Today: We will: Go through meeting management Learn about the psychological contract and the pinch model Learn about self-assessment and go over the meanings of your survey results Set team expectations

Reminder for next class: First quiz: ch. 1, 2, 12

Managerial Skills Lecture Self-Awareness

Learning Objectives Have a Better Understanding of Your Class and Your Instructor Have a Better Understanding of Your Team Have Increased Awareness of How to Improve Existing Skills and Build New Ones.

Psychological Contract Your expectations/Organization’s expectations Unwritten and implicit What you expect to give and what you expect to get What you will do and not do Basis of commitment Basis of effort

Exhibit: Managing the Psychological Contract Creating the psychological contract Renegotiation Renegotiation Return Role clarity and commitment Termination Crunch Return Pinch Resentment and anxiety Termination Ambiguity and uncertainty

Quick question: How do you see this issue of the psychological contract impacting you as a manager/employee? What could you do to improve your psychological contract when you start a job?

Your expectations for your professor (me) Form into your groups (spend a few minutes on introductions). Decide your expectations for me. Write down your FOUR top expectations (about 20 minutes): Previous classes What you have heard about this course/professor What reservations you have about this course/prof What you think is the instructor’s role in the class Now we will discuss our mutual expectations as a class and create a list of expectations. As part of the discussion think about: How your expectations agree or disagree with the contributions that I feel I can make How do my expectations agree or disagree with the contributions you feel that you can make

My expectations of the class: Be on time for class Do not speak while the instructor is speaking Do not sleep in class Provide meaningful and positive participation in class discussions Give positive participation to any exercises or role plays during the class Ask for help when it is needed (at the pinch point instead of the crunch point)

Exhibit: Johari Window

How to Increase Your Self-awareness Individual Data Gathering -Experience-goal matching -Keeping a journal -Finding Solitude to Reflect -Self-assessment Inventories

Self-awareness Self-assessment Inventories SAQ 1: Is Management for You? SAQ 2: What’s Your Preference: Leadership or Management? SAQ 3: What’s Your Emotional Intelligence at Work? SAQ 4: Cognitive Style Self-assessment SAQ 5: Leadership Assumptions Questionnaire

SAQ 3: What’s Your Emotional Intelligence at Work? Emotional Intelligence (EQ) >100 is high EQ; 50-100 is good EQ platform Self-awareness Managing Emotions Motivating Oneself Empathy – Social Skill –

Interpretation: Cognitive Style Self-assessment Theory of Personality Preferences Introvert Extrovert Psychological Functions Perceiving Sensing Intuitive Judging Thinking Feeling

Exhibit :

Leadership Assumptions Theory X ; Theory Y The closer to 50 your scores are the less intensely you are oriented in your belief that human nature is fixed in one direction or the other (above 65 is considered a high score) The further apart the scores, the more you hold to the belief posited by the higher value Discussion: what would happen if you were too dominant Theory X? Theory Y?

Locus of Control Feelings of control over your own destiny The result of your own actions (I am the cause; I can make changes) The result of outside forces (Someone else is the cause; I can only accept my situation) Internal locus of control Engages in actions to change the environment Emphasizes achievement attainment More satisfied…. Less likely to comply with leader directions More difficulty at arriving at decisions that have serious consequences External locus of control Accepts the environment as unchangeable… Acts to clarify roles (create more structure) for subordinates

Locus of Control Scale Comparison Data SAMPLE SCORE NUMBER MEAN Alberta Municipal Administrators 50** 6.24 Business Executives 71*** 8.29 Career Military Officers 261*** 8.29 Connecticut Psychology Students 303* 3.88 National High School Sample 1000* 8.50 Ohio State Psychology Students 1180* 8.29 Peace Corps Trainees 155* 5.94 Class Results - internal < > external

Locus of Control Discussion issues: Implications for being too internal? Too external? How could you change?

Four Styles of Learning Concrete Experience (CE) Learning from feeling -learning from experiences -relating to people -being sensitive to feelings and people Reflective Observation (RO) Learning by watching and listening -carefully observing before making judgements -viewing issues from different perspectives -looking for the meaning of things Abstract Conceptualization (AC) Learning by thinking -logically analyzing ideas -systematic planning -acting on intellectual understanding of situations Active Experimentation (AE) Learning by doing -ability to get things done -risk taking -influencing people and events through actions

(personal application Kolb’s Experiential Learning Model Concrete Experience (exercises) Active Experimentation (personal application assignments) Reflective Observation (discussion) Abstract Conceptualization (reading)

Accommodator Diverger Assimilator Converger Concrete Experience Strengths: getting things done, leadership,taking risks Too Much: trivial improvements, meaningless activity Too Little: work not complete on time, not directed to goals, impractical plans Strengths: imaginative, understanding people, recognizing problems, brainstorming Too Much: paralyzed by alternatives, can’t make decisions Too Little: no ideas, can’t recognize problems and opportunities Active Experimentation Reflective Observation Assimilator Converger Strengths: planning, creating models, defining problems, developing theories Too Much: no practical application, castles in the air Too Little: unable to learn from mistakes, no sound basis for work, no systematic approach Strengths: problem solving, decision making, deductive reasoning, defining problems Too Much: solving the wrong problem, hasty decision making Too Little: lack of focus, scattered thoughts, no testing of ideas Abstract Conceptualization

How to Better Understand your Team Psychological contract (team charter) for the team (15-20 minutes) As a group create a contract that outlines your expectations for team behaviour and performance (e.g. expectations around meetings, presentations, reports, and the work to accomplish these goals) Refer to pages 290-292 of the text for additional ideas on how to better understand your team and how to make it more effective

Today’s Outcomes What is the purpose of the exercises that we undertook today? How will it help you as a manager?

How to better understand yourself as a manager Management Credo (about 30 minutes) A set of beliefs and work related objectives that embody what you want to be as a manager The commitment you are willing to make to succeed “How I want to be perceived as a boss of an employee”

Exhibit: Example management credo 25 year old starting as a sales manager: I want to lead by example. If my sales team sees that I’m honest forthright & dedicated they’ll strive to act the same. I believe in listening more than talking, and not trying to have all the answers. I will praise well-earned success and support employees who need guidance. I will not accept anything less than full effort from myself or anyone else.

Exhibit: Example management credo 31 year old starting as an executive director, non-profit agency: I believe in taking responsibility for what I can control and not wasting time with events I cannot control. I will manage others the way I want to be managed; with openness and fairness My goals: To earn everyone’s respect To develop each of my employees to reach a higher potential To push everyone (including me) so that we don’t get complacent I commit to: Taking bad news well without losing my temper Setting the highest standard of behaviour so that there’s no confusion over what’s the right thing to do. Remembering to recognize employees’ acts of kindness and selflessness Asking for employees’ feedback on my performance regularly rather than losing touch

Today’s Outcomes What is the purpose of the exercises that we undertook today? How will it help you as a manager?