Developing management skills chapter 6

Developing Management Skills. Chapter 5: Gaining Power and Influence. Learning Objectives. Enhance personal and position power Use influence appropriately to accomplish exceptional work Neutralize inappropriate influence attempts. Power : the capacity to influence behavior. Power: the capacity to influence behavior.

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Developing management skills chapter 6

Content:

• 6.6 Managerial Skills
• 7 Essential Skills for Project Managers
• ISBN 13: 9780736074353
• Chapter 6: Professional Skill Building
• Full display page
• special Publication 800-12: An Introduction to Computer Security: The NIST Handbook
• The 6 project management skills you need to have
• Chapter 6 Management and Leadership

6.6 Managerial Skills

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Studies into the administrative problems in the early s has pointed out the cultural problem of administration. Classes on such themes as leadership strengthened the idea of a cultural pathology rooted in feudal Indonesian culture.

Instead, an idealized image of the village with its corporatist values of gotong royong became one of the mainstay in the discussion of Indonesian administration. This would translate in the creation of a series of institution meant to discipline the civil service and wider population.

Indoctrination courses, surveillance and retooling were the means to which the behavioral problem of the Indonesian man could be rationalized so as to support development. The support for this behavioral indoctrination came from both scientific management and Indonesian ideas of traditional corporatism. The concept of discipline was bifurcated within the divide between the experts and the rest. Thus, Indonesian behavioral discipline was often a form of re-traditionalization allowing for the expert to take on the authority of tradition.

This again highlights the ease with which scientific management was reincarnated to support an Indonesian corporative order that was illiberal and undemocratic.

This chapter discusses both the implementation of scientific management and the efforts of the government to instil discipline in its civil service with the stated aim of eradicating corruption.

The policymakers at the national level assumed that the problem of corruption was the Indonesian Man himself because he was, in their eyes, incapable, inefficient, and corrupt.

Thus, the best way to deal with this was through guided corporatism, which required the restructuring of society within the lines of state authority. To allow greater freedom at the local, decentralized level would be to acknowledge the relevance of liberalism. Instead, efforts were made to discipline the bureaucracy through restricting the authority of the regions by implementing the Bappenas—Bakopda—Baperdep planning structure.

The focus on control and discipline inevitably involved the military. The expansion of the bureaucratic and business managerial class enabled the military to join the elite. The management would, in turn, impose discipline on the lower levels of productive society.

The Training Within Industry twi programme would teach mid-level managers how to control the labour force. Even as this discipline was applied in the s, doubt existed about the success of the exercise. The Guided Democracy state professed that Indonesian society, history, and culture would form the foundation of a new society. Instead, culture was manipulated; people were disciplined by social engineering in an effort to push through a state-centred modernization project.

Social science was used both as a mechanism for that process and to provide the tools to enforce changes. The crisis in which we find ourselves is clearly a crisis of leadership […] Herein lies the failure of the old leadership which has guided us to the gateway of independence but is unable to disengage from the viewpoint which brought the first phase to a successful end and cannot adjust itself to the demands of the second.

The profound doubt in the capability of the Indonesian to modernize was long-standing amongst the colonialists. The idea of a plural society was predicated on a perspective that saw a deep chasm between traditional Indonesian society and modern Western society.

The inability of Indonesian managers to give orders to subordinates was a puzzling aspect that had been noted by many Western experts. Donald Fagg contended that the Javanese notion of authority required the creation of a useful fiction of unanimous support. Theories on the failure of vertical authority in the period mostly link it to the failure of Javanese culture.

A self-critical cartoon on the culture of Indonesian manager published at a government magazine. The Guided Democracy was revolutionary in character precisely because of its emphasis on recreating the individual. Garth N. Significant development and improvements generally occur only with cultural changes. Although practically all expertise in the field of management came from American universities, there was a decided, state-control bias towards the studies and recommendations made for both planning and management.

Post-war views on the role of the state were an important component. This modernist perspective placed trust in the efficacy of the social sciences and this perspective was shared by both the capitalist and communist worlds. By the s, the experiences of technical assistance had become a subject of study in their own right. Koentjaraningrat studied the village concept of gotong rojong in the early s. If the economy were left to the masses, the result would probably be that either the subsistence level would persist or that the economy would collapse quickly.

First of all, the very low level of education does not permit the people to know much about other needs beside those which are very basic, and with which they are already familiar by tradition. Second, even if they are fully aware of their wants, it is still a question whether or not they can do much to alleviate the shortcomings, since the general low level of income does not allow any significant capital accumulation.

Third, even the small proportion of the middle class cannot be entrusted with the task of becoming agents for progress. Notoatmodjo saw the application of gotong rojong as a compromise to modernity. Instead of implementing full Westernization, the elites of Indonesia wanted to maintain a modernized Indonesian culture. Thus, the modern idea of gotong rojong was, according to Notoatmodjo, a new creation of Indonesian intellectuals who had enjoyed Western education and training.

The modern reinterpretation of gotong rojong was shaped through the reinterpretation of ancient values. This was at least imagined to be the case. These rational persons were the managers. In other words, a tension existed between the assumptions made about the pathological nature of the Indonesian character and the efficacy of the new Indonesian managers. There was thus a ready acceptance of values, both modern and traditional, which would help the managerial class to achieve control, despite the fact that such values kept the Indonesian man in a traditional position.

This bifurcated image of the managers as both rational agents and suffering from a damaged culture is important in understanding how the managerial ideology developed in Indonesia. It is not merely interested in efficiency, it may not even be its main goal. The goal was to imbue the new elite class with a modicum of legitimacy as rational, modernizing agents amidst a sea of irrational, but soon to be rational Indonesian peasants. Elite production, as we have seen, was institutionalized through education.

How were managers produced? Management Week Pekan Management , which took place in , was the first government-sponsored, short-term managerial course. In January , in response to the November Lynton and Caldwell report, the bpn called a meeting attended by several ministries, the lan , and the feui. It was also decided that top company managers were to be sent to study on advanced management programmes such as the one in Baguio in the Philippines.

The programme was initially devised by alumni of the Advanced Management Programme Baguio, a Harvard-led programme that provided business management training for Asian managers. With Ford Foundation money, the alumni approached the feui to start a local programme. Johnson from Northwestern University and Dale L. The first class on the lpk had fifty-eight students: thirteen from state-owned companies, thirty-five from private companies, and ten army officers. They discussed fourteen Indonesian business cases along with fifty-three foreign business cases.

There were fifteen teachers, two professors from Gadjah Mada University and the rest from the, most of them American professors who were teaching on a Ford Foundation—University of California programme. Nine assistants were lent by UC to the lpk to help the students with their studies.

Each participant was given ten books covering topics from accounting to personnel management. The programme had a small library containing eighty-seven books, many of them used for reading assignments. The classes were usually divided into two groups, which changed every two weeks. Business management courses had been on offer in Indonesia at the feui since the early s and followed the Dutch pattern.

7 Essential Skills for Project Managers

If you lived and worked in colonial times in the United States, what skills would you need to be gainfully employed? What kind of person would your employer want you to be? And how different would your skills and aptitudes be then, compared to today? Many industries that developed during the s—s, such as health care, publishing, manufacturing, construction, finance, and farming, are still with us today.

ISBN 13: 9780736074353

Click here for a printable copy for Chapter 6. Computers and the information they process are critical to many organizations' ability to perform their mission and business functions. To do this effectively requires developing of a comprehensive management approach. This chapter presents an organizationwide approach to computer security and discusses its important management function. However, this chapter does describe some of the features and issues common to many federal organizations. Many computer security programs that are distributed throughout the organization have different elements performing various functions. While this approach has benefits, the distribution of the computer security function in many organizations is haphazard, usually based upon history i. Ideally, the distribution of computer security functions should result from a planned and integrated management philosophy.

Chapter 6: Professional Skill Building

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Full display page

Being a truly great project manager is about more than just training and qualifications. These are the 6 skills you need to get your projects over the line — and what you can do to develop them. Those things are important. In fact, some of the most important project manager skills — the ones that will help your project team to feel valued, motivated, and trusted — are the soft skills. The soft skills of project management are what allow you to get the best out of people, create harmonious relationships across departments , and keep things running smoothly throughout the process. As a project manager, you need to work with a lot of different people: team members, other departments, leadership, clients… Most projects have a long list of stakeholders that you need to keep aligned, up-to-date, and ideally, happy.

special Publication 800-12: An Introduction to Computer Security: The NIST Handbook

Equip business leaders to create their own essential applications. The way projects are handled is rapidly evolving. Learn what skills you need to master this year to ensure project success. Project management is one of the most sought-after qualities of the modern business environment. The consistent increase in the salaries of project managers across the world is a valid indicator of their demand in the market. Project managers are typically responsible for overseeing the entire project and performing key tasks that can make the project successful. Project managers, however, are not the only ones tasked with the responsibility of projects.

The 6 project management skills you need to have

Technical skills will come in handy when you move up to a first-line managerial job and oversee the task performance of subordinates. Technical skills, though developed through job training and work experience, are generally acquired during the course of your formal education. These managers play a pivotal role because they report to top-level managers while overseeing the activities of first-line managers. Thus, they need strong working relationships with individuals at all levels and in all areas.

Chapter 6 Management and Leadership

Lussier and David C. Robert N. Lussier, PhD, is a professor of management at the birthplace of basketball, Springfield College, where more than one-third of the students compete in 27 intercollegiate athletic teams. He has taught undergraduate and graduate sport management students for more than 30 years. He has also supervised sport internships and serves as an advisor for sport management research projects.

The project initiation phase is the first phase within the project management life cycle, as it involves starting up a new project. Within the initiation phase, the business problem or opportunity is identified, a solution is defined, a project is formed, and a project team is appointed to build and deliver the solution to the customer. A business case is created to define the problem or opportunity in detail and identify a preferred solution for implementation. The business case includes:. The project sponsor then approves the business case, and the required funding is allocated to proceed with a feasibility study.

When you were ready to study for a big test, you could buy complete and legible class notes. You might begin by hiring a bunch of students to take class notes. The last step will be assembling packages of notes and, of course, selling them.