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 Management MGT 301 Muhammad Jameel Qazi

Management: A Competency Base Approach

Methodology Lectures Videos Cases Presentations Discussions and debates Research reports Projects

Webpage, Blog, Wiki, email http://faculty.kfupm.edu.sa/MGM/jamilqaz/ http://mgt301.pbwiki.com/ http://mgt301.blogspot.com/ mgt301.072@gmail.com

Chapter 1 Managing in a Dynamic Environment

Learning 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 Are Managerial 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 Competencies (adapted from Figure 1.1) Teamwork Competency Global Awareness Competency Strategic Action Competency Planning and Administration Competency Self-Management Competency Communication Competency

A Model of Managerial Competencies (adapted from Figure 1.1) Teamwork Competency Global Awareness Competency Strategic Action Competency Planning and Administration Competency Self-Management Competency Communication Competency Managerial 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 Organization An organization has a structure. An organization consists of a group of people striving to reach goals that individuals acting alone could not achieve.

ManagementOrganization Two or more people who work together in a structured way to achieve a specific goal or set of goals. Goals Purpose that an organization strives to achieve; organizations often have more than one goals, goals are fundamental elements of organization. The Role of Management To guide the organizations towards goal accomplishment

- People responsible for directing the efforts aimed at helping organizations achieve their goals. - A person who plans, organizes, directs and controls the allocation of human, material, financial, and information resources in pursuit of the organization’s goals. - 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 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 marketing or operations.  Function: A classification referring to a group of similar activities in an organization like 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 Functions (adapted from Figure 1.2) Organizing Planning Controlling Leading

Management Process and Goal Attainment

Management and Organizational Resources

Planning involves tasks that must be performed to attain organizational goals, outlining how the tasks must be performed, and indicating when they 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 DD iscussed in depth in Chapter 7 & 8

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

Organizing PP rocess of deciding where decisions will be made, who will perform what jobs and tasks, and who will report to whom in the company II ncludes creating departments and job descriptions

Leading (Influencing) means guiding the activities of the organization members in appropriate 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 performance 2. Compare present performance to pre-established standards 3. Determine modifications to meet pre-established standards

Controlling  Process by which a person, group, or organization consciously monitors performance and takes corrective action  Discussed in depth in Chapter 10

Basic Levels of Management (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 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 customers Assistant 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 RR esponsible 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 RR esponsible for coordinating activities of first-line managers EE stablish target dates for products/services to be delivered NN eed to coordinate with others for resources AA bility to develop others is important RR ely on communication, teamwork, and planning and administration competencies to achieve goals

Management Level and Skills

Introductory Concepts: What Are Managerial 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 Communication Used to announce major events/decisions/ activities and keep individuals up to date  Negotiation Used 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 agreed upon completion dates TT ime management  Budgeting and financial management

 Accomplishing tasks through small groups of people who are collectively responsible and whose job requires coordination  Designing teams properly involves having people participate in setting goals  Creating a supportive team environment gets people committed to the team’s goals  Managing team dynamics involves settling conflicts, sharing team success, and assign tasks that 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 Competency

Self-Management 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 Self-Management Competency

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

Learning Objectives Define Managers And Management. Explain What Managers Do. Describe The Competencies Used In Managerial Work And Assess Your Current Competency Levels. Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 48

Managers 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. Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 49

A Model of Managerial Competencies (adapted from Figure 1.1) Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 50 Teamwork Competency Global Awareness Competency Strategic Action Competency Planning and Administration Competency Self-Management Competency Communication Competency

A Model of Managerial Competencies (adapted from Figure 1.1) Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 51 Teamwork Competency Global Awareness Competency Strategic Action Competency Planning and Administration Competency Self-Management Competency Communication Competency Managerial Effectiveness

Characteristics of an Organization An organization has a structure. An organization consists of a group of people striving to reach goals that individuals acting alone could not achieve. Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 52

Managers 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. Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 53

Planning Planning involves defining organizational goals and ways to meet 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)To decide which tasks must be performed to reach those goals. Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 55

Organizing 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. Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 56

Leading Leading involves getting others to perform the necessary tasks by motivating them to achieve the organization’s goals. Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 57

Controlling Controlling is the process by which a person, group, or organization consciously monitors performance and tracks corrective action. Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 58

Basic Levels of Management (adapted from Figure 1.3) Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 59 Top Managers Middle Managers First-Line Managers Nonmanagers Top Managers Middle Managers First-Line Managers Nonmanagers

Levels 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 customers Top Managers: provide the overall direction of an organization Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 60

What It Takes To Be A Great Manager Communication Competency Planning and Administration Competency Teamwork Competency Strategic Action Competency Global Awareness Competency Self-Management Competency Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 61

Planning and Administration Competency Information gathering, Analysis, and Problem Solving Planning and Organizing Projects Time Management Budgeting and Financial Management Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 63

Self-Management Competency Integrity and Ethical Conduct Personal Drive and Resilience Balancing Work and Life Issues Self-Awareness and Development Copyright © 2005 by South-Western, a division of Thomson Learning All rights reserved 67

Competency Approach to Human Resource Management

What do we mean when 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? 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 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 Competency

Analytical Thinking 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 Indicators 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 a Competency Model? What is a Competency Model?

Competency Model A 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 Categories 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 Categories 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 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 Performance  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 actually 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 Specific  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 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 systems Competency Model Recruitment and selection Performance Management Training & Development Compensation

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

Methodology?

Steps in Model Building Background information about the organisation Decide on the Occupation / Job Position(s) that require competency Model(s) Discuss the application of the competency model Select a data collection method and plan the approach Organize Data collected Identify main themes or patterns Build the model - Defining specific behaviour Indicators Review the model

Data 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 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 model building A detailed approach

A Detailed Approach 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 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 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 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 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 - 1CSF - 2CSF - 3CSF - 4CSF - 5 KEY RESULT AREAS KRA- 1KRA - 2KRA - 3KRA - 4KRA - 5 KEY ACTIVITIES KA - 1KA - 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 1.2.1Academics, Knowledge Skills Sets Experience 1.2.2Competencies

2.0 DATA COLLECTION 2.1Clarity of Organisation Direction 2.2Clarity of Organisation Structure. 2.3Interview Job Holder. 2.4Interview Job Holder's Reporting Officer. 2.5Discuss with the Focus Group if the job are of the same family.

3.0 C0MPETENCY DRAFTING 3.1Rank Order of the list of competencies. - Guided / Unguided. 3.2Comparing good performer and average performer with select list of competencies. 3.3Use research data and assign competencies to positions.

4.0 FINALISE ROLE DESCRIPTION AND COMPETENCIES - JOB WISE

5.0 FINALISING CORE COMPETENCIES FOR Front Line Management Middle Management Senior Management / Top Management

6.0PURPOSE 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 Questions ???

Stress Management

WHAT IS STRESS? l Stress is your mind and body’s response or reaction to a real or imagined threat, event or change. l The threat, event or change are commonly called stressors. Stressors can be internal (thoughts, beliefs, attitudes or external (loss, tragedy, change).

LEVELS OF STRESS

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

DISTRESS DISTRESS 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 STAGE ALARM 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.

EXAMPLES EXAMPLES l Cardiac - increased heart rate l Respiratory - increased respiration l Skin - decreased temperature l Hormonal - increased stimulation of adrenal genes which produce an adrenal rush.

RESISTANCE 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.

EXAMPLES EXAMPLES l Behavior indicators include: lack of enthusiasm for family, school, work or life in general, withdrawal, change in eating habits, insomnia, hypersomnia, anger, fatigue. l Cognitive Indicators include: poor problem solving, confusion, nightmares, hyper-vigilance.

RESISTANCE STAGE MORE EXAMPLES RESISTANCE STAGE MORE EXAMPLES Emotional indicators include: l tearfulness l fear l anxiety l panic l guilt l agitation l depression l overwhelmed.

EXHAUSTION STAGE During this stage the stressor is not being managed effectively and the body and mind are not able to repair the damage.

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

INTERPRETING YOUR SCORE l Less than 150 points : relatively low stress level in l relation to life events l 150 - 300 points : borderline range l Greater than 300 points : high stress in relation to life l events l 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 STRATEGIES MORE STRATEGIES l “ What is Stress” Web Site. http//www.teachhealth.com l How to reduce and relieve stress “Web Site. http//www.family.com l “Stress Relievers” Web Site. http//www.residentassistant.com l “Massage” Downing, G. (1972). Massage Book. New York: Random House. l “Aromatherapy” Web Site. http//www/aromaweb.com/articles/wharoma.as l “Yoga” Web Site. http//www.kevala.co.uk/yoga/overview.htr

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