SHORT-TERM TRAINING AND ITS EFFECT ON MAtJAGEMENT

STYLE IN HUMAN SERVICES

by

STUART WILLIAM REYNOLDS, B.S., M.S.

A DISSERTATION

IN

HOME ECONOMICS

Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for

the Degree of

DOCTOR OF PHILOSOPHY

Approved

Accepted

- May, 1983

f.'

/

ACKNOWLEDGEMENTS

I would like to express my sincere appreciation to

Dr. Russ Crane, my committee co-chairperson for his con­

structive guidance and clarity of thought throughout this

project. In addition, I am deeply indebted to Dr. Mary

Tom Riley, co-chairperson, for her ability to assist me

in overcoming many practical barriers when conducting

field research of this nature. She is to be commended

for her support and open attitude in helping me and other

graduate students succeed in their program of study. I

would also like to thank the members of my committee.

Dr. Sue Couch, Dr. Jean Scott, and Dr. Betty Wagner, for

their helpful suggestions. Further, I am indebted to

others who have given their time and energy at various

stages of this research: Ms. Irma Quezada, Dr. Deborrah

Smith-Willis, Mr. William Griffin, and Ms. Martha Darancou.

Further, gratitude is extended to friends and family, who

have been a source of motivation and optimism in completing

this project.

11

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ii

ABSTRACT V

LIST OF TABLES vi

LIST OF FIGURES vii

I. INTRODUCTION 1

Rationale 1

Literature Review 3

A Ranking of Managerial Styles 8

Current Status of Managerial Grid . . . . 9

II. METHODS 13

Subjects 13

Instruments 14

Procedure 15

III. RESULTS 19

Preliminary Analyses 19

Main Analyses 19

IV. DISCUSSION 24

Comparison of Original Training 24

Methodology 25

Limitations 26

Summary and Conclusion 2 8

REFERENCES 29

111

APPENDICES 31

A. Management Training Seminar Manual 32

B. Handouts and Overheads for

Training Manual 50

C. Demographic Questionnaire 64

D. Directions for Questionnaire 6 8

E. Workshop Evaluation ForTii 69

F. Reliability and Validity Data 71

G. Trainer's Qualifications 72

H. Managerial Grid Instrument 77

IV

ABSTRACT

Head start directors were investigated to determine

their management styles and comparisons were made pre/post

training. The goal of training was to influence a cognitive

change toward a team management approach based on the Manage­

rial Grid Theory. Results indicated a significant positive

difference between experimental and control groups suggesting

an increased team management style and decreased do-nothing

style among the experimental group. Recommendations were

made for the length of training needed to influence manage­

ment style. Differences in past research designs and poten­

tial applications to government training in light of federal

budget cutbacks were discussed.

V

LIST OF TABLES

1. Means, Adjusted Means, and Standard Deviations for Experimental and Control Groups 20

2. Analysis of Covariance Summary Table for Management Grid Scales 21

3. Test for Homogeneity of Regression Coefficients 23

VI

LIST OF FIGURES

1. The Managerial Grid Diagram 7

2. Nonequivalent Control Group Design 16

vix

CHAPTER I

INTRODUCTION

Rationale

In the eighties, "the new age of accountability," the

public expects quality-managed federal programs at minimal

cost to the taxpayer. Baratz and Moskowitz (1978), reported

that this sentiment was responsible for a tax revolution

throughout the nation with California"s Proposition 13

serving as a focal point and a catalyst.

For federally sponsored human service organizations the

message is clear; they must be attentive to new value systems

which are emerging due to our fast-changing social, political,

and economic systems. It is evident that while social prob­

lems are increasing, available dollars and manpower will

probably remain constant or decrease (Steiner, 1977; Benton,

1978). For example, Coimnissioner Clarance E. Hodges of the

Administration for Children, Youth, and Families recently

outlined the future objectives for Project Head Start, a

federally funded preschool program for disadvantaged chil­

dren and their families (Hodges, 1982). Some pertinent goals

included (1) maintaining and, if possible, increasing Head

Start enrollment, (2) improving program quality and (3) im­

proving administration and management while maintaining the

current budget allocation of $911.7 million. Therefore,

1

2

human service organizations will need to shift from a manage­

ment philosophy based on intuition to more empirically-

tested approaches which emphasize cost-effective outcomes

(Benton, 1978).

To achieve the goal of increased production, on-the-job

management training will likely play a continuing role in

the process of technology transfer. Technology transfer, a

new term to the field of business, is defined as "seminars,

workshops, demonstrations, and other related methods, pro­

cesses, and activities whereby pure and applied research

knowledge is transferred operationally into useful processes,

products, or programs that fulfill actual or potential pub­

lic or private needs" (Banki, 1981). Given'the amount of

training in government, technology transfer costs millions

of dollars each year. If fewer dollars will be available

for technology transfer in governmental hiiman service orga­

nizations, then it seems prudent to devise field-tested

methods that will increase training efficiency at a low cost.

What appears to be needed in human service organiza­

tions is management training that addresses many of the

current issues in these changing times. Such training

should consist of the following: (1) explore the issue of

productivity and discuss ways that maximum results can be

obtained, (2) be based on an empirically tested approach,

and (3) be cost effective in its implementation. The

3

purpose of this study was to design a low cost management

training workshop and test its effectiveness on promoting

cognitive change in human service providers. The study

evaluated a management training model based on Organizational

Development concepts.

Literature Review

This section reviews the empirical research related to

Organizational Development (OD) theory and more specifically

the Managerial Grid concept. OD is an educational strategy

that is designed to produce organizational change or modifi­

cation (Goldstein, 1974). It purports to use the findings

from the behavioral and social sciences to create and main­

tain necessary changes in policy, program, structure, values,

attitudes, and/or behavior patterns. Its purpose is to

"increase total organizational or system effectiveness and

future growth as a response to constant technological, eco­

nomic, and social change in our society" .(Banki, 1981, p. 87).

OD aims at working toward humanistic and democratic leader­

ship in its management philosophy, methods, and practices.

Special emphasis is given to open problem-confronting and

participative management-employee relations. By using these

methods, individual achievement, growth, advancement, and

welfare are optimized while simultaneously maintaining the

goals of the organization (Banki, 1981).

4

There is a growing body of research indicating rather

clear differences between the behavior of high-and-low pro­

duction workers, depending upon the supervisor relationship

(Splotts, 1964). These studies suggest that high-production

supervisors tend to supervise their subordinates less closely,

spend more time consulting with their workers, and give them

more opportunities to participate in the decisions that

affect them than do low-production supervisors. The quality

of the leader-svibordinate relationship via genuine respect

and consideration that the leader shows for the follower"s

need appeared to be a critical variable. In other words,

the employee-centered leadership tends to be more closely

associated with high productivity, morale, and job satisfac­

tion than does production-centered leadership. Thus,

employee satisfaction and high production can be obtained

simultaneously.

Therefore, training programs in management development

may need to focus on employee participation, which apparently

facilitates production of services. To emphasize the neces­

sity for these dual concerns, Likert (1967, 1961), an

authority in management research, concluded that a partici­

pative management style makes significantly better use of

h\iman resources and enhances organization effectiveness.

Likewise, Cangemi (19 75), stated that management style is

affected by organizational structure as well as personal

5

variables and that flat or participatory structures promote

more harmony than traditional, hierarchical, vertical struc­

tures. The implications are that in order to achieve in­

creased productivity, administrators must not only be

concerned with establishing and tracking management objec­

tives but also with facilitating decision making processes

with employee participation and support. Thus, if research

on job satisfaction and morale affects management behavior

(Likert, 1967, 1961; Cangemi, 1975), then future studies of

management behavior should consider these as important vari­

ables that can affect productivity. This rationale appears

to have wide range implications for all types of managers.

It is a federally sponsored program and during its 16 years

of operation. Project Head Start has improved the readiness

of an estimated 5.5 million disadvantaged children for

school (DHEW Pub. No. OHD 76-30192). Central to the success­

ful operation of Project Head Start are the supportive staff

such as coordinators, teachers, directors and aides of the

Head Start program. Head Start directors, are a population

available for study in order to increase our understanding

of managerial styles. Head Start measures its production

in terms of human services; therefore, regard for people

and production become two major concerns.

An Organizational Development model that analyzes these

two concerns is the Managerial Grid Theory (Balke & Mouton,

6

1978). Taylor and Lippit (1975), describe the managerial

grid as a tool which identifies theories of managerial be­

havior based on two key variables occurring in organizations;

a concern for production and/or people. The grid helps iden­

tify how particular degrees of each of these variables join

together to form identifiable managerial orientations.

These two variables and some of their possible combinations

are shown in Figure 1. The horizontal axis indicates con­

cern for production, and the vertical axis indicates concern

for people. Each is expressed on a scale from 1, which

represents minimal concern, to 9, which represents maximum

concern.

The 1/1 style is located in the lower left corner of

the Grid diagram. This represents minimal concern for pro­

duction and minimal concern for people, or the "do-nothing"

manager. This type of manager sees employees as not liking

to work, and hesitant to assume responsibility. Therefore,

a conflict exists between people and production and he/she

feels the best option is to withdraw from employees and

isolate oneself from organizational issues. The 1/9 style

in the upper left corner depicts maximum concern for people

but minimal concern for production, or the "country club"

manager. Managers using this style view employees as re­

quiring shelter and protection which he/she feels they are

not capable of providing for themselves. Based on a high

(Country Club) 1.9 Management

Thoughtful attention to needs of people for satisfying relationships_ •leads to a comfortable, friendly organization atmosphere and work tempo

Hi£h.

o 4) a.

•u 0)

o

Low 1

(Team) 9.9 Management

Work accomplishment is from _committed people; interdependence "through a coiimon stake in organization purpose leads to relationships of trust and respect

(Compromiser) 5.5 Management

Adequate organization performance is possible through balancing the necessity to get out work while maintaining morale of people at a satisfactory level

(Oo-tSothing) 1.1 Management

Exertion of minimum effort to get required work done is appropriate to sustain organization membership

Low

(Authoritarian) 9.1 Management

Efficiency in operations results from arranging conditions of work in such a way that human elements interfere to a minimum degree

TT

Concern for production

9

High

Figure 2. The Managerial Grid Diagram

8

need for acceptance, they avoid negative comments or con­

flict situations. The 9/1 style in the lower right corner

portrays maximum concern for production, and minimal concern

for hximan relationships, or the "authoritarian" manager.

This type of manager assumes that people do not like to work

and that strong authority must be exerted to achieve satis­

factory production. The 9/9 style in the upper right corner

represents maximiom concern for both human relationships and

production, or the "team-oriented" manager. This manager

sees people as basically productive and creative. He/she

attempts to maximize employees involvement in the planning

and doing of meaningful work since this is viewed as pro­

moting productivity and job satisfaction. And finally, the

5/5 style in the center is "middle of the road" in both

areas of concern, or the "compromising" manager. This type

of manager assumes that people can only be moderately pro­

ductive and have moderate job satisfaction. Therefore, a

flexible or compromise approach is used in dealing with con­

flicting employee needs and organizational needs.

A Ranking of Managerial Styles

To gain a better understanding of this study, it is

important to know the desirability of each management style.

Blake and Mouton (1978) state that the team management style

is optimum to organizational development. They see the re­

maining styles as having major disadvantages, which can be

9

ranked in order of desirability. The compromising style

(5/5) is ranked as the second most desirable because there

is at least marginal concern for production and people,

although real innovation and creativity within an organiza­

tion are unlikely at this level. Authoritarian management

style (9/1) ranks third since there is a strong concern for

production (goods or services) which is critical for an

organization's survival. The counterpart to this style,

country-club management (1/9), ranks fourth because there is

an exaggerated concern for people. This can be seen as sat­

isfying many psychological aspects of human needs producing

high morale, but low production creates a failing. Finally,

the do-nothing style (1/1) is seen as the least desirable

because there is an absence of concern for either production

or people.

Current Status of Managerial Grid

The Managerial Grid appears to have merit on its sur­

face, but some problems remain unanswered. In the original

research program that established the Managerial Grid as a

training method, more than 800 managers in a 4000-member unit

received management training that focused on team goal-

setting (Blake, Mouton, Barnes, & Greiner, 1964). The

research program was approximately one year in length and

was divided into six phases: (1) laboratory training, (2)

10

team development, (3) intergroup development, (4) organiza­

tion goals, (5) organizational attainment, and (6) stabili­

zation. The researchers collected data on a large number of

criteria related to productivity, profits, practices, behav­

iors, and perceptions. While the results showed a signifi­

cant rise in profits and decrease in costs, unfortunately

the lack of control procedures makes it difficult to dis­

tinguish the real source of effect. Thus, it is difficult

to distinguish between the effects of the specific aspects

of the Grid program as compared to group participation and

team spirit that characterize most organizational-

development studies (Campbell, Dunnette, Lawler, & Weick,

1970) .

In addition to the methodological limitations, prac­

tical considerations of this program also merit attention.

The authors, Blake and Mouton, recommend a training format

that systematically follows the six phases used in the orig­

inal research study. The first phase (laboratory training)

that introduces the Grid concept, involved 4 0 or more.hours of

guided study before the beginning of the seminar week. The

seminar study involves an additional 3.Q.or. more hours .before

phase two is considered. Later in their program the authors

even suggest that phase five or organizational attainment,

may "spread over several years" (Blake & Mouton, 19 75). It

would seem that very few organizations could afford this

11

level of effort in terms of time and money; therefore, alter­

natives should be considered.

Given the lack of control measures from the original

research program (Blake et al., 1964) and the level of

effort needed to complete the training (Blake & Mouton, 1975)

three implications for future research are apparent if one

desires to continue the Managerial Grid concept in today's

organization. First, a future research project should iso­

late an identifiable aspect of the six phased training pro­

gram to begin to test each component's effectiveness.

Future research should include a research design where there

is direct manipulation of the independent variable to allow

a more precise investigation of the specific component's

effect. Second, the training program should examine a short-

term model to see if reduced length is as effective as a

lengthier model and at the same time improve cost effective­

ness. Third, the study should be developed for immediate

application to real settings.

With these considerations, a "controlled field experi­

ment" would appear to be the most appropriate research

design. The rationale for this approach is that field ex­

periments are generally more concerned with the problem of

practical application rather than an extension of a theoret­

ical position (Robinson, 1981). Furthermore, this design

allows for direct manipulation of an isolated independent

12

variable. Robinson (1981) suggests, although the control of

secondary variation (internal validity) is less than in a

"controlled laboratory experiment," there is greater possi­

bility that the relationships found are a truer demonstra­

tion of what happens in real-life situation (external

validity).

This study will isolate and test an adapted version of

the cognitive component from the original Managerial Grid

training program (Blake et al., 1964).

It is hypothesized that a short-term management train­

ing program can produce cognitive change in managerial style.

More specifically, the change in management styles will move

in the direction of increased team management with change in

cognitive management style demonstrable at least two weeks

after the training occurs.

CHAPTER II

METHODS

Subjects

The population included all Head Start directors in a

southwestern state within the Department of Health and

Hioman Service Region VI. A total of 87 directors initially

participated, but due to lack of cooperation or errors in

completing the required forms, 21 of the subjects were

dropped from the analysis. Inspection of the data revealed

no particular patterns of the subject population that con­

tributed to the errors (i.e., age, sex, education, etc.).

Therefore, the sample used in this study consisted of 66

subjects. There were 37 females and 29 males with a mean

age of 42. Racial diversity consisted of 43% Anglo, 34%

Mexican American, 19% Black, and 4% Asian-American. The

educational level of the Directors ranged from high school

diploma to a doctorate, with a mean of four years of college

plus some additional college hours. Directors' self report

measures of training in management related areas averaged

101 hours of classroom time. Program components showed a

mean of 197 children enrolled per Head Start program with

the average director responsible for supervising an average

of 24 staff members.

13

14

The State of Texas is divided into four training

regions, two of which were selected randomly to serve as the

experimental group and the remaining two served as controls.

This resulted in nonequivalent but approximately equal groups

(37 experimentals and 29 controls). The data were gathered

in each training region during Head Start's annual training

for managers. No special incentives were offered other than

a promise of verbal feedback about the results of the study

and how it could be applied to future training programs.

Instruments

The pretesting phase involved the completion of a

general demographic questionnaire and a management needs

assessment. These were developed by the examiner (see Appen­

dix C) with the approval of the director of training and

technical assistance. Finally, the Styles of Management

Inventory was administered as a pre- and posttest.

The Styles of Management Inventory (developed by Hall,

Harvey, & Williams, 1973) is formulated in sequence with the

Managerial grid concept of Blake and Mouton (1979). It is

composed of sixty items, the purpose of which is to gain

information regarding the way individuals manage or would

manage under a variety of conditions and situations. The

inventory yields total scores that rank order each management

style. From the inventory, the five styles of management

previously mentioned can be identified.

15

The Styles of Management Inventory shows a test/retest

correlation of .75 and the instrument discriminates between

high, average, and low achieving managers and some thirteen

organizational types. Norms, are available on a sample size

of 1316 (Teleometrics, 1980). Reliability and validity data

are available and have been included (Appendix F).

Procedure

The study was a controlled field experiment consisting of

three phases; pretesting, training, and posttesting. The pre­

testing phase was accomplished as specified earlier, the

results of which were used to identify training needs to be

incorporated in phase two, or the training program.

A nonequivalent control group design illustrated in

Figure 2 was used in this experiment. This design utilizes

intact groups (in this case, previously established training

regions) to reduce some of the problems associated with the

"guinea pig" effect often found in experimental settings

(Goldstein, 1974). The participants were not assigned to

groups, but rather the choice of the group to receive the

instructional treatment was randomly made. Because of this

sampling procedure, the design is vulnerable to interactions

between selection factors and maturation, history and testing.

This may result in group differences not revealed by the pre­

tests. However, this approach is necessary due to limita­

tions imposed by the training and technical assistance grant

Control

Group

16

Pretest Training Posttest

Experimental

Group T X

Figure 2. Nonequivalent Control Group Design.

17

which requires a focus on training rather than experimenta­

tion. Furthermore, considerations were given to the cost

effectiveness of incorporating such a study in an already

existing but larger training event required by governmental

contractual agreement.

The training format utilized a standard "workshop

approach" consistent with other Head Start personnel training

programs and was based on the Managerial Grid concept and

results of the pretesting phase. Efforts were made to have

the training appear as a normal routine. The three manage­

ment topics that were listed as most important among the

experimental and control group during pretest (i.e., delega­

tion of authority, time management, and management styles)

were integrated with the team management style approach

during the training phase.

The experimental group (two training regions randomly

identified) participated in a training session approximately

seven hours in length. The researcher standardized the train­

ing sessions which was taught by one of the training and

technical assistance staff. This person served as the in­

structor for both training regions. The experimenter

observed and video taped both training sessions to insure

that the training was followed in sequence as originally

devised. Essentially, the experimental training group

attempted to show how the team approach could maximize

18

production of services and the psychological well being of

its employees.

The control group also received an equivalent training

session approximately seven hours in length. The workshop

covered different but related topics in management of Head

Start programs. All participants rated the training events

through completion of a Likert type evaluation form (see

Appendix E), which was compared statistically between experi­

mental and control groups to determine the extent of training

equivalency.

During phase three, or posttesting, each director was

mailed the Styles of Management Inventory two weeks following

the training. They were given a self-addressed, stamped

envelope to return the completed inventory to the experi­

menter as soon as possible. Follow-up phone calls were made

to those directors who did not return their inventories two

weeks from the mail-out date. The 75.87% return rate was

considered adequate for analysis and reporting (Babbie, 1979).

CHAPTER III

RESULTS

Head Start directors were investigated to determine

their management style based upon Blake and Mouton"s ;(1978)

Managerial Grid Theory. A short-term training program was

administered to the experimental group in an effort to pro­

duce a cognitive change towards the team management style.

Results indicate a significant difference between the experi­

mental and control group in the team management and do-

nothing styles of management.

Preliminary Analyses

Prior to statistical analysis to assess program effects

on the managerial grid scales, exploratory data analysis was

performed to determine if the experimental and contjrol

groups differed on the pretest assessment of the managerial

grid scales. Table 1 represents the means, adjusted means,

and standard deviations for the Managerial Grid scales of:

team, compromiser, authoritarian, country-club, and do-

nothing. T-test analysis on the pretest assessment indi­

cated there was a significant difference between the

experimental and control group on the do-nothing scale.

Main Analyses

Since there was a pretest difference between experimen­

tal and control groups on the do-nothing management scale

19

20

TABLE 1

MEANS, ADJUSTED MEANS AND STANDARD DEVIATIONS FOR EXPERIMENTAL AND CONTROL GROUPS

Scale

Pretest

X

Posttest

SD X

Adj usted

SD X

Experimental

Team Manager

Compromiser Manager

Authoritarian Manager

Country-Cl\ib Manager

Do-Nothing Manager

51.53

50.54

50.51

51.84

57.84

16.73

9.57

7.80

9.53

11,41

57.68

50.24

51.89

50.70

52.86

11.93

11,23

8.31

11.30

10.83

57.70

50.96

51.31

52.05

Control

Team Manager

Compromiser Manager

Authoritarian Manager

Country-Club Manager

Do-Nothing Manager

55.03

52.28

52.72

53.69

52.31

7.73

11.73

11.90

9.66

8.78

52.83

51.43

50.13

52.17

52.43

7.26

11.63

11.71

9.47

8.87

52.99

50.27

51.25

54.18

(t = -.78, df = 64, £< .05), analysis of covariance, using

the pretest as the covariate, was employed to determine

program effects in the Managerial Grid scales. The analysis

of covariance adjusted for pretest differences and summary

data for these analyses are presented in Table 2.

21

TABLE 2

ANALYSIS OF COVARIANCE SUMI-IARY TABLE FOR MANAGEMENT GRID SCALES

Scale Source df

Team

Compromiser

Country-Club

Do-Nothing

Group

Error

Group

Error

Group

Error

Group

Error

1

129

1

129

1

129

1

129

tAS

722.93

58.37

15.30

35.53

0.12

29.82

144.98

34.26

F-value

12.39

0.43

0.00

4.23

£_-value

,0001

Ns

Ns

.04

Analysis of covariance indicated there was a signifi­

cant program effect on the team management scale F (1, 129)

= 12.39, £ < .001) and do-nothing scale, F (1, 129) = 4.23,

£ < .05. The mean on the team management scale was signifi­

cantly higher for the experimental group, and significantly

lower on the do-nothing scale. There were no significant

differences due to program effects on the compromiser scale,

F, (1, 129) = 0.43, £ < .05 or on the country-club scale,

F (1, 129) = 0.0, £ < .05.

To partially determine if the analysis of covariance

was an appropriate measure, a test for homogeneity of regres­

sion coefficients was performed to show possible sources of

statistical invalidity between the experimental and control

groups (see Table 3). All but one management scale met the

22

assumption of homogeneity of regression coefficients. The

data did not meet the assumption of homogeneity of regres­

sion coefficients for utilizing analysis of covariance to

assess program effects on the authoritarian scale. There­

fore, a posttest t-test was utilized to determine program

effects for this scale. Posttest t-test analysis indicated

there was no significant difference between the experimental

and control group on the authoritarian scale, (t = .74, df

= 64, £ < .05).

One trainer was used for all workshop training sessions

(see Appendix G). Each participant rated the training event

through completion of a Likert evaluation form (see Appendix

E), which was compared statistically between experimental

and control groups to determine the extent of training

equivalency. The t-test analyses between the experimental

and control groups showed no significant difference (t =

7.73, df = 64, £ < .05).

23

TABLE 3

TEST FOR HOMOGENEITY OF REGRESSION COEFFICIENTS

Variable

Team

Compromiser

Author!tari an

Country-club

Do-Nothing

Source

Group*Covariate

Error

Group*Covariate

Error

Group*Covariate

Error

Group*Covariate

Error

Group * Covari ate

Error

df

1

128

1

128

1

128

1

128

1

128

MS

47.29

58.45

16.97

35.67

121.42

32.04

4.53

30.02

34.34

34.24

F-value

0.81

0.48

3.79*

0.15

1.00

*£ < .05.

CHAPTER IV

DISCUSSION

The major goal of the study was to assess the effects

of a short-term management training program on Head Start

directors in a southwestern state. During training, the

managerial grid concepts and more specifically, the team

management style, were emphasized (Blake & Mouton, 1975).

It was hypothesized and supported empirically, that the

experimental group relative to the control group, would

show a significant increase in a cognition toward the team

management style.

Comparison to Original Training

The first or seminar phase of a six-phased training

program was investigated. The original training program

(Blake, et al., 1964) that stressed the seminar concepts

was approximately 40 hours long (Goldstein, 1974) as com­

pared to a seven-hour training program in the present study.

This study clearly demonstrated ,the desired result of in­

creasing the team management style with a short-term train­

ing program that is more cost effective and less time

consioming.

Unlike the original study (Blake, et al., 1964) that

used ex post facto field study (Robinson, 1981) to demon­

strate the effectiveness of training, this investigation

24

25

had the advantage of added experimental control procedures.

By using a controlled field experiment there is increased

confidence -that the observed change in the dependent vari­

able was a result of manipulation of the independent vari­

able rather than other extraneous variation (Robinson,

1981).

Methodology

The study made two major methodological contributions.

It included -the desirable experimental conditions of train­

ing equivalency between groups, and an appropriate procedure

for data analysis. Consequently, there is increased confi­

dence that the differences found between the experimental

and control group were a result of the short-term training

program. In effect, the training was able to increase cog-

nitively the most desirable management style and decrease

the least desirable style.

To control for spurious training differences, both the.

experimental and control group received a seven-hour train­

ing program on management related topics. Using the work­

shop evaluation form (see Appendix E) as a dependent

measure, t-test results showed nonsignificant differences

between groups. In addition, each experimental group

received a standardized training program taught by a quali­

fied trainer (see Appendix F). Therefore, as a result of

26

the evidence, the condition of training equivalency appears

to have been satisfied.

Since significant differences were found on pretest

measures between the experimental and control group, a sta­

tistical procedure that mathematically adjusts for these

differences was needed. Consequently, an analysis of co-

variance procedure was utilized. However, a concern for

•this procedure existed because the underlying theoretical

assumption of homogeneity of regression coefficients (Kirk,

1968) was not met for the authoritarian scale. To determine

the program effects for this scale a posttest t-test was per­

formed. No significant difference between the experimental

and control groups was found on the authoritarian scale.

The analysis of covariance procedure for the other four

scales, and further tests on the authoritarian scale

appeared to have been adequate methods of analysis.

Limitations

A field study, while having its advantages, has in­

herent problems in its ability to control secondary vari­

ation. A possible source of variation could have been the

inability to randomize subjects, rather than groups. The

current study may have been more vulnerable to interactions

between selection factors, maturation, history, and testing.

Perhaps this partially explains the failure of the authori­

tarian management style to meet the assumption of

homogeneity of within-group regressions coefficients.

27

One purpose of the present study was to isolate the

first phase of the original six-phased training program

(Blake, et al., 1964). While the program was successful in

its intention of producing cognitive change, other phases

of the training program (i.e., team development, intergroup

development, organization goals, organizational attainment

and stabilization) need to be studied with greater detail

using experimental techniques that afford greater precision

and control over previous research. Potentially, such

studies could assist in determining the optimum length of

training needed to promote behavioral change. Perhaps some

of the training phases can be eliminated, shortened, or com­

bined to produce an overall training program that is more

efficient or less costly.

A major limitation of this study is the lack of evi­

dence regarding generalization to behavioral change from a

cognitive change in management style. Such a study is

needed in conjunction with the training program at some

future point. It is possible that the other training phases

recommended by Blake, et al., (1964) are necessary to demon­

strate behavioral change. However, the extent of each addi­

tional training phase and the training time needed for this

remain unclear.

28

Summary and Conclusion

Results of the present study demonstrated substantial

changes in managerial styles in an applied setting with

human service providers. The primary purpose was to deter­

mine the effectiveness of a short-term training program in

bringing about a cognitive change toward the team manage­

ment style for Head Start Directors.

Previous research has shown that the most desirable

management style is one in which concern for people and

production are maximized. Results from the present study

indicate that a significant increase was demonstrated fol­

lowing completion of the training program. In contrast,

the management style that minimized the concern for people

and production significantly decreased. Lastly, an improved

experimental design provided data which supports the use of

Organizational Development theory and the managerial grid

concepts as useful tools in training human service providers.

REFERENCES

Babbie, E. R. The practice of social research. Belmont, California: Wadsworth Publishing Co., 1979.

Banki, I. S. Directory of administration and management. Los Angeles, California: Systems Research Institute, 19 81.

Baratz, J. C., & Moskowitz, J. H. Proposition 13: How and why It happened. Phi Delta Kappin, 1978, £, 9-11.

Benton, L. Management for the future. New York: McGraw-Hill, 1978. '

Blake, R. R., & Mouton, J. S. The new managerial grid. Houston: Gulf Publishing Co., 1978.

Blake, R. R. , Mouton, J. S., Barnes, L. B., & Greiner, L. E. Breatkthrough in organizational development. Harvard Business Review, 1964, £2, 133-155.

Campbell, J. P., Dunnette, M. D., Lawler, E. E., Ill, & Weick, K. E., Jr. Managerial behavior, performance, and effectiveness. New York: McGraw-Hill, 1970.

Cangemi, J. P. Leadership characteristics of business executives appropriate for leaders in higher education. Education, 1975, 95 , 229-32.

DHEW Publication No. (OHD) 76-31092 Washington, D.C.: U.S. Government Printing Office, 1976.

Goldstein, I. L. Training program development and evalu­ation. Belmont, California: Wadsworth Publishing Company Inc., 1974.

Hall, J., Harvey, J. B., & Williams, M. Styles of manage­ment inventory. Woodlands, Texas: Teleometrics International, 1973.

Hodges, C. E. Decisions on Future Directions for Head Start. Memorandum Office of Human Development Services, Admin­istration for Children, Youth, and Families, June 1982, Washington, D.C.

Kirk, R. E. Experimental design: Procedures for behavioral sciences. Belmont, California: Brooks Cole Publica-tions, 1968.

29

30

Likert, R. New patterns of management. New York: McGraw-Hill, i 9 6 r r ~ —

The human organization: Its management value. New York: McGraw-Hill, 1967

Robinson, P. W. .. Fundamentals of experimental psychology. Englewood Cliffs, New Jersey: Prentice-Hall, 1981.

Splotts, J. B. The problem of leadership: A look at some recent findings of behavioral science research. Kansas Business Review, School of Business, University of Kansas, Jiine 1964, r? (6), 3-13.

Steiner, R. Managing the human service organization. Beverly Hills, California: Sage Publications, Inc., 1977.

Taylor, B. , & Lippitt, G. (Eds.). Management development and training handbook. Managerial grid in practice. New York: McGraw-Hill, 1975.

Teleometrics International. How to interpret your scores from the styles of management inventory. Woodlands, Texas: Teleometrics International, 1973.

APPENDICES

A. r-IANAGEMENT TRAINING SEMINAR MJU UAL

B. HANDOUTS AND OVERHEADS FOR TRAINING MANUAL

C. DEMOGRAPHIC QUESTIONNAIRE

D. DIRECTIONS FOR QUESTIONNAIRE

E. WORKSHOP EVALUATION FORM

F. RELIABILITY AND VALIDITY DATA

G. WORKSHOP TRAINERS QUALIFICATIONS

H. MANAGERIAL GRID INSTRUMENT

31

APPENDIX A: MANAGEMENT TRAINING

SEMINAR MANUAL

Developed by Stuart Reynolds

Sponsored by Dr. Mary Tom Riley,

Institute for Child and Family Studies

Purpose

To develop an effective team management .philosophy

for Head Start Directors

Goals

To influence a cognitive change toward a team manage­

ment approach

Behavioral Objectives

To identify the 5 styles of management

To describe 3 advantages of team management

To identify 5 potential barriers to effective use of

time

To identify 4 techniques of increasing effective use

of time

32

33

Theories of Management

There are many different approaches or theories to

management, some of these approaches are outdated, while

others are still being used today- One such model is

McGregor's Theory X-Theory.

McGregor's Theory X-Theory Y

********** H A N D O U T **********

During the 1960's, Douglas McGregor developed a view

of management called the X-Y theory. It was not an algebra

formula cind had no relationship to math! Actually it repre­

sented two very different ways of looking at people and how

it affected production in an organization. McGregor be­

lieved that the quality and amount of these services could

be altered by the subtle assumptions that a director makes

about how directors attempt to manage or influence others.

To contrast two extremes of management he put them on

a continuiim and listed qualities of each.

X Y

The traditional views of man were labeled "X" and were

based on the following assumptions:

1. People have an inherent dislike for work and will

avoid it if they can.

34

2. Because of this human characteristic of dislike of

work, most people must be coerced, controlled,

directed, or threatened with punishment to get them

to put forth adequate effort toward the achievement

of organizational goals.

3. The average human being prefers to be directed,

works to avoid responsibility, has relatively little

ambition, and wants security above all.

Opposed to this "hard" view of management is a "soft"

view of Theory Y, based on the following assiimptions:

1. The expenditure of physical and mental effort in

work is as natural as play or rest.

2. Commitment to objectives is dependent on rewards

associated with their achievement. The most im­

portant rewards are those that satisfy needs for

self-respect and personal improvement.

3. The average human being learns, under proper condi­

tions, not only to accept, but to seek responsibility.

At first glance, the soft approach is really very de­

manding as it sets high standards and expects people to

reach for them.

Managerial Grid

Many educational programs, including Head Start, are

often tied to federal aid or assistance. Like other human

service organizations, these programs appear no less

35

vulnerable to the recent trend of ever growing financial cut­

backs in an effort to trim and provide more efficient ser­

vices. As a result, many government officials are taking a

closer look at various management theories in an effort to

maximize efficiency without destroying important psychologi­

cal variables such as employee participation, motivation,

and job satisfaction.

Team management theory has evolved from several previous

concepts. One of -the first and most prominent concepts was

the "work or starve authority relationship" between the boss

and subordinate. In this model, little or no regard was

given to the worker. Production was the main concern.

Other types of management styles include:

- authority-obedience; similar to the work or starve

relationship

- love conquers all; a philosophy that if they love

me, they'll do what I want

- hard-to-notice; a philosophy of hear no evil,

speak no evil, and do no evil

- half-way manager; a philosophy of adjusting,

accommodating, and compromising to what is practical

- involvement-participation-commitment; a philosophy

of team involvement

All of the aforementioned styles have elements that are

common to one another and in fact common to any management

36

theory. They all have either a high degree of concern for

production (services) and a low degree of concern for people

or vice versa. Consequently, a description of management

results in an integration of these concepts in which manage­

ment can be defined as getting things done through people.

In the late 60's the "Managerial Grid" was developed

which identifies theories that combined people and

production.

******* SHOW OVERHEAD OF MANAGERIAL GRID *******

As one goes arovmd the grid, five broad managerial

styles can be characterized that may look similar to the

previous mentioned styles.

1. 9/I low concern for people, high concern for

production

2. 1/9 high concern for people, low concern for

production

3. 1/1 low concern for people, low concern for

production

4. 5/5 moderate concern for people, moderate concern

for production

5. 9/9 high concern for people, high concern for

production

37 ******* DISCUSS SELF-ASSESSMENT *******

******** B R E A K ********

Introduce Film

You are about to see a film which presents a new approach

to management. The film was developed on the research-based

ideas developed by Dr. Robert R. Blake and Dr. Jane Srygley

Mouton, two behavioral scientists who have had a long time

association with business and industry. To their credits are

assistance to numerous firms in resolving problems of leader­

ship, communication, conflict, decision making, and organiza­

tional health. Drs. Blake and Mouton are President and Vice

President, respectively, of Scientific Methods, Inc., head­

quartered in Austin, Texas.

As you watch the film, try to keep in mind the signifi­

cance of leadership style, the influence of climate upon an

organization, what makes a work team effective, and the im­

portance of such concepts as openness, trust, sharing feel­

ings, conflict, group problem solving and decision making.

In the film, Drs. Blake and Mouton explain the Manage­

rial Grid to the president of the Hastings Tool Company and

his key staff. They show its application to Hastings'

current problems.

38

We will discuss the ideas contained in the film and '

try to relate them to our own problems and concerns as man­

agers of of Head Start preschool programs.

After Film—Discussion Question

1. List film participants on Chalk Board

What type of manager do you most resemble:

The President? The Marketing Manager?

The Personnel Manager? The Production Manager?

The Engineer? The Comptroller?

What were the Grid styles of the managers in the

film?

2. Hastings provides widgets, and Head Start provides

human services, how is this measured?

3. What are tiie main features of a 9/9 managerial

style? Does a 9/9 style weaken or strengthen the

manager's role as a problem solver and decision

maker? How does a 9/9 style affect the manager's

role in and responsibility for individual decisions

making?

4. Blake and Mouton say the 9/9 is the most effective

managerial style. Why would this be so?

5. The 1/1 Grid style is essentially a "cop out." Why

might a manager engage in such a style? Is he or

she likely to be aware of his behavior and the im­

plications of it?

39

6. Why might a manager go to a "backup" style?

Is this likely to be effective?

7. The Managerial Grid, as a training tool, is a form

of "laboratory training." What does this mean?

(Answer: it means that participants in a training

program use their own behavior as a basis for

analysis. Learning or insight is thus achieved on

the basis of personal experience as opposed to

inputs provided by "experts" on a "teacher-tell"

basis.)

8. What is a facade? What are its prospects for

success? Why?

Why Team Management is Best

Some theorists believe that flexibiltiy in management

is most important. In other words, one should shift manage­

ment styles depending upon what he or she thinks is best

for that situation. Management theorists call this situ-

ationlism, which is equivalent to the 5/5 compromise.

It's important to understand that even though we may

subjectively believe that this approach is best, the empiri­

cal evidence suggests otherwise. Each of the following

statements is consistent with a 9/9 orientation and is sup­

ported by research evidence from social psychology, sociol­

ogy, anthropology, mental health, counseling, business, and

other fields. Other things being equal, productivity.

40

creativity, mental and physical health, as well as personal

satisfaction are better served when:

*Informed free choice is the basis for managerial

interaction

•Shared participation in problem solving and decision

making are basic

*Mutual trust and respect are encouraged

•Activities are carried out within a framework of goals

and objectives which integrate personal with organiza­

tion goals

•Conflict is resolved by direct problem solving

con frontation

•Responsibility is taken for one's own actions

•Efforts are applied to jobs that involve complex work

activities or to a variety of simpler activities

•Critique is used to learn from experience

These generalizations appear to be true regardless of

time, place, or situation. Taken together, these statements

represent different facets of a 9/9-oriented leadership

style. Each reflects in its own way the basic proposition

that there is one best way to manage.

41

Time Management

In this section, we will present concepts and applica­

tions of effective time management, so you can accomplish

your most worthwhile objectives in the shortest amount of

time. To begin, few people actually waste time, they mis­

use it. Misusing time means not delegating work, not

scheduling days, not making decisions, not setting

priorities.

People in nonprofit organizations, in particular, never

seem to have enough time—perhaps because of chronic under-

staffing, perhaps because they often lack a vigorous

"business orientation." Whatever the reasons, successful

people regard time as their greatest asset and use it with

utmost discretion.

Let's look at some basic concepts of time management:

1. There is little correlation between an effective

manager and the amount of time he/she spends on

the job.

2. There is high correlation between the effective

manager and the amount of time he/she spends on

high-priority objectives and "quality" time-

(Quality time=sufficient time in large blocks and

during the most creative periods.)

3. The effective manager plans and controls his/her

time; the ineffective manager is controlled by

events and personnel.

42

4. One- to two-hour blocks of time are suggested for

planning because a large space of time at one sit­

ting is more effective than short spaces of time

scheduled separately.

5. Most people tend to be creative in the morning.

It is suggested that the planning time be scheduled

for the morning. This might vary, however, with

environmental conditions of the manager's job or

the personality of the manager.

The first step in time management is self-appraisal,

and determining how you use your time. Once this is known,

positive action can be taken, and you can learn to be a

better manager of time.

•••• Handout and exercise on time management ****

Discussion of Time Management Activity

1. What activities are your greatest time consumers?

2. On which activities do you spend the least amount

of time?

3. Does anybody notice a general trend common to

others?

4. Ideally, what activities would you like to devote

less time to? Where would you add this additional

time? Why?

43

Additional discussion

Let's look at the top 15 timewasters that affect most

managers. Off the top of your head, list the top five

wasters. (small groups)

••Handout^^l5 Timewasters

Does this order pretty much agree with what you have

observed? Would you add any additional ones?

Avoiding Barriers to Effective Time Usage

Let's look at some ways that might be used to solve

these problems:

Drop-in Visitors

•Suggestion: Schedule a "quiet hour" of uninterrupted

work time each day to focus your energies

on a major task.

•Suggestion: Have your secretary screen callers. Have

the secretary's desk located so that

visitors must first check with him or

her on your availability.

•Suggestion: Except in emergencies handle all visitors

on an appoint^nent basis through your

secretary.

•Suggestion: Review suggestions in body language books

and assertiveness training books on how

to handle visitors.

44

Meetings

•Suggestion: Never hold a meeting if you can achieve

the same objective through a memo, a

telephone message, or some other commu­

nication device.

•Suggestion: Start meetings on time, have a printed

agenda, and stop meeting on time.

Schedule meetings to end at a natural

interval such as liinch or end of the day.

•Suggestion: If the meeting does not require your

presence, send another staff member who

is familiar wi th the project or topic to

be discussed. It can provide useful

experience for the other person.

Telephone Calls

•Suggestion: Have your secretary take a "call back"

message. It should contain (a) who

called, (b) what they called about, (c)

a return telephone number, (d) a sug­

gested time for you to return the call.

•Suggestion: Ask regular callers to make their calls

at certain times of the day. You may

find that late in the business day is a

good time because it allows you to gather

45

any information needed. Also, putting

all calls together saves start and

stopping time.

Excessive Paperwork

•Suggestion: Have your secretary open and screen the

mail, allowing him/her to handle some

of it independently and route some .of

it to other people.

•Suggestion: Try not to handle a piece of paper more

than once. Write on it, file it, send

it on or whatever; just don't put it

down to pick it up again later, or

shuffle later.

•Suggestion: Purge your files at least annually: It

is estimated that you can throw away at

least 80% of what you file—it will never

be used again.

46

Delegation of Authority

Delegating Responsibility

Often elaborate plans are developed which specify goals

and objectives to be accomplished by your organization.

This is a good strategy as long as there is successful im­

plementation of these plans. As a manager, this requires

you to move from the analytical perspective to the imple-

mentor which deals with real events and real people. For

this to be successful, you must be able to delegate duties

to direct service and other support staff when necessary.

A Common Mistake of New Managers

When employees have worked their way up through the

ranks or when new graduates with inexperience are put in a

position of management, they often develop a misguided

attitude about delegation. They assume -that managers must

do all the work themselves since they are responsible for

all of it. As a result, they heap more and more work upon

themselves until they reach a state of confusion, ulcers

or heart attacks!

To overcome this, one must remember and constantly

remind yourself of the definition of management: -getting

things done through others. As a manager, you are respon­

sible for seeing that plans get implemented, but this does

not mean that you should do all the work yourself. It does

mean that work should be delegated. By assigning job

47

responsibilities to the individuals closest to the work,

you allow for works development and growth, build the foun­

dation for employee motivation, and develop a healthy work

climate.

Beware of Fake Delegation

When you give a member of your staff responsibility

for some activity, you must be sincere. Don't fall in the

trap of checking up on that person or step in as soon as

you feel things are not going well. Fake delegation leads

to unmotivated workers. As soon as you leave the room

workers will tend to retire on the job, but act busy when

you're near. To avoid this remember that management is not

only a question of getting things done through people, but

also getting things done with them.

What Should be Delegated

After you've decided to work with your staff, you can

and should delegate the following:

A. Activities that require primarily technical or

mechanical skills;

B. Activities that fall within the realm of a staff

member's traditional job responsibilities;

C. Activities which a staff member will be asked to

do on a regular basis in the future;

D. Activities which will free the manager to perform

other duties.

48

***** Review Steps for Problem Solving *****

STEPS FOR PROBLEM SOLVING

Identify the Problem. Decide what the problem is. Be

specific as possible.

Establish Clear Goals. Once the problem is identified,

decide what organizational goals will be met.

Exchange Ideas Openly. Establish a group climate that

allows ideas to be discussed openly, and without fear

of reprisal from others. Feedback should be handled

in a constructive manner.

Generate Possible Solutions. Allow all ideas to be listed.

Spontaneity and creativity should be optimal.

Consider Consequences of Each Idea. List each alternative

and 3 or 4 possible consequences to each.

Obtain Group Agreement on "Best" Alternative. Consider

which alternatives have the most merit and choose the

solution in which everyone can agree to at least some

degree. Avoid voting, or some other technique that

minimizes conflict.

Implement Act on Decision. Decide first steps to be taken

to implement plan and decide who will be responsible

for a given step. Establish rough time frames for

their achievement, and a method of feedback for

accomplishment of plan.

49

**** Break Audience in to Small Groups For

Simulation Exercise ****

**** Discuss each group 's answer to problem—Review

e a r l i e r po in t s about team management ****

APPENDIX B: HANDOUTS AND OVERHEADS

FOR TRAINING MANUAL

HANDOUT

THEORY X ASSUMPTIONS

1. People are naturally

lazy; they prefer to

do nothing.

2. People work mostly

for money and status

rewards.

3. The jnain force keeping

people productive in

their work is fear of

being demoted or fired.

4. People remain children

grown larger; they are

naturally dependent on

leaders.

THEORY Y ASSUMPTIONS

People are naturally active;

they set goals and enjoy

striving.

People seek many satisfac­

tions in work; pride in

achievement; enjoyment of

process; sense contribution;

please in association;

stimulation of new chal­

lenges, etc.

The main force keeping peo­

ple productive in their

work is desire to achieve

personal and social goals.

People normally mature be­

yond childhood; they aspire

to independence, self-

fulfillment, responsibility.

50

5. People expect and depend

on direction from above;

they do not want to think

for themselves.

6. People need to be told,

shown, and trained in

proper methods of work.

7. People need supervisors

who will watch them

closely enough to be

able to praise good work

and reprimand errors.

8. People have little con­

cern beyond •their iimne-

diate, material

interests.

9. People need specific

instruction on what to

do and how to do it;

larger policy issues are

none of their business.

51

People close to the situ­

ation see and feel what

is needed and are capable

of self-direction.

People who understand and

care about what they are

doing can devise and

improve their own methods

of doing work.

People need a sense that

they are respected as

capable of assuming respon­

sibility and self-correction,

People seek to give meaning

to their lives by identify­

ing with nations, communi­

ties, churches, unions,

companies, causes, etc.

People need ever-increasing

understanding; they need to

grasp the meaning of the

activities in which they

are engaged; they have

52

10. People appreciate

being treated with

courtesy.

11. People are naturally

compartmentalized; work

demands are entirely

different from leisure

activities.

12. People naturally resist

change; they prefer to

stay in the old ruts.

13. Jobs are primary and

must be done; people

are selected, trained,

and fitted to pre­

defined jobs.

cognitive hunger as exten­

sive as the universe.

People crave genuine

respect from their fellow

men.

People are naturally inte­

grated; when work and play

are too sharply separated

in both deteriorate; "The

only reason a wise man can

give for preferring leisure

to work is the better qual­

ity of the work he can do

during leisure."

People naturally tire of

monotonous routine and

enjoy new experiences; in

some degree everyone is

creative.

People are primary and seek

self realization; jobs must

be designed, modified and

fitted to people.

14. People a re formed by

h e r e d i t y , childhood

and youth; as adu l t s they

remain s t a t i c ; old dogs

d o n ' t l e a r n new t r i c k s .

15. People need to be

" i n s p i r e d " (pep ta lk)

or pushed or dr iven .

53

People constant ly grow;

i t i s never too l a t e to

learn; they enjoy learn ing

and increasing t h e i r under­

standing and c a p a b i l i t y .

People need to be re leased

and encouraged and a s s i s t e d .

•Organ iza t iona l Psychology, An Experiental Approach, second

e d i t i o n , David Kolb, Irwin Rubin, James Mclntyre. P r e n t i c e -

Ha l l , I n c . , Englewood Cl f f f s , New Jersey (1974).

54

APPLICATIONS ANSWER SHEET

Individual exercise: Blake Managerial Grid

Section A: Mark each item indicated in the directions given.

Rank the following five paragraphs from most to least typical as a description of your behavior; 1 is the most typical, 2 is next most typical, and so on to 5 which is least typical of you. When you have finished ranking the paragraphs, there should be only one of each num­ber from 1 to 4. There can be no ties.

a. I accept decisions of others. I go along with opinions, atti­tudes and ideas of others or avoid taking sides. When conflict arises, I try to remain neutral or stay out of it. By remain­ing neutral I rarely get stirred up. My humor is seen by others as rather pointless.

b. I place high value on maintaining good relations. I prefer to accept opinions, attitudes and ideas of others rather than to push my own. I try to avoid generating conflict. When it does appear, I try to soothe feelings and to keep people together. Because of the disturbance a temper flare produces, I strive to keep my emotions under control. My humor aims at maintain­ing friendly relations. When strains do arise, my humor shifts attention away from the serious side.

c. I place high value on making decisions that stick, I stand up for my ideas, opinions, and attitudes, even though it some­times results in stepping on toes. When conflict arises, I try to cut it off or to win my position. When things are not going right, my temper wells up. My humor is hard hitting.

d. I search for workable, even though not perfect, decisions. When ideas, opinions or attitudes different from my own appear, I initiate middle ground positions. When conflict arises, I try to be fair but firm and to get an equitable solution. I rarely lose my temper, but I tend to be impatient when things are not moving. My humor sells myself or a position.

e. I place high value on getting soiond creative decisions that result in understanding and agreement. I listen for and seek out ideas, opinions and attitudes different from my own. I have clear convictions but respond to sound ideas by changing my mind. When conflict arises, I try to identify reasons for it and to resolve underlying causes. I rarely lose my temper, even when stirred up. My humor fits the situation and gives perspective; I retain a sense of humor even under pressure.

55

Scoring A

The previous paragraphs describe the five general managerial grid classifications. Paragraph A, for example, represents the 1/1 or the "do nothing" manager. If you assigned a 1 to this paragraph, the "do nothing" style of management is mot typical of you. If you assigned a 5 to this paragraph, the "do nothing" style is your least typical method.

Paragraph B represents the 1/9 or "country club," paragraph C represents the 9/1 or "authoritarian," paragraph D represents the 5/5 or "compromiser," and paragraph E represents the 9/9 or "team" manager.

56

High

(Country Club) 1.9 Management

Thoughtful attention to needs of people for satisfying relationships leads to a comfortable, friendly organization atmosphere and work tempo

(Team) 9.9 Management

Work accomplishment is from jrommitted people; interdependence through a cotimon stake in organization purpose leads to relationships of trust and respect

\

a. o 4)

a.

a u

(Compromiser) 5.5 Management

Adequate organization performance is possible through balancing the necessity to get out work while maintaining morale of people at a satisfactory level

(Oo-Mothing) 1.1 Management

Exertion of minimum effort to get required work done is appropriate to sustain organization membership

Low 1

(Authoritarian) 9.1 Management

Efficiency in operations results from arranging conditions of work in such a way that human elements Interfere to a minimum degree

Low

- n j — 1 g -

Concern for production

9

High

57

TIME MANAGEMENT

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

Activities

Paperwork

Telephone

Conducting Meetings

Attending Meetings

Program Planning

Crises

Coffee/ refreshment breaks

Classroom Teaching

Correspondence (memos, letters. etc.)

Delegating work

Supervising/ observing others

Number of hours

12. Gaining knowledge job skills

13, Other

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TOP 15 TIMEWASTERS

1. Drop-In Visitors

2. Meetings (both scheduled and unscheduled)

3. Cr i ses

4. Lack of Objec t ives , P r i o r i t i e s , and Deadlines

5. Telephone I n t e r r u p t i o n s

6. C l u t t e r e d Desk and Personal Disorganization

7. I n e f f e c t i v e Delegation and Involvement in Routine and D e t a i l

8. Attempting Too Much a t Once and Unrea l i s t i c Time Es t imates

9. Lack of, or Unclear Communication and Ins t ruc t ions

10. Inadequa te , Inaccura te and Delayed Information

11. I ndec i s ion and P roc ras t ina t ion

12. Confused Respons ib i l i ty and Authority

13. I n a b i l i t y to Say "NO"

14. Leaving Tasks Unfinished

15. Lack of Se l f -D i sc ip l i ne

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*• TRANSPARENCY **

Avoiding Barriers to Effective Time Usage

Drop-in Visitors 1. schedule a "quiet hour" 2. secretary screen callers 3. appointments only 4. body language, assertiveness training books

Meeting 1. substitute memos or telephone messages for meetings 2. start/stop on time, and use an agenda 3. send a staff member in your place

Telephone Calls 1. have your secretary take "call back" messages 2. set aside time for regular callers

Excessive Paperwork 1. have secretary screen and prioritize your mail 2. only handle a piece of paper once 3. purge your files annually

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** Handou t * •

Avoiding B a r r i e r s t o Effect ive Time Usage

L e t ' s look a t some ways t h a t might be used to solve these problems

Drop-in V i s i t o r s •Suggest ion;

•Suggestion:

•Suggestion;

Schedule a "quiet hour" of uninterrupted work time each day to focus your energies on a major task.

Have your secretary screen callers. Have the secre­tary's desk located so that visitors must first check with him or her on your availability.

Except in emergencies handle all visitors on an appointment basis through your secretary.

•Suggestion: Review suggestions in body language books and asser­tiveness training books on how to handle visitors.

Meetings •Suggestion:

^Suggestion:

•Suggestion;

Never hold a meeting if you can achieve the same objective through a memo, a telephone message, or some other communica-tion device.

Start meetings on time, have a printed agenda, and stop meeting on time. Schedule meetings to end at a natural interval such as lunch or end of the day.

If the meeting does not require your presence, send another staff member who is familiar with the project or topic to be discussed. It can provide useful ex­perience for the other person.

Telephone Calls •Suggestion:

•Suggestion:

Have your secretary take a "call back" message. It should contain (a) who called, (b) what they called about, (c) a return telephone number, (d) a sug­gested time for you to return the call.

Ask regular callers to make their calls at certain times of the day. You may find that late in the business day is a good time because it allows you to gather any information needed. Also, putting all calls together saves starting and stopping time.

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Excessive Paperwork •Suggestion: Have your secretary open and screen the mail,

allowing him/her to handle some of it independently and route some of it to other people.

•Suggestion: Try not to handle a piece of paper more than once. Write on it, file it, send it on or whatever; just don't put it down to pick it up again later, or shuffle later.

•Suggestion: Purge your files at least annually: It is estimated that you can throw away at least 80% of what you file—it will never be used again.

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• • TRANSPARENCY **

Avoiding B a r r i e r s t o E f f e c t i v e Time Usage

Drop- in V i s i t o r s 1. schedule a "quiet hour" 2. secretary screen cal lers 3. appointments only 4. body language, assertiveness training books

Meeting 1. substitute memos or telephone messages for meetings 2. start/stop on time, and use an agenda 3. send a staff member in your place

Telephone Calls 1. have your secretary take "call back" messages 2. set aside time for regular callers

Excessive Paperwork 1. have secretary screen and prioritize your mail 2. only handle a piece of paper once 3. purge your files annually

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** HANDOUT **

Head Start Simulation

BACKGROUND

LOCAL Head Start program (serving 200 children) has contracted for the past three years with Health Systems, Inc. for medical services at a reduced rate. Consequently, Health Systems, Inc. has gone bankrupt and LOCAL Head Start has explored alterna­tives for securing medical services. After a review of all possible alternatives, the best alternative calls for an addi­tional $500 for medical services. The program's Community Representative has suggested the program transfer funds (i.e., $500) from the parent Involvement category to medical services. The P.C. has designated the P.C. chairperson to work with pro­gram staff on the necessary changes.

Fund Parent Involvement

1. Travel/Per Diem to Region VI $120 Head Start Conference Travel @ $100 = 100 Per Diem @ $40/day x 3 days = 120

2. Field trip to MHMR Center 1^° Travel for 20 parents @ 2.00 ea = 40 Lunch for 20 parents (§ 5.00 ea = 100

3 . Handbooks f o r P o l i c y Counc i l -^^^ 30 books § 10 ea = 300

144 4. Babysitting cost for P.C. Meetings

6 meetings x 2 people x 3 hrs x 4.00 = 144 120

5. Re f re shmen t s f o r P . C . Meet ings 6 m e e t i n g s @ 20 ea = 120

86 6. Workshop on "Child Development

Consultant fee $50 Refreshments $36

TOTAL 5^°°

TASK AS the Head Start Director, Parent Involvement coordinator. Policy Council Chairperson, and Health coordinator you are meeting to discuss the necessary changes and device the best possible solution(s).

APPENDIX C: DEMOGRAPHIC QUESTIONNAIRE

THE UNIVERSITY

CONSORTIUM FOR HEAD START T/TA IN TEXAS TEXAS HEAD START DIRECTORS INVENTORY

The f o l l o w i n g i n f o r m a t i o n i s r e q u e s t e d fo r t he purpose of p r o v i d i n g more e f f e c t i v e t r a i n i n g and t e c h n i c a l a s s i s t a n c e t o Head S t a r t D i r e c ­t o r s i n t h e S t a t e of Texas . Th i s i n fo rma t ion w i l l a l low us t h e oppor­t u n i t y t o g e t t o know you b e t t e r and p l a n our d e l i v e r y system. A l l i n f o r m a t i o n i s r e g a r d e d as c o n f i d e n t i a l , and w i l l no t be used o r r e p o r t e d i n any way t o d i v u l g e i n d i v i d u a l i d e n t i t i e s .

D i r e c t i o n s : F i l l i n t h e b l a n k s comple t e ly .

Date /

mo. y r .

1 . Name

L a s t F i r s t

2 . C i t y

3 . Phone ( )

4 . Sex : Male Female

5 . Age

6. M a r i t a l S t a t u s : Marr ied S i n g l e S e p a r a t e d / D i v o r c e d Wi dowe d

7. Race: Anglo American Asian American Black American Spanish American_ Other specify_

8. Languages spoken are

DHHS CONTRACT NO. 160-8000025

64

65

9. Educa t ion /p rofess iona l t r a i n i n g . (Check l a t e s t degree earned) High School B.A. or B.S. Major

Minor_ M.S. , M.A., M.S.W., or M.Ed. Major

Minor Ph.D., Ed.D. Major"

Minor

10. Have you participated in seminars, workshops, conferences and/or college courses directed toward management techniques?

yes no

11. I f the answer t o the above question was yes , approximately how many t o t a l hours have you been involved in seminars, workshops, conferences and/or col lege courses d i rected toward management techniques wi th in the l a s t five years?

12. P lease l i s t the types of t r a in ing you have received within the p a s t f ive y e a r s .

13. Current p o s i t i o n / t i t l e in Head Start_

14. Date of employment in above position_ mo. yr .

15. Other previous p o s i t i o n s held in Head S t a r t

16. Tota l l ength of time employed with Head S t a r t /

y r s . mos.

17. Program Locat ion: Metro (pop. 100,000+) ^Urban c i t y (pop. 20,000-f) ^Small c i t y (pop. 6,000-20,000) ^Rural (pop. l e ss than 6,000)

18. Tota l enrol lment in program_

19. Number of s t a f f you supervise_

66

20. Previous employment p r i o r to Head S t a r t , including par t - t ime work, ( l a t e s t Job F i r s t ) Job T i t l e or Pos i t i on Dates of Employment

/ to / mo. yr . mo. yr .

21. Regional Training Office Service Area; North (TTU) Central (TSU) _South (PAU) "west (TTU)

22. The following items are utilized in the management of Head Start program. Please read each item and CIRCLE your beliefs regarding the importance of each item to management. A "one" indicates low importance while a "five" represents very important.

1 2 3 4 5 A. Management of time

1 2 3 4 5 B. How to delegate au-thority and responsibility

" to others

1 2 3 4 5 C. How to maintain a schedule or system of management

1 2 3 4 5 D. How to develop a financial management plan

1 2 3 4 5 E. How to improve written communications (letters,

memos, etc.)

1 2 3 4 5 F. How to develop a documentation system

1 2 3 4 5 G. Proper techniques in hiring and interviewing an

employee

1 2 3 4 5 H. Learning about federal regulation

I. Employee counseling and performance appraisal

J. HOW to establish good Public Relations

K. HOW to identify and improve your management style

L. Management to avoid or reduce employee stress

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5 M. Other:_

67

23. Of those 12 items listed above, what three (3) do you consider of most importance in managing a Head Start program?

24. What three do you consider to be the greatest training need

for you?

25. What has been the most difficult management task for you as a

Head Start director?

APPENDIX D : DIRECTIONS FOR QUESTIONNAIRE

INSTRUCTIONS FOR COMPLETING THE FOLLOWING SECTION OF THE DIRECTORS INVENTORY

STYLES OF MANAGEMENT INVENTORY

P l e a s e r e a d c a r e f u l l y : The purpose of t h e fo l lowing i n v e n t o r y of 60 I t e m s i s t o g a m i n f o r m a t i o n about t h e way in which i n d i v i d u a l s manage—or would manage i f g iven t h e oppor tun i ty—unde r a v a r i e t y of c o n d i t i o n s and i n a v a r i e t y of s i t u a t i o n s . An a t t empt has been made t o cove r a wide r a n g e of management s i t u a t i o n s i n o r d e r t o p r o v i d e you w i t h m e a n i n g f u l i n f o r m a t i o n about y o u r s e l f as a manager.

THE INVENTORY FORMAT

Twelve t y p i c a l management s i t u a t i o n s have been inc luded i n t h i s s u r v e y . Under e a c h s i t u a t i o n , f i v e a l t e r n a t i v e ways of hand l ing t h e s i t u a t i o n a r e l i s t e d .

Each a l t e r n a t i v e i s s l i g h t l y d i f f e r e n t from t h e o t h e r four . Thus, r e a d a l l f i v e a l t e r n a t i v e s b e f o r e answering so t h a t you can s e l e c t t h e a l t e r n a t i v e s mos t and l e a s t c h a r a c t e r i s t i c of you.

There i s no r i g h t o r wrong way t o manage, t h e r e f o r e , t he b e s t r e s p o n s e t o e a c h i t e m i s your own p e r s o n a l p r a c t i c e . Answer h o n e s t l y , s i n c e o n l y r e a l i s t i c answers w i l l p r o v i d e you wi th any u se fu l in forma­t i o n a b o u t y o u r s e l f .

I n s t r u c t i o n s : From each f i v e a l t e r n a t i v e s , s e l e c t t h e one which i s most c h a r a c t e r i s t i c of you and p l a c e t h e l e t t e r d e s i g n a t e of t h a t i t em a t t h e p o i n t on t h e s c a l e which r e f l e c t s t h e degree of " c h a r a c t e r i s t i c -n e s s " t h a t i t e m i s f o r you. Then s e l e c t t h e a l t e r n a t i v e which i s l e a s t c h a r a c t e r i s t i c of you and p l a c e i t s l e t t e r on t h e a p p r o p r i a t e p o i n t on t he s c a l e . Once you have found t h e most and l e a s t c h a r a c t e r i s t i c a l t e r ­n a t i v e s , e n t e r t h e l e t t e r s of t h e remain ing a l t e r n a t i v e s w i t h i n t h i s range a c c o r d i n g t o how c h a r a c t e r i s t i c each a l t e r n a t i v e i s . For example, you might answer a s fo l l ow fo r a s e t of f i v e a l t e r n a t i v e s :

Comple te ly C h a r a c t e r i s t i c : a . : : : : b . : c . : : d. : : e . :

10 9 8 7 6 5 4 3 2 1

Completely Uncharacteristic

68

APPENDIX E: WORKSHOP EVALUATION FORM

PRESENTER: PARTICIPANT POSITION: SESSION : . DATE:

WORKSHOP EVALUATION

1. How well was the workshop organized? Well organized not well organized

1 2 3 4 5

2. How well were the objectives of the workshop met? all were met none were met

1 2 3 4 5

3 How clearly were concepts and activities explained? very clearly not at all clear

1 2 3 4 5

4 Were there enough materials for everyone?

p len ty n° t ^^°^5^ , 1 2 3 4 5

5. Did the p r e s e n t e r s encourage ques tons /par t ic ipat ion? J discouraged enouraged "^ _

1 2 3 4 5

6 Did the p r e s e n t e r ( s ) seem prepared? ,-, ^ not prepared wel l prepared ^

1 2 3 4 5

7. Did the aud io -v i sua l s benef i t your understanding of the subject

p resen ted? ^^^ ^^ ^^^ very much 5

1 2 3 4

8. HOW he lp fu l was the information to you? ^^^ ^^ ^^^ ^^^^^^^ very he lp fu l 5

1 2 3 4

9. HOW comfortable to you fee l about using the information/ m a t e r i a l s presented? ^^^ ^^ ^^^ comfortable very comfortable . 5

1 2 3

10. o v e r a l l , how would you ra te the workshop? ^^^^ e x c e l l e n t , 4 5

69

70

11. What was -the most useful th ing you learned in t h i s workshop?

12. What did you l i k e l e a s t about t h i s workshop?

13. Addi t ional Comments:

APPENDIX F : RELIABILITY AND VALIDITY DATA

Our ins t ruments are designed to be used as personal feedback l ea rn ing a i d s . They are not to be construed as psychological " t e s t s " in the t r a d i t i o n a l sense and we strongly discourage t h e i r use as sc reen ing , s e l e c t i o n or promotion devices. At Teleometrics we favor a developmental approach—once i t has been determined where a person i s , s t eps can be taken t o help him or her develop further—rather than c u t t i n g off the process prematurely via a decision based on " t e s t " r e s u l t s .

Commensurate with o-ar b e l i e f t h a t t r a in ing aids should be as s tandard ized and ob jec t ive as pos s ib l e , we have developed each of our instrviments in s- tr ict accordance with accepted pr inc ip les of psychologica l t e s t cons t ruc t ion . Three e s s e n t i a l steps are followed. The f i r s t i s an item analys is in which, using a sample of about 100 s u b j e c t s , each item in the instrument i s correlated aga ins t i t s c r i t e r i o n s sco re , and no items are used tha t do not c o r r e l a t e s i g n i f i c a n t l y with t h i s c r i t e r i o n . Once the items are accep tab le , and appropr ia te r e l i a b i l i t y t e s t i s made, and i f the instrument meets our c r i t e r i o n of .60 or b e t t e r , i t i s subjected to e i t h e r a cons t ruc t or concurrent v a l i d i t y check. If r e su l t s i n d i c a t e t h a t both v a l i d i t y and r e l i a b i l i t y are acceptable for t r a i n i n g purposes , the instrument i s published.

Reproduced from Teleometrics I n t e r n a t i o n a l , I n c . , The Woodlands, Texas, 1979.

71

APPENDIX G: TRAINER'S QUALIFICATIONS

VITA DEBORRAH LYNN SMITH-WILLIS, Ed.D.

RT. 2 Box 105 Lubbock, Texas 79409

(806) 746-5515

Date of B i r t h : M a r i t a l S t a t u s : March 2 5 , 1952 Married

EDUCATION:

TEXAS TECH UNIVERSITY, LUbbock, Texas . Col lege of Educa t ion , Ed.D. i n E d u c a t i o n a l P s y c h o l o g y , Augus t , 1980. D i s s e r t a t i o n : A Cogni­t i v e M o d i f i c a t i o n Program for t h e Reduct ion of Tes t Anxie ty . J o n e s L e a d e r s h i p F e l l o w s h i p Award 1979-80.

UNIVERSITY OF BRITISH COLUMBIA, Vancouver, B . C . , Canada. Com­p l e t e d a l l c o u r s e s f o r t h e d o c t o r a t e i n School Psychology (1976-1 9 7 8 ) . T r a i n i n g i n c l u d e d c lass room cour se s and supe rv i sed p r a c t i c e i n a r e a s such a s d i a g n o s t i c s i n s p e c i a l e d u c a t i o n , trea1:ment and e d u c a t i o n of c h i l d r e n w i t h s p e c i a l p rob lems , c o n s u l t i n g i n an edu­c a t i o n a l s e t t i n g , s u p e r v i s i o n of g r a d u a t e and undergradua te s t u ­d e n t s and a p p l i c a t i o n s r e s e a r c h . Returned t o t h e U.S. be fo re c o m p l e t i n g t h e program when my husband accep ted a f a c u l t y p o s i t i o n a t Texas Tech U n i v e r s i t y .

WEST VIRGINIA COLLEGE OF GRADUATE STUDIES, I n s t i t u t e , W.Va. , Depa r t ­ment of C o u n s e l i n g and P s y c h o l o g i c a l S e r v i c e s , M.A.. 1974. T r a i n ­i n g emphas i s was i n agency c o u n s e l i n g and t h e r a p y . Behav io ra l methods were s t r e s s e d , a l t hough some t r a i n i n g was from an Alde r i an p e r s p e c t i v e .

UNIVERSITY OF CHARLESTON, C h a r l e s t o n , W. Va. , B.A. i n Psychology, 1973 .

EXPERIENCE:

SPECIAL PROJECTS DIVISION, Lubbock, Texas . August , 1980 t o p r e s e n t , Resea r ch A s s o c i a t e . C o o r d i n a t i n g programs for a mic roprocessor t o p r o v i d e government documenta t ion , i n v e n t o r y c o n t r o l , ma i l i ng l i s t s , r e p o r t w r i t i n g and word p r o c e s s i n g . S u p e r v i s i n g t h r e e d o c t o r a l l e v e l r e s e a r c h a s s i s t a n t s , one t e c h n i c a l w r i t i n g i n t e r n and one p a r t - t i m e d a t a p r o c e s s o r . Coord ina t ing s i x r e s e a r c h p r o j e c t s as w e l l a s p r o v i d i n g t r a i n i n g workshops on computer based l i t e r a t u r e

72

73

s e a r c h e s , m a i n s t r e a m i n g , e m o t i o n a l l y d i s t u r b e d c h i l d r e n , and a d a p t i n g t h e c u r r i c u l u m fo r handicapped c h i l d r e n .

LUBBOCK REGIONAL MENTAL HEALTH/MENTAL RETARDATION CENTER, Lubbock T e x a s . A p r i l t o Sep tember , 1979, D i r e c t o r of C o n s u l t a t i o n and E d u c a t i o n . D u t i e s i n c l u d e d w r i t i n g and producing audio v i s u a l p r e s e n t a t i o n s and d e v e l o p i n g i n f o r m a t i v e l i t e r a t u r e on Cente r p r o ­g r a m s , a s w e l l as c o o r d i n a t i n g p u b l i c r e l a t i o n a c t i v i t i e s . D i r e c t s e r v i c e r e s p o n s i b i l i t i e s i n c l u d e d c o n s u l t a t i o n wi th c e n t e r p s y c h o l ­o g i s t and c o i o n s e l o r s , c o n d u c t i n g p s y c h o l o g i c a l e v a l u a t i o n s and l e a d i n g t h e r a p y g roups a t S t . Mary 's H o s p i t a l .

LANGLEY SCHOOL DISTRICT, Lang ley , B r i t i s h Columbia. A p r i l t o J u l y , 1978 , S c h o o l P s y c h o l o g i s t . School p s y c h o l o g i s t i n a r u r a l s choo l d i s t r i c t . Major r e s p o n s i b i l i t i e s i nvo lved assessment and e v a l u a ­t i o n o f e l e m e n t a r y s t u d e n t s i n c l a s s e s fo r e d u c a t i o n a l l y h a n d i ­capped t o d e t e r m i n e a p p r o p r i a t e p l a c e m e n t s . Chi ldren i n a s p e c i a l s c h o o l f o r t h e t r a i n a b l e m e n t a l l y r e t a r d e d were a l s o e v a l u a t e d . Al though a s s e s s m e n t was an immediate and pr imary need i n t h e sys tem, e x t e n s i v e work was a l s o done i n t h e a r e a s of p a r e n t - c h i l d c o u n s e l i n g , deve lopment and i i i5) lementat ion of e d u c a t i o n a l p l a n s , i n - s e r v i c e w o r k s h o p s , and p a r e n t e d u c a t i o n .

NON-MEDICAL USE OF DRUGS DIRECTORATE, May t o September, 1977. Grant f o r $ 8 , 0 0 0 . 0 0 t o f o r m u l a t e p r e v e n t i v e t r e a t m e n t packages t o be used by min ing companies w i t h t h e i r employees i n n o r t h e r n B r i t i s h Columbia . Manuals and aud io v i s u a l p r e s e n t a t i o n s were developed t o d e a l wi-th t h e p rob lems of a l c o h o l / d r u g a b u s e , c h i l d r e a r i n g d i f f i ­c u l t i e s and d e p r e s s i o n .

HOWE SOUND SCHOOL DISTRICT, Squamish, B r i t i s h , Columbia. September, 1976 t o May, 1977. School psychology c o n s u l t a n t i n a school d i s ­t r i c t w i t h f i v e e l e m e n t a r y s c h o o l s and four secondary programs. D u t i e s i n v o l v e d a s s e s s m e n t of r e f e r r e d s t u d e n t s ; c o n s u l t a t i o n and t r a i n i n g f o r t e a c h e r s , c o u n s e l o r s and p r i n c i p a l s ; p a r e n t and s t u d e n t c o u n s e l i n g ; l i a i s o n w i t h community p r o f e s s i o n a l s ( phys i c i ans and s o c i a l w o r k e r s ) ; and a s s i s t i n g s t u d e n t s i n o b t a i n i n g a p p r o p r i a t e e d u c a t i o n a l and v o c a t i o n a l p l a c e m e n t s .

WEST VIRGINIA DEPARTMENT OF MENTAL HEALTH, September, 1975 t o Augus t , 1976. D i r e c t o r of t h e R e g i s t r y of C h i l d r e n ' s S e r v i c e s and E d u c a t i o n a l C o n s u l t a n t . As d i r e c t o r of t h e R e g i s t r y , r e s p o n s i b i l ­i t i e s i n c l u d e d t h e c o o r d i n a t i o n of knowledge of s e r v i c e s p rov ided t o c h i l d r e n w i t h s p e c i a l needs and compi l ing and upda t ing t h e d i r e c t o r y c o n t a i n i n g t h i s i n f o r m a t i o n . As e d u c a t i o n a l c o n s u l t a n t , d u t i e s i n c l u d e d p r o v i d i n g t r a i n i n g and s t a f f development s e r v i c e s t o community m e n t a l h e a l t h c e n t e r i n West V i r g i n i a as w e l l as s t a t e h o s p i t a l s and a l c o h o l / d r u g abuse c e n t e r s . S o c i a l s k i l l s and human r e l a t i o n s h i p s t r a i n i n g were p rov ided t o c l i e n t s as w e l l as

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s t a f f . R e g u l a r a c t i v i t i e s i n c l u d e d t h e o f f e r i n g of r e g i o n a l and s t a t e - w i d e workshops on s p e c i f i c t r e a t m e n t approaches , c o n s u l t a ­t i o n t o c e n t e r s p l a n n i n g t h e development of new programs and c o o r d i n a t i o n of m e n t a l h e a l t h i n - s e r v i c e t r a i n i n g r e s o u r c e s .

WEST VIRGINIA DEPARTMENT OF MENTAL HEALTH, September, 1973 t o S e p t e m b e r , 1975 . Developed a b e h a v i o r a l r e s i d e n t i a l t r e a t m e n t p rogram f o r e m o t i o n a l l y d i s t u r b e d c h i l d r e n from the l o c a l school d i s t r i c t . D u t i e s i n c l u d e d p a r t i a l r e s p o n s i b i l i t y f o r s u p e r v i s i o n of t h e p r o g r a m , communi ty-school l i a i s o n , counse l ing wi th p a r e n t s and c h i l d r e n as w e l l as p a r t i c i p a t i o n i n t h e d a i l y t a s k s invo lved i n m a i n t a i n i n g t h e program. C o n t r a c t s were made wi th s o c i a l w o r k e r s and v a r i o u s a g e n c i e s i nvo lved i n h e l p i n g t h e c h i l d r e n . E d u c a t i o n a l p l a n s were fo rmula ted and c a r r i e d out a t t h e f a c i l i t y t o i n s u r e t h a t t h e c h i l d r e n would be ab l e t o be mainstreamed once back i n t h e r e g u l a r s c h o o l sys tem.

TEACHING EXPERIENCE:

TEXAS TECH UNIVERSITY, Co l l ege of E d u c a t i o n , Lubbock, Texas. S e p t e m b e r , 1980 t o p r e s e n t . I n s t r u c t o r , t e a c h i n g one g radua te course i n t h e e d u c a t i o n and t r e a t m e n t of emo t iona l l y d i s t u r b e d c h i l d r e n .

TEXAS TECH UNIVERSITY, Col lege of E d u c a t i o n , S p r i n g , 1980. Taught a s e r i e s of s e m i n a r s f o r f a c u l t y and g r adua t e s t u d e n t s on t he use of s m a l l compute r s i n an e d u c a t i o n a l and a d m i n i s t r a t i v e e n v i r o n ­ment . T o p i c s i n c l u d e d d a t a p r o c e s s i n g , d a t a banks and t h e i r u s e , word p r o c e s s i n g and s t a t i s t i c a l a n a l y s i s .

TEXAS TECH UNIVERSITY, Research and T r a i n i n g Center in Mental R e t a r d a t i o n , Sep t ember , 1978 t o A p r i l , 1979, Research A s s i s t a n t . Developed a p rogram f o r t e a c h i n g job i n t e r v i e w s k i l l s t o r e s i d e n t s of t h e Lubbock S t a t e S c h o o l . This i n v o l v e d developing a l i a i s o n w i t h t h e s t a f f , w r i t i n g s c r i p t s fo r modeling sequences and produc ing v i d e o s e r i e s .

UNIVERSITY OF BRITISH COLUMBIA, Department of Educa t i ona l Psycho l ­ogy , S e p t e m b e r , 1977 t o A p r i l , 1978. Teaching A s s i s t a n t . Respon­s i b i l i t i e s i n c l u d e d t r a i n i n g f a c u l t y and g radua te s t u d e n t s i n t h e use of ERIC and P s y c h o l o g i c a l A b s t r a c t s computer d a t a b a s e s . Taught workshops on computer a s s i s t e d l i t e r a t u r e s e a r c h e s , a s s i s t e d f a c u l t y and s t u d e n t s i n deve lop ing s e a r c h s t r a t e g i e s , and se rved as a c o n s u l t a n t t o s t a f f who were p r e p a r i n g r e s e a r c h p r o p o s a l s and g r a n t a p p l i c a t i o n s .

PRATICA:

UNIVERSITY OF BRITISH COLUMBIA, September, 1977 t o May, 1978. P r a c -t i c u m i n e x c e p t i o n a l c h i l d psychology a t t he B r i t i s h Columbia

75

I n s t i t u t e of Menta l R e t a r d a t i o n . T r a i n i n g in t h e assessment of e x c e p t i o n a l c h i l d r e n and t h e development of b e h a v i o r a l e d u c a t i o n a l p rog rams f o r y o u n g s t e r s who were deve lopmenta l ly de layed o r who had s e v e r e b e h a v i o r p r o b l e m s .

WEST VIRGINIA COLLEGE OF GRADUATE STUDIES, January t o August , 1976 D u t i e s i n c l u d e d t e a c h i n g g r a d u a t e - l e v e l school psychology c o u r s e s , p r e p a r a t i o n of g r a n t p r o p o s a l s and p a r t i c i p a t i o n i n r e s e a r c h p r o j e c t s .

WEST VIRGINIA C01A£GE OF GRADUATE STUDIES, September, 1975 t o May, 1976.^ P r a c t i c u m i n s c h o o l psycho logy . T r a i n i n g i n t h e assessment of c h i l d r e n w i t h l e a r n i n g and b e h a v i o r p rob lems , s u p e r v i s e d e x p e r i ­ence i n c l a s s r o o m o b s e r v a t i o n and c o n s u l t a t i o n work wi th bo th p a r e n t s and t e a c h e r s . E d u c a t i o n a l programs were p lanned for c h i l d r e n w i t h d i s r u p t i v e b e h a v i o r s .

WEST VIRGINIA STATE COLLEGE, Department of Psychology, January t o J u n e , 1975 . P r imary r e s p o n s i b i l i t i e s i n c l u d e d t e a c h i n g courses i n g e n e r a l and e x p e r i m e n t a l psychology and t u t o r i n g c o l l e g e s t u d e n t s i n e l e m e n t a r y s t a t i s t i c s . Research a c t i v i t i e s i n c l u d e d a s tudy on p o l y - d r u g u s e among c o l l e g e s t u d e n t s . Dut ies of t r a i n i n g co imse l -i n g p r a c t i c u m s t u d e n t s i n t e c h n i q u e s such as behav io r m o d i f i c a t i o n , r e a l i t y t h e r a p y , a s s e r t i v e n e s s s k i l l s and G e s t a l t were a l s o com­p l e t e d d u r i n g t h i s p e r i o d .

WEST VIRGINIA COLLEGE OF GRADUATE STUDIES, August , 1974 t o May, 1975. T r a i n i n g a t t h e B e h a v i o r a l Medicine Uni t of Char les ton Area Medical C e n t e r . Working a s s o c i a t e s were s t a f f p s y c h i a t r i s t s , p s y c h o l o g i s t s , n u r s e s , s o c i a l w o r k e r s , and p h y s i c i a n s on a u n i t for p a t i e n t s who were c l a s s i f i e d on a continuum of n e u r o t i c t o p s y c h o t i c . Also on t h e u n i t was a s p e c i a l s e c t i o n fo r young subs tance a b u s e r s . Dut ies i n c l u d e d g roup and i n d i v i d u a l t h e r a p y , i n - t a k e i n t e r v i e w s and t h e deve lopmen t of t r e a t m e n t p l a n s i n conjxmction wi th o t h e r s t a f f members. A d d i t i o n a l r e s p o n s i b i l i t i e s i n c l u d e d counse l ing out p a t i e n t and day p a t i e n t groups as a p a r t of a gene ra l fo l low-up of c l i e n t s a f t e r t h e i r r e l e a s e from t h e h o s p i t a l .

BOOKS:

W i l l i s , J . , & S m i t h , D. Peanut B u t t e r and J e l l y Guide t o Computers. P o r t l a n d : D i l i t h i i i m P r e s s , 1978.

PUBLICATIONS;

R i l e y , M. T. , S m i t h - W i l l i s , D. , & Smith, D. " M a t e r i a l s Lending L i b r a r y f o r Head S t a r t . " In P r e s s , Academic Therapy.

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Smead, V. S . , S m i t h - W i l l i s , D. , & Smead, R. " C l i e n t s i n a Mental H e a l t h C l i n i c : What do we do w i t h them?" Submit ted t o Community Menta l H e a l t h J o u r n a l .

W i l l i s , J . , G u e l d e n p f e n n i n g , Y. , & Smithy, D. "Use of o p e r a n t - t o -o p e r a n t d a t a i n t h e a p p l i e d a n a l y s i s of academic b e h a v i o r . " P e r c e p t u a l and Motor S k i l l s , 1977, 259-262.

W i l l i s , J . , S m i t h y , D. , & H o l l i d a y , S. "An Analys i s of t h e Devereux f a c t o r s t r u c t u r e . " J o u r n a l of Abnormal Psychology, 7 ( 3 ) , 1979.

CONVENTION PRESENTATIONS:

W i l l i s & Smi thy . " I n t r o d u c t i o n t o M i c r o p r o c e s s o r s , " Midwest A s s o c i a t i o n of t h e Behav io r A n a l y s i s t s , Chicago, 1978.

APPENDIX H: MANAGERIAL GRID INSTRUMENT

INSTRUCTIONS FOR COMPLETING THE FOLLOWING SECTION OF THE DIRECTORS INVENTORY

STYLES OF MANAGEMENT INVENTORY

P l e a s e Read C a r e f u l l y : The purpose of t he fo l lowing i n v e n t o r y of 60 i t e m s i s t o g a i n i n f o r m a t i o n about t h e way i n which i n d i v i d u a l s manage—or would manage i f g iven t h e oppor tun i ty—unde r a v a r i e t y of c o n d i t i o n s and i n a v a r i e t y of s i t u a t i o n s . An a t t empt has been made t o c o v e r a wide r ange of management s i t u a t i o n s i n o r d e r t o p rov ide you w i t h mean ing fu l i n f o r m a t i o n about y o u r s e l f as a manager.

THE INVENTORY FORMAT

Twelve t y p i c a l management s i t u a t i o n s have been inc luded i n t h i s s u r v e y . Under each s i t u a t i o n , f i v e a l t e r n a t i v e ways of hand l ing t h e s i t u a t i o n a r e l i s t e d .

Each a l t e r n a t i v e i s s l i g h t l y d i f f e r e n t from the o t h e r fou r . Thus, r e a d a l l f i v e a l t e r n a t i v e s b e f o r e answer ing so t h a t you can s e l e c t t h e a l t e r n a t i v e s most and l e a s t c h a r a c t e r i s t i c of you.

There i s no r i g h t o r wrong way t o manage, t h e r e f o r e , t h e b e s t r e s p o n s e t o e a c h i t e m i s your own p e r s o n a l p r a c t i c e . Answer h o n e s t l y , s i n c e o n l y r e a l i s t i c answers w i l l p r o v i d e you w i t h any use fu l informa­t i o n a b o u t y o u r s e l f .

I n s t r u c t i o n s : From each f i v e a l t e r n a t i v e s , s e l e c t t h e one which i s most c h a r a c t e r i s t i c of you and p l a c e t h e l e t t e r d e s i g n a t e of t h a t i t e m a t t h e p o i n t on t h e s c a l e which r e f l e c t s t h e degree of " c h a r a c t e r i s t i c -n e s s " t h a t i t e m i s f o r you. Then, s e l e c t t h e a l t e r n a t i v e which i s l e a s t c h a r a c t e r i s t i c of you and p l a c e i t s l e t t e r on t h e a p p r o p r i a t e p o i n t on t h e s c a l e . Once you have found t h e most and l e a s t c h a r a c t e r i s t i c a l t e r ­n a t i v e s , e n t e r t h e l e t t e r s of t h e remain ing a l t e r n a t i v e s w i t h i n t h i s range a c c o r d i n g t o how c h a r a c t e r i s t i c each a l t e r n a t i v e i s . For example, you migh t answer a s f o l l o w s f o r a s e t of f i v e a l t e r n a t i v e s .

Completely

C h a r a c t e r i s t i c : a . : : : : b . : c . : : d. :• : e . : Uncharac-; 5 T H S 4 T 2 1 t e r i s t i c

Comple te ly ; t i c :

' l O

77

78

I. CONCERNING .A. PHILOSOPHY OF MANAGEMENT: Tl,e opinions, attitudes and assumptions people make regarding: the accomplishment of woik through othei-s may be considered to reflect a jeneral managerial philosophy. In tui-n. an individual's philosophy is often an index of the wav he manages and. consequently, of his managerial success. Below are listed some areas of philosonhic concern to managers. ' '"""i"'"-

A. Most managers recognize the fact that a variety of goals or needs—both individual and organi-zationai—uperate in the average work situation. In general, how do you view the relative im­portance of these needs t

V I feel that I can best insure a smooth i-unning organization by first attending to the needs of my subordinates and providing the conditions for high morale.

b. I feel that, while the needs of both suboi-dinates and the organization or agency are im­portant considerations, in the final analysis the needs of the organization should prevail.

c I feel that the needs of the organization come first and that subordinates are obligated to sacrifice their personal goals, when necessary, in order to maintain a high quality of performance.

i I feel that the needs of both subordinates and the organization are equally important in determining the quality of organizational performance and that neither can be sacrificed if optimal results are to be obtained.

e. I fetl that the tasks of the organization or agency are dictated primarily by organization­al policy and that the individual employee—regardless of rank or needs—can do little to alter it signiAeantly.

C«nipl«Hly ai*f»e»«f««e : ; = : ; : ; : ! : ; Compl«<.lY Unel>«f«t.rii«e 10 5 I 7 t s 4 j i i

B. The manager's job is to accomplish work through people. 'What relationship between supervisors and subordinates do you feel to be the most eJTeclive for accomplishing this?

a. I feel that the best relationship is one in which the supervisor plans and directs the work of his subordinates and the subordinates implement these plans and directions in a rea­sonable period of time.

b. I feel that the best relationship is one in which the supervisor and the subordinate work together as a team in meeting performance goals and individual needs for job satisfaction.

c. I fed that the best relationship is one characterized by autonomy in the work situation and minimal contact between supei-visors and subordinates.

d- I feel the best relationship is one in which both the supervisor and the subordinates are willing to "give a little and take a little" when necessary to get the job done.

•• I feel that the best relationship is one in which the supervisor ultimately places emphasis on the morale and well-being of his sut>ordinates rather than on the requirements of the job.

CompUl ly ai«'.c»»rii«ie • • ! ; ; : ! : = = = • C<'"P'«*''Y UnehwKtwirtie 10 t I 7 t S « ] 2 I

C Evaluation of departmental effectiveness is the manager's way of determining how well his total department has achieved its goals and of isolating areas for improvement. The way in which evaJoation is handled often affects both planning and implementation functions for attain­ing future objectives. How do you feel the evaluation function should be handled?

a I feel evaluation should be used to stimulate interest, develop high morale, and provide for individual growth within the organization or agency; and, therefore, I should en­courage suboi-dinates to make their own evaluations of the way in which the total depart­ment is functioning,

b. I feel that evaluations should be treated as a shared responsibility: and, therefore, my subordinates and I should meet together to critique, evaluate, and plan improvements in the functioning of our depaitmenL

c I feel that, on the basis of i-eports, comparisons with the perfoi-mance of o'']*'; «X''fvl?" partments and my knowledge of the various job i-equiroments, I ?l'°" f.J«7°"«i'> '"'": ate the toUl department's performance and detei-mine the areas in which improvements are needed,

d. I feel that in order to place the responsibility for evaluating departmental effectiveness If",; i mi" l^flHi used. I should pass on to my sul^rdinate, »"/.V^" ''":; „~JJ,"';"J and suggestions for improving the department made to me by V.I.P..S from our own and other organizations.

•• I feel that after consulting with my suboi-dinatM individually ' '"'""'^Jj;;''^^ *;;,;; ™„ evaluation of the department and then meet with them in oi-rier to encourage improvement in the areas I have decided require it.

ConphHiy Cl,««:t.m«, = = = : C«npl.t.lY Unel,.r«»*iriic

—n; : 1 j I s * J i >

79

n. CONCERNING PLANNING AND GOAL SETTING • The mainr ,yn,i. ,,-A «k,„.i tions are usually determined by Boards of Directo^! ir^tt^eq^af^nt ^t!',nZV,Vf^Z-sibility of planning the work necessary to achieve these larger objectives; and. in addition X s t often Identify sub-goals which facilitate the attaimnent of these long-range orga^iationi m i s Be-^'c'^n""** " examples of managerial activity related to the planning and golTsettteg

A. Most types of activity within an agency stem from the organizational goals. Once these goals have been idenUBed, plans and policies must be drafted which faciliute goal attainment. How do you, as a manager, handle the planning function in your organization?

a. Aiter consulting with my subordinates. I interpret the requirements of organizational policy and develop the final plan.

b. I plan, develop and interpret policy with the major objective in mind of keeping the morale of my subordinates high.

c My subordinates and I jointly plan, develop, and interpret policies in order to arrive at a common perception of the goals and ways of attaining them.

d. I plan and/or interpret the objectives of the organization for my subordinates so that they fully understand what I require of them.

e. I rely primarily on my superiors for plans and interpretations of organizational policies and pass them on to my subordinates as clearly as I can.

Completely Cli*r««t»riiti« : : ; : ; : ! ! ! : : CompleHlY Un«lMr«e*»nitk ~ i o 5 i 7 t 5 4 j i i

B. Many organizations recognize the existence of 9ut>-ga*ls—lueh u training, (or example—which underlie attainment of the overall organizational goals. As a manager, what do you feel should be the goal of training, !.e., personnel development, in your organization or agency?

a. I feel that the goals of training should be based on the needs of the organization for com­petent, hard working, and loyal employees.

b. I feel that the policies of personnel development should be guided primarily by the needs for growth and jo)>-satt>faction of individual employees in a given department

c. I fed that individual employees should be made aware of the goals of the organization and encouraged to get the kind of training they need.

d. I feel that the organizational need for a high quality of performance and the employees' needs for individual growth and development should be jointly considered in establishing the goals of i>ersonnel development.

e. I feel that personal development will take place automatically as a result of personal am­bition and experience and that no specific training program other than "The Depart-nent Manual" is required.

Completely Oierjetwirtie : : ; ; ! ; : ; : ! = CempletelY Uneli*r«<t»ri»«i« ~ i o 5 i 7 I s 3 5 2 i

C. Depending on the size of the organization, individuals at various levels in the management ranks may have the additional responsibility of planning budget requests for their departments. Fre­quently, how money is to be spent is a more important determinant of budget approval than the amount requested. Assuming you had the responsibility for drafting a budget request, how would you discharge this responsibility?

a. I would determine the amount of funds necessary to insure implemenUtion of my plans for the department for the coming year, draft the budget accordingly—i-egardless of past budgeting policies—and "hand carry" it to the budgeting authorities in order to personally answer any questions they might have.

b. I would compare last year's budget request with the budget actually granted and draw up this year's request in view of that, add any increases authorized by general policies, and then submit it through channels to the budgeting authorities.

c. In order to accurately reflect the budgeUry needs of those supervisors below me, I would contact each of them to determine their requirements and incorporate these into the nnai departmenul budget request, adding a small percentage for unforeseen incidentals,

d. I would have all of us whose activities are covered by 'he budget—including the budget­ing authorities when ijossible—meet together to first review our departmental goals and then to draft a oudget request based primarily on these goals.

e. I would draw uv a tenUtive request and test it with the various '"Pf^'^.l^ttinraJi" order to identify potential areas of compromise before meeting with the budgeting au thorities to draft the final request

Completely a,orect,nrt i . : = : : : = = ' ' = : C^npUely Unch«.et^.t i .

80

III, CONCERNING IMPLEMENTATION: Unique managerial skills are necessary for the successful translation of thoughts into action. The handling of the implementation phase frequently dete™in« an organizations capacity for reaching its objectives. Below are presented a few of the fun«oM which must be undertaken during the implemenUtion phase. ^unctions

A. Once the organizational objectives have been determined and planning for implementation ac­complished, the role of the manager as a director of activity may take any of a number of forms. How do you normally manage during the implementation phase?

a. A certain amount of flexibility characterizes my plans for implementation; and there­fore, my door is always open to those who would like for me to review or "give a read­ing" on suggested changes.

b. I approach implementation as but an extension of planning: and, therefore, the two functions are integrated and all of us involved continue to plan and implement concur­rently until the task is completed.

c I always try to be sensitive to the effects plans might hiive on my subordinates as well as on the work and 1 check periodically to make sure people are satisfied and are experi­encing enough lee-way under the plans.

d- OiKe I have cleariy passed on the plans for accomplishing the tasks at hand to my sub­ordinates and clearly fixed the responsibility, my part in implementation is completed and I make the personnel below me responsible for supervising the work.

e. I feel I have a responsibility for actively directing the work; and, therefore, during the implementation phase I continuously check the progress of the work and immediately take corrective actions where necessary.

CompUtelY CS«*«t«n«ti« : : : : : : : : : : : Complettly Unelwrietimtw l« 5 i 7 ! j 5 i 5 i

B. One of the first steps in implementing decisions arrived at during the planning phase is that of division of labor. At this point delegation of authority and assignment of responsibilities occurs. How do you handle this phase of implementation?

a. I assign responsibility and delegate authorit; to my subordinates on the basis of my as­sessment of their unique skills and abilities.

b. On the basis of my knowledge of my subordinates and the job requirements, I assign re­sponsibility and authority, making sure that everyone understands the rationale for my decisions.

c My subordinates and I determine together the authority necessary for each job so as to insure the atuinment of departmenul objectives as well as personal satisfaction for those who assume responsibilities.

d. I assign responsibility and delegate authority to personnel on the basis of seniority, job descriptions, and according to the chain of command when applicable.

e. I assign responsibility and authority for jobs in the agency to those subordinates who fed qualified and who have expressed interest and satisfaction in those jobs.

Cmpletely Cho,*«t.rirf« : = : : = ' = ! ': ;_L<=«'"f ' '«* ' ' l ' U"«^'"<*«"-««c —io 5 i 7 : « * i 2 i

C Although the hiring of personnel is functionally quite different from promoting ?•'»""«';'"*'. in an oilg«ization, the processes employed in each are quite similar. Therefore, how *ouUi you handle the hiring and promoting of personnel within your organization (disregarding any poli-dea set by your particular agency. e.g., civil service requirements, etc).

a. On the basis of the job-description and my personal knowledge of 'he position 1 wouW evaluate me qualifications of iJersonnel and recommend them tor the jobs for which they seem best suited.

b. I would rely primarily on procedures outlined by organizational policy, or on i-ecommenda-tions of those above me in filling position vacancies.

c. I would first test the reactions of those most concerned with the position and then, having evaluated their comments, make the final selection.

d. All of u. concern.! with a poeition would meet together ".««'•"" ,«"«'^»"'J^*i''',f;'th^ and interests in terms of the job requiremenu and then jointly select the person for tne job.

My primary concern when considering an individual for »J«»j.'«'» *?"jg,,^„t'''''" " wJuld^vide him with high job satisfaction and the opportunity for fulfillment

Completely Cli4r«ct«rtftic :

would provide him

. . ; Completely UneherKtimtie

8 1

rv. CONCERNLNG PERFORM.ANCE EVALUATION- Manao-pr, m,„„ . , .. ber of punxwes. Some evaluation, provide info mtionn^fss"rrfor?utu?p'!,f'°"' ^° ^^T' " "™-to allow a manager to appraise the skills of iiis suCdin^tes The wav in whinh ."IT ?-^^^? ' ' " * collected and the uses to which they are put m y varv from mana^^-^n L n , ^ evaluation data are uation situations are presented below. managet to manager. Some typical eval-

A. One method of controlling both the productivity of subordiniif>« ,„A m- „ r, , .,. • is performance evaluation. .Aside from departmenta forms howlo you evaluate^ "i*'' ""'"^ of your employees? '"" e '"*"* '"• performance

a. I periodically meet with my subordinates individually and evaluate their nerforman,. " n ^ X T n ' r e ^ " ^ ' ' ^ . ^ S ^ ^ e ^ - ^ weaknesses\nd 3pe..inVU''?L'e Tr'et^s^re?:

b. a need for improvement is indicated.

In perfoi-mance evaluatioiis I stress the good qualities of my suboi-dinates' work and ask for sureestions of ways in which job conditions can be improved.

" S i " V a ^ . ' " o ? ' 4 ; S d t a ' L . ' " ' ' = ' ' °'" "^ ='"""°"- ' '° - ' • ' ' - - " ^ - ' - ' e " e

d. Periodically I ineet with individual subordinates to infom them of my evaluation of their perfoiinance and encourage them to ask clarifying questions in order to lay the ground­work for improvement ui<: »iouilu

«• I meet with all of my subordinates and together we openly review each of our Derfoi-m-ances in working together to achieve both organizational and personal goals.

Cempletoly Chirecterittic : : : : ! : ; ; ; ; ; Complotoly Unehereeterirfic 10 t I 7 t S 4 3 2 I

B. While it is a rare occurrence for a subordinate's mistakes to be serious enough to affect a total organization, the manner in which mistakes are treated can significantly influence organizational health. How do you react when your subordinates make mistakes on the job?

a. On the basis of my knowledge of the facts I discipline those subordinates who make mis­takes; but in addition I try to show them how they can learn from their mistakes.

b. When mistakes are made, those of us involved try to learn from them by analyzing their causes and by developing procedures which are designed to prevent similar misUkes in the future.

c In dealing with mistakes which occur, the thought I keep uppermost in my mind is that the self-confidence and morale of the employee involved must not be damaged.

d. On the basis of a careful investigation of the facts surrounding the case, I decide what disciplinary action should be taken.

*• Because it is only natural for some mistakes to occur. I try to avoid emphasizing those which do happen unless they call the attention of my superiors to my department or agency.

Complotdy Qiorocttr i i tk : ; : ; Completely Unchereeteririie l« t I 7 t S 4 3 2 I

C. Strong negative feelings toward other personnel frequently interfere with a person's ability to worit with them effectively. How do you normally relate to persons with' whom you work when you experience such feelings toward them?

a. I lay it on the line and tell ijeople what I think about them and what it is they are doing that irritates me.

b. I try to overcome my feelings of hostility without letting others know I am upset and strive to become more tolerant of other people.

c- I prefer to avoid contacts with those individuals, if at all possible; but if this is impossi­ble. I keep the relationship on a "strictly business" level.

d. I openly express feelings in a non-judgmental manner in order to clear up peraonal griev­ances among those concerned so that they do not interfere with our work objectives.

e- I check with others to see if they share my feelings and if they do, then I tell the person how we feel.

Completely CSorecteristic : : ; : : ; ; : : ; : Completely Uneli«HC*erii«e