The Mentor Role (1 part of 8 Manager)

A. Understanding Self and Others

Learning

- managers must have an understanding of themselves and others

- one way people differ is in their task-related abilities

- another way is feelings, needs and concerns

- people react to different things in different situations

- emotional intelligence: personal and social competence

- Important to know what motivates your behavior, and what influence how you will react in different situations

Understanding Yourself: Three dimensions of self-awareness

1. Emotional Intelligence: recognizing your emotions and how they affect you and others

2. Self-Assessment: knowing your strengths and limits and being open to feedback

3. Self-Confidence: awareness of self-worth and capabilities

Personality and 2 Approaches to Personality: psychological and behavioral attributes that distinguishes individuals from others

1. Five-Factor Model: 5 basic tendencies of personality (continuum)

a. neuroticism: worry a lot, insecure, anxious and emotional VS. clam, relaxed and self-confident

b. extraversion: urgency and assertiveness, social, talkative, and gergarious VS. reserved, quiet, withdrawn and aloof

c. openness to new experience: curious, imaginative, creative and nontraditional VS. conventional, concrete, and practical

d. agreeableness: good natured, trusting of others, and forgiving of their mistakes VS. cynical, suspicious of others and antagonistic

e. conscientiousness: organized, responsible, and self-disciplined VS. impulsive, careless, and undependable

2. Myers-Briggs Type Inventory

a. introversion-extraversion

b. sensing-intuition

c. thinking-feeling

d. judging-perceiving

Increasing Your Self-Awareness: Johari Window

Open: know your self and others know about you	Blind: not known yourself, but known to others
Hidden: known to self, not known to others	Unknown: not known to self and others

Guidelines for Asking for Feedback

- Before asking for feedback, make sure you are open to hearing information that may alter your perception. Prepare yourself to hear things that may make you uncomfortable.

- Be aware that the person giving you feedback is describing his or her own perception of the situation, but realize that his or her feelings are real.

- Check your understanding of feedback: Ask questions or give examples and share your reactions. Clarify issues, explain your actions, and correct perceptions people may have of you, but do not defend and debate.

- Express your appreciation for the person who has given you the feedback. It may have been difficult for that person to be honest with you, and it is important that you show clearly and unequivocally that you welcome feedback.

Understanding Other

Empathy: truly putting yourself in the position of others and honestly trying to see the world as they see it

Guideline for practicing empathy

- You must first examine yourself. If you do not truly want to understand others, if you are insincere, empathy will not work.

- Communication is more than words. You must be sensitive to times when expressed thoughts and feelings are not congruent. You must read nonverbal signs as well as verbal ones.

- Do not react too quickly to inaccurate statement of fact; listen carefully for the feelings beneath the statement before rushing in to correct facts.

- You must allow the person to tell the emotional truth, which may include negative feelings about you. You must be ready to explore such negative feedback.

- User reflective listening

B. Communication Effectively

Communication is the exchange of information, facts, ideas and meanings. Can be used to inform, coordinate or motivate people.

A Basic Model of Interpersonal Communication

- Communicator encodes message: translates ideas into systems of symbols, such as words and numbers.

Influences: urgency of message, experience and skills of sender, sender's perception of receiver

- Decoded: interpret the message (same range of influences)

- Feedback: informational: nonevaluative response that simply provides additional facts to the sender

corrective: correction to or challenge of the original message

reinforcing: clear acknowledgement of the message (positive or negative)

- Noise: anything that distorts the message in the communication process

Barriers to Effective Interpersonal Communication

2 elements

1. Individual must be able to express themselves

2. Individual must be a good listener

List of Barriers

- Inarticulateness: Sender has a problem expressing the concept. If the receiver is not aware of the problem, completely inaccurate images may arise, resulting in misunderstanding.

- Hidden Agenda: Motives that people don't want to reveal. Keeping true purpose hidden due to reaction consequents- results in low trust and cooperation.

- Status: Distortion by perceptions of position. High status vs. Low Status

- Hostility: When the receiver is already angry with the person sending message, the communication will be tend to perceive in a negative way.

- Difference in Communication Style: Loud vs. Soft. Detail vs. Straight to Point. Gender, cultural background.

Rules of Effective Communication

- Be clear on who the receiver is. What is the receiver's state of mind? Assumptions, and feelings and the time of the situation

- Know what your objective is. What do you want to accomplish by sending the message

- Analyze the climate. Will it be necessary to help the receiver relax and open to communication

- Review the message in your head before you say it. Think of the message from the point of the receiver, any need to clarify certain ideas

- Communicate using words and terms familiar to other person. Use examples and illustrations that come from the world of the receiver

- If the receiver seems not to understand, clarify the message. Ask questions

- If the response is seemingly critical, do not react defensively. Try to understand what the receiver is thinking. Clear any misunderstandings.

Reflective Listening

- Listening requires truly understand what the other person is saying

- Reflective listening is a tool based on empathy

- Use open-ended questions

- Not talk, but keep the other person talking

C. Developing Employees

Learning
Delegating Effectively
- Push them to go beyond their current level of functioning
- Excellent opportunities for growth and development
- Develop new skills and abilities, as well as to learn more about the work unit and how it functions
- 3 core elements: responsibility, authority, and accountability

Reasons for not delegating
- associate with negative behavior, such as abdicating responsibility for task or letting someone else do it
- managers feel they will lose control
- managers have lot learned how to delegate effectively

Keys to Effective Delegation
1. Clarify, in your own mind, what is it that you want done.
2. Match the desires task with the most appropriate employee.
3. In assigning the task, be sure you communicate clearly.
4. Make sure the employee has the time to do the assignment.
5. Keep the communications channels open.
6. Allow employees to do the task the way they feel comfortable doing it.
7. Check on the progress of the assignment, but do not rush to the rescue at the first sign of failure.
8. Hold the person responsible for the work and any difficulties that may emerge.
9. Make sure the person has appropriate authority to carry out the task and obtain the resources and cooperation for it's successful completion.
10. Recognize the employees accomplishments.

Guidelines for Giving Feedback
- Before giving feedback, examine your motivation and make sure the receiver is ready and open to hear you. Ask the person whether or not this is a good time to receive feedback.
- Make sure to give the person feedback in a private place that allows for further dialog.
- While giving feedback, use "I" statements rather than "you" statements to indicate there are your perceptions, thoughts and feelings.
- Provide feedback on both positive and negative behaviors. No one is either all good or all bad. Managers who present only one side lose their credibility fro being honest.
- Describe the other person's behavior and your perceptions of it. Present specific examples of behavior that you have observed, rather than generalize statements that describe a demeanor or an attitude.
- Make sure your examples are timely. Giving feedback on a behavior that has long passed is both annoying and difficult to discuss.
- Ask the other person to clarify, explain, change or correct.
- After giving feedback, give the receiver time to respond.

The Evolution of Management Models

1900-1925: The Emerging of the Rational Goal Model and the Internal Process Model

Theoretical Perspective 1.1: Taylor's 4 Principle of Management (Fredrick Taylor: father of scientific management)

1. Develop a science for every job, which replaces the old rule-of-thumb method.

2. Systematically select workers so that they fit the job, and train them effectively.

3. Offer incentives so that workers behave in accordance with the principles of the sciences that has been developed.

4. Support workers by carefully planning their work and smoothing the way as they do their job.

Rational Goal Model: value of achievement and profit maximization

> symbol: dollar sign

> manager: decisive director and task-oriented producer

Internal Process Model: criteria of effectiveness are stability and continuity; routinization leads to stability

> symbol: pyramid

> manager: technically expert monitor and dependable coordinator

1926-1950: The Emergence of Human Relations Model

Theoretical Perspective 1.2: Faylo's General Principles of Management

1. Division of Work: produce more and better work with same effort. Reduction in number of tasks to which attention and effort must be directed

2. Authority and Responsibility: Right to give orders and essential counterpart. Whenever authority is exercised, responsibility is arised

3. Discipline: obedience and respect for the agreements between the firm and it's employees. Agreements arrived by discussions between each

4. Unity of Command: employee should receive order from one supervisor only

5. Unity of Direction: each group of activities having one objective should be unified by having one plan and one head

6. Subordination of individual interest to general interest: the interest of one employee or group of employees should not prevail over that of that of the company or broader organization

7. Remuneration of personnel:to maintain their loyalty and support, employees must receive a fair wage for services rendered

8. Centralization: natural order of things

9. Scalar Chain: chain of superiority ranging from the ultimate authority to the lowest ranks

10. Order: a place for everything, and everything in place

11. Equity: combination of kindliness and justice

12. Stability of tenure of personnel: high turnover increases inefficiency

13. Initiative: thinking out a plan and ensuring its success

14. Esprit de corps: union is strength, and it comes from the harmony of the personnel

Theoretical Perspective 1.3: Characteristics of Weberian Bureaucracy

Elements of Bureaucracy

1. There is a division of labor with responsibilities that are clearly defined

2. Positions are organized in hierarchy of authority

3. All personnel are objectively selected and promoted based on technical abilities

4. Administrative decisions are recorded in writing, and records are maintained over time

5. There are career mangers working for salary

6. There are standard rules and procedures that are uniformly applied to all

Human Relations Model: commitment, cohesion, and morale. Involvement results in commitment, and the key values are participation, conflict resolution, and consensus building.

> symbol: circle

> manager: empathetic mentor and a process-oriented facilitator

1951-1975: The Emergence of the Open Systems Model

Theoretical Perspective 1.4: Contingency Theory

Appropriateness of Managerial Actions Varies with Key Variables

1. Size. Problems of coordination increases as the size of organization increases. Appropriate coordination procedures for a large organization will not be efficient in a small organization, and vice versa.

2. Technology. The technology used to produce output varies. It may be very routine or very customized. The appropriateness of organizational structures, leadership styles, and control systems will vary with type of technology.

3. Environment. Organizations exist within larger environments. These may be uncertain and turbulent or predictable and unchanging. Organizational structures, leadership styles, and control systems will vary accordingly.

4. Individuals. People are not the same. They have very different needs. Managers must adjust their styles accordingly.

Open Systems Model: organization is faced with a need to compete in an ambiguous as well as competitive environment. Adaptability and external support. Political adaptation, creative problem solving, innovation and the management of change

> symbol: amoeba

> manager: creative innovator and politically astute broker

1976-Today: The Emergence of Both-And Assumptions

	Rational Goal	Internal Process	Human Relations	Open System
Symbol	Dollar Sign	Pyramid	Circle	Amoeba
Criteria of Effectiveness	Productivity, profit	Stability, continuity	Commitment, cohesion, morale	Adaptability, external support
Means-End Theory	Clear direction leads to productive outcomes	Routinizataion leads to stability	Involvement results in commitment	Continual adaptation and innovation lead to acquiring and maintaining external resources
Action Imperatives	Compete	Control	Collaborate	Create
Emphasis	Goal clarification, rational analysis, and action taking	Defining responsibility, measurement, documentation	Participation, conflict resolution, and consensus building	Political adaptation, creative problem solving, innovation, change management
Climate	Rational Economic: bottom line	Hierarchical	Team Oriented	Innovative, flexible
Role of Manager	Director and producer	Monitor and coordinator	Mentor and facilitator	Innovator and broker

Action Imperatives: Collaborate, Control, Compete, Create

The Use of Opposing Models

Behavioral Complexity and the Effectiveness of Managerial Leaders

Becoming a Manager: The Need for New Competencies

- Compete: The Director and Producer Roles

> Director: expected to clarify expectations through processes, such as planning and goal setting, and to be a decisive initiator who define problems, selects alternatives, establishes objectives, defines roles and tasks, generates rules and policies and gives instructions

> Producer: producers are expected to be task oriented and work focused and to have high interest, motivation, energy, and personal drive. They are suppose to accept responsibility, complete assignments, and maintain high personal productivity. Accomplish stated goals.

- Control: Monitor and Coordinator Roles

> Monitor: know what is going on in the unit, to determine whether people are complying with the rules, and to see whether the unit it meeting its quotas. Knows all facts and details, and is good at analysis. Zeal for handling data and forms, reviewing and responding to routine information, conducting inspections and tours, and authoring review of reports and other documents. Care for details, control and analysis. Attention to measures, reports and data.

> Coordinator: maintain a structure and flow of system. Dependable and Reliable. Scheduling, organizing, coordinating staff efforts, handling crisis, and attending to technological, logistical and housekeeping issues.

- Collaborate: The Facilitator and Mentor Roles

> Facilitator: foster collective effort, build cohesion and teamwork, and manage interpersonal conflict. Process Oriented. Problem Solving, conflict resolution, interpersonal dispute.

> Mentor: development of people through caring, empathetic orientation. Helpful, considerate, sensitive, approachable, open and fair. Listens, supports legitimate requests, conveys appreciation, and gives compliment and credits. Skill building, training, individual development.

- Create: The Innovator and Broker Roles

> Innovator: facilitate adaptation and change. Pay attention to changing environments, identifies important trends, conceptualizes and projects needed change, and tolerates uncertainty and risk. Rely on introduction, ideas and intuitive insights. Creative, clever dreamers who see the future, envision innovations, package them in inviting ways, and convince others they are necessary and desirable. People with vision.

> Broker: maintaining external legitimacy and obtaining external resources. Meet people outside of unit to represent, negotiate, and to acquire resources.

The Eight Roles at Different Organization Levels and Identifying the Core Competencies

1. Mentor Role: a. Understanding Self and Others b. Communication Effectively c. Developing Employees

2. Facilitator Role: a. Building Teams b. Using Participative Decision Making c. Managing Conflits

3. Monitor Role: a. Managing Information Overload b. Analyzing Core Processes c. Measuring Performance and Quality d. Measuring Performance and Quality

4. Coordinator Role: a. Managing Projects b. Designing Work c. Managing Across Functions

5. Director Role: a. Developing and communication a vision b. Setting Goals and Objectives c. Designing and Organizing

6. Producer Role: a. Working Productively b. Fostering a Productive Environment c. Managing Time and Stress

7. Innovator Role a. Living with Change b. Thinking Creatively d. Managing Change

8. Broker Role: a. Building and Maintaining Power Base b. Negotiating Agreement and Commitment c. Presenting Ideas

Organizing the Learning Process

Step 1: Assessment. Help you discover your present level of ability in and awareness of competency. Any number of tools, such as questionnaires, role-plays, or group discussions, might be used.

Step 2: Learning. Involves reading and presenting information about topics using traditional tools, such as lectures and printed material. Here we present information from relevant research and suggest guidelines for practice.

Step 3: Analysis. Explores appropriate and inappropriate behaviors by examining how other behave in given situation. We will use cases, role-plays, or other examples of behavior. Examples from popular movies, tv shows, or novels for analysis

Step 4: Practice. Allows you to apply the competency to a work like situation while in classroom. It is an opportunity for experimentation and feedback. Again, exercises, stimulations, and role-plays will be used.

Step 5: Application. Give you the opportunity to transfer process to real-life situations. Usually assignments are made to facilitate short and long term experimentations.

Critical Thinking

Assessment

Part 1: Think of a topic/issue that you find very upsetting and frustrating. Do a little "ranting" on the issue. Write some very strong emotional statements about this issue or situation. 4-5 Sentences.

Part 2: Imagine going to public and convincing someone else to share some intensity you about this issue. Argument- Reasoning.

Learning

Support your claims and proposals in a systematic and concise way.

Thinking about Thinking

- Managers spend a lot of time both presenting evident to support their own ideas and evaluating ideas presented by others.

- Effective manager are effective thinkers

- Approach ideas with openness and healthy skepticism

Management and Sound Reasoning

- Effective managers are good at both framing their own arguments and reacting to argument of others

- Task of critical thinker is to make the best decision with the available information in a particular circumstance

Most Arguments have 3 Elements

1. Claim: conclusion of argument; answers the question- what is the point here?

2. Grounds: facts and evidence that support the claim. The claim can be no stronger than the ground that supports it; answers question- what leads you to say that?

3. Warrants: bridge between claim and grounds; answers question- how does claim connect to the grounds offered

Chapter 1: Becoming a Master Manager: A Competing Values Approach

2010

Happy New Year!