Managerial Skills and Communication

1. 1
Managerial Skills
and
Communication
Dr. Ramu Vasu,
Assistant Professor (Sl.G)

2. Introduction to Skills
1. Introduction to Skills
2. Skills vs Talent
3. Personal skill important of competent
managers
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3. What is Skill?
– A) the ability to use one's knowledge effectively and
readily in execution or performance.
– B) dexterity or coordination especially in the execution of
learned physical tasks
– 2:a learned power of doing something competently : a
developed aptitude or ability.
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4. What is Skill?
– Skill is the ability to demonstrate a system and
sequence of behavior which results in something
observable, something that one can see. A person with
ability, i.e. skill can properly identify the sequence of
action to be performed to win.
–
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5. Types of Skills
– Skill can be divided into 2 separate areas of understanding and
ability: Connaissance (Knowledge).
– Savoir-faire (Know-how).
– Identified by Pelegrin in relation to flintknapping (1990)
– .Connaissance – understanding of how a task should be
performed, mental image of intended object, understanding of
technical stages that must be performed.
– Savoir-faire – physical ability to carry out a task, possession of
necessary motor skills and ability to adapt these as needed.
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6. SKILL
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9. Why is skill more important?
– A degree can just earn the job, but it cannot help to grow further
without the skill. - It is skill which attracts the employers, clients
and management which lifts or drops the person. Without the
skill, the person would not be able to catch hold the interest of
their superiors and attain success.
– the skills that are required by an individual for his/ her holistic
development so that he/she can contribute to the progress and
development of his society/ nation and world.
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11. Wagner seven survival skills
1.Critical thinking and problem solving
2.Collaboration and leadership
3.Agility and adaptability
4.Initiative and entrepreneurialism
5.Effective oral and written communication
6.Accessing and analysing information
7.Curiosity and imagination
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12. The Asia-Pacific Economic
Cooperation (APEC)
– has identified the development of twenty-first century competencies
among youth as a ‘pressing international concern’. These competencies
are defined as the knowledge, skills and attitudes necessary to be
competitive in the twenty-first century workforce to participate
appropriately in an increasingly diverse society, use new technologies and
cope with rapidly changing workplaces.
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13. Why are 21st Century Skills so
important?
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14. COMPONENTS OF 21ST
CENTURY SKILLS
– Learning Skills: skills required for the acquisition of new
knowledge.
– • Literacy Skills: skills that help in creating and gaining new
knowledge through reading, media and digital resources
– • Life Skills: skills required for successfully leading everyday life.
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15. COMPONENTS OF 21ST
CENTURY SKILLS
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16. 4 C’s
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18. – IMT: Information Literacy, Media Literacy, Technology Literacy
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19. – FLIPS: Flexibility and Adaptability, Leadership and Responsibility, Initiative and
Self-Direction, Social and Cross-Cultural Interaction
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23. Personal Management
Skills Important for a
Manager
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24. Personal Management Skills
Important for a Manager:
– What are personal management skills?
Personal management or self-management skills involve your ability to
control your feelings, thoughts, and actions. They include the capacity to
perform executive duties in an organization while avoiding crisis situations
and promptly solving problems when they occur. Management skills can be
developed through learning and practical experience as a manager. The
skills help the manager to relate with their fellow co-workers and know how
to deal well with their subordinates, which allows for the easy flow of
activities in the organization with this skill, you can set independent goals,
and take action to realize them. In the long run, personal management skills
help direct your career trajectory.
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25. Personal management skills
1. Planning
Planning is a vital aspect within an organization. It refers to one’s ability to organize
activities in line with set guidelines while still remaining within the limits of the
available resources (5M) such as time, money, and labour. It is also the process of
formulating a set of actions or one or more strategies to pursue and achieve certain
goals or objectives with the available resources.
The planning process includes identifying and setting achievable goals, developing
necessary strategies, and outlining the tasks and schedules on how to achieve the set
goals. Without a good plan, little can be achieved.
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26. 2. Communication
Possessing great communication skills is crucial for a manager. It can determine how well
information is shared throughout a team, ensuring that the group acts as a unified
workforce. How well a manager communicates with the rest of his/her team also
determines how well outlined procedures can be followed, how well the tasks and
activities can be completed, and thus, how successful an organization will be.
Communication involves the flow of information within the organization, whether formal
or informal, verbal or written, vertical or horizontal, and it facilitates smooth functioning of
the organization.
Clearly established communication channels in an organization allow the manager to
collaborate with the team, prevent conflicts, and resolve issues as they arise. A manager
with good communication skills can relate well with the employees and thus, be able to
achieve the company’s set goals and objectives easily.
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27. 3. Decision-making
Another vital management skill is decision-making. Managers make numerous
decisions, whether knowingly or not, and making decisions is a key component in a
manager’s success. Making proper and right decisions results in the success of the
organization, while poor or bad decisions may lead to failure or poor performance. For
the organization to run effectively and smoothly, clear and right decisions should be
made. A manager must be accountable for every decision that they make and also be
willing to take responsibility for the results of their decisions. A good manager needs
to possess great decision-making skills, as it often dictates his/her success in achieving
organizational objectives.
4. Motivating
The ability to motivate is another important skill in an organization. Motivation helps
bring forth a desired behaviour or response from the employees or certain
stakeholders. There are numerous motivation tactics that managers can use, and
choosing the right ones can depend on characteristics such as company and team
culture, team personalities, and more. There are two primary types of motivation that
a manager can use. These are intrinsic and extrinsic motivation.
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28. 5. Delegation
Delegation is another key management skill. Delegation is the act of passing on work-
related tasks and/or authorities to other employees or subordinates. It involves the
process of allowing your tasks or those of your employees to be reassigned or
reallocated to other employees depending on current workloads. A manager with
good delegation skills is able to effectively and efficiently reassign tasks and give
authority to the right employees. When delegation is carried out effectively, it helps
facilitate efficient task completion. Delegation helps the manager to avoid wastage of
time, optimizes productivity, and ensures responsibility and accountability on the
part of employees.
6.Problem-solving
A good manager must have the ability to tackle and solve the frequent problems
that can arise in a typical workday. Problem-solving in management involves
identifying a certain problem or situation and then finding the best way to handle the
problem and get the best solution. It is the ability to sort things out even when the
prevailing conditions are not right. When it is clear that a manager has great
problem-solving skills, it differentiates him/her from the rest of the team and gives
subordinates confidence in his/her managerial skills.
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29. 7. Time management
Time management is vital to successful career development. Developing or
improving these skills ensures you can prioritize tasks, maintain focus, and
avoid distractions. This then enables you to meet deadlines, delegate tasks
when necessary, and achieve company goals. Keeping a to-do list and
monitoring what you need to get done every day is one way to manage
your time. When possible, aim to complete work before the deadline, so
you have plenty of time to make revisions and don't need to rush.
8. Teamwork
Teamwork involves relating well with your colleagues and sharing equal
responsibility to work towards a common goal. Even roles that are largely
independent involve some level of teamwork, so a positive attitude and
the ability to work with others is vital to your career development.
Companies value team players and those with interpersonal skills.
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30. 9. Accountability
Accountability involves taking personal responsibility for your actions
and thoughts. It ensures that you can evaluate your decision
objectively and make decisions with confidence. Accountable people
are also dependable and are happy to learn from their mistakes and
improve continuously.
10. Versatility
Versatility refers to being proficient or knowledgeable in various
areas. Companies now consider versatile people indispensable as
they bring multiple options to a team. When you're versatile, you can
easily fit into new teams and improve their overall performance.
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31. Strategies to improve your
personal management skills:
– Complete a self-assessment
– Keep a to-do list
– Be consistent
– Establish strict deadlines
– Find fulfilment in your work
– Be patient
– Assess your progress
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32. Management Skills
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34. Types of Management Skills
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35. 1. Technical Skills
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– Technical skills involve skills that give the managers the ability and
the knowledge to use a variety of techniques to achieve their
objectives. These skills not only involve operating machines and
software, production tools, and pieces of equipment but also the
skills needed to boost sales, design different types of products and
services, and market the services and the products.

36. 2. Conceptual Skills
– These involve the skills managers present in terms of the knowledge
and ability for abstract thinking and formulating ideas. The manager
is able to see an entire concept, analyse and diagnose a problem, and
find creative solutions. This helps the manager to effectively predict
hurdles their department or the business as a whole may face.
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37. 3. Human or Interpersonal Skills
– The human or the interpersonal skills are the skills that present the
managers’ ability to interact, work or relate effectively with people.
These skills enable the managers to make use of human potential in
the company and motivate the employees for better results.
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38. MANAGERIAL SKILLS
– A manager’s job is complex and multidimensional. It requires a range of
skill to perform the duties and activities associated with it. Regardless of
the level of management, managers must possess and seek to further
develop many critical skills. A skill is an ability or proficiency in performing
a particular task. Management skills are learned and developed.
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39. An effective manager must possess
the following skills to perform his job
well:
1. Technical Skill
2. Human or Psychological Skill:
3. Conceptual Skill:
4. Diagnostic Skill:
5. Design Skill:
6. Analytical Skill:
7. Decision Making Skill:
8. Digital Skill:
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1. Interpersonal Skill:
2. Planning and Administration Skill:
3. Teamwork Skill:
4. Strategic Action Skill:
5. Global Awareness Skill:
6. Self-Management Skill:

40. EMOTIONAL INTELLIGENCE
– ‘Emotional intelligence is aggregate of individuals’ cognition of own and other’s
emotions, feeling, interpretation and action as per environmental demand to manipulate
the consequence which in turn result in superior performance and better human
relationship’ (Bhattacharya, 2003). Emotional intelligence is a measure of the degree to
which a person makes use of his/her reasoning in the process of emotional responses
(both positive and negative) in a given situation.
– So having high emotional intelligence doesn’t mean that the person never panics or
loses his/her temper. It does mean that he/she brings own feelings under control and
channels them into productive behaviors. The ability to bring out-of-control emotions
back into line results in what earlier generations called emotional maturity.
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41. Emotional intelligence
– “Emotional intelligence is the ability to understand your
emotions and those of other people and to behave
appropriately in different situations.
– Emotions:- A strong feeling such as love, year or anger.
“Emotions are responses to specific events that have
meaning to the individual either positive or negative.
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42. Intelligence:
– “A ability to understand anything in a logical way about things.
The most popular and accepted mixed model of emotional
intelligence is the one proposed by Goleman (1995). He viewed
emotional intelligence as a total of personal and social
competences. Personal competence determines how we
manage ourselves, whereas social competence determines
how we handle our interpersonal relationships.
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43. Goleman (1995).
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44. Goleman (1995).
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45. Goleman (1995).
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46. Personality
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52. PERSONAL COMPETENCIES
– How we understand and management are emotions and manager ourselves.
– 1. Self Awareness: - Self awareness is an ability of an individual to observe –
understand their feelings of emotions when they arise
– “Recognize the feelings as the occur” This includes self-confidence, self
assessment a openness to positive criticism.
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53. 2. Self-regulation
– Self regulation is the ability to control emotions and to
redirect those emotions that can have negative impact
and change them into positive behavior and attitude. It
includes trust worthiness integrity and attitude towards
change acceptance.
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54. 3. Self Motivation:-
– Motivation is the ability to channelize and stimulate your emotions of
action through self gathering or control towards achievement of certain
goals of objectives in spite of inertia (i.e. difficulty lack of desire of
energy of ability to move to change or to action.) People who have this
ability are optimistic and committed towards organization as well as
individual goals.
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55. SOCIAL COMPETENCIES
How we understand the emotions of others and handle and
management are interpersonal relationships.
– Empathy: - Ability to feel as get concerned for others. Ability to
understand others their feelings, perceptions, perspectives and to
treat them according to their emotional reactions. People having this
competency or ability are experts in motivating others.
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56. 5. Social Interpersonal Skills:
– Ability to built a good rapport of relationship with people in
the organization.
– Handling interpersonal relationship conflict resolution an
negotiations.
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57. MYTHS ABOUT EMOTIONAL
INTELLIGENCE
– Emotional intelligence must be taken in right perspective. However, because of certain myths about
emotional intelligence, it is not taken in right perspective. Some of the most common myths about
emotional intelligence are as follows:
– 1. Emotional intelligence is sometimes treated as being nice to others which is not true. Emotional
intelligence generates RATIONAL BEHAVIOUR which must suit to the situation. In many situations,
‘being nice to others’ is not a rational behaviour because the other person does not expect such as
nicety. In these situations, even conforming or avoiding behaviour is the demand of emotional
intelligence.
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58. MYTHS ABOUT EMOTIONAL
INTELLIGENCE
– 2. Emotional intelligence does not mean giving free rein to feelings. Rather, it
involves managing feelings so that these are expressed appropriately and
effectively, enabling people to work together towards common goals.
– 3. There is a myth that men have higher emotional intelligence than women. It is
not true. Various researches have shown that emotional intelligence has nothing to
do with gender though there are certain gender-specific characteristics of men and
women. Men and women have their personal profile of strengths and weaknesses
which may vary among different groups of men and women.
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59. MYTHS ABOUT EMOTIONAL
INTELLIGENCE
– 4. There is myth that emotional intelligence is fixed genetically and
develops only in, early childhood. This is not true. While IQ does not
change much after adolescence, emotional intelligence changes over
the period of time. This happens because IQ is a biological
phenomenon. Therefore, emotional intelligence changes over the
period of time through learning which is life-long process. In fact,
through training and development programs, it has been possible to
increase the emotional intelligence of people.
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60. MYTHS ABOUT EMOTIONAL
INTELLIGENCE
– Emotional intelligence must be taken in right perspective. However, because of certain myths about
emotional intelligence, it is not taken in right perspective. Some of the most common myths about
emotional intelligence are as follows:
– 1. Emotional intelligence is sometimes treated as being nice to others which is not true. Emotional
intelligence generates rational behaviour which must suit to the situation. In many situations,
‘being nice to others’ is not a rational behaviour because the other person does not expect such as
nicety. In these situations, even conforming or avoiding behaviour is the demand of emotional
intelligence.
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61. DEVELOPING EMOTIONAL
INTELLIGENCE
– Emotional intelligence is a learned phenomenon and, therefore, it can be
developed in people. Even scientists believe that emotional intelligence
has nothing to do with biological factors of a person and it can be
developed in people. However, this development process begins at the
early stage of childhood and this process continues throughout the life,
through in the later part of the life, this development process becomes
much slower. Therefore, in an organizational context, concerted efforts
are required to develop emotional intelligence.
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62. DEVELOPING EMOTIONAL
INTELLIGENCE
– 1. Preparation for Change
–2. Training
–3. Transfer and maintenance
–4. Evaluation of change
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63. 1. Preparation for Change:
– Preparation for change is the first phase for developing emotional intelligence.
This phase occurs even before an individual begins training for developing
emotional intelligence. Preparation for change occurs at both organizational
and individual levels. This phase is basically related to assessing organizational
and individual needs for developing emotional developing emotional
intelligence. Usually, this phase consists of the following steps:
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64. (i) Assessing the Organisation’s
Needs:
– The organisation must assess whether its personnel need training for
developing emotional intelligence and, if yes, what type of training is
required. In assessing the organizational needs, two points are
important which must be taken into account.
– First, many employees in the Organisation and work performance.
Second, there is a need for identifying various emotional competencies
required for success in the organization.
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65. (ii) Assessing Personal
Strengths and Weaknesses:
– There is a need for assessing personal strengths and weaknesses. While
assessing such strengths and weaknesses, care should be taken to assess the
employees approach towards the need for emotional intelligence and their
learn ability so that emotional competencies can be infused in them. Often,
there are two challenges that lie in assessing personal strengths and
weaknesses. First, people are less aware of skill weaknesses in the social-
emotional domains. Second, emotional competencies are primarily
manifested in social interactions. Therefore, the best approach is one which
involves ratings by experts who interact with employees.
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66. (iii) Providing Feedback.
– People are eager to get feedback about any assessment of them. Therefore,
immediate feedback must be made available to them. However, there are
many pitfalls in providing feedback on emotional competencies as these are
closely linked to employee’s identity and self-esteem. Therefore, in the
feedback is not provided carefully and with sensitivity and skill, employees
often become defensive. Generally, employees respond.
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67. (iv) Encouraging Participation
– Emotional intelligence is perceived to be soft and, thus, somewhat suspect.
Therefore, employees may decide not to participate in its development unless
they are convinced that management of the oraganisation strongly endorses
it. Since development of emotional intelligence requires active participation of
employees, it is necessary to encourage this participation.
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68. (vi) Recognising Readiness to
Change.
– After completing the above steps of preparation for change, it is desirable to
measure readiness of employees to change, that is, to determine whether
employees are ready to participate meaningfully in training programme for
developing emotional intelligence. Research on behaviour change
programmes reveals that employees pass through several stages of readiness
for change before they are actually ready to make commitment for change.
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69. 2. Training:
– At the second phase of development of emotional intelligence, training is
provided to the participants in development programme. There may be
training on different aspects of emotional intelligence like overcoming
negative emotions, developing interpersonal skills, developing empathic
listening, and time management, and so on depending on the participants’
individual needs. However, while providing such training, following points
should be observed:
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70. i. Forging Relationship with
Participants:
– for a TRAINER, it is’ essential that he forges a positive relationship between
him and participants because the relationship between trainer and learner is
critically important. The positively motivated, he will not take concrete steps
for change. Therefore, it is desirable for the trainer to create a motivating
environment for learning by showing empathic, warm, and genuine interest in
learners. All these are important ingredients of emotional learning.
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71. ii. Setting Clear Goals:
– Emotional learning can be made more effective by setting clear
goals. Generally, all persons do not require similar types of
emotional training because of individual differences. They have
separate sets of strengths and weaknesses. Not control fear or
other emotional variables.
– Therefore, depending on the weaknesses of participants, specific
and clear goals should be set so that training efforts are well
directed. The trainer can help the participants to set their own
specific learning goals.
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72. iii. Breaking Goals into
Manageable Steps:
– Since larger goals are generally unmanageable especially in the context of
emotional change, it is better that these goals are broken into manageable
units so that these are achieved step-by-step. When a particular goal, even a
small one, is achieved, this increases people’s efficacy which, in turn, leads to
setting more challenging goals and efforts for achieving them. In this way,
achieving of higher goals, that is, development of emotional intelligence, is
possible.
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73. iv. Maximising Self-directed
Change:
– Employees are more likely to develop emotional intelligence when they
decide their own goals for developing particular emotional competencies with
the help of the trainer. In the same way, training programmes on emotional
intelligence are more effective when the trainer adopts, the training to match
employees’ needs, goals, and learning style preferences. Since individuals
differ, a common approach of training for all employees may not be suitable.
Rather, individual differences and motivates them for self-directed change.
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74. v. Maximising Opportunities for
Practice:
– As far as possible, employees should be provided maximum possible
opportunities to develop emotional intelligence through practice during the
training period. Since development of emotional intelligence is an art, rather
than a science, it can be developed through practice and not merely through
lectures and other one-sided methods of training. Emotional learning because
old, ineffective neural connections need to be weakened and new, more
effective ones established. Such a process requires repetition over a
prolonged period of time.
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75. vi. Relying on Experiential
Methods:
– For making training programmes on development of emotional intelligence
effective, it is better to rely on experiential methods such as role playing,
sensitivity training, emotion-related games, group dynamics training, and
other simulation methods. These methods rely more on learners’
participation, hence suitable for behavioral change & unlike lectures which
emphasis on developing knowledge and not the practice. Lectures are suitable
only for understanding various facets of emotional intelligence.
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76. vii. Using Models:
– In training programmes for developing emotional intelligence, models must be
as far as possible because modeling of the desired behaviour is particularly
valuable in emotional learning. By using models, a great deal can be learned
as emotional learning is practice-oriented. Learning is further enhanced when
the trainer encourages and helps learners to study, analyze, and emulate the
models.
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77. viii. Providing Frequent
Feedback:
– Feedback to employees is very important during the change process as it
works as an indicator whether the employees are on right track. Feedback also
acts as reinforce and sustains motivation of employees to learn new
behaviour. In emotional training, feedback is especially important because
learners often have trouble in recognising how their emotional behaviour
manifests itself. In fact, self-awareness is an important element for developing
emotional intelligence, and it is not necessary that every learner is competent
enough to have self-awareness. Feedback fulfils this gap.
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78. ix. Preventing Relapse:
– Preventing relapse is necessary in emotional learning. The essence of
preventing relapse is to prepare employees mentally to face slips, to recognise
that setbacks are normal part of the change process. Participants in an
emotional training programme are likely to encounter many setbacks as they
strive to apply new behaviors. Without adequate preparation for such
setbacks, they may easily become discouraged and give up their efforts for
change before the task of neural learning has reached the point where the
newly learned Reponses become automatic ones.
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79. 3. Transfer and Maintenance:
– After finishing training, the learners return back to their normal jobs with
old prevailing work environment, the learners find many old cues of
behaviour and tend to behave in the ways which have been changed
during training process. With the result, newly-learned ingredient of
behavioral pattern. Thus, transfer and maintenance of new behaviour
become really a challenging task for the Organisation. An Organisation
can take two steps for transfer and maintenance of learning in its
employees: encouraging the use of skills on the job and supportive
organizational culture.
–
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80. 4. Evaluation of Change:
– The last phase in emotional development is evaluation of change. In the process of development
of emotional intelligence, it should be ensured that the efforts made are proceeding in right
direction and these are achieving the results stipulated. The term evaluation refers to a process
that focuses on continuous improvement in behaviour due to development of emotional
intelligence. it is an on-going process rather than being one-shot action. Evaluation of training
programmes for emotional learning, though necessary for measuring effectiveness of the
programmes, is often missed by many organisations. With the result, the efforts of such
organisations do not produce the results up to desired level. Keeping this phenomenon in mind,
many organisations programmes, whether behavioral or others must be evaluated. in evaluating
the effectiveness of change efforts related to the development of emotional intelligence,
following steps are followed:
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