managers actually “do.” In an influential article, Henry Mintzberg (1975) argued that management education had almost nothing to say about what managers actually do from day to day. He further faulted management textbooks for introducing students to the leading theories about management while ignoring what is known about effective management practice. Sympathetic to Mintzberg’s critique, we set out to identify the defining competencies of effective managers. Although no two management positions are exactly the same, the research summarized in the Introduction highlights ten personal, interpersonal, and group skills that form the core of effective management practice. Each chapter addresses one of these skills. Personal Skills 1. Developing Self-Awareness 2. Managing Personal Stress and Well-Being 3. Solving Problems Analytically and Creatively xix Interpersonal Skills 4. Building relationships by Communicating Supportively 5. Gaining Power and Influence 6. Motivating Others 7. Managing Conflict Group Skills 8. Empowering and Engaging Others 9. Building Effective teams and teamwork 10. Leading Positive Change Consistent with our focus on promoting effective management practice, the material in these chapters provides guidance for a variety of contemporary management challenges, including: “How can I help others accept new goals, new ideas, new approaches?” “How can I invigorate those who feel outdated and left behind?” “How do I help the ‘survivors’ of a downsizing pick up the pieces and move on?” “How do I help people with very different agendas and philosophies work together, especially during periods of high stress and uncertainty?” Anyone tempted to dismissively argue that the answers to these questions are “common sense” would do well to recall Will Rogers’ pithy observation: “Common sense ain’t common.” In addition, the research reported in the Introduction suggests that, in many cases, managers’ “common sense” isn’t “good sense.” The premise of this book and associated course is that the key to effective management practice is practicing what effective managers—those with “good sense”—do consistently. Reason #2: It is consistent with proven principles of effective teaching and learning. A seasoned university professor advised a young colleague, “If your students aren’t learning, you’re not teaching—you’re just talking!” Here’s what some authorities on higher education have to say about how effective teachers foster learning: “All genuine learning is active, not passive. It is a process of discovery in which the student is the main agent, not the teacher.” (Adler, 1982) “Learning is not a spectator sport. Students do not learn much just by sitting in a class listening to teachers, memorizing pre-packaged assignments, and spilling out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.” (Chickering & Gamson, 1987) In their classic book, Bonwell and Elson (1991) list seven defining characteristics of active learning: 1. Students are involved in more than passive listening. 2. Students are engaged in activities (e.g., reading, discussing, writing). 3. There is less emphasis placed on information transmission and greater emphasis placed on developing student skills. 4. There is greater emphasis placed on the exploration of attitudes and values. 5. Student motivation is increased, especially in adult learners. 6. Students receive immediate feedback from their instructor and peers. 7. Students are involved in higher order thinking (analysis, synthesis, evaluation). xx PrefaCe Our goals in writing this book were to bridge the academic realm of theory and research and the organizational realm of effective practice and to help students consistently translate proven principles from both realms into personal practice. To accomplish these goals, we formulated a five-step “active” learning model, described in the Introduction. Based on the positive feedback we’ve received from teachers and students, we can state with confidence that the form of active learning pioneered in this book is a proven pedagogy for management skill mastery. MyManaGeMentlaB suGGesteD aCtIvItIes For the 9th edition we the authors are excited that Pearson’s MyManagementLab has been integrated fully into the text. These new features are outlined below. Making assessment activities available on line for students to complete before coming to class will allow you the professor more discussion time during the class to review areas that students are having difficulty in comprehending. Watch It Recommends a video clip that can be assigned to students for outside classroom viewing or that can be watched in the classroom. The video corresponds to the chapter material and is accompanied by multiple choice questions that re-enforce student’s comprehension of the chapter content. Personal Inventory Assessments (PIA) Students learn better when they can connect what they are learning to their personal experience. PIA (Personal Inventory Assessments) is a collection of online exercises designed to promote self-reflection and engagement in students, enhancing their ability to connect with concepts taught in principles of management, organizational behavior, and human resource management classes. Assessments are assignable by instructors who can then track students’ completions. Student results include a written explanation along with a graphic display that shows how their results compare to the class as a whole. Instructors will also have access to this graphic representation of results to promote classroom discussion. DetaIleD ChaPter By ChaPter ChanGes Based on suggestions from reviewers, instructors, and students, we have made a number of changes in the ninth edition of Developing Management Skills. • Chapter 2 now includes a major focus not only on managing stress—usually observed to be a negative influence on individuals—but it focuses on how to enhance and encourage well-being. Stress can be turned to good outcomes if managed effectively, and this 9th edition adopts this positive approach. It highlights ways to flourish and enhance well-being even in the presence of stressful circumstances. • Chapter 8 replaces the discussion on “delegation” with a focus on “engagement.” The theme of employee engagement has become a very important topic in modern organizations as they attempt to enhance their performance and help their employees flourish. That is, employee engagement has become a very hot topic. This chapter provides a framework that helps you engage employees effectively. • In an environment filled with instantaneous technology, sound bites of data, and short attention spans, we have been motivated to shorten each of the book’s PrefaCe xxi chapters substantially. With these reductions, however, we have maintained the empirical evidence and the foundational models and frameworks that distinguish this book from others on the market. We have maintained the scientific and scholarly basis for the prescriptions in each of the chapters because, to be effective managers, students need more substance than found in traditional airport bookstore advice. • Research continues to appear on factors that predict managerial effectiveness and skillful performance. Therefore, we have updated references, studies, and examples to enhance each chapter’s currency. Whereas many of the classic studies and foundational investigations remain in the text, you will find many up-dated studies and examples through the book. This is also the case with exercises, cases, and assessment instruments. • In each chapter, references to video examples found in Pearson’s MyManagementLab are noted. You will want to use these video supplements to illustrate certain concepts and practices discussed in the chapters. They provide real examples of management skill practices in the workplace. tips for Getting the Most out of this Course Whether you are an undergraduate or MBA student, or an experienced manager, based on our years of teaching management skills, here are some suggestions for making this course a personally meaningful learning experience: • Read the Introduction carefully. Although this is not a typical management textbook, it is important that you understand its distinctive learner-focused features, especially the five-step learning model: Skill Assessment, Skill Learning, Skill Analysis, Skill Practice, and Skill Application. You’ll also find informative research on how much managers’ actions impact individual and organizational performance and the characteristics of effective managers. • Thoughtfully complete the Skill Assessment surveys for each chapter. These diagnostic tools are designed to help you identify which specific aspects of each skill topic most warrant your personal attention. • Carefully study the Behavioral Guidelines and the summary model at the conclusion of the Skill Learning section of each chapter before reading that section. These written and graphical summaries are designed to bridge the research-informed description of each topic with the skill development activities that follow. To help you internalize research-informed “good sense,” be sure to use the Behavioral Guidelines as your frame of reference when reading and discussing Skill Analysis cases and participating in Skill Practice and Skill Application exercises. • Be sure to complete the Skill Application exercises in each chapter. Management skill mastery requires out-of-class skill practice. How to do this is pretty straightforward if you are currently working in an organization, regardless of whether you are an experienced manager or a new, part-time employee. Whether or not you are currently employed, we encourage you to seek out skill practice opportunities in all aspects of your life, including working in assigned teams in this and other courses, planning social events for a campus or community organization, counseling a troubled sibling or friend, managing end-of-semester deadlines, or handling a difficult issue with a boy/girlfriend or spouse. The sooner you begin—and the more you persist in—practicing what you learn in this course, the more you’ll be able to count on these skills as “automatic responses” when you need them as a manager. xxii PrefaCe InstruCtor resourCes At the Instructor Resource Center, www.pearsonhighered.com/irc, instructors can easily register to gain access to a variety of instructor resources available with this text in downloadable format. If assistance is needed, our dedicated technical support team is ready to help with the media supplements that accompany this text. Visit http://247.pearsoned. com for answers to frequently asked questions and toll-free user support phone numbers. The following supplements are available with this text: • Instructor’s Resource Manual • Test Bank • TestGen® Computerized Test Bank • PowerPoint Presentation 2015 QualItatIve BusIness vIDeo lIBrary Additional videos illustrating the most important subject topics are available in MyManagementLab, under the Instructor Resources: Business Today. CoursesMart textBooks onlIne CourseSmart eTextbooks were developed for students looking to save money on required or recommended textbooks. Students simply select their eText by title or author and purchase immediate access to the content for the duration of the course using any major credit card. With a CourseSmart eText, students can search for specific keywords or page numbers, take notes online, print out reading assignments that incorporate lecture notes, and bookmark important passages for later review. For more information or to purchase a CourseSmart eTextbook, visit www.coursesmart.com. acknowledgments In addition to the informal feedback we have received from colleagues around the world, we would especially like to thank the following people who have formally reviewed material and provided valuable feedback, vital to the revision of this and previous editions: Richard Allan, University of Tennessee– Chattanooga Joseph S Anderson, Northern Arizona University Forrest F. Aven, University of Houston Lloyd Baird, Boston University Bud Baker, Wright State University John D. Bigelow, Boise State University Ralph R. Braithwaite, University of Hartford Julia Britt, California State University Tim Bothell, Brigham Young University David Cherrington, Brigham Young University John Collins, Syracuse University Kerri Crowne, Temple University Joseph V. DePalma, Farleigh Dickerson University Todd Dewett, Wright State University Andrew J. Dubrin, Rochester Institute of Technology Steven Edelson, Temple University Crissie M. Frye, Eastern Michigan University Norma Givens, Fort Valley State University Barbara A. Gorski, St. Thomas University Sara Grant, New York University David Hampton, San Diego State University Jason Harris-Boundy. San Francisco State University Stanley Harris, Auburn University PrefaCe xxiii Richard E. Hunt, Rockhurst College Daniel F. Jennings, Baylor University Avis L. Johnson, University of Akron Jay T. Knippen, University of South Florida Roland Kushner, Lafayette College Roy J. Lewicki, Ohio State University Michael Lombardo, Center for Creative Leadership Charles C. Manz, University of Massachusetts–Amherst Ralph F. Mullin, Central Missouri State University Thomas J. Naughton, Wayne State University J. Randolph New, University of Richmond Jon L. Pierce, University of Minnesota– Duluth Lyman Porter, University of California– Irvine Lyle F. Schoenfeldt, Appalachian State University Jacop P. Siegel, University of Toronto Charles Smith, Hofstra University Noel M. Tichy, University of Michigan Wanda V. Trenner, Ferris State University Ulya Tsolmon, Brigham Young University Kenneth M. York, Oakland University We especially thank our collaborators who adapted the book for the European and Australian markets as well as those who translated Developing Management Skills into Spanish, Russian, Chinese, and Dutch. We are grateful for the assistance of many dedicated associates who have helped us continually upgrade and enhance Developing Management Skills. We wish to acknowledge our colleague, Jeffrey Thompson, Director of the Romney Institute of Public Management, Brigham Young University. Jeff has been a valuable collaborator on our recent revisions and has become a major part of the authoring team. We would also like to thank Kris Ellis-Levy, Sarah Holle, Rebecca Groves, Meghan DeMaio, and Judy Leale of Pearson Education. In addition, we’d like to express our gratitude to Kristin Jobe of Integra-Chicago for her expert assistance with this edition, as well as Erikson Daniel Conkling, Ivy Tech Community College/Northeast and Linda Hoffman, Ivy Tech Community College/Fort Wayne for their contributions to the MyLab assessment content. Finally, and most importantly, we express appreciation to our families for their ongoing patience and support, which is reflected in their willingness to share their time with this competing “labor of love”—and to forgive our own gaps between common sense and common practice. David A. Whetten Kim S. Cameron xxiv PrefaCe ManageMent ConCepts The Critical Role of Management Skills ■ The Importance of Competent Managers ■ The Skills of Effective Managers ■ What Are Management Skills? ■ Improving Management Skills ■ An Approach to Skill Development ■ Leadership and Management ■ Contents of the Book ■ Organization of the Book ■ Diversity and Individual Differences ■ Summary ■ suppleMentary Material Personal Assessment of Management Skills (PAMS) What Does It Take to Be an Effective Manager? ■ SSS Software In-Basket Exercise ■ ■ Scoring Key and coMpariSon Data IntroductIon The Critical Role of Management Skills Learning Objectives 1. Introduce the Importance of management SkIllS 2. IdentIfy eSSentIal management SkIllS 3. explaIn a learnIng model for developIng management SkIllS 4. revIew the contentS of the Book 1 This page intentionally left blank Introduction The Critical Role of Management Skills No one doubts that the twenty-first century will continue to be characterized by chaotic, transformational, rapid-fire change. In fact, almost no sane person is willing to predict what the world will be like 50, 20, or even 10 years from now. Change is just too rapid and ubiquitous. Three quarters of the content on the web was not available three years ago. The development of “nanobombs” has caused some people to predict that personal computers and desktop monitors will land on the scrap heap of obsolescence within 20 years. The new computers will be a product of etchings on molecules leading to personalized data processors injected into the bloodstream, implanted in eyeglasses, or included in wristwatches. Warren Bennis, a colleague of ours, half-jokingly predicted that the factory of the future would have only two employees, a person and a dog. The person would be there to feed the dog. The dog would be there to keep the person from touching the equipment! Almost no one would argue with the claim that “permanent white water” best characterizes our current environment. Almost everything is in flux, from our technology and methods of transacting business to the nature of education and the definition of the family. Despite all this change in our environment, there is something that has remained relatively constant. With minor variations and stylistic differences, what have not changed in several thousand years are the basic skills that lie at the heart of effective, satisfying, growth-producing human relationships. Freedom, dignity, trust, love, and respect in relationships have always been among the goals of human beings, and the same principles that brought about those outcomes in the second or seventeenth centuries still bring them about in the twenty-first century. Despite our circumstances, in other words, and despite the technological resources we have available to us, the same basic human skills still lie at the heart of effective human interaction. This book is built on the presumption that developing management skills—that is, the skills needed to manage one’s own life as well as relationships with others—is a ceaseless endeavor. These skills were largely the same a century ago as they are today. The basic behavioral principles that lie at the foundation of these skills are timeless. This is one reason why the shelves of bookstores. blogs, and on-line newsletters are filled with IntroductIon 3 prescriptions of how one more executive or one more company struck it rich or beat out the competition. Thousands of books trumpet prescriptions for how to be successful in business, or in life. Many of these books have made it to the best-seller lists and have enjoyed lengthy stays. Our intention in this book is not to try to duplicate the popular appeal of the bestselling books nor to utilize the common formula of recounting anecdotal incidents of successful organizations or well-known managers. We have produced a book that remains true to, and is based on, social science and business research. We want to share with you what is known and what is not known about how to develop management skills and how to foster productive, healthy, satisfying, and growth-producing relationships with others in your work setting. Developing Management Skills is designed to help you actually improve your personal management competencies—to change your behavior. This book, therefore, serves more as a practicum or a guide to effective managerial behavior than a description of what someone else has done to successfully manage an organization. It will surely help you think, and it will provide examples of success, but it will have failed if it also does not help you behave more competently in your own life. Whereas the skills focused on in this book are called “management skills,” their relevance is not limited just to an organization or work setting. This book could be retitled “life skills,” or even “leadership skills.” We focus mainly on work settings here because our primary goal is to help you prepare for and improve your own competency in a managerial role. You will discover, however, that these skills are applicable in most areas of your life—with families, friends, volunteer organizations, and your community. In the next section, we review some of the scientific evidence that demonstrates how management skills are associated with personal and organizational success, and we review several studies of the key management skills that seem to be the most important in our modern-day environment. It is those key skills that this book has targeted. We then describe a model and a methodology for helping you to develop management skills. A large number of fads abound proclaiming a new way to be a leader, get rich, or both, but our intent is to rely on a proven methodology that has grounding in the scientific literature. We present what has been shown to be a superior process for improving management skills, and we base our claims on scholarly evidence. This Introduction concludes with a brief description of the organization of the rest of the book and the importance of keeping in mind individual differences among people. The Importance of Competent Managers In the last couple of decades, an abundance of evidence has been produced demonstrating that skillful management is the single most powerful determinant of organizational success. These studies have been conducted across numerous industry sectors, international settings, and organization types. The research findings now make it almost unquestionable that if organizations want to succeed, they must have competent, skillful managers. For example, in one study of 968 firms, representing all major industries in the United States, organizations whose managers effectively managed their people—that is, they implemented effective people management strategies and demonstrated personal competency in management skills—had, on the average, a decrease in turnover of more than 7 percent, increased profits of $3,814 per employee, $27,044 more in sales per employee, and $18,641 more in stock market value per employee, compared to firms that had less effective people management (Huselid, 1995; Pfeffer & Veiga, 1999). In a follow-up study of 702 firms, shareholder wealth was an amazing $41,000 per employee higher in companies demonstrating strong people management skills than in firms that had a lower emphasis on people management (Huselid & Becker, 1997). 4 IntroductIon A study of German firms in 10 industrial sectors produced similar results: “Companies that place workers at the core of their strategies produce higher long-term returns . . . than their industry peers” (Blimes, Wetzker, & Xhonneux, 1997). A study of five-year survivability in 136 nonfinancial companies that issued IPOs in the late 1980s found that the effective management of people was the most significant factor in predicting longevity, even when accounting for industry type, size, and profits. Firms that did a good job of managing people tended to survive; others did not (Welbourne & Andrews, 1996). A study by Hanson (1986) investigated the factors that best accounted for financial success over a five-year span in 40 major manufacturing firms. The five most powerful predictors were identified and assessed. They included market share (assuming that the higher the market share of a firm, the higher its profitability); firm capital intensity (assuming that the more a firm is automated and up-to-date in technology and equipment, the more profitable it is); size of the firm in assets (assuming that economies of scale and efficiency can be used in large firms to increase profitability); industry average return on sales (assuming that firms would reflect the performance of a highly profitable industry); and the ability of managers to effectively manage their people (assuming that an emphasis on good people management helps produce profitability in firms). The results revealed that one factor—the ability to manage people effectively—was three times more powerful than all other factors combined in accounting for firm financial success over a five-year period! We repeat, good management was more important than all other factors taken together in predicting profitability. This is just a small sampling of studies that indicate overwhelmingly that good management fosters financial success, whereas less effective management fosters financial distress. Successful organizations have managers with well-developed management skills. Moreover, the data are clear that management skills are more important in accounting for success than industry, environment, competition, and economic factors combined. The Skills of Effective Managers What, then, differentiates effective managers from less effective managers? If developing management skills is so crucial for organizational success, what skills ought to be the focus of our attention? The management literature is filled with lists of attributes, behaviors, orientations, and strategies for enhancing successful performance. In writing this book, we wanted to identify the skills and competencies that separate extraordinarily effective performers from the rest of us. So, in addition to reviewing the managerial and leadership literatures, we also identified 402 individuals who were rated as highly effective managers in their own organizations in the fields of business, health care, education, and state government by asking senior officers to name the most effective managers in their organizations. We then interviewed those people to determine what attributes were associated with managerial effectiveness. We asked questions such as: How have you become so successful in this organization? ❏ Who fails and who succeeds in this organization and why? ❏ If you had to train someone to take your place, what knowledge and what skills would you make certain that person possessed in order to perform successfully as your successor? ❏ If you could design an ideal curriculum or training program to teach you to be a better manager, what would it contain? ❏ ❏ Think of other effective managers you know. What skills do they demonstrate that explain their success? IntroductIon 5 Table 1 Skills of Effective Managers—One Study 1. verbal communication (including listening) 2. managing time and stress 3. rational and creative decision making 4. recognizing, defining, and solving problems 5. motivating and influencing others 6. delegating and engaging others 7. Setting goals and articulating a vision 8. Self-awareness 9. team building 10. managing conflict Our analysis of the interviews produced about 60 characteristics of effective managers. The 10 identified most often are listed in Table 1. Not surprisingly, these 10 characteristics are all behavioral skills. They are not personality attributes or styles, nor are they generalizations such as “luck,” “charisma,” or “timing.” They also are common across industries, levels, and job responsibilities. The characteristics of effective managers are not a secret. What Are Management Skills? There are several defining characteristics of management skills that differentiate them from other kinds of characteristics and practices. First, management skills are behavioral. They are not personality attributes or stylistic tendencies. Management skills consist of actions that lead to positive outcomes. Skills can be observed by others, unlike attributes that are purely mental, stylistic, or are embedded in personality. Second, management skills are controllable. The performance of these behaviors is under your own control. Skills may involve other people and require cognitive work, but they are behaviors that you can govern yourself. Third, management skills are developable. Performance can improve. Unlike IQ or certain personality or temperament attributes that remain relatively constant throughout life, you can improve your competency in skill performance through practice and feedback. You can progress from less competence to more competence in management skills, and that outcome is the primary objective of this book. Fourth, management skills are interrelated and overlapping. It is difficult to demonstrate just one skill in isolation from others. Skills are not simplistic, repetitive behaviors, but they are integrated sets of complex responses. Fifth, management skills are sometimes contradictory or paradoxical. For example, the core management skills are neither all soft and humanistic in orientation nor all hard-driving and directive. They are oriented neither toward teamwork and interpersonal relations exclusively nor toward individualism and technical entrepreneurship exclusively. A variety of skills are typical of the most effective managers, and some of them appear incompatible. To illustrate, Cameron and Tschirhart (1988) assessed the skill performance of more than 500 midlevel and upper-middle managers in about 150 organizations. The most frequently mentioned 25 management skills taken from about a dozen studies in the academic literature (such as those in Table 2) were measured. Statistical analyses revealed 6 IntroductIon that the skills fell into four main groups or clusters. One group of skills focused on participative and human relations skills (for example, supportive communication and team building), while another group focused on just the opposite, that is, competitiveness and control (for example, assertiveness, power, and influence skills). A third group focused on innovativeness and individual entrepreneurship (for example, creative problem solving), while a fourth group emphasized the opposite type of skills, namely, maintaining order and rationality (for example, managing time and rational decision making). One conclusion from that study was that effective managers are required to demonstrate paradoxical skills. That is, the most effective managers are both participative and hard-driving, both nurturing and competitive. They were able to be flexible and creative while also being controlled, stable, and rational (see Cameron, Quinn, DeGraff, & Thakor, 2014). Our objective in this book is to help you develop that kind of behavioral competency and complexity. Improving Management Skills It is a bit unnerving that while average IQ scores have increased in the population over the last half-century, social and emotional intelligence scores have actually declined. In the population in general, people are less skilled at managing themselves and managing others than they were 50 years ago (Goleman, 1998). While average IQ scores have jumped approximately 25 points, emotional intelligence scores (EQ) have fallen. In a recent survey of 110 Fortune 500 CEOs, 87 percent were satisfied with the level of competence and analytic skills of business school graduates, 68 percent were satisfied with conceptual skills of graduates, but only 43 percent of the CEOs were satisfied with graduates’ management skills, and only 28 percent were satisfied with their interpersonal skills and EQ! The good news is that improvement in developing management skills has been found in both students and managers who have been exposed to in the learning model presented in Developing Management Skills. For example, MBA students showed improvement of from 50 to 300 percent on social skills over two years by enrolling in courses based on the approach to developing management skills presented here. A greater amount of improvement occurred among students who applied these skills to aspects of their lives outside the classroom. In addition, a cohort of 45- to 55-yearold executives produced the same results as the MBA students. They also improved dramatically in their management skills even though most were already experienced in senior managerial positions (Boyatzis, 1996, 2000, 2005; Boyatzis, Cowen, & Kolb, 1995; Boyatzis, Leonard, Rhee, & Wheeler, 1996; Leonard, 1996; Rhee, 1997; Wheeler, 1999). An Approach to Skill Development The method that has been found to be most successful in helping individuals develop management skills is based on social learning theory (Bandura, 1977; Boyatzis et al., 1995; Davis & Luthans, 1980). This approach marries rigorous conceptual knowledge with opportunities to practice and apply observable behaviors. It relies on cognitive work as well as behavioral work. This learning model, as originally formulated, consisted of four steps: (1) the presentation of behavioral principles or action guidelines, generally using traditional instruction methods such as lecture and discussion; (2) demonstration of the principles by means of cases, films, scripts, or incidents; (3) opportunities to practice the principles through role plays or exercises; and (4) feedback on performance from peers, instructors, or experts. IntroductIon 7 Our own experience in teaching complex management skills, as well as research on management skills development among MBA students (e.g., Boyatzis et al., 1995; Vance, 1993) has demonstrated that three important modifications are necessary in order for this model to be most effective. First, the behavioral principles must be grounded in social science theory and in reliable research results. To ensure the validity of the behavioral guidelines being prescribed, the learning approach must include scientifically based knowledge about the effects of the management principles being presented. Second, you must be aware of your current level of skill competency and be motivated to improve upon that level. Most of us receive very little feedback about our current level of skill competency. Most organizations provide some kind of annual or semiannual evaluation (for example, course grades in school or performance appraisal interviews in firms), but these evaluations are usually infrequent and narrow in scope, and they fail to assess performance in most critical skill areas. To help you understand what skills to improve and why, an assessment activity must be part of the model. In addition, most people find change uncomfortable and therefore avoid taking the risk to develop new behavior patterns. An assessment activity in the learning model helps encourage you to change by illuminating your strengths and weaknesses. This makes it possible to target your improvement efforts more specifically. Assessment activities generally take the form of self-evaluation instruments, case studies, or problems that help highlight personal strengths and weaknesses in a particular skill area. Third, an application component is needed in the learning model. Most management skill training takes place in a classroom setting where feedback is immediate, and it is relatively safe to try out new behaviors and make mistakes. Therefore, transferring learning to an actual job setting is often problematic. Application exercises help to apply classroom learning to examples from the real world of management. Application exercises often take the form of an outside-of-class intervention, a consulting assignment, self-analysis through journal writing, or a problem-centered intervention, which you can analyze to determine its degree of success or failure. In summary, evidence suggests that a five-step learning model is most effective for helping you develop management skills (see Cameron & Whetten, 1984; Kolb, 1984; Vance, 1993; Whetten & Cameron, 1983). Table 2 outlines such a model. Step 1 involves the assessment of current levels of skill competency and knowledge of the behavioral Table 2 A Model for Developing Management Skills 8 Components Contents objeCtives 1. Skill assessment Survey instruments role plays assess current level of skill competence and knowledge; create readiness to change. 2. Skill learning written text Behavioral guidelines teach correct principles and present a rationale for behavioral guidelines. 3. Skill analysis cases provide examples of appropriate and inappropriate skill performance. analyze behavioral principles and reasons they work. 4. Skill practice exercises Simulations role plays practice behavioral guidelines. adapt principles to personal style. receive feedback and assistance. 5. Skill application assignments (behavioral and written) transfer classroom learning to real-life situations. foster ongoing personal development. IntroductIon principles. Step 2 consists of the presentation of validated, scientifically based principles and guidelines for effective skill performance. Step 3 is an analysis step in which models or cases are presented in order to analyze behavioral principles in real organizational settings. This step also helps demonstrate how the behavioral guidelines can be adapted to different personal styles and circumstances. Step 4 consists of practice exercises in which experimentation can occur and immediate feedback can be received in a relatively safe environment. Step 5 is the application of the skill to a real-life setting outside the classroom with follow-up analysis of the relative success of that application. Research on the effectiveness of training programs using this general learning model has shown that it produces results superior to those based on more traditional lecturediscussion-case method approaches (Boyatzis et al., 1995; Burnaska, 1976; Kolb, 1984; Latham & Saari, 1979; Moses & Ritchie, 1976; Porras & Anderson, 1981; Smith, 1976; Vance, 1993). To assist you in improving your own management skills, this book emphasizes practicing management skills rather than just reading about them. We have organized the book with this specific approach in mind. Leadership and Management Before outlining the organization of this book, we want to discuss briefly the place of leadership in this volume. Some writers have differentiated between the concepts of “leadership” and “management” (Bass, 1990; Katzenbach, 1995; Nair, 1994; Quinn, 2000; Tichy, 1999). Some have wondered why we concentrate on “management” skills instead of “leadership” skills in this book. We have also been asked by professors, business executives, and students why we have not either changed the title of the book to Developing Leadership Skills, or at least included one chapter on leadership in this volume. These queries and suggestions are important and have motivated us to clarify at the outset of the book what we mean by management, and why our approach lies at the heart of leadership as typically defined. One of the most popular models of leadership is based on the “Competing Values Framework,” an organizing framework for leadership and managerial skills. It was developed by examining the criteria used to evaluate organizational performance (Cameron et al., 2014; Quinn & Rohrbaugh, 1983). Extensive research has been conducted on this framework over the past three decades, and a brief explanation will help clarify the relationship between management and leadership skills. This research has shown that both leadership and management skills fall into four clusters or categories as illustrated in Figure 1. In order to be an effective leader and manager, the research suggests that you must be competent in: (1) people skills, collaboration, teamwork, and interpersonal communication. These are referred to in the academic literature as clan skills. (2) creativity, innovativeness, entrepreneurship, and fashioning a vision for the future. These are referred to in the academic literature as adhocracy skills; (3) producing results, making fast decisions, competing aggressively, and being comfortable taking charge. These are referred to in the academic literature as market skills; and (4) maintaining stability and predictability, increasing quality, being efficient, and maintaining control. These are referred to in the academic literature as hierarchy skills. Clan skills include those required to build effective interpersonal relationships and develop others (e.g., building teamwork, communicating supportively). Adhocracy skills include those required to manage the future, innovate, and promote change (e.g., solving problems creatively, articulating an energizing vision). Market skills include those required to compete effectively and manage external relationships (e.g., motivating others, using power and influence). Hierarchy skills include those required to maintain control IntroductIon 9 Figure 1 Leadership and Management Skills Organized by the Competing Values Framework Flexibility Change ADHOCRACY SKILLS—CREATE CLAN SKILLS—COLLABORATE Solving Problems Creatively Leading Positive Change Fostering Innovation Communicating Supportively Building Teams and Teamwork Empowering Internal Maintenance External Positioning MARKET SKILLS—COMPLETE HIERARCHY SKILLS—CONTROL Motivating Others Gaining Power and Influence Managing Conflict Managing Personal Stress Managing Time Maintaining Self-Awareness Analytical Problem Solving Stability Control and stability (e.g., managing personal stress and time, solving problems rationally) (see Cameron & Quinn, 2006). In Figure 1, the two top quadrants in the Competing Values Framework—clan and adhocracy—are usually associated with leadership. The two bottom quadrants—market and hierarchy—are usually associated with management. Traditionally, leadership has been used to describe what individuals do under conditions of change. When organizations are dynamic and undergoing transformation, people at the top are expected to exhibit leadership (i.e., pay attention to clan and adhocracy issues). Management, on the other hand, has traditionally been used to describe what executives do under conditions of stability. Thus, management has been linked with the status quo (i.e., pay attention to market and hierarchy issues). In addition, leadership has sometimes been defined as “doing the right things,” whereas management has been defined as “doing things right.” Leaders have been said to focus on setting the direction, articulating a vision, transforming individuals and organizations, and creating something new. Managers have been described as focusing on monitoring, directing, and refining current performance. Leadership has been equated with dynamism, vibrancy, and charisma; management with hierarchy, equilibrium, and control. However, the recent research is clear that such distinctions between leadership and management are neither accurate nor useful (Cameron, Quinn, DeGraff, & Thakor, 2014; Quinn, 2000; Tichy, 1993, 1999). Managers cannot be successful without being good leaders, and leaders cannot be successful without being good managers. No longer do organizations and individuals have the luxury of holding on to the status quo; worrying about doing things right but failing to do the right things; keeping the system stable instead of leading change and improvement; monitoring current performance instead of 10 IntroductIon formulating a vision of the future; concentrating on equilibrium and control instead of vibrancy and charisma. Effective management and leadership are inseparable. The skills required to do one are also required of the other. No organization in a postindustrial, hyper-turbulent, twenty-first-century environment will survive without executives capable of providing both management and leadership. Leading change and managing stability, establishing vision and accomplishing objectives, breaking the rules and monitoring conformance, although paradoxical, all are required to be successful. All of us, in other words, need to develop competencies that will enhance our ability to be both leaders and managers. The specific skills in this book represent all four quadrants in the Competing Values Framework of leadership. They serve as the foundation for effective management and for effective leadership. The skills contained in this book cover both management skills and leadership skills. We have chosen to use the label “management skills” to subsume the skills associated with leadership as well as with management. When you are promoted, you will be given a managerial role, and your success in that role will depend on the extent to which you have mastered specific skills. You can act as a leader in any context or role, so this book is designed to prepare you to be an effective manager as well as an effective leader. Contents of the Book Again, this book focuses on the skills that research has identified as critically important for successful management and leadership. Part I contains three chapters on personal skills: Developing Self-Awareness, Managing Stress and Well-Being, and Solving Problems Analytically and Creatively. These skills focus on issues that may not involve other people but instead relate to the management of the self—hence they are called personal skills. Each chapter, however, really includes a cluster of related behaviors, not just one single, simple skill. These clusters of interrelated behaviors comprise the overall management skill indicated in the chapter’s title. Figure 2 also points out that each skill cluster is related to and overlaps with other personal management skills, so each relies at least partially on the others to be performed successfully. Part II focuses on interpersonal skills: Building Relationships by Communicating Supportively, Gaining Power and Influence, Motivating Others, and Managing Conflict. These skills focus primarily on issues that arise in your interactions with other people. Overlap exists among these skills, of course, so that you must rely on parts of many skill areas in order to perform any one skill effectively. Part III includes three chapters on group skills: Empowering and Engaging Others, Building Effective Teams and Teamwork, and Leading Positive Change. These skills focus on key issues that arise when you are involved with groups of people either as a leader or as a member of the group. As with all the skills in the book, overlap occurs among the group skills as well as with the personal and interpersonal skills. In other words, as you progress from personal to interpersonal to group skills, the core competencies developed in the previous skill area help support successful performance of the new skill area. In addition to the ten core management skills in Parts I, II, and III, the supplemental Part IV chapters contain three additional communications skills: Making Oral and Written Presentations, Conducting Interviews, and Conducting Meetings. These supplements cover specialized communication skills that are especially relevant for students who have had little managerial experience or skill training such as writing reports, giving class presentations, interviewing others, or conducting group meetings. IntroductIon 11 Figure 2 A Model of Essential Management Skills Managing conflict Perso nal Motivating employees Managing stress and well-being Solving problems creatively ESSENTIAL MANAGEMENT SKILLS l ona ers rp te In Developing selfawareness Communicating supportively Gain power and influence Empowering and delegating Leading positive change Building effective teams Group Appendix I contains a glossary of key terms in the text; and Appendix II lists references for excerpted material in the book. Organization of the Book Each chapter is organized on the basis of the learning model summarized in Table 3. Specifically, each chapter begins with Skill Assessment instruments, followed by the largest section of the chapter, an explanation of the key behavioral guidelines along with evidence from research that the principles identified are effective in practice. This is the Skill Learning section. The third section is labeled Skill Analysis, and it provides brief case histories that illustrate both effective and ineffective applications of the behavioral principles. The Skill Practice section provides exercises, problems, and role-play assignments in order for you to practice the behavioral guidelines in a safe, simulated managerial situation and to receive feedback from peers and instructors. The last section of each chapter is Skill Application. It contains a form to help you generate your own improvement agenda, as well as assignments and ideas for applying the skill in an out-of-class situation. 12 IntroductIon Table 3 The Organization of Each Chapter seCtion Contents Skill Assessment Instruments designed to identify your current level of skill competency, your styles, and/or key dimensions of the skill. these instruments can be used to identify individual differences, issues surrounding diversity, and areas for personal improvement plans. Skill Learning Behavioral guidelines and key principles associated with the skill are explained. Scientific research is used as the basis for prescribed skill performance. clarifying how to successfully develop and perform the skill is the purpose of this section. Skill Analysis cases and examples are presented in order to provide examples of successful and unsuccessful skill performance. analytic problem solving is facilitated as recommendations are made for what the key issues are, how performance might be modified, and why success was achieved. Skill Practice exercises and role plays make it possible for individuals to actually practice the skill. feedback from peers and the instructor will facilitate improvement of the skill in a setting where failure is not costly. Skill Application Suggested assignments are provided so that the skill can be applied in a real-life setting. a feedback mechanism is also suggested so that individuals analyze their own success in applying the skill outside the classroom. Improvement plans should always be associated with the application exercises. Diversity and Individual Differences One reason developing management skills is difficult is because all of us possess our own unique styles, personalities, and inclinations. We all know that everyone doesn’t react in the same way to similar circumstances. It is impossible, therefore, to manage each relationship in exactly the same way, or even to behave the same way from one encounter to the next. Sensitivity to individual differences is an important part of an effective manager’s repertoire. A great deal of research has been conducted on cultural differences, gender differences, ethnic differences, and age differences in organizations (e.g., Cox, 1994; Cox & Beal, 1997). While we will not summarize that extensive research, we do want to highlight the importance of being sensitive to individuality. Two kinds of sensitivities are necessary: one to the uniqueness displayed by each person, and the other to distinctive but general patterns of behavior that characterize groups of people. For example, it is essential that you not only become aware of, but also value and capitalize on the differences that characterize people with whom you associate. The general tendency of us all is to fear or oppose those who are different from us, so we provide a framework to help us all better understand and appreciate differences. We don’t emphasize so much managing diversity as we do diagnosing individual differences so they can be valued, understood, and appreciated. In Chapter 1, Developing Self-Awareness, we explain a model developed by Frans Trompenaars which relies on seven dimensions found to differ across national and cultural boundaries. These dimensions have been found to be very helpful in assisting people to understand key differences in others. They are: universalism versus particularism, individualism versus communitarianism, specificity versus diffuseness, neutral versus affective, achievement versus ascription oriented, internal versus external, and past versus present versus future time emphasis. These dimensions will help you adjust your behaviors when you interact with others from a different culture or nationality. Whereas the behavioral principles upon which the management skills are based are applicable across cultures, genders, ethnic groups, and age cohorts, important nuances may be IntroductIon 13 required of you as you practice among people characterized by these differences. Women may not behave the same as men. Japanese colleagues may not respond the same as German colleagues. Individuals in their sixties may not see the world the same as someone in their twenties. So being sensitive to and valuing individual differences is key. Summary In sum, Developing Management Skills is not intended just for individuals who plan to enter managerial positions or who currently manage organizations. It is meant to help you better manage many aspects of your life and relationships. It is intended to help you actually change your behavior, to improve your competence, and to become more savvy in your relationships with different kinds of people. It is intended to improve your social and emotional intelligence. John Holt (1964) succinctly summarized our intention by equating management skill to intelligence: When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test or even the ability to do well in school; these are at best only indicators of something larger, deeper, and far more important. By intelligence we mean a style of life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don’t know what to do. (p. 165) Fostering the development of such intelligence is the goal of Developing Management Skills. 14 IntroductIon Supplementary materIal Diagnostic Survey and Exercises Personal Assessment of Management Skills (PAMS) Step 1: To get an overall profile of your level of skill competence, respond to the following statements using the rating scale below. Please rate your behavior as it is, not as you would like it to be. If you have not engaged in a specific activity, answer according to how you think you would behave based on your experience in similar activities. Be realistic; this instrument is designed to help you tailor your learning to your specific needs. After you have completed the survey, the scoring key at the end of the chapter will help you generate an overall profile of your management skill strengths and weaknesses. Step 2: Get copies of the Associates’ version of this instrument from your instructor. An alternate version has been provided in the Instructor’s Manual that uses “he” or “she” instead of “I” in the questions. Give copies to at least three other people who know you well or who have observed you in a situation in which you have had to lead or manage others. Those people should complete the instrument by rating your behavior. Bring the completed surveys back to class and compare: (1) your own ratings to your associates’ ratings, (2) your associates’ ratings to the ratings received by others in the class, and (3) the ratings you received to those of a national norm group. Subsections of this instrument appear in each chapter throughout the book. Rating Scale 1 strongly disagree 2 disagree 3 slightly disagree 4 slightly agree 5 agree 6 strongly agree In regard to my level of self-knowledge: ______ ______ ______ ______ ______ 1. I seek information about my strengths and weaknesses from others as a basis for self-improvement. 2. In order to improve, I am willing to be self-disclosing to others (that is, to share my beliefs and feelings). 3. I am very much aware of my preferred style in gathering information and making decisions. 4. I have a good sense of how I cope with situations that are ambiguous and uncertain. 5. I have a well-developed set of personal standards and principles that guide my behavior. IntroductIon 15 When faced with stressful or time-pressured situations: ______ ______ ______ ______ ______ ______ 6. I use effective time-management methods such as keeping track of my time, making to-do lists, and prioritizing tasks. 7. I frequently affirm my priorities so that less important things don’t drive out more important things. 8. I maintain a program of regular exercise for fitness. 9. I maintain an open, trusting relationship with someone with whom I can share my frustrations. 10. I know and practice several temporary relaxation techniques such as deep breathing and muscle relaxation. 11. I maintain balance in my life by pursuing a variety of interests outside of work. When I approach a typical, routine problem: ______ ______ ______ 12. I state clearly and explicitly what the problem is. I avoid trying to solve it until I have defined it. 13. I always generate more than one alternative solution to the problem, instead of identifying only one obvious solution. 14. I keep steps in the problem-solving process distinct; that is, I define the problem before proposing alternative solutions, and I generate alternatives before selecting a single solution. When faced with a complex or difficult problem that does not have an easy solution: _____ ______ ______ ______ ______ 15. I try out several definitions of the problem. I don’t limit myself to just one way to define it. 16. I try to unfreeze my thinking by asking lots of questions about the nature of the problem before considering ways to solve it. 17. I try to think about the problem from both the left (logical) side of my brain and the right (intuitive) side of my brain. 18. I do not evaluate the merits of an alternative solution to the problem before I have generated a list of alternatives. That is, I avoid deciding on a solution until I have developed many possible solutions. 19. I have some specific techniques that I use to help develop creative and innovative solutions to problems. When trying to foster more creativity and innovation among those with whom I work: ______ ______ ______ ______ 16 IntroductIon 20. I make sure there are divergent points of view represented or expressed in every complex problem-solving situation. 21. I try to acquire information from individuals outside the problem-solving group who will be affected by the decision, mainly to determine their preferences and expectations. 22. I try to provide recognition not only to those who come up with creative ideas (the idea champions) but also to those who support others’ ideas (supporters) and who provide resources to implement them (orchestrators). 23. I encourage informed rule-breaking in pursuit of creative solutions. In situations where I have to provide negative feedback or offer corrective advice: ______ ______ ______ ______ ______ ______ ______ ______ ______ 24. I am able to help others recognize and define their own problems when I counsel them. 25. I am clear about when I should coach someone and when I should provide counseling instead. 26. When I give feedback to others, I avoid referring to personal characteristics and focus on problems or solutions instead. 27. When I try to correct someone’s behavior, our relationship is almost always strengthened. 28. I am descriptive in giving negative feedback to others. That is, I objectively describe events, their consequences, and my feelings about them. 29. I take responsibility for my statements and point of view by using, for example, “I have decided” instead of “They have decided.” 30. I strive to identify some area of agreement in a discussion with someone who has a different point of view. 31. I don’t talk down to those who have less power or less information than I. 32. When discussing someone’s problem, I usually respond with a reply that indicates understanding rather than advice. In a situation where it is important to obtain more power: ______ ______ ______ ______ ______ ______ ______ ______ 33. I always put forth more effort and take more initiative than expected in my work. 34. I am continually upgrading my skills and knowledge. 35. I strongly support organizational ceremonial events and activities. 36. I form a broad network of relationships with people throughout the organization at all levels. 37. In my work I consistently strive to generate new ideas, initiate new activities, and minimize routine tasks. 38. I consistently send personal notes to others when they accomplish something significant or when I pass along important information to them. 39. I refuse to bargain with individuals who use high-pressure negotiation tactics. 40. I always avoid using threats or demands to impose my will on others. When another person needs to be motivated: ______ ______ ______ ______ ______ ______ ______ ______ ______ 41. I always determine if the person has the necessary resources and support to succeed in a task. 42. I use a variety of rewards to reinforce exceptional performances. 43. I design task assignments to make them interesting and challenging. 44. I make sure the person gets timely feedback from those affected by task performance. 45. I always help the person establish performance goals that are challenging, specific, and time bound. 46. Only as a last resort do I attempt to reassign or release a poorly performing individual. 47. I consistently discipline when effort is below expectations and capabilities. 48. I make sure that people feel fairly and equitably treated. 49. I provide immediate compliments and other forms of recognition for meaningful accomplishments. IntroductIon 17 When I see someone doing something that needs correcting: ______ ______ ______ 50. I avoid making personal accusations and attributing self-serving motives to the other person. 51. I encourage two-way interaction by inviting the respondent to express his or her perspective and to ask questions. 52. I make a specific request, detailing a more acceptable option. When someone complains about something I’ve done: ______ ______ ______ 53. I show genuine concern and interest, even when I disagree. 54. I seek additional information by asking questions that provide specific and descriptive information. 55. I ask the other person to suggest more acceptable behaviors. When two people are in conflict and I am the mediator: ______ ______ ______ 56. I do not take sides but remain neutral. 57. I help the parties generate multiple alternatives. 58. I help the parties find areas on which they agree. In situations where I have an opportunity to engage people in accomplishing work: ______ ______ ______ ______ 59. I help people feel competent in their work by recognizing and celebrating their small successes. 60. I provide regular feedback and needed support. 61. I try to provide all the information that people need to accomplish their tasks. 62. I highlight the important impact that a person’s work will have. When engaging others in work: ______ ______ ______ ______ ______ 63. I specify clearly the results I desire. 64. I specify clearly the level of initiative I want others to take (for example, wait for directions, do part of the task and then report, do the whole task and then report, and so forth). 65. I allow participation by those accepting assignments regarding when and how work will be done. 66. I avoid upward delegation by asking people to recommend solutions, rather than merely asking for advice or answers, when a problem is encountered. 67. I follow up and maintain accountability for delegated tasks on a regular basis. When I am in the role of leader in a team: ______ ______ ______ ______ 18 IntroductIon 68. I know how to establish credibility and influence among team members. 69. I am clear and consistent about what I want to achieve. 70. I build a common base of agreement in the team before moving forward with task accomplishment. 71. I articulate a clear, motivating vision of what the team can achieve along with specific short-term goals. When I am in the role of team member: ______ ______ 72. I know a variety of ways to facilitate task accomplishment in the team. 73. I know a variety of ways to help build strong relationships and cohesion among team members. When I desire to make my team perform well, regardless of whether I am a leader or member: ______ ______ ______ ______ 74. I am knowledgeable about the different stages of team development experienced by most teams. 75. I help the team avoid groupthink by making sure that sufficient diversity of opinions is expressed in the team. 76. I can diagnose and capitalize on my team’s core competencies, or unique strengths. 77. I encourage the team to achieve dramatic breakthrough innovations as well as small continuous improvements. When I am in a position to lead change: ______ ______ ______ ______ ______ ______ ______ 78. I create positive energy in others when I interact with them. 79. I emphasize a higher purpose or meaning associated with the change I am leading. 80. I express gratitude frequently and conspicuously, even for small acts. 81. I emphasize building on strengths, not just overcoming weaknesses. 82. I use a lot more positive comments than negative comments. 83. When I communicate a vision, I capture people’s hearts as well as their heads. 84. I know how to get people to commit to my vision of positive change. What Does It Take to Be an Effective Manager? The purpose of this exercise is to help you get a firsthand picture of the role of a manager and the skills required to perform that job successfully. Your assignment is to interview at least three managers who are employed full-time. You should use the questions below in your interviews, plus use others that you think might help you identify effective management skills. The purpose of these interviews is to give you a chance to learn about critical managerial skills from those who have to use them. Please treat the interviews as confidential. The names of the individuals do not matter— only their opinions, perceptions, and behaviors. Assure the managers that no one will be able to identify them from their responses. Keep written notes of your interviews. These notes should be as detailed as possible so you can reconstruct the interviews later. Be sure to keep a record of each person’s job title and a brief description of his or her organization. 1. Please describe a typical day at work. What do you do all day? 2. What are the most critical problems you face as a manager? IntroductIon 19 3. What are the most critical skills needed to be a successful manager in your line of work? 4. What are the major reasons managers fail in positions like yours? 5. What are the outstanding skills or abilities of other effective managers you have known? 6. If you had to train someone to replace you in your current job, what key abilities would you focus on? 7. On a scale of 1 (very rarely) to 5 (constantly), can you rate the extent to which you use the following skills or behaviors during your workday? ________ Managing personal time and stress ________ Facilitating group decision making ________ Creative problem solving ________ articulating an energizing vision ________ Managing conflict ________ gaining and using power ________ delegating ________ active listening ________ Holding interviews ________ Building teams and teamwork ________ Conducting meetings 20 IntroductIon ________ Fostering continuous improvement and quality ________ Making analytical decisions ________ using interpersonal communication skills ________ Motivating others ________ Capitalizing on your self-awareness ________ Facilitating organizational change ________ setting specific goals and targets ________ empowering others ________ giving speeches or presentations ________ defining and/or solving complex problems ________ negotiating SSS Software In-Basket Exercise NOTE: The SSS Software exercise is used with permission. Copyright © 1995 by Susan Schor, Joseph Seltzer, and James Smither. All rights reserved. One way to assess your own strengths and weaknesses in management skills is to engage in an actual managerial work experience. The following exercise gives you a realistic glimpse of the tasks faced regularly by practicing managers. Complete the exercise, and then compare your own decisions and actions with those of classmates. SSS Software designs and develops customized software for businesses. It also integrates this software with the customer’s existing systems and provides system maintenance. SSS Software has customers in the following industries: airlines, automotive, finance/banking, health/hospital, consumer products, electronics, and government. The company has also begun to generate important international clients. These include the European Airbus consortium and a consortium of banks and financial firms based in Kenya. SSS Software has grown rapidly since its inception eight years ago. Its revenue, net income, and earnings per share have all been above the industry average for the past several years. However, competition in this technologically sophisticated field has grown very rapidly. Recently, it has become more difficult to compete for major contracts. Moreover, although SSS Software’s revenue and net income continue to grow, the rate of growth declined during the last fiscal year. SSS Software’s 250 employees are divided into several operating divisions with employees at four levels: Nonmanagement, Technical/Professional, Managerial, and Executive. Nonmanagement employees take care of the clerical and facilities support functions. The Technical/Professional staff performs the core technical work for the firm. Most Managerial employees are group managers who supervise a team of Technical/ Professional employees working on a project for a particular customer. Staff who work in specialized areas such as finance, accounting, human resources, nursing, and law are also considered Managerial employees. The Executive level includes the 12 highest-ranking employees at SSS Software. An organization chart in Figure 3 illustrates SSS Software’s structure. There is also an Employee Classification Report that lists the number of employees at each level of the organization. In this exercise, you will play the role of Chris Perillo, Vice President of Operations for Health and Financial Services. You learned last Wednesday, October 13, that your predecessor, Michael Grant, had resigned and gone to Universal Business Solutions, Inc. You were offered his former job, and you accepted it. Previously, you were the Group Manager for a team of 15 software developers assigned to work on the Airbus consortium project in the Airline Services Division. You spent all of Thursday, Friday, and most of the weekend finishing up parts of the project, briefing your successor, and preparing for an interim report you will deliver in Paris on October 21. It is now 7:00 a.m. Monday and you are in your new office. You have arrived at work early so you can spend the next two hours reviewing material in your in-basket (including some memos and messages to Michael Grant), as well as your voicemail and e-mail. Your daily planning book indicates that you have no appointments today or tomorrow but will have to catch a plane for Paris early Wednesday morning. You have a full schedule for the remainder of the week and all of next week. Assignment During the next two hours, review all the material in your in-basket, as well as your voicemail and e-mail. Take only two hours. Using the response form below as a model, indicate how you want to respond to each item (that is, via letter/memo, e-mail, phone/voicemail, IntroductIon 21 22 IntroductIon Office Administrator Michelle Harrison Technical Staff Customer Service Manager Armand Marke Technical Staff Group # 8 Manager Marcus Harper Technical Staff Group #7 Manager Janice Ramos Technical Staff Technical Staff Technical Staff Technical Staff Technical Staff Technical Staff Technical Staff V.P. Human Resources Sharon Shapiro Group #6 Manager John Small Treasurer Jason Means V.P. Public Relations Hal Harris Group #5 Manager Mark McIntyre Controller Ian Herman C.F.O. Hamilton Mason Group #4 Manager Leo Jones Director Admin. Services Jason Hanson Fred Ferris Government Services V.P. Operations Group #3 Manager William Chen V.P. Operations Cons. Prod. & Elec. Services A. J. Itaki Group #2 Manager Wanda Manners Michael Grant Health & Fin. Services V.P. Operations Executive Assistant Paula Sprague Group #1 Manager Robert Miller V.P. Operations Automotive Services Howard Smith President & CEO Roger Steiner Partial Organization Chart of Health and Financial Services Division V.P. Operations Airline Services James Jordan Figure 3 or personal meeting). If you decide not to respond to an item, check “no response” on the response form. All your responses must be written on the response forms. Write your precise, detailed response (do not merely jot down a few notes). For example, you might draft a memo or write out a message that you will deliver via phone/voicemail. You may also decide to meet with an individual (or individuals) during the limited time available on your calendar today or tomorrow. If so, prepare an agenda for a personal meeting and list your goals for the meeting. As you read through the items, you may occasionally observe some information that you think is relevant and want to remember (or attend to in the future) but that you decide not to include in any of your responses to employees. Write down such information on a sheet of paper titled “note to self.” Sample Response Form Relates to: Memo # ______ e-mail # ______ Voicemail # ______ Response form: ______ letter/Memo ______ Meet with person (when, where) ______ e-mail ______ note to self ______ phone call/Voicemail ______ no response ITEM 1 – E-MAIL TO: FROM: DATE: All Employees Roger Steiner, Chief Executive Officer October 15 I am pleased to announce that Chris Perillo has been appointed as Vice President of Operations for Health and Financial Services. Chris will immediately assume responsibility for all operations previously managed by Michael Grant. Chris will have end-to-end responsibility for the design, development, integration, and maintenance of custom software for the health and finance/banking industries. This responsibility includes all technical, financial, and staffing issues. Chris will also manage our program of software support and integration for the recently announced merger of three large health maintenance organizations (HMOs). Chris will be responsible for our recently announced project with a consortium of banks and financial firms operating in Tanzania. This project represents an exciting opportunity for us, and Chris’s background seems ideally suited to the task. Chris comes to this position with an undergraduate degree in Computer Science from the California Institute of Technology and an M.B.A. from the University of Virginia. Chris began as a member of our technical/professional staff six years ago and has most recently served for three years as a Group Manager supporting domestic an...
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