1. Today: We will: Go through meeting management
Learn about the psychological contract and the pinch model
Learn about self-assessment and go over the meanings of your survey results
Set team expectations

2. Reminder for next class:
First quiz: ch. 1, 2, 12

3. Managerial Skills
Lecture
Self-Awareness

4. Learning Objectives
Have a Better Understanding of Your Class and Your Instructor
Have a Better Understanding of Your Team
Have Increased Awareness of How to Improve Existing Skills and Build New Ones.

5. Psychological Contract
Your expectations/Organization’s expectations
Unwritten and implicit
What you expect to give and what you expect to get
What you will do and not do
Basis of commitment
Basis of effort

6. Exhibit: Managing the Psychological Contract
Creating the psychological contract
Renegotiation
Renegotiation
Return
Role clarity and commitment
Termination
Crunch
Return
Pinch
Resentment and anxiety
Termination
Ambiguity and uncertainty

7. Quick question:
How do you see this issue of the psychological contract impacting you as a manager/employee? What could you do to improve your psychological contract when you start a job?

8. Your expectations for your professor (me)
Form into your groups (spend a few minutes on introductions).
Decide your expectations for me. Write down your FOUR top expectations (about 20 minutes):
Previous classes
What you have heard about this course/professor
What reservations you have about this course/prof
What you think is the instructor’s role in the class
Now we will discuss our mutual expectations as a class and create a list of expectations. As part of the discussion think about:
How your expectations agree or disagree with the contributions that I feel I can make
How do my expectations agree or disagree with the contributions you feel that you can make

9. My expectations of the class:
Be on time for class
Do not speak while the instructor is speaking
Do not sleep in class
Provide meaningful and positive participation in class discussions
Give positive participation to any exercises or role plays during the class
Ask for help when it is needed (at the pinch point instead of the crunch point)

10. Exhibit: Johari Window

11. How to Increase Your Self-awareness
Individual Data Gathering
-Experience-goal matching
-Keeping a journal
-Finding Solitude to Reflect
-Self-assessment Inventories

12. Self-awareness Self-assessment Inventories
SAQ 1: Is Management for You?
SAQ 2: What’s Your Preference: Leadership or Management?
SAQ 3: What’s Your Emotional Intelligence at Work?
SAQ 4: Cognitive Style Self-assessment
SAQ 5: Leadership Assumptions Questionnaire

13. SAQ 3: What’s Your Emotional Intelligence at Work?
Emotional Intelligence (EQ)
>100 is high EQ; is good EQ platform
Self-awareness
Managing Emotions
Motivating Oneself
Empathy –
Social Skill –

14. Interpretation: Cognitive Style Self-assessment
Theory of Personality
Preferences
Introvert
Extrovert
Psychological Functions
Perceiving
Sensing
Intuitive
Judging
Thinking
Feeling

15. Exhibit :

16. Leadership Assumptions
Theory X ; Theory Y
The closer to 50 your scores are the less intensely you are oriented in your belief that human nature is fixed in one direction or the other (above 65 is considered a high score)
The further apart the scores, the more you hold to the belief posited by the higher value
Discussion: what would happen if you were too dominant Theory X? Theory Y?

17. Locus of Control Feelings of control over your own destiny
The result of your own actions (I am the cause; I can make changes)
The result of outside forces (Someone else is the cause; I can only accept my situation)
Internal locus of control
Engages in actions to change the environment
Emphasizes achievement attainment
More satisfied….
Less likely to comply with leader directions
More difficulty at arriving at decisions that have serious consequences
External locus of control
Accepts the environment as unchangeable…
Acts to clarify roles (create more structure) for subordinates

18. Locus of Control Scale Comparison Data
SAMPLE SCORE NUMBER MEAN
Alberta Municipal Administrators **
Business Executives ***
Career Military Officers ***
Connecticut Psychology Students *
National High School Sample *
Ohio State Psychology Students *
Peace Corps Trainees *
Class Results -
internal < > external

19. Locus of Control Discussion issues:
Implications for being too internal? Too external?
How could you change?

20. Four Styles of Learning
Concrete Experience (CE)
Learning from feeling
-learning from experiences
-relating to people
-being sensitive to feelings and people
Reflective Observation (RO)
Learning by watching and listening
-carefully observing before making judgements
-viewing issues from different perspectives
-looking for the meaning of things
Abstract Conceptualization (AC)
Learning by thinking
-logically analyzing ideas
-systematic planning
-acting on intellectual understanding of situations
Active Experimentation (AE)
Learning by doing
-ability to get things done
-risk taking
-influencing people and
events through actions

21. (personal application
Kolb’s Experiential Learning Model
Concrete
Experience
(exercises)
Active
Experimentation
(personal application
assignments)
Reflective
Observation
(discussion)
Abstract
Conceptualization
(reading)

22. Accommodator Diverger Assimilator Converger Concrete Experience
Strengths: getting things done,
leadership,taking risks
Too Much: trivial improvements, meaningless activity
Too Little: work not complete on time, not directed to goals, impractical plans
Strengths: imaginative, understanding people, recognizing problems, brainstorming
Too Much: paralyzed by alternatives, can’t make decisions
Too Little: no ideas, can’t recognize problems and opportunities
Active
Experimentation
Reflective
Observation
Assimilator
Converger
Strengths: planning, creating models, defining problems, developing theories
Too Much: no practical application, castles in the air
Too Little: unable to learn from mistakes, no sound basis for work, no systematic
approach
Strengths: problem solving, decision making, deductive reasoning, defining problems
Too Much: solving the wrong problem, hasty decision making
Too Little: lack of focus, scattered thoughts, no testing of ideas
Abstract Conceptualization

23. How to Better Understand your Team
Psychological contract (team charter) for the team (15-20 minutes)
As a group create a contract that outlines your expectations for team behaviour and performance (e.g. expectations around meetings, presentations, reports, and the work to accomplish these goals)
Refer to pages of the text for additional ideas on how to better understand your team and how to make it more effective

24. Today’s Outcomes
What is the purpose of the exercises that we undertook today?
How will it help you as a manager?

25. How to better understand yourself as a manager
Management Credo (about 30 minutes)
A set of beliefs and work related objectives that embody what you want to be as a manager
The commitment you are willing to make to succeed
“How I want to be perceived as a boss of an employee”

26. Exhibit: Example management credo
25 year old starting as a sales manager:
I want to lead by example. If my sales team sees that I’m honest forthright & dedicated they’ll strive to act the same. I believe in listening more than talking, and not trying to have all the answers. I will praise well-earned success and support employees who need guidance. I will not accept anything less than full effort from myself or anyone else.

27. Exhibit: Example management credo
31 year old starting as an executive director, non-profit agency:
I believe in taking responsibility for what I can control and not wasting time with events I cannot control. I will manage others the way I want to be managed; with openness and fairness
My goals:
To earn everyone’s respect
To develop each of my employees to reach a higher potential
To push everyone (including me) so that we don’t get complacent
I commit to:
Taking bad news well without losing my temper
Setting the highest standard of behaviour so that there’s no confusion over what’s the right thing to do.
Remembering to recognize employees’ acts of kindness and selflessness
Asking for employees’ feedback on my performance regularly rather than losing touch

28. Today’s Outcomes
What is the purpose of the exercises that we undertook today?
How will it help you as a manager?