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Key Skills/Competencies

Key Skills/Competencies. Intrapersonal Skills Interpersonal Skills Leadership Skills Business Skills . Examples of Leadership Skills involving Writing & Presenting. Motivating subordinates Performance feedback Goal setting Building positive relationships with each team member

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Key Skills/Competencies

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  1. Key Skills/Competencies • Intrapersonal Skills • Interpersonal Skills • Leadership Skills • Business Skills

  2. Examples of Leadership Skills involving Writing & Presenting • Motivating subordinates • Performance feedback • Goal setting • Building positive relationships with each team member • Developing & communicating vision • Goal setting • Persuasion • Using charisma to project vision • Persistence

  3. Examples of Business Skills involving Writing & Presenting • Negotiation • E.g., Salary packages, Business contracts • Decision Making & Problem Solving • Budgeting, Cutting costs, Writing reports • Planning • Forecasting costs and revenues • Business strategy • Profitability, good customer service

  4. Why Write & Present? • Prepare for Managerial Job • Research about mangers

  5. FIRE=Finance, Insurance, Real Estate

  6. FIRE=Finance, Insurance, Real Estate

  7. FIRE=Finance, Insurance, Real Estate

  8. Amount of Managers’ Time Spent Writing • 15-20% of a manager’s time • 30% of professional & technical person’s time • Accountant Partners Study • 80% partners write a memo/day • 93% write letter to client/week • 67% write report/notes to financial statement Smeltzer & Thomas, 94

  9. Writing is required in C24 to • Prepare for Managerial Job • Managers & professionals write a lot • Get a managerial job • Be promoted once you have a managerial job

  10. What do managers write? • Memos, emails • Proposals & Persuasive Letters • Reports Smeltzer & Thomas, 94

  11. Tasks involved in different types of managerial writing • Memos/Emails • Describing • Persuasive Letters & Proposals • Arguing • Reports • Defining & Analyzing

  12. One Loan Officer’s Writing Task • Evaluate loan application from a multi-national that • Owned farms, food processing & manufacturing plants etc. • Defaulted on payment of earlier loan for millions of dollars but submitted a request for extension on loan & an additional loan • Bank would consider additional loan to enhance probability of recovering initial loan from multi-national • Whilewriting,loan officer had to • Assess performance w/initial loan • Evaluate current viability • Assess productivity, markets, current financial structure, management, etc. • Predict potential for recovery & continued viability • Convincesuperiors recommendation was valid • Success of recommendation determined officer’s future in bank (Hillocks, 95)

  13. Summary of Questions to address • What is the phenomenon? • How is it different & similar to another phenomenon? • When is it exhibited? Why? • When is it not exhibited? Why? • What explains its exhibition vs. non exhibition? • What kinds of information will help you “know more” about it?

  14. Phenomenon = 2 variable hypothesis • Examples of hypotheses • Is X related to Y? (e.g., extraversion & NV skills) • Examples of non-hypotheses • Topic/Question: what is X? • Examples of counter hypothesis • X is not related to Y (e.g., group membership is not related to performance) • Bad counter-hypothesis • Z is related to Y (e.g., Ability is related to performance)

  15. How is the phenomenon you chose to write on different & similar to another phenomenon? • Define variables

  16. Steps to follow when defining • Define concept by listing its features • Give examples of concept • Differentiate concept from confusing concept • Give examples of confusing concept that can be mistaken for examples of the concept to be explained • Compare features of the concept to be explained and the confusing concept

  17. Listing features & Giving Examples of Concept • Features of non-verbal communication skills (definition) • Ability to perceive & interpret emotions accurately • Convey emotional information to other • Examples of non verbal communication • ability to decode/encode tone of voice • eye contact, • facial expressions

  18. Differentiate concept from counter-concept when defining • Choose appropriate counter concept • E.g., comparing non-verbal skills with verbal skills is not as explanatory as comparing non verbal skills with interpersonal skills • E.g., Comparing introversion with extraversion is not effective in explaining what extraversion is than comparing extraversion with talkativeness or extraversion with agreeableness

  19. Comparing concept with counter concept with features Potential chart to use in oral presentation

  20. Common errors in defining • Not using good sources for definitions • B23/B29/C24 Texts are C-level sources • Not defining BOTH your variables • Some do only one….assuming the other is too simple! • E.g., gender • Care in distinguishing features of concept vs. causes/effects of concept • E.g., What is happiness vs. What are its effects? • Listing features is not the same as comparing

  21. Listing vs. Comparing Good Comparison Chart….

  22. Additional tips in defining variables • Use definitions used by sources giving you evidence for/against hypothesis • Helps in avoiding repetition in description of evidence • Could help in explaining inconsistencies in the evidence • But beware of differences in definitions & choose wisely based on your hypothesis

  23. What is the phenomenon? How is it different & similar to another phenomenon? When is it exhibited? Why? When is it not exhibited? Why? What explains its exhibition vs. non exhibition? What kinds of information will help you “know more” about it? Agenda Overview 25

  24. Requirements of next 4 questions • When is phenomenon exhibited? • Describe relevant & specific empirical evidence from 1 source supporting hypothesis • Why is phenomenon exhibited? • Explain reason for hypothesis • When is phenomenon not exhibited? • Describe relevant & specific empirical evidence from 1 good sources not supporting hypothesis • Why is phenomenon not exhibited? • Explain reason for counter-hypothesis

  25. Describing vs. explaining • Describing = What occurred? • E.g., how is your hypothesis true in the particular study • Explaining =Why it occurred? • E.g., why is your hypothesis logically sound?

  26. Describing empirical evidence • Unskilled, uneducated loggers paid at piece rate were randomly assigned to one of two groups Potential chart to use in oral presentation

  27. Explanation for why specific & difficult goals result in better performance than ‘do your best’ goals? Do your best goals • No external standard for • Performance • Performance defined • individually Low Performance Specific & Difficult Goals Clear performance standard Hi Performance Potential chart to use in oral presentation

  28. Describing with a diagram Performance Goal Specificity & Difficulty Potential chart to use in oral presentation

  29. Explaining with a diagram Do your best goals • No external standard for • Performance • Performance defined • individually Low Performance Specific & Difficult Goals Clear performance standard Hi Performance Potential chart to use in oral presentation

  30. Example good description of single study (Student draft, Spring 2006) • Surveyed 369 mgrs in 83 business units by using Spreitzer’s 12-item questionnaire for empowerment & Rusbult’s 6-items questionnaire for job satisfaction [and found].. a significant positive correlation [.72] between psychological empowerment and job satisfaction

  31. What evidence supports or does not support Hypothesis

  32. To develop explanation, convert hypothesis into question & back it up + + NV Skills Social experiences Extraversion • Why is extraversion related to non verbal skills? bec. extraverts have more social experiences • After you answer the question, find a source to back up answer

  33. Additional Tips for good explanations • Use additional articles to explain findings if sources w/data supporting hypothesis don’t explain findings well

  34. Why are the variables NOT related • Identify the correct counter hypothesis • E.g., Extraversion is not related to Non-verbal skills • E.g., Group membership is not related to performance

  35. Reason for why variables are not related + + NV Skills Social experiences Extraversion + Agreeableness • E is not related to NVS because agreeable extraverts have more • social experiences whereas disagreeable extraverts • have fewer social experiences

  36. Detailed explanation for why variables are not related + Agreeable Extraverts + NV Skills Social experiences - Disagreeable Extraverts - NV Skills Social experiences • E is not related to NVS because agreeable extraverts have more • social experiences whereas disagreeable extraverts • have fewer social experiences

  37. Examples of incorrect counter hypotheses No casual effect! + NV Skills Extraversion General Ability

  38. Steps to follow to explain why hypothesis is not supported • Identify reason for hypothesis • Identify limitations of reasoning for hypothesis • Explain the reason for the counter hypothesis & how that reason is supported with empirical evidence

  39. 1st step to explaining counter evidence • e.g., Participation does not lead more difficult goals being set • Identifying reason for hypothesis • Participation results in more difficult goals being set because supervisors do not know the abilities of subordinates

  40. The original Hypothesis

  41. Assumption of the original Hypothesis Subordinate knows own Ability Participation Difficult goals = Supervisor does not know Subordinate Ability No Participation = Easy goals

  42. 2nd step to explain counter evidence • Demonstrate limitations of reason behind pro hypothesis • Assumes that supervisors do not know the abilities of the subordinates and so assign easy goals

  43. 3rd step to explain counter evidence • Explain the reason for the counter hypothesis & how that reason is supported with empirical evidence • When supervisors know the abilities of subordinates, participation does not result in more difficult goals as shown in results of study x....

  44. Challenging assumption of original Hypothesis Supervisor does not know Subordinate Ability Easy goals No Participation = Supervisor knows Subordinate Ability No Participation = Difficult goals

  45. Another example of explaining a counter hypothesis (esp in pres) • Pay does not lead to increased motivation • Implicit theory: • Pay reinforces behavior • Assumptions • Pay reinforces all behaviors • New findings • Pay does not reinforce behaviors that are intrinsically motivated

  46. Summary of how to explain & speaker allocation Concept Hypothesis Counter-hypothesis • Describe original hypo • Discuss explanation of original hypo • Identify counter evidence • Show how new explanation explains counter & pro evidence • Defines concept • Gives examples, counter examples • Identifies features of concept Explains why or how variables are related

  47. Additional Tips for good explanations • One well fleshed out explanation is better than 2 explanations of 1 phrase each!

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