Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Management Chapter 1
| Question | Answer |
|---|---|
| Management is | defined as the efficient and effective pursuit of organizational goals. Organizations, or people who work together to achieve a specific purpose, value managers because of the multiplier effect: Good managers have an influence on the organization far beyo |
| there is another key to career growth | the ability to take risks. |
| Management, said one pioneer of management ideas, is | "The art of getting things done through people." |
| Organization | a group of people who work together to achieve some specific purpose. |
| Management | is defined as (1) the pursuit of organizational goals efficiently and effectively by (2) integrating the work of people through (3) planning, organizing, leading, and controlling the organization's resources. |
| Note the words efficiently and effectively, which basically mean | doing things right |
| Efficiency | the means. Efficiency is the means of attaining the organization's goals. To be efficient means to use resources—people, money, raw materials, and the like—wisely and cost-effectively. |
| Effectiveness | the ends. Effectiveness regards the organization's ends, the goals. To be effective means to achieve results, to make the right decisions, and to successfully carry them out so that they achieve the organization's goals. |
| Payoffs of studying management as a discipline | You will have an insider's understanding of how to deal with organizations from the outside. |
| You will know from experience how to relate to your supervisors. | |
| you will better interact with co Workers | |
| You will be able to manage yourself and your career | |
| You might make more money during your career | |
| You will know from experience how to relate to your supervisors | Since most of us work in organizations and most of us have bosses, studying management will enable you to understand the pressures managers deal with and how they will best respond to you. |
| You will better interact with co-workers | The kinds of management policies in place can affect how your co-workers behave. Studying management can give you the understanding of teams and teamwork, cultural differences, conflict and stress, and negotiation and communication skills that will help y |
| You will be able to manage yourself and your career. | Management courses in general, and this book in particular, give you the opportunity to realize insights about yourself—your personality, emotions, values, perceptions, needs, and goals. We help you build your skills in areas such as self-management, list |
| You might make more money during your career. | Managers are well compensated in comparison to other workers. At the lower rungs, managers may make between $33,000 and $87,000 a year; in the middle levels, between $45,000 and $146,000 |
| Becoming a management practitioner offers many rewards apart from money and status, as follows: | You and your employees can experience a sense of accomplishment. |
| You can stretch your abilities and magnify your range. | |
| You can build a catalog of successful products or services. | |
| You can become a mentor and help others. | |
| You and your employees can experience a sense of accomplishment. | Every successful goal accomplished provides you not only with personal satisfaction but also with the satisfaction of all those employees you directed who helped you accomplish it. |
| You can stretch your abilities and magnify your range | Every promotion up the hierarchy of an organization stretches your abilities, challenges your talents and skills, and magnifies the range of your accomplishments. |
| You can build a catalog of successful products or services. | Every product or service you provide—the personal Eiffel Tower or Empire State Building you build, as it were—becomes a monument to your accomplishments. Indeed, studying management may well help you in running your own business. |
| You can become a mentor and help others. | According to one survey, 75% of executives who had a mentor—an experienced person who provides guidance to someone new to the work world—said the relationship was crucial to advancing their careers |
| psychology professor Barry Schwartz, author of Why We Work, suggests, | "We care about more than money. We want work that is challenging and engaging, that enables us to exercise some discretion and control over what we do, and that provides us with opportunities to learn and grow |
| Mentor | An experienced person who provided guidance to someone new in the work world |
| Management has four functions: | planning, organizing, leading, and controlling |
| Four management functions | The management process that "gets things done": planning, organizing, leading, and controlling |
| Planning | is defined as setting goals and deciding how to achieve them. Your college was established for the purpose of educating students, and its present managers, or administrators, now must decide the best way to accomplish this. Which of several possible degre |
| Organizing | is defined as arranging tasks, people, and other resources to accomplish the work. College administrators must determine the tasks to be done, by whom, and what the reporting hierarchy is to be. Should the institution be organized into schools with depart |
| leading | is defined as motivating, directing, and otherwise influencing people to work hard to achieve the organization's goals. At your college, leadership begins, of course, with the president (who would be the CEO in a for-profit organization). He or she is the |
| Controlling | is defined as monitoring performance, comparing it with goals, and taking corrective action as needed. Is the college discovering that fewer students are majoring in nursing than they did five years ago? Is the fault with a change in the job market? With |
| Within an organization, there are four levels of managers: | top, middle, and first-line managers as well as team leaders. Managers may also be general managers, or they may be functional managers, responsible for just one organizational activity, such as research and development (R&D), marketing, finance, producti |
| Peter Drucker said. | Employees, especially so-called knowledge workers—those who have a great deal of technical skills—can be compared to concert musicians. Their managers can be seen as conductors. |
| In Drucker's analogy, musicians are used for some pieces of music—that is, work projects—and not others, and they are divided into different sections (teams) based on their instruments. The conductor's role is not to play each instrument better than the m | |
| one leader sits at the top, with layers of managers beneath, each of whom must report to and justify their work to the manager above (what's called | accountability |
| Top managers make | long-term decisions |
| middle-managers implement those decisions, first-line managers make short-term decisions, and team leaders facilitate team activities toward achieving a goal. | |
| Not everyone who works in an organization is a manager, of course, but those who are may be classified into four levels | top, middle, and first-line managers, and team leaders. Nonmanagerial employees represent the foundation of an organizational pyramid. |
| an organization's top managers tend to have titles such as | chief executive officer (CEO), chief operating officer (COO), president, and senior vice president. |
| Top managers | make long-term decisions about the overall direction of the organization and establish the objectives, policies, and strategies for it. They need to pay a lot of attention to the environment outside the organization, being alert for long-run opportunities |
| Middle managers | implement the policies and plans of the top managers above them and supervise and coordinate the activities of the first-line managers below them. Titles might include plant manager, district manager, and regional manager, among others. In the nonprofit w |
| First-Line Managers: Directing Daily Tasks | The job titles at this level of the managerial pyramid tend to be on the order of department head, foreperson, or supervisor—clerical supervisor, production supervisor, research supervisor, and so on. |
| First line managers | make short-term operating decisions, directing the daily tasks of nonmanagerial personnel, who are, of course, all those people who work directly at their jobs but don't oversee the work of others. |
| Teamwork is an essential component of organizational success. Organizations use teams for | tasks that can't be accomplished by one person alone because they require a variety of perspectives, knowledge, and skills |
| Team leaders | facilitate team members' activities to help teams achieve their goals. In other words, team leaders see to it that their team members have everything they need to be successful. |
| Recent research published in Harvard Business Review suggests that the most successful teams possess four key elements. | compelling direction, strong structure, a supportive context, and a shared mindset—and that team leaders are uniquely positioned to positively impact these elements. |
| Nonmanagerial employees | either work alone on tasks or with others on a variety of teams. They do not formally supervise or manage other people, and they are the bulk of a company's workforce. |
| A functional manager | is responsible for just one organizational activity. Google is particularly noteworthy for its unusual functional management job titles, such as Director of Organic and Softlines, Vice President of Marketing, Mobile, and Wearable Hardware, and Experience |
| If your title is Vice President of Production, Director of Finance, or Administrator for Human Resources, you are a | functional manager |
| General manager | Manager who is responsible for several organizational activities |
| At the top of the pyramid, general managers are those who seem to be the subject of news stories in magazines such as | Bloomberg Businessweek, Fortune, Forbes, and Inc. Examples are big-company CEOs Mark Clouse of Campbell Soup and Jeff Bezos of Amazon.com, as well as small-company CEOs such as Emily Weiss, who founded Glossier, an online beauty-product retailer. But not |
| There are three types of organizations classified according to the three purposes for which they are formed | for-profit, nonprofit, and mutual-benefit. |
| For-Profit Organizations: For Making Money | Managers in nonprofit organizations are often known as administrators. Nonprofit organizations may be either in the public sector, such as the University of California, or in the private sector, such as Stanford University. Either way, their purpose is to |
| One particular type of nonprofit organization is called the _______ not to be confused with commonwealth organization). Unlike nonprofit service organizations, which offer services to some clients, commonweal organizations offer services to all clients wi | commonweal organization |
| Mutual-Benefit Organizations: For Aiding Members | Mutual-benefit organizations are voluntary collections of members—political parties, farm cooperatives, labor unions, trade associations, and clubs—whose purpose is to advance members' interests. There are over 9,500 such organizations.35 |
| Mutual-benefit organizations are voluntary collections of members—political parties, farm cooperatives, labor unions, trade associations, and clubs—whose purpose is to advance members' interests. There are over 9,500 such organizations.35 | planning, organizing, leading, and controlling |
| in a for-profit organization | the measure of success is how much profit (or loss) it generates. In the other two types of organizations, although income and expenditures are very important concerns, the measure of success is usually the effectiveness of the services delivered—how many |
| Managers tend to work long hours and their time is always in demand; their work is characterized by | near constant communication with others; and their jobs require impeccable time-management skills. According to management scholar Henry Mintzberg, managers play three roles—interpersonal, informational, and decisional. |
| Interpersonal roles | include figurehead, leader, and liaison activities. Informational roles are monitor, disseminator, and spokesperson. Decisional roles are entrepreneur, disturbance handler, resource allocator, and negotiator. |
| Multitasking | Juggling multiple activities is common for managers—which is why so many managers use their smartphones to keep track of their schedules. |
| Today's managers worked an average of 9.7 hours each weekday. True "breaks" were rare, with most working at least a couple of hours on 79% of their weekend days and 70% of their vacation days. Results showed the typical modern manager clocked a 62.5 hour | demands of others, and it becomes clear that managing is one tough job. The laundry list of interests demanding a piece of the CEO's time was endless. Both internal constituencies (direct reports, senior leaders, lower-level managers, and nonmanagerial em |
| Results showed that | CEOs spent 100% of their work time engaged in some form of communication with others. That's right—a full 100% of their work time involved communication! Face-to-face interactions accounted for 61% of managers' work time and electronic communications took |
| Written and oral communication ability is | one of the most important career readiness competencies you can develop—it is essential not only for managers but in every single job. |
| The most effective CEOs also used what the authors termed | "broad integrating mechanisms" to enable others in the organization to make the right decisions even in the CEOs' absence. These included strategy, employee development, relationships, and organizational culture—and their existence freed up managers' time |
| the executive's work time has been characterized as ________ and that many managers—such as GM's Mary Barra—are often in their offices by 6 a.m. to take advantage of a brief, quiet period in which to work undisturbed. | interrupted driven day |
| Mindfulness | is the state of being fully aware of what is happening in the present moment without reacting or applying judgment. |
| In case you are thinking this sounds like an impractical trait for a busy manager to cultivate, consider that learning how to focus just on the task or conversation at hand is actually an invaluable way to get more done. By focusing on one thing at a time | |
| One of the most effective strategies for increasing your ability to be mindful is | meditation |
| Companies that now offer their employees mindfulness training include | American Express, Ford, LinkedIn, General Mills, Intel, Goldman Sachs, Apple, Nike, and Target |
| Meditation is called a practice because | it's a skill that you improve over time |
| From his observations and other research, Mintzberg concluded that managers play three broad types of roles or organized sets of behavior: | interpersonal, informational, and decisional. (Porter and Nohria's discussion of the dimensions of the modern CEO role is consistent with the behaviors Mintzberg described). |
| Interpersonal Roles Definition | as monitor, disseminator, and spokesperson—managers receive and communicate information with other people inside and outside the organization. |
| Decisional Roles | managers use information to make decisions to solve problems or take advantage of opportunities. The four decision-making roles are entrepreneur, disturbance handler, resource allocator, and negotiator. |
| Interpersonal Figurehead role | Figurehead role |
| In your figurehead role, you show visitors around your company, attend employee birthday parties, and present ethical guidelines to your subordinates. In other words, you perform symbolic tasks that represent your organization | |
| Interpersonal Leadership role | In your role of leader, you are responsible for the actions of your subordinates, as their successes and failures reflect on you. Your leadership is expressed in your decisions about training, motivating, and disciplining people |
| Interpersonal Liaison role | In your liaison role, you must act like a politician, working with other people outside your work unit and organization to develop alliances that will help you achieve your organization's goals |
| Informational Monitor role | As a monitor, you should be constantly alert for useful information, whether gathered from newspaper stories about the competition or gathered from snippets of conversation with subordinates you meet in the hallway. |
| Disseminator role | Workers complain they never know what's going on? That probably means their supervisor failed in the role of disseminator. Managers need to constantly disseminate important information to employees, as via e-mail and meetings. |
| Spokesperson role | You are expected, of course, to be a diplomat, to put the best face on the activities of your work unit or organization to people outside it. This is the informational role of spokesperson. |
| Entrepreneur role | A good manager is expected to be an entrepreneur, to initiate and encourage change and innovation. |
| Disturbance handler role | Unforeseen problems—from product defects to international currency crises—require you be a disturbance handler, fixing problems |
| Resource allocator role | Because you'll never have enough time, money, and so on, you'll need to be a resource allocator, setting priorities about use of resources. |
| Negotiator role | To be a manager is to be a continual negotiator, working with others inside and outside the organization to accomplish your goals. |
| managers are | doers |
| Lower- and middle-level managers are a varied lot, but what do top managers have in common? | A supportive spouse or partner |
| "Being a CEO, they acknowledge, is not a one-person job; a CEO's partner has to | lean in' too. |
| Whether or not they have support at home, aspiring managers also need to have other kinds of the "right stuff." In the mid-1970s, researcher Robert Katz found that through education and experience managers acquire three principal skills | technical, conceptual, and human |
| Technical skills | consist of the job-specific knowledge needed to perform well in a specialized field. Having the requisite technical skills seems to be most important at the lower levels of management—that is, among employees in their first professional job and first-line |
| Technical Skills example | Mary Barra has a bachelor's degree in electrical engineering and a master's in business administration and a well-rounded resume that includes important experience as executive assistant to the CEO, being head of midsize car engineering, managing GM's Det |
| Said by her predecessor to be "one of the most gifted executives" he had met in his career, she displays an engineer's enthusiasm for cars, a quality not found among other car-company CEOs promoted from finance operations.57 Indeed, says one account, "Ms. | |
| conceptual skills | consist of the ability to think analytically, to visualize an organization as a whole and understand how the parts work together. Conceptual skills are more important as you move up the management ladder, particularly for top managers, who must deal with |
| Human skills | onsist of the ability to work well in cooperation with other people to get things done—especially with people in teams, an important part of today's organizations. |
| soft skills | interpersonal "people" skills needed for success at all levels |
| Soft Skills Examples | Barra has demonstrated exceptionally strong soft skills. She has "an ability with people," says her previous boss, that is critical to GM's team-first approach.64 "She is known inside GM as a consensus builder who calls her staff together on a moment's no |
| More than 90% of respondents to a recent Global Talent Trends survey by LinkedIn identified soft skills like | creativity, adaptability, and collaboration as a critical priority.67 In fact, these skills will become more important than ever as machines assume an increasing number of simple, routine, and manual tasks |
| Google, for example, now prioritizes social awareness, critical thinking, and problem solving in its | hiring process |
| soft skills can be taught. | employers are finding it worth investing money to develop these abilities in their employees. A study conducted by Harvard University, Boston University, and the University of Michigan shows that training employees in soft skills doesn't just marginally i |
| American Management Association (AMA) offers soft-skills seminars for managers at all levels including front-line supervisors.72 Among the skills they can gain are the ability to | ive direction without generating conflict, to lead and motivate groups and teams, to influence others including "difficult" people, to offer effective feedback, and to get things done in an atmosphere of trust and respect. The seminar topics are a compreh |
| "Companies don't want dictators, kings, or emperors."74 Instead of someone who gives orders, they want executives who ask probing questions and invite people to participate in decision making and power sharing. | |
| Among the chief skills companies seek in top managers are the following: | The ability to motivate and engage others. |
| The ability to communicate. | |
| Work experience outside the United States. | |
| High energy levels to meet the demands of global travel and a 24/7 world | |
| Seven challenges face any manager: | You need to manage for competitive advantage—to stay ahead of rivals. |
| You need to manage for technological advances—to deal with the "new normal." | |
| You need to manage for inclusion and diversity, because the future won't resemble the past. | |
| You need to manage for globalization and the expanding management universe. You also must maintain ethical standards, and you need to manage for sustainable development—to practice sound environmental policies. | |
| Finally, you need to manage for the achievement of your own happiness and life goals. | |
| Competitive advantage | is the ability of an organization to produce goods or services more effectively than competitors do, thereby outperforming them. This means an organization must stay ahead in four areas: (1) being responsive to customers, (2) innovation, (3) quality, and |
| is the ability of an organization to produce goods or services more effectively than competitors do, thereby outperforming them. This means an organization must stay ahead in four areas: (1) being responsive to customers, (2) innovation, (3) quality, and | The first law of business is Take care of the customer. Without customers—buyers, clients, consumers, shoppers, users, patrons, guests, investors, or whatever they're called—sooner or later there will be no organization. Nonprofit organizations are well a |
| 2. Innovation | Finding ways to deliver new or better goods or services is called innovation. No organization, for-profit or nonprofit, can allow itself to become complacent—especially when rivals are coming up with creative ideas. "Innovate or die" is an important adage |
| 3. Quality | If your organization is the only one of its kind, customers may put up with products or services that are less than stellar (as they have with some airlines that have a near monopoly on flights out of certain cities), but only because they have no choice. |
| 4. Efficiency | A generation ago, organizations rewarded employees for their length of service. Today, however, the emphasis is on efficiency: Companies strive to produce goods or services as quickly as possible using as few employees (and raw materials) as possible. Alt |
| Challenge #2: Managing for Technological Advances—Dealing with the "New Normal" | The challenge of managing for technological advances will require your unflagging attention. |
| Some of the implications of technological advances that we will discuss throughout the book are as follows: | E commerce |
| Far-ranging electronic management: e-communication all the time. | |
| Data, data, and more data: a challenge to decision making. | |
| E-commerce | Electronic commerce—the buying and selling of goods or services over computer networks. |
| has reshaped entire industries and revamped the very notion of what a company is. | |
| E-business | Using the Internet to facilitate every aspect of running a business |
| Because the Internet so dramatically lowers the cost of communication, it can radically alter any activity that depends heavily on the flow of information. The result is that disruption has become the "new normal," according to Forrester Research | |
| Far-ranging electronic management: e-communication all the time | Today's managers will be masters of electronic communication, using mobile devices to create powerful messages to motivate and lead teams of specialists all over the world. The next section notes that employers are looking to hire college graduates with i |
| Information technology application skills | reflect the extent to which you can effectively use information technology and learn new applications on an ongoing basis. You will clearly want to excel at e-communication. |
| Data, data, and more data: a challenge to decision making | The digital universe is growing at an incomprehensible speed, one that— according to web-hosting service 100Tb— contains an amount of data so vast it is "impossible for the human mind to quantify |
| Cloud computing | The storing of software and data on gigantic collections of computers located away from a company's principal site |
| Databases | Computerized collections of interrelated files |
| Big data | Stores of data so vast that conventional database management systems cannot handle them |
| so very sophisticated analysis software and supercomputers are required. The challenge: How do we deal with this massive amount of data to make useful decisions without violating people's right to privacy? | |
| databases are | are susceptible to either malicious or accidental leaks no matter how well protected they are. |
| Artificial intelligence (AI) | is the discipline concerned with creating computer systems that simulate human reasoning and sensation, as represented by robots, natural language processing, pattern recognition, and similar technologies. |
| Organizational changes: shifts in structure, jobs, goals, and management | Organizations and their employees are no longer as bound by time zones and locations. The "virtual" organization presents a variety of options for how work gets done, including the ability to: |
| Telecommute | |
| Videoconference | |
| Deliver and track a variety of functions digitally with programs such as eWorkbench that enable managers to create and track employee goals and deliver feedback. | |
| Manage projects using project management software programs for planning and scheduling the people, costs, and resources to complete a project on time. | |
| Knowledge management and collaborative computing | |
| Telecommute | or work from home or remote locations using a variety of information technologies. |
| Videoconference | Videoconference by using video and audio links along with computers to conduct meetings and allow people in different locations see, hear, and talk with one another |
| Project management software | Programs for planning and scheduling the people, costs, and resources to complete a project on time |
| Knowledgeable Management | Implementation of systems and practices to increase the sharing of knowledge and information throughout an organization |
| Collaborative computing | will help people work better together through state-of-the-art computer software and hardware. Many hospitals, for example, now knit various functions together—patient histories, doctors' orders, lab results, prescription information, billing—in a single |
| Challenge #4: Managing for Globalization—The Expanding Management Universe | Verbal expressions and gestures don't mean the same thing to everyone around the world. Failure to understand such differences can affect organizations' ability to manage globally. |
| U.S. firms have been going out into the world in a major way, even as the world has also been coming to them. This increasingly interconnected nature of business around the word, called globalization, has had economic downsides for workers in some industr | |
| example of Challenge #5: Managing for Ethical Standards | n 2015, Volkswagen was found to have installed, in some 11 million cars sold in the United States, software that deactivated required emissions controls while on the road, releasing many times more emissions than allowed by law, because the controls reduc |
| Ethical behavior is not just a nicety; | it is an essential principle to follow in every industry, and one that is even more compelling when you are in a position of power. We hold leaders and managers accountable for unethical behaviors in their organizations even if they are not directly invol |
| Originally business ethics grew out of the philosophy that ethical behavior was the right thing to do. Now research is | uncovering the underlying reasons people act the way they do, to develop a more psychologically realistic approach and learn what tools will nudge people toward right behavior. We include a "Legal/Ethical Challenge" case at the end of every chapter to ass |
| Doing Right versus Being Liked | When people predict how they're going to act in a given situation, "the 'should' self dominates—we should be fair, we should be generous, we should assert our values," says business ethics professor Ann E. Tenbrunsel. "But when the time for action comes, |
| How can you learn to be ethical? | First, recognize the reasons you are tempted to overlook wrongdoing—reluctance to disappoint your friends, worry about what others will think of you, or fear that you'll get in trouble if you speak up. Then realize that the discomfort you're experiencing |
| Challenge #6: Managing for Sustainable Development —The Business of Green | |
| Sustainable development | focuses on meeting present needs while simultaneously ensuring that future generations will be able to meet their needs.120 The UN SDGs include zero hunger, decent work and economic growth, affordable and clean energy, and responsible consumption and prod |
| Happiness is getting what you want, having your desires fulfilled. __________- is the sense of "belonging to and serving something that you believe is bigger than the self. | Meaningfulnes |
| We have three suggestions for building meaning into your life. | Identify activities you love doing. |
| Find a way to build your natural strengths into your personal and work life | |
| Go out and help someone. | |
| Identify activities you love doing. | Try to do more of these activities or find ways to build them into your work role. Employees at St. Jude Children's Research Hospital embody this suggestion. They truly enjoy participating in the St. Jude Marathon weekend because it raises money for the c |
| Find a way to build your natural strengths into your personal and work life. | Doing this requires that you assess yourself along a host of competencies desired by employers. The next section identifies these competencies and discusses how you might evaluate your strengths and development opportunities. |
| Go out and help someone. | Research shows that people derive a sense of meaningfulness from helping others.129 Salesforce, ranked as the second-best place to work by Fortune in 2019, follows this suggestion. The company donates "subscriptions for its technology to nonprofits and ed |
| Career readiness | Represents the extent to which you possess the knowledge, skills, and attributes desired by employers. |
| More importantly, we think your awareness that employers expect more from you in these areas will be valuable for at least two reasons: | you will be motivated to learn |
| you will know where to focus your energy | |
| you will be motivated to learn | Studies of human behavior reveal that people won't spend time on personal development unless they feel the need. Overinflated perceptions of career readiness will not motivate you to develop the attributes that enhance that readiness. Having a realistic p |
| You will knoo where to focus your energy | As you will learn in the upcoming section, the list of career readiness competencies is quite long, and some of the competencies will be more relevant to your personal career path than others. This can be daunting when you are trying to improve your caree |
| Core Competencies | Competencies that are vital across jobs, occupations, and industries |
| The seven competencies in the center of the model are necessary for success no matter what career path you pursue. The demand for things like communication and leadership ability, interpersonal skills, and information technology skills is predicted to gro | |
| Knowlege | Skills in the knowledge category, generally referred to as "hard skills," encompass the basic knowledge employers expect you to possess. They develop from your ability to apply academic and practical knowledge while performing the job. Your grade point av |
| The Core Competencies | The seven competencies in the center of the model are necessary for success no matter what career path you pursue. The demand for things like communication and leadership ability, interpersonal skills, and information technology skills is predicted to gro |
| Knowlege | Skills in the knowledge category, generally referred to as "hard skills," encompass the basic knowledge employers expect you to possess. They develop from your ability to apply academic and practical knowledge while performing the job. Your grade point av |
| Other types of knowledge desired by employers include computational thinking, understanding the business, and new media literacy | |
| Soft Skills | We defined soft skills above as interpersonal or "people" skills needed for success at work. These are not knowledge or technical skills. Soft skills are becoming increasingly important as companies outsource and automate routine tasks. For example, a rec |
| Attitudes | are beliefs and feelings directed toward specific objects, people, or events. More formally, an attitude is defined as a learned predisposition toward a given object. |
| Aaron Michel, cofounder and CEO at PathSource, a career navigation and education software company, believes professionalism/work ethic "cannot be overvalued in the job market." He concluded that "just being on time and behaving responsibly can leave a str | resiliance |
| Resilience | Generally defined as the ability to recover from setbacks, adapt well to change, and keep going in the face of adversity |
| We classify the many ways to develop career readiness into six categories: | (1) build self-awareness, (2) learn from educational activities, (3) model others possessing the desired competencies, (4) learn from on-the-job-activities, (5) seek experience from student groups and organizations, and (6) experiment. |
| build self-awareness | There are two ways to gather the data or information you need to make an accurate evaluation of your strengths and developmental opportunities: |
| Ask for honest, targeted feedback from fellow students, co-workers, managers, teachers, and family. Find people you trust. | |
| Take validated self-assessment surveys. This textbook provides 64 self-assessments for this purpose. Each provides developmental feedback, enabling you to devise a path toward improvement of a particular skill. | |
| Proactive learning orientation | The desire to learn and improve your knowledge, soft skills, and other characteristics in pursuit of personal development. |
| Learning from educational activities: | |
| This orientation allows you to improve your chances of learning new skills by means of the following: | |
| Taking courses at your university or attending training seminars that focus on the competencies you need, such as time management or communication. | |
| Watching training videos and documentaries. | |
| Reading books, magazines, and research articles in pursuit of developmental ideas.148 This textbook is a good source. You can also consult the references cited in this book to find more detailed information about a variety of topics. | |
| Searching the Internet or Amazon for relevant source materials from reputable sources. | |
| 3. Model Others Possessing the Targeted Competencies | |
| To learn from others around you, you can: | To learn from others around you, you can: |
| Identify role models or mentors who possess the skills or traits you need and then interview them. Try to learn how they execute their competencies. | |
| Observe people who possess the targeted competency and learn from their behavior. | |
| Try out new behaviors and then discuss your results with a mentor, coach, or colleague. | |
| Steps you can take include:%0D%0A%0D%0ASeeking new assignments that require you to use one of your targeted competencies.%0D%0ARepresenting a member of management at a meeting or business function. | |
| Serving as a coach to another employee. | |
| Asking to serve as a team leader or project manager. | |
| Making presentations and facilitating meetings. | |
| Volunteering for special projects or committees. | |
| Transferring to another job to obtain new skills and experience. | |
| 5. Seek Experience from Student Groups and Organizations | The following activities are useful:%0D%0A%0D%0AJoin student groups and seek leadership positions.%0D%0AJoin and network at student organizations such as Toastmasters. |
| Volunteer at organizations where you can practice your developing skills. | |
| Enroll in internships, research projects, service learning opportunities, or co-ops. Internships generally last one semester or summer and can be paid or unpaid. Co-ops are paid full-time jobs that typically last 3 to 12 months. | |
| Make presentations to professional or civic organizations. | |
| Volunteer in religious, civic, or community organizations | |
| Experiment | Developing soft skills requires you to put new knowledge or information to use. Try these ideas: |
| Identify new behaviors you want to master and then practice them. For example, if you want to increase your leadership skills, volunteer to facilitate your next team meeting at school or work. Practice using the influence skills we'll discuss in Chapter 1 | |
| Keep a career journal. Record the details of your developmental efforts and learn from both success and missteps. Collect stories about your strengths and the improvements you've made and then use them during job interviews. | |
| three keys to success: | It's your responsibility to manage your career. Don't count on others. |
| Personal reflection, motivation, commitment, and experimentation are essential. | |
| Success is achieved by following a process. A process is defined as a series of actions or steps followed to bring about a desired result. | |
| Process | is defined as a series of actions or steps followed to bring about a desired result. |
| process to guide the pursuit of managing your career readiness. We recommend the following four steps: | Step 1. |
| The first step entails examining the list of career readiness competencies in Table 1.2 and picking two or three that impact your current performance at school, work, or extracurricular activities. You then need to assess your skill level for these compet | |
| Step 2.The second step requires you to consider how you can use the material covered in a chapter to develop your targeted career readiness competencies. For example, do your targeted competencies at this point relate to any of the four functions of manag | |
| Step 3. The third step involves experimenting with small steps aimed at developing your targeted career readiness competencies. | |
| Step 4. The final step is to evaluate what happened during your small-step experiments. This entails reflecting on what went right and wrong. Remember, you can learn as much from failure as success. | |
| willingness | is at the center of developing your career readiness. This reinforces the point that it's up to you to shape and direct your future. |
| Dr. Fogg's three-step process to turn managing your career readiness into a habit | Identify something specific you want to accomplish. Be sure to choose something that excites you. Fogg says that if the goal you're working toward is something you truly want to accomplish, then motivation will come naturally. Suppose you really want to g |
| Identify a simple, tiny change you can implement. Fogg says you should plan to make incremental progress toward your desired outcome through a series of tiny, simple changes. Tiny changes are easy, which means you are more likely to stick with them. Take | |
| Attach the tiny change to an existing habit. Fogg's method relies on the fact that we are already engaging in a slew of habits as part of our daily routines. Try to identify some of your existing habits. Maybe you head straight for the bathroom sink to br | |
| Fogg says that overtime | these moments of positive reinforcement will go a long way toward making your new behaviors automatic, and therefore, toward helping you reach your goals |
Created by:
jmccrar1145