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Submitted to: - Malika Rani Compiled by:-Submitted to: - Malika Rani Compiled by:-

vandana kumarivandana kumari

LOVELY SCHOOL OF BUSINESSLOVELY SCHOOL OF BUSINESS

Reg. No. 11007406

Roll. No. RR1003AO2

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ACKNOWLEGEMENT

It was a golden opportunity for me to associate myself with this highly professional organization.

I am indebted to my professor Miss Malika Rani I wish to acknowledge my deep sense of

gratitude to my friends who provided me full co-operation and knowledge whenever I needed.

I am also very happy to include the names of my friends, well wishers for their valuable help and

friendly advice during my term paper.

While writing this report, I have kept in mind the entire requirements needed. Although every

care has been taken to check the entire mistake & misprint. Yet it is difficult to claim perfection.

CONT

ENT

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1. INTRODUCTION

2. WHATISA SKILL?

3. UNDERSTANDING SOFT SKILLSANDITSROLL.

4. COMMUNICATION SKILLS & PERSONALITYDEVELOPMENT.

5. MANAGERIAL TRAINING

6. SOFT SKILLS CONNECTTO MANAGERIAL TRAININGAND CORPORATE

REQUIREMENT.

7. IS SOFT SKILLS TRAINABLE?

8. MANAGERIALEFFECTIVENESS: AFUNCTIONOFPERSONALITYTYPE AND

ORGANIZATIONALBEHAVIOR.

9. PERSONALITYTYPEAND MANAGERIAL PERFORMANCE.

1O. PERSONALITYDEVELOPMENTIS EQUALLY IMPORTANT.

11. RIGHT WORK ETHICS CONTRIBUTETOTHE PERSONALITYAND ORGANIZATION.

12.REVIEWOFLITERATURE.

13. METHODOLOGY

.

14. OBJECTIVE

15. FINDING.

16. CONCLUSION.

17. REFERENCE.

PERSONALITY AND MANAGERIAL EFFECTIVENESS

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1. INTRODUCTION

An individual needs to possess a combination of competencies (knowledge, skills and attitude) and a desired

Value system for carrying out assigned tasks and responsibilities. This requires individuals to possess both

Soft and hard skills which lead to a complete personality development. While hard skills refer to technicalcapabilities in executing a job, soft skills involve social skills such as positive attitude, interpersonal skills,

flexible outlook, adherence to human values and ethical behaviour. These skills can be developed and

inculcated through different training methodologies. There is great significance of soft skills and the role of

human values and ethical standards for personality development to achieve success at workplace through

Managerial training and development.

2. WHATISA SKILL?

A skill is learned ability and capacity to carry out pre-determined steps needed to pursue career in professional

objectives with minimum of time and effort. Skills are needed in every area of human endeavor such as self

motivation, time management, team building, and leadership traits. The second group of skills include domain

specific skills such as design engineering, operations, maintenance. Most corporate recruiters have to say that

Today's business graduates have an abundance of technical knowledge. They can do linear programming problems,

calculate a discounted rate of return and crunch numbers on a computer spreadsheet. They are technically solid,

but most lack the interpersonal and social skills necessary to manage people. If there is an area where business

schools need to improve, it's in developing the people skills of their graduates.

Skill can be developed in a conducive environment by a group of experts in what could be called a 'skill clinic',

where they find a stimulus for skill development which can also be measured and analyzed. Individuals need a

broad range of skill sets for attaining their career objectives to suit every fast changing technology they need to

work within their respective organizations.

3. UNDERSTANDING SOFT SKILLSANDITSROLL

Soft skills or behavioral skills basically relate to behavioral aspect such as managing individual behavior,

Action or reaction under a given situation. Studies to identify the differences between effective and ineffective

Managers have determined fifty-one behaviors that successful managers engage in. It is understood that they,

In such case, will engage in these behaviors and have the skills to effectively implement them. Researchers

condensed the fifty-one behaviors into six role sets. Hard skills relate to technical or administrative capabilities

For an organizations core businesses like computer protocols, safety standards, financial procedures or sales

administration. In a 'skills clinic' with proper tools, one can always observe, analyses and quantify hard skills needed.

Soft skills (also called people, life or behavioral skills) on the other hand, are typically much harder to observe,

Quantify and measure. Soft skills typically deal with how individuals behave with and relate to one another

communicating, listening, giving feedback, cooperating as a team member, solving problems, resolving conflicts, etc.

Interpersonal and leadership skills at all levels rely heavily on peoples' skills setting examples, solving problems,

making decisions; planning, organising encouraging and motivating others, etc. Life skills or soft skills refer to a groupOf psycho-social and interpersonal skills which can help individuals make informed choices, communicate effectively,

develop coping-up mechanisms, and self-organising skills that may help them lead a healthy and productive life.

Skills relate to personal actions and reactions towards others, as well as collective decisions to change the surrounding

environment to achieve goals of harmony, productivity and health. Both soft skills and hard skills can be developed in

a 'skill clinic' by practicing certain factors what may be called as their connotations.

Soft Skills: adaptable, motivator, good listener, team player, dependable, conscientious, punctual, analytical,

Organized, honest, energetic, artistic, enterprising, outgoing, productive, responsible

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Hard Skills: These can take variety of forms e.g. 'operate a forklift', 'develop a computer code', operate a

machine, take a photograph, develop a film, read a GPS, build furniture, install a dishwasher, paint, order

merchandise, count money, write a manual, 'commission an equipment', 'drive a vehicle', 'perform surgery',

4. COMMUNICATION SKILLS & PERSONALITYDEVELOPMENT

Almost every day we describe and assess the personalities of the people around us. Components of personalities

and their studies through ages have been extensive. In a nutshell, it includes consistency, psychological and

Physiological construct, impact behaviors and actions, multiple expressions, etc. Personality is displayed by the

way it is expressed and that is where communication plays a major role. Expressions could be of various types

but broadly they are all ways and styles of communication. Communication is another major area which

contributes to personality development as well as organizational success.

Lack of effective communication is main issue in most organizations. Formal education in communication is

Directed at reading and writing skills that are not often used at workplace. Most employees often lack any formal

training in listening. Workers who can express their ideas orally and who understand verbal instructions make

fewer mistakes, adjust more easily to change, and more readily absorb new ideas than those who do not. Thus,career growth is enhanced by training in oral communication and listening as these skills contribute to an

employee's success in all related areas, namely, interviewing, making presentations at or conducting meetings;

negotiating and resolving conflicts; being assertive while leading a team or selling a product; teaching,

coaching or retraining; giving supervisors feedback about customers' expectations, etc. Employees spend most

of the day communicating, and such periods of communication will increase as robots, computers, and other machines

start performing mundane and repetitive jobs. Communication skills typically refer to ability to deliver an idea

clearly,effectively, and with confidence either orally or written; ability to practice active listening skill and respond

appropriately; ability to present clearly and confidently before others.

5. MANAGERIAL TRAINING

When we refer to managerial Training, we mainly refer to the training that improves managerial performance

managers focus on getting things done. Pure leadership is just influence. Managerial leaders do both.

Leadership is the heart and soul of an organization. What is really managed in an organization is people.

Leadership is the ability to inspire people to work together as a team to achieve common objectives. Nelda

Spinks, Barron Wells, (1995) explored several approaches to leadership, including the trait approach, the style

approach, the effectiveness versus efficiency approach, the contingency approach, the power approach, the

function approach, the competence approach, and the TQM approach. In addition, they looked at the role of

leadership in behaviour and attitude modification and the different leadership tasks of upper-level, middle-level,

and lower-level leaders. Managerial Training Programs aim to equip managers on aspects that are essential to

their role which may most often than not include trainings on business email writing, motivational training, stress

management training, presentation skills, problem solving skills, time management training , conflict resolution training,

communication skills training and team building training, etc. Middle management is a critical element of anyorganizations structure as they serve as the link between Executives and Front line Managers. More often than not,

organizations have found that a highly skilled, well trained set of managers can help steadily drive the organization

towards it objectives, financial and otherwise. Managers today have to play more than just supervisory roles. Apart from

playing the role of the leader and guide they also do the roles of facilitators, coaches, communicators and team members.

Hence managerial training is a critical component in todays organizational environment. Organizations investing in

Management Training usually reap high returns, as it means an organization will have better leaders. Better leaders can

always lead and guide better teams. This will also have an indirect impact on organizational and team communication,

employee morale and productivity. A mark of a good leader is to be able to provide consistent motivation to his team

encouraging them to attain excellence and quality in their performance. A good leader is always looking for ways to

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improve production and standards. There are six management skills you can develop as a leader in working to create a

quality effective team:

i. Observation: is an important aspect that often gets neglected due the demands on a leader's time and

schedule. Observation and regular visits to the work environment are a priority and should be scheduled into the

calendar. Observing employees at work, the procedures, interaction and work flow is foundational to

implementing adjustments to improve results.

ii. Monitor Employee Performance: Employee performance needs to be monitored in mutually accepted ways.

Rules and regulations or policies need to be clear. Meeting with people should be on a regular basis and not just

when there is a problem. Assessments and evaluations should be more than just a mere formality. Individual and

group conferencing should be undertaken not only to monitor performance, but with the expectation of on going

professional development and support.

iii. Implementation of Professional Development Programs: Management development programmes are not

only platforms to learn but also platform to show case skills, competencies and talents of managers in the

organization. Also, a good leader evaluates weaknesses and provides training and development strategies to

strengthen the weaker skills in the team.

iv. Demonstrates Working Knowledge and Expertise: Knowledge, skills and attitude as always remain the

crux of attaining the highest degree of success. Good leadership comes from a place of strong knowledge andexperience of the production and process leading to results. If a leader does not possess all the expertise and

knowledge personally, then regular consultations with experts involved in the departments should be held. This

is important in order to maintain an accurate and informed overall picture.

v. Good Decision Making: Decision making is not just about what an individual feels right; it is also to take

consensus, to weigh causes and effects of the decision; take or not take risks. Good leadership is characterized

by the ability to make good decisions. A leader considers all the different factors before making a decision.

Clear firm decisions, combined with the willingness and flexibility to adapt and adjust decisions when necessary.

vi. Ability to Conduct and Evaluate Research: Learn afresh, unlearn and relearn are skills and mindsets for being

successful. Ongoing review and research is vital in order to keep on the cutting edge in business. While managing the

present to ensure on going excellence in product and performance, a good leader is also able to look towards the future.

6. SOFT SKILLS CONNECTTO MANAGERIAL TRAININGANDCORPORATE REQUIREMENT

Imbibing these all these soft skills, communication skills, managerial skills within individuals are precisely the

Employ ability scope of Soft Skills. Here, of course, when discussing employability, we are considering the

freshers/students more than others.

As APJ Abdul Kalam, Former President of India said, "It is not unemployment that is the major problem; it is

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the question of unemploy ability that is the major crisis in this competitive arena..." After a student completes

college, his academic skills are tuned. But joining and sustaining in a corporate is a different ball game

altogether. The other skills over and above the academic skills such as spoken and written English interpersonal

skills, the art of communication, situational behaviour, and so on play the most vital role in helping the student

or candidate fit into the workplace. Absence of these may hamper the candidate's prospects at the interview stage

itself to grab a job. Employ ability skills are those skills that apply across a variety of job and life contexts. The skills

which employers are looking for have been identified through 'Employability Skills for the Future'; a project

funded b the Australian Chamber of Commerce and Industry (ACCI) and the Business Council of Australia (BCA).Employ ability Skills have been endorsed by the Department of Education, Science and Training (DEST) and the

National Training Quality Council (NTQC). The report 'Employ ability Skills for the Future' (ACCI/BCA 2002)

identified eight 'Employability Skills':

Communication Planning and organising Team-work Problem-solving Technology Self-management Learning Initiative and enterprise

Employers perceive 'employ ability skills' as important or even more, than technical skills. Training on

technical skills can often be done on the job but employ ability skills are needed to help workers successfully

negotiate complex situations at work. For example: when somebody joins the corporate as an HR Manager she/he

will be oriented on the process and will have an on-the-job training or opportunity of following the senior for a

period of time, but she/he will certainly not be trained on decision making skills or problem-solving. Thats exactly

the job of soft skill training. Organizations undertaking a leadership development initiative are encouraged to

look beyond simply evaluating training programs. Success depends not only on effective training but also on

such important elements as expert facilitation, contextual awareness, formal and informal support, real-world

application, self-study, self-awareness, stress and celebration, as mentioned in a study by Rowena Crosbie,

(2005).

7. IS SOFT SKILLS TRAINABLE?

An important question here is can we teach or train problem-solving or decision making or at the least,

communication and styles of communication at all? The answer is 'yes'; the degree or completeness of the

training may be 'undecided'. Here I will cite only a couple of methodologies: tried & tested, that can be used.

A good trainer gets trainees learning by doing and facilitates their learning. Teachers tend to deliver

information, experience and wisdom but there is usually not much chance of it being received successfully,

especially in today's rapid world. Teaching addresses a broader concept of education and development. It's about

conveying facts and figures, but also concepts, theories and constructs, with a healthy dose of analysis and

reflection thrown in. Training, on the other hand, while dealing with much of the same content, focuses more

narrowly on the application of knowledge. In other words, at the completion of a training event, you are

expected to be able to DO something differently or better than before the event.

Some social scientists view interpersonal skills as essentially personality traits that are deeply entrenched and

not amenable to change (Fiedler, 1965). Just as some people are naturally quiet while others are outgoing, theanti training side argues that some people can work well with others while many others simply cannot. That is,

it's a talent you either have or you don't. On the other hand, the skill advocates have an increasing body of

empirical research to support their case. There is evidence that training programs focusing on human relations,

problems of leadership, supervision, attitudes towards employees, communication, and self awareness produce

impr ovements in managerial performance (Burke & Day, 1986). Researchers have convinced businesses and

organisations to spend millions of dollars each year on the development programmes to improve their manager's

interpersonal skills.

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through the productive efforts of subordinates (Herbert, 1976). In other wordsAdv. 1. inother words - otherwise stated; "in other words, we are broke"put differently , effective management is the culmination ofsynergyThe enhanced result oftwo or more people, groups or organizations working together. In other words, one and oneequals three! It comes from the Greek "synergia," which means joint work and cooperativeaction. of effectiveness of individual managers in the organisation (Sen and Saxena Saxena

is a surname of Anglo-Saxon origin. It derives from the parishes of Saxby, in the counties ofLincolnshire and Leicestershire, England.The surname Saxena is an example of a habitation name, the broad category of surnamesthat were derived from place names. , 1999).

9.PERSONALITYTYPEAND MANAGERIAL PERFORMANCE

Undoubtedly, the personality characteristics influence the performance and thisdifference among managers can be an important source of difference in managerialeffectiveness. There is evidence to support the proposition that the managerial

effectiveness is moderated by the personality characteristics. One such variable isType A versus Type B personality.

The types of work environment, level of job position, and personality characteristicsare the important variables that affect managerial effectiveness in an organisationalenvironment. This is exactly why personality tests are used in screening of jobcandidates to avoid potential mismatches. Friedman and Rosenham (1966) definesthe Type A personality as "an action emotion complex that can be observed in anyperson who is aggressively involved in a chronic incessant struggle to achieve moreand more in less time and if required to do so, against the opposing efforts of otherthings or other persons". The Type A personality is characterised by feeling achronic sense of time urgency and by an excessive competitive drive. Some of the

more outstanding characteristics of Type As include:

1. Always in haste2. Feeling of impatience3. Obsessed with success4. Persistent inability to cope with leisure time.

Type B personality can be identified by the following characteristics:

1. Never suffer from a sense of time urgency2. Play for fun and relaxation3. Can relax without guilt

4. No need to display either their success or accomplishments.

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1O. PERSONALITYDEVELOPMENTIS EQUALLY IMPORTANT

It is just not soft skills that make you the most effective. Personality development is equally important. Research

traditions in developmental psychology vary with respect to how much emphasis they give to successful

development. Historically, most studies of personality development have been biased by the goal of seeking to

understand mal adjustment and behavioral problems, such as anxiety or aggression, and have overlook the study of

pathways to successful outcomes. Whereas the study of problem behaviour is clearly oriented toward predicting,

explaining, and preventing social and clinical problems, the study of successful development is made more difficult

because the end point (success) is more elusive and thus more difficult to operationalise and to promote. To study

successful personality development one must first have a way of thinking about the course of lives and a way of assessing

how adaptational processes are patterned over time. We can identify three general approaches to this conceptual problem:

growth models, life-span models and life course models. Each of these social-developmental approaches provides a

framework for understanding a daptational processes and the coherence of personality development by focusing on the

distinctive ways individuals organize their behaviour to meet new environmental demands and developmental challenges.

11. RIGHT WORK ETHICS CONTRIBUTETOTHE PERSONALITYANDORGANISATION

Companies seek to protect themselves against harmful consequences of unethical behaviour through

implementing ethical codes of conduct despite weak evidence that such codes are effective. For such codes to

have any impact they need to be enacted within the day-to-day routine of the organisation, as part of the

psychological contract between the organisation and its employees. This paper explores the link between

managers everyday ethical work practices and the commitment that employees give to their organisation, and

emphasises the importance of open and honest management communication strategies. Data from a survey of

640 employees at a UK steel plant were used to test relationships between role conflict (contradictions among

work role demands), role ambiguity (lack of clarity about what is expected of workers and how their

performance is judged) and autonomy on the one hand and employees organisational commitment on the other.

Strong relationships were found between them, and these were strongly mediated by whether managers were

believed to be acting fairly. Fairness, in turn, was a strong predictor of trust in management. On the other hand,

lack of clarity about what managers expect of workers and how they judge performance can lead to conflicts.

The findings show a strong chain of inference from managers decision-making processes to perceived fairness

to trust to organisational commitment. If managers want employees to commit themselves to their employer,

they must act and communicate ethically and earn their trust .

12.REVIEWOFLITERATURE

1.MATTHEW ALLIN, MAEVE ROONEY, MARION CUDDY,JOHN WYATT, ETAL.PEDIATRICS. FEB 2006

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Very preterm birth (VPT;

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goals were highest. Implications for parents, teachers and guidance counsellors as well as

recommendations for future research directions are discussed.

4.YU HA CHEUNG,LIVIU FLOREA

The purpose of this paper is to integrate scholarship on personality, mentoring,

developmental relationships, and social networks in delineating how employees

with particular personality characteristics are more or less likely to be involved in

four types of developmental networks. The paper reviews scholarship on personality

characteristics and developmental relationships to identify a set of distinct

personality characteristics proposed to be related to employees' tendencies to

develop four types of developmental networks. These network types are defined

based on high or low relationship strength and high or low relationship diversity in

employee ties with others. We develop propositions delineating the nature of

expected relationships of these personality characteristics with developmentalnetwork types. The paper identifies five personality characteristics -

interdependent/independent self-construal, core self-evaluations, openness to

experience, conscientiousness, and extroversion/introversions - and explained how

each should be related to employees' tendencies to develop the four types of

developmental networks. These networks have been described as opportunistic,

entrepreneurial, receptive, and traditional developmental networks, based upon the

strength and the diversity of network relationships. The paper suggests that

personality variables are potentially valuable for understanding how individuals

develop particular types of developmental relationships, an area that deserves

more research attention. It is noted that developmental relationships have been

shown to be related to both employees' objective career outcomes such as

promotions and salary progress, and subjective outcomes such as career and job

satisfaction.

5.DANIEL CERVONE.

This chapter reviews theory and research on intraindividual personality structures

and processes. Principles for modeling the architecture of personality, that is, the

overall design and operating characteristics of intraindividual personality systems,

are addressed. Research demonstrates that a focus on within-person structures and

processes advances the understanding of two aspects of personality coherence: the

functional relations among distinct elements of personality, and cross-situational

coherence in personality functioning that results from interactions among enduring

knowledge structures and dynamic appraisal processes. Also reviewed are recent

conceptual and architecture empirical advances, which demonstrate that the inter

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individual personality variables that summarize variability in the population are

wholly insufficient for modeling intraindividual personality.

6. SCHMIDT & HUNTER (1998)

Reasoning tests have been found to help predict a persons performance in

professional/managerial roles. They also state that reasoning tests help assess if a

training program is beneficial to the staff or not. Their research states that staffs

with higher reasoning ability benefit more from a training program than those who

have low reasoning ability. The theory of multiple intelligences however predicts

that reasoning tests assess only one aspect of the many skills and abilities that help

determine job performance. And they also state that these reasoning tests have to

be accompanied with other structured interviews, personality tests and other work

sample tests.

7. KREITNERAND KINICKI, 2001

Good Leaders ensure that they maintain quality interactions not only amongst

themselves but also their followers. According to Gibson (1997:313) the leader

helps the follower identify what must be done to accomplish the desired results:

beterquality output, more sales or services and reduced cost of production. House

(1974) sees the leaders main job as helping employees stay on the right paths to

challenging goals and valued rewards. In the light of above discussion, a study was

planned to see the effect of personality on managerial job performance. Theprinciples of management can be distilled down to four critical functions. These

functions are planning, organizing, leading, and controlling. According to Erdogan,

Bauer& Carpenter, (1969) this P-O-L-C framework provides useful guidance into

what the ideal job of a manager should look like.B. Bauer, T. & Carpenter, M.(1969).

8.DENNIS COATES,

In his study of the personality profiles presented over a thousand managers at all

levels based onrecognising these strengths actually facilitate the process of

development. James Fatt (1996) explored the training in communications serves as

an end in itself but such a training has far more implications than the products andfirms as a central unit of analysis to people, organizations and the social processes

that bind actors communications graduate or management may realize. Indeed, the

value of a training in communications permeates any organization. In spite of the

growing awareness of training in communications, as seen from the numerous

communication programmes in companies, and the value of communication in the

workplace, it is sobering to note the low esteem in which communications

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professionals are held. He also addressed this issue to emphasize the value of

communications training and suggested how communicators can achieve better

business success with the training they receive. Owing to the strong position of

traditional marketing communications (especially advertising) research and

consumer marketing related theories in the general field of marketing, the

prevailing concepts of communication can be labelled as mass communicative incurrent marketing discourse as a whole. However, along with the rise of various

relational approaches in marketing, the focus of marketing research seems to

shift from together in ongoing relationships. In these interactive

relationship/network contexts, the nature of communication is hardly mass

communicative. Rami Olkkonen, Henrikki Tikkanen, Kimmo Alajoutsijrvi, (2000) in

their article aims at presenting a theoretical framework on the role of

communication in business relationships and networks. The interaction/network

approach to marketing means moving from the current perspective of marketings

mass-communicative effects and consequent communicative behaviours of

organizations to the lower level of interpersonal communication processes

occurring within business relationships and networks.

9. DAVEAND RASTOGI (2004)

A managers job revolves around three major dimensions of technical, conceptual

and human factors. Effective management of all these three factors, especially .The

conceptual and human dimensions can help increase the productivity of an

organization. And since all managers in order to increase productivity have to work

through, and with a lot of subordinates require some behavioral skills in order to be

successful managers. These authors also state that the performance of a manager

can also be assessed by the way they make use of their resources. Miles (1992)

suggested an effective and successful manager is one who makes constructive use

of authority, thus having the ability to formulate clear goals and taking the

necessary steps to achieve them, and getting people to do what is necessary for

achieving the targets.

10. (HERBERT, 1976),

States that the performance of a manager can be measured by his ability to meet

the group and organizations goals. (Sen and Saxena,1999 ) stated that effective

management is a synergy of effectiveness of individual managers in the

organization. There have been several researchers who have strived to study what

factor actually effects managerial performance, which according to Fitzgerald

(1997) is the act of carrying out work in a successful manner.

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11. ACCORDINGTOSTUDIESBY BARRICK, MOUNT & JUDGE (2001), HUNTER &

SCHMIDT (1998),

Certain aspects of personality predict future job performance. And amongst all thepersonality indicators, it is conscientiousness that helps predict overall job

performance. Barrick, Mount & Judge (2001), conducted a study in which they

explored the relationship between the five factor model of personality and job

performance. And found a consistent relationship between each five factor model

trait and the specific job criteria, for e.g. extraversion was found to predict

managerial performance.

12.DAS (1987) SEEDIRECTATTACHEDSTORAGEAND FDDI.

Identified the characteristics of an efficient branch manager as setting an exampleby personal qualities, job knowledge, business acumen, and management ability.

Miles (1992) suggested that constructive use of authority entails the ability to

formulate clear goals and to determine what steps are necessary to achieve them,

including getting people to do what is necessary for achieving the targets. Misumi

(1989), and Misumi and Peterson (1985) defined the ideal manager in Japan in terms

of both performance and maintenance orientations, namely, a manager who leads

the group towards goal attainment and preserves its social stability. Just as there

had been controversy and many arguments were raised that a good leader should

have certain characteristics similar arguments are there for managerial

effectiveness. There are many researchers who on the basis of their findings haveidentified that effective managers possess the particular set of characteristics like

job knowledge, good communication, business acumen and interpersonal

relationship but having these characteristics are not sufficient to become effective

manager. Managerial effectiveness is not only a personality characteristic but it is

related to performance and output. Gupta (1996) has developed a 16-factor scale to

measure managerial effectiveness. These factors are tapping three important

aspects of effectiveness: activities of his position, achieving the results, and

developing further potential. The managerial effectiveness has been measured by

experts in several different ways at different times. Some models focus on

individual competencies of managerial effectiveness, while most of the studies have

taken performance measure and superior's appraisals rather than self report

measures while deciding the effectiveness of a manager. In the light of above

discussion, a study is planned to see the effect of management position,

departments, and personality variable on managerial effectiveness.

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13.BRUCE BILIMON

The purpose of this thesis is to provide an effective business leadership guide to

any Marshallese who aspires to become an insightful business leader. Certainly,

making of such guide will help broaden the perspectives of current and future

business leaders to better understand political, economical, and cultural challenges

that are common within the context of doing business in the Republic of the

Marshall Islands (RMI). To understand these challenges, this thesis investigated

numerous research questions, including what it takes to be a successful business

leader in the RMI business vista. In addition, leadership styles from east and west

are also considered. The research used the quantitative and qualitative methods by

which survey and interview were executed. The sample included Marshall Islands

Business leaders.

14. LES PICKETT

We all have competencies. These are the sum of our experiences and the knowledge, skills,

values and attitudes we have acquired during our lifetime. In the workplace we use our

competencies to perform a variety of behaviors and activities, which in turn produce outputs

(products and services) that we provide to others. It is the quality of these outputs and the

reactions of those who receive them that lead to results with positive, negative or neutral

consequences for the organization; the people who work there; and its suppliers,

shareholders, clients, and customers. The current and future success of an enterprise is a

reflection of the effectiveness of the senior management team, their vision and leadership,

and the combined knowledge and skills of the organization's workforce. This means that the

identification of critical management and specialist competencies that will enable

enterprises (and countries) to meet the demands of the future has assumed an even more

important place as a key responsibility of senior business executives, human resource

practitioners, educationalists, public administrators and government leaders. A major

survey of global organizations conducted by The Economist Intelligence Unit found that 61

percent of the respondents from the Asia-Pacific area indicated that there was a need to

improve management competencies. They also expressed concern about the need to

improve organizational structure, to better utilize corporate strategy to drive change and to

strengthen the link between strategic intent and day-today implementation. To be effectivethe development of workplace and managerial skills must reflect the current and projected

needs of the organization. It is a critical responsibility of senior management to identify the

core competencies of the enterprise and to ensure that the competencies required by

managers, specialists and the workforce in general are adequate and appropriate.

Competent people are the key to future success and offer organizations their only

sustainable competitive advantage. The development of an effective competencies

framework and a complimentary performance management program provide an opportunity

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for enterprise and individual growth, and in the longer term, can also increase shareholder

value.

15.DALMAR FISHER(BOSTON COLLEGE),KEITH MERRON (WANGLABORATORIES),

WILLIAM R. TORBERT (BOSTO COLLEGE)

Managerial effectiveness can be explained from a human development point of

view. Recent research links structural theories of adult development to decision

making and leadership performance. The implications are far-reaching for the

management development professions. Applying what is known about human

development would mean major changes in goals and methods for managementeducation in universities, management training in organizations, and the practice of

organization development.

16.BEVERLY ALIMO-METCALFE

If we had to identify the major areas of growth in relation to techniques for supporting leadership development, it

would have to include use of 360 degree feedback. At two recent US conferences (The 24th International Congress

on Assessment Centre Methods, May 1996, held in Washington, DC, and the First Annual Leadership Development

Conference held in October 1996 in Boston), dedicated to presentations by researchers and practitioners on the

subject of leadership assessment and development, the topic of multi-rater or multi-source feedback, as it is also

known, formed a key component. This paper will outline some of the reasons why this is the case, and some of the

research findings that have emerged in the last few years including issues relating to gender and perceptions of

leadership. It will also describe how the author has been involved in introducing 360 degree feedback processes in

several public sector organizations in the UK, together with lessons that have emerged.

17.David V. Day,

Interest in leadership development is strong, especially among practitioners.

Nonetheless, there is conceptual confusion regarding distinctions between leader

and leadership development, as well as disconnection between the practice of

leadership development and its scientific foundation. The present review examines

http://gom.sagepub.com/search?author1=Dalmar+Fisher&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Dalmar+Fisher&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Dalmar+Fisher&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Dalmar+Fisher&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Dalmar+Fisher&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Keith+Merron&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Keith+Merron&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Keith+Merron&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Keith+Merron&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Keith+Merron&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=William+R.+Torbert&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=William+R.+Torbert&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=William+R.+Torbert&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=William+R.+Torbert&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=William+R.+Torbert&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Dalmar+Fisher&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=Keith+Merron&sortspec=date&submit=Submithttp://gom.sagepub.com/search?author1=William+R.+Torbert&sortspec=date&submit=Submit

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the field of leadership development through three contextual lenses: (1)

understanding the difference between leader development and leadership

development (conceptual context); (2) reviewing how state-of-the-art development

is being conducted in the context of ongoing organizational work (practice context);

and (3) summarizing previous research that has implications for leadership

development (research context). The overall purpose is to bridge the practice andscience of leadership development by showing the importance of building both

human and social capital in organizations. Specific practices that are reviewed

include 360-degree feedback and executive coaching, mentoring and networking,

and job assignments and action learning. Practices and research are framed in

terms of a general need to link leader development, which is primarily based on

enhancing human capital, with leadership development that emphasizes the

creation of social capital in organizations.

18.RICHARD ALUN GULLIFORD

The increasing use, and misuse, of personality tests in selection is a matter of perennial

concern. Their utility and validity have been questioned, most tellingly on statistical

grounds. Some of the critical weaknesses inherent in personality test development and

application are examined, identifying some of the theoretical, conceptual and ethical issues

involved. The implications, particularly for managerial assessment and development, are

discussed. An alternative strategy is suggested, employing more objective and reliable

means of developing managerial assessment instruments based on a behavioural analysis of

managerial effectivenes

19. D. I AKINTAY

This study investigated the impact of emotional intelligence and work-family role conflict on

managerial effectiveness of managers in work organizations in Nigeria. The descriptive

survey research method was adopted for the study. Instruments used for data collection in

this study are: Emotional Intelligence Scale, Work-Family Role Conflict Scale and Managerial

Effectiveness Scale. Linear Regression Analysis was used to test hypotheses that were

generated for the study at 0.05 alpha levels. Finding reveals that there was a significant

combined contribution of emotional intelligence and work-family role conflict to managerial

effectiveness. Also, it was found that emotional intelligence significantly predicts managerial

effectiveness of the managers. Also, the finding shows that there is no significant

contribution of work-family role conflict to managerial effectiveness. Besides, the finding

indicates that the role conflict experienced by the managers resulting from work-family role

interface has deleterious effects on their performance effectiveness. Based on the findings

of the study, the emotional intelligence of the managers needs to be considered in the

selection and placement process for managerial effectiveness to be guaranteed. The

managers with high emotional intelligence should be posted to highly challenging

managerial positions while the low emotional intelligence should be posted to less

challenging managerial positions for their leadership effectiveness to result in goals

achievement.

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20.DONALD H. BRUSH ANDBETTY JO LICATA

Skill learnability, the degree to which a particular managerial skill can be acquired

or modified by training and development, is de scribed and discussed. It is argued

that those managerial skills com prised of large sociallinteractive components andaffected by under lying noncognitive attributes are more difficult to learn than skills

which can be articulated through a common body of knowledge or technology.

Implications for organization resource allocation be tween selection and training

strategies and future research directions are discussed.

13. METHODOLOGY

Type of Department: Mainly two types of departments (production and marketing) from

private organisations were chosen for the study. Duties and responsibilities of both these

departments are different from each other. Managers generally are faced with various

limitations on their activities, depending on their rank, their role in the organisation, and the

kind of organisation they work for. There are differences among the managers of different

departments in the amount of time they devote and the type of job they have, the activities

of production managers of these organisations will be different from that of marketing

managers of the same organisations.

Managerial Levels: There are many different types of managers with diverse tasks and

responsibilities.

Top Managers: Composed of a comparatively small group of executives, top management is

responsible for overall management of the organisation. It establishes operating policies and

guides the organisation's interaction with its environment.

Lower Level Managers: These managers are called first-level managers. First line managers

direct operating employees only, they do not supervise other managers. They are foremen

or supervisors.

Sample: A sample of 80 managers, all male, from various private sector organisations of

western Uttar Pradesh were selected for this study.

Instruments: Managerial Effectiveness Questionnaire (MEQ) developed by Gupta (1996), and

Type A-Type B self-test developed by Bortner (1985) were used.

http://jom.sagepub.com/search?author1=Donald+H.+Brush&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Donald+H.+Brush&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Donald+H.+Brush&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Donald+H.+Brush&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Donald+H.+Brush&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Betty+Jo+Licata&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Betty+Jo+Licata&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Betty+Jo+Licata&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Betty+Jo+Licata&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Betty+Jo+Licata&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Betty+Jo+Licata&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Betty+Jo+Licata&sortspec=date&submit=Submithttp://encyclopedia2.thefreedictionary.com/Uttar+Pradeshhttp://www.thefreedictionary.com/self-testhttp://jom.sagepub.com/search?author1=Donald+H.+Brush&sortspec=date&submit=Submithttp://jom.sagepub.com/search?author1=Betty+Jo+Licata&sortspec=date&submit=Submithttp://encyclopedia2.thefreedictionary.com/Uttar+Pradeshhttp://www.thefreedictionary.com/self-test

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Design of the Study: A 2x2x2 factorial design was used to study the effect of three

independent variables (departments, managerial positions, and personality type) on

dependent variable (managerial effectiveness).

Procedure: Both the scales were administered on the respondent managers of production and

marketing departments while they were on the job. A total of 170 questionnaires (80 in

production departments and 90 in marketing departments) were distributed. They were

asked to go through the instructions given on the questionnaire and to go ahead as

instructed. There is no time limit for completing the tests. The questionnaires were collected

from the subjects after completion. Out of 170 subjects, 40 from each department were

sorted out. Out of these, 20 subjects were selected from top level managers and 20 from

lower level managers in both departments. In both the groups of top and lower level

managers, 10 managers were Type A personality and the other 10 were Type B personality

in each department.

Scoring and Analysis: The scoring of managerial effectiveness and personality test was

according to the instructions given in the manuals.

Results and Discussions: A 2x2x2 analysis ofvariance was applied to study the effect of two

types of department, management position, and personality on managerial effectiveness.

Table 1 shows that the main effects of managerial positions and personality type were found

statistically significant on managerial effectiveness. A glance at the table of means (Table 2)

shows that top level managers have scored higher (M=195.65) than the lower level

managers (M=187.60) on managerial effectiveness. There was a similar trend for

personality type. Managers having Type B personality profile were found more effective

(M=195.35) in comparison to Type A managers (M=187.90). Further, for df=1.72,

managerial position x personality type interaction effect (F=38.34, p

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** p

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C. Enhancing the productivity and quality of work.

D. personality development helps to face the different challenges in the

organization.

E. It is also helpful to understand the behavioral problem.

15. FINDING

Personality plays a major role in job performance. Several researches have been conducted to study

the relationship between personality and performance. High Performers were considered to posses certain

personality traits that helped contribute, in helping them being successful managers. Results

analyzed show that high performers differ from low and average performers on the factors of

foresightedness, optimism, and action orientation. High Performers are more concerned with impactof decisions in long term. They have a high preference for anticipating and imagining alternative

scenarios in the future. And they tend take a long term view and strategic perspective of situations

around them. Results on the factor of optimism indicates that High Performers have a tendency to feelthat all events are ordered for the best and they tend to take a favorable view of life and are always

assured about the most favorable outcome, making the more willing to take risks. Results on Action

orientation indicates that high performers have an inclination to put thoughts into action, to make

things happens and to complete a task. They actively seeks resources to do the task rather than waiting

for them to come. They have excellent skills in mobilizing things and implementing solutions andthey often take the initiative to identify and solve problems.

Miles (1992) stated that an effective and successful manager is one who makes constructive use of

authority, thus having the ability to formulate clear goals and taking the necessary steps to achieve

them, and getting people to do what is necessary for achieving the targets. These results of this study

also go in accordance to the findings of Miles (1992), where in order to be a high performer; a

manager has to be foresighted and action oriented. Action Orientation, however, with regards to one

of the company studied was not considered to be a important predictor of a high performer, on the

contrary a high performer manager was required to be more idea oriented.

16. CONCLUSION

The results of the study indicates that management position and personality type are associated with self-

perceived managerial effectiveness. As hypothesised top-level managers and Type B managers have

been found higher on managerial effectiveness as compared to lower level managers and Type A

managers. A three-way interaction among type of department, managerial position, and personality type

shows joint effect on managerial effectiveness. In the selection process, this information regarding

applicant's personality type can enable the employer to make appropriate selection decision thus

ensuring match between person and job. It also provides opportunities to identify potentials of suitable

employees for higher-level managerial jobs based on their personality types. It will be beneficial both for

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employees and the organisation. A self-report method has been used to measure the managerial

effectiveness. Rating by the superiors and peers, if taken and correlated with it would have given

substantive results but mostly fair evaluation by them is not done. Personal bias and rivalry distort the

results.

17. REFERENCE

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&VName=PQD

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3. http://thesis.lib.nccu.edu.tw/record/#G009193303.

4. gom.sagepub.com

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6. backfiles@emeraldinsight.com

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