Chapter14 Flashcards
1
Q
Successful Training and Development involves three aspects
A
- The identification of training needs which requires an understanding of the job and an identification of the skills required of people who do them
- The choice of training design and delivery techniques
- An integration within the training experience, of elements that contribute not only to learning, but also other psychological forces like motivation and self-efficacy
2
Q
What must managers do to grasp management training?
A
To grasp management training, it is important to explore what managers do (their roles and functions) and the critical skills they need.
3
Q
What is management?
A
Management refers to the process of getting things done, efficiently and effectively, through and with other people.
4
Q
Management consists of 4 components:
A
- roles
- functions
- skills
- programs
5
Q
Management development versus employee training: list the 5 differences.
A
- First: managers work mainly through other people: they are effective when those they manage are effective. ———> Whereas some management development programs are strictly technical (project planning or budget preparation), since managers mostly deal with people most management training programs are focused on the development of interpersonal and other “people skills”
- Second: as a result of this different focus and its inherent difficulties, the training design techniques tend to be different focus and its inherent difficulties, the training design techniques tend to be different (training for managers tend to be experimental and informational).
- Third: the work of management is more influenced by individual managerial preferences or personalities. - Successful training programs need to take into account these important individual differences.
- Fourth: management development is a longitudinal and gradual process by which the complex skills and competencies required of managers are built- that is, developed – over time, with training with experience.
-Fifth: incompetent managers can have a catastrophic effect on an entire organization’s ability to survive: Management development is different from employee training because it has unique strategic significance.
6
Q
What is management development?
A
complex processes by which individuals learn to perform effectively in managerial roles
7
Q
What are managers responsible for delivering?
A
Managers are responsible for delivering :
–>tangible results while tending to unforeseen problems and obstacles of all types such as supply problems,
–> machinery breakdowns,
–> most importantly, personnel issues, all within the current organizational context characterized by change.
8
Q
What is the mission of management development?
A
successful adoption to this difficult reality requires extensive managerial skills that need strengthening and updating to retain their currency and effectiveness.
9
Q
Is management development important? Explain
A
- Management development, a multi-billion dollar business, is without doubt one of the most important applications of training in organizations.
- Per capita training expenditures are greater for managers
- it is a prudent business investment a manger’s role is the pivotal role in organizations
10
Q
-The fundamental roles that managers play in organizations are
A
interpersonal, informational, and decisional.
11
Q
What is leadership?
A
the individual qualities and behaviors that define and shape the direction of the organization and that inspire others to pursue that direction in the face of obstacles and constraints.
12
Q
What is Core managerial roles:?
A
- Henry Mintzberg analyzed management from the perspective of the manager’s day to day activities.
- Derived from the formal authority and status that manager has, Mintzberg broke these activities into three roles: interpersonal, informational, and decisional.
13
Q
Why is the mintzberg reasearch important?
A
his research is important since it helps define, with greater precision, the skills required of managers and hence the focus of training and development efforts
14
Q
What is Interpersonal role
A
the relationship that managers develop with other people because these can provide significant help (or obstacles) to the attainment of group goals.
15
Q
What relationships does a manger develop
A
leader, liasons and figurehead
16
Q
What does a manager do as a leadership?
A
-The manager is the organizational person who provides leadership (motivate other.
17
Q
What does a manger do as a figurehead?
A
- The manager also plays a figurehead role wherein he or she stands in for the managed group in routine (eg: administrative meetings), social (eg: local school board), and legal context (eg: municipal zoning officials).
18
Q
What does a manager do as a liason?
A
who liaises with others both within and outside the unit with the goal of securing information that is of use to the attainment of goals
19
Q
What three roles does information role consist of?
A
- monitor
- disseminator
- spokesperson
20
Q
What does the manager must do as a monitor, an informatinal role?
A
Managers must monitor the environment (both internal and external) to accumulate information pertinent to the attainment of organizational goals.
21
Q
What does the manager must do as a disseminator, an informational role?
A
He or she reciprocates by assuming the role of disseminator of information by informing others about the unit and informing the unit about relevant developments occurring outside the unit.
22
Q
What does the manager must do as a spkesperson, an informational role?
A
Manager also acts as a spokesperson, informing others and “selling” them on the plans, or gals of unit (such as explaining to others the environmental impact of a new plant).
23
Q
What does the manager must do as a spokesperson, an informational role?
A
Manager also acts as a spokesperson, informing others and “selling” them on the plans, or gals of unit (such as explaining to others the environmental impact of a new plant).
24
Q
What is decisional role?
A
Managers must make decisions about people, goals, and the means to attain them In this capacity, they act as entrepreneur, resource allocator, negotiator, and troubleshooter
25
What does the manager must do as a entrepeneur, a decisional role?
- As an initiator of change, the manager is an entrepreneur moving the unit in directions that take advantage of opportunities or shifting the activities of the group to reduce threats.
26
What does the manager must do as they allocate resources, a decisional role?
Manager will allocate resources, choosing from competing proposals and projects those that will receive additional funding and personnel and those to be curtailed or discontinued.
27
What does the manager must do as a negotiator, a decisional role?
- Manager is also called upon to act as a negotiator, interacting and bargaining with others in both the external (eg: regulatory agencies, supplier), or internal (eg: budget allocation, policy choices) environments.
28
What does the manager must do as a troubleshooter, a decisional role?
- Mintzberg data also notes that the manager is also a troubleshooter reacting to unanticipated and unplanned environmental events that can severely disrupt the unit
29
What is major functions of management
Controlling
Organizing
Planning
Leading
30
Managerial Functions:
& what connection does it have with core managerial roles?
- They monitor the work processes and progress toward goal attainment (controlling);
- they allocate resources and tasks (organizing);
- they establish what should be done and how (planning).
---\> In completing these functions, they play one or more of the interpersonal, informational, or decisional roles and rely on the skills that each implies.
31
What is controlling as a function?
- Controlling: refers to the process by which the activities of the organization and its members are monitored to ensure that they contribute positively to the attainment of organization goals and objectives. - It involves establishing mechanisms to monitor and resolve performance gaps and address any constraints and problems that hinder the attainment of performance goals.
32
What is organizing as a function?
- The accomplishment of most contemporary organizational goals requires the efforts of a diversity of units, each composed of many individuals.
- The manager’s job is to establish systems that ensure these efforts are effectively coordinated and organized.
33
What is planning as a function ?
What it involves?
What does scopes of goals and objectives depend on?
- Planning: means defining the direction toward which the efforts of individuals are to be directed
- It involved defining objectives and developing goals to be met by the organization and the departments or the units for which the manager is responsible.
- Scope of the goals and objectives depends on the level of management, and the specifics of the planning tasks depend on the nature of managerial responsibility.
34
What is leading, as a function?
&
What does it MUST include?
- Leading is a critical people-oriented function management.
o It means influencing the actions of others such as these actions are coordinated to produce the desired outcomes.
- they must :
--\> act as a role model
--\> inspire a shared vision
--\> challenging the status quo and encouraging others to do so
--\> recognizing contributions
35
Why do managers while leading as a function must need this skill?
- Managers mainly operate through others
o Hence, managers require people skills
36
Skills ?
sets of actions that individuals perform and that lead to valued outcomes.
37
Managerial skills fall into four categories:
- One cluster focuses on human relations skills and includes skills such as providing support, communication, and team building.
- Second, focuses on competitiveness and control.
- Third cluster focused on behaviours that foster individual entrepreneurship and innovativeness
- Fourth focused on order and rationality.
38
Hence why effective managers must:
- Hence, effective managers support and encourage the work of their employees (Cluster 1)
- While focused on achievement and results (cluster 2).
- They encourage employees to display innovation and creativity (cluster 3),
- While maintaining control and rationality (cluster 4).
39
What is contradictory about the skills required for a successful manager?
Skills required of successful managers are “paradoxical”, seemingly contradictory.
- YET, Whetten and Cameron showed that successful managers do indeed resolve this paradox: Even as they were controlled, stable, and rational, they were still able to help employee creativity and flexibility.
40
In practice what is the most important aspect of management?
- In practice, this means that one of the most important aspects of management involves interacting, communication, and dealing with other people: their peers, subordinates, and superiors, as well as customers and in, in many cases, suppliers and members of general public.
41
What is emotional intelligence?
has to do with the ability to manage and cope with emotions- one’s own emotions as well as those of others.
42
What are the five skills of EI?
1. Self-awareness: Being aware of, and understanding, oneself and one’s emotions when interacting with others
2. Self-control: managing and regulating one’s emotions (both positive and negative) that arise from encounters and events
3. Motivation or drive: channelling emotions and energies in support of one’s goals
4. Empathy: “Reading” and recognizing the emotions of others and responding to them appropriately.
5. Interpersonal skills: the ability to manage interactions with others in an appropriate and effective manner, through an understanding, integration, and management of emotions- their own and those of the people with whom they interact.
43
Why are components of EI (self-awareness, interpersonal skills, etc) are listed as skills.?
- That is, they are believed to be controllable and learnable behaviours rather than “fixed” character-like traits.
- Unlike intellectual intelligence (IQ), which is a relatively stable and enduring characteristics of people’s cognitive abilities, EI is believed to be learnable and changeable factor
Through good training and development, emotional intelligence can be modified and improved.
44
How are EI ( which is a soft skill developed)?
- EI, as with other “soft skills” tends to be developed indirectly, through enhanced skills in dealing with others.
- As people learn to receive and deliver feedback, to manage stress, or to defuse conflicts, for example, they also simultaneously enhance their own levels of EI
- Training in EI involves group and individual activities that include role plays, assessments, and practical exercise all intended to enhance self-management and empathy.
45
What is Models of management skills development:
- Model of management skills development is a basic blueprint that identifies the components or steps to be included in the development of programs.
- Many skills development model exists in the management literature, some specifying a greater number of steps than others
46
That is, management development programs that minimally include the following sequenced steps are more likely to be successful:
1. Initial skills assessment (identifying where people are)
2. Skill acquisition (learning and understanding the basic principles associated with the skill of interest)
3. Skills practice (development procedural learning by integrating the principles into smooth behavioural actions)
4. Skill application on the job (applying the learned principles in job situations that require the skills)
47
The basic components of Management development and their expected impact on trainees
48
Skill assessment
- this process identifies the skill level of the manager before development.
- Beyond the mere determination of skills levels, this step served the further yet critical purpose of helping managers become self-aware of their own strengths and weaknesses relative to the skill in question.
- This is essential because people must recognize a need for development can take hold.
49
Discuss Initial Skill Assessment
- Initial skill assessment also serves to identify the learning and the behavioural styles of managers such that these can be taken the behavioral styles of managers such that these can be taken into account when developing and implementing training programs.
- The purpose of management development is not to change individual personalities, but rather to help managers translate these personal preferences into practices and behaviours that are appropriate to their work context and that are effective in meeting the goals of the organization.
- Initial skill assessment is usually established through self-administrated and often self-scored standardized validated questionaries’ given to training participants at the onset of training
- Initial skill is critical for management development because “development” is a gradual process where improvement in skills is the main objective.
50
How does skill assessment help managers?
How is it helpful for trainers?
- Skill assessment before and after the development experience can be reinforcing as it helps managers perceive improvements help to build motivation, thus encouraging managers to continue to exert the efforts (practice and rehearsal) that lead to mastery.
- Hence, skill assessment and growth is immediately useful to the trainer (to know how things are going), but it also makes an indirect contribution to the motivation of the learner.
51
Skill acquisition( learning)
Discuss the ultimate objective of these developmental programs
skill learning: Learning is the core focus of training programs.
- However, in contrast to most technical training where the trainee is taught specific procedures and steps required to accomplish a task, the managerial role is more diffuse, requiring that managers recognize the need for the skill in a diverse number of circumstances and the importance of using the skill in different ways for different case.
- In management development the purpose is to help managers learn managerial principles and processes that can be integrated with their personal styles and applied to the conditions they are likely to meet at the job
- FOR EXAMPLE: performance , planning and review (PP&R) tend to be more constructive when subordinate and managerial anxiety and defensiveness are minimized
- The ultimate objective of these development programs is to help managers attain procedural learning.
- Attaining the goal generally requires practice, the third major component of management development programs.
52
Skill practice
& the purpose
&
Skill Practice: Practice is the key to learning how to do most things well.
- The practice of learned skills serves three fundamental purposes.
- **First** and most obvious, practice reinforces learning and, more formally, helps shift the learning from the declarative to the procedural learning stage.
-------\> This is essential if the manager is to integrate the learned skill with his or her own style.
**-** **Second** purpose of practice is to enhance the manager’s belief in his or her ability to perform the skill.
--------\>That is, practice contributes to the development of self-efficacy.
---------\>The development of self-efficacy is one of the keys to successful training.
---------\> Managers who feel more confident of their capacity to learn and display the skill on the job are more likely to learn and transfer that skill.
- **Third,** skill practice can take a variety of forms including role plays, stimulations and video taped behaviour with feedback
---------\> These activities are more active maintaining trainee interest, attention and motivation on the learning task
----------\> However it is not realistic to expect that the amount of time devoted to practice high levels of transfer on the job
53
skill acquistion on the job
Skill application on the job (transfer): the final step in management development has to do with the transfer process.
- Managers establish, during the training sessions, specific plans for the application of the learning on the job.
- Once on the job, however, organizational support in the form of follow-ups, additional coaching, and reinforcement is frequently required to ensure that managers transfer their newly learned skills.
- The reason is that in the light of the very numerous tasks that managers perform, usually under pressure it is very easy and tempting for them to relapse into their traditional well-honed-pre-training behaviours
- In summary, models of management skill development focus on a number of important steps or stages in the development process.
- This usually begins with self-assessment and then proceeds to skill learning, practice, and application.
- These steps favour the development of the motivational, self-efficacy, learning, and/or transfer outcomes that define successful training.
54
what is error management training\>
error management training: involves allowing and encouraging trainees to make errors.
55
when is EMT more effectiive?
- EMT has been found to be more effective when the trainee has to generalize learning to new tasks.
- Thus, if the training transfer task is to reproduce- more or less mechanically – a learned skill, EMT programs do not offer much advantage over traditional ones, designed using TIMS approaches.
- The latter result is of special relevance for management jobs, where constant adaptation to an ever changing environment is the norm.
56
- Management skills can be clustered around three general categories:
conceptual, technical, and interpersonal skills. \*\*\* THESE CLUSTERS OF SKILLS ARE NOT COMPLETELY INDEPENDENT
57
Discuss how the clusters of skills are not completely independent
- For example, the mastery of conceptual skills (planning a project) often requires technical skills (such as linear programming).
- Similarly interpersonal skills (eg: convincing R&D scientists of the importance of respecting deadlines) often require specific technical skills (understanding the complexities of research).
58
Discuss conceptual skills:
- To accomplish the control, organizing, and planning functions of management, managers require various conceptual skills.
- We will limit the discussion to three especially important conceptual skills – problem solving and decision making, planning, and performance management.
59
. Problem solving and decision making skills:
- To accomplish the control, organizing, and planning functions of management, managers require various conceptual skills.
- We will limit the discussion to three especially important conceptual skills – problem solving and decision making, planning, and performance management.
60
Contemporary decision making programs are designed to train managers into specifically avoiding this tendency. As a result, most programs are organized around four basic steps:
1. Definition of the problem
2. Generation of alternative solutions
3. Evaluation and selection of a solution
4. Implementation of the solution and follow-up
61
- The actual training programs include
introductory lectures where the basic steps required for effective decision making are explained and defended.
- Video tapes, role plays, and structured individual exercises are used to reinforce each learning point, and to provide some of all important skills practice.
62
Planning Skills
- Planning is an essential requirement of management. Planning involves first the clarification and specification of the goals the manager wishes to achieve.
- Next, the manager is taught to scan the environment to ensure that the plans are relevant and have a high probability of being successfully implemented.
63
Discuss the second step to the plannking skills.
Second step is referred to as “SWOT” analysis.
- The manager is taught how to identify the strengths (s), and weakness (w) of the unit managed (eg: its capabilities and weaknesses) relative to the opportunities (o) and threats (t) that exist in the environment.
Based on this analysis, manager is taught to translate these strengths and weaknesses, opportunities, and possible threats into specific actions in order to establish the strategies and tactics required for implementation.
64
Performance management and goal-setting skills
Almost all organizations in North America require managers to review, assess, and manage the performance appraisal involves two distinct steps: assessing the performance of people (to provide feedback on past performance and to ensure that rewards and sanctions are applied fairly), and establishing goals and directions to encourage improved future performance.
65
Why is goal setting integral part?
Goal setting is an integral part of this process, goals have strong motivational effects and are one of the most important mechanism for managing one’s own performance as well as the performance of others.
- Goals focus and direct one’s effort and can be self-reinforcing by providing specific feedback information which allows people to evaluate their progress.
- In order for goals to be motivations they must be SMART goals.
\*\*\*\*- Goal setting is an integral part of performance management, and many managers are trained in this area in order to enable them to conduct performance appraisals and to help their employees improve their performance.
66
Techincal Skills
- Managers of marketing departments know something about marketing, and research directors know something about research.
- Such knowledge and skills are generally acquired through university programs that may be general (such as general MBA) or more specified (such as university program in human resource management, marketing, statistics, or accounting).
67
Interpsonal Skills
- Interpersonal skills refer to the manager’s ability to interact with others in a constructive manner. This includes skills in communication, in coaching, and in managing conflict and stress. Eg: there is growing recognition of the importance for managers to develop “political” skills designed to help them gain power and influence.
68
• In communication effectively, managers are taught what?
managers are taught to recognize their own biases and styles in “hearing” and in “speaking” with others.
69
Managing conflicts
Managing conflicts: managing conflict is an essential skill for managers because they are invariably competing for resources with other managers and because they may be involved in managing the competition and conflict between employees
70
conflicts can be described as two types:
conflict that is interpersonal (coworkers who may dislike one another) or issue based (people who may have conflicting views on a problem or its solutions). Conflict is not an inherently “bad”, thing, because issue based disagreements often enhance the quality of the final decision.
71
There are five ways to managing conflict:
avoidance (ignoring it), accommodation (giving in), forcing (getting your way), compromise (providing each party with some of the things they want), and collaboration (finding a solution together that gives the parties what they both want).
72
What is the ultimate conflict resolution
Collaboration is the ultimate conflict resolution outcome but it is not always possible or appropriate.
73
Which style should be used?
Which style is appropriate depends on the situation faced by the manager.
74
Requires managers that they pay attention to the emotional aspects of the conflict. To do it requires that the managers:
- Treats the parties with respect
- Listens to other party and ensures that they know they have been heard and understood
75
Managing Stress
considering the scope, time pressures (managers spend about nine minutes on each problem), difficulties, responsibilities, and ambiguities of managerial life, it is no surprise that managerial jobs tend to be very stressful.
76
What are useful stress mechanism
Stress reactions, like pain, are useful warning mechanism that inform people that “something is wrong” and that they should do something about it. Stress reactions are responses to events that emanate from the work itself and/ or from the organization.
77
What is role conflict assicated with
Role conflict is associated with having contradictory task demands (eg: jobs that require experimentation and innovation in organizations that do not tolerate errors); role ambiguity refers to not knowing what is expected.
78
Two basic ways dealing with stress:
1. One can change the environment by removing the stressors.
2. One can learn to cope with and manage stressors more effectively.
79
Stress related training programs rely on:
Stress related training programs rely on typical informational (reviewing basic principles related to stress and its management). Management development programs are often designed to focus on the development of conceptual, technical, and interpersonal skills.
80
Management education:
: refers to the types of activities that are typically conducted by colleges and universities and that develop a broad range of knowledge, principles, and general conceptual abilities relevant to the managerial role.
81
What are the programs target?
These education programs target the development of the principles and techniques required to effectively control, organize, plan, and lead.
Management education programs made use of the full gamut of instructional methods. These includes lectures, group discussions, role plays, games, simulations, and behaviour modelling. Case study method, however, is the method most often used to teach management skills in MBA programs. Second, complementary approach to management education has been the development of corporate universities.
82
Management training:
Management training: refers to training programs that involve activities and experiences designed specific immediately applicable managerial skills (eg: communication, decision making) in a particular organizational setting.
83
What does mangemagement training focus on?
Management training programs usually focus on specific topics or particular skills. Some management training programs take place in classrooms and consists of specialized workshops and seminars.
84
What is outdoor wilderness training
Outdoor wilderness training: programs are typically organized around a series of outdoor tasks that expose individuals to physically and psychologically demanding activities with which the trainees have had little or no prior experience, such as rock climbing, white water rafting, or winter camping.
85
Sources and lengths of management training sessions:
Training courses tend to be of relatively short duration (one half to three days is typical). Most of these are led by company trainers who as a norm known the organization.
Although the perceived credibility of the trainer is important, there is no evidence that internal or external trainers are differentially effective.
86
Who develops the training materials?
training materials are sometimes developed by the training department, even by the trainer in some cases.
87
These highly customized training products can be every effective or not, depending on the degree to which they
a) are constructed around solid need analysis
b) strongly respect adult learning principles
c) integrate practice and other active learning experience.
88
On the job management development:
programs are designed to provide individuals with managerial learning experiences on the job. Two of the most common examples are job rotation and coaching.
89
Job Rotation
Job rotation: is a planned process that involves posting the manager to different jobs, areas, functions of the organizations.
Once a manager has mastered one job, he or she is moved to a different one.
With job rotation, the individual not only acquires new skills from working on different projects and interacting with a diversity of people and from working on different projects and interacting with a diversity of people and functions, but also learns about the organization itself.
90
Coaching
is more specifically goal-oriented than is mentoring. It is a one-one one individualized learning experience in which a more experienced and knowledgeable person is formally called upon to help the manager develop the insights and techniques pertinent to the accomplishment of specific aspects of their job.
91
Mentoring:
Mentors: contribute to the strategic development of managers by helping less experienced managers to understand and to gain perspective on the general managerial problems and difficulties with which they are confronted.
92
Coaches vs Mentoring
In most cases they involve one-on-one sessions held between the manager and another person: mentors and coaches. Both mentoring and coaching share the same distal goal of helping managers be more effective.
Coaching and mentoring have grown into major management development approaches for many companies.
Coaching and mentoring have grown into major management development approaches for many companies.
93
What is the role of a coach?
Coach role is not to produce the training plan, but rather to help manager develop hers.
94
Discuss David Pertson points on a great coach
David Peterson has uncovered some of the key ingredient of a “great coach”, of which three stand out: Great coaches are goal oriented, challengers, and person- focused.
95
goal orientation
1. Goal orientation: great coaches are great listeners who empathize with the learner and who are honestly interested in helping people achieve their goals. (Great coaches work diligently help managers clarify the goals pursued).
96
challengers
2. Challengers: Great coaches are able to “feel” the mood state of the learner and know when to listen and when to challenge the beliefs and thinking of the learner. They know when to be supportive and when to be critical.
97
person focused
3. Person focused: Great coaches focus their efforts and attention on the learner. They do not try to impose their views on the learner by insisting that there is “one best way” to do things.
Rather, they focus on helping the learner use his/her own previous knowledge and experience to develop his/her own perspective, understanding, and styles in dealing with the problems to be solved.
98
Coaches are maximally helpful when they structure their efforts to help managers develop:
- Insight: recognizing and understanding their own strengths and weaknesses
- Motivation: understanding and caring about changing the ways in which they operate
- Capabilities: identifying resources and best practice for dealing with complex decisions/situations and exploring alternative ways of dealing with them
- Real world practices: identifying opportunities to implement on a day to day bass, the little changes that should be mad and developing the critical perspective needed to assess what works, what does not, and why
- Accountability: encouraging the manager to demonstrate the new skills and knowledge through commitment to specific actions
99
What are the challenges coach face s before achieving the 5 (insight, motivation etc)
First and foremost, coaches must act to gain the trust of the “coachee”. Confidentiality, discretion, and honesty are three of the key behaviours coaches must demonstrate.
100
To achieve these objectives, coaches face a number of challenges:
1. Coach must act to gain trust of “coachee” Demonstrate confidentiality, discretion, honesty
With the developing trust it becomes easier for coach to provide feedback
2. As applying new skills is fraught with obstacles and hurdles that can discourage the use of new skills, a coach needs to be attentive to these situations and help managerial persistence
Build self-efficacy
Construe obstacles as “problems” rather than failures
Provide emotional support
3. Coaches who are in a position to do so sometimes intervene elsewhere in the organization to remove obstacles
Proactive
Internal coaches in better position to do this
101
Experiential learning:
refers to learning experiences that include skill practice exercises that actively engage and involve the learner. Hence role plays with feedback, active exercises, and simulations are important components of the programs.
102
all of on the job training methods can and have been?
virtually all of the on-the-job training methods can and have been used by some management training methods tend to rely on highly informational and highly experiential procedures.
103
This informational, principles-based approach is of great importance in management development because
managers operate in fluid and varied environments and each manager needs to develop his and her own idiosyncratic ways of comfortably applying the principles learned in training.
104
Helping managers adapt principles and techniques in conformity with their personal styles, requires what?
Helping managers adapt principles and techniques in conformity with their personal styles, given the context in which they work, requires effort on the part of the learner and that effort requires motivation.
(Managers who do not believe in the usefulness of a training program are unlikely to exert the efforts required to learn and apply its content.
105
what is needed for training programs to be experiantial
To further enhance to all –important trainee motivation, management training programs tend to be experiential.
106
Methods of management development: Although informational and experiential components are present in most management development programs, their relative emphasis vary across different programs. Many short-term programs are
informatinal
107
With project management, planning invloves:
- Planning involves determining the resources (human, technical, and financial) required to achieve an objective and to organize these such that they will converge to achieve the final product within the projected time frames and budgets.
108
Managing a project requires:
- Managing a project, on the other hand, requires of managers that they control, organize, plan, and lead (COPL) the workforce to achieve the desired end result. o Refers to the day to day functioning of the manager in the accomplishment of the plan
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Planning does not mean success why?
- While poorly planned projects are unlikely to be successful, research has shown that well planned projects can and sometimes do fail.
- Planning is one thing getting it done is another.
- All plans, once initiated, are subject to be unexpected and disruptive events: poor weather, wildcat strikes, supply problems, and influenza outbreaks are but four example.
- Even under the best of circumstances changes to the plan are often required
- Whatever the circumstances, managing a project also means managing feelings
- These may range from the frustrations of workers who must sometimes redo work; the concerns of clients who fear delays and cost overruns; the anxieties that accompany the heavy responsibility for achieving specific results within tight time frames; and the anger and conflicts that occur when people are under pressure.
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PRoject management raises two questions regarding EI
- This raises two interrelated questions:
1) is it the case that managers with higher levels of emotional intelligence – that is, those who cope better with emotions-manage projects better
2) can EI be developed through structured training? - The answer to both questions appears to be yes.
111
Leaders with high what are more likely sucessful?
- Leaders with high levels of both critical thinking skills (a traditional IQ dimension) and emotional intelligence are more likely to be successful. .
112
For sucessful project management what is needed?
For success project management intelligence is important, especially when it’s emotional.
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- Clarke provided EI training to a sample of project managers.
o The training program was a two day seminar focused on three elements.
**- First,** trainee motivation and readiness was enhanced by presenting information demonstrating the importance of EI for successful completion of projects.
- **Second,** participants received specific feedback on their own emotional intelligence.
o This was designed to provide baseline data to manager and allow them to eventually gauge their own progress.
- **Thirdly,** the managers waded through a number of structured exercises designed specifically to help managers develop an understanding of their own behaviours with others.
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- EI can be learned and modified by
training and it can have an impact at the job level.
- As with all other training programs, the conditions of the work environment remain important determinants of training success.
- CLEARLY, managers require myriad skills
- Where some fortunate managers excel in all, most managers have strengths and weeknesses, some of which require development
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