1. The Experiential Learning Model

2. Agenda • Introductions • Learn about management skills • Structure of the course • Expectations

3. Introductions • Name • Year • Major • Something memorable about you

4. Learning Objectives • Understand the Nature of Management. • Explain Why Skills Are Critical to Management Success. • Describe What Skills Are Critical to Management Success. • Identify How This Course Will Help You Develop Your Skills.

5. The most important skill… • What is the ONE most important skill for a manager to have? Explain. • Write a ½-1 page essay describing and defending your choice. • These will not be graded, but they will be handed in.

6. Group activity • “The Good, the bad and the ugly”

7. Management Skills What are the characteristics of a good manager? What are the characteristics of a bad manager?

8. The Importance of Management Skills • Produce Improvements in Managerial Performance • Cope with Real Challenges in Organizations

9. General Skills • Conceptual Skills • Interpersonal Skills • Technical Skills • Political Skills

10. Different levels–Different skills Lower Level Management Upper-level management Technical Skills Interpersonal Skills Conceptual Skills

11. Most important skills • Adaptability to change • Problem identification • Listening skills • Written communication • Leadership • Informal Oral communication • Analytical thinking/problem solving • Time management • Coping with stress/job pressures • Interpersonal relations • Formal oral presentations

12. Most important skills Business grads Managers Adaptability to change Problem identification Listening skills Written communication Leadership Informal Oral communication Analytical thinking/problem solving Time management Coping with stress/job pressures Interpersonal relations Formal oral presentations 8 9 6 6 1 1 2 4 4 2 3 3 5 5 7 10 11 7 9 8 10 11

13. But… it’s just common sense, isn’t it?

14. Is “common sense” common practice?

15. How?

16. The Learning of Skills • How Can Interpersonal Skills Be Taught? • Provide Conceptual and Behavioral Understanding • Give Practice • Provide Feedback • Continual Use

17. TIMS LEARNING MODEL • Self-assessment • Learn Skill Concepts • Check Concept Learning: Quiz • Identify Behaviors That Make Up Skill: Checklist • Modeling the Skill in a Demonstration Exercise • Practice the Skill in Group Exercises • Assess Skill Competency Level in Summary Checklist • Questions to Assist in the Application of the Skill • Exercises to Reinforce the Application of the Skill • Action Planning for Continued Skill Development

18. Some Guidelines forEffective Skill Performance • Be Positive and Create Win/Win Outcomes • Know Where You Stand • Listening • Using Questions • Being Affirmative • Being Honest and Up-front • Being Assertive