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Copyright © 2008 The McGraw-Hill Companies, Inc. All rights reserved. McGraw-Hill/Irwin Chapter 1 Personal Effectiveness

1-3 Learning and Personal Improvement Personal Effectiveness: The foundation of great management Most fundamental aspect of personal competence is to know yourself and to have a clear understanding of how you learn new skills and motivate yourself to improve your capability Page 9

1-4 Myths of Personal Effectiveness Learning comes with age and experience We know ourselves Growth opportunities lie solely in our weaknesses It’s not me, it’s them The best managers are hyper-organized and workaholics Page 9

1-5 Learning How to Learn Bandura’s social learning theory – learning of any new behavior is the result of three main factors – the person, the environment, and the behavior Page 10

1-6 Social Learning Theory Mutual influence is referred to as reciprocal determinism Most learning is done through observation and modeling of the behaviors of others Page 10-11

1-7 Social Learning Theory Perception – a person’s mental processes such as motivation, attention, self- regulation and self-efficacy Behavior – person’s response or action Environment – the physical and social environment surrounding an individual Page 11

1-8 Four Critical Components Attention Retention Reproduction Motivation Page 11

1-9 Attention First challenge of learning is to focus Critical you isolate as specifically as possible the behaviors you hope to learn Page 11

1-10 Retention Must be able to understand and remember what you have observed Page 11

1-11 Reproduction Importance of practice or actual demonstration of a skill Cannot learn management by just observing or reading Have to translate the images or descriptions into actual behavior Page 11

1-12 Motivation Won’t successfully acquire a new skill unless you are motivated to persist and stay with it Page 11

1-13 A Model of Self-Management Self-Observation/Exploration Self-Set Goals Management of Cues Positive Self-Talk and Rehearsal Self-Reward and Punishment Page 13

1-14 Self-Set Improvement Goals 1.In committing to a goal, a person devotes attention toward goal-relevant activities 2.Goals energize people 3.Goals affect persistence 4.Goals motivate people to use their knowledge to help them attain the goal Page 14

1-15 Discussion Question? What is the most important part of self-set improvement goals? A.Specific B.Measurable C.Attainable D.Relevant E.Time-bound Page 14

1-16 Self-Set Improvement Goals Specific Measurable Attainable Relevant Time-bound Page 14

1-17 Putting It All into Practice 1.Know where you are currently 2.Set SMART goals for your change 3.Arrange your world so it focuses your attention and reminds you of your improvement plan and goals 4.Stay positive and rehearse the desired behaviors at every opportunity 5.Create your own rewards for accomplishing your targets Pages 15-16

1-18 Individual Differences and Their Importance Ability – what a person is capable of doing Personality – represents the pattern of relatively enduring ways in which a person thinks, acts, and behaves Pages 16-17

1-19 How Do I Think Critically and Analytically? Cognitive ability – capacity to learn and process cognitive information such as reading, comprehension, mathematical patterns and spatial patterns Pages 17-18

1-20 How Well Do I Understand and Use Emotion? Emotional intelligence – refers to the ability to accurately identify emotions (in self and others) as well as understand and manage those emotions separately Page 19

1-21 Key Aspects of Emotional Intelligence Be able to accurately identify and express yours and others feelings Get in the right mood Predict the emotional future Do it with feeling Page 19

1-22 Cultural Intelligence Cultural intelligence – represents a person’s capability to function effectively in situations characterized by cultural diversity Dyne and Ang have identified CQ (cultural quotient) as consisting of four sub-skills Page 20

1-23 Question? Which Culture-Quotient sub-skill is a person’s understanding of how cultures are similar and different? A.CQ-Strategy B.CQ-Knowledge C.CQ-Motivation D.CQ-Behavior Page 20

1-24 Cultural Intelligence CQ-Strategy – how a person interprets and understands intercultural experiences CQ-Knowledge – person’s understanding of how cultures are similar and different Page 20

1-25 Cultural Intelligence CQ-Motivation – person’s interest in experiencing other cultures and interacting with people from different cultures CQ-Behavior – person’s capability to modify their own verbal and nonverbal behavior so it is appropriate for different cultures Page 20

1-26 What Are My Dominant Personality Traits? Big Five Dimensions 1.Extraversion 2.Emotional stability 3.Agreeableness 4.Conscientiousness 5.Openness to experience Page 21

1-27 What Are My Personality Preferences? Carl Jung People’s behavior is rarely random but reflects a stable pattern of personal preferences Large percentages of people in certain occupations tend to share similar preferences Page 22

1-28 What Are My Personality Preferences? Four Major Preference Areas 1.Extraversion (E) or Introversion (I) 2.Sensing (S) or Intuition (N) 3.Thinking (T) or Feeling (F) 4.Judgment (J) or Perception (P) Page 22

1-29 What Are My Core Values? Individual’s value system –Enduring beliefs about what’s most important in the world –Non-negotiable deeply held beliefs Page 23

1-30 What Are My Core Values? One of the most important ways values awareness operates is attempting to determine compatibility and fit with others in jobs, occupations and organizations Occupational fit –condition that exists when there is relative agreement among the parties about what is most important Page 23

1-31 What is My Preferred Career Orientation? Career orientation – preference for a specific type of occupation and work context Pages 23-24

1-32 What is My Preferred Career Orientation? Page 24

1-33 Career Orientations Figure 1.2Page 25

1-34 Important Self-Awareness Issues Assessment results are simply feedback Thousands of self-assessments exist but many have questionable legitimacy Preferences are choices we make about how we perceive the world and function best in it Look for patterns and consistency across your assessments Pages 24-25

1-35 Involve Others: Seek Regular Feedback Major obstacle to seeking feedback is fear Multi-source feedback – enhances self- knowledge and improves managerial behavior Pages 25-26

1-36 Focus on Strengths, Not Just Weaknesses Most productive to place focus on strengths and the things you can realistically change Page 26

1-37 Question? What is the pattern of mental and physical responses to conditions of uncertainty and perceived threat? A.Stress B.Eustress C.Trauma D.Anxiety Pages 27-28

1-38 The Prevalence and Dangers of Stress Stress – pattern of mental and physical responses to conditions of uncertainty and perceived threat Page 28

1-39 The Prevalence and Dangers of Stress Managers experiencing high stress are more likely to: –selectively perceive information –fixate on single solutions to problems –revert to old habits to cope with current situations –show less creativity –overestimate how fast time is passing Pages 27-28

1-40 The Prevalence and Dangers of Stress Some level of stress is essential to high performance Eustress – controlled or productive stress Challenge is not to eliminate stress, but to understand how it arises and to manage it in a way that does not derail your life and work Page 28

1-41 Sources of Stress: Big Events and Daily Hassles People tend to overestimate how much large events in their lives contribute to their stress level and grossly underestimate the effects of “daily hassles” Pages 28-29

1-42 Sources of Stress: Big Events and Daily Hassles Daily hassles – annoying events that occur during the workday that make accomplishing work more difficult Daily uplifts – unexpected positive outcomes that can have the opposite impact and can recharge a manager Page 29

1-43 Strategies for Managing Stress Physical Hardiness Psychological Hardiness – ability to remain psychologically stable and healthy in the face of significant stress Pages 29-30

1-44 Psychological Hardiness Commitment –persevering through a hard time Control –greater our capacity to choose our best attitude, the greater our sense of being in charge of our circumstances Pages 30-31

1-45 Psychological Hardiness Challenge –seeing a problem as a challenge mobilizes our resources to deal with it –encourages us to pursue the possibilities of a successful outcome Page 31

1-46 Dealing with Stress in the Moment Muscle relaxation Deep breathing Mood repair Pages 31-32

1-47 Managing Time First be effective, then be efficient Start with written goals Follow the 80/20 rule Use the time management matrix Learn to say no Make good lists for effective prioritization Pages 32-34

1-48 Time Management Matrix Table 1.7Page 33

1-49 Three Effective Ways to Say No 1.“I’m sorry. That’s not a priority for me right now.” 2.“I have made so many commitments to others, it would be unfair to them and you if I took on anything more at this point.” 3.“No.” Page 34

1-50 Make Good Lists for Effective Prioritization Plan the work, then work the plan –ABC method – assign A to a high-priority item, B to an item of medium priority, and C to low- priority items Ask “What’s the next action?” Page 35

1-51 Make Good Lists for Effective Prioritization Know yourself and your time use Internal prime time – –time of day we typically work best External prime time – –best time to attend to other people Pages 35-36

1-52 Make Good Lists for Effective Prioritization Fight procrastination Swiss Cheese Method –poke small holes in an A project with instant tasks Instant tasks –require 5 minutes or less of your time and makes some sort of hole in your high priority task Page 36

1-53 Make Good Lists for Effective Prioritization 2-minute rule –Any time demand that will take less than 2 minutes should be done now Page 37

1-54 Management Effectiveness Test your management effectiveness with “Management Vitality™” an Adizes Leadership ToolManagement Vitality™

1-55 Key Terms ABC method Ability Big Five Burn out Career orientation Cognitive ability Daily hassles Daily uplifts Emotional intelligence Eustress Extraversion Introversion Modeling Multi-rater feedback Occupational fit Personality Positive self-talk Preferences Psychological hardiness Reward and punishment Self-management Self-observation Small wins SMART goals Social learning theory Stress Swiss Cheese Method Unlearn Value system Page 37