BUSM1162

Management 1 – Managing People

Assignment 2:

Individual Analysis of Personal Competencies

Individual Assignment

Lecturer and Tutor: Dr. Heffernan

Tutorial class: Friday (12:30-1:30 pm)

Student’s name and number: Chaing Bun Ong | 3517200

This assignment is made available on the condition it is for review

purposes only and not to be applied or distributed for any other

purpose.

June 2015

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Executive summary

This report was involved with conducting assessment of my personal competencies in

people management by using the questionnaires on management practices and values

leadership in the Competing Value Framework (CVF) (Quinn et al. 2015), on leadership

style (Flexible Training Partners 2015), on communication style (Hartman &

McCambridge 2011), and on public speaking theory (Schreiber, Paul & Shibley 2012).

This analysis was based on my 10 years’ experience in managing people in non-

government organisations (NGOs) and the not-for-profit sector (NPS) in Cambodia,

including an alternative labour dispute resolution organisation (ALDRO) and

international development organisations (IDOs). The results of this assessment

unveiled my current competencies, areas for improvements and new skills and

knowledge required for further development. To develop news skills and knowledge, my

personal development plan for a one year period from 1 July 2015 to 30 June 2016 and

three year period until the end of 2018 was created.

The results of the assessment on management practice and leadership approach

through CVF (Quinn et al. 2015) indicated that I had similar levels with Collaborate and

Control. My strength was with Compete while my weakness was with Create. I

expected these results owing to nature of my managerial experience with a NPS, where

the emphasis was on results without competition within the sector. Create was rated

low due to the fact that my roles were to ensure compliance with the policies and

procedures.

My leadership strengths as indicated by assessment of leadership style (Flexible

Training Partners 2015) were Directing, followed by Coaching while my weaknesses

were Facilitating and Delegation. This result reflected my practical working experience

in managing a team of fresh graduates, interns and volunteers, who required directing

and coaching.

The assessment of my communication style (Hartman & McCambridge 2011) disclosed

that I employed similar high levels for Amiable, Analytical, and Driver. The lowest level I

have was Expressive. This result matched my expectations as my work experience was

in an NPS. I realised that generally, actions were taken relatively more slowly than the

business sector with its higher competitiveness.

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The assessment result on my public speaking competency (Schreiber, Paul & Shibley

2012) showed that my competency was just over the basic. This result reflected the

nature of my work experience as I was responsible for operations for an NPS. In

general, I provided training and presentations to only employees, volunteers and

interns. This makes me feel not so confident when speaking to crowds and outsiders,

particularly, with the high ranking government officials.

Based on these results, a summary of my competencies in managing people discussed

in this report include motivating self and others, and team building. The areas for

improvement consist of delegating skills and time management. The competencies I

need to develop are communications with particular focus on public speaking and

change management, which has been detailed in my personal development plan.

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Contents

Executive summary ........................................................................................................ 2

Abbreviations .................................................................................................................. 6

1.0 Introduction .............................................................................................................. 7

1.1 Objectives of the report ....................................................................................... 7

1.2 Methodology ........................................................................................................ 7

1.2.1 Literature review ........................................................................................... 7

1.2.2 Survey on personal competencies ............................................................... 7

1.2.3 Background of self-reflection and personal experience ............................... 8

2.0 Theoretical framework and assessment results .................................................. 8

2.1 Competing Value Framework ............................................................................. 8

2.2 Leadership style approach ................................................................................ 10

2.3 Communication style ......................................................................................... 11

2.4 Public speaking ................................................................................................. 12

3.0 Competencies as a manager of people ............................................................... 13

3.1 Motivation self and others ................................................................................. 13

3.2 Team building .................................................................................................... 15

4.0 Competencies for managing people which require further development ....... 15

4.1 Delegation skills ................................................................................................ 15

4.2 Time management ............................................................................................ 16

5.0 People management skills, knowledge and competencies needed to

develop ................................................................................................................... 16

5.1 Communication with particular focus on public speaking ................................. 16

5.2 Change management ........................................................................................ 17

6.0 Personal development plan .................................................................................. 18

6.1 Effective public speaking................................................................................... 18

6.2 Change management ........................................................................................ 20

7.0 Conclusion ............................................................................................................. 20

8.0 List of References .................................................................................................. 22

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9.0 Appendix ................................................................................................................. 24

9.1 Completing values management practices instrument ..................................... 24

9.2 Completing values leadership instrument ......................................................... 28

9.3 Leadership style ................................................................................................ 32

9.4 Communication style ......................................................................................... 37

9.5 Public speaking competency rating .................................................................. 41

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Abbreviations

ALDRO: Alternative labour dispute resolution organisation

CVF: Competing value framework

IDOs: International development organisations

NGOs: Non-government organisations

NPS: Not-for-profit sector

PSPR: Public Speaking Proficiency Rating

SSSAP: Set, Support, Sequence, Access and Polish

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1.0 Introduction

Managers are required to have competence in successfully managing people. The

expansion of business operations creates complex working environments, which

challenges managers in supervising people. Armstrong (2012) defines managers as

getting results by assuring that their unit or department functions effectively. The

managers supervise staff and other resources, consisting of time and themselves. They

are responsible for achieving objectives and authority over those who work in their unit.

According to Parkinson and Grossman (2010), to effectively manage a department is

an on-going process, which comprises establishment of mutually rewarding

relationships between team members. It is essential to build a healthy relationship

amongst team members through establishing a culture of mutual respect and truly

caring trust. Whetten and Cameron (2011) add that skills necessary for effective

managers include oral communication, goal setting and vision articulation, self-

awareness, team building, conflict management, influencing and motivating others and

delegation.

1.1 Objectives of the report

This report aims at assessing my personal competencies as a manager of people. The

assessment is undertaken, based on the CVF and other competency approaches. My

current managerial competencies in supervising people and the areas for improvement

will be investigated and assessed. People supervision skills, knowledge and

competencies I need to develop will also be identified along with the creation of a

personal development plan of one year for short-term goal and three years for medium-

term goal to enhance in myself proficiency in managing people.

1.2 Methodology

1.2.1 Literature review

A series of textbooks and scholarly articles will be used to examine the significant

findings obtained from undertaking self-assessment of my competencies as a manager

of people.

1.2.2 Survey on personal competencies

A series of surveys on my personal competencies in managing people will be

conducted. The survey questionnaires on management practices and leadership in the

CVF (Quinn et al. 2015), leadership style (Flexible Training Partners 2015),

communication style (Hartman & McCambridge 2011), and public speaking approach

(Schreiber, Paul & Shibley 2012) will be completed and analysed.

1.2.3 Background of self-reflection and personal experience

My competencies in managing people are based on my 10 years of managerial

experience in NGOs, NPS in Cambodia, including an ALDRO and IDOs. My roles were

to look after the operations of finance, accounting, budgeting, human resources and

administration. I managed the work performance of staff, volunteers and interns. To

ensure desired results were achieved, I provided training, guidance, and coaching to

them. They were equally and fairly treated, and also encouraged to give feedbacks and

participate in the decision making process.

2.0 Theoretical framework and assessment results

2.1 Competing Value Framework

According to Cameron et al. (2006), CVF assists in unveiling the underlying

relationships in organisations, leadership, learning, cultures, motivations, decision

making, cognitive processing and creativities. The diagrams below show the

managerial competencies under the CVF and my self-assessment results.

Figure 1: Action Imperatives and Action Competencies (Quinn et al. 2015)

The results from self-assessments above indicate that I have similar levels with

Collaborate and Control. My strength is with Compete while my competency for

improvement is with Create. I expected these results due to the nature of my

managerial experience with an NPS, where the emphasis was on results without

competition within the sector, on quality assurance and compliances, capacity building,

and development. Create was rated low due to the fact that my roles were to ensure

compliance with the policies and procedures. My emphasis was on the outcomes,

required compliance and good practices at work. No profit was oriented while expenses

were made based on the approved funding from donors. Generally, I performed my

tasks based on the rules and regulations introduced by my central offices.

5.44 5.33

4

5.6 5.5 5.13

4.2

5.25

0

1

2

3

4

5

6

Collaborate Control Create Compete

The Competing Values Management Practices

The Competing Values Leadership Profile

Figure 2: Quinn et al. (2015)

2.2 Leadership style approach

According to Flexible Training Partners (2015), there are four styles of leadership

including Directing, Coaching, Facilitating, and Delegating. Below is the assessment of

my leadership style.

My leadership assessment results reveal that my strength is Directing, followed by

Coaching while my weaknesses are with Facilitating and Delegation (Flexible Training

Partners 2015). This result reflected my practical work experience in managing a team

of fresh graduates, interns and volunteers, who required directing and coaching.

20 21

25 27

0

5

10

15

20

25

30

Facilitating Delegating Coaching Directing

Leadership Style

Figure 3: Leadership Style (Flexible Training Partners 2015)

2.3 Communication style

There are four common descriptions of communication style comprised of Analytical,

Driver, Amiable, and Expressive (Hartman & McCambridge 2011). An Analytical is a

technical or system expert and a Driver is a control expert. In addition, an Amiable is a

characteristic of a support expert and an Expressive is a social expert.

Below are the results obtained from assessment of my communication style.

Figure 4: Communication Style (Hartman & McCambridge 2011)

Regarding my communication style, my strengths are Amiable, Analytical, and Driver

while my area for improvement is Expressive (Hartman & McCambridge 2011). This

result matched my expectation as my work experience is with NGOs. I realised that

generally, actions are taken relatively more slowly than in the business sector where

there is high competition.

2.4 Public speaking

According to Quinn et al. (2015), public speaking is critical for supervisory roles since

managers are required to give presentations and talk frequently. Below is a tool called

SSSAP, which represents Set, Support, Sequence, Access and Polish, for effective

communications (Smarts, cited in Quinn et al. 2015).

16 15

11

14

02468

1012141618

Amiable Analytical Expressive Driver

Communication Style

Figure 6: Smarts (cited in Quinn et al. 2015)

Figure 5: Communication Styles (Hartman & McCambridge 2011)

The outcome of the assessment on my public speaking competency rating is below.

 

My public speaking is just above a basic (Schreiber, Paul & Shibley 2012). This means

that I have to develop it in order to assume higher responsibility as it is an important

tool for a senior manager to sell ideas. This result reflected the nature of my work

experience as I held responsible for operations for an NPS. Generally, I provided

training and presentations to only employees, volunteers and interns. This makes me

feel not so confident when speaking to crowds and outsiders, particularly, with the high

ranking government officials.

3.0 Competencies as a manager of people

3.1 Motivation self and others

Motivating self and others was what I have done to achieve established objectives. I

motivated myself by setting my personal goals linked with the organisation’s objectives.

To assume higher responsibilities, I had put myself deep into my roles and

responsibilities, which meant I liked challenging jobs and did whatever I acted as a role

model at work by doing my best to attain desired results. I motivated my reporting

employees, volunteers and interns through coaching and guiding. When they have

0

1

2

3

4

2.36

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

Deficient Minimal Basic Proficiency Advanced

Public Speaking Competency Rating Score

Figure 7: Public Speaking Proficiency Rating (Schreiber, Paul & Shibley 2012)

done their job well, I praised them and ate meals together. I also created a pleasant

working environment by treating everyone equally and made them find their job

challenging by jointly setting of their future career goals. Furthermore, my performance

and staff’s performance were also conditional for the thirteen month salary.

Armstrong (2012) states that under Expectancy theory, high performance is achieved

when individuals know the rewards they will get. According to Quinn et al. (2015), goal

setting is a practical platform of expectancy theory, which is a very comprehensive and

practical theory of motivation. There are two sources of motivation including extrinsic

and intrinsic. Extrinsic motivations can be money and appreciation from the supervisor

while the intrinsic motivations are an individual’s work accomplishment and challenging

work. The supervisor is able to directly provide extrinsic motivations, but only create an

environment to intrinsically motivate employees.

Coaching is to help individuals uncover their own potential and cope with their own

problems. There is a series of possible actions for a coach, which comprise provision of

advice, guidance, instructions, suggesting ideas, and feedback, searching for options to

solve problems, and reflection (Owen 2006). Coaching is regarded as a day-to-day,

hand-on mechanism of assisting staff in recognising opportunities to develop their work

performance and competencies (Orth, Wilkinson & Benfari; Popper & Lipshitz, cited in

Parkinson & McBain 2014).

The process of performance management includes planning, acting, monitoring and

reviewing, shown in the diagram below (Armstrong 2012).

Figure 8: The cycle of performance appraisal (Armstrong 2012) 

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3.2 Team building

My roles were to build team commitment and cohesion within my unit in order to

improve effectiveness and efficiencies. I had to maintain continuity and stability of what

my team was doing and going to do. Self-understanding was significant to me as it

helped me understand my strengths and weaknesses, which were achieved through my

openness and welcome to feedback as well as my preferred participatory approach in

leadership. As a management team member, I proposed the implementation of 360

degree performance appraisal. I understood that there were some drawbacks in this

system; however, it provided a lot of advantages.

According to McShane and Glinow (2013), the 360 degree performance system has

been broadly used by enterprises. This system is enormously useful as it collects

information from subordinate staff, concerned colleagues and customers about

performance of the managers and staff. Tysan (2006) states that obtaining feedback

makes staff know their strengths and weaknesses, which help raise self-awareness.

Armstrong (2012) adds that people receive information of how their behaviours are

viewed by others. McShane and Glinow 2013 argued that employing this system is

costly and has time constraints. Furthermore, staff may hesitate to give unfavourable

feedback about their co-workers should they think it may make trouble for their

colleagues, who are rated (Colquitt, Lepine & Wesson 2011). According to Armstrong

(2012), people may not provide honest feedback.

4.0 Competencies for managing people which require further development

4.1 Delegation skills

Task delegation is a managerial competency I should improve based on the

assessment result (Flexible Training Partners 2015). Despite my delegating skill is

above the average, I still need to improve it to assume higher responsibility jobs.

According to Owen (2006), effective delegation provides supervisors with free time to

focus on higher level jobs and skill development of the team. Some effective delegation

elements include ensuring clarity with the delegated tasks, staff having appropriate

skills and resources to carry out their work, and being available to provide assistance.

However, managers dislike delegating as they are scared about their loss of control,

time wasted to give explanations, provide coaching, and correcting mistakes, and

receiving unexpected results. Walker (cited in Quinn et al 2015) adds that new

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supervisors resist delegation of tasks, though delegation may provide advantages.

Quinn et al. (2015) state that it is because they did not know how to effectively delegate

and staff may feel uncomfortable to perform tasks previously carried out by the

supervisors. However, these issues could be overcome through clarification about

assigned tasks and whether it is appropriate for the staff; explanation about the tasks

and expected outcomes; allowing staff to carry out the assignment, periodic checking-in

to monitor the progress and acknowledgement of the achievements the employees

attained.

4.2 Time management

The assessment result revealed that my area for improvement is Expressive. With this

result, the question can be asked about how I can make things happen within an

allocated timeframe (Hartman & McCambridge 2011). This result responded to the

nature of my work for NGOs as I was result-oriented, but not as actively customers-

oriented as in the business sector.

Desloges (2013) states that there are four steps to improve time management. Firstly,

stop micromanagement. If someone is in charge and competent in doing the task, allow

them to do it. Secondly, stop for a second to re-think when you spend too much time on

one thing. Thirdly, remove your personal emotion from decision making as solutions

may be obtained from others. Lastly, pay attention to time setting. Gibson (2011) adds

that learning to say ‘no’ is very important to time management at work. Prioritising your

day by writing a to-do list is a vital tool for time management. Delegating tasks to a co-

worker, who can do it, is another means to free your time to do other important tasks

and stopping procrastination.

5.0 People management skills, knowledge and competencies needed to develop

5.1 Communication with particular focus on public speaking

According to Smarts (cited in Quinn et al. 2015), handling initial mood and expectations

of the audience is essential. A good presentation is audience centred, instead of

speaker centred. Building a first impression with audience is essential. This may be

obtained by being in the room first and greeting everyone if the opportunity offers;

noticing a facial expression and a level of energy when the audience looks for seats;

keeping positive, though you face unpleasant and hard work. Letting the audience know

you have come to talk because of your expertise to build your credibility. Do not

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assume everyone knows your qualifications. Tell the participants about what topic you

are going to talk about and the duration of your talk. It is essential to support the

presentation with valid evidences and to be preparing to address counter-arguments.

Hayden-Elgin (cited in Quinn et al. 2015) suggests that three points be prepared

including presenting situations, providing three supporting ideas and concluding with a

summary. Quinn et al. (2015) states that making a sequential presentation, pointing out

the main ideas first, and making the presentation clear are important. You tell

participants that they will find the topic interesting and not wasting of their time. Control

your voice in order to build a connection with participants.

Decoske and White (2010) add that the first significant aspect of delivery is fluency. The

natural flow of presentations allows participants to concentrate on your words.

Pronouncing words correctly is an aspect of fluency as mispronunciation may

undermine credibility, impacts and messages. Practices are critical to pronunciation and

fluency. Apart from being knowledgeable about the topic, the flow of the presentation

content is vital including an appropriate introduction, content and conclusion. However,

it is argued that skills of public speaking are never perfect. They are required to be

constantly updated and developed.

5.2 Change management

Change is a complicated process. Change strategy working for an organisation may not

work for another (Miller et al. 2012). According to Owen (2006), change is about people

and creates hard work and risk because of uncertainty. Change is not limited to the

boundaries of an institution, but it occurs to; otherwise, is proposed and negotiated by

people (Miller et al. 2012). There are five steps to supervise changes including

analysing the necessity for change: predicting drawbacks; finding solutions;

implementing and controlling changes. According to Quinn et al. (2015), there are four

strategies of change. Under the telling strategy, people make changes with reason.

Change is made if people find it beneficial to do it. If resistance to change exists,

education is to be provided to them. This strategy works best in a normal situation. The

forcing strategy drives people to make change through power. Its tendency is to work

for a short period of time, but harms fundamental relationships. Under the participatory

strategy, inputs of involved parties are equally encouraged. The focus is on

communication and cooperation with the target of change. The transforming strategy is

an advanced change (Quinn, cited in Quinn et al. 2015). When people engage in new

behaviour dependent on principle, the norms are challenged.

6.0 Personal development plan

My competency development goal from 1 July 2015 to 30 June 2016 is to get high

marks for my courses undertaken through effective presentation. By the end of 2018, I

will have been employed as a chief finance officer for a corporation or multi-donor

institution. Below are additional competencies I plan to obtain in order to achieve my

goal in addition to my current competencies.

6.1 Effective public speaking

 

Figure 9: Change and the valley of death (Owen 2006)

 

6.2 Change management

 

7.0 Conclusion

The assessments on my personal competencies in managing people by using CVF,

leadership style, communication and public speaking theory disclosed my strengths and

weaknesses. This helps me know my current competencies in people management, the

areas for improvement, and new competencies, which require further development. A

personal development plan has been drawn up for the improvement in the acquired

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additional skills and knowledge. The development plan is for a period of one year from

July 2015 to June 2016 and a three year plan until end 2018. My current competencies

include motivation of self and others, empowering and team building. The

competencies for improvement consist of delegation and time management skills.

Furthermore, the skills and knowledge I needed to develop include public speaking and

change management.

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8.0 List of References

Armstrong, M 2012, Armstrong’s handbook of human resource management practice, 12th edn, KoganPage, London.

Cameron, KS, Quinn, RE, Degraff, J & Thakor, AV 2006, Competing values leadership: creating value in organisations, Edward Elgar Publishing, UK.

Colquitt, JA, Lepine, JA & Wesson, MJ 2011, Organisational behaviour: improving performance and commitment in the workplace, 2nd edn, McGraw-Hill, New York.

Decoske, AM & White, JS 2010, ‘Public speaking revisited-delivery, structure, and style,’ American Journal of Health-System Pharmacy, vol. 67, pp. 1225-1227, viewed 27 May 2015, EBSCOhost CINAHL.

Desloges, M 2013, ‘Live Sound: Effective time management’, Canadian Musician, vol. 35, pp. 60, viewed on 26 May 2015, <http://search.proquest.com.ezproxy.lib.rmit.edu.au/docview/1436995817?OpenUrlRefId=info:xri/sid:primo&accountid=13552>.

Flexible Training Partners 2015, Leadership styles questionnaire, viewed on 26 May 2015, <https://lms.rmit.edu.au/webapps/blackboard/content/listContent.jsp?course_id=_312376_1&content_id=_6038177_1>

Gibson, P 2011, ‘Teller vision: adopt effective time management on the Job,’ Aspen Publisher, pp. 1, view 26 May 2015, <http://web.a.ebscohost.com.ezproxy.lib.rmit.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=733f6ba9-b8e5-417f-8064-4007612c5bd1%40sessionmgr4002&hid=4201>.

Hartman, JL & McCambridge, J 2011, ‘Optimising millennials’ communication styles’, Business Communication Quarterly, vol. 74, pp. 22-44, viewed 26 May 2015, EBSCOhost Business Source.

McShane, SL & Glinow, MAV 20013, Organisational behavior: emerging knowledge, global reality, 6th edn, McGraw-Hill/Irwin, New York.

Owen, J 2006, The leadership skills handbook: 50 key skills from 1,000 Leaders, Kogan Page, Great Britain.

Parkinson, A & McBain, R 2014, Managing people, Sage Publications Ltd, London.

Parkinson, JR & Grossman, G 2010, Becoming a successful manager: power tools for making a smooth transition to managing a team, 2nd edn, McGraw-Hill, United States of America.

Page 23 of 41  

Peter, M, Elizabeth, Rs, Carol, D & Tony, S 2012, Leadership and change management: leading for change, 1st edn, Tilde Publishing and Distribution, Australia.

Quinn, RE, Faerman, SR, Thompson, MP, Mc Grath, MR & Bright, DS 2015, Becoming a master manager: a competing values approach, 6th edn, John Wiley & Sons, United States of America.

Schreiber, LM, Paul, GD & Shibley, LR 2012, ‘The development and test of the public speaking competence Rubri’, Communication Education, vol. 61, pp. 205-233, viewed 27 May 2015, Routledge.

Whetten DA & Cameron, KS 2011, Developing management skills, 8th edn, Pearson Education, United States of America.

9.0 Appendix

9.1 Completing values management practices instrument

9.2 Completing values leadership instrument

9.3 Leadership style

 

  

 

9.4 Communication style

 

 

 

 

 

9.5 Public speaking competency rating