Chapter 1: Developing Self-Awareness

Chapter 1: Developing Self-Awareness
Who are you, and what is your preferred work style?

Objectives Increase personal awareness of your: Sensitive line
Personal values and moral maturity Learning style Orientation toward change Interpersonal style

Sensitive Line Point at which individuals become defensive or protective when encountering information about themselves Increased self-knowledge occurs when: Information is verifiable, predictable and controllable Self-disclose so others can provide insights into your behavior

Core Aspects of Self-Concept
Values Attitudes (Toward Change) Learning Style Interpersonal Needs

Values Fundamental standards of desirability by which we choose between alternatives, assumptions about the nature of reality learned early, continue to develop drive choices and behavior differ based on culture and environment

Cultural Values Broad, general orientations that characterize large groups Identify ways in which nationalities differ from one another Cultural values predict individual values

Trompenaar’s Value Dimensions
Universalism Particularism Individualism Collectivism Affective Neutral Specific Diffuse Achievement Ascription Past and Present Future Internal External "Flags courtesy of Used with permission"

Rokeach - Two Types of Personal Values
Terminal Comfortable life Exciting life World at peace World of beauty Equality Family security etc... Instrumental Ambitious Capable Cheerful Clean Courageous Forgiving etc...

Kohlberg – Value Maturity Model
Three levels of maturity with six stages of development Self-centered level – (1) obedience and punishment, (2) naively egoistic orientations Conformity level – (3) good person, (4) “doing duty” orientations Principled level – (5) contractual legalistic, (6) conscience of principle orientations

Learning Style An individual’s inclination to perceive, interpret and respond to information in a certain way Two key dimensions: manner in which you gather information way in which you evaluate and act on information

Learning Styles - Kolb Concrete experience – learn through personal involvement Reflective observation – seek meaning through study Abstract conceptualization – build theories using logic, ideas and concepts Active experimentation – change situations and influence others to see what happens

Sample Scoring for LSI Concrete Experience Accommodating Diverging
Active Experimentation Reflective Observation Converging Assimilating Abstract Conceptualization

Tolerance of Ambiguity
The extent to which individuals are threatened by or have difficulty coping with ambiguity, uncertainty, unpredictability, complexity... Organizational environments are characterized by more and more information, turbulence and complexity

Tolerance of Ambiguity Dimensions
Novelty – coping with new, unfamiliar situations Complexity – using multiple, distinctive, or unrelated info Insolubility – dealing with problems that are difficult to solve

Managers with High Tolerance for Ambiguity...
are more entrepreneurial in their actions screen out less information in complex environment choose specialties that are less structured cope more effectively with organizational change, downsizing, role stress and conflict

Locus of Control The attitude people develop regarding the extent to which they are in control of their own destiny Most successful American managers have internal locus of control – they believe that they control destiny rather than being controlled by outside forces (external locus of control)

High Internal LOC less alienated from work more satisfied with work
experience less job strain more likely to be leaders do better in stressful situations use more persuasive power less likely to comply with leader directions

Locus of Control Scale Comparison Data
SAMPLE SCORE NUMBER MEAN Alberta Municipal Administrators ** Business Executives 71*** Career Military Officers *** Connecticut Psychology Students * National High School Sample * Ohio State Psychology Students * Peace Corps Trainees * Sources: *Rotter, **Harvey, ***Rothberg, (Higher scores more external.) (29 possible points.)

Interpersonal Needs Need to work with others to accomplish tasks
Need to work with others to reduce anxiety Need to work with others to define oneself Personality determines style of working with others FIRO-B measures differences in styles

FIRO-B Descriptors

FIRO-B Incompatibilities
Reciprocal – Difference between one person’s expressed behavior and another person’s wanted behavior Originator – Match between expressed scores of two individuals Interchange – Extent to which two people emphasize the same interpersonal needs

Developing Self-Awareness: Behavioral Guidelines
Identify your sensitive line Identify your values and those of others Seek ways to expand yourself Identify important interpersonal incompatibilities Engage in self-disclosure Keep a journal

Chapter 2: Managing Personal Stress
How can you control your own stress, and the stress of your employees?

Managing Stress: Objectives
Eliminate stressors Develop resiliency Cope temporarily with stress

Stress Reduces national economy by $500 billion
Leaves almost half of all adults with health problems Causes between 60 and 80 percent of industrial accidents In workplace, is primarily caused by incompetent management

Managers Who Experience Stress...
selectively perceive information fixate on a single approach to a problem overestimate how fast time passes adopt a crisis mentality consult and listen to others less rely on old habits are less able to generate creative thoughts

Stress as a Force Field Driving Force A Restraining Force A
Current Level of Functioning Driving Force A Driving Force B Driving Force C Driving Force D Restraining Force A Restraining Force B Restraining Force C Restraining Force D

Reactions to Stress Alarm – increase in anxiety, fear, sorrow or loss
Resistance – attempt to control stress using defense mechanisms Exhaustion – stop trying to defend against stress. Stress related pathology occurs in this stage

Stress Defense Mechanisms
Aggression – attack stressor directly Regression – use behavior that was successful at an earlier time Repression – deny that stress exists Withdrawal – leave stressful situation Fixation – persist in response regardless of effectiveness

Experiencing Stress STRESSORS Anticipatory Encounter REACTIONS Time
Situational REACTIONS Physiological Psychological RESILIENCY Physical Psychological Social

Types of Stressors Time Stressors Work overload Lack of control
Encounter Stressors Role conflicts Issue conflicts Action conflicts

Types of Stressors Situational Stressors
Unfavorable working conditions Rapid change Anticipatory Stressors Unpleasant expectations Fear

Consequences of Stress
Physiological Immune response Coronary disease Viral infection Psychological Burnout

Stress as a Person/ Situation Interaction
Assumption: Events trigger stress, but people respond to stress differently Resiliency factors moderate stress Without Resiliency Reaction Stressors With Resiliency No Reaction

Resiliency Factors Physical: cardiovascular health, dietary control, rest Psychological: emotionality, self-esteem, hardiness Social: close emotional ties, common experiences, supportive interactions, mentors, teams

Managing Stress Enactive Strategies Proactive Strategies
Reactive Strategies Purpose Eliminate stressors Develop resiliency Temporary coping Effects Permanent Long term Short term Approach Enactive Proactive Reactive Time Required Long Moderate Immediate

Eliminating Stressors
Type of Stressor Elimination Strategy Time Effective time management. Efficient time management. Delegating Encounter Collaboration and team building Emotional intelligence Situational Work redesign Anticipatory Goal setting Small wins

Managing Time Effectively
Spend time on important, not urgent, matters Identify what you feel is important vs. what you feel is urgent Focus on results, not methods Don’t feel guilty for saying “no”

Types of Activities That Determine Time Use
URGENCY HIGH LOW 1 Crises Customer Complaints 3 Developmental Opportunities Innovating Planning HIGH LOW IMPORTANCE 2 Mail Ringing Telephone Unscheduled Interruptions 4 Escapes Routines Arguments

Personal Principles for Time Use
Ask yourself: What do I stand for? What do I care passionately about? What do I want to be remembered for? What do I want to have accomplished 20 years from now? What principles do I want everyone in the world to follow?

Managing Time Efficiently – 20 Rules for Everyone
Read selectively Make a list of things to accomplish Have a place for everything Prioritize your tasks Do several trivial things simultaneously List five 10-minute tasks Divide up large projects Determine critical 20 percent of tasks Save best time for important matters Limit others’ access to you Don’t procrastinate Keep track of time Set deadlines Do something productive while waiting Do busy work at one set time Reach closure on one thing per day Schedule some personal time Don’t worry on continuing basis Write down long-term goals Be alert for ways to improve your time management

Managing Time Efficiently – 20 Rules for Managers
Hold routine meetings at end of day Hold short meetings standing up Set a time limit Cancel meetings sometimes Have agendas, stick to them, and keep track of time Start meetings on time Prepare meeting minutes and follow up Insist that subordinates suggest solutions to problems Meet visitors in doorway Go to subordinates’ offices Don’t overschedule your day Have someone else answer phone and Have a place to work uninterrupted Do something with each piece of paper Keep workplace clean Delegate work, identify amount of initiative granted, and give others credit for their success

Collaboration Maintain an “emotional bank account”
Make deposits by treating people with kindness, courtesy, honesty and consistency Minimize withdrawals made by not keeping promises, not listening, not clarifying expectations, or not allowing choice

Work Redesign Lack of freedom is most important contributor to stress
Use job redesign model to reduce stress combine tasks form identifiable work units establish customer relationships increase decision-making authority open feedback channels

Eliminating Anticipatory Stressors through Goal Setting
1. Establish a Goal 2. Specify Actions and Behavioral Requirements 4. Identify Criteria of Success and a Reward 3. Generate Accountability and Reporting Mechanisms

Small Wins Strategy Identify something under your control
Change it in a way that leads toward desired goal Find another small thing to change and change it Keep track of changes made Maintain the small gains made through change

Developing Resiliency
Some stressors will not go away Resiliency increases capacity to withstand negative effects of stress

Balance Life Activities

Increase Cardiovascular Conditioning
MOVE! Exercise: Lowers blood pressure Increases heart efficiency Lowers triglyceride levels Lowers cholesterol Increases energy Reduces anxiety and depression

Take Control of Your Diet
Eat a variety of foods Maintain optimal weight Reduce fat intake Eat more whole foods Reduce sugar intake Reduce sodium intake Avoid alcohol and caffeine

Improve Hardiness Take control of your life
Do something that you can be committed to and involved in Feel challenged by change, not paralyzed

Moderate Type A Personality Syndrome
Type A people: have a chronic, combative struggle with the social and physical environment are aggressive, hostile, impatient are subject to time demands, self-imposed pressure eat fast, walk fast, talk fast!

To Moderate Type A Behavior
Focus on small wins Use deep-relaxation strategies meditation yoga self-hypnosis biofeedback

Increase Social Resiliency
Maintain friendships and family relations Find and use a mentor must be two-way relationship Work in teams involve others in defining challenges encourage participation share resources broadly focus on team, rather than individual, rewards

Temporary Stress Reduction
Muscle relaxation Deep breathing Visualization - Imagery and fantasy Rehearsal Reframing

Managing Your Own Stress
Enactive, proactive and reactive strategies Recognize and observe your own stress reactions (e.g., irritability, muscle tightness, fatigue, sleep disorder, distractibility, confusion, etc. Learn to surf...reframe perceptions

Managing Your Own Stress
Build time management skills Regularly revisit goals and priorities, beware of reactivity Learn to delegate. Trust and share your work with others Communicate and participate with colleagues and employees Find reason and time to laugh

Managing Others’ Stress...
attend to your own stress mentor and monitor time management: set goals with time lines, check in regularly redesign work: task demand, control, intellectual challenge, clarified responsibilities set boundaries and expectations: create a healthy organizational culture

Managing Others’ Stress...
make time to play, celebrate small and big wins, develop relationships, and relax don’t sweat the small stuff communicate and participate

Chapter 3: Solving Problems Analytically and Creatively
How should I figure THIS one out?

Solving Problems Creatively: Objectives
Increase proficiency in: Rational problem solving Recognizing personal conceptual blocks Enhancing creativity by overcoming conceptual blocks Fostering innovation among others Copyright © 2002, Prentice Hall

Rational Problem Solving
Step 1: Define the Problem Differentiate fact from opinion Specify underlying causes State the problem explicitly Identify what standard is violated Determine whose problem it is Avoid solutions disguised as problems Copyright © 2002, Prentice Hall

Step 2: Generate Alternative Solutions Match solutions to goals Get solutions from everyone involved Build on others’ ideas Specify short- and long-term solutions Postpone evaluating alternatives Specify alternatives that solve the problem Copyright © 2002, Prentice Hall

Step 3: Evaluate and Select an Alternative Evaluate relative to the best standard Evaluate systematically Evaluate relative to goals Evaluate main effects and side effects State the selected alternative explicitly Copyright © 2002, Prentice Hall

Step 4: Implement and Follow Up on the Solution Implement at proper time in right sequence Provide feedback opportunities Engender acceptance Establish ongoing monitoring system Evaluate based on problem solution Copyright © 2002, Prentice Hall

How to Foster Rationality Among Work Groups
Describe the terrain; what does rationality look like, why do you want to go there? Rehearse rationality regularly within the group Clearly specify goals, desired outcomes, criteria, values with everyone at the beginning Copyright © 2002, Prentice Hall

Help everyone learn to distinguish between a problem and a symptom and a solution Don’t make decision making a race; rationality is a craft, not a competition Tap everyone as an information source Copyright © 2002, Prentice Hall

Discourage everyone from assuming that they already know the answer; no early conclusions allowed Ask the first reasonable solution to come in, take a seat, and wait until additional solutions arrive Invite everyone to consider as many effects of the decision as possible It ain’t over until the evaluation is sung and the reviews are in Copyright © 2002, Prentice Hall

Limitations of the Rational Problem-Solving Model
Time, competing problem demands (firefighting) Ambiguity of the situation, problem Insufficient, inaccurate information “Brain Strain” – information overload History, habit, commitment Specialties and backgrounds of decision makers: perceptual blocks Copyright © 2002, Prentice Hall

Use Creative Problem Solving To “Break Set” When...
no acceptable alternative seems to be available all reasonable solutions seem to be blocked no obvious best answer is accessible Copyright © 2002, Prentice Hall

Creativity Involves the use of intuition, ingenuity, insight
Rather than narrowing down to “one best decision,” opening to create new possibilities, many alternatives Outgrowth of training and experience Copyright © 2002, Prentice Hall

Conceptual Blocks Inhibit Creative Problem Solving
Constancy Vertical thinking – “dig the well deeper” Single thinking language – can you move one stick to create a true equality? Copyright © 2002, Prentice Hall

Conceptual Blocks Inhibit Creativity
Commitment Stereotyping based on past experience – “four volumes of Shakespeare” question Ignoring commonalities – what are common terms that apply to both water and finance? ?= Copyright © 2002, Prentice Hall

Creativity Tips Give yourself relaxation time
Find a place where you can think Talk to other people about ideas Ask other people for their suggestions about your problems Read a lot Protect yourself from idea-killers Copyright © 2002, Prentice Hall

To Foster Creativity... Principle Examples Pull people apart
Put people together Let individuals work alone Encourage minority reports Encourage heterogeneous team members Separate competing groups Monitor and prod Talk to customers, identify their expectations Hold people accountable Use “sharp-pointed” prods Reward multiple roles Idea champion; Sponsor and mentor; Orchestrator and Facilitator; Rule Breaker Copyright © 2002, Prentice Hall

Case Studies The Sony Walkman – answer questions in textbook – don’t go to next slides until you have done so! After developing your own ideas, come up with a group plan for fostering this type of innovation in a company like Dow-Corning Copyright © 2002, Prentice Hall

The Sony Walkman Finale
Ibuka enlisted the assistance of Morita, then orchestrated a meeting with the tape recorder engineers, the headphone engineers, and Morita. He had persuaded production to make one prototype, and then he simply let everyone listen to music through the headphones. Eureka! He had his idea sold. Copyright © 2002, Prentice Hall

The Sony Walkman Finale
At first the product didn’t sell very well in Japan, but when it was exported to the United States – with its skateboarders, joggers, bicyclists, and exercise nuts – it took off like crazy. Soon it became standard fare for every teenager in the country, and for many of their parents as well. In fact, it was the product that most people associated with the Sony name, and at about $100 per unit, it became a large addition to corporate revenues as well. Ibuka didn’t invent the product, but he was clearly its innovator. Copyright © 2002, Prentice Hall

Conceptual Blockbusting
Prior to meeting in groups: Generate your statement that accurately defines the problem Develop at least three alternative solutions to problem During group meeting Agree upon “actual” problem Develop a group solution to problem Copyright © 2002, Prentice Hall

Conceptual Blockbusting
After agreeing on problem and solution, generate AT LEAST 5 other definitions of the problem Apply creative problem-solving techniques to generate at least 10 new solutions to the problem Be prepared to report the most creative and insightful solution from your group to the class next week Copyright © 2002, Prentice Hall

Discussion Questions – Conceptual Blocks
How difficult was it to reach consensus on a problem statement? How quickly did the group select a good alternative in stage 1? What creative problem-solving hints and techniques were most useful in each case? Which were less useful? Which can you use in other problems you face? Copyright © 2002, Prentice Hall

Chapter 4: Coaching, Counseling and Supportive Communication
What did you say?

Objectives Differentiate between coaching and counseling problems
Avoid defensiveness and disconfirmation in interpersonal communication Improve ability to apply principles of supportive communication Improve work relationships by using personal management interviews Copyright © 2002, Prentice Hall

Communication Facts Communication ability determines promotability
Communication quality between managers and employees is often low 80 percent of a manager’s day is spent in verbal communication Copyright © 2002, Prentice Hall

Effective Communication
Accurate, complete shared meaning – what sender means is what receiver gets Supportive – relationship between sender and receiver is enhanced by communication Timely – message arrives when receiver can use information Copyright © 2002, Prentice Hall

Relationship Between Unskillful Communication and Interpersonal Relationships
Abrasive, insensitive, unskillful message delivery Distant, distrustful, uncaring interpersonal relationships Restricted, inaccurate information and defective communication flow 96 Copyright © 2002, Prentice Hall

Managerial Communications
Coaching giving advice, direction or information to improve performance “I can help you do something better” Counseling helping someone understand and resolve a problem him/herself by displaying understanding “I can help you recognize that a problem exists” Copyright © 2002, Prentice Hall

Obstacles to Effective Interpersonal Communication
DEFENSIVENESS One individual feels threatened or attacked as a result of the communication Self-protection becomes paramount Energy is spent on constructing a defense rather than on listening Aggression, anger, competitiveness, and/or avoidance as a result of the communication Copyright © 2002, Prentice Hall

Obstacles to Effective Interpersonal Communications
DISCONFIRMATION One individual feels incompetent, unworthy, or insignificant as a result of the communication Attempts to reestablish self-worth take precedence Energy is spent trying to portray self-importance rather than on listening Showing off, self-centered behavior, withdrawal, and/or loss of motivation are common reactions Copyright © 2002, Prentice Hall

Supportive Communication Principles
Problem-oriented, not person-oriented “How can we solve this problem?” NOT “Because of you there is a problem.” Based on congruence, not incongruence “Your behavior really upset me.” NOT “Do I seem upset? No, everything’s fine.” Copyright © 2002, Prentice Hall

Descriptive, not evaluative “Here is what happened; here is my reaction; here is what I suggest that would be more acceptable to me.” NOT “You are wrong for doing what you did.” Copyright © 2002, Prentice Hall

Involves listening, not just talking “What do you think are the obstacles standing in the way of improvement?” NOT “As I said before, you make too many mistakes. You’re just not doing the job.” Copyright © 2002, Prentice Hall

Response Types DIRECTIVE RESPONSE Generally useful when coaching
NONDIRECTIVE RESPONSE Generally useful when counseling Advising, Deflecting, Probing, Reflecting OPEN RESPONSE Generally useful during early stages of discussion CLOSED RESPONSE Generally useful during later stages of discussion Advising, Deflecting, Probing, Reflecting Copyright © 2002, Prentice Hall 107

Personal Management Interview (PMI)
Regularly scheduled, one-on-one meeting between manager and subordinate Meeting is designed to assist in continuous improvement Action items are generated and followed up Communication is supportive and two-way Generally takes about an hour Copyright © 2002, Prentice Hall

Communicating Supportively: Behavioral Guidelines
Differentiate between coaching and counseling situations Use problem-oriented statements Be congruent Use descriptive, not evaluative, statements Use validating statements Copyright © 2002, Prentice Hall

Communicating Supportively: Behavioral Guidelines
Use specific, conjunctive statements Own your statements Demonstrate supportive listening Implement a personal management interview program Copyright © 2002, Prentice Hall

An Analysis of “Find Somebody Else”
STATEMENT 1. Ron 2. Mike 3. Ron 4. Mike 5. Ron 6. Mike Etc.. ANALYSIS OF PRINCIPLES Tends to be evaluative, so will cause defensiveness. Owns rather than disowns feedback. Indicates defensiveness; person oriented; confrontive approach with produce defensiveness. Attempts to be problem oriented, validating, and descriptive. Still person oriented; global, not specific; non-supportive listening. Evaluative; advising rather than asking for alternatives’ implied accusations; non-specific. Defensive; non-specific; avoids discussing problem definition or problem solutions. Copyright © 2002, Prentice Hall 111

Chapter 1: Developing Self-Awareness

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