{"id":53,"date":"2015-04-21T21:30:48","date_gmt":"2015-04-21T21:30:48","guid":{"rendered":"https:\/\/courses.candelalearning.com\/masterybusiness1xngcxmaster\/?post_type=chapter&#038;p=53"},"modified":"2015-10-05T21:28:46","modified_gmt":"2015-10-05T21:28:46","slug":"reading-managerial-skills","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/chapter\/reading-managerial-skills\/","title":{"raw":"Reading: Managerial Skills","rendered":"Reading: Managerial Skills"},"content":{"raw":"<h2>Managerial Skills<\/h2>\r\nTo be a successful manager, you'll have to master a number of skills. To get an entry-level position, you will have to be technically competent at the tasks you\u00a0are asked to perform. To advance, you'll need to develop strong interpersonal and conceptual skills. The relative importance of different skills varies from job to job and organization to organization, but to some extent, you'll need them all to forge a managerial career. Throughout your career, you'll also be expected to communicate ideas clearly, use your time efficiently, and reach sound decisions.\r\n<div>\r\n<h2>Technical Skills<\/h2>\r\nYou'll probably be hired for your first job based on your <span class=\"im_margin_term\">technical skills<\/span>\u2014the ones you need to perform specific tasks\u2014and you'll use them extensively during your early career. If your college major is accounting, you'll use what you've learned to prepare financial statements. If you have a marketing degree and you join an ad agency, you'll use what you know about promotion to prepare ad campaigns. Technical skills will come in handy when you move up to a first-line managerial job and oversee the task performance of subordinates. Technical skills, though developed through job training and work experience, are generally acquired during the course of your formal education.\r\n<h2>Interpersonal Skills<\/h2>\r\nAs you move up the corporate ladder, you'll find that you can't do everything yourself: you'll have to rely on other people to help you achieve the goals for which you're responsible. That's why <span class=\"im_margin_term\">interpersonal skills<\/span>\u2014the ability to get along with and motivate other people\u2014are critical for managers in midlevel positions. These managers play a pivotal role because they report to top-level managers while overseeing the activities of first-line managers. Thus, they need strong working relationships with individuals at all levels and in all areas. More than most other managers, they must use \"people skills\" to foster teamwork, build trust, manage conflict, and encourage improvement.<span class=\"im_footnote\">[footnote]Brian Perkins, \"<a href=\"http:\/\/whartonmagazine.com\/issues\/summer-2000\/reunion-2000\/\" target=\"_blank\">Defining Crisis Management<\/a>,\" Wharton Alumni Magazine, Summer 2000, accessed October 8, 2011.[\/footnote]<\/span>\r\n<h2>Conceptual Skills<\/h2>\r\nManagers at the top, who are responsible for deciding what's good for the organization from the broadest perspective, rely on <span class=\"im_margin_term\">conceptual skills<\/span>\u2014the ability to reason abstractly and analyze complex situations. Senior executives are often called on to \"think outside the box\"\u2014to arrive at creative solutions to complex, sometimes ambiguous problems. They need both strong analytical abilities and strong creative talents.\r\n<h2>Communication Skills<\/h2>\r\nEffective communication skills are crucial to just about everyone. At all levels of an organization, you'll often be judged on your ability to communicate, both orally and in writing. Whether you're talking informally or making a formal presentation, you must express yourself clearly and concisely. Talking too loudly, rambling, and using poor grammar reduce your ability to influence others, as does poor written communication. Confusing and error-riddled documents (including e-mails) don't do your message any good, and they will reflect poorly on you.<span class=\"im_footnote\">[footnote]Brian L. Davis et al., <em>Successful Manager's Handbook: Development Suggestions for Today's Managers,\u00a0<\/em>Minneapolis: Personnel Decisions Inc., 1992, p 189.[\/footnote]<\/span>\r\n<h2>Time-Management Skills<\/h2>\r\nManagers face multiple demands on their time, and their days are usually filled with interruptions. Ironically, some technologies that were supposed to save time, such as voicemail and e-mail, have actually increased workloads. Unless you develop certain <span class=\"im_margin_term\">time-management skills<\/span>, you risk reaching the end of the day feeling that you've worked a lot but accomplished little. What can managers do to ease the burden? Here are a few common-sense suggestions:\r\n<ul>\r\n\t<li>Prioritize tasks, focusing on the most important things first.<\/li>\r\n\t<li>Set aside a certain time each day to return phone calls and answer e-mail.<\/li>\r\n\t<li>Delegate routine tasks.<\/li>\r\n\t<li>Don't procrastinate.<\/li>\r\n\t<li>Insist that meetings start and end on time, and stick to an agenda.<\/li>\r\n\t<li>Eliminate unnecessary paperwork.<span class=\"im_footnote\">[footnote]Brian L. Davis et al., <em>Successful Manager's Handbook: Development Suggestions for Today's Managers<\/em> (Minneapolis: Personnel Decisions Inc., 1992, p 189.[\/footnote]<\/span><\/li>\r\n<\/ul>\r\n<h2>Decision-Making Skills<\/h2>\r\nEvery manager is expected to make decisions, whether alone or as part of a team. Drawing on your <span class=\"im_margin_term\">decision-making skills<\/span> is often a process in which you must define a problem, analyze possible solutions, and select the best outcome. As luck would have it, because the same process is good for making personal decisions, we'll use a personal example to demonstrate the process approach to decision making. Consider the following scenario: You're upset because your midterm grades are much lower than you'd hoped. To make matters worse, not only are you in trouble academically, but also the other members of your business-project team are annoyed because you're not pulling your weight. Your lacrosse coach is very upset because you've missed too many practices, and members of the mountain-biking club of which you're supposed to be president are talking about impeaching you if you don't show up at the next meeting. And your girlfriend says you're ignoring her. (You can substitute \"boyfriend\" here, of course; we're just trying to keep our exposition as simple as possible.)\r\n<h2>A Six-Step Approach to Problem Solving<\/h2>\r\nAssuming your top priority is salvaging your GPA, let's tackle your problem by using a six-step approach to solving problems that don't have simple solutions. We've summarized this model in Figure 1 below.<span class=\"im_footnote\">[footnote]Shari Caudron, \"Six Steps in Creative Problem Solving,\" <em>Controller Magazine<\/em>, April 1998, 38. Caudron describes a systematic approach developed by Roger L. Firestien, president of Innovation Systems Group, Williamsville, NY.[\/footnote]<\/span>\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"318\"]<a href=\"https:\/\/textimgs.s3.amazonaws.com\/introbus\/section_10\/aaf91ac923bbd798eca94e15724d4048.jpg\" target=\"_blank\"><img src=\"https:\/\/textimgs.s3.amazonaws.com\/DE\/introbus\/406g-gpzyid7i#fixme\" alt=\"One: Identify the problem you want to work on. Two: Gather relevant data. Three: Clarify the problem. Four: Generate possible solutions. Five: Select the best option. Six: Implement your decision and monitor your choice.\" width=\"318\" height=\"400\" \/><\/a> Figure 1. How to Solve a Problem[\/caption]\r\n<ol>\r\n\t<li><em>Identify the problem you want to work on<\/em>. Step one is getting to know your problem, which you can formulate by asking yourself a basic question: How can I improve my grades?<\/li>\r\n\t<li><em>Gather relevant data<\/em>. Step two is gathering information that will shed light on the problem. Let's rehash some of the relevant information that you've already identified: (a) you did poorly on your finals because you didn't spend enough time studying; (b) you didn't study because you went to see your girlfriend (who lives about three hours from campus) over the weekend before your exams (and on most other weekends, as a matter of fact); (c) what little studying you got in came at the expense of your team project and lacrosse practice; and (d) while you were away for the weekend, you forgot to tell members of the mountain-biking club that you had to cancel the planned meeting.<\/li>\r\n\t<li><em>Clarify the problem<\/em>. Once you review all the given facts, you should see that your problem is bigger than simply getting your grades up; your life is pretty much out of control. You can't handle everything to which you've committed yourself. Something has to give. You clarify the problem by summing it up with another basic question: What can I do to get my life back in order?<\/li>\r\n\t<li><em>Generate possible solutions<\/em>. If you thought defining the problem was tough, wait until you've moved on to this stage. Let's say that you've come up with the following possible solutions to your problem: (a) quit the lacrosse team, (b) step down as president of the mountain-biking club, (c) let team members do your share of work on the business project, and (d) stop visiting your girlfriend so frequently. The solution to your main problem\u2014how to get your life back in order\u2014will probably require multiple actions.<\/li>\r\n\t<li><em>Select the best option<\/em>. This is clearly the toughest part of the process. Working your way through your various options, you arrive at the following conclusions: (a) you can't quit the lacrosse team because you'd lose your scholarship; (b) you can resign your post in the mountain-biking club, but that won't free up much time; (c) you can't let your business-project team down (and besides, you'd just get a low grade); and (d) she wouldn't like the idea, but you could visit your girlfriend, say, once a month rather than once a week. So what's the most feasible (if not necessarily perfect) solution? Probably visiting your girlfriend once a month and giving up the presidency of the mountain-biking club.<\/li>\r\n\t<li><em>Implement your decision and monitor your choice<\/em>. When you call your girlfriend, you're pleasantly surprised to find that she understands. The vice president is happy to take over the mountain-biking club. After the first week, you're able to attend lacrosse practice, get caught up on your team business project, and catch up in all your other classes. The real test of your solution will be the results of the semester's finals.<\/li>\r\n<\/ol>\r\n<div class=\"keytakeaways\">\r\n<h3>Key Takeaways<\/h3>\r\n<ul>\r\n\t<li>The skills needed by managers vary according to level.<\/li>\r\n\t<li>Top managers need strong <strong>conceptual skills<\/strong>, while those at midlevels need good <strong>interpersonal skills,<\/strong> and those at lower levels need <strong>technical skills<\/strong>.<\/li>\r\n\t<li>All managers need strong <strong>communication<\/strong>, <strong>decision-making<\/strong>, and <strong>time-management skills<\/strong>.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n<h2>Check Your Understanding<\/h2>\r\nAnswer the question(s) below to see how well you understand the topics covered in this section. This short quiz does <strong>not<\/strong> count toward your grade in the class, and you can retake it an unlimited number of times.\r\n\r\nUse this quiz to check your understanding and decide whether to (1) study the previous section further or (2) move on to the next section.\r\n\r\nhttps:\/\/assessments.lumenlearning.com\/assessments\/197","rendered":"<h2>Managerial Skills<\/h2>\n<p>To be a successful manager, you&#8217;ll have to master a number of skills. To get an entry-level position, you will have to be technically competent at the tasks you\u00a0are asked to perform. To advance, you&#8217;ll need to develop strong interpersonal and conceptual skills. The relative importance of different skills varies from job to job and organization to organization, but to some extent, you&#8217;ll need them all to forge a managerial career. Throughout your career, you&#8217;ll also be expected to communicate ideas clearly, use your time efficiently, and reach sound decisions.<\/p>\n<div>\n<h2>Technical Skills<\/h2>\n<p>You&#8217;ll probably be hired for your first job based on your <span class=\"im_margin_term\">technical skills<\/span>\u2014the ones you need to perform specific tasks\u2014and you&#8217;ll use them extensively during your early career. If your college major is accounting, you&#8217;ll use what you&#8217;ve learned to prepare financial statements. If you have a marketing degree and you join an ad agency, you&#8217;ll use what you know about promotion to prepare ad campaigns. Technical skills will come in handy when you move up to a first-line managerial job and oversee the task performance of subordinates. Technical skills, though developed through job training and work experience, are generally acquired during the course of your formal education.<\/p>\n<h2>Interpersonal Skills<\/h2>\n<p>As you move up the corporate ladder, you&#8217;ll find that you can&#8217;t do everything yourself: you&#8217;ll have to rely on other people to help you achieve the goals for which you&#8217;re responsible. That&#8217;s why <span class=\"im_margin_term\">interpersonal skills<\/span>\u2014the ability to get along with and motivate other people\u2014are critical for managers in midlevel positions. These managers play a pivotal role because they report to top-level managers while overseeing the activities of first-line managers. Thus, they need strong working relationships with individuals at all levels and in all areas. More than most other managers, they must use &#8220;people skills&#8221; to foster teamwork, build trust, manage conflict, and encourage improvement.<span class=\"im_footnote\"><a class=\"footnote\" title=\"Brian Perkins, &quot;Defining Crisis Management,&quot; Wharton Alumni Magazine, Summer 2000, accessed October 8, 2011.\" id=\"return-footnote-53-1\" href=\"#footnote-53-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/span><\/p>\n<h2>Conceptual Skills<\/h2>\n<p>Managers at the top, who are responsible for deciding what&#8217;s good for the organization from the broadest perspective, rely on <span class=\"im_margin_term\">conceptual skills<\/span>\u2014the ability to reason abstractly and analyze complex situations. Senior executives are often called on to &#8220;think outside the box&#8221;\u2014to arrive at creative solutions to complex, sometimes ambiguous problems. They need both strong analytical abilities and strong creative talents.<\/p>\n<h2>Communication Skills<\/h2>\n<p>Effective communication skills are crucial to just about everyone. At all levels of an organization, you&#8217;ll often be judged on your ability to communicate, both orally and in writing. Whether you&#8217;re talking informally or making a formal presentation, you must express yourself clearly and concisely. Talking too loudly, rambling, and using poor grammar reduce your ability to influence others, as does poor written communication. Confusing and error-riddled documents (including e-mails) don&#8217;t do your message any good, and they will reflect poorly on you.<span class=\"im_footnote\"><a class=\"footnote\" title=\"Brian L. Davis et al., Successful Manager's Handbook: Development Suggestions for Today's Managers,\u00a0Minneapolis: Personnel Decisions Inc., 1992, p 189.\" id=\"return-footnote-53-2\" href=\"#footnote-53-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a><\/span><\/p>\n<h2>Time-Management Skills<\/h2>\n<p>Managers face multiple demands on their time, and their days are usually filled with interruptions. Ironically, some technologies that were supposed to save time, such as voicemail and e-mail, have actually increased workloads. Unless you develop certain <span class=\"im_margin_term\">time-management skills<\/span>, you risk reaching the end of the day feeling that you&#8217;ve worked a lot but accomplished little. What can managers do to ease the burden? Here are a few common-sense suggestions:<\/p>\n<ul>\n<li>Prioritize tasks, focusing on the most important things first.<\/li>\n<li>Set aside a certain time each day to return phone calls and answer e-mail.<\/li>\n<li>Delegate routine tasks.<\/li>\n<li>Don&#8217;t procrastinate.<\/li>\n<li>Insist that meetings start and end on time, and stick to an agenda.<\/li>\n<li>Eliminate unnecessary paperwork.<span class=\"im_footnote\"><a class=\"footnote\" title=\"Brian L. Davis et al., Successful Manager's Handbook: Development Suggestions for Today's Managers (Minneapolis: Personnel Decisions Inc., 1992, p 189.\" id=\"return-footnote-53-3\" href=\"#footnote-53-3\" aria-label=\"Footnote 3\"><sup class=\"footnote\">[3]<\/sup><\/a><\/span><\/li>\n<\/ul>\n<h2>Decision-Making Skills<\/h2>\n<p>Every manager is expected to make decisions, whether alone or as part of a team. Drawing on your <span class=\"im_margin_term\">decision-making skills<\/span> is often a process in which you must define a problem, analyze possible solutions, and select the best outcome. As luck would have it, because the same process is good for making personal decisions, we&#8217;ll use a personal example to demonstrate the process approach to decision making. Consider the following scenario: You&#8217;re upset because your midterm grades are much lower than you&#8217;d hoped. To make matters worse, not only are you in trouble academically, but also the other members of your business-project team are annoyed because you&#8217;re not pulling your weight. Your lacrosse coach is very upset because you&#8217;ve missed too many practices, and members of the mountain-biking club of which you&#8217;re supposed to be president are talking about impeaching you if you don&#8217;t show up at the next meeting. And your girlfriend says you&#8217;re ignoring her. (You can substitute &#8220;boyfriend&#8221; here, of course; we&#8217;re just trying to keep our exposition as simple as possible.)<\/p>\n<h2>A Six-Step Approach to Problem Solving<\/h2>\n<p>Assuming your top priority is salvaging your GPA, let&#8217;s tackle your problem by using a six-step approach to solving problems that don&#8217;t have simple solutions. We&#8217;ve summarized this model in Figure 1 below.<span class=\"im_footnote\"><a class=\"footnote\" title=\"Shari Caudron, &quot;Six Steps in Creative Problem Solving,&quot; Controller Magazine, April 1998, 38. Caudron describes a systematic approach developed by Roger L. Firestien, president of Innovation Systems Group, Williamsville, NY.\" id=\"return-footnote-53-4\" href=\"#footnote-53-4\" aria-label=\"Footnote 4\"><sup class=\"footnote\">[4]<\/sup><\/a><\/span><\/p>\n<div style=\"width: 328px\" class=\"wp-caption aligncenter\"><a href=\"https:\/\/textimgs.s3.amazonaws.com\/introbus\/section_10\/aaf91ac923bbd798eca94e15724d4048.jpg\" target=\"_blank\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/textimgs.s3.amazonaws.com\/DE\/introbus\/406g-gpzyid7i#fixme\" alt=\"One: Identify the problem you want to work on. Two: Gather relevant data. Three: Clarify the problem. Four: Generate possible solutions. Five: Select the best option. Six: Implement your decision and monitor your choice.\" width=\"318\" height=\"400\" \/><\/a><\/p>\n<p class=\"wp-caption-text\">Figure 1. How to Solve a Problem<\/p>\n<\/div>\n<ol>\n<li><em>Identify the problem you want to work on<\/em>. Step one is getting to know your problem, which you can formulate by asking yourself a basic question: How can I improve my grades?<\/li>\n<li><em>Gather relevant data<\/em>. Step two is gathering information that will shed light on the problem. Let&#8217;s rehash some of the relevant information that you&#8217;ve already identified: (a) you did poorly on your finals because you didn&#8217;t spend enough time studying; (b) you didn&#8217;t study because you went to see your girlfriend (who lives about three hours from campus) over the weekend before your exams (and on most other weekends, as a matter of fact); (c) what little studying you got in came at the expense of your team project and lacrosse practice; and (d) while you were away for the weekend, you forgot to tell members of the mountain-biking club that you had to cancel the planned meeting.<\/li>\n<li><em>Clarify the problem<\/em>. Once you review all the given facts, you should see that your problem is bigger than simply getting your grades up; your life is pretty much out of control. You can&#8217;t handle everything to which you&#8217;ve committed yourself. Something has to give. You clarify the problem by summing it up with another basic question: What can I do to get my life back in order?<\/li>\n<li><em>Generate possible solutions<\/em>. If you thought defining the problem was tough, wait until you&#8217;ve moved on to this stage. Let&#8217;s say that you&#8217;ve come up with the following possible solutions to your problem: (a) quit the lacrosse team, (b) step down as president of the mountain-biking club, (c) let team members do your share of work on the business project, and (d) stop visiting your girlfriend so frequently. The solution to your main problem\u2014how to get your life back in order\u2014will probably require multiple actions.<\/li>\n<li><em>Select the best option<\/em>. This is clearly the toughest part of the process. Working your way through your various options, you arrive at the following conclusions: (a) you can&#8217;t quit the lacrosse team because you&#8217;d lose your scholarship; (b) you can resign your post in the mountain-biking club, but that won&#8217;t free up much time; (c) you can&#8217;t let your business-project team down (and besides, you&#8217;d just get a low grade); and (d) she wouldn&#8217;t like the idea, but you could visit your girlfriend, say, once a month rather than once a week. So what&#8217;s the most feasible (if not necessarily perfect) solution? Probably visiting your girlfriend once a month and giving up the presidency of the mountain-biking club.<\/li>\n<li><em>Implement your decision and monitor your choice<\/em>. When you call your girlfriend, you&#8217;re pleasantly surprised to find that she understands. The vice president is happy to take over the mountain-biking club. After the first week, you&#8217;re able to attend lacrosse practice, get caught up on your team business project, and catch up in all your other classes. The real test of your solution will be the results of the semester&#8217;s finals.<\/li>\n<\/ol>\n<div class=\"keytakeaways\">\n<h3>Key Takeaways<\/h3>\n<ul>\n<li>The skills needed by managers vary according to level.<\/li>\n<li>Top managers need strong <strong>conceptual skills<\/strong>, while those at midlevels need good <strong>interpersonal skills,<\/strong> and those at lower levels need <strong>technical skills<\/strong>.<\/li>\n<li>All managers need strong <strong>communication<\/strong>, <strong>decision-making<\/strong>, and <strong>time-management skills<\/strong>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<h2>Check Your Understanding<\/h2>\n<p>Answer the question(s) below to see how well you understand the topics covered in this section. This short quiz does <strong>not<\/strong> count toward your grade in the class, and you can retake it an unlimited number of times.<\/p>\n<p>Use this quiz to check your understanding and decide whether to (1) study the previous section further or (2) move on to the next section.<\/p>\n<p>\t<iframe id=\"lumen_assessment_197\" class=\"resizable\" src=\"https:\/\/assessments.lumenlearning.com\/assessments\/load?assessment_id=197&#38;embed=1&#38;external_user_id=&#38;external_context_id=&#38;iframe_resize_id=lumen_assessment_197\" frameborder=\"0\" style=\"border:none;width:100%;height:100%;min-height:400px;\"><br \/>\n\t<\/iframe><\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-53\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Adaptation and revision. <strong>Authored by<\/strong>: Linda Williams and Lumen Learning. <strong>Provided by<\/strong>: Tidewater Community College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/courses.candelalearning.com\/introbusiness2xtccmaster\/chapter\/6-6-managerial-skills\/\">https:\/\/courses.candelalearning.com\/introbusiness2xtccmaster\/chapter\/6-6-managerial-skills\/<\/a>. <strong>Project<\/strong>: Introduction to Business. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>An Introduction to Business. <strong>Authored by<\/strong>: Anonymous. <strong>Provided by<\/strong>: Anonymous. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/2012books.lardbucket.org\/books\/an-introduction-to-business-v2.0\/s10-06-managerial-skills.html\">http:\/\/2012books.lardbucket.org\/books\/an-introduction-to-business-v2.0\/s10-06-managerial-skills.html<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-53-1\">Brian Perkins, \"<a href=\"http:\/\/whartonmagazine.com\/issues\/summer-2000\/reunion-2000\/\" target=\"_blank\">Defining Crisis Management<\/a>,\" Wharton Alumni Magazine, Summer 2000, accessed October 8, 2011. <a href=\"#return-footnote-53-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-53-2\">Brian L. Davis et al., <em>Successful Manager's Handbook: Development Suggestions for Today's Managers,\u00a0<\/em>Minneapolis: Personnel Decisions Inc., 1992, p 189. <a href=\"#return-footnote-53-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><li id=\"footnote-53-3\">Brian L. Davis et al., <em>Successful Manager's Handbook: Development Suggestions for Today's Managers<\/em> (Minneapolis: Personnel Decisions Inc., 1992, p 189. <a href=\"#return-footnote-53-3\" class=\"return-footnote\" aria-label=\"Return to footnote 3\">&crarr;<\/a><\/li><li id=\"footnote-53-4\">Shari Caudron, \"Six Steps in Creative Problem Solving,\" <em>Controller Magazine<\/em>, April 1998, 38. Caudron describes a systematic approach developed by Roger L. Firestien, president of Innovation Systems Group, Williamsville, NY. <a href=\"#return-footnote-53-4\" class=\"return-footnote\" aria-label=\"Return to footnote 4\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":78,"menu_order":3,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Adaptation and revision\",\"author\":\"Linda Williams and Lumen Learning\",\"organization\":\"Tidewater Community College\",\"url\":\"https:\/\/courses.candelalearning.com\/introbusiness2xtccmaster\/chapter\/6-6-managerial-skills\/\",\"project\":\"Introduction to Business\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"An Introduction to Business\",\"author\":\"Anonymous\",\"organization\":\"Anonymous\",\"url\":\"http:\/\/2012books.lardbucket.org\/books\/an-introduction-to-business-v2.0\/s10-06-managerial-skills.html\",\"project\":\"\",\"license\":\"cc-by-nc-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"a34cec84-ade4-4ada-b55a-bd46ce8d3133","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-53","chapter","type-chapter","status-publish","hentry"],"part":88,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/pressbooks\/v2\/chapters\/53","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/wp\/v2\/users\/78"}],"version-history":[{"count":16,"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/pressbooks\/v2\/chapters\/53\/revisions"}],"predecessor-version":[{"id":5735,"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/pressbooks\/v2\/chapters\/53\/revisions\/5735"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/pressbooks\/v2\/parts\/88"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/pressbooks\/v2\/chapters\/53\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/wp\/v2\/media?parent=53"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/pressbooks\/v2\/chapter-type?post=53"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/wp\/v2\/contributor?post=53"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/clinton-introbusinesswmopen\/wp-json\/wp\/v2\/license?post=53"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}