Lecture 27: 46. Developing Managerial Competencies 47. Stress Management and Employee Counselling

Lecture 27:

46. Developing Managerial Competencies

47. Stress Management and Employee Counselling

Lecture 27:

46. Developing Managerial Competencies

47. Stress Management and Employee Counselling

Principles of Principles of ManagementManagement

MGT 301MGT 301

Muhammad Jameel Qazi

Management: A Competency Base Management: A Competency Base ApproachApproach

MethodologyMethodology

LecturesVideosCasesPresentationsDiscussions and debatesResearch reportsProjects

Webpage, Blog, Wiki, emailWebpage, Blog, Wiki, email

http://faculty.kfupm.edu.sa/MGM/jamilqaz/

http://mgt301.pbwiki.com/

http://mgt301.blogspot.com/

[email protected]

Chapter 1Chapter 1

Managing in a Dynamic Environment

Learning ObjectivesLearning Objectives

Define Managers And Management.Explain What Managers Do.Describe The Competencies Used In

Managerial Work And Assess Your Current Competency Levels.

Introductory Concepts: What AreManagerial Competencies?

Competency – a combination of knowledge, skills, behaviors, and attitudes that contribute to personal effectiveness

Managerial Competencies – sets of knowledge, skill, behaviors, and attitudes that a person needs to be effective in a wide range of positions and various types of organizations

Why are Managerial Competencies Important?

You need to use your strengths to do your best

You need to know your weaknesses

You need developmental experiences at work to become successful leaders and address your weakness

You probably like to be challenged with new learning opportunities

Organizations do not want to waste human resources

Globalization deregulation, restructuring, and new competitors add to the complexity of running a business

A Model of Managerial A Model of Managerial CompetenciesCompetencies(adapted from Figure 1.1)(adapted from Figure 1.1)

TeamworkCompetencyTeamwork

Competency

GlobalAwareness

Competency

GlobalAwareness

Competency

StrategicAction

Competency

StrategicAction

Competency

Planning andAdministrationCompetency


Self-ManagementCompetency


CommunicationCompetency


A Model of Managerial A Model of Managerial CompetenciesCompetencies(adapted from Figure 1.1)(adapted from Figure 1.1)


Competency

GlobalAwareness

Competency

GlobalAwareness

Competency

StrategicAction

Competency

StrategicAction

Competency







ManagerialEffectivenessManagerial

Effectiveness

What Is An Organization?

A formal and coordinated group of people who function to achieve particular goals

These goals cannot be achieved by individuals acting alone

An organization has a structure, discussed in depth in Chapter 11

Characteristics of an Characteristics of an OrganizationOrganization

An organization has a structure.

An organization consists of a group of people striving to reach goals that individuals acting alone could not achieve.

ManagementManagementOrganizationOrganization

Two or more people who work together in a structured Two or more people who work together in a structured way to achieve a specific goal or set of goals.way to achieve a specific goal or set of goals.

GoalsGoals

Purpose that an organization strives to achieve; Purpose that an organization strives to achieve; organizations often have more than one goals, goals are organizations often have more than one goals, goals are fundamental elements of organization. fundamental elements of organization.

The Role of ManagementThe Role of Management

To guide the organizations towards goal To guide the organizations towards goal accomplishmentaccomplishment

- People responsible for - People responsible for directing the efforts aimed directing the efforts aimed at helping organizations at helping organizations achieve their goals. achieve their goals.

- A person who plans, - A person who plans, organizes, directs and organizes, directs and controls the allocation of controls the allocation of human, material, financial, human, material, financial, and information resources and information resources in pursuit of the in pursuit of the organization’s goals.organization’s goals.

ManagementManagement

Management refers to the tasks and activities involved in directing an organization or one of its units: planning, organizing, leading, and controlling.

The process of reaching organizational goals by working with and through people and other organizational resources.

Functional Managers: A manager responsible for just one organizational activity such as accounting, human resources, sales, finance, marketing, or production

Focus on technical areas of expertise

Use communication, planning and administration, teamwork and self-management competencies to get work done

Function: A classification referring to a group of similar activities in an organization like marketing or operations.marketing or operations.

General Managers: responsible for the operations of more complex units—for example, a company or division

Oversee work of functional managers

Responsible for all the activities of the unit

Need to acquire strategic and multicultural competencies to guide organization

(cont’d)

Many Other types of managers

Basic Managerial FunctionsBasic Managerial Functions (adapted from Figure 1.2)(adapted from Figure 1.2)

OrganizingOrganizing

PlanningPlanning

ControllingControlling

LeadingLeading

Management Process and Goal Management Process and Goal AttainmentAttainment

Management and Management and Organizational ResourcesOrganizational Resources

Planning Planning involves tasks involves tasks that must be performed to that must be performed to attain organizational goals, attain organizational goals, outlining how the tasks outlining how the tasks must be performed, and must be performed, and indicating when they indicating when they should be performed.should be performed.

Planning

Determining organizational goals and means to reach them

Managers plan for three reasons

1. Establish an overall direction for the organization’s future

2. Identify and commit resources to achieving goals

3. Decide which tasks must be done to reach those goals

Discussed in depth in Chapter 7 & 8

Organizing means assigning the planned tasks to Organizing means assigning the planned tasks to various individuals or groups within the various individuals or groups within the organization and cresting a mechanism to put plans organization and cresting a mechanism to put plans into action. into action.

Organizing

Process of deciding where decisions will be made, who will perform what jobs and tasks, and who will report to whom in the company

Includes creating departments and job descriptions

Leading (Leading (InfluencingInfluencing) means guiding the activities ) means guiding the activities of the organization members in appropriate of the organization members in appropriate directions. Objective is to improve productivity.directions. Objective is to improve productivity.

Leading

Getting others to perform the necessary tasks by motivating them to achieve the organization’s goals

Crucial element in all functions

Discussed throughout the book and in depth in Chapter 15—Dynamics of Leadership

1. Gather information that measures recent performance1. Gather information that measures recent performance2. Compare present performance to pre-established standards2. Compare present performance to pre-established standards3. Determine modifications to meet pre-established standards3. Determine modifications to meet pre-established standards

Controlling

Process by which a person, group, ororganization consciously monitors performance and takes correctiveaction

Discussed in depth in Chapter 10

Basic Levels of ManagementBasic Levels of Management (adapted from Figure 1.3)(adapted from Figure 1.3)

Top Managers

Middle Managers

First-Line Managers

Nonmanagers

Top Managers

Middle Managers

First-Line Managers

Nonmanagers

Top Managers

Responsible for providing the overall direction of an organization

Develop goals and strategies for entire organization

Spend most of their time planning and leading

Communicate with key stakeholders—stockholders, unions, governmental agencies, etc., company policies

Use of multicultural and strategic action competencies to lead firm is crucial

Levels of ManagementLevels of Management

First-line Managers: have direct responsibility for producing goods or services Foreman, supervisors, clerical supervisors

Middle Managers:◦Coordinate employee activities◦Determine which goods or services to provide◦Decide how to market goods or services to customersAssistant Manager, Manager (Section Head)

Top Managers: provide the overall direction of an organization Chief Executive Officer, President, Vice President

First-line Managers

Directly responsible for production of goods or services

Employees who report to first-line managers do the organization’s work

Spend little time with top managers in large organizations

Technical expertise is important

Rely on planning and administration, self-management, teamwork, and communication competencies to get work done

Middle Managers

Responsible for setting objectives that are consistent with top management’s goals and translating them into specific goals and plans for first-line managers to implement

Responsible for coordinating activities of first-line managers

Establish target dates for products/services to be delivered Need to coordinate with others for resources Ability to develop others is important Rely on communication, teamwork, and planning and

administration competencies to achieve goals

Management Level and SkillsManagement Level and Skills

Introductory Concepts: What AreManagerial Competencies?

Competency – a combination of knowledge, skills, behaviors, and attitudes that contribute to personal effectiveness

Managerial Competencies – sets of knowledge, skill, behaviors, and attitudes that a person needs to be effective in a wide range of positions and various types of organizations

Six Core Managerial Competencies:What It Takes to Be a Great Manager

Communication Competency

Planning and Administration Competency

Teamwork Competency

Strategic Action Competency

Multicultural Competency

Self-Management Competency

Communication Competency

Ability to effectively transfer and exchange information that leads to understanding between yourself and others

Informal Communication Used to build social networks and good

interpersonal relations

Formal CommunicationUsed to announce major events/decisions/

activities and keep individuals up to date

NegotiationUsed to settle disputes, obtain resources,

and exercise influence

Deciding what tasks need to be done, determining how they can be done, allocating resources to enable them to be done, and then monitoring progress to ensure that they are done

Information gathering, analysis, and problem solving from employees and customers

Planning and organizing projects with agreedupon completion dates

Time management

Budgeting and financial management

Accomplishing tasks through small groups ofpeople who are collectively responsible andwhose job requires coordination

Designing teams properly involves havingpeople participate in setting goals

Creating a supportive team environment gets people committed to the team’s goals

Managing team dynamics involves settlingconflicts, sharing team success, and assign tasksthat use team members’ strengths

Strategic Action Competency

Understanding the overall mission and values of the organization and ensuring that employees’ actions match with them

Understanding how departments or divisions of the organization are interrelated

Taking key strategic actions to position the firm for success, especially in relation to concern of stakeholders

Leapfrogging competitors

Snapshot

“Sony must sell off businesses that don’t fit its core strategy of fusing gadgets with films, music, and game software. That means selling off its businesses in its Sony Financial Holdings, which are very profitable.”

Howard Stringer, CEO, Sony

Understanding, appreciating and responding to diverse political, cultural, and economic issues across and within nations

Cultural knowledge and understanding of the events in at least a few other cultures

Cultural openness and sensitivity to how others think, act, and feel

Respectful of social etiquette variations

Accepting of language differences

Multicultural CompetencyMulticultural Competency


Developing yourself and taking responsibility

Integrity and ethical conduct

Personal drive and resilience

Balancing work and life issues

Self-awareness and personal development activities

Snapshot

“My strengths and weaknesses haven’t changed a lot in 51 years. The important thing is to recognize the things you don’t do well and build a team that reflects what you know the company needs.”

Anne Mulcahy, CEO, Xerox


Learning Framework for Managing

Part I: Overview of Management

Part II: Managing the Environment

Part III: Planning and Control

Part IV: Organizing

Part V; Leading

Chapter 1Chapter 1

Managing in a Dynamic Environment

Copyright © 2005 by South-Western, a division of Thomson

LearningAll rights reserved 47

Learning ObjectivesLearning Objectives

Define Managers And Management.Explain What Managers Do.Describe The Competencies Used In

Managerial Work And Assess Your Current Competency Levels.


LearningAll rights reserved

48

Managers and ManagingManagers and Managing

Competency - A combination of knowledge, skills, behaviors, and attitudes that contribute to personal effectiveness.

Managerial Competencies - Sets of knowledge, skill, behaviors, and attitudes that a person needs to be effective in a wide range of managerial jobs and various types of organizations.



49

A Model of Managerial A Model of Managerial CompetenciesCompetencies(adapted from Figure 1.1)(adapted from Figure 1.1) Copyright © 2005 by South-

Western, a division of Thomson Learning

All rights reserved

50


Competency

GlobalAwareness

Competency

GlobalAwareness

Competency

StrategicAction

Competency

StrategicAction

Competency







A Model of Managerial A Model of Managerial CompetenciesCompetencies(adapted from Figure 1.1)(adapted from Figure 1.1) Copyright © 2005 by South-


All rights reserved

51


Competency

GlobalAwareness

Competency

GlobalAwareness

Competency

StrategicAction

Competency

StrategicAction

Competency







ManagerialEffectivenessManagerial

Effectiveness

Characteristics of an Characteristics of an OrganizationOrganization

An organization has a structure.

An organization consists of a group of people striving to reach goals that individuals acting alone could not achieve.



52

Managers and ManagementManagers and Management

A manager is a person who plans, organizes, directs and controls the allocation of human, material, financial, and information resources in pursuit of the organization’s goals.

Management refers to the tasks and activities involved in directing an organization or one of its units: planning, organizing, leading, and controlling.



53

Basic Managerial FunctionsBasic Managerial Functions (adapted from Figure 1.2)(adapted from Figure 1.2) Copyright © 2005 by South-


All rights reserved

54

OrganizingOrganizing

PlanningPlanning

ControllingControlling

LeadingLeading

PlanningPlanning

Planning involves defining organizational goals and ways to meet them.

Managers plan for three reasons1) Establish an overall direction for the

organization’s future.2) Identify and commit resources to achieving

goals.3) To decide which tasks must be performed to

reach those goals.



55

OrganizingOrganizing Organizing is the process of deciding

where decisions will be made, who will perform what jobs and tasks, and who will report to whom in the company.



56

LeadingLeading

Leading involves getting others to perform the necessary tasks by motivating them to achieve the organization’s goals.



57

ControllingControlling Controlling is the process by which a

person, group, or organization consciously monitors performance and tracks corrective action.



58

Basic Levels of ManagementBasic Levels of Management (adapted from Figure 1.3)(adapted from Figure 1.3) Copyright © 2005 by South-


All rights reserved

59

Top Managers

Middle Managers

First-Line Managers

Nonmanagers

Top Managers

Middle Managers

First-Line Managers

Nonmanagers

Levels of ManagementLevels of Management

First-line Managers: have direct responsibility for producing goods or services

Middle Managers:◦Coordinate employee activities◦Determine which goods or services to provide◦Decide how to market goods or services to

customersTop Managers: provide the overall

direction of an organization



60

What It Takes To Be A Great What It Takes To Be A Great ManagerManager

Communication CompetencyPlanning and Administration CompetencyTeamwork CompetencyStrategic Action CompetencyGlobal Awareness CompetencySelf-Management Competency



61

Communication CompetencyCommunication Competency

Informal CommunicationFormal CommunicationNegotiation



62

Planning and Administration Planning and Administration CompetencyCompetency

Information gathering, Analysis, and Problem Solving

Planning and Organizing ProjectsTime ManagementBudgeting and Financial Management



63

Teamwork CompetencyTeamwork Competency

Designing TeamsCreating

Supportive Environment

Managing Team Dynamics



64

Strategic Action CompetencyStrategic Action Competency

Understanding the IndustryUnderstanding the OrganizationTaking Strategic Actions



65

Global Awareness CompetencyGlobal Awareness Competency

Cultural Knowledge and UnderstandingCultural Openness and Sensitivity



66

Self-Management CompetencySelf-Management Competency

Integrity and Ethical ConductPersonal Drive and ResilienceBalancing Work and Life IssuesSelf-Awareness and Development



67

Competency Approach to Human Resource Management

What do we mean when What do we mean when we say “COMPETENCY” ?we say “COMPETENCY” ?

A Competency is an underlying characteristic of a person which

enables him /her to deliver superior performance in a given job, role or a situation.

Competencies are seen mainly as

inputs.

They consist of clusters of knowledge, attitudes and skills that affect an individual’s ability to perform.

Hayes (1979) –

Competencies are generic knowledge motive, trait, social role or a skill of a person linked to superior performance on the job.

Albanese (1989) –

Competencies are personal characteristics that

contribute to effective managerial performance.

UNIDO (2002)- A Competency is a set of skills, related knowledge and attributes that allow an individual to successfully perform a task or an activity within a specific function or job.

What is Common in the definitions?What is Common in the definitions?

Competencies underlying

characteristic of a person’s inputs.

clusters of knowledge, attitudes and skills

generic knowledge motive, trait, social role or a skill

personal characteristics set of skills, related

knowledge and attributes

Job• superior performance

in a given job, role or a situation

• individual’s ability to perform.

• linked to superior performance on the job.

• contribute to effective managerial performance

• successfully perform a task or an activity within a specific function or job

Set of SKILLS

Relates to the ability to do,

Physical domain

Attribute

Relates to qualitative

aspects

personal Characteristics or traits

KNOWLEDGE

Relates to information

Cognitive Domain

COMPETENCY

Outstanding Performance of

tasks or activities

Behaviour IndicatorsBehaviour Indicators

A Competency is described in terms of key behaviours that enables recognition of that competency at the work place.

These behaviors are demonstrated by excellent performers on-the-job much more consistently than average or poor performers. These characteristics generally follow the 80-20 rule in that they include the key behaviors that primarily drive excellent performance.

Example of a Example of a CompetencyCompetency

Analytical Analytical ThinkingThinking

The ability to break problems into component parts and consider or organize parts in a systematic way; the process of looking for underlying causes or thinking through the consequence of different courses of action.

Key Behaviour Key Behaviour IndicatorsIndicators

Independently researches for information and solutions to issues

Ability to know what needs to be done or find out (research) and take steps to get it done

Ask questions when not sure of what the problem is or to gain more information.

Able to identify the underlying or main problem.

Shows willingness to experiment with new things.

Develops a list of decision making guidelines to help arrive at logical solutions.

What is What is a a Competency Competency

Model?Model?

Competency ModelCompetency ModelA competency model is a valid,

observable, and measurable list of the knowledge, skills, and attributes demonstrated through behavior that results in outstanding performance in a particular work context.

Typically A competency model includes◦Competency titles ◦Definitions of those titles◦Key Behaviour indicators

Competency - Broad Competency - Broad CategoriesCategories

Generic Competencies ◦Competencies which are considered essential for all

employees regardless of their function or level. - Communication, initiative, listening etc.

Managerial Competencies◦Competencies which are considered essential for

employees with managerial or supervisory responsibility in any functional area including directors and senior posts.

Competency - Broad Competency - Broad CategoriesCategories

Technical / Functional

◦Specific competencies which are considered essential to perform any job in the organisation within a defined technical or functional area of work.

e.g.: Finance, environmental management,etc

Competency modeling begins the process of building tools to link employee performance to the mission and goals of the organisation .

Why Competencies ?

Traditional Job Analysis Vs Competency ApproachTraditional Job Analysis Vs Competency Approach

Job Analysis leads to ◦ long lists of tasks and the

skills / knowledge required to perform each of those tasks

◦Data generation from subject matter experts; job incumbents

◦Effective Performance

Competency model leads to

A Distilled set of underlying personal characteristics

Data generation from outstanding performers in addition to subject matter experts and other job incumbents

Outstanding Performance

Distinguish Superior From Merely Satisfactory Distinguish Superior From Merely Satisfactory PerformancePerformance

The approach allows executives and angers to make a distinction between a person's ability to do specific tasks at the minimum acceptable level and the ability to do the whole job in an outstanding fashion

Behaviour Indicators Based upon what outstanding individuals Behaviour Indicators Based upon what outstanding individuals actually doactually do

The competency definitions are based upon outstanding current performance in the organization.

These competencies do not reflect someone's management theory or an academic idea of what it takes to do the job well, but rather are based on what works within the organization and most directly contributes to top performance.

The Competencies are Behaviour The Competencies are Behaviour SpecificSpecific

It is one thing, for example, to ask whether an employee "takes initiative," a very general concept, open to interpretation, but it is quite another to ask, "Was it typical of this manager to carry out tasks without your having to request that they be done?," a question which has only two answers, "Yes" and "No".

Holistic ApplicationHolistic Application

Competencies

Help companies ‘raise the bar’ of performance expectations.

Help teams and individuals align their behaviours with key organisational strategy.

Each employee understand how to achieve expectations.

Alignment of HR systemsAlignment of HR systems

Competency Model

Recruitm

ent a

nd

selec

tion

Performance

Managem

entTra

inin

g &

Develo

pmen

t Compensation

Competency based recruitmentCompetency based recruitment

Competency based interviews reduce the risk of making a costly hiring mistake and increase the likelihood of identifying and selecting the right person for the right job

Competency based Performance AppraisalCompetency based Performance Appraisal

Competencies Enable

Establishment of clear high performance standards.

Collection and proper analysis of factual data against the set standards.

Conduct of objective feedback meetings.

Direction with regard to specific areas of improvement.

Competency based TrainingCompetency based Training

Competency based appraisal process leading to effective identification of training needs.

Opportunity to identify/ develop specific training programmes - Focused training investment.

Focused Training enabling improvement in specific

technical and managerial competencies

Competency based DevelopmentCompetency based Development

Competencies

◦Contribute to the understanding of what development really mean, giving the individual the tools to take responsibility for their own development.

◦Give the line managers a tool to empower them to develop people

Competency based PayCompetency based Pay

Provide an incentive for employees to grow and enhance their capabilities.

Methodology?Methodology?

Steps in Model BuildingSteps in Model Building

Background information about the organisationDecide on the Occupation / Job Position(s) that

require competency Model(s)Discuss the application of the competency modelSelect a data collection method and plan the

approachOrganize Data collectedIdentify main themes or patternsBuild the model - Defining specific behaviour

IndicatorsReview the model

Data Collection MethodsData Collection Methods

Resource / Expert Panels

Structured process to get the participants (Job holders, managers HR / training staff) to think systematically about the job, skills and personal characteristics needed for success.

Critical Event Interviews

Structured interviews with superior performers which involves in-depth probing of a large number of events and experiences.

Data Collection MethodsData Collection Methods

Generic competency Dictionaries ◦Conceptual frameworks of commonly encountered

competencies and behaviour indicators.◦Serve as a starting point to the model building team.◦Can be used in resource panel by asking the

participants to select a set of generic competencies related to the job and rate the importance

Competency Competency model buildingmodel building

A detailed approach

A Detailed A Detailed ApproachApproach

Info about the company.Decision on the job position(s) .Discussion on the CM application.Basic data collection on the job

responsibilities(using customized menu)

Focus group Review job description understand performance criteria Discuss specific behaviours List top ten competencies

A Detailed ApproachA Detailed Approach

Critical incident technique - interviewing top performers

◦incidents that lead to effective performance◦incidents that lead to in effective performance◦Discuss specific behaviours◦List behaviours◦List competencies

A Detailed ApproachA Detailed Approach

Content Analysis

◦Group behaviours◦Match behaviours to competencies using competency

dictionary as a guideline◦Evolve new set of competencies if any◦Match behaviour indicators identified through CIT to

the top 10 competencies identified by the focus group◦Review the model and make corrections

COMPETENCY MAPPING MODELCOMPETENCY MAPPING MODEL ORGANISATION DIRECTION• VISION• MISSION• SHORT TERM & LONG TERM GOAL• STRATEGIES• VALUES

ORGANISATION DIRECTION• VISION• MISSION• SHORT TERM & LONG TERM GOAL• STRATEGIES• VALUES

TRANSLATING THEM INTO ACTIONS FOR ACTUALISATION

ORGANISATION STRUCTURE

ROLES, POSITIONS, JOBS

THROUGH

CORE COMPETENCY OF THE ORGANISATION

ROLE COMPETENCY

COMPETENCY MAPPING PROCESSCOMPETENCY MAPPING PROCESS

1.0 DESIGNING THE QUESTIONNAIRE

While designing the questionnaire following factors are to be taken into consideration:

1.1 Part - I

1.1.1 Purpose of the job.

1.1.2 Critical Success Factors

1.1.3 Key Result Areas

1.1.4 Key Activities

CSF - 1 CSF - 2 CSF - 3 CSF - 4 CSF - 5

KEY RESULT AREAS

KRA- 1 KRA - 2 KRA - 3

KRA - 4 KRA - 5

KEY ACTIVITIES

KA - 1 KA - 2 KA - 3

JOB

CRITICAL SUCCESS FACTORS

Each Critical Success Factor (CSF) is the end result of multiple Key Result Areas.

Each Key Result Area (KRA) is the end result of multiple Key Activities.

1.1.5 Relationship.

1.1.6 Organization Structure.

1.1.7 Empowerment of the position.

1.1.8 Challenges in the job.

1.1.9 Changes expected in the technology, product,

process etc in the next 2-3 years.

1.1.10 Budget and Controls.

1.1.11 Investment Plan.

DESIGNING THE QUESTIONNAIRE CONTINUED

DESIGNING THE QUESTIONNAIRE

1.2 PART - II

1.2.1 Academics, Knowledge

Skills Sets

Experience

1.2.2 Competencies

2.0 DATA COLLECTION2.0 DATA COLLECTION

2.1 Clarity of Organisation Direction

2.2 Clarity of Organisation Structure.

2.3 Interview Job Holder.

2.4 Interview Job Holder's Reporting Officer.

2.5 Discuss with the Focus Group if the job are

of the same family.

3.0 C0MPETENCY DRAFTING3.0 C0MPETENCY DRAFTING

3.1 Rank Order of the list of competencies .

- Guided / Unguided.

3.2 Comparing good performer and average performer

with select list of competencies.

3.3 Use research data and assign competencies

to positions.

4.0 FINALISE ROLE DESCRIPTION

AND

COMPETENCIES - JOB WISE

4.0 FINALISE ROLE DESCRIPTION

AND

COMPETENCIES - JOB WISE

5.0 FINALISING CORE COMPETENCIES 5.0 FINALISING CORE COMPETENCIES FORFOR

• Front Line Management

• Middle Management

• Senior Management / Top Management

6.06.0 PURPOSE OF COMPETENCY MAPPINGPURPOSE OF COMPETENCY MAPPING

"Effectiveness of an organisation is the summation of the

required competencies in the organisation".

Gap Analysis

Role Clarity

Selection, Potential Identification, Growth Plans.

Succession Planning.

Restructuring

Inventory of competencies for future planning.

"Effectiveness of an organisation is the summation of the

required competencies in the organisation".

Gap Analysis

Role Clarity

Selection, Potential Identification, Growth Plans.

Succession Planning.

Restructuring

Inventory of competencies for future planning.

Any QuestionsAny Questions ??????

Stress ManagementStress Management

WHAT IS STRESS?WHAT IS STRESS?Stress is your mind and body’s

response or reaction to a real or imagined threat, event or change.

The threat, event or change are commonly called stressors. Stressors can be internal (thoughts, beliefs, attitudes or external (loss, tragedy, change).

LEVELS OF STRESSLEVELS OF STRESS

EUSTRESSEUSTRESS

Eustress or positive stress occurs when your level of stress is high enough to motivate you to move into action to get things accomplished.

DISTRESSDISTRESS Distress or negative stress occurs

when your level of stress is either too high or too low and your body and/or mind begin to respond negatively to the stressors.

STAGES OF STRESS

ALARM STAGEALARM STAGE As you begin to experience a

stressful event or perceive something to be stressful psychological changes occur in your body. This experience or perception disrupts your body’s normal balance and immediately your body begins to respond to the stressor(s) as effectively as possible.

EXAMPLESEXAMPLES

Cardiac - increased heart rateRespiratory - increased respirationSkin - decreased temperatureHormonal - increased stimulation of

adrenal genes which produce an adrenal rush.

RESISTANCE STAGERESISTANCE STAGE During this stage your body tries to

cope or adapt to the stressors by beginning a process of repairing any damage the stressor has caused. Your friends, family or co-workers may notice changes in you before you do so it is important to examine their feedback to make sure you do not reach overload.

EXAMPLESEXAMPLESBehavior indicators include: lack of

enthusiasm for family, school, work or life in general, withdrawal, change in eating habits, insomnia, hypersomnia, anger, fatigue.

Cognitive Indicators include: poor problem solving, confusion, nightmares, hyper-vigilance.

RESISTANCE STAGE RESISTANCE STAGE MORE EXAMPLES MORE EXAMPLES

Emotional indicators include: tearfulness fear anxiety panic guilt agitation depression overwhelmed.

EXHAUSTION STAGEEXHAUSTION STAGE During this stage the stressor is not

being managed effectively and the body and mind are not able to repair the damage.

EXAMPLESEXAMPLES

Digestive disorders, withdrawal, headaches, tension, insomnia, loss of temper.

INTERPRETING YOUR SCOREINTERPRETING YOUR SCORE

Less than 150 points : relatively low stress level in relation to life events 150 - 300 points : borderline range Greater than 300 points : high stress in relation to life events

Note: From Girdano, D.A., Everly, G. S., Jr., & Dusek, D. E. (1990). Controlling stress and tension (3rd edition), ENnglewood Cliffs, NJ: Prentice Hall.

MORE STRATEGIESMORE STRATEGIES

“What is Stress” Web Site. http//www.teachhealth.com How to reduce and relieve stress “Web Site.

http//www.family.com “Stress Relievers” Web Site. http//www.residentassistant.com “Massage” Downing, G. (1972). Massage Book. New York:

Random House. “Aromatherapy” Web Site.

http//www/aromaweb.com/articles/wharoma.as “Yoga” Web Site. http//www.kevala.co.uk/yoga/overview.htr

Documents

Lecture 27: 46. Developing Managerial Competencies 47. Stress Management and Employee Counselling