Management Skills - Study Material

Management
Skills
December, 2023
www.blueoceanacademy.com
Course Agenda
1. Management and Leadership

2. Motivation
3. Goals And Goal Setting
4. Importance of Teamwork
5. Effective Delegation
6. Reviewing Performance
Management Skills
Management and Leadership
Management Skills
Defining Management
Management can be described as

the people who design an
organization’s structure and
determine how different aspects
of the organization will interact.
Is Management an Art or a
Science?
Management Skills
Defining Management
Organizational design is largely a

function based on systems
thinking.
A system is a set of things--

people, cells, molecules, or
whatever--interconnected in
such a way that they
produce their own pattern
of behavior over time.
Management Skills
Defining Management
Perspective is essential in systems

thinking: a manager’s role in
organizational design is to refrain
from thinking of departments,
individuals, processes, and
problems as separate from the
system and instead think of them
as indivisible components of the
broader organizational process.
Management Skills
Defining Management
Think of connections instead of

disconnections/silos; think in
circles instead of in a linear
manner; think in wholes instead of
parts; think of synthesis instead of
analysis; think of relationships
instead of about things in isolation.
Be big-picture. Be holistic.
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Defining Management
Management must actively adapt

organizations to meet various
challenges, opportunities, and
technological improvements to
maintain competitive output.
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Scanning the Environments
Management Skills
Scanning the Environments
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Essential Managerial Functions
Management Skills
Levels of Planning
Management Skills
Basic Elements of Organizing
Management Skills
Functions of Leadership
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Controlling Function of Management
Management Skills
The Management Competency Value Chain
Imroving
Managerial Skills
& Competencies Imroving
Managerial Skills
& Competencies
Continuous
Professional
Development
Management Skills
Types of Management Styles – 1- Autocratic
• This type of management follows a

top-down approach, with one-way
communication from bosses to
employees.
• This is the most controlling of the
different management styles, with
the management making all
workplace decisions and holding
all of the power.
• Employees are treated as drones,
to be monitored closely as they
perform within clearly defined
perimeters.
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Types of Management Styles – 1- Autocratic
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Types of Management Styles – 2- Participative
• In this style, managers encourage

employees to give input during
the decision-making process, but
are ultimately responsible for the
final decision.
• Communication goes both ways,
top-down and bottom-up, and
team cohesiveness is increased.
• This process allows for diverse
opinions, skills and ideas to inform
decisions.
Management Skills
Types of Management Styles – 2- Participative
Management Skills
The Responsibilities of a Manager
1- Responsibilities To Management
• Their projects are on time and on

budget.
• They are kept informed of progress and
of possible problems.
• You defend their position or point of
view in public, while you address your
criticisms to them in private.
Management Skills
2- Responsibilities To Your Workgroup

• Give them your support and recognition
in public, while you address criticisms to
them in private.
• Provide a fair and consistent
interpretation of rules, regulations, and
policies.
• Give them opportunities to grow and
develop.
• Provide a safe work environment.
• Promote good communication.
Management Skills
3- Responsibilities To Yourself
• Recognize your competence and your

successes.
• Recognize you can’t do it all. Learn from
failure and go on.
• Commit to continuous learning.
• Maintain balance.
Management Skills
Management Vs. Leadership
Management Skills
Management Vs. Leadership
• Leadership is a process by which an executive can

direct, guide and influence the behavior and work of
others towards accomplishment of specific goals in a
given situation.
• Leadership is the ability of a manager to induce the
subordinates to work with confidence and passion.
• Leadership is the potential to influence behavior of
others. It is also defined as the capacity to influence a
group towards the realization of a goal. Leaders are
required to develop future visions, and to motivate
the organizational members to want to achieve the
visions.
• Leadership is the ability to persuade others to seek
defined objectives enthusiastically. It is the human
factor which binds a group together and motivates it
towards goals.
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Leader Vs. Manager
Management Skills
The 5 Levels of Leadership
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Traits of Successful Leaders
Management Skills
Skills to Be a Better Leader
Strategic Thinking Planning and Delivery People Management

Developing a vision of where Planning how to achieve your Finding the right people and
you want to be vision and dealing with motivating them to work
challenges along the way towards your vision
Change Management Communication Persuasion and Influence

Encouraging others to help
Recognizing, responding and Working on the best ways to you achieve your vision by
managing changes to your communicate your vision to demonstrating its advantages
vision and plan others and listening to ideas
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Leadership Styles
Management Skills
Skills Required for Transformational Leadership
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Leadership through Emotional Intelligence
A leadership style that

emphasizes the
understanding and
management of emotions,
both in oneself and in others,
to build effective
relationships, inspire trust,
and achieve positive
outcomes.
Management Skills
Emotional intelligence (EI)

is the ability to recognize,
understand, and regulate
emotions in oneself and
others, and it plays a
crucial role in successful
leadership.
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Leaders who demonstrate

emotional intelligence are
empathetic, self-aware,
and skilled in managing
their emotions and those
of their team members.
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Key Components of Leadership through Emotional Intelligence
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John Adair's Action Centered Leadership Model
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Management Skills
• Adair also promotes a '50:50 rule' which he

applies to various situations involving two
possible influencers, e.g. the view that 50%
of motivation lies with the individual and
50% comes from external factors, among
them leadership from another.
• This contradicts most of the motivation

gurus who assert that most motivation is
from within the individual.
• He also suggests that 50% of team building

success comes from the team and 50% from
the leader.
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Situational Leadership® II Model
• Situational Leadership® II (SLII) is a widely

recognized leadership development model
developed by Dr. Paul Hersey and Dr. Ken
Blanchard.
• It is an extension and refinement of their

original Situational Leadership® Model,
which was introduced in the late 1960s.
• SLII is designed to help leaders adapt their

leadership style based on the development
level of their team members in a given
situation.
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Development Level: SLII identifies four distinct

development levels that team members can
exhibit based on their competence (skills and
knowledge) and commitment (motivation and
confidence) in a specific task or goal.
• D1: Low Competence, High Commitment -
Enthusiastic Beginners: Individuals at this level
lack the required skills and experience but are
highly motivated and eager to learn.
• D2: Some Competence, Low Commitment -

Disillusioned Learners: At this stage, team
members have acquired some skills, but their
confidence and commitment may be wavering.
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Development Level:
• D3: Moderate to High Competence, Variable

Commitment - Capable but Cautious
Performers: These individuals possess the
necessary skills but may lack full confidence or
motivation to take on new challenges.
• D4: High Competence, High Commitment -

Self-Reliant Achievers: Team members at this
level are both competent and committed,
capable of working independently and guiding
others.
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Leadership Styles: The SLII Model defines four leadership

styles that correspond to each development level:
• S1: Directing (Telling): Involves providing clear
instructions and specific guidance to team members
who are at D1 - Enthusiastic Beginners.
• S2: Coaching (Selling): Involves explaining decisions,
soliciting suggestions, and providing support to team
members at D2 - Disillusioned Learners.
• S3: Supporting (Participating): Requires offering
guidance, collaborating, and empowering team
members at D3 - Capable but Cautious Performers.
• S4: Delegating (Observing): Involves handing over
responsibility and allowing team members at D4 - Self-
Reliant Achievers to work independently
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Leadership Flexibility: The SLII Model

emphasizes that effective leaders should
be flexible in their approach and adapt
their leadership style based on the
development level of their team
members.
Successful leaders can move along the
leadership continuum and use different
styles as needed to support and develop
their team members.
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Development and
Performance: The primary goal
of the SLII Model is to increase
the development level of team
members, thereby enhancing
their competence and
commitment, leading to
improved performance and job
satisfaction.
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Key takeaways?
END
Management Skills
Management Skills
Motivation
Motivation
What's the only real way to

motivate?
The only way to get a person to

do something is to make the
person want to do it in order to
get something they want or avoid
something they don't want.
Management Skills
Motivation
 What is motivation?
 Why does a supervisor

need to understand
human motivation?
Management Skills
Motivation
What is motivation?
• Motivation is a force that leads

people to attempt to satisfy their
important needs.
• Motivation is a drive from within

that prompts or incites an action.
• Supervisors need to create a climate

in which internal motivation will
activate performance.
Management Skills
Motivation
Types of Motivators
The carrot The Whip The Plant
Management Skills
Motivation
Types of Motivators
The Carrot The Whip The Plant
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Motivation
Types of Motivators
The Carrot
• Represents incentives and rewards.

• Examples: Time off, bonuses, gifts.
• Be careful! Offering carrots can
reduce productivity.
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Motivation
Types of Motivators
The Whip
• Represents threats and

consequences.
• Have their place for short-term
goals.
• Employees never respond
positively to the whip.
• We must remember to
recognize people when they do
something good.
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Motivation
Types of Motivators
The Plant
• Represents a positive
environment.
• Suggests many things a
supervisor should strive for.
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Motivation
Motivational Theories
What do you know about:
1. Maslow’s hierarchy of needs theory

2. Herzberg’s Two factor theory
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Motivation
Motivational Theories - Maslow’s hierarchy of needs theory
Higher order needs -

satisfied internally, i.e.,
within an individual.
Lower order needs -

mainly satisfied
externally
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Motivation
• Human behavior is goal-directed.

• Motivation cause goal-directed behavior.
• It is through motivation that needs can be handled and tackled
purposely.
• This can be understood by understanding the hierarchy of needs by
manager.
• The needs of individual serves as a driving force in human behavior.
• Therefore, a manager must understand the “hierarchy of needs”.
Maslow has proposed “The Need Hierarchy Model”.
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Motivation
• According to Maslow, individuals are motivated

by unsatisfied needs.
• As each of these needs is significantly satisfied, it
drives and forces the next need to emerge.
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Motivation
 The managers must identify the need level at which the employee is
existing and then those needs can be utilized as push for motivation.
Managers can give the employees challenging jobs in which the employees’
skills and competencies are fully utilized. Moreover, growth opportunities can
be given to them so that they can reach the peak.
Managers can appreciate and reward employees on accomplishing and
exceeding their targets. The management can give the deserved employee
higher job rank / position in the organization.
Management should encourage teamwork and organize social
events.
Managers should provide the employees job security, safe and
hygienic work environment, and retirement benefits so as to
retain them.
Managers should give employees appropriate salaries to
purchase the basic necessities of life. Breaks and eating
opportunities should be given to employees
Management Skills
Motivation
Motivational Theories - Herzberg’s Two-Factor Theory
• In 1959, Frederick Herzberg, a behavioral scientist

proposed a two-factor theory or the motivator-
hygiene theory.
• According to Herzberg, there are some job factors

that result in satisfaction while there are other job
factors that prevent dissatisfaction.
• According to Herzberg, the opposite of “Satisfaction”

is “No satisfaction” and the opposite of
“Dissatisfaction” is “No Dissatisfaction”.
Frederick Herzberg
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Motivation
Management Skills
Motivation
Herzberg's Motivational versus Maintenance (Hygiene) Factors
Good use of Involvement

Access to
one’s in decision
information
capabilities making
Motivational
Factors
Interesting, Opportunity to Recognition Sense of
challenging do something for importance to
work meaningful achievement organization
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Motivation
Herzberg's Motivational versus Maintenance (Hygiene) Factors
Good working Vacations and

Paid insurance Job titles
conditions holidays
Maintenance
(Hygiene)
Factors
Congenial
people to Pensions Job security Good pay
work with
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Motivation
Supervisor's versus Higher Management’s Role
Higher management can merely

prevent dissatisfaction by
providing maintenance factors in
adequate quantity and quality
Supervisors can provide satisfaction

with motivation factors and cause
an increased commitment of
employees’ time and energy
Management Skills
Motivation
Motivational Theories
Why do you think there are so many

theories on motivation?
• Human behavior is very complex.

• No single theory seems to explain all
human behavior.
• Theories are essentially different sets
of glasses for looking at life.
Management Skills
Motivation
Guidelines on motivating people
1- Share your vision and set clear 2- Learn what people want 3- Communicate with your staff
goals
Regularly set clear and measurable Every employee has a different Communication is a two-way street
goals that are framed by a clear vision so motivation for why they work. and you should make sure that there
that you and your teams can track Learning what employees want will help is a constant flow of communication
progress and they are able to see their you formulate the next step when between you and your employees.
success in a tangible way building motivation in the workplace. This way you can not only keep them
up-to-date with what needs to be
4- Promote Positive Employee Self Esteem done but you can also listen to their
ideas, opinions and feedback.
Self-esteem has two essential components: Make sure you are available to
a) Self-efficacy: Confidence in the ability to cope with life's challenges. Self- contact and be open and
efficacy leads to a sense of control over one's life. approachable in your attitude to
b) Self-respect: Experience oneself as deserving of happiness, achievement, and communication.
love. Self-respect makes possible a sense of community with others.
Management Skills
Motivation
Guidelines on motivating people
5- Encourage teamwork 6- A healthy office environment 7- Give positive feedback

and reward your team
You can do this by regularly holding team- Create a space that is enjoyable to work in When employees achieve
building exercises and opportunities for your and an office where your employees want results, put in extra effort or
team members to bond and get to know one to spend their time. do outstanding work make
another. Be conscious of privacy, noise, air quality, sure to tell them that you’re
natural light, areas to relax and the grateful and be specific in your
ambience. praise.
8- Provide opportunities for And don't forget about your remote Reward your team for hard
development employees. They need just as much work, whether this in the form
These opportunities should be tailored attention and support from your side to of monetary rewards, gifts,
specifically to suit the individual employee create a healthy work environment for bonuses or more
and can be in the form of further training, them, too - even if their office is at home. responsibility and
setting challenging targets, inviting an independence.
employee to shadow you or spending your
own time teaching and mentoring
somebody.
Management Skills
Motivation
Key takeaways?
END
Management Skills
Goals and Goal Setting
Management Skills
Planning and Goal Setting
Goals
• Teams often fall short of meeting their goals

due to a lack of consensus on the definition
of success.
• SMART goals use a specific set of criteria to
help ensure that objectives are clearly
defined and attainable within a certain
timeframe.
• Working through each step of creating a
SMART goal can reveal instances where
priorities and resources are out of
alignment.
Management Skills
What are SMART goals?
• The SMART in SMART goals stands

for Specific, Measurable,
Achievable, Relevant, and Time-
Bound.
• Defining these parameters as they
pertain to your goal helps ensure
that your objectives are attainable
within a certain time frame.
• This approach eliminates
generalities and guesswork, sets a
clear timeline, and makes it easier
to track progress and identify
missed milestones.
Management Skills
What are SMART goals?
• An example of a SMART-goal statement might

look like this: Our
goal is to
[quantifiable objective] by
[timeframe or deadline]. [Key
players or teams] will accomplish
this goal by [what steps you’ll take
to achieve the goal].
Accomplishing this goal will [result
or benefit].
Management Skills
S: Specific
• In order for a goal to be effective, it needs to

be specific. A specific goal answers questions
like:
o What needs to be accomplished?
o Who’s responsible for it?
o What steps need to be taken to achieve
it?
• Thinking through these questions helps get
to the heart of what you’re aiming for.
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M: Measurable
• Specificity is a solid start, but quantifying

your goals (that is, making sure they’re
measurable) makes it easier to track progress
and know when you’ve reached the finish
line.
• Incorporate measurable, trackable
benchmarks.
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A: Achievable
• This is the point in the process when you give

yourself a serious reality check.
• Goals should be realistic — not pedestals from
which you inevitably tumble.
• Ask yourself: is your objective something you or
your team can reasonably accomplish?
• Safeguarding the achievability of your goal is much
easier when you’re the one setting it. However,
that’s not always the case.
• When goals are handed down from elsewhere,
make sure to communicate any restraints you may
be working under. Even if you can’t shift the end
goal, at least you can make your position (and any
potential roadblocks) known up-front.
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R: Relevant
• Here’s where you need to think

about the big picture. Why are
you setting the goal that you’re
setting?
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T: Time-based
• To properly measure success, you and

your team need to be on the same page
about when a goal has been reached.
• What’s your time horizon? When will the
team start creating and implementing
the tasks they’ve identified? When will
they finish?
• SMART goals should have time-related
parameters built in, so everybody knows
how to stay on track within a designated
time frame.
Management Skills
SMARTER Goals
• S.M.A.R.T.E.R. goal setting takes this two steps

further, forcing you to evaluate and readjust
or revise your approach.
• This added sense of measurement and
readjustment is critical to the achievement of
anything in life.
• All too often, we tend to set our goals, but not
put any type of measurement to them.
• When we don’t measure and track something,
it becomes far easier for the mind to trick us
into either putting things off or thinking that
we’ve come further along than we really have.
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E: Evaluated
• The sixth aspect of SMARTER goal

setting is that goals should be
evaluated.
• This is where we move beyond goal
characteristics and into goal interaction.
• Evaluation is about reviewing and
reflecting.
• What’s working, what’s not. What’s
gone well, what hasn’t. What’s gotten in
your way, and what’s been helpful along
the way.
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R: Revised
• The final aspect of SMARTER goal setting is that

goals can be revised. If the goals are SMART and
you’re evaluating them with your team member
regularly, then you may not have to revise
anything.
• But goals aren’t perfect, and neither are situations.
• Stuff comes up. A life event, a change in the
industry, downsizing in your company, a change in
materials or distributors for things that you might
sell.
• Revision happens during evaluation, so these two
stages go hand-in-hand.
• As you evaluate in general, you need to evaluate
whether goals should be revised.
Management Skills
R: Revised
• What should we change about

upcoming goals and what should we
keep the same?
• How can we ensure better results than
last time?
• Are there different metrics we can
track that better represent
performance?
• Do other or additional people need to
be included on these goals?
Management Skills
Goal Attributes
Specificity
Difficulty
Acceptance
Commitment
Management Skills
Goal Attributes
• Studies show that there is a direct relationship

Specificity between goal specificity and employee performance.
The more specific the goal, the less ambiguity involved
and the higher the performance.
Difficulty • When employees are given do-your-best goals, they do
not have an external reference by which they can
measure their own performance.
• For example, telling a salesperson to "do the best you
Acceptance can" is an extremely vague goal that may not increase
performance. However, "increase sales by 10 percent"
is much more specific and encourages high
Commitment performance because the employee has past sales as a
reference point.
Management Skills
Goal Attributes
• Goal difficulty also has a direct relationship with

Specificity performance. Research shows that more difficult goals
lead to higher performance, as long as the goals do not
become so difficult that employees perceive them as
Difficulty impossible. Unreasonable goals frustrate, rather than
motivate, employees.
• On the other hand, difficult but realistic goals lead to
increased performance and motivation. Research
Acceptance suggests that employees are highly motivated when
the probability of achieving a specific goal is 50
percent.
Commitment
Management Skills
Goal Attributes
Specificity
Difficulty
Acceptance
Commitment
Management Skills
Goal Attributes
• Goal acceptance is the degree to which employees

Specificity accept a goal. Employees need to feel that the goal is
fair and consistent in order to make it their own. Even
if a goal is specific and attainable, individual
Difficulty acceptance is still necessary for effectiveness.
• Employees may reject goals for a multitude of reasons;
they feel the work is meaningless, they do not trust
the organization, or they do not receive feedback
Acceptance regarding their performance.
Commitment
Management Skills
Goal Attributes
• Employees must be committed to the goal in order for

Specificity it to be achieved.
• Commitment refers to the degree to which
employees are dedicated to reaching the goal, and is
Difficulty determined by both situational and personal variables.
• Commitment to a goal can be increased by developing
goals that appeal to employees' values and needs.
• Employees must be convinced that the goal is
Acceptance important. It should be relevant and significant to
some personal value.
• For example, goals that are tied to company success,
Commitment and therefore job security, often appeal to employees'
need for security.
Management Skills
Goals and Goal Setting
Key takeaways?
END
Management Skills
Importance of Teamwork
Management Skills
Defining Teams
• What is synergy?
• What is a team?
• What makes a team different from a
group?
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Establishing Team Norms
• What are some advantages to

working as a team?
• What are some disadvantages?
• Why do teams fail?
• What is the purpose of a team
contract?
Management Skills
Types of Team Members
• The Contributor
This is the detailed person who keeps track of
everything.
• The Collaborator
This is the visionary who is always looking to the
future and a better way of doing things.
• The Communicator
This type is a people person. They don’t want to
rock the boat; they just want to enjoy the boat
ride.
• The Challenger
This person wears the hat of the Devil’s
Advocate.
Management Skills
Building Team Trust
Trust is produced in a climate that

includes four elements:
• Honesty: Integrity, no lies, no

exaggerations
• Openness: A willingness to share and
receptivity to information,
perceptions, ideas
• Consistency: Predictable behavior
and responses
• Treating people with dignity and
fairness
Management Skills
Building Team Trust
Four themes emerge to help explain

why a climate of trust fosters
teamwork.
• Trust allows team members to stay

problem-focused.
• Trust improves the quality of
collaborative outcomes.
• Trust leads to compensating.
• Trust promotes more efficient
communication and coordination.
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The Stages of Team Development
Management Skills
The Stages of Team Development
• What can you do to help your team

through each stage?
• How do you think you can create a
positive team environment?
• What environment do you like to
work in?
• How can we build team trust?
Management Skills
TORI Model
T is for Trust: interpersonal confidence

and absence of fear.
O is for Openness: free flow of
information, ideas, perceptions and
feelings.
R is for Realization: self-determination,
being role free, doing what you want to
do.
I is for Interdependence: reciprocal
influence, shared responsibility and
leadership.
Management Skills
Communication in Teams
• What is communication?
• What are some guidelines for active
listening?
• What are some guidelines for
constructive listening?
• Why should we paraphrase?
Management Skills
Becoming a Good Team Player
Really Useful Attitudes Really Useless Attitudes

 Warm  Angry
 Enthusiastic  Sarcastic
 Confident  Impatient
 Supportive  Bored
 Relaxed  Disrespectful
 Obliging  Conceited
 Curious  Pessimistic
 Resourceful  Anxious
 Comfortable  Rude
 Helpful  Suspicious
 Engaging  Vengeful
 Laid Back  Afraid
 Patient  Self-conscious
 Welcoming  Mocking
 Cheery  Embarrassed
 Interested  Dutiful
Management Skills
Types of Team Conflict
Let’s break conflict down into

three essential areas:
• Inner conflict
• Interpersonal conflict
• Group conflict
Management Skills
Inner Conflict
• Inner conflict can be difficult
to recognize.
• Yet, in many ways, this
conflict is the most difficult to
live with because it often has
an impact on our core values
(the things that are most
important to us), our
personal integrity, and ethics.
Management Skills
Interpersonal Conflict
• This is conflict between two
or more people. It may be
caused by a number of
different factors.
• What are some of the factors
you have seen?
• Since interpersonal conflict is
common in the workplace,
we will spend some time
investigating what causes it.
Management Skills
Twelve Roots of Interpersonal

Conflict
1. Basic Differences
2. Prejudice/Bias
3. Nastiness/Stubbornness
4. Sensitivity/Hurt
5. Differences in
Perception/Values
6. Differences Over Facts
Management Skills
Twelve Roots of Interpersonal

Conflict (ctd.)
7. Differences Over
Goals/Priorities
8. Differences Over Methods
9. Competition for Scarce
Resources
10. Competition for Supremacy
11. Misunderstanding
12. Unfulfilled Expectations
Management Skills
• What kind of team player are you?

o Are you someone who naturally
helps people work together?
o Are you someone who naturally
tends to get involved in conflict as a
way to help reach a resolution or to
fuel the fire?
• What can you see happening at work as
a result of your personal style? (Look
for positive and negative signs to give
yourself a fair assessment.)
Management Skills
Group Conflict
• Group conflict may be relatively independent of
the individuals occupying the roles within a
structure.
o For example, conflict between two
departments, such as marketing and
production, is fairly common. The marketing
department, being customer oriented, may
believe some exceptions can and should be
made in production for the sake of future
sales. The production department may view
such exceptions as unreasonable and not in
the best interest of the organization.
Management Skills
Group conflict can be caused by:

• Differing goals between groups.
• Inadequate rewards systems in
businesses with a range of
operations.
• Mutual departmental independence.
Management Skills
• Can you think of examples of group

conflict in these areas?
o Unequal departmental
dependence
o Differing management styles
o Role dissatisfaction
o Role ambiguity
o Common resource dependence
o Communication barriers
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The Role of Anger in Team Conflict
• Anger is a basic human emotion, just

like happiness.
• When we are embroiled in conflict,
we can feel hurt and even abused;
sometimes, the fastest way we can
think of to protect ourselves is by
responding in anger.
• Other times, we do not have an
opportunity to think about how best
to respond and the first response is
anger.
Management Skills
Stages of Team Conflict
Five Stages of Team Conflict

• People must be very aware that
conflict is dynamic in nature.
• Conflict doesn’t appear suddenly, but
passes through a series of
progressive stages as tensions build.
• Conflict does not always pass
through all of these stages and the
stages can occur in a different order
than what is logically laid out here.
• Furthermore, the participants may
not be at the same stage
simultaneously.
Management Skills
Latent Conflict
• At this stage, the basic conditions for
conflict exist but have not been
recognized.
o For example, racial differences
may preclude basic
communication between two
employees.
Management Skills
Perceived Conflict
• Here, one or both participants recognize the
cause of the conflict.
o For example, two people are good friends,
doing lots of things together in their free
time. One of the friends gets married and
is no longer available for lunches and
Sunday morning tennis. The unmarried
friend feels left out and feels that the
marriage has interfered with the
friendship
Management Skills
Felt Conflict
• This stage is where tension is beginning
to build between the participants,
although no real struggle has begun.
o For example, when employees
become
short-tempered with one another,
the potential for all out conflict
begins to develop.
o The two friends begin sniping at one
another.
Management Skills
Manifest Conflict
• At this stage, the struggle is underway
and the behavior of the participants
makes the problem obvious to others not
directly involved.
• Arguments or damaged feelings are no
longer privately held.
• Remember that conflict is more than
disagreement and more than something
we can easily let go or get over.
Management Skills
Conflict Aftermath
• In the aftermath stage, the conflict has
been ended either through resolution or
suppression.
• The result may be a new condition that
will lead into more effective cooperation
or to a new conflict that may be more
severe than the first.
• In some cases the resolution can be
positive and serve to end the issue.
Management Skills
LECSR Tool for Team Conflict Resolution
• The LECSR tool is a way to work through

an issue to resolve it before conflict
erupts.
• It can be used at the first sign of a
problem or as a way to intervene at any
level.
• LECSR stands for:
o Listen
o Empathize
o Clarify
o Seek Permission
o Resolve
Management Skills
Listening
• Listening to someone else gives you an
opportunity to consider something from
his/her point of view.
• Instead of arguing when you hear a point you
disagree with, listen attentively to the other
person’s main points.
• These statements can help you to listen actively
and to deeply hear what someone is saying:
• “Tell me more. That’s interesting. Uh-huh.”
• “I’m not sure I understand. Could you go
over that again?”
Management Skills
Empathizing
• Empathy is the ability to put yourself in
someone else’s position in order to
understand what they are saying and
feeling, even though you may not agree
with them.
• Statements like these can help you to
demonstrate that you empathize with
what you are hearing:
• “I don’t blame you for feeling that way.
I see what you mean.”
• “I understand how you feel. I’m sure I’d
feel the same way if...”
Management Skills
Clarifying the Issue

• When you address conflict in any situation,
you need a complete understanding of all
sides of the issue.
• Delve deeper to ensure that you have a
clear understanding of what the other
person is saying.
• You can explore an issue respectfully by
using statements such as:
o “Let me see if I’ve got it straight. What
you’re saying is…”
o “Is it possible that the idea you’re
proposing is…?”
Management Skills
Seeking Permission
• When you seek to understand, you may
find you have a tendency to problem solve
instead of listen.
• Keep on track by being someone who
seeks permission.
• Before you ask questions, make sure that
you have asked the person if they are
ready for you to ask.
• Keep in mind that many of us hear a
problem and then let our minds wander
into “advice” or “problem solving” mode.
Management Skills
Seeking Permission (ctd’)

• Ask the other person if they want you to provide
advice before you do so.
• Respectfully ask questions or frame statements
about permission such as:
o “Now that I understand your views, can I
explain mine?”
o “I am not completely sure if you are sharing
this information with me only so that I can
understand, or if you would also like my
advice. It would be helpful if you tell me what
you need.”
o “It seems that this would be a good time to
bring up a few points you haven’t mentioned.”
Management Skills
Resolve the Issue

• Now that both parties have listened, empathized,
clarified the issue, asked for permission, and
discussed options – they can start to resolve the
conflict together.
• A conversation framed in this way prevents
escalation of conflicts and allows the issues to be
resolved. Sometimes we may have to agree to
disagree or have a solution that does not satisfy
all the parties completely.
• With the conflict resolution steps in LECSR,
conflict can be brought out instead of suppressed.
Conflicts can be diffused, and they may seldom
turn into destructive conflict.
Management Skills
Key takeaways?
END
Management Skills
Effective Delegation
Management Skills
What is Delegation?
• Effective delegation reduces a manager's

workload and develops employee skills.
• Delegating prepares employees to be able
to handle your responsibilities and allows
you to advance.
• The essence of supervision and
management is getting work done through
the efforts of others.
• Delegating involves trusting someone else
to do a task for which you will be held
responsible.
Management Skills
What is Delegation?
What is responsibility? What is accountability?

• The accountability for reaching objectives, The understanding that a person accepts
using resources properly, and adhering to responsibility for completing the task at hand
organizational policy. and for the results of their efforts.
• The obligation of a person to carry out the
assignments and functions given him or her
by a person or persons of higher authority.
Management Skills
Defining Delegation
What delegation is NOT:
• It is not giving someone else the dirty work.

• It is not giving somebody a job for a short
period to time when you are busy and then
reclaiming it again the minute you have
spare time again.
• It is not taking the job back if the delegatee
messes up.
Management Skills
Defining Delegation
• Delegation is the art of giving someone else

a task or responsibility that has until now
been a part of your role. This task or
responsibility is suited to the employee’s
skills and abilities and gives him/her
opportunities for growth and development.
• For many new supervisors, this is a very

difficult thing to do. Let’s take a look at
some of the facets of delegation.
Management Skills
Defining Delegation
Group 1 Group 2
• What are the advantages and • Why do managers and supervisors

rewards of delegation? not delegate more often?
• What are the disadvantages or • Why are employees unhappy with
drawbacks of delegation? the delegation process?
Management Skills
Defining Delegation
Advantages of Delegating Worries about Delegating

• Frees up your time • Belief that they can handle the task better
• Good for morale than the employee
• Develops employees • Poor skill in delegation
• Gives you freedom to be promoted • Poor control systems
• Can be cost effective • Concern about the time that delegation
consumes
• Get new (and sometimes better) ideas
• Worry about being shown up by a
competent employee
• Fear of being out of the loop
Management Skills
Defining Delegation
Jobs That Should Be Delegated

• Those that you have someone else trained
and interested in doing
• Jobs that will save you time in the long run
• Jobs that will be more cost-effective if
someone else does them
• Jobs that grow and develop employees
• Jobs that at present have only one
person who can do them
Management Skills
Defining Delegation
What Can't Be Delegated?

• Financial matters
• Performance reviews and disciplinary
actions
• Projects which have not been clearly
defined
• Assigning work
• Motivational problems
• Counseling employees and resolving
conflict situations
• Tasks specifically assigned to the supervisor
Management Skills
Defining Delegation
You Know You Should Delegate

When…
• You seem to be doing all the work
and employees have time to spare
• Work isn’t getting done because
you have no time to do it
• You can’t take a day off or go to a
workshop because you have
nobody you can trust to mind the
shop
• Employees wait for you to make
all the decisions
Management Skills
Defining Delegation
Why do employees not want to be

delegated to?
• They aren’t trained to do the job
• You delegate only trivial tasks
• You expect others to do the job as well as
you can
• You delegate haphazardly
• You are an autocratic delegator
• You check constantly to see how things are
going and micro-manage
• You take credit for results achieved by
employees
• You overload employees
Management Skills
The Steps of Successful Delegation
• Assign work to different members

of the work group.
• Make each employee feel
accountable for the assigned
work.
• Empower each employee to do
what
they need to do to perform the
duties
Management Skills
Degrees of Delegation
1- Investigate and report back.

• The employee investigates and brings
you the facts. You make the appropriate
decision and take action.
2- Investigate and recommend action.

• In this scenario the employee
investigates or researches, identifies
options available, and recommends a
course of action to be taken. You
evaluate the recommendation, make
the decision, and take action.
Management Skills
Degrees of Delegation
3- Investigate and advise on action planned.

• The employee researches, identifies options, and decides
on a course of action, complete with justification. You
evaluate the decision made, and approve or veto the action
to be taken.
4- Investigate and take action; advise you on the action
taken.
• The employee researches, identifies options, decides which
option is best, takes action, then advises you immediately,
so you have a firm handle on what’s going on.
5- Investigate and take action.
• The employee is turned loose. This is full delegation and
displays your complete faith in the individual's ability. You
will be kept informed through regular reporting procedures.
Management Skills
Role Play Activity
Delegator Delegatee
• You are going on a four-week cruise • Your boss is going on a four-week
vacation. cruise vacation.
• In order to get the time off you must • You will need to do their job in their
train somebody else to do your job in absence.
your absence. • This is your only opportunity to learn
• In a short role play, go over several of how to do this work so make sure
the most important tasks that he/she that you understand the instructions.
will be performing in your absence. • Take several minutes to prepare for
the instructions you are about to
receive.
Management Skills
Role Play Activity
Observer
• While the delegator gives his/her
instructions to the delegate, watch
the interaction.
• What improvements could be made
on both sides?
Management Skills
Key takeaways?
END
Management Skills
Reviewing Performance
Management Skills
Feedback and Evaluation
• Employees should be provided with specific performance-

related feedback to help them determine if they are
achieving their goals.
• Frequent feedback is beneficial because it allows
employees to adjust their level of effort to achieve their
goals.
• Feedback from management should consistently be
provided. However, feedback can also come from
coworkers or customers.
• It may be in the form of scores, charts, or graphs that
depict performance over time.
• Feedback not only allows employees to assess their
accomplishments, but it also provides them with the
continued motivation to achieve their goals.
Management Skills
Feedback and Evaluation
• Not only should the employees be evaluated,

but goals should be evaluated periodically.
• Because organizations face many changes,
goals need to be flexible enough so that
organizations can respond to dynamic
environments.
• Objectives should be measurable and specific.
Objectives that are not measurable are often
not directly tied to the organization's overall
mission. They should be linked to rewards that
are valued by employees and associated with
specific time periods.
Management Skills
Ways To Give Effective Employee Feedback
1. Avoid giving unsolicited advice

• Only a third of people believe the feedback
they receive is helpful. That’s because more
often than not, it’s unsolicited, which can
create an immense amount of stress for the
person receiving it.
• If your direct report doesn’t ask for feedback
directly, be sure to ask them if, when, and
how they’d like to receive it.
• By doing this, you can give the control to
your employee and increase the likelihood
that they will act on the feedback you share.
Management Skills
2. Be specific
• Employee feedback should be solutions oriented, crystal clear, and to the point. If
your intention is to offer corrective feedback, general comments, like “Your work
needs to be improved” or “I wasn’t very impressed with those reports". You have
to do better than that” can leave your employee confused and in the dark as to
what aspect of their work needs to be corrected.
• Be specific on what you’d like your employee to do and offer guidance on how they
can apply the feedback. For example, “I noticed you were late on your last two
deadlines. I’d like to work with you on your time management to ensure you’re not
committing to too much and completing each of your tasks in a timely manner.”
• Pro tip: Don’t get stuck on corrective feedback. Remember to also share positive
feedback with your employees so they know the things they should continue doing
but not at the same time.
Management Skills
3. Come with a deep level of empathy

• Delivering feedback that exposes a wide gap in self-knowledge demands an extra
measure of sensitivity.
• Like ripping off a shell, the sting of discovering such a profound gap often elicits
strong emotions that can easily be confused as defensiveness.
• If you’re someone who bores the effect of your colleague’s difficult behavior, be
sure you can set those frustrations aside in favor of the empathy you’ll need for
this conversation.
• Before you even approach your colleague, be prepared to give them the space
they’ll need to feel shocked upon receiving your feedback.
• Remember not to interpret it as intensified resistance to your message.
Management Skills
4. Don’t wait for a quarterly review

• Employee feedback immediately following an event has the greatest impact on
performance. And engagement peaks when employees receive feedback on a
weekly pace.
• If issues are left unaddressed, they may multiply by a domino effect. So by the time
the quarterly performance review comes around, you’ll be confronted with a host
of issues that could have been avoided if mentioned earlier.
• Another flaw in saving feedback for the performance review process is that
problems will be forgotten and the time for offering valuable feedback will have
passed.
• Daily or weekly feedback will help you avoid the recency bias—which mainly
reflects recent work and occurs too infrequently to align with the employee’s
workflow—and can make tracking and analyzing a colleague’s work much easier
for all parties involved.
Management Skills
5. Keep it private
• Don’t criticize publicly—ever.
• For some, even praise is better delivered in a private meeting. Some people simply
don’t like being the center of attention.
• You can also consider offering employee feedback in the form of a written
response. This can give you time to reflect and offer a more thoughtful answer.
• Feedback isn’t just uncomfortable for the receiver, it can be uncomfortable for the
giver as well.
• By moving the location to a more informal area, you can help to ease some of the
underlying pressure.
Management Skills
6. Don’t take the “sandwich approach”

• Helping someone improve should always be the goal of feedback, but sandwiching
corrective feedback between two pieces of positive feedback won’t soften the
blow.
• This method creates confusion for the receiver, undermines your feedback, and
can decrease levels of trust.
• Although it may feel more uncomfortable for the giver, being upfront and
transparent with corrective feedback sets the foundation for an authentic
conversation.
• Focus on delivering feedback diplomatically instead of beating around the bush.
Management Skills
7. Make the conversation a two-way street

• Lecturing someone on how they should improve is about as effective as talking to
a brick wall.
• Don’t forget the important element of respect when discussing vulnerable topics,
and certainly don’t talk at someone when it’s far more effective to open up the
conversation and talk with them.
• Let the receiver respond to your feedback and allow them to ask follow up
questions.
• Once the issue is clear, then you two can work together to land on a solution or
course-of-action.
Management Skills
8. Focus on performance, not personality

a brick wall.
questions.
course-of-action.
Management Skills
9. Keep the conversation going by following up

a brick wall.
questions.
course-of-action.
Management Skills
Coaching and Counseling
• Savvy supervisors know that effective coaching and counseling builds strong working
relationships. It also encourages retention and helps employees grow in their careers.
• In fact, a 2006 Sun Microsystems 5-year study of over 1,000 employees found that those
who mentored others were 6 times more likely to be promoted than those who didn’t,
and their mentees were 5x more likely to be promoted than those who weren’t.
• Quality mentoring increases worker satisfaction, productivity, helps the bottom line and is
necessary for transferring knowledge and expertise from seniors to newer employees.
Efforts from coaching and counseling will bear positive outcomes that outweigh any time
or financial investments when done correctly.
Management Skills
Six Secrets for Effective Employee Coaching and Counseling
1. Every moment in the office is an opportunity for

training, coaching and counseling employees
2. Lay the groundwork of a healthy relationship for
more successful training, coaching and
counseling
3. See failures and mistakes as perfect
opportunities for training, coaching and
counseling employees
4. Provide plenty of praise and rewards
5. Your feedback needs to be detailed and specific
6. Carpool chats are a quick route to
effectively coaching and counseling employees
Management Skills
Coaching Vs. Counseling
Coaching Counseling
• Future focused • Past focused
• Solution focused • Problem focused
• Outcomes driven • Challenge/issue driven
• Doesn’t give advice, instead • Gives advice, recommendations and
it leads the individual to find their own directives, at times, forcefully
answers • States: Why you must change.
• Asks: “How can you change?” • The counselor has the answers
• Believes that the individual has the • Gives the individual a diagnosis and
answers within treatment or solution to fix the
• Helps the individual find their own problem
solutions to meet their goal
Management Skills
Coaching Vs. Counseling
• The difference between coaching and counseling is all about perspective. Coaching asks:
Do you need help with attaining your work goals; whereas, counseling states: You need
help in addressing this issue that hinders your performance in the workplace.
• One is to inspire and motivate; the other is to improve and correct. One helps an
employee move forward to achieve a goal; the other helps a struggling employee
improve.
• One of the major differences between coaches and counselors is in their focus. Coaches
look to the future and work to help an individual achieve certain goals in the workplace.
They’re looking to improve the employee’s already adequate performance.
Management Skills
Key takeaways?
END
Management Skills
Management Skills
Final Thoughts?
Management
Skills
December, 2023
www.blueoceanacademy.com

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Management Skills - Study Material

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Management

1. Management and Leadership

Management can be described as

Organizational design is largely a

A system is a set of things--

Perspective is essential in systems

Think of connections instead of

Management must actively adapt

• This type of management follows a

• In this style, managers encourage

• Their projects are on time and on

2- Responsibilities To Your Workgroup

• Recognize your competence and your

• Leadership is a process by which an executive can

Strategic Thinking Planning and Delivery People Management

Change Management Communication Persuasion and Influence

A leadership style that

Emotional intelligence (EI)

Leaders who demonstrate

• Adair also promotes a '50:50 rule' which he

• This contradicts most of the motivation

• He also suggests that 50% of team building

• Situational Leadership® II (SLII) is a widely

• It is an extension and refinement of their

• SLII is designed to help leaders adapt their

Development Level: SLII identifies four distinct

• D2: Some Competence, Low Commitment -

• D3: Moderate to High Competence, Variable

• D4: High Competence, High Commitment -

Leadership Styles: The SLII Model defines four leadership

Leadership Flexibility: The SLII Model

What's the only real way to

The only way to get a person to

 Why does a supervisor

• Motivation is a force that leads

• Motivation is a drive from within

• Supervisors need to create a climate

The carrot The Whip The Plant

The Carrot The Whip The Plant

• Represents incentives and rewards.

• Represents threats and

What do you know about:

1. Maslow’s hierarchy of needs theory

Higher order needs -

Lower order needs -

• Human behavior is goal-directed.

• According to Maslow, individuals are motivated

• In 1959, Frederick Herzberg, a behavioral scientist

• According to Herzberg, there are some job factors

• According to Herzberg, the opposite of “Satisfaction”

Good use of Involvement

Good working Vacations and

Higher management can merely

Supervisors can provide satisfaction

Why do you think there are so many

• Human behavior is very complex.

5- Encourage teamwork 6- A healthy office environment 7- Give positive feedback

• Teams often fall short of meeting their goals

• The SMART in SMART goals stands

• An example of a SMART-goal statement might

• In order for a goal to be effective, it needs to

• Specificity is a solid start, but quantifying

• This is the point in the process when you give

• Here’s where you need to think