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

• Intrapersonal Skills

• Interpersonal SkillsLeadership SkillsBusiness Skills

Key Skills/Competencies

Examples of Leadership Skills involving Writing & Presenting

• Motivating subordinates– Performance feedback– Goal setting– Building positive relationships with each team member

• Developing & communicating vision– Goal setting– Persuasion

• Using charisma to project vision

• Persistence

Examples of Business Skills involving Writing & Presenting

• Negotiation• E.g., Salary packages, Business contracts

• Decision Making & Problem Solving• Budgeting, Cutting costs, Writing reports

• Planning • Forecasting costs and revenues

• Business strategy• Profitability, good customer service

• Prepare for Managerial Job– Research about mangers

Why Write & Present?

FIRE=Finance, Insurance, Real Estate

• 15-20% of a manager’s time

• 30% of professional & technical person’s time– Accountant Partners Study

• 80% partners write a memo/day• 93% write letter to client/week• 67% write report/notes to financial statement

Amount of Managers’ Time Spent Writing

Smeltzer & Thomas, 94

• Prepare for Managerial Job– Managers & professionals write a lot– Get a managerial job– Be promoted once you have a managerial job

Writing is required in C24 to

• Memos, emails

• Proposals & Persuasive Letters

• Reports

What do managers write?

Smeltzer & Thomas, 94

• Memos/Emails– Describing

• Persuasive Letters & Proposals– Arguing

• Reports – Defining & Analyzing

Tasks involved in different types of managerial writing

• Evaluate loan application from a multi-national that • Owned farms, food processing & manufacturing plants etc. • Defaulted on payment of earlier loan for millions of dollars but submitted a request

for extension on loan & an additional loan

• Bank would consider additional loan to enhance probability of recovering initial loan from multi-national

• While writing, loan officer had to

– Assess performance w/initial loan – Evaluate current viability

• Assess productivity, markets, current financial structure, management, etc.

– Predict potential for recovery & continued viability

– Convince superiors recommendation was valid• Success of recommendation determined officer’s future in bank

One Loan Officer’s Writing Task

(Hillocks, 95)

15

• What is the phenomenon?

• How is it different & similar to another phenomenon?

• When is it exhibited? Why?

• When is it not exhibited? Why?

• What explains its exhibition vs. non exhibition?

• What kinds of information will help you “know more” about it?

Summary of Questions to address

Phenomenon = 2 variable hypothesis

• Examples of hypotheses– Is X related to Y? (e.g., extraversion & NV

skills)

• Examples of non-hypotheses– Topic/Question: what is X?

• Examples of counter hypothesis– X is not related to Y (e.g., group membership is

not related to performance)

– Bad counter-hypothesis• Z is related to Y (e.g., Ability is related to

performance)

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

1. Define concept by listing its features

2. Give examples of concept

3. Differentiate concept from confusing concepta) Give examples of confusing concept that

can be mistaken for examples of the concept to be explained

b) Compare features of the concept to be explained and the confusing concept

Steps to follow when defining

• Features of non-verbal communication skills (definition)– Ability to perceive & interpret emotions

accurately– Convey emotional information to other

• Examples of non verbal communication – ability to decode/encode tone of voice– eye contact, – facial expressions

Listing features & Giving Examples of Concept

• Choose appropriate counter concept– E.g., comparing non-verbal skills with verbal

skills is not as explanatory as comparing non verbal skills with interpersonal skills

– E.g., Comparing introversion with extraversion is not effective in explaining what extraversion is than comparing extraversion with talkativeness or extraversion with agreeableness

Differentiate concept from counter-concept when defining

Comparing concept with counter concept with features

Non-Verbal Skills Interpersonal Skills

Convey emotional information with other

Establish relationship with other

Express & interpret emotions

Control emotional expression

Lower order skills Higher order

Potential chart to use in oral presentation

• Not using good sources for definitions– B23/B29/C24 Texts are C-level sources

• Not defining BOTH your variables– Some do only one….assuming the other is too

simple! • E.g., gender

• Care in distinguishing features of concept vs. causes/effects of concept

• E.g., What is happiness vs. What are its effects?

• Listing features is not the same as comparing

Common errors in defining

23

Listing vs. Comparing

Job Stress Job Turnover

-physically and mentally distressed

-employee has intentions to quit

-demands of job exceed employee’s perceived capacity

-has negative view of job or organization

Job Involvement Organizational Commitment

-targeted towards individual-based goals

-targeted towards reaching organizational goals

-job is defined in terms of individual’s unique role in the organization

-job is defined in terms of the whole organization

Good Comparison Chart….

• Use definitions used by sources giving you evidence for/against hypothesis– Helps in avoiding repetition in description of

evidence – Could help in explaining inconsistencies in

the evidence– But beware of differences in definitions &

choose wisely based on your hypothesis

Additional tips in defining variables

25

What is the phenomenon?How is it different & similar to another

phenomenon?• When is it exhibited? Why?• When is it not exhibited? Why?• What explains its exhibition vs. non

exhibition? • What kinds of information will help you

“know more” about it?

Agenda Overview

• When is phenomenon exhibited? – Describe relevant & specific empirical evidence from

1 source supporting hypothesis

• Why is phenomenon exhibited? – Explain reason for hypothesis

• When is phenomenon not exhibited?– Describe relevant & specific empirical evidence from

1 good sources not supporting hypothesis

• Why is phenomenon not exhibited? – Explain reason for counter-hypothesis

Requirements of next 4 questions

Describing vs. explaining• Describing = What occurred?

– E.g., how is your hypothesis true in the particular study

• Explaining =Why it occurred?– E.g., why is your hypothesis logically sound?

Type of Goal Setting

Specific & Difficult Goal

“Do your best” Goal

Performance High Low

• Unskilled, uneducated loggers paid at piece rate were randomly assigned to one of two groups

Describing empirical evidence


• Explanation for why specific & difficult goals result in better performance than ‘do your best’ goals?

Do your bestgoals

•No external standard for Performance•Performance defined individually

Specific & Difficult Goals

Clear performance standard

Low Performance

Hi Performance


Goal Specificity & DifficultyPerformance

Describing with a diagram


Explaining with a diagram

Do your bestgoals




Low Performance

Hi Performance


• Surveyed 369 mgrs in 83 business units by using Spreitzer’s 12-item questionnaire for empowerment & Rusbult’s 6-items questionnaire for job satisfaction [and found].. a significant positive correlation [.72] between psychological empowerment and job satisfaction

Example good description of single study(Student draft, Spring 2006)

• Give specific, relevant & sufficient detail about how sources support your hypothesis & counter hypothesis

• Sample size • Measures used • Size/direction of correlation OR Difference in

mean • Significance level

• Establish relevance of detail while providing it

What evidence supports or does not support Hypothesis

Extraversion Social experiences+ NV Skills+

To develop explanation, convert hypothesis into question & back it up

•Why is extraversion related to non verbal skills? bec. extraverts have more social experiences

•After you answer the question, find a source to back up answer

• Use additional articles to explain findings if sources w/data supporting hypothesis don’t explain findings well

Additional Tips for good explanations

• Identify the correct counter hypothesis– E.g., Extraversion is not related to Non-verbal

skills– E.g., Group membership is not related to

performance

Why are the variables NOT related

37


Agreeableness

Reason for why variables are not related

+

E is not related to NVS because agreeable extraverts have more

social experiences whereas disagreeable extraverts

have fewer social experiences

38

AgreeableExtraverts

Social experiences+ NV Skills+

Detailed explanation for why variables are not related

Disagreeable Extraverts

Social experiences- NV Skills-

E is not related to NVS because agreeable extraverts have more

social experiences whereas disagreeable extraverts

have fewer social experiences

39

Examples of incorrect counter hypotheses

Extraversion NV Skills

+

General Ability

No casual effect!

1. Identify reason for hypothesis

2. Identify limitations of reasoning for hypothesis

3. Explain the reason for the counter hypothesis & how that reason is supported with empirical evidence

Steps to follow to explain why hypothesis is not supported

• e.g., Participation does not lead more difficult goals being set

• Identifying reason for hypothesis– Participation results in more difficult goals

being set because supervisors do not know the abilities of subordinates

1st step to explaining counter evidence

Type of Goal

No Participation Easy

Participation Difficult

The original Hypothesis

Difficult goalsParticipation

Easy goalsNo Participation

Subordinate knows ownAbility

Supervisor does not know Subordinate Ability

Assumption of the original Hypothesis

=

=

• Demonstrate limitations of reason behind pro hypothesis

– Assumes that supervisors do not know the abilities of the subordinates and so assign easy goals

2nd step to explain counter evidence

• Explain the reason for the counter hypothesis & how that reason is supported with empirical evidence

– When supervisors know the abilities of subordinates, participation does not result in more difficult goals as shown in results of study x....

3rd step to explain counter evidence

Easy goalsNo Participation

Difficult goalsNo Participation

Supervisor does not know Subordinate Ability

Supervisor knows Subordinate Ability

=

=

Challenging assumption of original Hypothesis

Does Supervisor Know Subordinate Ability

Yes No

No Participation Difficult Easy

Participation Difficult Difficult

• Pay does not lead to increased motivation

• Implicit theory: – Pay reinforces behavior

• Assumptions– Pay reinforces all behaviors

• New findings– Pay does not reinforce behaviors that are

intrinsically motivated

Another example of explaininga counter hypothesis (esp in pres)

Summary of how to explain & speaker allocation

Counter-hypothesisConcept Hypothesis

•Defines concept

•Gives examples, counter examples

•Identifies features of concept

•Describe original hypo

•Discuss explanation of original hypo

•Identify counter evidence

•Show how new explanation explains counter & pro evidence

Explains why or how variables are related

• One well fleshed out explanation is better than 2 explanations of 1 phrase each!

Additional Tips for good explanations

51

Examples of too many explanations of hypotheses

Gender Career Advancement

Self Confidence

Stereotypes

√ What is the phenomenon?

√ How is it different & similar to another phenomenon?

√ When is it exhibited? Why?

√ When is it not exhibited? Why?

• What explains its exhibition vs. non exhibition?

What we covered so far...What’s next

53

– E.g., Why is Extraversion related to Non verbal skills in study A but not in Study B?

• Identify similarities & differences in all studies & relate to variable within your hypothesis

Why is your hypothesis true in some studies but not in others?

ExtraversionIn Total


Differences in findings due to differences in measures

ExtraversionAs Positive Affect


AgreeableExtraverts


Differences in findings due to differences in sample



– E is related to NVS because of social experiences

– E is not related to NVS because • Of differences in how extraversion was measured • Extraverts in one study were more agreeable than

those in the other study

Explaining differences in findings

57

What is the phenomenon?How is it different & similar to another

phenomenon?When is it exhibited? Why?When is it not exhibited? Why?What explains its exhibition vs. non

exhibition?

• What kinds of information will help you “know more” about it?

What we covered so far…what’s next

58

What kinds of tests will help you know more about your hypothesis?

1.Test reasons for why your hypothesis is true? OR

2.Test reasons for why the hypothesis is not true? OR

3.Test reasons for why the hypothesis is true in some situations but not in others?

59

Extraversion Social experiences Non Verbal Skills+

1st Type: Testing explanations for the hypothesis

Identify how to measure the (inner) explanatory variables & how to establish their connection to (outer) variables in hypothesis

+

1. Daily diary of number & kind of social experiences2. Parties attended3. Number of Club-memberships

60


Poor Example of Future Research

General Ability

61

2nd Type: Tests reason for why hypothesis is not true

61

AgreeableExtraverts




Agreeable extraverts have more social experiences

whereas disagreeable extraverts have fewer social experiences

62

ExtraversionIn Total


ExtraversionAs Positive Affect


When extraversion is measured/defined as frequency of positive affect, it is not related to Non verbal skills

3rd Type: Test reason for why hypothesis is true in some situations but not in others

• Structural Aspects

• Focus of Presentation

• Speaker allocation– Key Concept definition– Pro-evidence– Counter evidence– Proposed study (repeat/4th person)

Additional Aspects of Oral Presentation Slides

Structural Aspects of Slides

•Had a clear introductory & concluding component

•Are well structured & the logic of the organization is clear

•Have clear & accurate headings & subheadings

• ExamplesIntro vs. Conclusion

Introduction Conclusion

Why goals improve performanceoExamples in Prof R’s behavior

What makes goals more effective in improving performance

oExamples in Prof R’s class oExamples of research studies

•Why goals improve performance–Focus attention–Promote use of knowledge–Increase amt of time on task–Increase amt of effort on task

•What makes goals more effective in improving performance

–Commitment to goals–Knowledge of how to attain goals

•Feedback on progress toward goals

–Specificity & difficulty of goals–Situational constraints

Had a clear introductory & concluding component

•Are well structured & the logic of the organization is clear

•Have clear & accurate headings & subheadings

What’s next….Structural Aspects of Slides

• Titles for entire presentation– Should reflect the question you will answer– Can reflect the agenda

• E.g., What personality dimension predicts leadership skills?

• Titles of each slide– Title should reflect the content of the slide– Titles should tell you the connection to the

previous slide– REFLECT LOGICAL ORGANIZATION

Titles

Type of Goal Setting

Specific & Difficult Goal “Do your best” Goal

Performance High Low

• Unskilled, uneducated loggers paid at piece rate were randomly assigned to one of two groups

Description of Logger Study

Example Titles of Slides

• Why do specific & difficult goals result in better performance than ‘do your best’ goals?

Explanation of Logger Study Results

Do your bestgoals




Low Performance

Hi Performance

Limits Information Noticed

Expectations about information

Dangerous objects will appear 50% of time

Dangerous Objects will appear 1% of time

Error Rate 7% 30%

How evidence supports the link

• Example titles of slides & headings

Titles vs. Headings

• Goal=to effectively teach argumentation– Focus attention on behaviors that will attain goal

• Assign dates in course timetable– Promote use/discovery of knowledge needed to

do task• Do lit search for articles on how to teach

argumentation– Increase how hard one works on task

• Work harder on lecture & activities– Lengthen time spent on task

• Spend more time on lecture & activities as date approaches, practice, audio record practice, make changes

Example of how goal improves performance

• How are headings different from sub headings

– Examples• What makes goals more effective in improving

performance (headings)1. Commitment to goals (subheadings)

2. Knowledge of how to attain goals» Feedback on progress toward goals

3. Specificity & difficulty of goals

4. Situational constraints

Titles vs. Headings vs. Subheadings

• Implications

• Abstract

• Structure

• Title

Additional Aspects of Paper

75

• Forming evidence based generalizations based on – Evidence

• for hypothesis, against hypothesis...etc• for and against the hypothesis

– e.g., when to use subordinate participation in goal setting

– Explanations for the evidence

Implications for practice(unique to paper)

76

• Comprehensive, short summary of paper

• Shorter than 1 page

• Hypothesis, definition, evidence, analysis (implications, suggestions etc)

• Write it last, using relevant main points of sections of the paper & integrating them seamlessly

Abstract: Summarizing

77

• Logic of structure is clear to reader

• Paragraphs build on main idea, are connected to each other logically

– Have descriptive, brief topical headings

• Avoid:– Too many ideas in a sentence

• Unless you can handle complexity of long sentences

– Haphazardly put-together sentences • Ensure connection b/w sentences

– Organizing your paper by article

Structure of Paper

78

• Use descriptive writing skills – Precision & Brevity

• Key variables & their relation OR Key Conclusion

• Difference between title & hypothesis– hook?

Paper Title

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

Documents

Transcript of Intrapersonal Skills Interpersonal Skills Leadership Skills Business Skills Key Skills/Competencies.