UNIVERSITY OF TECHNOLOGY, SYDNEY Business School Of Management

21779 Management Skills

“Personal Skills Development Project”

Assessment 2

Ida Sophie Demetriades Toftdahl 10983106

Spring 2011

This paper describes contemporary and historical personal skill development theory and practices.

It employs the example of Sophia Demetriades personal skills development and includes (A) an

analysis of her initial management skills, (B) a critical review of the literature on the area of

personal skill development, (C1) a brief progress report, and (C2) an analysis of the implications of

this development for business and the broader environment. The project spans thirteen weeks

consisting of three deadlines; week 5, week 10 and week 13. This paper does not include

everything about management or personal development. It does however examine management

and personal development through the scope of the competing values framework, which helps

managers consider all of the roles they may have to play, identifying areas of strength and

weakness, and indicating where further learning and training is needed both personally and within

organisations.

Table of ContentsIntroduction................................................................................................................................2

Part A: Review and Analysis.....................................................................................................3

Personal Analysis 1 – week 5.................................................................................................3

Focus for improvements:........................................................................................................4

Part B: Literature Review...........................................................................................................5

1. Developing and Communicating a Vision (Compete 3.1.).............................................6

Championing and selling new ideas (Create 4.2.)..................................................................7

Using power and influence ethically and effectively (Create 4.1.)........................................8

Designing & Organising (Compete 3.4.)...............................................................................9

2. Implementing and sustaining change (Create 4.5.).......................................................10

Personal Analysis 2 – week 9...............................................................................................11

Part C: Implications for business and broader environment....................................................12

Personal Analysis 3 – week 13.............................................................................................14

Conclusion................................................................................................................................14

Conclusion................................................................................................................................15

Appendices.................................................................................................................................0

Appendix A............................................................................................................................0

Appendix B............................................................................................................................0

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Introduction

For decades, management has been referred to as a philosophy and defined as "the art of

getting things done through people" (Follett in Grant, Keenoy & Oswick 1998, p. 5). ‘Art’

here refers to effective deployment of management skills (Grant, Keenoy & Oswick 1998). A

more conventional definition describes management as forecasting, planning, organizing,

commanding, coordinating, and controlling (Fayol 1949). Accordingly, skills management is

the practice of “understanding, developing and deploying people and their skills” (Tomar

2009, p. 123). Maintaining good managements skills are vital in both personal and

organisational effectiveness. Three managerial skills in particular, are identified and often

referred to as essential to successful management, including: technical, human, and

conceptual (Katz 1970; Mcgee 2008; Tomar 2009).

Today, management skills are commonly segmented into the competing values framework

including four paradigms which have developed over time (Quinn 2011). Contingent upon

environment and situation, and due to the complexities of life and technical, social and

political “forces of time” several models are necessary to describe efficiency (Quinn 2011,

p.3). The competing values framework includes the rational goal model (Control), the

internal process model (Compete), the human resources model (collaborate), and the open

systems model (Create) (Quinn 2011). Please see figure 1.1 of Appendix A for a clear outline.

Good management skills are about self-awareness and finding a balance between all these

four models. The internal process and rational goal model highlights the control aspects of

management skills, referring to establishment and maintenance of stability and continuity

(Quinn 2011). On a more external level, the compete quadrant teaches us how to improve

productivity and increase profitability. This type of scientific management (Taylorism) came

about during tremendous technological advances in the early 1900s industrial age (Fayol

1949; Lunenburg & Ornstein 2012; Pelissier 2001; Quinn 2011; Weber & Parsons 1964).

Due to shortcomings in the previous two models, and following unions and the desire for a

more effective work force, the human resources model takes a more people-oriented

approach (Hamilton 2010; Quinn 2011). This model explains our collaborative skills, and

teaches us about creating and sustaining commitment and cohesion (Quinn 2011). Finally, in

reference to adapting to the environment and managing change, the open systems model

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explains our creative forces and teaches us to use power ethically and effectively in an

organic and flexible system (Quinn 2011; Walker 2010).

Part A: Review and Analysis

The first part of this report contains a basic review and analysis of Sophia Demetriades’

current management skills, culminating in the choice of one area for skill development.

Different skills fall under different segments of the framework. This project aims to focus on

Sophia Demetriades’ need for development of one particular skill in terms of challenging a

weakness. Thus, a competing values competency questionnaire and assessment was applied

to determine her skillset and the chosen weakness to focus on. Two further assessments will

be conducted over time. The initial results revealed that her strengths tended towards the

flexibility segments of the matrix, highlighting skills within the open systems model (Create)

such as: championing and selling new ideas, fuelling and fostering innovation, negotiating

agreement and commitment, and skills within the human resources model (Collaborate) such

as mentoring and developing others, and managing groups and leading teams. Her

weaknesses came evident in the external control segments of the matrix, highlighting lack of

skills in developing and communicating a vision and designing and organizing.

Personal Analysis 1 – week 5

Although I understand that it is challenging to achieve a balanced profile within this

framework, a lack of mastering in this area was disappointing especially because my current

work includes managing an international consultancy and to communicate its organisational

vision to others. This self-awareness however introduces an opportunity to clearly define how

to challenge this obstacle. Perhaps the first step is to re-write a strategy on how to convey this

to the organisations target audience. Not to mention the importance in re-writing my own

personal and professional vision and mission statements and creatively design a path for

personal and professional development in order to reach my goals. The first challenge to

overcome was to communicate the vision to my classmates through an oral presentation. It

went well.”

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Although there were evident strengths and weaknesses in two opposite particular segments or

areas, there were also conflicting strengths and weaknesses within the same segments. In the

open systems model (Create) where I scored more strength, there were also some signs of

weakness in implementing and sustaining change. Interestingly, I had an all over median

score of more strength in the human resources model. In the rational goal model where I

scored more weaknesses, there were signs of particular strength in setting goals and

objectives. Despite this, the external control segment (Compete) had the lowest all over

median score. The internal process model (Control) also showed more weaknesses than

strengths in comparison to the human relations and open systems model. This segment

highlights planning and coordinating projects as a focus for improvements and will be taken

into consideration in terms of my personal development project. Please see a full outline of

results in Appendix B, Competing Values Questionnaire Matrix Excel 1.1. and 1.2. As this is

a personal development project, section headings follow the structure of the competencies in

focus for improvement and their relation to competing and supporting competencies

throughout the literature review.

Focus for improvements:

1. Developing and Communicating a Vision (Compete 3.1.)

Championing and selling new ideas (Create 4.2.)

Using power ethically and effectively (Create 4.1)

Designing and Organizing (Compete 3.4.)

2. Implementing and Sustaining Change (Create 4.5.)

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Part B: Literature Review

Developing management skills is about self-awareness and finding a balance between the

four competing models; collaborate, control, compete and create (Quinn 2011). Strengths

and weaknesses in aspects within one model, will naturally counter balance aspects in another

competing model. There are elements of each quadrant within aspects of the other three

competing quadrants. For this reason, managers need to have developed skills in all

quadrants. Lines can be drawn diagonally, horizontally and vertically. It is up to the manager

to learn which skills are necessary in which situations. In the competing values framework,

the Rational Goal (compete) quadrant is diagonally opposite the Human Relations quadrant,

indicating the tension between creating and sustaining commitment and cohesion

(collaborate) and improving productivity & increasing profitability (compete). Thus, it is not

surprising that one of the challenges of building relationships is competition and control, or

that one needs to collaborate with people in order to increase profitability. It is also not

surprising if strengths and/or weaknesses in one quadrant are confused with strengths and

weaknesses in a competing quadrant as they are all inter-connected. In leadership literature

for example, it is well known that most visionary leaders, such as Steve Jobs and Richard

Branson, have un or under developed inter-personal or collaboration skills. Here, their

strengths in one quadrant give way to another. It is important to note that this report does not

cover all quadrants, modules, or competencies. It focusses on three competencies in particular

(developing and communicating a vision; designing and organising; and implementing and

sustaining change), linking them to competing or supporting competencies.

“A few weeks into the personal development project, it came clear that my under developed

skills in fact also lay dormant in the collaboration quadrant and the strengths in the compete

quadrant, strongly supported by the create quadrant. In order to both communicate and

realise my vision, I need to collaborate with people to reach my goals. Naturally, I used my

skills in compete to envision strength and believe in improvements of collaboration. Many of

my strengths were actually in the compete quadrant rather than the collaborate quadrant

which I originally thought. In addition to improvements in communicating my vision, I

therefore also need to establish a powerful network to fuel my development (Demetriades

2011).” Please see the justification of the vision in Appendix B.

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1. Developing and Communicating a Vision (Compete 3.1.)

The limbic system often referred to as the "emotional brain", support and control our

emotions, our behaviour, and our long term memory (Campellone 2011). The limbic brain

also controls our decision making, and visionaries and leaders who inspire action, are often

people who speak to the limbic brain (Sinec 2010). Driven by cause, purpose and belief,

visionaries speak to the ‘why’ and thus inspire people who believe the same as what they

believe. According to Sinec (2010), this ability is what sets visionary leaders such as Steve

Jobs, Richard Branson, and Martin Luther King apart from others. According to Chopra

(2011), these visionary leaders capture collective imagination and create an image based

on their own passion. Even with this back drop, developing and communicating vision is

often not a priority. However, because vision can significantly improve productivities by

providing direction and enabling and developing collaboration, communicating one’s

vision is essential to achieving personal and organisational goals (Regina, Hechanova &

Franco 2008). If you do not know where you are going, it will be hard to get there.

Improving productivity and increasing profitability is related to both personal and

organisational leadership and management. To reach productive outcomes, managers must

provide clear direction. A vision must therefore be clear and simple enough for oneself and

others to understand (Lutchen 2011, 2004). Entrepreneurs are often visionary “agents of

change” who create, communicate, model and inspire visions to strive for by speaking to

people’s emotions (McShane, Travaglione & Olekalns 2010). This type of transformational

leadership appeals to people’s values and aspirations and is both internationally and

culturally relevant. In order to realize a vision and acquire the external resources needed

for its success, one needs to adapt to changes, the environment and the people in it, and

obtain external support in the form of a powerful network who understands the vision.

Fifty years of research has found that people interpret messages differently due to prior

experiences and events and thus expectations (Dervin 1992; Macnamara 2005). Experience

depends on a person’s actions, behaviour, thoughts, decisions, skills, knowledge, identity,

environment, beliefs and values (Dervin, Foreman-Wernet & Lauterbach 2003). The latter

two in particular stands out in a globalised world with increasing awareness of and

sensitivity to, different beliefs and values across cultures. Values are hard to change

because they are long-lasting beliefs built on moral and ethics about what is important in a

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variety of situations. Values and beliefs thus play an important role in communicating a

vision that will influence individual behaviour. To communicate a vision, establishing a

powerful network, and increase influence, one must champion and sell the ideas supporting

the vision.

Championing and selling new ideas (Create 4.2.)

To champion and sell new ideas so that others understand them, managers require excellent

interpersonal and communication skills. The literature available to define communication is

extensive and beyond the scope of this paper. Bryant & Miron (2004) have identified 604

theories of communication and Dance and Larson (1976) found 126 definitions of

communication. It is important however to indicate the way the term communication is used

in this report, as a two-way interactive process in the context of “sharing and negotiating

meaning” and understanding, in the establishment of relationships (Littlejohn & Foss 2009, p.

618). Communication has been increasingly studied since WWII and throughout the 20 th

century, and is seen as a means of survival (Littlejohn & Foss 2008). Thus, communication is

vital for the survival of people, and for organisations. Communication and interpersonal skills

are at the heart of all the competencies within the competing values framework, and help

make managers a “positive force” (Quinn et al 1011, p.48). Interpersonal skills have been

identified as “goal-directed behaviours used in interactions, which are effective in bringing

about a desired state of affairs” (Hayes 2002) or skills necessary to effectively interact with

others by fostering collaboration, being assertive, and managing conflict (De Janasz, Dowd &

Schneider 2009). Developing excellent communication skills and establishing effective

relationships with others involves an ongoing process of learning and development (O'Toole

2009). Interpersonal skills alone are not necessarily vital for communicating a vision,

nevertheless executing it often is. Steve Jobs for example, was known for his lack of empathy

and interpersonal skills, however “had a way of making outlandish dreams come true”

(Hannon 2005; Young & Simon 2005). Jobs had the ability to inspire by sharing his vision

and his belief “that the dots would connect in the future” (Jobs 2005). Jobs was also known as

a ‘spindoctor’ who did not always use his power and influence ethically by manipulating and

omitting information from his closest partners (Daisey 2011).

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Using power and influence ethically and effectively (Create 4.1.)

There is a fine line between perceptions of what is considered an acceptable influence tactic

and not (Quinn 2011). Whilst manipulation is ineffective, coercive, over-controlling (Jong

2009; Knoke 1994), and can lead to losing important relationships, predicting positive

outcomes and believing in a better future filled with effective strategic relationships is

encouraging and motivating. In the latter, communicating a vision relate the compete and

collaborate quadrants, where one has to push a team to undertake “initiatives that go beyond

mere incremental improvement to really make a difference” (McGrath and MacMillan 1995,

2000). There is a general notion around making real change taking place in industry. Lambro

(1986) suggest that such wishful thinking and “make-believe can never be reconciled with

reality” and thus leads to a “frustration stage” when things fall apart. Efficient and supportive

relationships are therefore vital systems for any person or organisation in terms of advising

whether a vision is achievable albeit outlandish. Steve Jobs once said that “people who are

crazy enough to think they can change the world - are the ones who do”. Both wishful

thinking and vision appeals to our emotions. Although often a poor way of making decisions,

most people most often do make decisions based on emotions. This “valance effect of

prediction” can indeed also result in positive outcomes (Rosenhan & Messick 1966; Taylor

2000), for example where teachers encourage students to believe they will succeed when they

first challenge new territories, or in creating belief and hope for better times during war or

illness. According to De Bono (1971) and Lewis (2000), wishful thinking can be used as a

stepping stone between conventional thinking and realistic new insights.

In addition to an effective vision, a manager must bring virtue to one’s strategic network

(Ferrazzi, Brandmeier & Better Life Media. 2006). An effective networker is other-focussed,

externally open, purpose centred, and driven by internal values (Quinn 2011). Such

characteristics also apply to supportive leaders, who push people in front of them and lift

people around them. Quinn and Quinn (2009) employ the competing values framework to

“lift” networks through our psychosomatic states. In the competing values framework, the

compete quadrant refers to a purpose-centred state where a vision has extraordinary results

for the network at large; the control quadrant explains internal direction built on integrity,

values and trust for the network at large; the collaborate quadrant describe other-focussed

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behaviour where one effectively understands, improves and serves ones network; and the

create quadrant refers to an open minded state where one learns to change, grow and

overcome challenges together with ones network (Quinn 2011). People are likely to be

friends and do business with people they know, like and trust (McNamara 2010). Effective

networkers are therefore often outstanding performers who energize people around them and

thus save time both gathering and sharing information (Baker 2003; Palmer 2010; Quinn

2011). To create such a powerful network, one must listen and observe in order to learn what

people want, need and feel.

It is almost impossible to be a good manager without being an efficient communicator setting

forth a vision and goals that are both feasible and uplifting (Regina, Hechanova & Franco

2008). If a vision is to achieve its purpose, to shape the future and drive action, managers

must communicate it broadly, consistently and continuously through practice and

performance (Regina, Hechanova & Franco 2008). Managers can practice presenting

information orally and in writing by setting the atmosphere, credibility and content;

supporting with arguments, evidence, and examples; organise information starting with the

important messages first; employing different methods of access such as writing style, images

and media; and finally to polish their message to perfection (pp. 273-282). In terms of the

competing values framework, there are four basic types of managerial communication and/or

messages including; relational (collaborate); informational (control); promotional (compete);

and transformational (Create) (Quinn 2011). Considering the needs and interests of the

receiver, relational messages aim to “build trust by establishing credibility and building

rapport” (p. 271). Aimed to provide facts, informational messages are focussed, logical,

organised and controlled, yet might be biased based on what is included or omitted or

depending on the receiver’s interpretation (p. 271). Less neutral, promotional messages aim

to persuade or recommend action driven behaviour (p. 271). Also seeking action,

transformational messages aim to envision the future, challenge, and inspire change (p. 271).

Managers need to learn to employ all these forms of communication. Thus, designing and

organising the vision and information linked to it is necessary for the vision to be

accomplished.

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Designing & Organising (Compete 3.4.)

Once a vision is established and communicated, and the goals for success are set, a manager

must take action to coordinate and effectively accomplish these goals. First, the manager

must define the tasks at hand and then find the most suited and specialised people to execute

and take responsibility for completing each task. Breaking a large task into small parts is

challenging and careful planning is necessary. Depending on the people in the manager’s

network, the managers must determine appropriate management and leadership styles to link

tasks with people. Leadership theory and literature suggest a people-oriented style has proven

more efficient than a task-oriented style (McShane 2009), advising managers to assign

specific tasks only to certain people. A person with extensive experience, knowledge, internal

locus of control and belief in self-leadership could assist with complex and creative tasks

with more freedom and autonomy to reach the goal. This type of person would not work well

with too much direction, and would prefer to have an input. On the other hand, a person with

less experience, knowledge, external locus of control and belief in directive leadership should

be assigned with more specific tasks and with less room for independence (McShane,

Travaglione & Olekalns 2010). This is because they would not feel comfortable with

ambiguous situations where they don’t have confidence to reach the goal. In order to manage

execution and drive for results, the compete quadrant is linked to the control quadrant in

terms of employing the appropriate organisational tools. To convey the vision and goals to

others, mangers can look to the control quadrant which focusses on organising information

flows, working efficiently across functions, planning and coordinating projects, measuring

and monitoring performance and quality, and encouraging and enabling compliance (Quinn

2011). Any further elaboration on the control quadrant is beyond the scope of this report,

however it is worth noting as a competing and supporting quadrant especially in terms of

stress management where poor information processing and management may negatively

affect decision making and efficiently reaching the goals at hand (Mueller 1979, Eyseneck

1982). In fact, management is often referred to as the ability to handle more stress. The more

responsibility assigned to a manager, the higher levels of stress management needs to be

applied (MacDonald 2011). Establishing and maintaining stability & continuity is imperative

in remaining a “positive force” that supports one’s network, builds a culture of integrity,

communicates effectively, and designs and organises a sustainable vision to strive for. To be

able to implement and sustain change, managers must first learn to increase their internal

locus of control, find their own voice, and then help others find theirs.

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2. Implementing and sustaining change (Create 4.5.)

There are both internal and external forces for change (needs and values, systems, economic,

political, environmental, technological) and any resistance to change is driven by the fear of

the unknown (Sengupta & Bhattacharya 2006). Managing change is a social-emotional

process, and people must be willingly recruited and engaged in their effort to change. People

change management includes the combination of information, communication and training

(Kirchmer 2008), and a person must take responsibility for improvements in all areas to

develop. Transformational leaders are often people who influence and motivate others to

achieve beyond their needs, from Maslow’s safety and security needs, to achievement and

self-actualisation (Bryman et al. 2011). Due to this ability, transformational leaders are also

linked to high levels of spirituality. In fact, Chopra states that soul and spirituality is

necessary to exercise efficient leadership, in order to create a bond between the change and

the person, between a product and a consumer, between a student and information (Chopra

2011). Such leaders often also see change as an opportunity for a better future and thus

exercise great internal locus of control to adapt and transform themselves and others.

Managers, as well as leaders, must have a high level of internal locus of control. This means

that they take personal responsibility for their success and failure of their actions, words and

behaviour rather than believing in luck (Bryman et al. 2011). Although sometimes ignored, it

is useful to divide between management and leadership. Whilst management can be defined

as coping with complexity, leadership is best defined as coping with change (Kotter in

Robbins, Waters-Marsh & Millett 2004). We require managers who do both. Change

leadership is often described as creating a shared vision, sharing responsibility and taking

ownership for achieving the vision, and focussing on developing the capacity of the people

involved to perform at their best (Beerel 2009; Kotter 1996; Kotter & Cohen 2002; Kotter,

Faux & McArthur 1978; Marshall 2007; Van Der Heijden et al. 2008). For this reason, it is

important to develop and communicate a vision when managing rapid change, such as we

experience in modern societies.

Conclusion

This personal development project intends to provide a starting point for developing a

comprehensive strategy for mastery that Sophia Demetriades can implement and monitor in

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the future. The competency evaluation matrices have and will be used to help develop a long-

term development plan that focuses on enhancing behavioural complexity. To become a

master manager one must find balance between all four quadrants of the competing values

framework, because they are inter-connected. In the journey to create and communicate a

vision, one must develop ones skills and abilities, network, communication, and spirituality,

to understand, and capture the hearts and minds of others.

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Personal Analysis 2 – week 10

After dedicating time and effort towards creating and understanding my own vision, and

increasing my understanding of growing with my network of powerful people, I feel revived.

Achieving a conceptual understanding of how my vision relates to my strengths and

weaknesses and wider range of managements skills was a valuable opportunity in

establishing areas of personal development. I feel confident that my internal locus of control,

new vision, collaboration and organisational skills will assist me in achieving great success.

In hindsight, I’m not surprised that I confused my skills in compete with my skills in

collaborate. Raised in a socialised country where trust and the belief that individual strength

means collective strength, it has been hard to move abroad and build a career in a capitalist

society. I have spent the last three years creating and growing my own business which has

been the greatest challenge in my life. I have been blessed lucky with resources, education,

and physical strength. This is however not what gets you ahead in today’s society, at least not

the one I live in right now. Never before in my life have I experienced more lies and deceit,

or negative and indolent attitudes from my own than the ones I have experienced in Australia.

However, I could also not be more grateful to Australians for teaching me another way of

life, opening my mind to different perspectives and a complete challenged way of

communication. I came her blunt, honest and trusting. I am still blunt, honest, and trusting.

Now however, I am much more confident and relate all those traits to my internal locus of

control. I have learnt who to share those experiences with and how to find them. If I am going

to continue growing my company, I anticipate that I will still have some challenges with

collaboration. Winning clients and promoting and delivering services requires quick

decisions, thinking on the spot, speaking up and out and being prepared to take any

opportunity, challenge or risk that comes my way. The question in the end is whether or not I

am willing and prepared to take that risk, and I am. I know what I am good for, I know what I

can achieve and I know that I have already conquered many mountains. Although I

previously mentioned some negatives about Australia, I have also experienced many

positives. I have grown to be an adult here and I have seen myself from another perspective

which I think has helped me be a better rounded person. I have met people from a variety of

cultures around the world and learnt to get along with them. I have built new relationships in

private and business, I have failed and succeeded. I have learnt that I must see myself the way

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others see me and in the end that has made me feel better about myself than before. I have

learnt that I have many things to work on, and many things that I do really well.

Part C: Implications for business and broader environment

Managerial and organisational effectiveness strongly depends on managers’ interpersonal

skills. In order to manage other people, managers must undertake an ongoing process of

learning and development to effectively interact with others by fostering collaboration, being

assertive, and managing conflict. Communication and interpersonal skills are at the heart of

all the competencies within the competing values framework, and have been identified as

strategic behaviours employed in interactions to bring about desired situations (Quinn 2011,

Hayes 2002). Contrary, interpersonal problems cause organisational problems, conflict,

resistance to change, and decrease or damage positive relationships (McShane 2009). People

with interpersonal problems, in organisations with internal problems, lead to stakeholder,

organisational or social implications. Interpersonal skills are driven by communication. You

could say that communication is the vital link that joins organisations with its stakeholders

(internal and external). Scholars have provided us with valid evidence that managed strategic

communication (or public relations), has led to organisational effectiveness, which has been

seen as organisational success (Dozier, Grunig & Grunig 2002, p. xi). Thus, how people

communicate both internally and externally affect both internal and external stakeholder

relationships. According to Sriramesh and Vercic, “communication is in essence the sharing

of meaning and the creation of understanding that can only be established by solid

stakeholder relationships” (Coetzee, De Beer & Rensburg 2008, pp. 385-396). Consequently,

meaning and understanding become reliant upon such external and internal relationships.

Communication with key “stakeholders” is recognised as an important ingredient of business

and organisational success (Deetz 1995; Freeman 2010; Spicer 2007, pp. 27-41). This is

reflected in the worldwide growth and increasing sophistication of professional practices such

as corporate communication, corporate relations, external and internal relations, public

relations and public affairs. Key stakeholders with which businesses need to establish and

maintain good relationships include customers, shareholders, distribution channel partners

such as retailers, local communities, employees, industry associations and, in some cases,

regulatory bodies and consumer and environmental groups. While there is disagreement

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among stakeholder theorists about the meaning of “stakeholder”, it has played a crucial role

since it emerged over the last 15 years and came into wide-scale usage “to describe those

groups who can affect, or who are affected by, the activities of the firm (Freeman, Jones &

Wicks 2002, p. 19). Although this is not always the case, every member of an organisation or

the society at large, has the opportunity to “role model appropriate behaviour” and encourage

compliance (Quinn 2011 p.169).

People respond differently to methods of encouraging compliance and lack of understanding

often results in unintended consequences when appropriate strategies are not carefully

employed. According to Litzky (2006) paradoxes of compliance occur when people are

uncertain about their performance. This could be due to social forces, reward structures,

negative managerial attitudes, unfair rules, and trust issues – which all depend on people’s

personality and behaviour (Litzky 2006). To avoid negative triggers or active disengagement,

it is important to encourage open and honest communication, to be clear with one another, to

promote awareness, to provide feedback, to avoid mixed messages, to be consistent, to set

cultural norms for behaviour, to build trust and encourage compliance with carrot and stick

methods (Quinn 2011). Due to deeper assumptions, beliefs and values across cultures it is

challenging for people to implement and sustain change. As people interpret messages

differently due to prior experiences and events they will manage their expectations differently

(Dervin 1992; Macnamara 2005). Values are hard to change because they are long-lasting

beliefs built on morals and ethics about what is important in a variety of situations and it

affects a person’s motivation. Understanding people’s values and beliefs thus play an

important role in communication and also in influencing individual behaviour. It is beyond

the scope of this essay to discuss organisational culture, it is however important to mention

that this is where the development project could carry on from here. There are a number of

benefits associated with determining organisational culture including managers’ ability to

achieve control and cultural dissemination through the process of internalization and

socialization of shared values (Fenwick, De Cieri & Welch 1999). On the road to

management mastery, one must see the world from different perspectives. Two modes of

thinking in particular is related to behavioral complexity; systems thinking and paradoxical

thinking (Quinn 2011). Systems thinking rely on feedback and is a framework for seeing

interrelationships such as patterns and structures of change, cause and event, and long-term

impact (Quinn 2011). Paradoxical thinking refer to conflicting competencies and describe a

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manager who is flexible and controlled, collaborative and open to new ideas and visionary.

Manager must challenge themselves and move outside their comfort zone.

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Improving productivity & increasing profitabilitySetting goals and objectivesMotivating self and othersDesigning and organisingManaging execution and driving for results

Establishing & maintaining stability & continuityOrganising information flowsWorking and managing across functionsPlanning and Coordinating projectsMeasuring and monitoring performance and qualityEncouraging and enabling compliance

Using power ethically & effectivelychampioning & selling new ideasFuelling & fostering innovationNegotiating agreement & commitmentImplementing & sustaining change

Creating and Sustaining Commitment and CohesionUnderstanding Self & OthersCommunicating honestly and effectivelyMentoring & developing othersManaging Groups & leading teamsManaging & encouraging constructive conflict

Collaborate Create

CompeteControl

AppendicesAppendix A

Control

Flexibility

Figure 1.1 Competing Values Approach Matrix (Quinn 2011)

Internal Process Model

Human Relations Model

Rational Goal Model

Open Systems Model

ExternalInternal

Figure 1.1 Competing Values Approach Matrix

Appendix B

Appendix B1.1 Competing Values Questionnaire Matrix Excel – week 5

Strengths Weaknesses

Understanding Self and Others 5.8

Communicating Honestly and Effectively 5.8

Mentoring and Developing Others 6.4

Managing Groups and Leading Teams 6

Managing and Encouraging and Constructive Conflict 5.8

Organizing Information Flows 5.4

Working and Managing Across Functions 5.6

Planning and Coordinating Projects 5

Measuring and Monitoring Performance and Quality 5.6

Encouraging and Enabling Compliance 5.4

Developing and Communicating a Vision 4.8

Setting Goals and Objectives 6

Motivating Self and Others 5.4

Designing and Organizing 4.8

Managing Execution and Driving for Results 5

Using Power Ethically and Effectively 5.4

Championing and Selling New Ideas 6.2

Fuelling and Fostering Innovation 6.6

Negotiating Agreement and Commitment 6.6

Implementing and Sustaining Change 4.8

Appendix B.2: Competing Values Questionnaire Matrix Excel – week 10

Strengths WeaknessesUnderstanding Self and Others 5.8

Communicating Honestly and Effectively 5.8

Mentoring and Developing Others 6.4Managing Groups and Leading Teams 6Managing and Encouraging and Constructive Conflict 5.8

Organizing Information Flows 5.4

Working and Managing Across Functions 5.6

Planning and Coordinating Projects 5Measuring and Monitoring Performance and Quality 5.6

Encouraging and Enabling Compliance 5.4

Developing and Communicating a Vision 5.4

Setting Goals and Objectives 6Motivating Self and Others 5.4Designing and Organizing 4.8Managing Execution and Driving for Results 5.5

Using Power Ethically and Effectively 5.4

Championing and Selling New Ideas 6.2Fueling and Fostering Innovation 6.6Negotiating Agreement and Commitment 6.6Implementing and Sustaining Change 4.8

Appendix B.3: Competing Values Questionnaire Matrix Excel – week 13

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Appendix C: VISION Statement

Vision: “Our Vision is to actively inspire industry to share our passion in creating a healthier future workforce through education, innovation, and action.”

Mission: “to provide international internships, mentoring & personal development programs that build confidence & collaboration among youth and institutions.”

Justification of the vision:

1. How does DIA fit in with the big picture?

Research shows that people who love what they do are more efficient. If people are mentally and physically healthy, they are more likely to have a positive effect on other people, organisations and society at large. If people learn how to be healthy together, a cohesive workforce will increase a healthy economy.

2. Why is it the right thing to do?

There is no wrong or right in this world, however we believe that if a person is able to manage themselves, they are in effect a good influence on society. A negative outlook and negative influence on society will decrease happiness and cause destruction of society. Cooperation between individuals, organisations, and countries will inevitably and inherently improve the world.

3. What is the rational argument for this action?4. What is the connection between the needs and interests of others?

People have five main needs; mental, physical, emotional, financial, security.

a) Mental: education and learning, personal development and self-awareness imbedded in the program

b) Physical: healthy initiative and rewards are promoted in the program and in the organisation

c) Emotional: program includes relationship building, regular feedback and encouragement, involvement, value statements, analysis of motivations

d) Financial: The organisation trades learning for value and the miniscule monetary aspects are linked to administration fees and cost. The program will result in personal growth which increases chances of employability for the candidate and management and project development in the Host Company.

e) Security: We promote safe practices only and always inspect all work environments. We have a 24 hour support hotline for all students and a designated person to look

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after everyone involved in the program. We accommodate candidates in safe housing environments.

5. What in essence would we ideally like to accomplish?a) Education of the individual and the organisationb) Personal and organisational developmentc) Increased understanding and empathy between individuals and organisationsd) Increased personal happinesse) Increased individual and organisational effectivenessf) World cohesion

6. For a vivid picture, please consider that it is your own imagination, values, assumptions and beliefs that will take from A to B. If you believe you are living a nightmare, a nightmare you will have. If you believe you are living a dream, a dream you will have. Picture this:

a) A future where people wake up happy with a smile on their faceb) A future where people look forward to going in to workc) A future where people communicate effectively with all their family, friends

and colleaguesd) A future where people eat healthy throughout the daye) A future where people help each other and encourage each other to succeedf) A future where people have great interpersonal skills and honestly care about

those who are different from themselvesg) A healthy future workforce, where people dream, believe, create and deliver,

where people are educated, innovative and action driven.

7. Here are some compelling examples of how we will make a difference to people:a) Candidates are encouraged to undertake a self-chose project that will be pier reviewed

and published if desired. This can include a PPT of their own personal development, a video, an essay, a sculpture, a number of referrals on LinkedIn – you name it. This will enable candidates to truly discover themselves and what they love to do.

b) Candidates will experience different geographical locations and cultures – this will enhance understanding of themselves and others. Increased understanding will ultimately result in diplomatic behaviour.

c) Organisation will have the pleasure of hosting passionate people who want to be part of their culture and learn from them at a low monetary expense. This means that people within the organisation and the organisation cooperates in reaching their own and organisational goals. This is a win-win situation in terms of fulfilling all the five above mentioned needs: mental, physical, emotional, financial and security.

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8. How will we avoid getting into too many details before all involved parties have agreed?

This is a customised program where people and organisations are encouraged to present their own goals and needs. The program management includes a learning plan to ensure everyone involved receive mutually perceived benefits. No one is encouraged to do anything they do not themselves see as a benefit.

9. How will this benefit us all in the future? Better understanding Better economy Better relationships Better systems Better individuals

10. How is what I want to do and what DIA wants to do connect to what others want to do?

Ultimately, people want to be happy, have fun, learn, have great relationships, earn money, be healthy, feel safe, and have hope. We promote all of this, and we make a genuine effort for us and others to have all those things.

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