Whetten David A., Cameron Kim S. Developing management skills
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CONTENTS ix
SCORING KEYS AND COMPARISON DATA 224
Problem Solving, Creativity, and Innovation 224
Scoring Key 224
Comparison Data 224
How Creative Are You? 224
Scoring Key 224
Comparison Data 225
Innovative Attitude Scale 225
Scoring Key 225
Creative Style Assessment 226
Scoring Key 226
Comparison Data 226
SKILL PRACTICE Applying Conceptual Blockbusting 227
Observer’s Feedback Form 227
Answer to Matchstick Problem in Figure 3.4 229
Answer to Shakespeare Riddle in Figure 3.5 229
Some Common Themes Applying to Water and Finance 229
Answer to Name That Ship Problem in Figure 3.6 230
Answer to Nine-Dot Problem in Figure 3.7 230
Answer to Embedded Pattern Problem in Figure 3.8 231
PART II INTERPERSONAL SKILLS 232
4 BUILDING RELATIONSHIPS BY COMMUNICATING SUPPORTIVELY 233
SKILL ASSESSMENT 234
Diagnostic Surveys for Supportive Communication 234
Communicating Supportively 234
Communication Styles 235
SKILL LEARNING 238
Building Positive Interpersonal Relationships 238
The Importance of Effective Communication 239
The Focus on Accuracy 240
What Is Supportive Communication? 242
Coaching and Counseling 244
Coaching and Counseling Problems 245
Defensiveness and Disconfirmation 246
Principles of Supportive Communication 247
Supportive Communication Is Based on Congruence, Not Incongruence 247
Supportive Communication Is Descriptive, Not Evaluative 248
Supportive Communication Is Problem-oriented, Not Person-oriented 250
Supportive Communication Validates Rather than Invalidates Individuals 251
Supportive Communication Is Specific (Useful), Not Global (Nonuseful) 253
Supportive Communication Is Conjunctive, Not Disjunctive 254
Supportive Communication Is Owned, Not Disowned 255
Supportive Communication Requires Supportive Listening, Not One-Way
Message Delivery 256
The Personal Management Interview 260
International Caveats 263
SKILL ANALYSIS 266
Cases Involving Building Positive Relationships 266
Find Somebody Else 266
Rejected Plans 267
x CONTENTS
SKILL PRACTICE 269
Exercises for Diagnosing Communication Problems
and Fostering Understanding 269
United Chemical Company 269
Byron vs. Thomas 271
Active Listening Exercise 272
SKILL APPLICATION 274
Activities for Communicating Supportively 274
Suggested Assignments 274
Application Plan and Evaluation 274
SCORING KEYS AND COMPARISON DATA 276
Communicating Supportively 276
Scoring Key 276
Comparison Data 276
Communication Styles 276
Comparison Data 276
SKILL PRACTICE Diagnosing Problems and Fostering Understanding:
United Chemical Company and Byron vs. Thomas 278
Observer’s Feedback Form 278
5 GAINING POWER AND INFLUENCE 279
SKILL ASSESSMENT 280
Diagnostic Surveys for Gaining Power and Influence 280
Gaining Power and Influence 280
Using Influence Strategies 281
SKILL LEARNING 283
Building a Strong Power Base and Using Influence Wisely 283
A Balanced View of Power 283
Lack of Power 283
Abuse of Power 285
Strategies for Gaining Organizational Power 286
The Necessity of Power and Empowerment 286
Sources of Personal Power 288
Sources of Positional Power 293
Transforming Power into Influence 298
Influence Strategies: The Three Rs 298
The Pros and Cons of Each Strategy 300
Acting Assertively: Neutralizing Influence Attempts 304
SKILL ANALYSIS 310
Case Involving Power and Influence 310
River Woods Plant Manager 310
SKILL PRACTICE 311
Exercise for Gaining Power 311
Repairing Power Failures in Management Circuits 311
Exercise for Using Influence Effectively 312
Ann Lyman’s Proposal 313
Exercises for Neutralizing Unwanted Influence Attempts 314
Cindy’s Fast Foods 314
9:00 to 7:30 315
CONTENTS xi
SKILL APPLICATION 317
Activities for Gaining Power and Influence 317
Suggested Assignments 317
Application Plan and Evaluation 318
SCORING KEYS AND COMPARISON DATA 319
Gaining Power and Influence 319
Scoring Key 319
Comparison Data 320
Using Influence Strategies 320
Scoring Key 320
SKILL PRACTICE Neutralizing Unwanted Influence Attempts 321
Observer’s Feedback Form 321
6 MOTIVATING OTHERS 323
SKILL ASSESSMENT 324
Diagnostic Surveys for Motivating Others 324
Diagnosing Poor Performance and Enhancing Motivation 324
Work Performance Assessment 325
SKILL LEARNING 326
Increasing Motivation and Performance 326
Diagnosing Work Performance Problems 326
Enhancing Individuals’ Abilities 328
Fostering a Motivating Work Environment 330
Elements of an Effective Motivation Program 331
Establish Clear Performance Expectations 332
Remove Obstacles to Performance 334
Reinforce Performance-Enhancing Behavior 336
Provide Salient Rewards 344
Be Fair and Equitable 348
Provide Timely Rewards and Accurate Feedback 348
SKILL ANALYSIS 354
Case Involving Motivation Problems 354
Electro Logic 354
SKILL PRACTICE 361
Exercises for Diagnosing Work Performance Problems 361
Joe Chaney 363
Work Performance Assessment 364
Exercise for Reshaping Unacceptable Behaviors 364
Shaheen Matombo 364
SKILL APPLICATION 367
Activities for Motivating Others 367
Suggested Assignments 367
Application Plan and Evaluation 368
SCORING KEYS AND COMPARISON DATA 370
Diagnosing Poor Performance and Enhancing Motivation 370
Scoring Key 370
Comparison Data 370
Work Performance 371
Scoring Key 371
Comparison Data 371
xii CONTENTS
SKILL PRACTICE Exercise for Reshaping Unacceptable
Behaviors 372
Observer’s Feedback Form 372
7 MANAGING CONFLICT 373
SKILL ASSESSMENT 374
Diagnostic Surveys for Managing Conflict 374
Managing Interpersonal Conflict 374
Strategies for Handling Conflict 375
SKILL LEARNING 376
Interpersonal Conflict Management 376
Mixed Feelings About Conflict 376
Diagnosing the Type of Interpersonal Conflict 378
Conflict Focus 378
Conflict Source 380
Selecting the Appropriate Conflict Management Approach 383
Comparing Conflict Management and Negotiation Strategies 386
Selection Factors 386
Resolving Interpersonal Confrontations Using the Collaborative Approach 390
A General Framework for Collaborative Problem Solving 391
The Four Phases of Collaborative Problem Solving 392
SKILL ANALYSIS 405
Case Involving Interpersonal Conflict 405
Educational Pension Investments 405
SKILL PRACTICE 410
Exercise for Diagnosing Sources of Conflict 410
SSS Software Management Problems 410
Exercises for Selecting an Appropriate Conflict Management Strategy 418
Bradley’s Barn 419
Avocado Computers 419
Phelps, Inc. 420
Exercises for Resolving Interpersonal Disputes 420
Freida Mae Jones 421
Can Larry Fit In? 423
Meeting at Hartford Manufacturing Company 424
SKILL APPLICATION 431
Activities for Improving Managing Conflict Skills 431
Suggested Assignments 431
Application Plan and Evaluation 432
SCORING KEYS AND COMPARISON DATA 434
Managing Interpersonal Conflict 434
Scoring Key 434
Comparison Data 435
Strategies for Handling Conflict 435
Scoring Key 435
SKILL PRACTICE Exercises for Resolving Interpersonal Disputes 436
Observer’s Feedback Form 436
CONTENTS xiii
PART III GROUP SKILLS 438
8 EMPOWERING AND DELEGATING 439
SKILL ASSESSMENT 440
Diagnostic Surveys for Empowering and Delegating 440
Effective Empowerment and Delegation 440
Personal Empowerment Assessment 441
SKILL LEARNING 443
Empowering and Delegating 443
A Management Dilemma Involving Empowerment 443
The Dirty Dozen 444
The Meaning of Empowerment 445
Historical Roots of Empowerment 446
Dimensions of Empowerment 447
Self-Efficacy 447
Self-Determination 448
Personal Consequence 449
Meaning 449
Trust 450
Review of Empowerment Dimensions 451
How to Develop Empowerment 451
Articulating a Clear Vision and Goals 452
Fostering Personal Mastery Experiences 453
Modeling 454
Providing Support 454
Emotional Arousal 455
Providing Information 456
Providing Resources 457
Connecting to Outcomes 457
Creating Confidence 458
Review of Empowerment Principles 459
Inhibitors to Empowerment 461
Attitudes About Subordinates 462
Personal Insecurities 462
Need for Control 462
Delegating Work 463
Advantages of Empowered Delegation 463
Deciding When to Delegate 464
Deciding to Whom to Delegate 465
Deciding How to Delegate Effectively 465
Review of Delegation Principles 470
International Caveats 471
SKILL ANALYSIS 474
Cases Involving Empowerment and Delegation 474
Minding the Store 474
Changing the Portfolio 475
SKILL PRACTICE 476
Exercises for Empowerment 476
Executive Development Associates 476
Empowering Ourselves 480
Deciding to Delegate 481
xiv CONTENTS
SKILL APPLICATION 483
Activities for Empowerment and Delegation 483
Suggested Assignments 483
Application Plan and Evaluation 483
SCORING KEYS AND COMPARISON DATA 485
Effective Empowerment and Delegation 485
Scoring Key 485
Comparison Data 485
Personal Empowerment 485
Scoring Key 485
Comparison Data 486
SKILL PRACTICE Deciding to Delegate: Analysis of “An Emergency Request” 486
SKILL PRACTICE Analysis of “Biological Warfare” 487
9 BUILDING EFFECTIVE TEAMS AND TEAMWORK 489
SKILL ASSESSMENT 490
Diagnostic Surveys for Building Effective Teams 490
Team Development Behaviors 490
Diagnosing the Need for Team Building 491
SKILL LEARNING 493
Developing Teams and Teamwork 493
The Advantages of Teams 494
An Example of an Effective Team 497
Team Development 498
The Forming Stage 498
The Norming Stage 499
The Storming Stage 501
The Performing Stage 503
Leading Teams 506
Developing Credibility 507
Establish SMART Goals and Everest Goals 509
International Caveats 511
Team Membership 512
Advantageous Roles 512
Providing Feedback 516
International Caveats 517
SKILL ANALYSIS 519
Cases Involving Building Effective Teams 519
The Tallahassee Democrat’s ELITE Team 519
The Cash Register Incident 521
SKILL PRACTICE 523
Exercises in Building Effective Teams 523
Team Diagnosis and Team Development Exercise 523
Winning the War on Talent 524
Team Performance Exercise 527
SKILL APPLICATION 529
Activities for Building Effective Teams 529
Suggested Assignments 529
Application Plan and Evaluation 530
CONTENTS xv
SCORING KEYS AND COMPARISON DATA 531
Team Development Behaviors 531
Scoring Key 531
Comparison Data 531
Diagnosing the Need for Team Building 531
Comparison Data 531
10 LEADING POSITIVE CHANGE 533
SKILL ASSESSMENT 534
Diagnostic Surveys for Leading Positive Change 534
Leading Positive Change 534
Reflected Best-Self Feedback™ Exercise 535
A Sample E-Mail Request for Feedback 535
Machiavellianism Scale—MACH IV 536
SKILL LEARNING 538
Leading Positive Change 538
Ubiquitous and Escalating Change 539
The Need for Frameworks 539
Tendencies Toward Stability 540
A Framework for Leading Positive Change 542
Establishing a Climate of Positivity 544
Creating Readiness for Change 550
Articulating a Vision of Abundance 553
Generating Commitment to the Vision 557
Institutionalizing the Positive Change 562
SKILL ANALYSIS 568
Cases Involving Leading Positive Change 568
Corporate Vision Statements 568
Lee Iacocca’s Transformation of Chrysler—1979–1984 574
SKILL PRACTICE 581
Exercises in Leading Positive Change 581
Reflected Best-Self Portrait 581
Positive Organizational Diagnosis Exercise 582
A Positive Change Agenda 583
SKILL APPLICATION 584
Activities for Leading Positive Change 584
Suggested Assignments 584
Application Plan and Evaluation 585
SCORING KEYS AND COMPARISON DATA 587
Leading Positive Change Assessment 587
Scoring Key 587
Comparison Data 587
Reflected Best-Self Feedback™ Exercise 587
Machiavellianism Scale—MACH IV 587
Scoring Key 587
Comparison Data 588
SKILL ANALYSIS Iacocca’s Transformation
of Chrysler—1979–1984 589
xvi CONTENTS
PART IV SPECIFIC COMMUNICATION SKILLS 590
Supplement A MAKING ORAL AND WRITTEN PRESENTATIONS 591
SKILL LEARNING 592
Making Oral and Written Presentations 592
Essential Elements of Effective Presentations 593
SKILL PRACTICE 609
Exercises for Making Effective Oral and Written Presentations 609
Speaking as a Leader 609
Quality Circles at Battle Creek Foods 610
Supplement B CONDUCTING INTERVIEWS 619
SKILL LEARNING 620
Planning and Conducting Interviews 620
Specific Types of Organizational Interviews 629
SKILL PRACTICE 634
Exercises for Conducting Special-Purpose Interviews 634
Evaluating the New Employee-Orientation Program 634
Performance-Appraisal Interview with Chris Jakobsen 637
Employment-Selection Interview at Smith Farley Insurance 643
Supplement C CONDUCTING MEETINGS 651
SKILL LEARNING 652
Conducting Effective Meetings: A Short Guide
for Meeting Managers and Meeting Participants 652
The Five Ps of Effective Meetings 652
Suggestions for Group Members 657
SKILL PRACTICE 660
Exercises for Conducting Meetings 660
Preparing and Conducting a Team Meeting at SSS Software 660
Role Diagnosis 660
Meeting Evaluation Worksheet 661
APPENDIX I GLOSSARY 673
APPENDIX II REFERENCES 683
NAME INDEX 705
SUBJECT INDEX 709
COMBINED INDEX 713
What’s New in This Edition?
Based on suggestions from reviewers, instructors, and students we have made a number
of changes in the eighth edition of Developing Management Skills.
• Added new skill assessments in Chapter 1 and a new case in Chapter 3.
• Revised parts of the book to reflect suggestions and feedback from instructors and
students.
• Clarified instructions for scoring skill assessments and updated the comparison
data for each assessment.
• Updated the research supporting key points in each chapter.
• Added a Resource Locator table at the beginning of each chapter in the Instructors
Manual, organized according to a chapter’s learning objectives.
• Added new video clips and exercise recommendations in the Instructors Manual.
• Enhanced the test bank by adding more application questions.
• Revised the PowerPoint slides.
A MESSAGE TO STUDENTS:
Why Focus on Management Skill Development?
Given that a “skill development” course requires more time and effort than a course using
the traditional lecture/discussion format, we are sometimes asked this question by
students, especially those who have relatively little work experience.
Reason #1: It focuses attention on what effective managers
actually “do.”
In an influential article, Henry Mintzberg (1975) argued that management education had
almost nothing to say about what managers actually do from day to day. He further faulted
management textbooks for introducing students to the leading theories about management
while ignoring what is known about effective management practice. Sympathetic to
Mintzberg’s critique, we set out to identify the defining competencies of effective managers.
Although no two management positions are exactly the same, the research sum-
marized in the Introduction highlights ten personal, interpersonal, and group skills that
form the core of effective management practice. Each chapter addresses one of these
skills.
PREFACE
xvii
Personal Skills
1. Developing Self-Awareness
2. Managing Personal Stress
3. Solving Problems Analytically and Creatively
Interpersonal Skills
4. Building Relationships by Communicating Supportively
5. Gaining Power and Influence
6. Motivating Others
7. Managing Conflict
Group Skills
8. Empowering and Delegating
9. Building Effective Teams and Teamwork
10. Leading Positive Change
Consistent with our focus on promoting effective management practice, the material in
these chapters provides guidance for a variety of contemporary management challenges,
including: “How can I help others accept new goals, new ideas, new approaches?” “How can
I invigorate those who feel outdated and left behind?” “How do I help the ‘survivors’ of a
downsizing pick up the pieces and move on?” “How do I help people with very different agen-
das and philosophies work together, especially during periods of high stress and uncertainty?”
Anyone tempted to dismissively argue that the answers to these questions are
“common sense” would do well to recall Will Rogers’ pithy observation: “Common sense
ain't common.” In addition, the research reported in the Introduction suggests that, in
many cases, managers’ “common sense” isn’t “good sense.”
The premise of this book and associated course is that the key to effective management
practice is practicing what effective managers—those with “good sense”—do consistently.
Reason #2: It is consistent with proven principles of effective
teaching and learning.
A seasoned university professor advised a young colleague, “If your students aren’t learning,
you’re not teaching—you’re just talking!” Here’s what some authorities on higher educa-
tion have to say about how effective teachers foster learning:
“All genuine learning is active, not passive. It is a process of discovery in which the
student is the main agent, not the teacher.” (Adler, 1982)
“Learning is not a spectator sport. Students do not learn much just by sitting in a
class listening to teachers, memorizing pre-packaged assignments, and spilling out
answers. They must talk about what they are learning, write about it, relate it to past
experiences, apply it to their daily lives. They must make what they learn part of
themselves.” (Chickering & Gamson, 1987)
In their classic book on active learning, Bonwell and Elson (1991) list seven defining
characteristics.
1. Students are involved in more than passive listening.
2. Students are engaged in activities (e.g., reading, discussing, writing).
3. There is less emphasis placed on information transmission and greater
emphasis placed on developing student skills.
4. There is greater emphasis placed on the exploration of attitudes and values.
5. Student motivation is increased, especially in adult learners.
xviii
PREFACE