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Chapter 1: The New Workplace
Copyright 2006. Based on Organizational Behavior & Management, An Integrated Skills Approach by Ramon J. Aldag and Loren W. Kuzuhara (2002), on slides prepared by the authors and Southwestern Thomson Learning, and on work by John Kevin Doyle.
8/1/062
Characteristics of New Work World
The New Worldof Work
Complex
Ambiguous
Changing
Diverse
Global
8/1/063
Today’s Organizations
Hierarchies are flatter. Deadlines are shorter. Teams are pervasive. Employees must manage themselves. Technology is transforming the nature, pace,
and possibilities of work.
8/1/064
Demands of the Modern Workplace
Demands ofthe modernworkplace
Attention toethical behavior
Flexibility
CreativityCooperation
Politicalsavvy
Proactivity Speed
8/1/065
Management Skills and Company Success
One study of manufacturing firms showed managers to be three times as effective in explaining company profitability as all other factors combined.
A study in the United Kingdom revealed management weaknesses to be the primary cause of insolvencies, with poor management being cited in more than 80 percent of cases.
These and many other studies of large and small firms are consistent in pointing to management skills as critical to firm success.
8/1/066
Management Success Stories
Among the many examples of management success stories to be examined in future chapters are such well known ones as:
– Herb Kelleher’s development of a successful culture of fun at Southwest Airlines
– Mary Kay Ash’s inspirational leadership at Mary Kay Cosmetics– Jack Welch’s transformation of GE
Others we’ll consider, such as Aaron Feuerstein’s humane management decisions at Malden Mills, are less visible but no less dramatic.
8/1/067
Critical Skills Across Business Functions
A study of financial staff found that, in addition to financial leadership, strategic thinking, effective communication, and leadership were identified as critical skills.
A survey of chief information officers found that more than three-fourths believe that more widespread use of technology will require IT workers to communicate more effectively and articulately. With more frequent information exchange, skills such as communication, diplomacy, and problem solving will grow in importance.
8/1/068
Critical Skills Across Business Functions
“Sales Management Competencies for the 21st Century” identified critical competencies for sales managers: providing strategic vision, assembling teams of skilled employees, sharing information with employees, coaching, diagnosing performance, and negotiating.
The American Institute of CPAs Core Competency Framework identified communicating, handling personal relationships, and facilitating learning and personal improvement among competencies accounting professionals will need for success in the future.
8/1/069
Skills Training in Organizations
American corporations spend more than $64 billion annually for the training of their workforces, about 85% of it in the area of management skills.
Dana Corp. requires all its employees to complete 40 hours of education each year. The company has three Dana University schools.
Merck & Co. spent 3.5% of its 1999 payroll, or about $100 million, on employee skills development programs.
8/1/0610
Skills Training in Organizations
Abbott Laboratories provides its employees with tuition reimbursement of up to $7,000 for undergraduate studies and $9,000 for graduate studies.
General Electric spends about $1 billion annually on education and training programs.
8/1/0611
Skills Training at AT&T Wireless Services
AT&T Wireless Services is using a process called Managing Personal Growth (MPG) to help employees identify key competencies or critical skills, develop them with resources available through the company, and translate them into day-to-day decisions and actions that help the company meet goals.
Employees must take responsibility for developing those critical skills on an ongoing basis, and talk with their supervisors to develop an individual development plan.
Employees’ job security is grounded in what they know and the value they can create around themselves.
8/1/0612
Status of Skills Training
A survey by the Conference Board showed that 98% reported that their skills training reaped significant economic benefits for the firm.
Studies show just 21% of companies were able to identify where employees want to be in terms of skill development in a year;
and 58% of managers had received no leadership training, 72% had received no training on giving feedback on performance, and 87% had received no training in stress management.
8/1/0613
The Need for Management Skills
The need formanagement skills
Managerialskills and
life success
Managerialskills and
hiring
Managerialskills in the
new workplace
8/1/0614
Managerial Skills and Hiring
Companies hiring for skills, including management skills.
A GAO report suggested: “Hire, develop, and retain employees according to competencies. Identify the competencies – knowledge, skills, abilities, and behaviors – needed to achieve high performance of mission and goals, and build and sustain the organization’s talent pool through recruiting, hiring, development, and retention policies targeted at building and sustaining those competencies.”
8/1/0615
Sixteen Basic Skills
Knowing How to Learn Reading Writing Mathematics Listening Oral Communication Problem Solving Creative Thinking
Self-Confidence Motivational Goal Setting Personal and Career
Development Interpersonal Skills Negotiation Teamwork Organizational Effectiveness Leadership
8/1/0616
Ranking of HR Managers’ Perceptions of Criteria for Evaluating Business Graduates
Criterion Mean
Oral Communication Skills 4.6
Listening Skills 4.5
Resume 4.4
Interpersonal Communication Skills 4.3
Problem-Solving Skills 4.2
Work Experience 3.7
College Attended 3.1
Contacts within the Organization 2.2
8/1/0617
How Many Employers?
The Bureau of Labor Statistics predicts that the average 22-year-old college graduate will have more than eight different employers before he or she reaches the age of 32.
That is a change of employers every 15 months.
8/1/0618
Managerial Skills in the New Work Environment
Managerial skillsand career success
Entrepreneurship
Growth in manage-ment positions
Downsizing anddelayering
Hiring for thesecond job
Self-managedwork teams
Job enrichmentand empowerment
8/1/0619
Hiring for Competencies at Merck
When Merck and Company needed to fill a large number of field representative positions, it decided to focus specifically on competencies.
Hiring managers were asked to identify the specific traits, skills, and behaviors most critical to job performance.
A process was then developed to screen for those competencies at various steps of candidate assessment.
Each candidate was then scored on the criteria to give a rating of his or her potential.
The process was more efficient than previous approaches, yielded greater consistency across regions, and increased diversity.
8/1/0620
Managerial Skills Sets
Technical skills include knowledge about methods, processes, and techniques needed to carry out specialized activity, ability to use related tools and equipment. Dealing with things.
Human skills deal with human behavior and interpersonal processes, communication, cooperation, and social sensitivity. Dealing with people.
Conceptual skills include analytical ability, creativity, efficiency in problem solving, and ability to recognize opportunities and potential problems. Dealing with concepts.
8/1/0621
Management Skills Needed for Success by Organizational Level
Conceptual
Conceptual
Conceptual
Human
Human
Human
Technical
Technical
Technical
Top-Level Managers
Middle-LevelManagers
First-Level Managers
8/1/0622
School vs. Business
8/1/0623
School vs. Career Success
A wide range of studies show that success in school does not well predict subsequent career success.
It is the growing evidence of this very weak link that has led many educators and managers to call for a greater emphasis on skills in the learning process.
The authors of a major study of management education sponsored by the American Assembly of Collegiate Schools of Business concluded that, “The challenge of how to develop stronger people skills needs to be faced by both business schools … and by corporations and firms in their management development activities…”
8/1/0624
The Knowing-Doing Gap
Simply knowing – recognizing or understanding what to do to manage an organization – is not enough for an individual to become a successful manager.
Pfeffer and Sutton became intrigued by the large number of managers and executives who knew what needed to be done but failed to implement it.
They referred to this phenomenon as the “Knowing-Doing Gap.”
8/1/0625
Causes of the Knowing-Doing Gap
Knowledge management efforts emphasize technology and the exchange of codified information; this does not address how the information can be used to make better decisions to enhance work-unit or organizational effectiveness.
Knowledge management tends to treat knowledge as a tangible thing, as a stock or quantity, and therefore separates knowledge as a thing from the use of the thing.
8/1/0626
Causes of the Knowing-Doing Gap
Formal systems can’t easily store or transfer tacit knowledge. Tacit knowledge is information that is important for doing something effectively that cannot be captured, measured, or codified by formal knowledge systems in organizations.
The people responsible for transferring and implementing knowledge management frequently do not understand the actual work being documented.
8/1/0627
Causes of the Knowing-Doing Gap
Knowledge management tends to focus on specific practices and ignore the importance of philosophy. People want to know “what to do” to solve problems they face in organizations.
If the knowledge acquired by the manager or business professional is merely a collection of practices without a coherent, overarching philosophy, then it becomes difficult to implement these practices, and almost impossible to transfer them to new situations.
8/1/0628
Bridging the Knowing-Doing Gap
Why before how: Philosophy is important. Make sure that all members of an organization understand and are committed to the way of thinking about how to achieve given business objectives.
Knowing comes from doing and teaching others how. Teaching through apprenticeships, coaching and mentoring helps organizational members how to “do the right things.”
8/1/0629
Bridging the Knowing-Doing Gap
Action comes before elegant plans and concepts. The key is to focus on the bottom line of taking action and to ensure that talking about what to do is always coupled with specific actions.
There is no doing without mistakes. Organizations that bridge the knowing-doing gap are able to learn and become smarter based on their successes and failures in the marketplace.
8/1/0630
Bridging the Knowing-Doing Gap
Fear fosters knowing-doing gaps. So drive out fear. Manage must create a value system, organizational culture, and policies and procedures that do not punish individuals for doing the right thing even if the results are less than optimal.
Beware of false analogies. Fight the competition, not each other. Management must promote a cooperative work environment where everyone is committed to working together to achieve the same business objectives.
8/1/0631
Bridging the Knowing-Doing Gap
Measure what matters and what can help turn knowledge into action. Management should identify a handful of critical measures of success for the organization and track them on an ongoing basis.
What leaders do, how they spend their time, and how they allocate resources, matters.
8/1/0632
The Social Learning Perspective
Pre-assessment
Conceptuallearning,modeling
Conceptual& behavioral
practice
Lifeapplication
8/1/0633
The “4 A’s” of Skill Learning
Skillsassessment
Skillsawareness
Skillsattainment
Skillsapplication
8/1/0634
Steps in the “4 A’s” of Skill Learning
Skills Assessment Get baseline measures on important skills and to foster interest in those skills.
Skills Awareness Discuss important background material, such as why the topic is important, key approaches to mastering the skill, and other relevant information.
Skills Attainment Through a variety of experiential methods, you develop the skill.
Skills Application Life application, such as using the skills in case analyses, life situations, and field projects.
8/1/0635
Mastering Management Skills
Take baseline(pre-test)
measures of thetarget skills
Master contentthat supports theapplication of the
target skills
Practice theapplication of the
target skillsin an exercise or
case study
Obtaindevelopmental
feedbackregarding thetarget skills
Practice theapplication of the
target skills inan organizational
context
Take post-testmeasures of the
target skills
8/1/0636
Global Perspective: Skills in the Global Labor Market
Firms and their management are becoming increasingly global.
A record number of foreign CEOs are now running major U.S. companies.
The number of international assignments is expected to accelerate in the next five years.
Many people fail in international assignments, and almost half say they would not work abroad again.
This all suggests that employees often lack the skills needed to succeed in international positions.
8/1/0637
The Management Skills Framework
The management skills framework focuses on human and conceptual skills.
We classify the skills as primarily:– personal – self-management and critical thinking.– interpersonal – communicating and resolving conflict.– managerial – leading, motivating, managing teams, strategic
planning, and creating a positive work culture.
The framework also considers three levels of effectiveness – employee, work unit, and organizational.
8/1/0638
Management Skills Framework
Organization
Organizational effectiveness
Work unit effectiveness
Employee effectiveness
Manager
Managerial skills
Interpersonal skills
Personal skills
8/1/0639
Action Planning and Implementation
Action planning refers to the process through which a manager formulates the specific steps that will be taken to address business problems and challenges.
The action plan becomes a blueprint or roadmap for actual implementation.
Guidelines for developing and implementing effective action plans include:
– The process must be systematic and actively managed.– Action planning requires a “layering” approach in which action steps
are translated into specific supporting actions in relation to each employee who will be involved in implementation.
– There must be ongoing and systematic evaluation of the results achieved after implementation of the action plan.
8/1/0640
Action Planning and Implementation
Identifykey
problems
Defineobjectivesassociated
with solvingthe key
problems
Identifykey
measuresof success
for eachobjective
Work withemployees
to formulateaction stepsto achieve
eachobjective
Assignimplementationresponsibility
for each actionstep to aspecific
employee
Clarify therole of eachemployee in
supporting theimplementation
of the plan
Providemanagementsupport (e.g.,
direction,budget,
training) foremployees
Evaluatethe results ofimplementing
the actionsteps against
your initialobjectives
Modify theobjectivesor action
stepsbased on
yourevaluation
8/1/0641
Lighten Up: Performance!
Companies are finding creative ways to develop their employees’ skills, and many are turning to literature, music, and the arts.
When management consulting firm McKinsey & Company wanted to develop its employees’ abilities to inspire, it hired outsiders to help the firm’s consultants and partners write and stage an opera in three days.
At Sears, Lockheed Martin, and Bristol Myers Squibb, a conductor and symphony orchestra rehearse Brahms to bring alive issues of leadership and teamwork for aspiring top managers.