46. Skills of an effective administrator
《高效管理者的三大技能》
Editor's Notes
Skills of an effective administrator
《高效管理者的三大技能》
Robert L. Katz is an American social and organizational psychologist. He created the concept of managerial skills. which describes how the required skills structure changes, depending on the management level.
Robert L. Katz 是美國社會和組織心理學家。 他創造了管理技能的概念。
Robert L. Katz is an American social and organizational psychologist. He created the concept of managerial skills. which describes how the required skills structure changes, depending on the management level.
Robert L. Katz 是美國社會和組織心理學家。 他創造了管理技能的概念。
At the time this article was written, Mr. Katz was assistant professor at the Amos Tuck School of Business Administration, Dartmouth College. Since then he has taught in the graduate schools of business at Harvard and Stanford, written three textbooks, and helped found five industrial or financial companies. Until recently he was president and chief executive officer of U.S. Natural Resources, Inc. Now he heads a consulting firm specializing in corporate strategy and is a director of a number of publicly held corporations.
At the time this article was written, Mr. Katz was assistant professor at the Amos Tuck School of Business Administration, Dartmouth College. Since then he has taught in the graduate schools of business at Harvard and Stanford, written three textbooks, and helped found five industrial or financial companies. Until recently he was president and chief executive officer of U.S. Natural Resources, Inc. Now he heads a consulting firm specializing in corporate strategy and is a director of a number of publicly held corporations.
At the time this article was written, Mr. Katz was assistant professor at the Amos Tuck School of Business Administration, Dartmouth College. Since then he has taught in the graduate schools of business at Harvard and Stanford, written three textbooks, and helped found five industrial or financial companies. Until recently he was president and chief executive officer of U.S. Natural Resources, Inc. Now he heads a consulting firm specializing in corporate strategy and is a director of a number of publicly held corporations.
The result was the setting of the three areas of managerial skills and determination, for which level they are characterized:
• Technical skills - competencies important, particularly for lower management
• Human skills - competencies needed for all levels of management
• Conceptual skills - competencies with a substantial importance, particularly for top management
結果是管理技能和決心的三個領域的設置,它們的特點是:• 技術技能——能力很重要,尤其是對於較低的管理人員• 人的技能——各級管理所需的能力• 概念性技能——具有重要意義的能力,尤其是對高層管理人員而言
A skill is the ability either to perform some specific behavioral task or the ability to perform some specific cognitive process that is functionally related to some particular
task.
Operating a computer, conducting a sales presentation, or demonstrating the use of a drill press are all examples of behavioral tasks that require specific motor activities.
On the other hand, problem representation, solution implementation, and performance evaluation are all cognitive processes that require specific cognitive activities.
In both illustrations, a skill is conceived as comprising three components:
(1) the existence of a domain specific knowledge base;
(2) a method for accessing this knowledge base; and
(3) the ability to enact a set of behaviors or cognitions using the retrieved knowledge to perform the given task.
Actually, the first two components are indispensable prerequisites to the actual execution of the observable actions.
The third component is what people observe and label as a skill.
For example, without a set of rules and facts about a drill press (a drill press knowledge base), an individual could not demonstrate the observable behaviors, which would allow an independent observer to infer that the individual had a specific skill.
Likewise, an individual may possess the knowledge, but not be able to access that knowledge, so an independent observer could not infer that the individual had a specific skill.
For example, an individual may know that the master circuit breaker provides the power for the lights and the drill press in the building, but the individual may be unable to recall where the master circuit breaker is located in the building.
Having a domain specific knowledge base and a method for accessing it are critical to skill development.
技能是執行某些特定行為任務的能力或執行與某些特定功能相關的某些特定認知過程的能力任務。操作計算機、進行銷售演示或演示鑽床的使用都是需要特定運動活動的行為任務的示例。另一方面,問題表示、解決方案實施和績效評估都是需要特定認知活動的認知過程。在這兩個插圖中,一項技能被認為包括三個組成部分:(1) 存在特定領域的知識庫;(2) 訪問該知識庫的方法;和(3) 使用檢索到的知識來製定一組行為或認知來執行給定任務的能力。實際上,前兩個組件是實際執行可觀察動作必不可少的先決條件。第三個組成部分是人們觀察並標記為技能的內容。例如,如果沒有一套關於鑽床的規則和事實(鑽床知識庫),個人就無法展示可觀察到的行為,這將使獨立的觀察者能夠推斷出個人具有特定技能。同樣,個人可能擁有知識,但無法訪問該知識,因此獨立觀察者無法推斷該個人具有特定技能。例如,個人可能知道主斷路器為建築物中的燈和鑽床供電,但個人可能無法回憶主斷路器在建築物中的位置。擁有特定領域的知識庫和訪問它的方法對於技能發展至關重要。
On the other hand, problem representation, solution implementation, and performance evaluation are all cognitive processes that require specific cognitive activities.
另一方面,問題表示、解決方案實施和績效評估都是需要特定認知活動的認知過程。
In both illustrations, a skill is conceived as comprising three components:
(1) the existence of a domain specific knowledge base;
(2) a method for accessing this knowledge base; and
(3) the ability to enact a set of behaviors or cognitions using the retrieved knowledge to perform the given task.
在這兩個插圖中,一項技能被認為包括三個組成部分:(1) 存在特定領域的知識庫;(2) 訪問該知識庫的方法; 和(3) 使用檢索到的知識來製定一組行為或認知來執行給定任務的能力。
Actually, the first two components are indispensable prerequisites to the actual execution of the observable actions.
The third component is what people observe and label as a skill.
實際上,前兩個組件是實際執行可觀察動作必不可少的先決條件。第三個組成部分是人們觀察並標記為技能的內容。
For example, without a set of rules and facts about a drill press (a drill press knowledge base), an individual could not demonstrate the observable behaviors, which would allow an independent observer to infer that the individual had a specific skill.
例如,沒有一套關於鑽床的規則和事實(鑽床知識庫),個人無法展示可觀察到的行為,這將允許獨立觀察者推斷個人具有特定技能。
Likewise, an individual may possess the knowledge, but not be able to access that knowledge, so an independent observer could not infer that the individual had a specific skill.
同樣,個人可能擁有知識,但無法訪問該知識,因此獨立觀察者無法推斷該個人具有特定技能。
For example, an individual may know that the master circuit breaker provides the power for the lights and the drill press in the building, but the individual may be unable to recall where the master circuit breaker is located in the building.
Having a domain specific knowledge base and a method for accessing it are critical to skill development.
例如,個人可能知道主斷路器為建築物中的燈和鑽床供電,但個人可能無法回憶主斷路器在建築物中的位置。擁有特定領域的知識庫和訪問它的方法對於技能發展至關重要。
Katz (1955) believed that the core managerial skills were not inborn personality traits. He felt that these skills could and should be developed in managers by providing
them with a set of managerial knowledge bases and methods for accessing this information.
He believed that if managers were to perform effectively in their managerial roles, they needed specific managerial knowledge.
Katz (1955) 認為核心管理技能不是與生俱來的人格特質。 他認為,可以而且應該通過為管理者提供一套管理知識庫和獲取這些信息的方法來培養這些技能。 他認為,如果管理者要有效地履行其管理職責,他們就需要特定的管理知識。
Based on these assumptions, Katz proposed a three-category typology of skills:
technical, human, and conceptual.
基於這些假設,Katz 提出了三類技能類型:技術、人力和概念。
1.Technical skill: Technical skills refer to the ability and knowledge in using the equipments, techniques and procedures involved in performing a specific task. It usually consists of specialized knowledge and ability to perform within that specialty. Technical skills are especially important at the first line management level.
1.技術技能:技術技能是指使用執行特定任務所涉及的設備、技術和程序的能力和知識。 它通常包括專業知識和在該專業內執行的能力。 技術技能在一線管理層尤為重要。
Technical skills are defined as the understanding of, or proficiency in, specific activities that require the use of specialized tools, methods, processes, procedures, techniques, or knowledge. Generally, technical skills are thought of as the specific skills an individual needs to perform some specialized task. For example, firemen, computer programmers, lawyers, and data base administrators all need specific technical skills to perform their precise jobs. Likewise, a plant manager involved in the hiring of a tool and die maker is exercising his/her managerial technical skills during the hiring process. According to Katz (1955) technical skills primarily meant working with things not people. Whereas this may be true, “things” must be interpreted very broadly when discussing managerial work. Analoui (1997, 1998) has extended technical skills to specific task-related managerial skills, but he still defines these specific task-related skills as Katz defined technical skills.
技術技能被定義為對特定領域的理解或熟練程度需要使用專門工具、方法、流程、程序的活動,技術,或知識。 通常,技術技能被認為是特定的個人執行某些專門任務所需的技能。 例如,消防員,計算機程序員、律師和數據庫管理員都需要特定的執行精確工作的技術技能。 同樣,參與該項目的工廠經理僱用工具和模具製造商正在鍛煉他/她的管理技術技能招聘過程。 根據 Katz (1955),技術技能主要意味著工作與事物而不是人。 雖然這可能是真的,但“事物”必須非常解釋廣泛地討論管理工作時。 Analoui (1997, 1998) 擴展了技術技能到與特定任務相關的管理技能,但他仍然定義了這些特定的任務相關技能,如 Katz 定義的技術技能。
It seems that as individuals move away from their technical specialization and into managerial positions, they also move away from the use of specialized tools and toward the use of specialized knowledge bases and cognitive processes. This type of work is now being referred to as knowledge-based work (Bowen and Siehl, 1997; Cross, 2000; Davenport and Prusak, 1998; Tosi and Tosi, 1986). The work performed by managers clearly fits this type of work.
似乎隨著個人從他們的技術專長轉向管理職位,他們也從使用專門的工具轉向使用專門的知識庫和認知過程。 這種類型的工作現在被稱為基於知識的工作(Bowen 和 Siehl,1997;Cross,2000;Davenport 和 Prusak,1998;Tosi 和 Tosi,1986)。 管理人員所做的工作顯然適合這類工作。
One reason managers must have technical skills is that these skills allow the manager to train, direct, and evaluate subordinates performing specialized tasks. An early definition of supervision was as an educational process in which a person with certain equipment of knowledge and skill takes responsibility for training a person with less equipment (Robinson, 1936, p. 53). The point seems to be that managers must understand the procedure or method well enough that they can train their subordinates. From the previous discussion, it seems that managers must possess two types of technical skills: those technical skills that deal with the specific task being performed in the work unit and technical skills that deal with the role of being a manager
管理人員必須具備技術技能的一個原因是,這些技能允許經理培訓、指導和評估執行專門任務的下屬。 一個監督的早期定義是一個教育過程,在這個過程中,一個人某些知識和技能設備負責培訓一個人使用更少的設備(Robinson,1936,第 53 頁)。 關鍵似乎是管理者必須充分了解程序或方法,以便他們可以訓練他們的下屬。 從前面的討論看來,管理者必須具備兩種類型的技術技能:那些處理特定任務的技術技能在工作單位和處理作為一個角色的技術技能經理
Human skill: Human skill refers to the ability to work with people individually or in a group. Managers with good human skill are able to get the best output from subordinates. They know how to motivate, communicate, lead, inspire and trust subordinates. It is concerned with understanding people. These skills are equally important at all levels of management.
人的技能:人的技能是指單獨或與人一起工作的能力。 具有良好人際交往能力的經理能夠從下屬那裡得到最好的輸出。 他們知道如何激勵、溝通、領導、激勵和信任下屬。 它與理解人有關。 這些技能在各級管理中同樣重要。
Human skills are defined as the ability to work cooperatively with others, to communicate effectively, to resolve conflict, and to be a team player. Human skills are primarily concerned with people (Katz, 1955). More recently, Analoui (1997, 1998) has labeled these people-related skills. However, the cluster consists of teamwork, dealing with conflict, communications, and creating organizational climate. All of these specific skills are very similar to Katz’s original concept. For example, a manager communicating performance information to a subordinate uses human skills. According to Mann (1965), human skills include an understanding of behavioral principles, interpersonal relations, motivation, and communication. If managers are going to provide performance feedback, coach and counsel subordinates, and otherwise provide productive work climate, human skills are essential. Some researchers (Coulson, 1989; Holt and Holt, 1983; Jenkins et al., 1984; McConnell, 2004) have argued that human skills are those which managers most lack and thus need the most development. For this reason, whole books have been published to address this issue. Many of the roles of managers (e.g. interpersonal, informational) identified by Mintzberg (1973) may be broadly categorized as human skills.
人類技能被定義為與他人合作、有效溝通、解決衝突和成為團隊成員的能力。人類技能主要與人有關(Katz,1955)。最近,Analoui (1997, 1998) 對這些與人相關的技能進行了標記。然而,集群由團隊合作、處理衝突、溝通和創造組織氛圍組成。所有這些特定技能都與卡茨最初的概念非常相似。例如,經理向下屬傳達績效信息時會使用人類技能。根據 Mann (1965),人類技能包括對行為原則、人際關係、動機和溝通的理解。如果管理者要提供績效反饋、指導和建議下屬,或者提供富有成效的工作環境,那麼人際交往能力是必不可少的。一些研究人員(Coulson, 1989; Holt and Holt, 1983; Jenkins et al., 1984; McConnell, 2004)認為人類技能是管理者最缺乏的技能,因此最需要發展。出於這個原因,已經出版了整本書來解決這個問題。 Mintzberg (1973) 確定的管理者的許多角色(例如人際關係、信息)可以廣泛地歸類為人類技能。
Conceptual skill: Conceptual skills refer to the mental ability to analyze and diagnose complex situations. It involves seeing the organization as a whole and understanding how its parts will affect the whole. These skills are necessary at the top level management. Conceptual skill helps the manager to conceptualize the environment, to analyze the forces working in a situation and to take a broad farsighted view of the organization.
3. 概念能力:概念能力是指分析和診斷複雜情況的心理能力。 它涉及將組織視為一個整體,並了解其各個部分將如何影響整體。 這些技能在高層管理中是必需的。 概念性技能有助於經理對環境進行概念化,分析在某種情況下工作的力量,並對組織採取廣泛的遠見卓識。
Finally, conceptual skills are defined as the ability to see the organization as a whole or to have a systemic viewpoint. More recently, terms such as entrepreneurial (Mintzberg, 1973), futuring (Mackinnon, 1984), visioning (Collins and Porras, 1996), and systems thinking (Senge, 1990) have been used to describe the conceptual skill category. While technical skills focus on things and human skills focus on people, conceptual skills focus on ideas and concepts (Yukl, 2002). They are considered mental abilities that allow the manager to understand the interaction between the different work units within the organization, the effect of changes on any one part of the system, and how the organization fits into the suprasystem. According to Katz, these skills extend to visualizing the relationship of the firm to the external environment. Katz (1955, p. 36). argues that these skills have been referred to as the executive’s creative ability, and that they are similar to Barnard’s idea of “sensing the organization as a whole, and the total situation around it”.
最後,概念技能被定義為將組織視為一個整體的能力或有系統的觀點。最近,諸如企業家(Mintzberg, 1973), 未來 (Mackinnon, 1984), 遠見 (Collins and Porras, 1996),和系統思維 (Senge, 1990) 已被用來描述概念技能類別。雖然技術技能側重於事物,而人類技能側重於人,概念技能側重於想法和概念(Yukl,2002)。他們被認為是精神使經理能夠理解不同部門之間相互作用的能力組織內的工作單位,變更對系統任何部分的影響,以及組織如何融入超系統。根據 Katz 的說法,這些技能延伸到可視化公司與外部環境的關係。卡茨(1955 年,第 36 頁)。認為這些技能被稱為高管的創造力能力,並且它們類似於巴納德的“將組織感知為整體,以及它周圍的整體情況”。