Plant Managers - Competencies

17 May 2022 

Plant managers are the grease that makes manufacturing companies run well. They need not only planning and process skills, but people skills at a high level. They also need strong business minds, not just manufacturing experience. They should be able to understand requirements of the business of the enterprise and how the manufacturing or the plant can contribute to the business goals of the point in time.

planning - production quantity planning and capacity planning.

process - production processes for components and assemblies, inspection, packaging, storing and material handling

https://www.industryweek.com/operations/article/21241898/what-do-successful-plant-managers-have-in-common

2022

GSK - Production Value Stream Director.

Site Name: USA - Maryland - Rockville

Posted Date: Apr 21 2022

Productivity Responsibility

Deliver courageous year-over-year productivity improvement goals by leveraging the GSK Production System (GPS) ways of working and industry benchmarking continuous improvement opportunities.

Create/foster a culture of speak-up and continuous improvement where employees are excited and engaged to improve our standards and our delivery.

https://www.themuse.com/jobs/gsk/production-value-stream-director

Leadership Skills - Developing Leaders

Summary of Chapter of Fred Luthans, 12th Edition.

One list of suggested leadership skills  includes the following:

1. Cultural flexibility. In international assignments this skill refers to cultural awareness and sensitivity. In domestic organizations the skill can be managing diversity. Leaders must have the skills not only to manage but also to recognize and celebrate the value of diversity in their organizations.

2. Communication skills. Effective leaders must be able to communicate—in written form, orally, and nonverbally.

3. HRD skills. Leaders must have human resource development (HRD) skills of developing a learning climate, designing and conducting training programs, transmitting information and experience, assessing results, providing career counseling, creating organizational change, and adapting learning materials.

4. Creativity. Problem solving, innovation, and creativity provide the competitive advantage in today’s global marketplace. Leaders must possess the skills to not only be creative themselves but also provide a climate that encourages creativity and assists their people to be creative.

5. Self-management of learning. This skill refers to the need for continuous learning of new knowledge and skills. In this time of dramatic change, leaders must be self-learners. They cannot expect others in their group  to help them to learn.

This list is as good as any other. However, as an academic analysis, Whetten and Cameron provide a more empirical derivation of effective leadership skills. On the basis of an interview study of more than 400 highly effective managers, they identified 10 skills mentioned by many. 

1. Verbal communication (including listening)

2. Managing time and stress

3. Managing individual decisions

4. Recognizing, defining, and solving problems

5. Motivating and influencing others

6. Delegating

7. Setting goals and articulating a vision

8. Self-awareness

9. Team building

10. Managing conflict

Statistical techniques identified the following four categories of effective leadership skills from the skills listed by managers:

1. Participative and human relations (for example, supportive communication and team building)

2. Competitiveness and control (for example, assertiveness, power, and influence)

3. Innovativeness and entrepreneurship (for example, creative problem solving)

4. Maintaining order and rationality (for example, managing time and rational decision making)

Whetten and Cameron note three characteristics:

1. The skills are behavioral. They are not traits or, importantly, styles. They consist of an identifiable set of actions that leaders perform and that result in certain outcomes.

2. The skills, in several cases, seem contradictory or paradoxical. For example, they are neither all soft- nor all hard-driving, oriented neither toward teamwork and interpersonal relations exclusively nor toward individualism and entrepreneurship exclusively.

3. The skills are interrelated and overlapping. Effective leaders do not perform one skill or one set of skills independent of others. In other words, effective leaders are multiskilled.

The personal skills of developing self-awareness, managing stress, and solving problems creatively overlap with one another, and so do the interpersonal skills of communicating supportively, gaining power and influence, motivating others, and managing conflict. 

Leadership skills development through career development have become more critical than ever.

Organizational behavior and human resource experts are now being asked to identify methods to train and develop leaders.  Zand suggests that the three primary areas to be developed are knowledge, trust, and power, which he refers to as the “leadership triad.” (Dale E. Zand, The Leadership Triad, Oxford University Press, New York, 1997).

A recent panel of leadership experts agreed that leadership can be taught and learned.

About 30 percent of both male and female leader emergence can be attributed to heritability. Thus 70 pcerent of one’s leadership is open to experience, learning, and development. In other words, the research evidence on whether leaders are born versus made greatly favors that they are made, developed. Management/leadership education is certainly based on the preponderance of the role of development since about two-thirds of the 50 top-ranked business schools offer leadership courses and they also offer leadership courses to executives as part of their management development programs.

About Leadership Programs

Some believe an entire new leadership development system should be used. Believing that most traditional leadership programs fail because they start with competencies and focus on individuals, one group of trainers recommends a different approach. They advocate beginning with business results and working back to abilities to be developed. In other words, it is more valuable to clarify the business purpose and desired outcomes first, and then move leader trainees toward methods of achieving these outcomes and in the process develop competencies.

Contemporary Leadership Development Approaches

One current  approach to leadership development is centered on competencies. In this approach, there are  competencies required have been derived from three ways: (1) research based, (2) strategy based, and (3) values based. Research-based competencies are from behavioral data gathered from successful leaders. Strategy-based competency models derive competencies from top manager informants regarding strategic company issues and directions. The values-based model focuses on the company’s cultural values, as interpreted by company leaders. 

Briscoe and Hall argue for a new approach, that advocates continuous learning that emphasizes flexibility in responses, and the individual leader is enabled to “learn how to learn” and therefore adapt to continually changing circumstances as found in today’s environment. Many competencies are  learned in this learning and knowledge-acquisition-based approach.

Avolio and Luthans’s promote authentic leadership approach, They emphasize that one’s life course of events plays a big role in authentic leadership development (ALD). Life’s  planned  “moments that matter” can be accelerated. Avolio and Luthans define ALD as:

The process that draws upon a leader’s life course, psychological capital, moral perspective, and a “highly developed” supporting organizational climate to produce greater self-awareness and self-regulated positive behaviors, which in turn fosters continuous, positive self-development resulting in veritable, sustained performance.

The ALD process can be proactively accelerated by starting with a desired end-point, enhanced self-awareness (both understanding your actual self and your potential best self) and self-regulation. A key to ALD is bringing the future to the present.

Another recently emerging method of leader development is coaching.  Tactics that support effective coaching include accessibility, attention, validation, empathy, support, compassion, and consistency. A supportive coach can reduce the loneliness of the CEO’s role by creating bonds that help the leader renew energy levels and provide new challenges. Also, effective coaches clarify boundaries and expectations for leaders, limiting leaders’ efforts to definable targets and time frames for learning. To obtain the greatest value from a coaching approach to leader development, some of the more important practices include a strategic focus for coaching efforts, integrating coaching into existing HR systems, building reliable “pools” of coaches, and systematically evaluating the results.

Other Indirect Techniques for Developing Leadership Effectiveness

Besides the leadership skill development programs, other more indirect techniques involving training, job design, and behavioral management can also be used. For example, leaders can undergo personal growth training that may involve a combination of psychological exercises and outdoor adventures. This approach is aimed at empowering participants to take greater responsibility for their own lives and ultimately their organizations.

The same goes for cross training and the newer “pay-for-knowledge” approaches that an increasing number of U.S. firms are beginning to implement.

Besides training, job redesign is another important technique leaders can use effectively. This approach attempts to manage the job rather than the extremely complex person who holds the job. From enriching the job by building in more responsibility, the more recent approach is to concentrate on the characteristics of identity, variety, significance, autonomy, and feedback identified by Hackman and his colleagues. 

There has been a stream of research to support the concept that when employees perceive these characteristics in their job, they do high-quality work. Leaders need to give special attention to the autonomy and feedback characteristics of their people’s jobs. Autonomy involves empowering their subordinates to make decisions and solve their own problems, in other words, giving them more control over their own job. Feedback can be built into some jobs, but leaders also must provide specific, immediate performance feedback to their people.

The behavioral management approach,  can also be effectively used by leaders to meet the challenges ahead. The organizational behavior modification (O.B. Mod.) techniques based on the principles of operant conditioning and social cognitive theory were shown  to have excellent results on human performance in organizations. It is important to note that O.B. Mod. interventions have used mainly nonfinancial rewards—feedback systems and contingent recognition/attention—in both manufacturing and service organizations.

Besides drawing from the established job design and behavioral management approaches, the search for effective leadership practices has recently gone to some unusual sources for leadership wisdom. Various books and case studies are made available to learn leadership lessons. Besides marketing books, these titles should remind researchers and practitioners of the wide variety of approaches to leadership development that have been underused or yet to be explored. One such example is the increasing use of so-called E-Tools that assist in leadership development online via the Internet.

For example, we  (authors of the book) were able to develop a broad cross-section of managers’/leaders’ positive psychological capital, which is an important dimension of authentic leadership, in a short online training intervention.

Leadership is clearly important in a wide variety of settings beyond business and industry.  There are also many similarities between the capabilities of effective business leaders and political leaders, including  the tendency to be a visionary with strong communications skills, even though there are also key differences. The question remains, however, as to whether or not one set of skills (business) can be readily adapted to the political world.

Self-Efficacy

 

SELF-EFFICACY

(Self confidence) 

Largely due to the work of well-known psychologist Albert Bandura over the past three decades, self-efficacy has a widely acclaimed theoretical foundation, an extensive body of knowledge gathered through basic research, and proven effectiveness in a number of application areas, including the workplace.

To date nine large-scale meta-analyses consistently demonstrate that efficacy beliefs contribute significantly to the level of motivation and performance. In POB, we tend to use the term self-efficacy interchangeably with confidence. We do this to recognize the rich theoretical and research foundation associated with self-efficacy, but also the more common and simplistic term of confidence more often used with application in business and sports. In the more academic discussion, the term efficacy is be used. 

The Theoretical Background and Meaning of Efficacy

Embedded within Bandura’s social cognitive theory SCT, along with the human’s capabilities of symbolizing, forethought, and observational learning, is a self-theory including both self-regulation and self-reflection. It is the capability for self-reflection—people reflect back on their actions/experience with a specific event/task to then cognitively process how strongly they believe they can successfully accomplish this event/task in the future—that serves as the theoretical basis for self-efficacy. Bandura strongly emphasizes that this self-efficacy is the most pervading and important of the psychological mechanisms of self-influence regarding tasks.  “Unless people believe that they can produce desired effects and forestall undesired ones by their actions, they have little incentive to act. Whatever other factors may operate as motivators, they are rooted in the core belief that one has the power to produce desired results.”

The formal definition of self-efficacy that is usually used is Bandura’s early statement of personal judgment or belief of “how well one can execute courses of action required to deal with prospective situations.”

 A  broader, more workable definition for positive organizational behavior is provided by Stajkovic and Luthans: “Self-efficacy refers to an individual’s conviction (or confidence) about his or her abilities to mobilize the motivation, cognitive resources, and courses of action needed to successfully execute a specific task within a given context.”

Directly, the self-efficacy process starts before individuals select their choices and initiate their effort. First, people tend to weigh, evaluate, and integrate information about their perceived capabilities.This evaluation/perception then leads to the expectations of personal efficacy which, in turn, determines:

1. The decision to perform the specific task in this context

2. The amount of effort that will be expended to accomplish the task

3. The level of persistence that will be forthcoming despite problems, disconfirming evidence, and adversity

Self-efficacy can directly affect:

1. Choice behaviors (e.g., decisions will be made based on how efficacious the person feels toward the options in, say, work assignments or even a career field)

2. Motivational effort (e.g., people will try harder and give more effort on tasks where they have high self-efficacy than those where the efficacy judgment is low)

3. Perseverance (e.g., those with high self-efficacy will bounce back, be resilient when meeting problems or even failure, whereas those with low self-efficacy tend to give up when obstacles appear)

There is research evidence that self-efficacy can also directly affect:

4. Facilitative thought patterns (e.g., efficacy judgments influence self-talks such as those with high self-efficacy might say to themselves, “I know I can figure out how to solve this problem,” whereas those with low self-efficacy might say to themselves, “ I don’t have this kind of ability”)

5. Vulnerability to stress (e.g., those with low self-efficacy tend to experience stress and burnout because they expect failure, whereas those with high self-efficacy enter into potential stressful situations with confidence and assurance and thus are able to resist stressful reactions)

Sources of Efficacy

These four sources of efficacy only provide the raw data. The individual must select out, cognitively process, and self-reflect in order to integrate and use this information to make self-efficacy perceptual judgments and form beliefs. For example, the major input into self-efficacy of performance attainments, Bandura notes, “may vary depending on their interpretive biases, the difficulty of the task, how hard they worked at it, how much help they received, the conditions under which they performed, their emotional and physical state at the time, their rate of improvement over time, and selective biases in how they monitor and recall their attainments.” In other words, successful performance does not automatically raise the level of efficacy. Rather, the efficacy depends on how the individual interprets and cognitively processes the success.

In order of importance, the following briefly summarizes the major sources of information for self-efficacy:

1. Mastery experiences or performance attainments. This is potentially the most powerful for forming efficacy beliefs because it is direct information about success. However, once again, it should be emphasized that performance accomplishments do not directly equate with self-efficacy. Both situational (e.g., the complexity of the task) and cognitive processing (e.g., the perception of one’s ability) concerning the performance will affect the efficacy judgment and belief. Bandura also points out that mastery experiences gained through perseverant effort and ability to learn form a strong and resilient sense of efficacy, but efficacy built from successes that came easily will not be characterized by much perseverance when difficulties arise and will change more quickly.

2. Vicarious experiences or modeling. Just as individuals do not need to directly experience reinforced personal behaviors in order to learn (they can vicariously learn by observing and modeling relevant others who are reinforced), the same is true of acquiring efficacy. As stated by Bandura, “If people see others like themselves succeed by sustained effort, they come to believe that they, too, have the capacity to succeed.

Conversely, observing the failure of others instills doubts about one’s own ability to master similar activities.”49 It is important to emphasize that the more similar the model (e.g., demographics such as age, sex, physical characteristics, and education, as well as status and experience) and the more relevant the task being performed, the more effect there will be on the observer’s efficacy processing. This vicarious source of information is particularly important for those with little direct experience (e.g., a new assignment) and as a practical strategy to enhance people’s efficacy through training and development.

3. Social persuasion. Not as powerful a source of information as the previous two, and sometimes oversimplified as a “can-do” approach, people’s belief in their efficacy can be strengthened by respected, competent others persuading them that they “have what it takes” and providing positive feedback on progress being made on this particular task.

On the other side of the coin, there is no question of the powerful impact that unkind

words and negative feedback (e.g., “you can’t do that”) have in disabling and deflating

one’s confidence. Too often, a small negative comment or even nonverbal gesture can

have a big impact on one’s emotions and efficacy. Unfortunately, giving people positive

feedback and pointing out their strengths for successfully accomplishing a task does not

seem to be processed by most people with as much impact as the negative. However, by

being genuine, providing objective information, and then taking follow-up actions to

actually set up the individual for success and not failure, social persuasion can be

selected and processed for building efficacy. Such social persuasion becomes more

useful to fill in gaps when people begin to struggle or doubt themselves while pursuing

a task than it is in trying to build one’s efficacy for a new task.

4. Physiological and psychological arousal. People often rely on how they feel, physically and emotionally, in order to assess their capabilities. More than the other sources of information, if these are negative (e.g., the person is very tired and/or not physically well or is particularly anxious/depressed and/or feels under a lot of pressure) this will generally greatly detract from efficacy. On the other hand, if these physical and mental states are well off, they don’t necessarily process as contributing much to the individual’s efficacy. On balance, however, if the individual is in excellent physical and mental condition, this can serve as a good point of departure to build efficacy in other ways and may even in and of itself arouse a person’s efficacy on a physically and/or psychologically demanding task.

Importantly for organizational behavior and human resource management, each of these sources of efficacy are highly malleable and changeable. As discussed earlier, specific self-efficacy is a state, not a trait. In other words, self-efficacy can definitely be enhanced  through training and development targeted at these four sources.

Teaching Tip Sheet: Self-Efficacy

Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997). Self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment (to complete the task satisfactorily)

https://www.apa.org/pi/aids/resources/education/self-efficacy

BRIEF RESEARCH REPORT article

Front. Psychol., 12 July 2019 | https://doi.org/10.3389/fpsyg.2019.01645

Teachers’ Self-Efficacy: The Role of Personal Values and Motivations for Teaching

Daniela Barni1*, Francesca Danioni2 and Paula Benevene1

https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01645/full

ORIGINAL RESEARCH article

Front. Psychol., 13 January 2022 | https://doi.org/10.3389/fpsyg.2021.498824

Self-Efficacy Beliefs of University Students: Examining Factor Validity and Measurement Invariance of the New Academic Self-Efficacy Scale

Andrea Greco1*, Chiara Annovazzi2*†, Nicola Palena1, Elisabetta Camussi2, Germano Rossi2 and Patrizia Steca2

https://www.frontiersin.org/articles/10.3389/fpsyg.2021.498824/full

 

Information on Self-Efficacy by A Community of Scholars

Thursday,  May 19, 2022

https://www.uky.edu/~eushe2/Pajares/self-efficacy.html

Generalized Self Efficacy scale (GSE)

https://www.psytoolkit.org/survey-library/generalized-self-efficacy-gse.html

Self-Concept

 

Measurement

Self-concept is not a directly observable concept; its inference needs to be drawn from behavior or based on personal reports about what the individual thinks of himself or herself. One of the most frequently used techniques for analyzing self-concept is through the completion of questionnaires or scales, which assess the degree to which a person feels that a series of closed-end questions or statements may apply to them.

The data collection instrument of choice was the “Multidimensional Self-Concept scale” (A. García, 2001). This scale, based on the model proposed by Shavelson et al. (1976), defines self-concept as a person’s perceptions of himself or herself, formed through experience with and interpretations of what occurs in one’s environment.

The final form of the questionnaire, aimed at primary school students, comprised 64 items distributed across seven dimensions (academic self-concept in mathematics, language, general academic self-concept, physical ability, physical appearance, peer relations, and parent–child relations), and which was also accompanied by a general self-concept index and an independent self-criticism scale. The main advantage behind the version used is the ease with which students with educational needs can understand the different items, given the understandable vocabulary and the easy questions that elicit closed-ended dichotomous responses (0 = yes/1 = no).

Source:

An Analysis of Self-Concept in Students With Compensatory Education Needs for Developing a Mindfulness-Based Psychoeducational Program

María del Carmen Pegalajar PalominoFirst Published May 15, 2017 Research Article

https://doi.org/10.1177/2158244017708818

[CC license]

https://journals.sagepub.com/doi/full/10.1177/2158244017708818

Self-Esteem

Self-Esteem

People attempt to understand themselves. They form self-concept. Self is an important concept in personality theory. The self is a unique product of many interacting parts and may be thought of as the personality viewed from within. 

The concepts of self and self-concept are particularly relevant to the widely recognized constructs, self-esteem and the emerging self-variables of multiple intelligences, emotion, optimism, and, especially, efficacy. All these concepts are relevant to the field of organizational behavior and performance of roles in organizations. 

Self-esteem has to do with people’s self-perceived competence and self-image. One study found that people with high self-esteem handle failure better than those with low self-esteem.However, an earlier study found that those with high self-esteem tended to become egotistical when faced with pressure situations and may result in aggressive and even violent behavior when threatened. After reviewing the research literature, Kreitner and Kinicki conclude, “High self esteem can be a good thing, but only if it is nurtured and channeled in constructive and ethical ways. Otherwise, it can become antisocial and destructive.”

There are attempts to conceptualize organization-based self-esteem (OBSE), it is defined as the “self-perceived value that individuals have of themselves as organization members acting within an organization context.” Those who score high on OBSE view themselves positively, and a meta-analysis found a significant positive relationship with performance and satisfaction on the job. Also, studies indicate that self-esteem plays at least an important moderating role in areas such as emotional and behavioral responses and stress of organizational members. Research confirm that employees with high self-esteem feel unique, competent, secure, empowered, and connected to the people around them.” One study found that leaders can overcome such self-esteem problems of their people by practicing procedural fairness and rewarding for a job well done.

Self-esteem is more of a global, relatively fixed trait, whereas other self-variables, such as self-efficacy, are more situation and context specific.

Source: Fred Luthans, OB

Personality Chapter

Thine Own Self: True Self-Concept Accessibility and Meaning in Life

Rebecca J. Schlegel, Joshua A. Hicks, Jamie Arndt, and Laura A. King

Psychol. 2009 Feb; 96(2): 473–490.  doi: 10.1037/a0014060

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4714566/

The Cognitive Self: The Self-Concept

https://opentextbc.ca/socialpsychology/chapter/the-cognitive-self-the-self-concept/

https://en.wikipedia.org/wiki/Self-concept

Positive Psychology Approach to OB: Review Notes

Positive Psychology

The aim of positive psychology is to use scientific methodology to discover and promote the factors that allow individuals, groups, organizations, and communities to thrive. The subject area is concerned with psychological concepts that promote optimal human functions or improved human functioning instead of pathologies in human functioning.

The factors or aspects identified in this branch of psychology include:

Hope, optimism, flow, happiness, capacity for love, capacity for vocation, courage, interpersonal skills,aesthetic sensibility, perseverance, forgiveness, originality, future mindedness, spirituality, high talent, wisdom, responsibility, nurturance, altruism, civility, moderation, tolerance, work ethic etc.

From the above list three categories are identified by Seligman and Cslkzentmihalyi.

Valued subjective experiences.

Positive individual traits

Civic virtues

We can study of  the above concepts in positive psychology chapter of Luthans' Book.

Optimism

Psychology treats optimism as a cognitive characteristic in terms of generalized positive outcome expectancy and/or a positive causal attribution.

Optimists make external attribution (it is not their fault), unstable attribution (it is only a temporary set back) and specific attribution (the failure is only in this specific instance).

Martin Seligman suggests optimistic people try to distance themselves from past negative outcomes.

Hope

Martin Seligman "Whether or not we have hope depends on two dimensions of our explanatory style:pervasiveness and performance. Finding temporary and specific causes for misfortune is the art of hope."

C. Rick Snyder "Hope not only reflects the individual's determination that goals can be achieved, but also the person's belief that successful plans can be formulated and pathways identified in order to attain goals."

Snyder along with others has developed a hope scale and conducted number of research studies. These studies find a positive link between hope scale scores and goal expectancies, perceived control, self esteem, positive emotions, coping and achievement.

Subjective Well-Being (SWB) (Happiness)

In psychological theory and research, the term subjective well-being or simply SWB is preferred to the term happiness. The terms may be used by many interchangeably but SWB is considered more broader.

Ed Diener is the psychologist closely associated with SWB.

Separate components of SWB identified

1. Life satisfaction

2. Satisfaction with important domains

3. Positive affect - A feeling of experience of many pleasant emotions and moods

4. Low levels of negative affect - The feeling of experience of few unpleasant emotions and moods.

Diener and other researchers have developed a number of valid measures of SWB components.

Emotional Intelligence

Positive primary emotions are Love/affection, happiness/joy and surprise. Negative emotions are fear, sadness, anger, disgust, and shame.

Salovey and Mayor defined emotional intelligence as "the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking actions."

Daniel Goleman explains emotional intelligence as "the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships."

Goleman classified this emotional intelligence and skill into two components: one component is related to self and the other component is related to dealing with others.

In the component dealing with self, the stages are self-awareness,self-management and self motivation.

In the component dealing with others the stages are empathy and social skills.

Self Efficacy

Albert Bandura  "personal judgment or belief of how well one can execute courses of action required to deal with prospective situations."

Stajkovic and Luthans "Self-efficacy refers to an individual's conviction (or confidence) about his or her abilities to mobilize the motivation, cognitive resources, and courses of action needed to successfully execute a specific task within a given context."

For more details on self-efficacy

Wisdom

Baltes and Kunzmann write on the most general level we have defined wisdom as expert knowledge and judgement about important, difficult and uncertain questions associated with the meaning and conduct of life. Wisdom-related knowledge deals with matters of utmost personal and social significance.

References

Fred Luthans, Organizational Behavior, Ninth Ed., McGraw Hill, 2002

The concepts, hope, optimism and self efficacy along with another concept resilience are now made part of construct "psychological capital (PsyCap)". Read more about psychological capital in Psychological Capital https://nraomtr.blogspot.com/2014/07/psychological-capital.html



Using Positive Psychology in Managing People in Organizations

Practicing executives revise their organizational behavior knowledge to know the procedures of using various OB principles in the practice to create effective/productive and satisfying work environment. I shall focus on providing such content in my future updates. In the case of positive psychology, for the topic emotional intelligence, Goleman became a popular author and he wrote Social and Emotional Intelligence for Effective Leadership.

Leadership: Social Intelligence is Essential
http://www.danielgoleman.info/leadership-social-intelligent-is-essential/

Outstanding leadership requires a combination of self-mastery and social intelligence. Self-mastery refers to handling oneself through self-awareness and self-control in dealing with material things and living beings.

The leadership competencies apart from self-mastery are self-confidence, the drive to improve performance, staying calm under pressure, and a positive outlook with regard to others and their performance. Because, all these abilities are present in outstanding individual performers as far as their own performance is concerned.. When it comes to leaders, effectiveness in helping others to perform is required.  Solo stars are promoted to leadership positions,  flounder for lack of people skills. I created the 4Ps for Management Paradigm. Providing for Value, Purchase of input, Processing Inputs into Outputs and People Skills.

Several new studies now  confirm that social intelligence apart self-mastery is a must for leadership effectiveness. Goleman said the studies were based on the Emotional and Social Competence Inventory (ESCI), which Goleman and Richard Boyatzis designed.

More References

Paul B. Baltes and Utekunzmann, http://www.baltes-paul.de/Baltes&Kunzmann.pdf

Full Book on Positive Organizational Behavior
by Debra Nelson and Gary L. Cooper,
Pine Forge Press, 2007
Google Book Link with Preview Facility

Handbook of Hope: Theory, Measures, and Applications

C. Richard Snyder
Academic Press, 07-Jun-2000 - Psychology - 440 pages

In psychology. new research has shown that hope is closely related to optimism, feelings of control, and motivation toward achieving one's goals. The Handbook of Hope presents a comprehensive overview of the psychological inquiry into hope, including its measurement, its development in children, how its loss is associated with specific clinical disorders, and therapeutic approaches that can help instill hope in those who have lost theirs.

• A final section discusses hope in occupational applications: how the use of hope can make one a better coach, teacher, or parent.
• Defines hope as a construct and describes development of hope through the lifespan
• Provides multiple instruments for measuring hope
• Guides professionals in how to assess hope levels & implement hope as part of therapy
• Relates hope to all portions of the population
• Includes case studies, figures, and tables to aid understanding of research findings and concepts; discusses the importance of hope to relationships, achieving goals, and success at work

https://books.google.co.in/books/about/Handbook_of_Hope.html?id=2KHRRaqqxTMC



July - Management Knowledge Revision

Related Knols

Emotional Intelligence

The Nature of Emotional Intelligence

Emotional Intelligence - Information and Discussion Board

Social and Emotional Intelligence for Effective Leadership

Emotional Intelligence - Daniel Goleman - Book Information and Review

Emotions and Emotional Intelligence - Research, Researchers, Philosophers and Writers

Improving Emotional Intelligence of Stock Traders and Stock Dealers

Spirituality and Religion in Business Organizations

Wisdom

Wisdom - Research Papers and Articles

Introduction to Organizational Behavior - Online Book

May - Management Knowledge Revision - Cost and Management Accounting and Organizational Behavior

Bibliography

http://nraombakc.blogspot.com/2012/03/positive-psychology-factors-and.html

http://wapedia.mobi/en/Positive_psychology

Reference to concept knol

Positive Psychology

Updated 19.5.2022,  9 May 2019,   10 April 2017,  21 May 2015, 14 July 2014,
First published: 4.2.2011

Wisdom - Theory

Wisdom has been exalted in many cultures as a desired resource representing the ideal integration

of knowledge and action, mind and virtue (Clayton & Birren, 1980). In antiquity, wisdom was

reserved for divine beings. It was worshipped but was beyond the reach of mortals. It was secularized by the Greek philosophers Socrates, Plato, and Aristotle. Since that time, scholars in western cultures have contemplated the nature of the wisdom of human beings and its role in the conduct of life and the organization of society.  Wisdom is associated with good judgment and actions that contribute to living well (e.g., Kekes, 1983, 1988).

Kekes (1988), for example, summarizes the importance of wisdom, ‘‘Wisdom is like love, intelligence, and decency in that it is a good thing to have and the more that we have of it the better we

are. The opposite of wisdom is foolishness, universally recognized to be a defect’’ (p. 145).

 Wisdom was established as an intellectual virtue and as a means for individuals and communities to live

well despite the uncertainties of human life (Kekes, 1988; Nussbaum, 2001; Taylor, 1955).

Aristotle was one of the first to argue for the primacy of practical over theoretical knowledge in decisions about the appropriate and ethical ways to act in life matters (e.g., Taylor, 1955). He believed that practical wisdom enabled an individual to resourcefully adapt theoretical and scientific understanding to concrete situations and dilemmas (e.g., Kekes, 1983; Nussbaum, 2001; Taylor, 1955). Practical wisdom in Aristotle’s model presupposed that an individual was also morally virtuous.

Practical wisdom is used to set priorities for action, and this selection process is guided by intuition and values and tempered by emotion.

Wisdom Theory Developed by Psychologists

One agenda of psychological science is to study general processes of the mind and behavior using standardized empirical and experimental methods.

Initial research by Clayton and Birren (1980) examined the beliefs and implicit theories that people hold about the nature of wisdom and the characteristics of people who are considered wise. They determined that wisdom is associated with cognitive, affective, and reflective characteristics and that wise persons are knowledgeable, mature, tolerant, emphatic, experienced, and intuitive. Subsequent studies have established that socially shared concepts of wisdom differ from concepts of other desirable psychological characteristics, such as intelligence, creativity, or a mature personality profile (e.g., Holliday & Chandler, 1986; Sternberg, 1985). 

Researchers have also asked whether implicit beliefs about wisdom differ across cultural groups, organize judgment and behavior in social life (e.g., professional settings, mentoring), or regulate personal growth. In addition, contemporary work includes methods developed to assess the personality and affective characteristics attributed to wise persons (e.g., Ardelt, 2004), as well as those attributed to

wisdom-related knowledge and behavior. 

The Berlin Paradigm

The Berlin Paradigm combines a broad definition of wisdom as excellence in mind and virtue with a specific characterization of wisdom as an expert knowledge system dealing with the conduct and understanding of life. We called this domain of knowledge the fundamental pragmatics of life (see Fig. 1). It is applied to life planning (e.g., which future life goals to pursue and how?), life management (e.g., how to deal best with critical problems such as suicide or family conflict?), and life review (e.g., how best to make sense of our life history and past experiences?). This knowledge is used by an individual to construct her or his own life. Alternatively, it contributes to the coconstruction of the lives of others in the form of good advice, exceptional judgment, excellent mentoring, or insightful organization of education and society

Source for the above content.

The Fascination of Wisdom Its Nature, Ontogeny, and Function

Paul B. Baltes and Jacqui Smith

Volume 3—Number 1,  2008 

Association for Psychological Science

Targowski, Andrew
Harnessing the Power of Wisdom (2013),

Cognitive Informatics and Wisdom Development: Interdisciplinary Approaches: Interdisciplinary Approaches

Targowski, Andrew
IGI Global, 31-Dec-2010 - Psychology - 260 pages

Wisdom is the ultimate human virtue. Its development and  application is important for humans and civilization.

Cognitive Informatics and Wisdom Development: Interdisciplinary Approaches argues that wise civilization cannot function without wise people and vice versa, that wise people cannot function without positive conditions for the development of wise civilization. Using the cognitive informatics approach as a basis for the investigation of wisdom, this book offers solutions on how to study and evaluate the state of wisdom in 21st century society and the requirements for wise civilization and its monitoring systems.

https://books.google.co.in/books?id=_JXSqkmF0YUC


Wisdom is information reflecting good judgment and choice; it is the final cognition unit in the Semantic Ladder and has different levels of scope and quality depending on the four minds, namely basic, whole, global and universal mind, which are supported by the art of living, understood as the reflection of behavioral aspects of wisdom within the philosophical framework of the hierarchy of possible purposes of one’s life.

Wisdom Literature

Maxims of Ptahotep

https://en.wikipedia.org/wiki/The_Maxims_of_Ptahhotep

https://www.ucl.ac.uk/museums-static/digitalegypt/literature/ptahhotep.html  (Many passages)

Beginning of the collection of fine words

Said by the man of the elite, foremost of arm

god's father and beloved of the god

eldest son of the king of his body

overseer of the city, vizier Ptahhotep

in teaching the ignorant to be wise

according to the rules of fine words,

something useful to whoever heeds,

and something harmful to whoever transgresses it.

https://www.britannica.com/topic/The-Maxims-of-Ptahhotep

https://www.amazon.in/Teachings-Ptahhotep-Oldest-Book-World/dp/1614279306

Updated on 19.5.2022, 25.8.2021