Developing Management Skills Chapter 1 .docx

Developing
Management
Skills
Chapter
1:
Developing
Self-‐Awareness
1-1Copyright © 2016 Pearson Education, Inc.
Learning
Objec=ves
Increase
personal
awareness
of
your:
1. Sensi<ve
line
2. Emo<onal

intelligence
3. Personal
values
and
moral
maturity
4. Cogni<ve
style
5. Orienta<on
toward
change
6. Core
self-‐evalua<on
Keys
to
Self-‐
Awareness
“Know
Thyself”
Carved
on
the
temple

to
the
Oracle
at
Delphi
“He
that
would
govern
others
must
first
master
himself”
Messinger
The
Enigma
of
Self-‐Awareness

• Seeking
self
knowledge
is
a
prerequisite
for
personal
growth.
• However,
we
avoid
seeking
informa<on
about
ourselves
because
it
may
make
us
feel
inferior.

The
Sensi=ve
Line
The
point
at
which
individuals
become
defensive
when
encountering
informa<on
about
themselves
that
is
inconsistent
with
their
self-‐concept.
Crossing
the

Sensi=ve
Line
Our
sensi<ve
line
is
less
likely
to
be
crossed…
• When
informa<on
is
verifiable,
predictable
and
controllable.
• When
we
self-‐disclose.

Apprecia=ng
Individual
Differences
Differences
• We
observe
differences
• Apprecia<ng
differences
helps
eliminate
social
barriers
Dis<nc<ons
• We
create
dis<nc<ons
• Making
dis<nc<ons

creates
social
barriers
Five
Areas
of
Self
Awareness
Emo=onal
Intelligence
• Difficult
to
measure
and
define.
• Considered
to
be

an
important
measure
of
managerial
success.
Components
of
Emo=onal
Intelligence
• The
ability
to
diagnose
and
recognize
your
own
emo<ons.
• The
ability
to

control
your
own
emo<ons.
• The
ability
to
recognize
and
diagnose
the
emo<ons
of
others.
• The
ability
to
respond
appropriately
to
emo<onal
cues.
Values

• Founda<on
for
aZtudes
and
personal
preferences
• Basis
for
important
life
decisions
• Help
to
define
morality
and
ethics
Trompenaars
Cultural
Value
Dimensions

Personal
Values
• Instrumental
Values:
desirable
standards
of
conduct
for
a]aining
an
end
• Terminal
Values:
desirable
ends
or
goals
for
the
individual

Values
that
Managers
Desire
• Sense
of
Accomplishment
• Self-‐Respect
• A
Comfortable
Life
• Independence
Kohlberg’s
Stages
of
Moral
Development

A. Preconven<onal
(Self-‐Centered)
B. Conven<onal
(Conformity)
C. Postconven<onal
(Principled)
Recent
Examples
of
Unethical
Decision
Making
• Enron
collapse
• Bernie
Madoff
• Lance
Armstrong
• Hewle]-‐Packard

spying
scandal
Ethical
Decision
Making
And
Values
• Most
managers
feel
they
are
under
pressure
to
compromise
standards
to
meet
company
goals*

• Conflict
between
maximizing
economic
and
social
performance
*
Study
by
American
Management
Associa<on.
Standards
for
Making
Ethical
Decision
• Front
Page

Test
• Golden
Rule
Test
• Dignity
and
Liberty
Test
• Equal
Treatment
Test
• Personal
Gain
Test
• Congruence
Test
• Procedural
Jus<ce
Test
• Cost-‐Benefit
Test
• Good
Night’s
Sleep
Test
• Virtuousness
Test

Cogni=ve
Style
An
individual’s
inclina<on
to
perceive,
interpret,
and
respond
to
informa<on
in
a
certain
way
Dimensions
of
Cogni=ve
Style

APtudes
Toward
Change
Graduates
of
management
schools
today
will
face
an
environment
unlike
any
person
has
ever
experienced
before
Change

Orienta=on
Tolerance
of
Ambiguity:
The
extent
to
which
individuals
are
comfortable
coping
with
unclear
situa<ons.
Change
Orienta=on
(cont’d)
Locus
of
Control:
The

aZtude
people
develop
regarding
the
extent
to
which
they
control
their
own
des<nes.
Locus
of
Control
Internal
Locus
of
Control:
“I
was
the
cause

of
the
success
or
failure.”
External
Locus
of
Control:
“Something
else
caused
the
success
or
failure.”
Internal
Locus
of
Control
Associated
with…

• Managerial
success
(at
least
in
North
America)
• Less
aliena<on
from
work
environment
• More
sa<sfac<on
at
work
• Less
stress
• More
posi<on
mobility

External
Locus
of
Control
• Most
commonly
found
in
managers
from
Eastern
cultures
• Tend
to
use
coercive
power
more
than
internal
leaders
• Perform
poorly
in
stressful
situa<ons

Personality
Personality:
The
rela<vely
enduring
traits
that
makes
an
individual
unique.
Determinants
of
Personality
• Some
of

our
personality
may
be
a]ributed
to
biology
and
gene<cs
• However,
people
can
make
changes
to
their
personality
if
they
are
determined
Personality
Traits

The
Big
Five
Dimensions
of
Personality
1.
Extraversion
2.
Agreeableness
3.
Conscien<ousness
4.
Neuro<cism
5.
Openness
Core
Self-‐Evalua=ons
Core
evalua<ons
subconsciously

influence
people’s
appraisal
of
themselves,
the
world,
and
others.
Core
Self-‐Evalua=on
Four
Components
1. Self-‐Esteem
2. Generalized
Self-‐Efficacy
3. Neuro<cism
4. Locus
of
Control

The
Effects
of
Core
Self-‐Evalua=ons
Self-‐Awareness
and
Managerial
Implica=ons
Behavioral
Guidelines
• Iden<fy
your
sensi<ve
line

• Use
the
dimensions
of
na<onal
culture
to
understand
differences
between
your
values
and
those
of
other
cultures
• Iden<fy
a
set
of
principles
on
which
you
will
base
your
behavior

• Seek
ways
to
expand
your
cogni<ve
style,
tolerance
for
ambiguity
and
locus
of
control
Behavioral
Guidelines
• Enhance
your
emo<onal
intelligence
by
monitoring
your

responses
to
others
• Develop
your
core
self-‐evalua<on
by
capitalizing
on
strengths
and
accomplishments
• Engage
in
honest
self-‐disclosure
• Keep
a
journal
for
self-‐analysis

Copyright
Informa=on
Chapter
2:
Managing
Stress
and
Well-‐Being
Developing
Management
Skills
Learning
Objec;ves
1. Eliminate
stressors

2. Develop
resiliency
3. Cope
with
stress
in
the
short
term
4. Enhance
personal
well-‐being
Managing
Stress
and
Fostering
Well-‐Being
• Costs
US
economy
$500
billion
annually

• Stress
related
problems
at
work
include:
– Absenteeism
– Turnover
– Job
DissaJsfacJon
– Accidents
– Physical
Health
of
Employees
Lewin’s
Force
Field

Coping
With
Stress
A
Hierarchy
of
Approaches
EnacJve
Strategies:
Eliminate
stressors
ProacJve
Strategies:
Develop
resiliency
strategies
ReacJve
Strategies:
Learn
temporary
coping
strategies

A
General
Model
of
Stress
Four
Sources
of
Stress
1. Time
Stressors
2. Encounter
Stressors
3. SituaJonal
Stressors
4. AnJcipatory
Stressors
Types

of
Stressors
• Time
Stressors
– Work
overload
– Lack
of
control
• Encounter
Stressors
– Role
conflicts
– Issue
conflicts
– AcJon
conflicts
Types
of

Stressors
• SituaJonal
Stressors
– Unfavorable
working
condiJons
– Rapid
change
• AnJcipatory
Stressors
– Unpleasant
expectaJons
– Fear
Elimina;ng
Stressors

Effec;ve
Time
Management
1. Spending
Jme
on
important
maUers
2. DisJnguishing
between
important
tasks
versus
urgent
tasks
3. Focus
on
results
rather
than
methods
4. Not
feeling
guilty
when

saying
“no”
Types
of
Ac;vi;es
that
Determine
Time
Use
Efficient
Time
Management
40
Techniques
for
Time
Management
• 20

apply
to
all
aspects
of
life
• 20
apply
to
management
Community
EliminaJng
encounter
stress
through
membership
in
a
stable,
close-‐knit
group
or
community.

Emo;onal
Bank
Accounts
A
metaphor
which
compares
investments
in
relaJonships
to
deposits
and
withdrawals
in
bank
accounts.
The
more
people
interact
posiJvely,
the
more
deposits

are
made.
Contribu;on
Centers
on
what
individuals
can
give
compared
to
what
they
can
get
(assisJng
others,
helping
to
make
something
beUer,
fostering
improvement

in
something).
Four
Dimensions
of
Social
Intelligence
1. An
accurate
percepJon
of
other’s
emoJonal
and
behavioral
responses.
2. The
ability
to
cogniJvely
and
emoJonally

relate
to
the
responses
of
others.
3. Social
knowledge
4. Social
problem
solving
Work
Redesign
• EffecJvely
eliminaJng
stress
and
increasing
producJvity
by
changing
aspects
of

work.
• To
eliminate
stressors
at
work:
– combine
tasks
– form
idenJfiable
work
units
– establish
customer
relaJonships
– increase
decision-‐making
authority
– open
feedback
channels

EliminaJng
AnJcipatory
Stressors
through
Goal
Seang
Small
Wins
Strategy
• IdenJfy
something
under
your
control
• Change
it
in
a
way
that
leads
toward
desired
goal

• Find
another
small
thing
to
change
and
change
it
• Keep
track
of
changes
made
• Maintain
the
small
gains
made
through
change
Resiliency

The
capacity
to
withstand
or
manage
the
negaJve
effects
of
stress,
to
bounce
back
from
adversity,
and
endure
difficult
situaJons.
Balancing
Life
Ac;vi;es

Insert
figure
2.6
Meaningfulness
In
Work
Well
established
relaJonship
between
engaging
in
meaningful
work
and
posiJve
outcomes.
Meaningfulness

In
Work
Reduces
• Stress
• Depression
• Turnover
• Absenteeism
• DissaJsfacJon
Increases
• Well-‐Being
• Resiliency
• Commitment
• Effort

• Engagement
Copyright © 2016 Pearson Education, Inc. 2-24
Meaningfulness
In
Work
Three
types
of
meaning:
Job:
do
work
primarily
for
the
financial
or
material
rewards
it
provides
Career
Orienta;on:
moJvated
by

accomplishment
and
success
Calling:
driven
by
the
meaning
associated
with
the
work
itself
Meaningfulness
In
Work
Meaningfulness
In
Work

Gra;tude
2-28
• Higher
physiological
health,
cogniJve
funcJon,
and
substanJally
higher
job
performance
• MoJvates
others
to
express
graJtude
(self-‐perpetuaJng)
Copyright © 2016 Pearson Education, Inc.

Gra;tude
Temporary
Stress
Reduc;on
Techniques
• Physiological
Techniques
– Muscle
relaxaJon
– Deep
breathing
• Psychological
Techniques
– Imagery
and
fantasy
– Rehearsal

Behavioral
Guidelines
• Address
stress
by
first
trying
to
eliminate
stressors,
then
focus
on
developing
resiliency
and
well-‐being
• Use
proven
Jme
management
pracJces
• Build
collaboraJve
relaJonships

with
individuals
based
on
mutual
trust,
respect,
honesty,
and
kindness
Behavioral
Guidelines
• Consciously
work
to
improve
your
emoJonal
intelligence
• Try
redesigning
your

work
to
increase
its
skill
variety,
importance,
task
idenJty,
autonomy,
and
feedback
• Reaffirm
prioriJes
and
short-‐term
goals
that
provide
direcJon
and
focus
to
acJviJes

Behavioral
Guidelines
• Increase
your
psychological
resiliency
through
life
balance,
especially
by
consciously
engaging
in
physical,
intellectual,
cultural,
social,
family,
and
spiritual
acJviJes
• Increase
hardiness
by
implemenJng
a

small-‐wins
strategy
• Learn
at
least
one
relaxaJon
technique
and
pracJce
it
regularly
Behavioral
Guidelines
• Increase
social
resiliency
• IdenJfy
meaningfulness
in
work
that
is

more
important
to
your
own
reward
• Establish
contribuJon
goals
that
make
a
difference
to
those
around
you
• Implement
at
least
one
graJtude
pracJce

Copyright
Informa;on
Chapter
3:
Solving
Problems
Analy8cally
and
Crea8vely
Developing
Management
Skills
Learning
Objec8ves
1. Increase

proficiency
in
analy9cal
problem
solving
2. Recognize
personal
conceptual
blocks
3. Enhance
crea9vity
by
overcoming
conceptual
blocks
4. Foster
innova9on
among
others

A
Model
of
Problem
Solving
• Step
1:
Define
the
Problem
– Differen9ate
fact
from
opinion
– Specify
underlying
causes
– Tap
everyone
involved
for
informa9on
– State
the
problem
explicitly
– Iden9fy

what
standard
is
violated
– Determine
whose
problem
it
is
– Avoid
sta9ng
the
problem
as
a
disguised
solu9on
A
Model
of
Problem
Solving

• Step
2:
Generate
Alterna9ve
Solu9ons
– Postpone
evalua9ng
alterna9ves
– Be
sure
all
involved
individuals
generate
alterna9ves
– Specify
alterna9ves
that
are
consistent
with
goals
– Specify
both
short-‐
and
long-‐term

solu9ons
– Build
on
others’
ideas
– Specify
alterna9ves
that
solve
the
problem
A
Model
of
Problem
Solving
• Step
3:
Evaluate
and
Select

an
Alterna9ve
– Evaluate
rela9ve
to
an
op9mal
standard
– Evaluate
systema9cally
– Evaluate
rela9ve
to
goals
– Evaluate
main
effects
and
side
effects
– State
the
selected
alterna9ve
explicitly

A
Model
of
Problem
Solving
• Step
4:
Implement
and
Follow
Up
on
the
Solu9on
– Implement
at
proper
9me
and
in
the
right
sequence
– Provide
opportuni9es

for
feedback
– Engender
acceptance
– Establish
ongoing
monitoring
system
– Evaluate
based
on
problem
solu9on
Constraints
on
the
Analy8cal
Problem-‐
Solving
Model
•
Step
1:
Defining

the
problems
– Lack
of
consensus
on
the
problem
– Acceptance
of
problem
defini9on
– Symptoms
are
oTen
confused
with
the
real
problem
– Confusing
informa9on
Constraints

on
the
Analy8cal
Problem-‐
Solving
Model
• Step
2:
Genera9ng
Alterna9ves
– Alterna9ves
are
evaluated
as
they
are
proposed
– Few
possible
alterna9ves
are
usually
known
– The
first
acceptable
solu9on

is
usually
accepted
– Alterna9ves
are
based
on
what
was
successful
in
the
past
Constraints
on
the
Analy8cal
Problem-‐
Solving
Model
• Step

3:
Evalua9ng
and
Selec9ng
an
Alterna9ve
– Informa9on
on
alterna9ves
is
limited
– Search
for
informa9on
occurs
close
to
home
– The
type
of
informa9on
is
constrained
by
other
factors

– Gathering
informa9on
is
costly
– Preferences
for
the
best
alterna9ves
are
not
always
known
Constraints
on
the
Analy8cal
Problem-‐
Solving
Model
• Step
4:
Implementa9on
and

Follow
up
– Acceptance
is
not
always
forthcoming
– Resistance
to
change
– Uncertainty
about
what
part
of
solu9on
to
monitor
– Poli9cal
and
organiza9onal
processes
must
be
managed
– It
may

take
a
long
9me
to
implement
a
solu9on
Impediments
to
Crea8ve
Problem
Solving
• Most
people
assume
crea9vity
is
one
dimensional
• Almost
everyone

has
created
blocks
that
inhibit
our
crea9vity
Four
Types
of
Crea8vity
Key
Dimensions
of
the
Four
Types
Insert
Figure

3.2
Examples
for
Four
Types
Conceptual
Blocks
Mental
obstacles
that
constrain
the
way
problems
are
defined.
Examples
of
overcoming
blocks:

1. Percy
Spencer’s
Magnetron
led
to
the
inven9on
of
the
microwave
2. Spence
Silver’s
Glue
led
to
the
development
of
the
enormously
popular
Post-‐It
Notes

Conceptual
Blocks
1. Constancy
2. Commitment
3. Compression
4. Complacency
deBono’s
Ways
of
Thinking
• Ver9cal
Thinking
– Con9nuity
– Chooses
– Stability
– Searches
for

what
is
right
– Analy9c
– Where
the
idea
came
from
– Develops
an
idea
• Lateral
Thinking
– Discon9nuity
– Changes
– Instability
– Searches
for
what
is
different

– Provoca9ve
– Where
the
idea
is
going
– Discovers
the
idea
Mul8ple
Thinking
Languages
The
more
languages
available
to
problem
solvers,
the
more
crea9ve

the
solu9on
will
be:
•
Words
•
Symbols
•
Sensory
(i.e.
smell)
•
Feelings
and
emo9ons
•
Visual
imagery
The
Matchs8ck
Configura8on

Perceptual
Stereotyping
When
individuals
define
present
problems
in
terms
of
problems
that
they
have
faced
in
the
past.
Shakespeare
Riddle
Insert

figure
3.5
Ignoring
Commonali8es
Crea9vity
is
blocked
when
individuals
fail
to
find
the
common
thread
that
exists
between
dissimilar
problems.

Name
That
Ship!
Insert
figure
3.6
Examples
of
Compression
Ar9ficial
Constraints
Separating
Figure From
Ground
Examples
of
Complacency

• Noninquisi9veness:
Unwillingness
to
ask
ques9ons
• Bias
against
thinking:
Inclina9on
to
avoid
doing
mental
work
Insert
Table
3.4

Stages
in
Crea8ve
Thought
• Prepara9on
• Incuba9on
• Illumina9on
• Verifica9on
Ways
to
Improve
Problem
Defini8on
• Make
the
strange
familiar
and
the

familiar
strange
–
Synec9cs
– Use
analogies:
personal,
direct
symbolic,
and
fantasy
• Elaborate
the
defini9on
• Reverse
the
defini9on
The
Five-‐Figure
Problem

Ways
to
Generate
More
Alterna8ves
1. Defer
judgment
–
Brainstorming
2. Expand
current
alterna9ves
3. Combine
unrelated
a`ributes
Rules
of
Brainstorming
1. No
evalua9on
of

ideas
is
permi`ed
2. Wild
ideas
are
encouraged
3. Quan9ty
before
quality
4. Build
on
ideas
of
others
Morphological
Synthesis
1. The
problem
is
wri`en
down

2. A`ributes
of
the
problem
are
listed
3. Alterna9ves
to
each
a`ribute
are
listed
4. Different
alterna9ves
from
the
a`ributes
are
combined
Rela8onal
Algorithm

Applying
connec9ng
words
that
force
a
rela9onship
between
two
elements
in
a
problem.
Hints
to
Facilitate
Crea8ve
Problem
Solving
• Give
yourself
relaxa9on
9me

• Find
a
place
where
you
can
think
• Talk
to
other
people
about
ideas
• Ask
other
people
for
their
sugges9ons
about
your
problems
• Read
a
lot
• Protect
yourself
from
idea-‐killers

A
Model
of
Analy8c
and
Crea8ve
Problem
Solving
Insert
figure
3.10
Three
Principles
for
Fostering
Crea8vity
1. Pull
people
apart;

put
people
together
2. Monitor
and
prod
3. Reward
mul9ple
roles
Enabling
Crea8vity
in
Others
Behavioral
Guidelines
• Follow
the
four-‐step
procedure

for
analy9cal
decision-‐making
• Employ
the
four
types
of
crea9ve
decision-‐making
• Try
to
overcome
conceptual
blocks
• Elaborate
problem
defini9ons
• Elaborate
possible
alterna9ves
• Foster
crea9vity
with
coworkers

Copyright
Informa8on
Surname 1
Managing Time and Stress
The Four-Quadratic Model
Stress brings pervasive feelings, which makes time appear
squeezed. Thus, it is always important to come up with a "to do
list" based on the urgency and importance of the activity as a
way of eliminating the stressor. Whetten and Cameron came up
with the Four-Quadratic Model to show the action that
determines time use. This model assumes that (1) people spend
time on important matters, besides urgent issues; (2) people
know the difference between the merely pressing activities from
the most important; (3) the result is the objective or stress
management; and (4) we should not feel guilty for saying no.
Thus, important activities produce the desired results while
urgent actions demand immediate attention. Some events may
be both urgent and important. Others may be non-important and
non-urgent. The table below shows the categories of my
stressors on the Four-Quadratic Model.
Responsibility for others, such as children/spouse
Threat to a major source of income

Difficulty identifying a major
Change in plans for my major
Outstanding personal achievement
Lower grades than expected
Serious disagreement with parents
Problem with girlfriend
Minor Traffic violation
Change in social habits
Difficulty with roommate
Summary Learning and Reflection
A. After reviewing the logs using the Four-Quadratic Model, I
found that some stressors were important and urgent while
others were not important. They were just urgent. I was very
stressed about having difficulties with my roommate. However,
I found that the matter was not urgent nor important since it is
part of the routine. Thus, this stressor should have elicited
strong negative emotions. I was less stressed about unexpected
lower grades. However, the Model shows that poor grades are
urgent matters that I should address soon. Besides, the problem
with my girlfriend was an urgent matter, but not necessarily
important. Thus, I feel that I was not supposed to stress over the
matter since I had to attend to more essential and urgent issues.
B. The most important activity was to take care of others,
especially my spouse and children. It was necessary since I have
a responsibility for them. Failure to take care of them would
have resulted in undesired consequences for them and me too. I
could have been worried about their safety. The second most
important job was to address the threat to my primary source of
income. If I did not address the issue, I would have lost my
most important source of income and thus have no mean of

survival.
Responsibility for others and addressing the threat to my major
source of income were not only important but also urgent.
Urgent activities require one to stop what they are doing and
attend to them (Whetten and Cameron 96). Other activities that
demanded immediate action from my activity log include my
serious disagreement with parents, difficulties with my
girlfriend, and minor traffic rules. These matters were expressed
by other people (Whetten and Cameron 97). The disagreement
with my parents is because they were too concerned with my
well-being abroad. The matter was not important since I could
take care of myself while studying abroad. It was urgent since I
needed to listen to them and assure them I was doing something
about it. Similarly, the difficulty with my girlfriend was
because she was concerned that I was not keeping in touch. The
minor traffic violation was urgent since I was required to
produce my driving license immediately.
The activities throughout the two weeks had a varied level of
stress. Important matters such as taking care of others,
especially my spouse and children and addressing the threat to
my income were stressful because I dreaded the consequences. I
was restless, tensed, and worried for failure to take
responsibility for my spouse and children. I felt anger, fast
heartbeat, and agitation for disagreeing with my parents. The
stress associated with these matters lasted for long, up to one
hour. Urgent activities were moderately stressful because I had
to act fast. I felt hot, angry, and frustrated for the difficulties
with I had with my roommate, but this was neither urgent nor
important issue at the moment. Violation of traffic rules,
problems with girlfriend were highly stressful, but the pervasive
feeling did not last beyond 20 minutes. My least stressful event
was the change in a change of social habits because it is a
routine activity.
There are several takeaways from this exercise. First, it is
essential to keep a stress log because it helps to identify the
stressor. A time log ensures that you make appropriate

adjustment to the stressor. One should first adjust to important
and urgent stressors as they are likely to cause a crisis if not
addressed. Urgent stressors also demand that one must stop
what they are doing and attend to the stressor as they affect
other people too. Activities to do with personal development
and improvement fall under the highly important but not urgent
category. From time tracking stress activities, the development
issues included difficulty identifying a major to pursue, change
in plans for my major, outstanding personal achievement, and
lower grades than expected. In contrast, everyday stressors are
not as important or urgent as other categories of stressors. From
my time management log, change in social habits and difficulty
with roommate were daily stressors. I learned that without time
management, one could overreact and prioritize the wrong
stressor.
C. I can effectively manage stress through effective time
management. There are many techniques for time management.
Some apply to management while others apply to all aspects of
daily life. It is difficult to use these time management
techniques at once since they can be overwhelming. Thus, I am
going to select just a few of the rules that I believe will lead to
proper management of time. I chose the time management
techniques that apply to day-to-day activities. Firstly, I will
create a to-do list outlining the most important things to
accomplish first in the day. Here, I put more emphasis on the
results I want to achieve, not necessarily the methods. The
second rule is to prioritize tasks. The most important activities
take priority, followed by urgent ones. Effective time
management also requires dividing up a big project into bits
(Whetten and Cameron 99). During the most productive hours of
the day, I can focus on busy work and do trivial tasks during my
lazy-hours. Finally, procrastination is a no-go-zone. Doing
chores in time reduces the effort needed to accomplish them if
they were procrastinated. I believe that the techniques will help
me manage time effectively and minimize my time stress.
Work Cited

Whetten, David, and Cameron, Kim. Developing Management
Skills, Ninth Edition. Boston: Pearson (2016).
URGENCY
IMPORTANCE
Low
High
Low
High

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