Developing the Skills III

Some of the best results have always been achieved through the "coaching" of subordinates by superiors.

Conceptual skill, like human skill, has not been very widely understood. A number of methods have been tried to aid in developing this ability, with varying success. Some of the best results have always been achieved through the "coaching" of subordinates by superiors. This is no new idea. It implies that one of the key responsibilities of the executive is to help his subordinates to develop their administrative potentials. One way a superior can help "coach" his subordinate is by assigning a particular responsibility, and then responding with searching questions or opinions, rather than giving answers, whenever the subordinate seeks help. When Benjamin F. Fairless was president of US Steel he described his coaching activities:

When one of my vice presidents or the head of one of our operating companies comes to me for instructions, I generally counter by asking him questions. First thing I know, he has told me how to solve the problem himself.

Obviously, this is an ideal and wholly natural procedure for administrative training, and applies to the development of technical and human skill, as well as to that of conceptual skill. However, its success must necessarily rest on the abilities and willingness of the superior to help the subordinate.

Another excellent way to develop conceptual skill is through trading jobs, that is, by moving promising young men through different functions of the business but at the same level of responsibility. This gives the man the chance literally to "be in the other fellow's shoes."

ACTION POINT: Use searching questions and opportunities to "wear others shoes" to develop conceptual skills.

Developing the Skills II

As a practical matter, however, the executive must develop his own human skill

Human skill, however, has been much less understood, and only recently has systematic progress been made in developing it. Many different approaches to the development of human skill are being pursued by various universities and professional men today. These are rooted in such disciplines as psychology, sociology, and anthropology.

Some of these approaches find their application in "applied psychology," "human engineering," and a host of other manifestations requiring technical specialists to help the businessman with his human problems. As a practical matter, however, the executive must develop his own human skill, rather than lean on the advice of others. To be effective, he must develop his own personal point of view toward human activity, so that he will (a) recognize the feelings and sentiments which he brings to a situation; (b) have an attitude about his own experiences which will enable him to re-evaluate and learn from them; (c) develop ability in understanding what others by their actions and words (explicit or implicit) are trying to communicate to him; and (d) develop ability in successfully communicating his ideas and attitudes to others.

ACTION POINT: Use recognition, re-evaluation, understanding and communication to develop your human skills.

Developing the Skills

The skill conception of administration suggests that we may hope to improve our administrative effectiveness and to develop better administrators for the future.

For many years people have contended that leadership ability is inherent in certain chosen individuals. We talk of "born leaders," "born executives", "born salesmen." it is undoubtedly true that certain people, naturally or innately, possess greater aptitude or ability in certain skills. But research in psychology and physiology would also indicate, first , that those having strong aptitudes and abilities can improve their skill through practice and training, and, secondly, that even those lacking the natural ability can improve their performance and over-all effectiveness.

The skill conception of administration suggests that we may hope to improve our administrative effectiveness and to develop better administrators for the future. This skill conception implies learning by doing. Different people learn in different ways, but skills are developed through practice and through relating learning to one's own personal experience and background. If well done, training these basic administrative skills should develop executive abilities more surely and more rapidly than through unorganized experience.

Technical skill requires sound grounding the principles, structures, and processes of the individual specialty, coupled with actual practice and experience during which the individual is watched and helped by a superior, appear to be the most effective.

ACTION POINT: Develop your skills through practice and personal experience.

The Gift of Piety

Forgive as the Lord forgave you. Colossians 3:13

The Gift of Piety mellows the sense of reverence for God and over-strictness with ourselves. It inspires a great spirit of kindness and understanding toward others, meekness in bearing their faults, willingness to forgive, and genuine affection for them. The Gift of Piety awakens in us a child-like attitude toward God and also a sense that everyone is our brother an sister. It sees people as companions on the journey rather than competitors. An attitude of total forgiveness of everyone and everything is the most mature fruit of the gift of Piety. As the sense of belonging to the human family as a whole continues to grow through contemplative prayer and practice, the oneness extends to the earth, the environment and, indeed to all creation. One begins to perceive all things in God and God in all things.

Ephesians 4:32

Be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you.

At The Top Level

One of the most important lessons which I learned on this job [the presidency] is the importance of coordinating the various departments into an effective team, and, secondly, to recognize the shifting emphasis from time to time of the relative importance of various departments to the business.

Conceptual skill, as indicated in the preceding sections, becomes increasingly critical in more responsible executive positions where its effects are maximized and most easily observed. In fact, recent research findings lead to the conclusion that at the top level of administration this conceptual skill becomes the most important ability of all. As Herman W. Steinkraus, president of Bridgeport Brass Company, said:

One of the most important lessons which I learned on this job [the presidency] is the importance of coordinating the various departments into an effective team, and, secondly, to recognize the shifting emphasis from time to time of the relative importance of various departments to the business.

It would appear, then, that at lower levels of administrative responsibility, the principal need is for technical and human skills. At higher levels, technical skill becomes relatively less important while the need for conceptual skill increases rapidly. At the top level of an organization, conceptual skill becomes the most important skill of all for successful administration. A chief executive may lack technical or human skills and still be effective if he has subordinates who have strong abilities in these directions. But if his conceptual skill is weak, the success of the whole organization may be jeopardized.

ACTION POINT: Understand the hierarchy of technical, human and conceptual skills and where they are applied most effectively.