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Assessment 3: Becoming a Better Manager Assignment Sample

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Introduction: Becoming a Better Manager

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Part B

The consequence self-awareness has on management behavior.

Self-awareness refers to impartially observing and recognizing one's thoughts, sentiment, and behaviors and how they might impact others. In organization, self-awareness can majorly have an effect on an individual's performance and aptitude to lead and direct others efficiently. Self-aware managers can communicate more efficiently with their team members. According to Connelly et al. (2019), individuals possess the capability to adjust their communication style to meet the requirements of their team members, representative a high level of receptiveness. They are also more conscious of how their words and actions can impact others, which helps them converse more deferentially and compassionate way. Managers are better equipped to compose decisions that are related with their values and the values of their association. They are aware of their own biases and can take steps to evade making decisions based on individual preferences or assumptions. Self-aware managers are more emotionally intelligent, which means they can better recognize and standardize their own emotions and appreciate the emotions of others. This enables them to professionally oversee conflicts and set up a conducive work atmosphere. According to Crane et al. (2019), managers who possess self-awareness have the ability to establish more robust connections with their team member. They can listen vigorously, show empathy, and respond appropriately to the requirements of their team members. This helps to produce a culture of trust and high confidence within the team. Self-aware managers are continually seeking to improve themselves. They are open to feedback, willing to learn from their mistakes, and vigorously seek personal and professional growth opportunities. This state of mind can inspire their team members to do the same, leading to a culture of continuous improvement.

To me, self-awareness in organization means deeply bearing in mind my values, strengths, emotions, weaknesses, and behaviors and how they impact others in the place of work. Managers who own self-awareness have the capability to acknowledge their limits, biases, and areas of ignorance, and are accessible to receiving feedback and positive criticism as cited by Sattar and colleagues (2020). They appreciate their communication style and how it can have an effect on their team members. They can also regulate their own emotion and react professionally to the emotions of others. Self-aware managers continually seek to get better themselves and are open to criticism and learning opportunities. This mindset can motivate their team members to do the same, leading to a culture of incessant improvement. Self-aware managers are more emotionally intelligent, as they are able to differentiate and control their own emotions, as well as the feeling of others Bragazzi et al. (2020). This allows them to direct conflicts efficiently and create a positive and helpful work environment.

I believe that self-awareness is a critical skill for managers, as it can help them guide their teams successfully, make a positive work environment, and make improved decisions. By cultivating self-awareness, manager can get better their performance and the presentation of their team and organization.

Part C

The theoretical underpinnings and key principles of behavioral skill learning as a platform for ongoing skill development

Behavioral skill learning can serve up as a platform for ongoing skill growth in various areas, including conflict resolution, motivation, managing change, and effectual team building. Behavioral skill knowledge can be used to amplify motivation by using positive reinforcement. An example of managerial practice involves incentivizing workers who exhibit desired behaviors, such as achieve performance targets or display effectual teamwork, through rewards and recognition. The study conducted by Vigo and colleagues in 2020 suggest that imparting effectual communication and problem-solving skills to workers can be involved in the application of this knowledge to conflict resolution. By practicing these skills throughout role-playing exercises and receiving feedback, employees can develop the ability to resolve conflicts more successfully Behavioral skill knowledge can help workers to adapt to change by teaching them suppleness and flexibility. Through the operation of simulations and feedback mechanisms, employees can improve their proficiency in organization change and expand a greater sense of ease with it Brackett and colleagues (2019). Behavioral skill learning can be applied to team building by teaching workers to work collaboratively, communicate efficiently, and support each other. Through team-building movements and feedback, employees can expand a stronger sense of unity and become more effectual as a team.

By sticking to these principles, individuals have the capability to cultivate novel ability and improve pre-existing ones via constant skill modification Chevalier and colleagues (2020). This procedure involves identifying areas for improvement, setting clear goals, practicing regularly, receiving feedback, and adjusting one's approach as required. By focus on ongoing skill expansion, individuals can constantly improve their performance and achieve their full potential Glenn et al. (2019).

Repeated performance is one of the most effectual ways to get better my behavioral skill. I can develop greater ability and self-assurance over time by practicing the skill in various situations and contexts. Feedback is significant for improving behavioral skills. By receiving feedback from others, I can learn what they are doing well and what area they require to work on. This feedback can come from managers, peers, coaches, or even self-reflection. Reflecting on my presentation is a significant part of improving my behavioral skills. By connecting in introspection and recognize individual limitations, persons can develop an improved level of self-awareness and apply more effectual adjustments to their conduct. Rebele and Pierre (2019) conduct a study. Learning from others accomplished in a particular performance can also help improve my skills. By observing and modeling the behavior of others, I can learn new techniques and approach that they can be relevant to their practice. Many possessions are often obtainable to help persons get better their behavioral skills, such as online courses, books, workshops, and training programs. According to Lawson et al. (2019), active engagement with available resources can speed up the procedure of learning and improve one's skills at a faster pace. Improving my capability to perform behavioral skills requires a mixture of practice, feedback, reflection, knowledge from others, and seeking out possessions. I can build up greater proficiency and efficiency in their behaviors by applying these strategies constantly over time.

References

  • Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational psychologist, 54(3), 144-161.
  • Bragazzi, N. L., Dai, H., Damiani, G., Behzadifar, M., Martini, M., & Wu, J. (2020). How big data and artificial intelligence can help better manage the COVID-19 pandemic—international journal of environmental research and public health, 17(9), 3176.
  • Chevalier, M., Giang, C., Piatti, A., & Mondada, F. (2020). Fostering computational thinking through educational robotics: A model for creative computational problem-solving. International Journal of STEM Education, 7(1), 1-18.
  • Connelly, C. E., ?erne, M., Dysvik, A., & Škerlavaj, M. (2019). Understanding knowledge hiding in organizations. Journal of Organizational Behavior, 40(7), 779-782.
  • Crane, M. F., Searle, B. J., Kangas, M., & Nwiran, Y. (2019). How resilience is strengthened by exposure to stressors: The systematic self-reflection model of resilience strengthening. Anxiety, Stress, & Coping, 32(1), 1-17.
  • Glenn, C. R., Esposito, E. C., Porter, A. C., & Robinson, D. J. (2019). Evidence base update of psychosocial treatments for self-injurious thoughts and behaviors in youth. Journal of Clinical Child & Adolescent Psychology, 48(3), 357-392.
  • Lawson, G. M., McKenzie, M. E., Becker, K. D., Selby, L., & Hoover, S. A. (2019). The core components of evidence-based social-emotional learning programs. Prevention Science, 20, 457-467.
  • Rebele, J. E., & Pierre, E. K. S. (2019). A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge. Journal of Accounting Education, 48, 71-79.
  • Sattar, M. A., Toseef, M., & Sattar, M. F. (2020). Behavioral finance biases in investment decision making. International Journal of Accounting, Finance and Risk Management, 5(2), 69.
  • Vigo, D., Patten, S., Pajer, K., Krausz, M., Taylor, S., Rush, B., ... & Yatham, L. N. (2020). The mental health of communities during the COVID-19 pandemic. The Canadian Journal of Psychiatry, 65(10), 681-687.
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