1. Developing Management Skills
Chapter 1: Developing Self-Awareness 1-
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2. Learning Objectives Understand your sensitivity line
Clarify personal values and moral maturity level
Apply your personal learning style
Discover your orientation toward change
Identify your interpersonal style 1-
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3. Keys dimensions of Self- Awareness
knowledge of the self: core of human behavior
The ancient dictum “Know Thyself” was carved on the Oracle at Delphi
Oracle at Delphi : mystical sanctuary where kings and generals sought advice on matters of greatest importance to them
“He that would govern others must first master himself” Messinger 1-

4. Self-awareness Self-awareness: the ability to master oneself
Self-management :
self-awareness
other self-management skills closely linked to and build upon self-awareness:
Developing self-control
clarifying priorities and goals
=> help individuals create direction in their own lives.
managing time
managing stress.
=>make it possible for individuals to adapt to and organize their surroundings.

5. Hierarchy of Personal Life-Management Skills1-

6. Self-awareness problems in personal management:
recognized symptoms : pressures or experienced stress.
fundamental problems with self-awareness and out-of-balance priorities
=> focus on enhancing knowledge of oneself.

7. Self-awareness
knowledge of oneself (self-awareness, self-insight, self-understanding) is essential to:
productive personal
interpersonal functioning,
understanding and empathizing with other people.

8. The Enigma of Self-Awareness
self-knowledge may inhibit personal improvement rather than facilitate it:
Individuals evade personal growth and new self-knowledge.
They resist acquiring additional information in order to protect their selfesteem or self-respect.
New knowledge about themselves will be :
negative
feelings of inferiority,
weakness,
evilness,
shame.
the knowledge we possess about ourselves is central to improving our management skills.
We cannot improve ourselves or develop new capabilities unless and until we know what level of capability we currently possess.
individuals who are more self-aware are more healthy, perform better in managerial and leadership roles, and are more productive at work

9. The Enigma of Self-Awareness
Seeking knowledge of the self is an enigma:
It is a prerequisite for and motivator of growth and improvement,
but it may also inhibit growth and improvement.
It may lead to stagnation because of fear of knowing more.

10. The Sensitivity Line
The point at which individuals become defensive when encountering information about themselves that is inconsistent with their self-concept or when encountering pressure to alter their behavior.. 1-

11. The Sensitivity Line
The more discrepant the information or the more serious its implications for your self concept, the closer it would approach your sensitive line, and you would feel a need to defend yourself against it.
Threat-rigidity response: response to defend yourself against the information to protect the image you hold of yourself.

12. The Sensitivity Line
When individuals are threatened, when they encounter uncomfortable information, or when uncertainty is created, they tend to become rigid. They hunker down, protect themselves, and become risk averse.
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13. The Sensitivity Line
Individuals become rigid psychologically and emotionally when they encounter information that is a threat to their self-concept.
They tend to redouble their efforts to protect what is comfortable and familiar
They rely on first-learned or most reinforced behavior patterns and emotions.
When discrepancies in the self-image are encountered, the validity of the information or its source is denied, or other kinds of defense mechanisms are used to ensure that the self-concept remains stable.
Crossing the sensitive line creates rigidity and self-preservation.
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14. Crossing the Sensitivity Line
When information is verifiable, predictable and controllable.
When we self-disclose so others can provide insights into your behavior. 1-

15. The Sensitivity Line The enigma of self-awareness can be managed by :
exercising some control over when and what kind of information you receive about yourself
involving others in your pursuit of self-understanding.
The support and feedback individuals receive from others during the process of self-disclosure, besides helping to increase feedback and self-awareness, helps information contribute to greater self-awareness without crossing the sensitive line.

16. Appreciating Individual Differences
Distinctions
We create distinctions
Create social barriers
Differences
We observe differences
Eliminates social barriers 1-
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17. Five Areas of Self Awareness1-
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18. Emotional Intelligence
Difficult to measure and define.
Considered to be an important measure of managerial success. 1-
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19. Components of Emotional Intelligence
The ability to diagnose and recognize your own emotions.
The ability to control your own emotions.
The ability to recognize and diagnose the emotions of others.
The ability to respond appropriately to emotional cues. 1-
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20. Values Foundation for attitudes and personal preferences
Basis for important life decisions
Help to define morality and ethics 1-
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21. Trompenaars Cultural Value Dimensions
Universalism vs. Particularism
Individualism vs. Collectivism
Affective vs. Neutral
Specific vs. Diffuse
Achievement vs. Ascription
Past and Present vs. Future
Internal vs. External 1-
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22. Personal Values
Instrumental Values: desirable standards of conduct for attaining an end
Terminal Values: desirable ends or goals for the individual 1-
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23. Values that Managers Desire
Sense of Accomplishment
Self-Respect
A Comfortable Life
Independence 1-
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24. Kohlberg’s Stages of Moral Development
Preconventional
(Self Centered)
Conventional (Conformity)
Postconventional (Principled) 1-
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25. Ethical Decision Making And Values
self-understanding
ethical decision making
Benefits
awareness of your own level of values maturity
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26. Ethical Decision Making And Values
American public rates the honesty, integrity, and concern for moral values of American business executives as abysmal
Executives are dishonest, overly profit-oriented, and willing to step on other people to get what they want
Although 9 out of 10 companies have a written code of ethics, evidence exists to support public perceptions that these documents are not influential in assuring high moral conduct.
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27. Recent Examples of Unethical Decision Making
Enron
Martha Stewart
Ford Motor Company
Firestone
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28. Ethical Decision Making And Values
Most managers feel they are under pressure to compromise standards to meet company goals*
Conflict between maximizing economic (revenues, costs, profits …) social performance (obligations to customers, employees, suppliers)
* Study by American Management Association. 1-
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29. Ethical Decision Making And Values
Most ethical trade-offs are conflicts between two desirable ends: economic versus social performance
Individuals who effectively manage ethical trade-offs are those who have a clear sense of their own values and who have developed a principled level of moral maturity.
They have articulated and clarified their own internal set of universal, comprehensive, and consistent principles upon which to base their decisions.

30. Standards for Making Ethical Decision
Front Page Test
Would I be embarrassed if my decision became a headline in the local newspaper?
Would I feel comfortable describing my actions or decision to a customer or stockholder?
Golden Rule Test:
Would I be willing to be treated in the same manner?
Dignity and Liberty Test
Are the dignity and liberty of others preserved by this decision?
Is the basic humanity of the affected parties enhanced?
Are their opportunities expanded or Curtailed?

31. Standards for Making Ethical Decision
Equal Treatment Test
Are the rights, welfare, and betterment of minorities and lower status people given full consideration?
Does this decision benefit those with privilege but without merit?
Personal Gain Test:
Is an opportunity for personal gain clouding my judgment?
Would I make the same decision if the outcome did not benefit me in any way?
Congruence Test:
Is this decision or action consistent with my espoused personal principles?
Does it violate the spirit of any organizational policies or laws?

32. Standards for Making Ethical Decision
Procedural Justice Test
Can the procedures used to make this decision stand up to scrutiny by those affected?
Cost-Benefit Test
Does a benefit for some cause unacceptable harm to others?
How critical is the benefit? Can the harmful effects be mitigated?
Good Night’s Sleep Test
Whether or not anyone else knows about my action, will it produce a good night’s sleep?

33. Cognitive style
An individual’s inclination to perceive, interpret and respond to information in a certain way 1-
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34. Cognitive style © 2007 by Prentice Hall
(1) the manner in which you gather information
(2) the way in which you evaluate and act on information
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35. Cognitive style
Cognitive styles are not the same as personality types.
They are not inherent attributes.
They are inclinations toward information and learning that we have developed over time.
=> cognitive styles can be altered and changed through practice and conscious development
No one is predestined to think in a particular way.

36. Cognitive style
knowing style
planning style
creating style

38. A four-stage cyclical theory of learning
“learning is the process whereby knowledge is created through the transformation of experience” (Kolb 1984)
A four-stage cyclical theory of learning
Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition and behavior
The theory presents a cyclical model of learning, consisting of four stages shown below.

39. Kolb’s Model of Learning Styles
Kolb believes “learning is the process whereby knowledge is created through the transformation of experience” (1984, p. 38)[1]. The theory presents a cyclical model of learning, consisting of four stages shown below. 1-

40. The Learning Cycle Developed from Kolb’s four dimensions
When the four-step process is followed, learning is improved 1-

41. The Learning Cycle Model1-
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42. Scoring Plot for the LSI1-
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43. The Learning Cycle Model
CONCRETE EXPERIENCE(CE) (OR “DO”)
Where the learner actively experiences an activity such as a lab session or field work.
REFLECTIVE OBSERVATION (OR “OBSERVE”)
When the learner consciously reflects back on that experience.

44. The Learning Cycle Model
ABSTRACT CONCEPTUALIZATION (OR “THINK”)
The third stage, abstract conceptualization (AC), is where the learner attempts to conceptualize a theory or model of what is observed.
ACTIVE EXPERIMENTATION (AE), (OR “PLAN”)
Where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience.

45. learning styles assimilators convergers accommodators Divergers
who learn better when presented with sound logical theories to consider
convergers
who learn better when provided with practical applications of concepts and theories
accommodators
who learn better when provided with “hands-on” experiences
Divergers
who learn better when allowed to observe and collect a wide range of information
Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better[3]. These styles are:

46. Attitudes Toward Change
Graduates of management schools today will face an environment unlike any person has ever experienced before 1-
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47. Change Orientation
Tolerance of Ambiguity: The extent to which individuals have difficulty coping with unclear situations. 1-
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48. Change Orientation (cont’d)
Locus of Control: The attitude people develop regarding the extent to which they control their own destines. 1-
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49. Locus of Control
When individuals receive information about the success or failure of their own actions, they differ in how they interpret that information.
People receive reinforcements, both positive or negative, as they attempt to make changes around them.
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50. Locus of Control Internal Locus of Control:
individuals interpret the reinforcement they receive to be contingent upon their own actions, “I was the cause of the success or failure for the change”
External Locus of Control:
individuals interpret the reinforcement as being a product of outside forces
‘Something else caused the success or failure.’ 1-

51. Internal Locus of Control
Associated with successful management in North America:
People with an internal locus of control:
(1) be attentive to aspects of the environment that provide useful information for the future,
(2) engage in actions to improve their environment
(3) place greater emphasis on striving for achievement,
(4) be more inclined to develop their own skills,
(5) ask more questions,
(6) remember more information than people with an external locus of control.

52. Internal Locus of Control
Are less alienated from the work environment,
More satisfied with their work
Experience less job strain
More position mobility (promotions and job changes)
More likely to be leaders
Groups led by internals were more effective than those led by externals
Outperform externals in stressful situations,
Engage in more entrepreneurial activity,
More active in managing their own careers,
Have higher levels of job involvement than externals

53. Internal Locus of Control
Rely more on persuasion and expertise as a source of power
more satisfied with a participative management style than externals
internals -led firms VS external-led firms
engaged in more innovation,
more risky projects,
more leadership in the marketplace,
longer planning horizons,
more scanning of the environment,
more highly developed technology

54. External Locus of Control
Most commonly found in managers from Eastern cultures
Tend to use coercive power more than internal leaders
Perform poorly in stressful situations 1-
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55. Internal VS External Locus of Control
internal locus of control is not a panacea for all management problems.
Internal locus of control is not always a positive attribute.
Individuals with an external locus of control are more inclined to initiate structure as leaders (to help clarify roles).
Internals are less likely to comply with leader directions
Internals are less accurate in processing feedback about successes and failures than are externals.
Internals have more difficulty arriving at decisions with serious consequences for someone else

56. Internal VS External Locus of Control
It is important to note that locus of control can shift over time, particularly as a function of the position held at work,
external locus of control does not inhibit individuals from attaining positions of power and influence at the top of organizations.
Therefore, no matter what your internal–external score, you can be a successful manager in the right setting, or you can alter your locus of control.

57. Internal VS External Locus of Control
People who interpret information about change as if they are in control of it,
who perceive themselves to be in charge of their own performance (and hence able to control outcomes related to that performance),
are more likely to be effective managers in most circumstances in our culture.

58. summary
The two key attitudes toward change— tolerance of ambiguity and locus are associated with success in management roles.
Knowing your scores on these two factors can:
help you capitalize on your strengths
enhance your potential for management success.
Positive managerial behaviors are associated with internal locus of control and tolerance of ambiguity,
possessing these orientations is neither an assurance of success as a manager nor a solution to the problems that managers face.

59. summary By knowing your scores, however, you will be able to:
Choose situations in which you are more likely to feel comfortable,
Perform effectively,
Understand the point of view of those whose perspectives differ from yours.
Self-understanding is a prerequisite to self-improvement and change.

60. Core Self-Evaluation
Personality: The relatively enduring traits that makes an individual unique. 1-
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61. Determinants of Personality
Some of our personality may be attributed to biology and genetics
However, people can make changes to their personality if they are determined 1-
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62. Personality Traits The Big Five Dimensions of Personality Extraversion
Agreeableness
Conscientiousness
Neuroticism
Openness 1-
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63. Core Self-Evaluations
Core evaluations subconsciously influence people’s appraisal of themselves, the world, and others. 1-
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64. Core Self-Evaluation Four Components Self-Esteem
Generalized Self-Efficacy
Neuroticism
Locus of Control 1-
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65. The Effects of Core Self-Evaluations1-
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